Introduction to Tutor/Mentor Connection, University of Iowa Education Conference, April 2010

8/3/2019 Introduction to Tutor/Mentor Connection, University of Iowa Education Conference, April 2010

http://slidepdf.com/reader/full/introduction-to-tutormentor-connection-university-of-iowa-education-conference 1/44

This presentation is a product of Cabrini Connections and the Tutor/Mentor Connection. Do not duplicate without giving credit. Cabrini Connections is located at 800 W. Huron, Chicago, Il. 60642 PH: 312-492-9614 Web site: www.tutormentorconnection.org and www.tutormentorexchange.net Email:

[email protected]

TUTOR/MENTOR CONNECTION

A LEARNING NETWORK

Tutor/Mentor Connection:

Networking to Support Healthy Youth Development





How Did I Decide to Start?Cabrini Connections, Tutor/Mentor Connection

• Illinois Wesleyan 1964-68, History Major

• Army Intelligence, 1968-71

• Joined Montgomery Wardas advertising writer in1973. 17 year advertisingcareer (1973-1990)

• Became a tutor same year,matched to a 4th grade boynamed Leo

Dan & LeoCirca 1974

Pg. 3



This has been a 37 year journey.(and it’s not over yet)

• Various ad management roles at Wards from1980-90

• I became leader of the tutoring program in1975. By 1990 we had 300 pairs of kids and

volunteers meeting weekly at the Wards HQin Chicago.

• Left company in 1990; converted originalprogram to non profit, Cabrini GreenTutoring Program, Inc.)

• President, Founder of Cabrini Connections in1992; Tutor/Mentor Connection, in 1993

Pg. 4

Leo Today



“Maurice has hisGED and now worksin construction...”

“CabriniConnections playeda major role in mylife during my high

school years.”

“Willie was recently informed

that he was accepted atMorgan State in Baltimore.”

These experiences led to forming Cabrini Connections and theTutor/Mentor Connection in November 1992.

Cabrini Connections started with five teens and seven volunteers.

More than 16 years. 580 teens and 800 volunteers have participated for 1 to 7 fullyears since 1993.

On this page are some of our alumni. Meet more on Facebook.

Visit www.cabriniconnections.net to learn more.

Pg. 5

http://www.cabriniconnections.net/

http://www.cabriniconnections.net/



Lessons Learned:

• How to Apply Masscommunications, advertisingconcepts.

• How to use computers andtechnology for programmanagement; evaluation

• How to connect youth andvolunteers in non-schooltutor/mentor program

• Busy Volunteers will do extra ifthey believe in cause, shareownership, have littlebureaucracy

Pg. 6





Pg. 8

Also learned that Media does not work like

advertising. Random acts of indignation.

May/June 2007



Pg. 9

October 15, 1992

While we were starting Cabrini Connections, this was the story

on the front page of the Chicago SunTimes



We knew that these

programs were neededin all povertyneighborhoods.

We knew no one had amaster database of

programs.

And there was noconsistent marketingdrawing volunteers and

donors to all of theprograms in the city.

Chicago

While we operate a single tutor/mentor program in one neighborhood...

Pg. 10

CabriniConnections serves teens inthe Cabrini-Green area ofChicago

Tutor/MentorConnectionhelps programslike Cabrini

Connectionsgrow in everypoverty area ofthe city andsuburbs



We Decided to Create the T/MC to

Fill this Void.• Our aim was to create a master database of all tutor/mentor programs in

the city

• Then to increase the number of media stories talking abouttutoring/mentoring, in order to draw more consistent volunteer and donor

support to every program.

• So each program would be more able to innovate ways to connect inner cityteens with adults who will act as tutors, mentors, coaches, advocates andfriends … and that many of these adults to stay involved in the lives of kids for many years.

• The long term goal is that these programs help teens finish high schooland that the volunteers help open doors to advanced learning, jobs andcareers. In such programs, volunteers also must learn to take on roles ofleaders, fund raisers, advocates, etc. so that programs constantly expand theresources available to them.

Pg. 11



The Tutor/Mentor Connection focuses daily

on one big question:

What will it take toassure that

all youth born in

poverty are enteringcareers by age 25?

What does it take to make

programs like CabriniConnections available to

more youth, in more places?

Pg 12

Property of Tutor/Mentor Connection, 800 W. Huron, Chicago, Il. 60642 Email for permission to use: [email protected]



We know others are asking the same question….

