Mentor ManualPDF Document

MissouriMentoringProgramforSchoolCounselors

FORWARD

Inanefforttoretainqualityschoolcounselorsandtoaddressstatecertification,newschoolcounselorsarerequiredtoparticipateinamentoringprogram.TheSchoolCounselingSectionoftheMissouriDivisionofCareerEducationimplementedafreementoringprogramin2005.Currently,thestatementoringprogramisacollaborativeeffortbetweentheSchoolCounselingSectionoftheOfficeofCollegeandCareerReadinessandtheMissouriSchoolCounselorAssociation.ThisprogrammeetstherequirementssetforthintheEducatorCertificationRequirementsandtheprogram'scontentanddeliverystructuresareguidedbynationalandstatestandards.

Thestatementoringprogramoffersgrowthandlearningtoboththementeeandthementorinacollaborativeworkingrelationshipthatpromotesskillstoplan,implement,evaluateandenhancetheircomprehensiveschoolcounselingprograms.Throughthementoringprogram,theOfficeofCollegeandCareerReadinessseekstosupportthementeeandthementorincreatingaprofessionallearningcommunityforthispurpose.ThementoringprogramoffersanopportunityforsomeofMissouri'sexceptionalschoolcounselorstodrawfromtheirexperiencesandknowledgetoenhancetheprofessionalskillsofnewschoolcounselorsforfullyimplementingcomprehensiveschoolcounselingprogramswithintheirdistricts.

Mentoring Program Fall 2017

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Undertheleadershipoftrainedmentorswithcontent‐specificprofessionalbackgrounds,thefirstyearoftheprogramfocusesontheMSIPrequirementsforschoolcounselingprogramsandwhatitmeanstofullyimplementacomprehensiveschoolcounselingprogram.Thesecondyearprogramfocusesoncounselorprincipalrelationshipandanactionresearchprojecttoassistcounselorsinresults‐basedevaluationsofinterventions.

AschooladministrationcommittedtotheCounselorMentoringProgramunderstandsthevalueofmentoringanditspotentialimpactonschoolcounselorsuccess.Theprogramisalsoanattractiveincentivefornewschoolcounselorstosucceedinaschoolculturethatsupportstheacademic,career,andsocial‐emotionaldevelopmentofallstudents.

Foradditionalinformationaboutthementoringprogramcontact:

LoreeLibbert,ProgramSpecialist/DESEStateMentorChairofSchoolCounseling,DESE:(573)751.4383,[email protected]


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TABLEOFCONTENTS

Forward............................................................................................................................................1

StakeholdersintheMentoringProgram...........................................................................5

MentorsMenteesDESEStateMentorChair

PhasesofFirstYearCounseling.............................................................................................7

AnticipationSurvivalDisillusionmentRejuvenationReflection

MentoringProgramActivities................................................................................................8

IndividualMentoringPlanMentoringActivitiesMentor/MenteeWorkingAgreementMentor/MenteeVisit

Mentor/MenteeWorkingAgreement............................................................................10

OverviewofYearOneAssignments..................................................................................12

IndividualMentoringPlanforYear1...............................................................................13

YearOneAssignments............................................................................................................15

CSIPPlanCalendaringSchoolCounselingActivityMentor/MenteeVisitReportMSIPChecklist/IIRProgramReview/Reflection


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OverviewofYearTwoAssignments.................................................................................21

IndividualMentoringPlanforYear2...............................................................................22

YearTwoAssignments...........................................................................................................24

Principal/CounselorAgreementActionResearchTrainingActionResearchTopicSelectedMentor/MenteeVisitReportActionResearchProjectReview/Reflection

APPENDICES...............................................................................................................................30

AppendixA MenteeContactInformationFormAppendixB MentorBeliefsInventoryAppendixC MentoringGrievanceProcess

TalkingPointsfortheMOComprehensiveSchoolCounselingProgram..........37

ReferencesandResources....................................................................................................39


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STAKEHOLDERSINTHEMENTORINGPROGRAM

Mentorsareexperiencedcounselorsselectedtoworkwiththenewmenteesthroughouttheschoolyear.Thementor:

Communicateswiththementeetoprovidesupportthroughouttheschoolyear.

Schedulesregularcommunicationwiththementeethroughouttheyear.• Firstyear‐TwocontactspermonthforSeptemberandOctober.One

contactpermonthforNovembertoMay(minimum).• Secondyear–Onecontactpermonthforthefullschoolyear

(minimum). Collaborateswiththementeetoprovideresourcesrelevanttotheneedsof

thementee. Offersideasandstrategiesonimplementingacomprehensiveschool

counselingprogram. Encouragesthementeetoattendprofessionalmeetingsrelevanttoschool

counseling. ConsultswiththeDESEStateMentorChairwheneverhelpisneededwiththe

mentoringexperience.

