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Gray, William W.Mentoring for School to Work: Fostering Student Success.Bulletin No. 98135.Wisconsin State Dept. of Public Instruction, Madison.ISBN-1-57337-059-21997-00-0030p.

Publication Sales, Wisconsin Department of PublicInstruction, Drawer 179, Milwaukee, WI 53293-0179; phone:800-243-8782.Guides Non-Classroom (055)MF01/PCO2 Plus Postage.Career Choice; Course Content; *Education Work Relationship;Elementary Secondary Education; Equal Opportunities (Jobs);Interpersonal Relationship; Interprofessional Relationship;*Mentors; Occupational Aspiration; Program Development;Program Evaluation; Program Implementation; *School BusinessRelationship; *Volunteer Training; Volunteers; WorkAttitudes; *Workshops*Wisconsin

This publication is designed to aid teachers andadministrators in preparing and teaching workplace mentors as part of theschool-to-work program. The handbook is also a guide and workbook forteachers of mentors, self-educated mentors, parents, employers, and othersinterested in work-based learning and mentorship. The handbook consists ofthree sections that address: mentoring young learners; Wisconsin's work-basedlearning programs; and mentoring activities, examples, and checklists. Thehandbook describes mentorship; provides a common language for work-basedlearning, and details work-based learning relationships and responsibilities.It offers guidance to develop constructive communication and includesactivities and exercises to prepare mentors. This material can be presentedas a half-day or two 2-hour workshop sessions for prospective mentors. (KC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Mentoring for School to WorkFOSTERING STUDENT SUCCESS

.S. DEPARTMENT OF EDUCATION0 Ice of Educational Research and Improvement

E CATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily represent

1, official OERI position or policy.

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL

HAS BEEN GRANTED BY

TO THE EDUIA.1147RESOURCESINFORMATION CENTER (ERIC)

1

WISCONSIN DEPARTMENT OF PUBLIC INSTRUCTION

1EST COPY AVANIA I tLE2

IS0

0

Mentoring for School to Work:Fostering Student Success

William W. GraySchool-to-Work Team

Wisconsin Department of Public InstructionMadison, WI

3

This publication can be obtained by writing to:

Publication SalesWisconsin Department of Public Instruction

Drawer 179Milwaukee, WI 53293-0179

(800) 243-8782

Bulletin No. 98135

© 1997 Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, reli-gion, age, national origin, ancestry, creed, pregnancy, marital or parental status, sexual orientation, orphysical, mental, emotional, or learning disability.

Printed on recycled paper

ii

Table of Contents

ForewordAcknowledgments viiIntroduction ix

1 MentoringThe Mentor and School to Work 2

Working With Young People 2

Learning Style Differences 3

Mentor-Student Relationships 4Roles and Responsibilities 4Communication Strategies 5

Constructive Feedback 5

Open-Ended Communication 5

Active Listening 6

Conflict Resolution 6

2 Work-Based Learning Models and EnvironmentsWisconsin's Work-Based Learning Programs 8Cooperative Education 8Wisconsin's Cooperative Education Skills Standards

Certificate Program 8Youth Apprenticeship 8Work Experience 8

Job Shadowing 9

Internship 9

The Work-Based Learning Environment 9

Safety 9

Equal Access 9

Equal Treatment 10The Learning Plan 10Evaluation/Assessment 11

3 Mentor Teaching Activities and ResourcesLesson Topics 14Remembering MentorsThinking Like a Student 15Communicating Effectively as a Mentor 16Open-Ended Communication 17Thinking Ahead about Conflict 18Mentor Activity Log 19Learning Plan 20Student Orientation to the Workplace 21Resources 22

iii

ForewordWisconsin educators are part of a revolutionary partnership between the public education system

and industries. The School-to-Work program represents an opportunity for schools and industry towork together in helping to achieve a competent, competitive, and productive work force.

Through work-based learning objectives, such as cooperative education, state certified cooperativeeducation, youth apprenticeship, job shadowing, and general work experience programs, our educa-tional system can gain a closer connection to the world of work and offer students an education withincreased relevance to life after school.

It is important that worksite mentors be given supporting materials when'taking on the responsibil-ity of helping students learn the skills and the ins and outs of being successful at a particular worksite.This resource guide for mentoring students was designed to assist teachers and mentors in under-standing some of the critical elements in successful mentor-student relationships.