Instead of saying we have all of the answers, we said

“let’s collect information that shows what others are

doing” so we can learn from others, and they from us.

Over 16 years this has enable T/MC to aggregate a weblibrary with links to more than 2000 organizations and

resources. These are ideas we learn from and that

anyone else can learn from.

We did not know the term for this in 1993, but what we

were creating was a “knowledge network”.

Pg 13




Some of the key concepts:

From birth to starting a career, takes about 25 years formost kids. There are well defined stages along the way.

For kids living in concentrated, inner-city poverty, there areextra challenges to reaching careers.

School-Time Programs

3-5 PM Non-School Programs

Pre-K K - 5th 5th - 6th 6th - 8thHigh

School

Career

Track

After 5 PM and Weekend Programs

Pg 14




Tutor/Mentor =

Extra Adults who help kidsmove through school and

into adult roles and

responsibilities

Pg. 15

TUTORING/MENTORING SAME WORDS DIFFERENT MEANINGS


http://slidepdf.com/reader/full/introduction-to-tutormentor-connection-university-of-iowa-education-conference 16/44Http://www.tutormentorconnection.org [email protected] PH: 312-492-9614

PROFESSIONALTUTOR

TEACHING

PARENTING

THESE ARE NOT THE SAME.

IN-SCHOOLVOLUNTEER

TUTOR

NON-SCHOOLVOLUNTEER

TUTOR

VOLUNTEERTUTOR/MENTOR

MENTORING

TUTORING/MENTORING: SAME WORDS-DIFFERENT MEANINGS

Policy and leadership impact are diminished by thelack of distinction between different forms of

tutoring/mentoring.

Pg. 16



As volunteers bond with kids many become leaders who recruit more volunteers

and other resources from their industry, faith group, and social network

Insurance

Healthcare

Arts, Culture.

Religion GovernmentEducation

Science,Math

Engineering

ManufacturingTransportation

Retailing

Wholesaling

Built environment

Engineering

Natural Resources

Agriculture

Finance, Personal &

Business Services

HospitalityRecreation

Technology

Communications

Copyright 2007, Tutor/Mentor Connection, 800 W. Huron, Chicago, Il. 60642 Email for permission to use: [email protected]

Pg 17

Recruit volunteers, and donors,

from all industries.



These are just a few of the questions that need to be

answered in Chicago, and in most other communities:

How do we provide consistent, flexible, multi-yearfunding in all locations, not just a few?

Pg 18


How do we help good programs be in more ofthe places where they are needed?

How do we help each program have effective,

long-term leaders?

How do we increase the number of volunteersfrom different work backgrounds who get

involved, and stay involved for many years?







WHAT ARE MAIN COMPONENTS OFthe Tutor/Mentor Connection?

The following slides show the steps we’ve

taken to create this network.

Pg 21


O S G C



FOUR-PART STRATEGY: A mentoring-to-career strategy of the Tutor/Mentor Connection

The Tutor/Mentor

Connection focuses on

four on-going strategies

Research

Pg 22

Public

Awareness

Resource

Generation

Collaboration,

shared learning

http://www.tutormentorconnection.org

http://www.tutormentorconnection.org/




Database (see Program Locator at

www.tutormentorexchange.net

Information Collection Prior to 1993, no organizationwas attempting to maintain acomprehensive database of non-school tutor/mentor programs.

The T/MC database and web siteProgram Locator now includes mosttutor/mentor programs in the Chicagoarea, as well as links to* Research,* Capacity-building information,* Homework help* Collaboration & Innovation resources.

Step 1: Build and Maintain knowledge base

Pg 23


RESEARCH k i ll b t t t i / t i



Chicago Area Program Locator http://www.tutormentorprogramlocator.net/

You can search

for programs in

Chicago area,

based on zip

code, age

served, type of

program. You

can also addyour own

program.

Pg 24

RESEARCH – knowing all we can about tutoring/mentoring



The programs in

this search show

up on a Google

map. Info for

each program is

shown below the

map, based onwhat T/MC has

received from

each

organization.

Pg 25



Interactive Zip Code Search Map

Instead of using

the chart to

search for

programs, you

can use the Zip

Code Map. If

you click on the

map for any zip

code, it will take

you to the same

Google map andlist of programs.