Menteesmaybenewtotheprofessionofcounseling,newtotheprogramarea,orreturningafterhavingbeenoutofeducationforatime.Thementee:

Workscloselywiththementorinidentifying,selecting,andcompletingmentoringexperiences.Thesementoringexperiencesaredesignedtohelpthementeemeetthechallengesandneedsofaschoolcounselor.

Workswiththementortobetterunderstandandmeetstaterequirementsandexpectations.

Participatesinmeetingswiththementorandotherprofessionalsasavailable. Communicateswiththementortoadvise,provideresources,andanswer

questions.

DESEStateMentorChairattheDepartmentofElementary&SecondaryEducationandOfficeofCollegeandCareerReadinessisinvolvedintheleadershipoftheSchoolCounselorMentoringProgram.TheDESEStateMentorChair:

Providesassistancetoidentifynewcounselors. Providesongoingmanagementoftheprogram. Negotiatesissuesthatarisethroughouttheyearforbothmenteesand

mentors. Updatesthementoringprogrammanual. Managescontractualdocumentsforpaymentsandreimbursements. Facilitatesanendofyearreviewreflection.


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MENTEES/MENTORSSHOULDKEEPALOGKeepingaloghelpskeeptrackofknowledgeacquiredovertimeandcanbea

recordofdata,thoughtsoractivities.Itanswersthequestionofwhatdidyoudoandwhendidyoudoit!

DocumentyourWINS!Mentees/MentorsintheSchoolCounselingmentoringprogramshouldkeepalogofcontacts,meetings,activities,thoughts,etc.regardingtheirexperience

oftheschoolcounselingmentoringprogram.


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PHASESOFFIRSTYEARCOUNSELINGTheschoolyearhasupsanddowns!InlookingatthePhasesofFirstYear,onecanbetterunderstandwhatmaybehappeningatvarioustimesthroughouttheschoolyear.Itmayoffersomeinsightastowhynewcounselorsmaybefeelingthewaytheyare.Thefollowingchartshowsthephasesastheyoccurduringtheyearfollowedbyadescriptionofeachphase.Itisinterestingtotalkaboutthesephasesandhowtheychangeforamoreexperiencedcounselor(Lipton&Wellman,2003).

Source:Lipton&Wellman(2003)

Anticipation:Thenewcounselorbeginstoanticipatethehappeningsofthefirstyearofwork.Whenenteringaschoolcounselingprogram,thecounselorholdsacommitmenttomakeadifference.Thisisaverylargegoal,andcounselorsareoftenvagueandratheridealisticabouthowtheywillaccomplishthisgoal.

Survival:RealitiesaresettinginaroundthemiddleofSeptemberandOctober.Newcounselorsarefacedwithmanydifferentproblemsforthefirsttimeandhavenopastexperiencetohelpsolvethem.Mostcounselorsfeeltheyarenotonlytryingtokeepupwiththeirresponsibilities,theydon'thavetimetoreflectontheirworkorhavetimeforpreparations.

Disillusionment:ThishappensaroundthemiddleofOctoberandrunsintoJanuary.Thisisthe"hit‐the‐wall"timeafterworkingnonstopfromthebeginningofschoolyear.Thisstagevariesinintensityandlength.Newcounselorsbegintosecond‐

Phases of First Year Counseling ANTICIPATION

ANTICIPATION

SURVIVAL REFLECTION

REJUVENATION

DISILLUSIONMENT

AUG SEPT OCT NOV DEC JAN FEB MAR APR MAY JUN JUL


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guesstheirabilities,commitmentandworthintheschoolcounselingfield.Counselors’healthmaybecomeaffectedduringthistimebecauseoffatigue.Manyeventsareoccurringatthistimesuchasback‐to‐schoolnight,evaluationswithadministrators,andschoolconferences.Thisphaseisusuallythetoughestchallengetoovercome.

Thementorcansharematerialsandoffertipsformanagingthisphase.Supportthementeeinexaminingwhathasbeenaccomplishedandwhatmaybeunnecessaryorineffectiveroutines.Acknowledgethementee’sfeelingsofinadequacyanddonotdiminishthembysuggestingthatthesefeelingswilljustgoaway.

Rejuvenation:Awinterbreakwillmarkatransitioninthepaceoftheschoolyear.Beingwithfamilyandfriendsoverthebreakhelpsthecounselorbecomegroundedagain.Manytimes,therewillbeaclearerunderstandingoftherealitiesoftheclassroomandnewcounselorswillbegintosensetheiraccomplishments.Therejuvenationphaseusuallylastsintospring.Thereisasenseofurgencyastheyeariscomingtoanendandresponsibilitiesmustbeaccomplished.