The result is a winning scenario for all: Students are better prepared for the world of work, andindustries gain new workers trained in their field. Whether you are a student, parent, business opera-tor, teacher, or student mentor, you have much to gainand an important role to playin connectinglearning with the workplace.

John T. BensonState Superintendent

6

Materials found in this resource are a collectionpractices. We appreciate the work of our colleaguefrom a manuscript into these printed pages.

Bryan AlbrechtDepartment of Public Instruction

Marilyn BachimDepartment of Public InstructionCounty

Marie BurbachDepartment of Public Instruction

Connie ColussyDepartment of Public Instruction

Marlene KlugDepartment of Public Instruction

Diane KrauseCooperative Educational Services Agency 2

Joni LoockDepartment of Public Instruction

Ed MalekCV Design Development

Kevin MillerDepartment of Public Instruction

Chuck MiskyDepartment of Public Instruction

Acknowledgmentsof successful examples of school-to-work mentorings whose professional skills transformed our drafts

Sandy RyanDepartment of Public Instruction

Bette SchmittCooperative Educational Services Agency 2/Dane

Barb SchulerDepartment of Public Instruction

Elaine StaalandDepartment of Public Instruction

Ken StarkmanDepartment of Public Instruction

Sharon StromDepartment of Public Instruction

Sherri TorkelsonEau Claire Area School to Work Partnership

Sharon WendtDepartment of Public Instruction

Anne WestrichDepartment of Public Instruction

Dennis WicklundDepartment of Public Instruction

Thanks are due to the following individuals for support, encouragement, and consideration.

Lisa AlbrechtDe Forest High School

Joyce ChristeeDepartment of Workforce Development

Kathleen ColeDepartment of Public Instruction

Ernie CooneyDepartment of Public Instruction

Cathy CraryDepartment of Workforce Development

Bob EnghagenDepartment of Public Instruction

Dean GagnonDepartment of Public Instruction

Mark JohnsonWisconsin Technical College System Board

Fred SchroedlMilwaukee Public Schools

Preston SmeltzerDepartment of Public Instruction

Stephanie SklbaSoutheast Wisconsin School-to-Work Partnership

Tom SlupeMenomonie High School

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vii

Howard Gardner notes that guiding students to a field where their talentsbest suit them is the "single most important contribution education can maketo a child's development."

School to work is a national educational initiative to provide avenues for allstudents to match their educational goals and skills to occupational opportuni-ties. The goal of a school-to-work program is to ensure that students experiencea seamless transition from high school to meaningful, high-quality employmentor further education. Learning about the world of work makes schooling morerelevant and helps students become productive citizens upon graduation.

Mentors involved in Wisconsin's school to work initiative help students en-rich their lives, enjoy learning, and experience success in the workplace. A suc-cessful mentor can increase the level of school and work integration in the edu-cational system and help students gain an awareness of the world of work.

A note to teacher coordinatorsand school-to-work coordinators

Congratulations on accepting the challenges and rewards of leadership inwork-based learning. Your role as leader and coordinator includes guiding men-tors to success with students as they learn about the world of work. Mentor-student relationships are very important to Wisconsin's work-based learningprogramsespecially the youth apprenticeships, Cooperative Education SkillsStandards Certificate programs, and other cooperative education programs.

This publication is designed to aid you in preparing and teaching workplacementors. The handbook is a useful education guide and workbook for teachersof mentors as well as a guide for self-educated mentors. It will also serve as aninformative guide for parents, employers, and others interested in work-basedlearning and mentorship.

The handbookdescribes mentorship,provides a common language for work-based learning,details work-based learning relationships and responsibilities,suggests roles for all stakeholders,offers guidance to develop constructive communication, andincludes activities and exercises to prepare mentors.More specifically, the handbook consists of sections on mentoring young learn-

ers; Wisconsin's work-based learning programs; and mentoring activities, ex-amples, and checklists. These sections may be adapted to whatever will bestserve you, your mentors; and your students.

This material can be presented as a half-day or as a pair of two-hour work-shop sessions for prospective mentors. One popular option is to schedule break-fast sessions, for example. Of course, the final schedule should be one that meetsparticipants' needs.

8

Introduction

ix

Mentoring

The Mentor and School to WorkWorking with Young PeopleLearning Style Differences

Mentor-Student RelationshipsRoles and ResponsibilitiesCommunication Strategies

9

The Mentor and School to WorkThe mentor is the person who connects the culture of school with the

culture of work. The mentor serves to "translate" the world of work into alanguage and experience the student can understand. Mentors also serveas a model of a successful and responsible working adult.

