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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]
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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OverviewofYearTwoAssignments.................................................................................21
IndividualMentoringPlanforYear2...............................................................................22
YearTwoAssignments...........................................................................................................24
Principal/CounselorAgreementActionResearchTrainingActionResearchTopicSelectedMentor/MenteeVisitReportActionResearchProjectReview/Reflection
APPENDICES...............................................................................................................................30
AppendixA MenteeContactInformationFormAppendixB MentorBeliefsInventoryAppendixC MentoringGrievanceProcess
TalkingPointsfortheMOComprehensiveSchoolCounselingProgram..........37
ReferencesandResources....................................................................................................39
Mentoring Program Fall 2017
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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.
Mentoring Program Fall 2017
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MENTEES/MENTORSSHOULDKEEPALOGKeepingaloghelpskeeptrackofknowledgeacquiredovertimeandcanbea
recordofdata,thoughtsoractivities.Itanswersthequestionofwhatdidyoudoandwhendidyoudoit!
DocumentyourWINS!Mentees/MentorsintheSchoolCounselingmentoringprogramshouldkeepalogofcontacts,meetings,activities,thoughts,etc.regardingtheirexperience
oftheschoolcounselingmentoringprogram.
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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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).
Mentoring Program Fall 2017
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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?
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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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.
Mentoring Program Fall 2017
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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
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentor: Mentee:
Assignment2
1. Createandsubmitayear‐longcalendarforyourcomprehensiveschool
Reflection:
Mentoring Program Fall 2017
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SchoolCounselingActivityYear1/Assignment3
Due:December15
Mentor: Mentee:
Assignment3
1. Implementaschoolcounselingactivity(directservices)thatincludesarationalerelatingactivitygoals,ageneraldescriptionoftheactivity,expectedoutcomesfromtheactivityandaplanforevaluationusingstudentdata.
Reflection:
Due:December15
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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Mentor/MenteeVisitReportYear1/Assignment4
Due:February1
Mentor: Mentee:
Assignment4DateofVisit:(Reflectonthecomprehensiveschoolcounselingprogramtodate)
Due:February1
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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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
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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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.
Mentoring Program Fall 2017
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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
Mentoring Program Fall 2017
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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
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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ActionResearchTrainingYear2/Assignment2
Due:November15
Mentor: Mentee:
Assignment2ActionResearchTraining(Online)
Reflection: Datecompleted Questions Concerns Suggestions
Due:November15
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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ActionResearchTopicSelectionYear2/Assignment3
Due:December15
Mentor: Mentee:
Assignment3
Thesecondyearprogramfocusesonanactionresearchprojecttoassistcounselorsinresults‐basedevaluationsofinterventions.
SelectatopicforyourActionResearchProject:
Explain the reason for choosing the specific topic:
Due:December15
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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Mentor/MenteeVisitReportYear2/Assignment4
Due:February15
Mentor: Mentee:
Assignment4DateofVisit:(Reflectonthecomprehensiveschoolcounselingprogramtodate)
Due:February15
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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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
Submitacopytoyourmentor,theDESEStateMentorChair,andretainonecopyforyourfile.
Mentoring Program Fall 2017
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Review/ReflectionYear2/Assignment6
Due:May1
Mentor: Mentee:
Assignment6
Review/reflectionofprogram.Reflectionquestionswillbesenttothementee’sinearlyAprilandwillbesubmittedbacktotheDESEStateMentorChair(nocopyneededtomentor).
Due:May1
ThisassignmentMUSTbeemailedONLYtotheDESEStateMentorChairofSchoolCounselingLoree.Libbert@dese.mo.gov
Mentoring Program Fall 2017
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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].
Mentoring Program Fall 2017
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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.
Mentoring Program Fall 2017
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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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