Reflection:Thelastweeksofthefirstyeararegoodforreflectingandtakingstockofaccomplishments.Mentorsareessentialinhelpingnewcounselorsrememberhowfartheyhavecome,whattheyhavelearned,whattheycanmodifyandwhatcanbepostponed.

Taking15‐20minutesperweektowritedownthoughtsaboutschoolcounselingcanbringpracticeintofocus.Reflectivedialoguewithacolleagueisonewayoflookingatthepracticeofschoolcounseling.Anotherwayisthroughjournalwritingofreactionstohappenings.Notesaboutexperiencesdonothavetobeformalwritings.

Onereflectiveprocessis+P‐M=I*developedbyEdwardDeBonotoprovideasimpleframeworkforreflectionandself‐assessment.Itisassimpleashavingthreecolumnstorecordthoughts:+Pwouldbethepositives,‐MwouldbethenegativesandI*aretheinterestingorintriguingideasthatareneitherplusnorminus.Thisprocesscanbeutilizedbyboththementorandthementeetoreflectonsomethingrelatedtomentoring,schoolcounselingpracticeorevenparentconferences(Lipton&Wellman,2003).

Asthereflectionnotesarereviewed,recurringpracticesandthoughtsaboutcounselingbecomemoreobvious.Thesewritingsprovideabetterunderstandingofschoolcounselingpractices(Udelhofen&Larson,2003).


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MENTORINGPROGRAMACTIVITIES

Thementoringexperiencesaretosupportactivitiesofaschoolcounselingprogram.Asamplelistingofsuggestionsisprovided,butthementeeandmentormayproposeotheractivitiesthatarepertinenttothementee’scounselingresponsibilities.TheDESEStateMentorChairisavailabletohelpteamsdesigntheIndividualMentoringPlan.

INDIVIDUALMENTORINGPLAN:Thisplanisusedbybothfirstandsecondyearparticipantsandcanberevisedatanytimeduringtheyear.Thegoalistoplanexperiencesthataretosupportthementeeinaccomplishingrelevantactivitiesandtopromotesuccess.CompletingtheIndividualMentoringPlanidentifiesexperiencesandresponsibilitiestobeaddressed.

MENTORINGACTIVITIES:TheMentoringProgramprovidessupportandguidancefornewcounselorsbycompletingrelevantactivitieswithassistancefromthementor.Allmentoringactivitiesareplannedaroundschoolcounselingprogramstandards.Asamplelistingofsuggestionsisprovided,butthementeeandmentormayproposeotheractivitiesthatarepertinenttothementee’scounselingresponsibilities.

MENTOR/MENTEEWORKINGAGREEMENT:Thischecklisthelpsestablishstructureforthementoringteam.Itiscompletedaspartoftheintroductorymeetingforfirstyearparticipants.Itisusedtoestablishcommunicationnorms,identifypossibleareasofinteresttothementee,andreportandrecordactivities.

MENTOR/MENTEEVISIT:Thevisitmayaddressmanythings,buttheprimarypurposeistosupporttheneedsofthementee.Herearesomesuggestionsforthevisit:

Identifyanyconcernstobeaddressedpriortothevisit Beginthevisitonapositivenote Examineschoolcounselingprogramorganization,curriculumandresources Discusspreviouslydeterminedtopics Talkaboutbalancingcareerandpersonallife Addressneedsorconcerns(workload,timemanagement,accountability,

etc.) Allowtimetoreflecttogether


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Mentor/MenteeWorkingAgreementYearOne

Completeduringintroductiontoprogram.

Mentor: Mentee

UseasaguidetodeveloptheIndividualMentoringPlan.TASKS DECISIONS

Whattime(s)inyourschedulewillbethebestopportunityforcommunicating?

Doyouhaveallthenecessarycontactinformation(phone,fax,homephone,e‐mail,directionstoschool)?

Howoftenandhowwillyoumeet/communicatetodiscussnecessaryissuesandreviewprogressonexperiences?

Whatarethemainconcernsthementeehasaboutimplementingtheschoolcounselingcurriculumbasedonthecomprehensiveschoolcounselingcontentstandards(academic,career,andsocial‐emotionaldevelopment)?


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WhatarethemainconcernsthementeehasaboutimplementingtheIndividualPlanningComponent(assistingallstudentswithplanning,monitoring,andmanagingtheirownlearningaswellastheircareerdevelopment)?

WhatarethemainconcernsthementeehasabouttheResponsiveServicesComponent(individualcounseling,crisiscounseling,consultation,smallgroupcounseling,andreferrals)?

WhatarethemainconcernsthementeehasabouttheSystemsSupport(programevaluation,timeontask,professionaldevelopment)?

Anyotherconcernsorsuggestions?