Serving as a mentor requires time and energy. The mentor must exhibita willingness to patiently guide a young person through an unfamiliar worldand to look out for the student's interests in the workplace. At the sametime, mentors report that they feel a sense of contribution to society andfuture generations and to the future productivity of industry. "The curricu-lum enhanced our training program for new employees," according to oneemployer. "We saw some unanticipated benefits. We learn from the stu-dent," says another.

Working with Young People

2

The mentor should be aware of the particular needs of learners. Adoles-cents of 16, 17, or 18 years of age learn from direct instruction as well asreflection on their lived experience. Young adults want to understand theprinciples behind actions. They learn by observing and imitating co-work-ers and other adults.

Like others, young people want to be successful. Even small successesare important for learning and for future success. At times, however, stu-dents may not realize their own limitations or the limitations of the job.They may expect or try to take on too much, too fast. Students may needhelp to determine appropriate goals and the best way to achieve them.

The mentor should understand that young people are often insecureduring adolescence. They value the respect of adults around them, eventhough they may not know how to gain it. Young people have a deep need tobe accepted as individuals. Young adults hate to be laughed at and mayavoid asking questions for fear of appearing silly. Adolescent adults can behard on themselves, sensitive to criticism, and critical of others, as well.They expect much from adults and may feel let down when their expecta-tions are not met. However, when they are treated as adults, young peopleare more likely to respond with adult behavior.

Students often want different things from a job than adults want. Socialrelations are important to young adults; they want to like the people theywork with and to be liked by them. Helping students become valued em-ployees will help them accept themselves and their mentor.

A few reminders will help the mentor serve in an effective and support-ive manner.

0

Figure 1 El

Reminders about Learning and Young LearnersBehaviors reinforced are repeatedBehaviors not reinforced are eliminatedLearners and learning are influenced by

backgroundknowledgereadinessfamily and community supportsocioeconomic backgroundculturematuritygenderaptitudeinterestsinitiative

Young learners need tofeel good about themselvesexperience accomplishmentbe respectedbe challengedhave an opportunity to learn, earn, make choices, and show progresshave incremental successesreceive recognition for achievement, growth, and progresshave significant interaction with adultsengage in applied learning with tangible resultsunderstand their experiences in literal, concrete terms

Learning Style DifferencesEveryone learns differently in different situations. Some prefer to learn

in school, others out of school; some in groups, and others alone. Learningis influenced by the instructional environment as well as the student's ownpersonal qualitiestemperament, sensory strengths and weaknesses,unique physical needs, concrete and abstract thinking abilities, and learn-ing preferences.

Humans learn in a variety of ways. These learning styles have beendescribed in simplest terms as auditory, visual, and tactile/kinesthetic. Au-ditory learners learn best by listening. They like stories, jokes, and music;remember what they hear; tend to have a large vocabulary, and like to talk.Visual learners learn best when they read and see diagrams or pictures.Tactile learners (also referred to as applied, hands-on, kinesthetic, or expe-riential learners) learn best when they handle and physically manipulatethings.

3

Although students often favor one learning style, most use a combina-tion of different styles. It can be very effective for teachers and mentors touse different teaching approaches including written instructions, verbalinstructions, and demonstrations.

Mentor-Student RelationshipsThe mentor-student relationship can be thought of as developing in two

stages: initiation and mentoring.During the initiation stage, students may view the mentor with inflated

esteem and honor. The student may feel awkward or incompetent. Bothmay feel vulnerable. A mentor who is aware of a student's needs can takesteps to affirm the student's sense of worth. One way to facilitate open com-munication, for example, is for the mentor to tell the student that no oneperson has all the right answers and that there are no wrong questions.

In the mentoring stage, support and encouragement are emphasized.The mentor facilitates student growth as the young adult moves towardincreased responsibilities for gaining knowledge, for acquiring skills, formaking honest self-evaluations, and for making tentative career plans. Atall times, however, the quality of the mentor-student relationship dependson the quality of communication. For example, a "yes" or a head nod maynot necessarily indicate student understanding; students should be askedin a supportive wayto explain and demonstrate what they learn.

Roles and Responsibilities

4

Adults involved in mentoring or working with mentors should be awareof their responsibilities in their role. The following roles may overlap.

