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What's new with TeamMates Handout
- 1. Annual Partnership Meeting 2016 Updates Elements of Effective Practice ▪ MENTOR’s Elements of Effective Practice - Version 4 ▪ Major shifts: Safety, match support and parent involvement ▪ School-based addendum to be produced by MENTOR in coming years Updates to Program Management Manual ▪ Elements of Effective Practice Version 4 – pp. 7-14 ▪ Closing a Chapter Policy – p. 26 ▪ Matching Process Policy – p. 53 o 8 year age gap between mentors and mentees (minimum) ▪ Recruiting o Media guide for press – p. 79 o Brand equity guide for use of new logo – p. 83 ❖ Monitoring and Support o Monthly support questions – pp. 108-112 ▪ Risk Management and Closure o Safety questionnaire when match is closed for cause – pp. 127-128 o Mentor/mentee death procedure – pp. 129-130 o Incident report guidelines - pp. 133-134 o Special event checklist for coordinators - p. 167 ▪ Data collection guide, governance, fundraising/special events guide, and accounting policy rolled into manual. Other updates ▪ All chapters eligible for Civicore import ▪ Multi-event out of school form – specific date/time/location required ▪ Background check – option to donate to chapter ▪ Mentor Application o Additional screening questions added o HHS forms for both NE and IA changed May 1. Old forms no longer accepted ❖ Mentor interview – red flags added ▪ Training o SAFE Training – 100% of coordinators trained. o New Mentor Training - Join a webinar for updates. o Ongoing training opportunities: SAFE, Poverty, Mindset, Strengths and more. Chapter Dashboards ▪ Average Match Length: Average length of current active matches. ▪ Percent 3 Years or Longer: Cumulative percent of matches that reached 3 years or more out of the total potential matches that could have reached 3 years. ▪ Civicore Clean-Up: Reflects new chapter statistics page. ▪ Dashboard 101 Guide: Contact Tess Starman – [email protected]
- 2. Annual Partnership Meeting 2016 Updates New Mentor Training Updates PowerPoint ▪ Notes section: Training is screening as well as a tool for matching. You’ll find additional activities in the notes section to increase interaction and dialogue during training. ▪ Social media: Title changed to “Communication” and language was added around photos. ▪ Confidentiality: Language was added around photos and school environment. Essentially we want to remind mentors to protect identifying information about mentees and the school environment. ▪ TeamMates+ : Defines scholarship and post-secondary support. ▪ You’re part of a team: Added to remind mentors they are supported. ▪ Growth Mindset: New information added. Handbook ▪ Mentee/mentor agreement updated. ▪ ”You’re Part of a Team” handout was added. This is a short list of policy reminders and a school orientation checklist on the back. This honors what mentors should know in their first meeting at the school, and empowers mentors to get the information and support they need. ▪ Mentoring Resources page mirrors and offers the online mentor resource library. ▪ Flow of support page explains how a mentor is supported. ▪ Growth Mindset materials from MENTOR. Join Ally for a Gold Standard Training: New Mentor Training demo webinar. ▪ Monday, August 1: 9:00-10:00 a.m. ▪ Thursday, August 4: 8:00-9:00 a.m. ▪ Friday, August 5: 12:00-1:00 p.m. ▪ Monday, August 8: 4:00-5:00 p.m. ▪ Wednesday, August 10: 5:30-6:30 p.m. Contact Ally at [email protected] or 402-525-2236 to register, or for additional schedule options.
- 3. Mentor Interview Questions Mentor Name ___ ______ Why do you want to be a mentor? __________________________________________________________________________ ____ Tell me about a past mentor and why they were significant to you. __________________________________________________________________________ ____ Who is a person in your life that you are close to? How would this person describe your personality? Do you think you understand and can explain in your own words the role of a mentor with TeamMates? __________________________________________________________________________ ____ What expectations do you have about the relationship you may have with your student? __________________________________________________________________________ ____ How do you feel about possible ethnic, religious, and/or racial differences between you and the student you could be matched with?
- 4. Do you understand the commitment involved and realistically believe that you can meet this commitment? If matched, how will you seek support for your relationship if you need it? Do you have any doubts or concerns or questions about being a mentor for TeamMates in a school-based setting? Tell me about your involvement in the community. ___________________________________ __________________________________________________________________________ ____ Notes: Interview conducted by: ________________________________________Date: ___________ Mentor Interview Questions Red flags Why do you want to be a mentor? RED FLAGS: Motivation is self-centered; wants to save or rehabilitate a child; unresolved childhood issues; recently experienced major life event. Tell me about a past mentor and why they were significant to you. RED FLAGS: They can’t come up with a mentor; their mentor is considerably younger; adult connections are superficial. Who is a person in your life that you are close to? RED FLAGS: Lack of adult peer relationships; person they talk about is much younger; no roots or network in the area; relates better to children than adults. How would this person describe your personality? RED FLAGS: Descriptions of being a “big kid” or childlike and not using more adult descriptors. Displays low self-esteem or interpersonal inadequacy. Vague answers when asked about interests. Do you think you understand and can explain in your own words the role of the mentor? RED FLAGS: Response focuses on how they plan to change their mentee; believe children should be treated as adults; wants to have contact with mentee outside of school; wants to teach youth about sex education.
- 5. What expectations do you have about the relationship you may have with your student? RED FLAGS: Response focuses on changing mentee, becoming their best friend, wanting mentee to make a big difference in their life, wants to provide gifts or financial support. How do you feel about possible ethnic, religious, and/or racial differences? RED FLAGS: Applicant is very specific about ethnicity, religious or racial differences. Attitudes/ values indicate concerns. Preferences for a mentee are narrow and specific. Do you understand the commitment involved and realistically believe that you can meet it? RED FLAGS: Sporadic employment; history of frequently moving; very impatient with the process; overly cooperative. If matched, how will you seek support for your relationship if you need it? RED FLAGS: Inability to handle stress, conflict, sadness; overly concerned about youth liking them or being rejected by them; feels they never would need support. Do you have any doubts or concerns or questions about being a mentor for TeamMates? RED FLAGS: Tries to rationalize why our policies or procedures can’t be followed. Attempt to push boundaries. Tell me about your involvement in the community. RED FLAGS: Seeks as many opportunities as possible for access to youth. Community involvement is only centered on youth serving organizations. Indicates they were not accepted by other programs. Please contact the screening team if concerns arise from the mentor interview.