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OverviewofYearOneAssignmentsMenteesshouldcompletetherequiredformsforeachassignmentgivingacopytoyourmentorandtheDESEStateMentorChair.

1. CSIPPlan(Assignment1) Due:November1Locateyourschooldistrict’sComprehensiveSchoolImprovementPlan(CSIP).Makenoteofgoals,objectives,strategies,andactionstepsthatrelatetotheSchoolCounselingDepartmentinyourschool.Notehowthesegoals,objectives,strategies,andactionstepsrelatetostudentoutcomesincludingstudentachievement.Whatothercounselinggoals,objectives,strategies,andactionstepsareneededinyourCSIPbasedonstudentneedsinyourschool?

2. Calendaring(Assignment2) Due:November15Createayear‐longcalendarforyourcomprehensiveschoolcounselingprogramthatincludesactivitiesdesignedtodevelopstudentskillswithinthethree(3)contentareasoftheComprehensiveSchoolCounselingProgram:AcademicDevelopment,CareerDevelopment,andSocial‐EmotionalDevelopment.Besuretoidentifysystemsupportactivities.

3. SchoolCounselingActivity(Assignment3) Due:December15Implementaschoolcounselingactivity(directservices)thatincludesarationalerelatingactivitygoals,ageneraldescriptionoftheactivity,expectedoutcomesfromtheactivity,andaplanforevaluationusingstudentdata.

4. Mentor/MenteeVisitandReport(Assignment4) Due:February1

5. MSIPChecklist/IIR (Assignment5) Due:March15CompletetheInternalImprovementReview(IIR)documenttoreviewyourschooldistrict’slevelofimplementationofthecomprehensiveschoolcounselingprogram.

6. ProgramReviewReflection(Assignment6) Due:May1

*Keepalogofcontacts,meetings,activities,thoughts,etc.regardingyourschoolcounselingmentoringprogram.

AllassignmentsMUSTbeemailedtoyourMentorandtheDESEStateMentorChairofSchoolCounselingLoree.Libbert@dese.mo.gov


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OfficeofCollegeandCareerReadinessYearOne

INDIVIDUALMENTORINGPLAN

Mentor________________________________________ Mentee__________________________________________

MentorSchool________________________________ MenteeSchool__________________________________

MentorEmail_________________________________ MenteeEmail___________________________________

MentorPhone_________________________________ MenteePhone___________________________________

MentoringAssignments TargetDate CheckCompleted CommentsMenteeInformationAppendixA September

TosubmittedtoDESEStateMentorChair(Lore’eLibbert)nolaterthanthesecondFridayinSeptember.

Mentor/MenteeWorkingAgreementAndMentorBeliefsInventory

September

ContactDateSeptember

ContactDate October

ContactDate October

Assignment1:CSIPPlan November1

Assignment2:Calendaring November15

ContactDate November

Assignment3:SchoolCounselingActivity

December15


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MentoringAssignments TargetDate CheckCompleted CommentsContactDate

December

ContactDate January

Assignment4:Mentor/MenteeVisitReport

February1

ContactDate February

Assignment5:MSIPChecklist/IIR

March15

ContactDateMarch

ContactDate April

Assignment6:ProgramReviewReflection May1

AllassignmentsMUSTbeemailedtoyourmentorandtheDESEStateMentorChairofSchoolCounseling

ContactDateMay

ForwardthisdocumenttotheDESEStateMentorChairONLY– [email protected]

*Ifadatefallsonaweekend,assignmentsisduetheMondayfollowingthatweekend.


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CSIPPlanYear1/Assignment1

Due:November1

Mentor: Mentee:

Assignment1

1. Locateyourschooldistrict’sComprehensiveSchoolImprovementPlan(CSIP).

2. ReflectonhowtheCSIPgoalsrelatetoyourroleasaschoolcounselor.

Due:November1

Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.


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CalendaringYear1/Assignment2

Due:November15

Due:November15


Mentor: Mentee:

Assignment2

1. Createandsubmitayear‐longcalendarforyourcomprehensiveschool

Reflection:


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SchoolCounselingActivityYear1/Assignment3

Due:December15

Mentor: Mentee:

Assignment3

1. Implementaschoolcounselingactivity(directservices)thatincludesarationalerelatingactivitygoals,ageneraldescriptionoftheactivity,expectedoutcomesfromtheactivityandaplanforevaluationusingstudentdata.