Pg 26

Flash Intro to Program Locator: http://www.tutormentorprogramlocator.net/Intro.aspx

http://www.tutormentorprogramlocator.net/Intro.aspx

http://www.tutormentorprogramlocator.net/Intro.aspx



Database

Volunteer Mobilization

Step 2: Volunteer Mobilization: Public Awareness

Pg 27


Because the T/MC maintains adatabase with contactinformation for most tutor/mentorprograms in Chicago…

b) The T/MC web site is a portal that can beused by anyone in the Chicago region tofind information about existing tutoringand/or mentoring programs

a) The T/MC is able to lead advertising andpublic education efforts that recruitvolunteers and donors for more than 150other programs throughout the Chicagoregion.

See this idea illustrated at

http://www.tutormentorexchange.net/images/flash/vol_leadership.swf





All Tutor/Mentor Programs have

Common Needs

* volunteers

* public visibility* operating dollars

* technology

* training/learning

* evaluation tools/staff

Pg 28




Using the same advertising principles that corporationsuse to create awareness and draw customers to stores,T/MC seeks to

• reach more people every day, and • draw them to on-line learning sites,

• then to maps,

• then to tutor/mentor programs in specific zip codes.

Pg 29

Copywrite 1998, Cabrini Connections, Tutor/Mentor Connection, 800 W. Huron, Chicago, Il. [email protected] 312-492-9614

mailto:[email protected]




When business leaders

use their visibility,advertising and influenceto encourage people to

volunteer, or donate, to atutor/mentor program, we

increase the number ofvolunteers and donors at

every tutor/mentorprogram in the Chicago

area.

Pg 30




WHY SHOULD BUSINESSTAKE THIS ROLE?

To SUCCEED

We must recruit businessleaders who will use their

resources in PULLING

Youth to Careers

To SUCCEED

We must help tutor/mentorprogram leaders, volunteers,schools and parents be more

effective in PUSHING

Youth to Careers

School-Time Programs

3-5 PM Non-School Programs

Pre-K K - 5th 5th - 6th 6th - 8thHigh

SchoolCareerTrack

After 5 PM and Weekend Programs

Pg 31




The T/MC leads an annual sequence ofcapacity-building actions that draw morethan 300 programs together for regularknowledge sharing, resource building.

These actions are essential for building

trust and relationships.

Without the regular invitations from theT/MC, and the constant information sharing,most organizations would remain isolated

from each other. Without the database,we’re not inviting all of the programs to

come together.

Database


Building a network of

tutor/mentor leaders

Step. 3 A successful collaboration or partnership is built on trust and

mutual self-interest.

Pg 32




These boxes represent the networks needed towork together to help raise kids.

Birth

Career

PreSchool

Family Industry

Church

ElementarySchool

Tutoring

HighSchool

College orVocational

A child

living inpoverty

MiddleSchool

YouthDevelopment

WorkforceDevelopment

Each box represents a category of people and organizations working to help youth grow upsafely, succeed in school, and be prepared for 21st Century jobs and careers. By connectingthem in a Learning Network, we create greater opportunities for understanding, collaboration,

and capacity building in every neighborhood where kids need help.

ServiceLearning

Welfare Reform

No Child Left Behind; Federal Juvenile Justice, Workforce Training Programs, etc..

Mentoring

Crimeprevention

After SchoolPrograms

Civic Engagement

Volunteerism

National Service

Pg 33




Connecting HUBS: A Blueprint

Birth

Career

schools family Faithgroups

Business& Media

HigherEd.

HealthCare

Communityorgs; socialservice

Gov’t

Laworgs

Entertainment& Sports

Philanthropy& Volunteers

America’s

Youth

Connect yournetwork to others, in

an on-going learningprocess.

Pg 34




Aug/Sept

Chicagoland

Volunteer

Recruitment

Campaign

November

Conferences

Jan. National

Mentoring

Month; Feb.

Leadership

Development

May Conferences

Each year the T/MC helps programs recruit volunteers in Aug/Sept. and helpsprograms train those volunteers and convert them into leaders as eachprogram moves through the School year. As each program ends the year ithas more people helping it build capacity and quality for the following year.

See this idea illustrated in a flash animated presentation http://www.tutormentorexchange.net/images/flash/eventyear.swf

Events organized every three months, every year….