Mentors may need toremember the special social and learning needs of adolescents;mediate among trainers, supervisors, and students;inform the student about workplace norms, customs, social relations,

and expectations;provide consistent, caring support and guidance to the student; andmaintain regular contact with the teacher coordinator regarding stu-

dent progress.Worksite trainers may need toact as coach and/or model;provide instruction in industry and workplace competencies;educate the student about workplace safety;evaluate student progress and certify skill achievement; andreport concerns about learning and behavior to the teacher coordinator.Worksite supervisors may need toarticulate responsibilities and expectations to the student and appropri-

ate co-workers from the start;

1 2

assist in developing the student training plan;communicate regularly with the teacher coordinator, trainer, mentor and

student about student progress; andevaluate student progress.

Communication Strategies

The long-term goal of work-based education is to encourage students toassume increasing responsibility for learning new skills, evaluating progress,and setting new learning objectives. Students will learn how to seekinformation and apply it to their work. Students also learn to seek feedbackabout their work performance, ask questions, identify concerns, and im-prove their questioning and communication.

Constructive FeedbackFeedback, when given appropriately, can encourage the learner to take

responsibility for his or her behavior and for changing that behavior whennecessary. The effective use of positive and negative feedback builds trustand promotes productive working relationships. Feedback should be basedon predetermined standards. Casual praise or criticism tends to distractstudents from the learning tasks.

Positive feedback recognizes student successes and can be an effectivemotivator. It helps to maintain high standards and can lead to further im-provement.

Negative feedback informs students of unmet standards or expectations.When linked to analysis and discussion as to how performance can be im-proved, negative feedback can also serve as an effective motivator.

Most students want to perform well and meet or exceed expectations.But some factors can limit a student's ability to perform well. Students mayperform less successfully when they

do not know what constitutes a "good job"in terms of expectations,goals, standards, outcomes, or results;

lack necessary resourcessuch as time, tools, information, or skills;encounter obstacles that interfere with their performance; orlack feedback about their performance and how to improve.

3 5

Open-Ended CommunicationOpen-ended questions and statements foster communication beyond

simple, yes/no responses. Open-ended communication caninitiate conversations;communicate a mentor's willingness to help;allow students to voice questions and concerns;invite students to explain their understanding more fully; andallow for a safe focus on student feelings and concerns.

In contrast, closed questions, which require only a "yes" or "no" response,are appropriate for factual or narrow responses. However, closed questionscan inhibit discussion, keep students "in their place," and imply a lack ofinterest on the part of the adult.

Active ListeningActive listening is an approach to hearing someone and responding with

certain purposes. Several active listening skills can be used to improve com-munication:

Mirroring the student's feelings canshow interest or concernfoster a nonjudgmental atmosphereshow acceptance of student feelingsRestating the student's words canconfirm shared understanding of facts, procedures, or feelingsencourage further discussioncommunicate respect for student effortelicit more detail (when restating with a questioning tone)

Summarizing major ideas during discussions cancheck for common understandingmove discussion to another topicParaphrasing interprets student words toshow understanding, interest, and acceptanceclarify meaningPausing before speaking canfoster student thinking and learningallow the student to rethink mattersshow respect for the student's ideas

Conflict ResolutionInevitably, disagreements and conflicts will arise. At such times it will

be helpful to use techniques to aid in conflict resolution. To work towardresolving conflict, one should

listen to the other person patiently,accept the conflict as a mutual problem,welcome the opportunity to solve problems" together,allow for a cooling-off period, andinvolve the teacher coordinator.

14

Work-Based Learning Modelsand Environments

Wisconsin's Work-Based Learning ProgramsThe Work-Based Learning Environment

Equal TreatmentThe Learning Plan

Evaluation /Assessment

i 5

Wisconsin's Work-Based Learning ProgramsWisconsin's work-based learning programs include a variety of options

that can be adapted to best meet the needs of the student, employer, andcurriculum. These various options are explored below.

Cooperative EducationCooperative education is instruction in vocational education for students

who, through written cooperative arrangement between the school and anemployer, receive instruction, including required academic courses and re-lated vocational instruction, by alternating study in school with a job.

In Wisconsin, fields eligible for cooperative education include family andconsumer, business, marketing, technology, and agribusiness. The coopera-tive education program typically takes place during a student's senior yearof study.