Reflection:

Due:December15



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Mentor/MenteeVisitReportYear1/Assignment4

Due:February1

Mentor: Mentee:

Assignment4DateofVisit:(Reflectonthecomprehensiveschoolcounselingprogramtodate)

Due:February1



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MSIPChecklist/IIRYear1/Assignment5

Due:March15

Mentor: Mentee:

Assignment5ReviewtheMSIPChecklistpriortocompletingtheIIRassignmentlistedbelow.Youdonotneedtocompletethechecklist,butfamiliarizeyourselfwithitbeforecompletingtheIIR.ThischecklistdescribesthecriticalcomponentsofTheMissouriComprehensiveSchoolCounselingProgram.MeetingthesecriteriawillensurethatdistrictsandbuildingsmeetMSIPcompliancestandards.Effectiveimplementationofthesecomponentswillproduceaqualityschoolcounselingprogram.Remember:CheckingtheYesboxmeansonlythatthecomponentoftheComprehensiveSchoolCounselingProgramispresent.Inordertodeterminethedegreeofimplementationofthecomponents,theInternalImprovementReview(IIR)shouldbecompleted.

Forthisassignment,completetheInternalImprovementReview(IIR)documenttoreviewyourdistrict’slevelofimplementationofthecomprehensiveschoolcounselingprogram.

Reflection:

http://dese.mo.gov/sites/default/files/cnsl‐msip5‐checklist‐2016.pdf

https://dese.mo.gov/college‐career‐readiness/school‐

counseling/evaluation

Due:March15



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ProgramReviewReflectionYear1/Assignment6

Due:May1

Mentor: Mentee:

Assignment6Review/reflectionofprogram.Reflectionquestionswillbesenttothementee’sinearlyAprilandwillbesubmittedbacktotheDESEStateMentorChair(nocopyneededtomentor).

http://dese.mo.gov/sites/default/files/cnsl‐mentor‐1st‐year‐mentorin‐ppt‐2016.pdf

ThisassignmentMUSTbeemailedONLYtotheDESEStateMentorChairofSchoolCounselingLoree.Libbert@dese.mo.gov


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OverviewofYearTwoAssignments

Evaluation is a key component of a comprehensive school counseling program. Year Two Assignments are focused on conducting and evaluating an action research project and connecting with your building administrator.

Working from the model of Program (Comprehensive Curriculum) + Personnel (School Counselors) = Results, school counselors evaluate their programs to improve counseling services for all students, to advocate with policymakers for the support needed to fully implement effective programs, and to increase one’s ability to be reflective, investigative practitioners.

Action Research Based Evaluation (previously referred to as PRoBE, Partnerships in Results Based Evaluation) helps school counselors recognize the importance of evaluating their programs. Results based evaluations are action research models that train school counselors in investigating a topic of concern, reviewing literature, implementing interventions to address the topic, and determining if chosen interventions make a difference.

As communication vehicles, action research educates stakeholders about the vital function of a counselor program making differences in students’ lives.

ThefollowingassignmentsaretobecompletedbyYearTwoParticipants.

Assignment#1: Principal/CounselorAgreement(October15)

Assignment#2: ActionResearchTraining(November15)

Assignment#3: ActionResearchTopicSelected(December15)

Assignment#4: Mentee/MentorVisitReport(February15)

Assignment#5: ActionResearchCompletionwithTechnology(April15)

Assignment#6: ProgramReviewReflection(May1)

*Keepalogofcontacts,meetings,activities,thoughts,etc.regardingyourschoolcounselingmentoringprogram.


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OfficeofCollegeandCareerReadinessYearTwo

INDIVIDUALMENTORINGPLAN

Mentor_________________________________________ Mentee__________________________________________

MentorSchool________________________________ MenteeSchool_________________________________

MentorEmail_________________________________ MenteeEmail__________________________________

MentorPhone_________________________________ MenteePhone__________________________________

MentoringAssignments TargetDate CheckCompleted CommentsMenteeInformationAppendixA September

TosubmittedtoDESEStateMentorChair(Lore’eLibbert)nolaterthanthesecondFridayinSeptember.

ContactDate September

Assignment1:Principal/CounselorAgreement

October15

ContactDate October

Assignment2:ActionResearchTraining

November15

ContactDate November

Assignment3:ActionResearchTopicSelectedbymentorandmentee

December15

ContactDate December

ContactDateJanuary


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MentoringAssignments TargetDate CheckCompleted CommentsAssignment4:Mentee/MentorVisitReport

February15

ContactDate February

ContactDate March

Assignment5:ActionResearchCompletionwithTechnology

April15

ContactDate April

Assignment6ProgramReviewReflection May1

AllassignmentsMUSTbeemailedtoyourmentorandtheDESEStateMentorChairofSchoolCounseling

ContactDateMay

ForwardthisdocumenttotheDESEStateMentorChairONLY– [email protected]

*Ifadatefallsonaweekend,assignmentsisduetheMondayfollowingthatweekend.


