PROGRAM COMPONENTS
Academic Support - note taking - tutoring/explaining - coping strategies - basic skills - relate to real-life - homework
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Study Skills - study groups - organization/work habits - preparation for test and exams - techniques and strategies, set goals and timelines
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Parental Contact - phone calls - notes and letters - meetings at school and in the community - home visits
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Talking to Kids - build self-esteem - one-on-one - how to resolve conflicts/decision-making - anger management - collaboration with school counsellors, school psychologist and agency personnel
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Career Exploration - job shadowing/work experience - job preparation: Coop. Ed., career symposiums, speakers “Insight”, “Get a Life”, “CHOICES”/“BRIDGES” computer programs - community
mentors
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Transition - from grade 8 to Senior years - from one school to another - from school to life - help make dreams a reality (e.g. PATH process)
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BACKGROUND
When the Mentorship Program began in February 1992, it was call the STEMS (Support Team for Education in Minnedosa Schools) program with funding from the Stay-in-School initiative of the federal government (Employment and Immigration, Human Resources Development Canada).
In 1994-95 the program was extended to the four collegiates in Rolling River Division due to the recognized success of the Minnedosa program. Funding from the Rolling River School Division, Small Schools, Student Support, and HRDC made this possible.
Coordinators were hired to develop and carry out the program in collaboration with school administration and staff, students, parents, community agencies, and business people.
The program has been renamed the Support Teams for Education and Mentoring in Schools (STEMS) program.
In 2004 the program's name was changed to the Mentorship Program, guided by the Student Support Facilitator.
Role of the Student Support Facilitator:
Be a mentor to students; Be a member of the Student Support Team in the school; Assist in the identification of students; Establish, in collaboration with the team, the needs and goals for each student; Design a program that incorporates changes needed in order to provide success in learning; Be a liaison in delivering various aspects of each student’s program – i.e. – between students and teachers, students and parents, parents and teachers; Meet with students individually on a regular basis; Be involved in Individual Transition Plans from school to life for students; Organize information and resources for parents and teaching staff; Participate in personal professional development and training sessions when available; Promote the Mentorship program at every opportunity.
Mentoring
The mentoring strategy is used by Student Support Facilitator to implement the program and meet the individual needs of students.
Mentoring is:
a one-to-one relationship; a relationship between two people differing in age a supportive relationship; directed toward the development or mental growth of the younger member;
The mentorships that have developed between the Student Support Facilitator and the students have filled a gap that previously existed in the system.
Peer mentorships or helpers have also been organized to varying degrees.
There are ongoing attempts to establish mentorships between students and adults within the school and community - i.e. teachers, principals, custodians, educational assistants, business people, other professionals, senior citizens, university and college students.
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