Pg 35


http://www.tutormentorexchange.net/images/flash/eventyear.swf

http://www.tutormentorexchange.net/images/flash/eventyear.swf



Building Better Understanding

of Needs, Opportunities

By bringing programs together on aregular basis, and by supporting thisprocess with surveys and an Internet

library of tutor/mentor information, T/MCseeks to create a better understandingof what works, who/how many arebeing served, where programs areneeded, and what it takes to help goodprograms be in every place where theyare needed.

Database




Building Better

Understanding of Needs,

Opportunities

Step 4: Information sharing results….

Pg 36


USING MAPS: A mentoring-to-career strategy of the Tutor/Mentor Connection



USING MAPS: A mentoring to career strategy of the Tutor/Mentor Connection

At this time, the biggest obstacleto involving more children and

caring adults in tutor/mentor

programs is the need for more of

the programs themselves, as wellas the need for a more consistent

flow of resources (dollars,

volunteers, training, technology,

etc.) to existing programs.

Pg 37

Copywrite 1998, Cabrini Connections, Tutor/Mentor Connection, 800 W. Huron, Chicago, Il. [email protected] 312-492-9614

View the Map Gallery at http://www.tutormentorprogramlocator.net/mapgallery.html


http://www.tutormentorprogramlocator.net/mapgallery.html

http://www.tutormentorprogramlocator.net/mapgallery.html




Roles of Interns in communicating ideas

This shows how intern converted

this to flash animationhttp://www.tutormentorexchange.net/images/flash/

vol_leadership.swf

This shows how idea is first

visualized in power pointand posted on a bloghttp://tutormentor.blogspot.com/2009/10/tr

ansforming-adults-involved-in.html

Pg. 38



http://tutormentor.blogspot.com/2009/10/transforming-adults-involved-in.html














Using the map, and the database,leaders can stimulate a flow of

resources to all programs, in allneighborhoods.

By working as a group, T/MC helpsprograms generate greater impact than

most programs could generate bythemselves.

Database




Building Better


Opportunities

This is intended to draw volunteers, dollars,public attention, technology and trainingdirectly to tutor/mentor programs in every

neighborhood.

Without a steady flow of these resources no

program can succeed.

Actions that increase the

flow of resources to each

program

Step 5: Actions that increase flow of resources

Pg 39




To influence “Birthto Work” we must

influence the flowof operatingdollars.

Pg. 40



If Step 1 to 5 are happening in everypoverty neighborhood, youth and families

will have access to more of the help theyneed, better programs, and moreconsistent, longer-term services.

This will begin to achieve the changes inschool performance and career preparation

that we all want:

• better attendance in school • lower drop out rates

• less youth violence • better academic performance • business reports better prepared

workersDatabase




Building Better


Opportunities

Actions that increase the

flow of resources to each

program

Better programs in more

places for more age groups

More youth stay in school, are

safe in non-school hours,

graduate, and move to careers

The Result

Pg 41




The Tutor/Mentor Connection is an intermediary, andinformation aggregator. Someone needs to take this

role for your community.

Until thousands of people focus on this information

every day, like students focus on math and scienceand history in school classrooms,

we will still have social and economic gaps in

America and many people under-achieving theirpotential.

Pg 42




Using the Internet to network and learn

• Blogs – like http://tutormentor.blogspot.com

• Forums – like http://www.socialedge.org, http://www.omidyar.net,http://www.mentoring.org/community

• Conferences, eConferences – http://www.tutormentorconference.bigstep.com

• At http://www.tutormentorconnection.org we’re hosting a links library,with links to organizations that we want to connect with

• At www.Google.com you can search for “tutor mentor” and find theT/MC and numerous other organizations who could be invited to come

together for networking, learning, collaboration

Pg. 43

http://tutormentor.blogspot.com/

http://www.socialedge.org/

http://www.omidyar.net/

http://www.mentoring.org/community

http://www.tutormentorconference.bigstep.com/


http://www.google.com/

http://www.google.com/


http://www.tutormentorconference.bigstep.com/

http://www.mentoring.org/community

http://www.omidyar.net/

http://www.socialedge.org/

http://tutormentor.blogspot.com/



Tutor/Mentor Learning Network: A Theory of Changeproposed by the Tutor/Mentor Connection

“If this (initiative) is accepted and acted upon, it can change the way

philanthropy and charities work together in America and throughoutthe world. It can change the future for millions of kids born intopoverty each year.”

--Daniel F. Bassill, President of Cabrini Connections and the Tutor/Mentor Connection

Documents

Introduction to Tutor/Mentor Connection, University of Iowa Education Conference, April 2010