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Principal/CounselorAgreementYear2/Assignment1

Due:October15

Mentor: Mentee:

Assignment1

Principal/CounselorAgreement:

http://dese.mo.gov/sites/default/files/cnsl‐admin‐principal‐counselor‐agreement‐form‐2016.pdf

http://dese.mo.gov/sites/default/files/cnsl‐admin‐principal‐counselor‐agreement‐talking‐points‐2016.pdf

Due:October15



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ActionResearchTrainingYear2/Assignment2

Due:November15

Mentor: Mentee:

Assignment2ActionResearchTraining(Online)

Reflection: Datecompleted Questions Concerns Suggestions

Due:November15



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ActionResearchTopicSelectionYear2/Assignment3

Due:December15

Mentor: Mentee:

Assignment3

Thesecondyearprogramfocusesonanactionresearchprojecttoassistcounselorsinresults‐basedevaluationsofinterventions.

SelectatopicforyourActionResearchProject:

Explain the reason for choosing the specific topic:

Due:December15



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Mentor/MenteeVisitReportYear2/Assignment4

Due:February15

Mentor: Mentee:

Assignment4DateofVisit:(Reflectonthecomprehensiveschoolcounselingprogramtodate)

Due:February15



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ActionResearchProjectYear2/Assignment5

Due:April15

Mentor: Mentee:

Assignment5ActionResearchProject

Submit a completed Action Research Presentation using an electronic format (Power Point, Prezi, Movie Maker etc.).

Submit this form with your Action Research Presentation.

The projects are electronically filed for DESE review and to satisfy the project requirement for mentorship training and participation.

With the submission, participants are giving their permission for the possibility of their projects being chosen to be showcased for training purposes, during Counselor Educator Meetings, and during professional organizational conferences/meetings.

If you prefer for your project NOT to be shared as an outstanding example of a project, please indicate on this form.

IgivepermissionformyActionResearchPresentationtobeused(ifchosen)fortraining,meetingsand/orconferences.

IDONOTgivepermissionformyActionResearchPresentationtobeused(ifchosen)fortraining,meetingsand/orconferences.

Due:April15



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Review/ReflectionYear2/Assignment6

Due:May1

Mentor: Mentee:

Assignment6

Review/reflectionofprogram.Reflectionquestionswillbesenttothementee’sinearlyAprilandwillbesubmittedbacktotheDESEStateMentorChair(nocopyneededtomentor).

Due:May1

ThisassignmentMUSTbeemailedONLYtotheDESEStateMentorChairofSchoolCounselingLoree.Libbert@dese.mo.gov


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APPENDIXANewCounselorMentoringProgram

2017‐2018MenteeContactInformation

Checkone:FirstYear:_______________SecondYear:______________________

MENTEECONTACTINFORMATION:

Name:____________________________________________________________________________

PersonalEmail:__________________________________________________________________

Home/CellPhoneNumber:_____________________________________________________

SchoolDistrictName:___________________________________________________________

SchoolDistrictCountyCode:____________________________________________________

SchoolBuildingName:__________________________________________________________

SchoolEmail:_____________________________________________________________________

SchoolPrincipalName:__________________________________________________________

SchoolPrincipalEmail:__________________________________________________________

GradeLevel(s)youarecurrentlycounseling:__________________________________

StateofficeUseonly:Mentor’sName:__________________________________________________________________

Mentor’sEmail:__________________________________________________________________

*DESE requests the MenteeContactInformationForm(Appendix A in Manual) be completed by the mentee and

emailed back by the second Friday in September to the DESE State Mentor Chair Lore’e Libbert [email protected].


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APPENDIXBTheMentorBeliefsInventory

YearOne:TrainingThisinventoryisdesignedformentorstoassesstheirownbeliefsaboutmentoringandprofessionaldevelopment.Theinventoryassumesthatmentorsbelieveandactaccordingtothreetheoreticalorientationstomentoring,butthatoneusuallydominates.Theinventoryisdesignedtobeself‐administeredandself‐scored.Mentorsareaskedtochooseoneoftwooptions.Ascoringkeyfollows.

Instructions:Puta1intheboxnexttoeitherAorBforeachitem.Youmaynotcompletelyagreewitheitherchoice,butchoosetheonethatisclosesttohowyoufeel.1.

A. Mentorsshouldgivementeesalargedegreeofautonomyandinitiativewithinbroadlydefinedlimits.

B. Mentorsshouldgivementeesdirectionsaboutmethodsthatwillhelpthemimprove.

2.A. Itisimportantformenteestosettheirowngoalsandobjectivesfor

professionalgrowth.B. Itisimportantformentorstohelpmenteesreconciletheirpersonalities

andworkstyleswiththephilosophyanddirectionoftheschool.3.

