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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:
TUTOR/MENTOR CONNECTION
A LEARNING NETWORK
Tutor/Mentor Connection:
Networking to Support Healthy Youth Development
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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
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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
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Leo Today
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“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.
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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
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Also learned that Media does not work like
advertising. Random acts of indignation.
May/June 2007
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October 15, 1992
While we were starting Cabrini Connections, this was the story
on the front page of the Chicago SunTimes
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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...
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CabriniConnections serves teens inthe Cabrini-Green area ofChicago
Tutor/MentorConnectionhelps programslike Cabrini
Connectionsgrow in everypoverty area ofthe city andsuburbs
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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.
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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?
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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”.
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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
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Tutor/Mentor =
Extra Adults who help kidsmove through school and
into adult roles and
responsibilities
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TUTORING/MENTORING SAME WORDS DIFFERENT MEANINGS
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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.
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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
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Recruit volunteers, and donors,
from all industries.
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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?
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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?
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WHAT ARE MAIN COMPONENTS OFthe Tutor/Mentor Connection?
The following slides show the steps we’ve
taken to create this network.
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O S G C
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FOUR-PART STRATEGY: A mentoring-to-career strategy of the Tutor/Mentor Connection
The Tutor/Mentor
Connection focuses on
four on-going strategies
Research
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Public
Awareness
Resource
Generation
Collaboration,
shared learning
http://www.tutormentorconnection.org
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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
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RESEARCH k i ll b t t t i / t i
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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.
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RESEARCH – knowing all we can about tutoring/mentoring
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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.
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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.
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Flash Intro to Program Locator: http://www.tutormentorprogramlocator.net/Intro.aspx
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Database
Volunteer Mobilization
Step 2: Volunteer Mobilization: Public Awareness
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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
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All Tutor/Mentor Programs have
Common Needs
* volunteers
* public visibility* operating dollars
* technology
* training/learning
* evaluation tools/staff
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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.
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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.
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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
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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
Volunteer Mobilization
Building a network of
tutor/mentor leaders
Step. 3 A successful collaboration or partnership is built on trust and
mutual self-interest.
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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
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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.
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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….
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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
Volunteer Mobilization
Building a network of
tutor/mentor leaders
Building Better
Understanding of Needs,
Opportunities
Step 4: Information sharing results….
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USING MAPS: A mentoring-to-career strategy of the Tutor/Mentor Connection
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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.
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View the Map Gallery at http://www.tutormentorprogramlocator.net/mapgallery.html
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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
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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
Volunteer Mobilization
Building a network of
tutor/mentor leaders
Building Better
Understanding of Needs,
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
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To influence “Birthto Work” we must
influence the flowof operatingdollars.
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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
Volunteer Mobilization
Building a network of
tutor/mentor leaders
Building Better
Understanding of Needs,
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
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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.
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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
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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