Wisconsin's Cooperative EducationState Skill Standards Certificate Program

The Wisconsin program builds on the cooperative education definitionby adding state-approved competencies developed by industry and educa-tors. Cooperative education students work toward mastering these compe-tencies and receive a Certificate of Occupational Proficiency (as well as ahigh school diploma) when the proficiencies are achieved.

Youth ApprenticeshipThis two-year program combines academic and technical classroom in-

struction with workplace learning in a four-semester, state-approved cur-riculum for juniors and seniors. Mastering the competencies developed byindustry and educators qualifies the student for a Certificate of Occupa-tional Proficiency.

Work ExperienceStudents participate in a school-supervised work experience, typically

during the school day. At the same time, students learn general employabil-ity skills in the classroom. Participants do not have to be enrolled in a voca-tional class, but must be supervised by a licensed teacher employed by theschool district.

Job ShadowingAs a part of career exploration in middle school or early high school years,

students observe an employee at a workplace for a period of hours, a wholeday, or, in some cases, over several days, to learn about the business, indus-try, or profession. Students do not perform productive work and are notpaid for the experience.

8

InternshipWhile "internship" is not a term commonly used in Wisconsin to reflect

secondary work-based learning, some schools use the term instead of "coop-erative education." Internships are a school-approved program where stu-dents work for an employer for a specific period of time to learn about aparticular industry or occupation. Activities may include special projects, asample of tasks from different jobs within the enterprise, or tasks from asingle job.

The Work-Based Learning EnvironmentSafety

All employers strive to provide a safe working environment for employ-ees through safety education and other means. Safety instruction is also animportant part of instruction for students enrolled in cooperative educationprograms. The instructional program must include a minimum of 15 hoursof safety instruction. The mentor and teacher coordinator should work to-gether to plan instruction on safety with work procedures, materials, andequipment.

Other matters that may need to be addressed by the mentor and teachercoordinator include

worksite policiestransportationwork permitschool policies on absenteeism and academic performanceemergency proceduresconflict resolution proceduresthe Fair Labor Standards Actchild labor law limitationsOne source of further information on labor law is the Department of

Workforce Development, Equal Rights Division, 201 E. Washington Avenue,P.O. Box 8928, Madison, WI 53708; (608) 266-6860 or (608) 264-8752 TDD(hearing impaired).

Equal AccessAccording to Wisconsin law, no one "may be denied admission to any

public school or be denied participation in, be denied the benefits of or bediscriminated against in any curricular, extracurricular, pupil services, rec-reational or other program or activity because of the person's sex, race,religion, national origin, ancestry, creed, pregnancy, marital or parentalstatus, sexual orientation, or physical, mental, emotional or learning dis-ability." (s. 118.13, Wis. Stats.)

9

Equal TreatmentThe workplace should be a place where all are treated fairly. This re-

quires a workplace free of sexual harassment. Sexual harassment is un-wanted sexual behavior that occurs when one person has power over an-other. Sexual harassment includes the following elements:

the behavior is unwanted or unwelcome,the behavior is sexual or related to the gender of the person, andthe behavior occurs in the context of a relationship where one person

has more power than the others.Such power includes formal power or power derived from a person's sta-

tus or position (as in a supervisor-employee or a staff-student relationship)and informal or perceived power (as in a relationship between peers).

Sexual harassment violates the equal protection clause of the 14thAmendment to the U.S. Constitution and Title IX of the Education Amend-ments of 1972. In Wisconsin, employers and others are prohibited from "En-gaging in sexual harassment; or implicitly or explicitly making or permit-ting acquiesces in or submission to sexual harassment a term or conditionof employment or the basis or any part of the basis for any employmentdecision affecting an employee; or permitting sexual harassment to sub-stantially interfere with an employee's work performance or to create anintimidating, hostile, or offensive work environment." (s. 111.36, Wis. Stats)

Furthermore, no employer, labor organization, employment agency, li-censing agency or other person may engage in any act of employment dis-crimination against any individual on the basis of age, race, creed, color,handicap, marital status, sex, national origin, ancestry, arrest record orconviction record, or membership in the national guard, state defense forceor any other reserve component of the military forces of the United Statesor this state. (s. 111.321, Wis. Stats)

The Learning Plan

10

The learning plan and the evaluation or assessment of learning are ne-gotiated by the teacher coordinator, employer, mentor, and student prior toeach grading period. The learning plan states which competencies the stu-dent will learn and demonstrate in school, in a vocational student organiza-tion activity, and/or on the worksite. It includes a record of the student'sprogress in mastering each competency. The learning plan also details theshared expectations of the co-op partners and acts as a link between schooland worksite.