A. Menteesarelikelytofeeluncomfortableandanxiousiftheirmentorsdonottellthemwhattheywillbefocusingonduringaschoolvisit.

B. Observationsofmenteesaremeaninglessifmenteesarenotabletodefinewiththeirmentorsthefocusofthevisit.

4.A. Anopen,trusting,warm,andpersonalrelationshipwithmenteesisthe

mostimportantingredientinmentoring.B. Amentorwhoistoopersonalwiththementeerisksbeinglesseffective

andlessrespectedthanamentorwhokeepsacertaindegreeofprofessionaldistancefromthementee.

5.A. Myroleduringmentoringmeetingsistomaketheinteractionpositive,to

sharerealisticinformation,andtohelpthementeeplantheirownsolutionstoproblems.

B. ThemethodsandstrategiesIusewithmenteesinameetingareaimedatreachingagreementovertheneedsforfutureimprovement.


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6. Intheinitialphaseofworkingwithamentee:A. Idevelopobjectiveswiththementeethatwillhelpaccomplishmentoring

goals.B. Itrytoidentifythetalentsandgoalsofindividualmenteessotheycan

workontheirownimprovement.

7. Whenseveralmenteeshaveasimilarproblem,Ipreferto:A. Havethementeeformanadhocgrouptohelpthemworktogetherto

solvetheproblem.B. Helpmenteesonanindividualbasisfindtheirstrengths,abilitiesand

resourcessothateachonefindstheirsolutiontotheproblem.

8. Themostimportantcluethatanentry‐yearworkshopisneededoccurswhen:A. Thementorperceivesthatseveralmenteeslackknowledgeorskillina

specificarea,whichisresultinginlowmorale,unduestress,andlesseffectivepractice.

B. Severalmenteesperceivetheneedtostrengthentheirabilitiesinthesamearea.

9.A. Practicingmentorsshoulddecidetheobjectivesofanyentry‐year

workshopssincetheyhaveabroadperspectiveonmentees’abilitiesandtheschool’sneeds.

B. Mentorsandmenteesshouldreachconsensusabouttheobjectivesofanyentry‐yearworkshop.

10.A. Menteeswhofeeltheyaregrowingpersonallywillbemoreeffectivethan

menteeswhoarenotexperiencingpersonalgrowth.B. Menteesshouldemploymethodsthathaveprovensuccessfuloverthe

years.

11. WhenIobserveamenteescoldingastudentunnecessarily:A. Iexplain,duringapostobservationconferencewiththementeewhythe

scoldingwasexcessive.B. Iaskthementeeabouttheincident,butdonotinterjectmyjudgments.

12. A. Oneeffectivewaytoimprovementeeperformanceisformentorsto

formulateclearprofessionalimprovementplansformentees.B. Professionalimprovementplansarehelpfultosomementeesbutstifling

toothers.


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13. Duringapreobservationconference:A. IsuggesttothementeewhatIcouldobserve,butIletthementeemake

thefinaldecisionabouttheobjectivesandmethodsofobservation.B. ThementeeandImutuallydecidetheobjectivesandmethodsof

observation.

14. A. Improvementoccursveryslowlyifbeginningteachersareleftontheirown,butwhenagroupofbeginningteachersandtheirmentorsworktogetheronaspecificproblem,theylearnrapidlyandtheirmoraleremainshigh.

B. Groupactivitiesmaybeenjoyable,butIfindthatprovidingindividualguidancetoamenteeleadstomoresustainedresults.

15. Whenanentry‐yearprogrammeetingisscheduled:A. Allmentorswhoparticipatedinthedecisiontoholdthemeetingshould

beexpectedtoattendit.B. Mentors,regardlessoftheirroleincallingfororplanningthemeeting,

shouldbeabletodecideiftheworkshopisrelevanttotheirpersonalorprofessionalgrowthand,ifnot,shouldnotbeexpectedtoattend.


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ScoringKey

Step1.Circleyouranswerstotheinventoryinthefollowingcolumns:

Column1 Column2 Column31B 1A

2B 2A3A 3B4B 4A

5B 5A6A 6B

7A 7B8A 8B9A 9B10B 10A11A 11B12A 12B

13B 13A14B 14A

15A 15B

Step2.Tallythenumberofcircleditemsineachcolumnandmultiplyby6.7.

2.1 TotalresponsesinColumn1 0_ x6.7= 0_._0_0_

2.2 TotalresponsesinColumn2

2.3 TotalresponsesinColumn3

0_ x6.7=

0_ x6.7=

0.00

0.00

Step3.Interpretation:RefertotheThreeApproachestoMentoringonthefollowingpagetogaininsightintoyourscores.


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ThreeApproachestoMentoringInterpretation

Instructions:Thefollowingbriefdescriptionsofthethreeapproachestomentoringprovideageneraloverviewofeachapproach.Afterreadingeachdescription,reflectonyourscoresintermsofwhetheryoubelievetheyarepersonallyvalid.

