MENTORING PROGRAM:

MIDDLE AND HIGH

SCHOOL

Licda. Lisa Odeh-Nasrala Diaz

DelCampo Academy Counselor

Introduction
One-on-one instruction, or
mentoring, is one of the oldest forms
of teaching. Our parents and
grandparents are our earliest
mentors.
The word mentor comes from
Mentor, who was a wise friend of the
mythical Greek warrior Odysseus.
Mentor's name is derived from the
Greek men, to think or use ones'

What is a Mentoring Program?

Mentor or partnership programs connect people

who have specific skills and knowledge
(mentors) with individuals (protgs) who need
or want the same skills and advantages to move
up in work, skill level, or school performance.
Participants in mentor programs , both young
and old, share their values and personal goals in
a mutually respectful, supportive way which
leads to a more enriched life for both. Therefore,
a successful mentor program helps break down
barriers and creates opportunities for success.

Objectives
Help raise the quality of the training process
in the field of construction of values, habits
and positive attitudes in students.
Develop intellectual and labor skills in each
student.
Shape students into confident persons with
excellent leadership, communication,
critical thinking, professionalism and other
skills important to the transition to the world
of work.

Benefits to the Mentor

Mentors gain personal and
professional satisfaction in helping a
youth.
Mentors gain recognition from their
peers.
Mentors gain improved interpersonal
skills.
Mentoring focuses the mentor
outside of him/herself.
Mentoring promotes deeper

Benefits to the Mentee

Exposes youth to a positive role model
Helps to focus youth on their future and on
setting academic and career goals
Exposes youth to new experiences and
people from diverse cultural, socio-economic,
and professional backgrounds
Provides youth with attention and a
concerned friend
Encourages emotional and social growth
Fosters increased confidence and self-esteem

Profile of a Mentor

Development of your mentees depends on exploring

career aspirations; strengths and weaknesses;
collaborating on means to get there; implementing
strategies. Ideally, a mentor should be able to:

Be respected as an experienced and successful

professional
Support the institution mission, vision, and goals
Stay accessible, committed, and engaged during the
length of the program.
Listen well
Offer encouragement through genuine positive
reinforcement
Be a positive role model

Profile of a Mentee

Learning from the wisdom and past experiences

of the mentor will serve the mentee well and
produce great benefits. Ideally, a mentee should
be able to:
Commit to self-development
Assume responsibility for acquiring or improving
skills and knowledge
Discuss individual development planning with
their mentor
Be open and honest on their goals, expectations,
challenges, and concerns

What are the roles of a

Mentor?
1. Provide academic help and
support.
2. Provide emotional support.
3. Provide career exploration
assistance.
4. Provide support with social
experiences.

Mentoring Protocol
Procedures
1. Inform parents and gain consent.
2. Prepare students and inform them
about the mentoring program.
3. Match mentors with mentees.
4. Mentors must participate in mentoring
workshops for training.
5. Initial interview with mentees.
6. Monitor and follow up according to
scheduled meetings with mentees.

Mentoring Protocol
Procedures

7. Keep the mentor log up to date and set up

meetings with the counselor for follow up.
8. Refer to the counseling department through a
Referral Form when the mentor thinks that the
student might be at risk, may hurt others or is
emotionally unstable and need additional support.
9. Keep record of any strategies, tools or resources
used to accomplish goals during the mentor-mentee
relationship.
10. Maintain confidentiality regarding the mentee's
information about family dynamics, personal
situations, or anything else discussed during mentormentee meetings.

The Phases of Mentorship

Mentorship is a learning
relationship between
two or more people,
and it typically follows
Preparin
Negotiati
Enabling
four phases:
g

ng

Growth

Coming
to
Closure

The Phases of Mentorship

Preparing
The preparing phase is the discovery stage
of the mentoring relationship:
Discover your own personal motivation and
readiness to be a mentor
Get to know your mentee and build rapport
Create a context for the learning
partnership you and your mentee will build
together

The Phases of Mentorship

Negotiating
The negotiating phase is the business
stage of the mentoring relationship:
Support your mentee by helping them
create learning goals
Create a learning agreement with your
mentee, to cover shared responsibilities
and ground rules
Establish boundaries with your mentee

The Phases of Mentorship

Enabling growth
This phase is the work stage of the
mentoring relationship this is
where mentors will have the most
contact with their mentees:
Supportyour mentee's learning
andchallengetheir assumptions
through one-on-one mentoring or
mentor-led group work
Provide usefulfeedbackto them to

The Phases of Mentorship

Coming to closure
The coming to closure phase is the
reflection stage of the mentoring
relationship:
Assess the value of your mentoring
partnership
Identify areas of growth and learning
Celebrate the achievement of learning
outcomes

Confidentiality
The youth may be unsure whether the feelings and
information they disclose to their mentors will be passed
on to teachers, parents, etc. Early in the relationship,
mentors must provide reassurance:
Nothing that the youth tells the mentor will be discussed
with anyone else except the Counseling Department.
If the mentor feels it is important to involve another
adult, it will be discussed first with the youth.
If there is threat of physical harm to the youth or to
others, the mentor must break confidentiality to seek
protection for the endangered person (including the
threat of suicide).