Generally, students are expected to work on approximately 25 compe-tencies per quarter. The learning plan needs to flexibly address the schoolcurriculum and the student's schedule, school activities, and worksite ac-tivities.

18

Once the learning plan is completed, the workplace mentor, student,parents, and teacher coordinator sign the learning plan and use it for as-sessment at the end of the grading period. Additional tasks and competen-cies to be mastered and assessed during the next grading period are deter-mined and a new learning plan is designed, shared, and signed.

Evaluation /AssessmentThe evaluation/assessment process is designed to obtain meaningful

and useful information about the student's progress. Each member of theteam (teacher coordinator, mentor, and student) must agree on their ex-pectations regarding the assessment criteria, including the meaning ofcompetencies and how students will demonstrate those competencies.

Assessment of the student's performance must be based on the learn-ing plan developed by the mentor, student, and teacher coordinator. Theassessment includes the following aspects:

reasons for assessmentidentification of learner needsanalysis of progresssummary of learning

methods of assessmentobservation of student performancewritten tests, diaries, or reportsverbal inquiry into student performanceuse of checklists indicating competency

criteria for assessmentcontent as both process and productperformance level of activity

Working together, the workplace mentor and teacher coordinator evalu-ate the student's performance for each task and competency previously iden-tified, whether mastered at work, school, or both. For areas in which thestudent receives a low rating, the mentor should identify specific compe-tencies and suggest ways the student can improve performance. For thoseareas in which the student excels, the mentor should provide examples toillustrate outstanding performance.

Once the evaluation is complete, the teacher coordinator and mentorshould meet with the student to discuss the evaluation, identify areas forimprovement, inform the student of suggestions for improvement, identifystrengths on the job and in the classroom, and provide evidence to supportthe evaluation. The process continues as the learning plan for the nextgrading period is negotiated.

1911

Mentor Teaching Activities and Resources 3Lesson Topics

Remembering MentorsThinking Like a StudentCommunicating Effectively as a Mentor

Open-Ended CommunicationThinking Ahead about Conflict

Student Orientation to the WorkplaceLearning Plan

Mentor Activity LogResources

Lesson TopicsThe materials used to teach mentors should be consistent with individual

learner needs, interpersonal relationships, and available time and resources.The following materials can be used to train mentors in formal and infor-mal teaching situations and to aid mentors in their roles.

The following lesson topics include a range of ideas to draw from in teach-ing mentoring skills. Following this list are several activities useful formentor teaching.

Defining mentor roles and responsibilitiesRespecting diversityConflict resolutionSchool and work: Bridging the gapEffective communication with adolescentsSelf-esteem and the adolescentFacilitation teamsProblem solvingPrinciples of management and self managementWorkplace curriculum developmentIdentifying and sequencing tasksJob tasks analysis/curriculum development (DACUM)Instruction in all aspects of the industry and broad skill developmentAccessing resourcesCoordinating, scaffolding, and building on ba.sic skillsManaging student rotation and coordinating learning across departmentsIncorporating individual student needs into learning plan developmentMethods of worksite assessment (including portfolios and projects)Setting benchmarksConstruction projects for the workplaceStructuring progressive skill masteryEffective assessment techniquesMethods of alternative assessment/portfolio assessmentWorking with various learning stylesWorking with teamsSelecting appropriate media to maximize student learningScaffolding and determining appropriate intervention pointsReflection techniques and strategiesEffective instructional techniquesCreating and using learning plans

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Activity 1 IIRemembering MentorsThinking Like A Student

PART 1. Did you have a mentorformally or informallyas a child or young adult? List your mentor(s)in the space provided and describe how your mentor(s) exhibited the identified qualities.

Mentors:

Qualities

Supportive

Encouraging

Listened actively

Knowledgeable

Understandable

Open to questions

Dependable

Interested in my growth

Helpful

Set examples

Respectful

Had high expectations

Accepted best efforts

Evaluated fairly

Other

PART 2.PART 3.PART 4.

Hold a group discussion to share real or ideal qualities of effective mentors.Which of these qualities are you good at and which need improvement?Describe some ways you as a mentor could help your student.