2.1 DirectiveApproach:TheproductyouobtainedinStep2.1isanapproximatepercentageofhowoftenyouarelikelytotakeadirectiveapproachtomentoringratherthantheothertwoapproaches.

Mentorswithhighdirectivescoresmaytendtobelievethatmenteesarebestsupportedwhentheirmentorsprovideprofessionaldirectionthatisgroundedintheirveteranknowledgeandexperiences.Consequently,suchmentorsmayfeelmorecomfortablewhenprovidingstrategicortechnicaladvice.

2.2 CollaborativeApproach:TheproductyouobtainedinStep2.2isanapproximatepercentageofhowoftenyouarelikelytotakeacollaborativeapproachtomentoringratherthantheothertwoapproaches.

Mentorswhotakeapredominantlycollaborativeapproachtothementoringprocessmaytendtobelievethatmenteesbenefitmostwhentheirmentorsrelatetothemasprofessionalpeers.Consequently,suchmentorsmayfeelmostcomfortablewhenengagedincollegialdialogueorcollaborativeproblem‐solving.

2.3 Nondirectiveapproach:TheproductyouobtainedinStep2.3isanapproximatepercentageofhowoftenyouarelikelytotakeanondirectiveapproachtomentoringratherthantheothertwoapproaches.

Mentorswhopreferanondirectivestyleofmentoringmaytendtobelievethatmenteesprofitmostwhentheirmentorsprovidethemwiththeprofessionalautonomytofindtheirownwayandsolvetheirownproblems.Suchmentorsmayfeelmostcomfortablewhenlisteningtoorencouragingmenteesastheyseektheirownsolutionstoprofessionaldilemmas.

Source:AdaptedfromGlickman(1985),pp.81‐84.


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AppendixC

Mentoring Grievance Process

Step 1

Concern discussed informally with the party involved

Issue

unresolved

Step 2

Email the DESE State Mentor Chair of School Counseling [email protected]


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Talking Points for the Missouri Comprehensive School Counseling Program Principal-Counselor discussion for the Annual Agreement

Section 1 - Mission Statement The counselor will:

Share school counseling program mission statement. If one is not available, refer to theschool mission statement.

Discuss how the school counseling program impacts the school’s mission statement.

Section 2 – Program Goals The counselor will:

Review the school’s Comprehensive School Improvement Plan (CSIP) before the meeting.

Identify and share school counseling program goals focusing on achievement,attendance, behavior and/or school safety. Goals should support the CSIP goalsbased on district/school data.

Discuss program goals with the principal detailing the activities that promote thegoals found in the school counseling curriculum, individual student planning, andresponsive services.

Section 3 – Use of Time The counselor will:

Present the state recommended time percentages and activities related to direct and indirectservices for program planning and school support. Recommended times are shown on thefront of the agreement. You can also reference the MCSCP Manual.

Ensure that the administrator understands the program components (Curriculum,Individual Student Planning, Responsive Services and System Support).

Explain that in order to fully implement the program 80-85% of the school counselorstime should be spent in direct services (Curriculum, Individual Student Planning, andResponsive Services) and 15-20% of the counselors time should be spent in indirectservices (System Support).

Discuss the actual school counseling program percentages within the school.

Discuss “Barriers to Implementation” and brainstorm strategies with the administrator tominimize the impact of barriers to the program (test coordination, 504 Coordinator, extraduties, etc.)


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Section 4 – Professional Development The counselor will:

Discuss selected areas of growth and professional development plan.

Share professional affiliations and memberships which enhance professionalism and theprogram.

Section 5 – Professional Collaboration and Fair Share Responsibilities The counselor will:

Discuss committees on which the counselor serves and faculty/staff shared responsibilities. Discuss how these assignments/memberships support school, district and program goals.

Section 6 – Budget and Resources The counselor will:

Discuss current budget for the school counseling program and how the budget impacts studentservices.

Discuss any needed resources (i.e. personnel/materials).

Discuss the school counselor’s schedule and time availability. Discuss facility accommodations for the school counseling program.


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REFERENCESandRESOURCES

Daresh.J.C.(2003).Counselorsmentoringcounselors.ThousandOaksCA:CorwinPress,Inc.

Jonson,D.F.(2002).Beinganeffectivementor.ThousandOaksCA:CorwinPress,Inc.

Knowles,M.S.(1978).Theadultlearner:Aneglectedspecies.Houston:

GulfLipton,L.&Wellman,B.(2003).MentoringMatters:Apracticalguidetolearningfocusedrelationships.ShermanCT:MiraVia,LLC.

Portner,H.(2002).Beingmentored:Aguideformentees.ThousandOaksCA:CorwinPress,Inc.

Udelhofen,S.&Larson,K.(2003).Thementoringyear.ThousandOaksCA:CorwinPress,Inc.


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Documents

Mentor ManualPDF Document