0 9 15

II Checklist 1

Communicating Effectively as a MentorThis checklist of ideas will help mentors develop effective strategies for communicating with students

and it is important to refer to it frequently.

Use clear, simple language.

1:1 Be patient, resourceful, respectful, and flexible.

El Make liberal use of analogy, comparison, example, and illustration.

Use visual aids when appropriate.

Develop a logical sequence of simple-to-difficult and step-by-step techniques.

Build student knowledge and background gradually.

1:1 Explain and define new terms.

1:1 Use the technique of "show and tell."

Point out relationships of parts and processes.

Include concepts, history, relationships, and uses when explaining parts, processes, and products.

Be certain the student understands the explanation.

Encourage questions as well as ask them.

1:1 Call attention to highlights.

Summarize often.

Share information about background, professional experiences, and satisfactions.

Help student clarify goals.

Compile a list of activities that meet teaching goals.

Schedule regular meetings, feedback sessions, and a concluding session with the student.

Formulate a clear set of skills the student will need to learn and practice.

Revisit the learning plan with each student on a regular basis.

Listen carefully.

Be sensitive to gender and cross-cultural differences.

16 03

Activity 2 II

Open-Ended CommunicationOpen-ended questions and statements foster communication beyond simple yes/no responses.

Develop open-ended questions for your own mentoring situation using the examples provided. Recordthem in the open column below.

Goal Example Further examples

Initiate conversations "How do you likeworking here so far?"

Communicate willingnessto help

"Let me know ifyou need a hand with...."

Allow studentsto voice questions and concerns

"What problemshave you encountered?"

Invite students to explaintheir understanding more fully

"What would you do if ?"

24 17

III Activity 3

Thinking Ahead About Conflict

18

Consider the following scenarios and devise one or more strategies fordealing with the situation before it develops into a conflict.

The computer, to be shared by several students at the worksite, is mo-nopolized by one student, creating resentment among the others.

The star athlete is often late getting to work. The student does goodwork but claims that other responsibilities cause the tardiness.

Two students are performing work differently. One is often successfuland the other is only sometimes successful, but improving. The better workerresents getting paid the same as the other; the other worker resents beingoutdone. Their conflict is affecting their work and those around them.

The regular workers see the presence of students at the worksite as athreat to their job security.

One student states that s/he will be going to college after graduation.Some of the regular workers call the student "college kid" and resist help-ing him/her.

A student appears hurt and 'defeated when the job-task trainer criticizesthe student as being too slow.

As another scenario, describe a conflict from your own experience as amentor, how it was handled, and how the way in which it was handledcould have been improved.

Strategies/solutions:

25

Checklist 2 II

Student Orientation to the Workplace

Within a few days after completing the following orientation, review the list to ensure full under-standing by the student.

Introduce the student to persons with whom the student will have contact.

Show the student the location of necessary equipment and supplies.

Explain the duties of the student's initial task.

Arrange a meeting with the student's designated supervisor(s).

Discuss with co-workers their relationship to the student and solicit their cooperation:

Inform the student of arrival time, quitting time, check-in and check-out procedures,and who to contact when an absence is unavoidable.

Inform the student of meal and break times and of relief procedures and regulations.

Assist the student in locating rest rooms, the lunch room, a telephone, the coat rack, and otherimportant sites.

Identify appropriate clothing for the student's job.

Inform the student of timekeeping procedures, pay schedules, deductions from pay, andcomputation of wages.

Discuss confidentiality issues and rules.

Familiarize the student with employee benefits, if appropriate.

Inform the student of promotional possibilities.

Train the student in proper safety procedures for all equipment and work situations.

19

26

Figure 3

Learning Plan*

Student: Employer: Workplace Mentor:

Job Teacher Grading Date:

Title Coordinator: Period:

Job Description: Reference Materials:

Skill CertificateCompetencies

RelatedInstruction

WhereObserved

DateObserved Observer Comments

Student Signature Teacher Coordinator Signature

Workplace Mentor Signature

*This Learning Plan may be continued on additional pages.

20

Parent/Guardian Signature

27

Figure 2 In

Mentor Activity LogStudent Mentor

Meeting Date Topics Discussed Action Taken Notes

2821

Resources

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Education for Employment: A Resource and Planning Guide. WisconsinDepartment of Public Instruction, 125 S. Webster St., P.O. Box 7841Madison, WI, 53707-7841

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