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Mentoring Analysis - Split into groups of 3-4 according to practice Barb KZ Cherilyn Debby Scott Josh

- Discuss the relationship of mentoring and other types of learning Is it really mentoring if there is not a "two way street"? What is the best model?

- Agree upon a working definition of mentoring Both parties benefit. A modeling of behavior. There is a component of caring. Expertise is not required but it can be a component of mentoring. A dynamic relationship: both parties stand to benefit. The relationship allows for the roles (mentor, mentee) to shift and change depending upon where they are in the relationship. Communication is very important. Both sides need to be open to new ideas and suggestions for changing their practice. A mentoring relationship that develops organically, rather than be assigned, might be more beneficial to both parties. State the benefits of the relationship.

- Note how mentoring is currently implemented in your practice Typically in education the mentoring relationship is between a more experienced teacher and a less experienced teacher. The student to student mentoring relationship is more rare.

- Discuss how it is working using examples Currently the student to student mentoring is quite informal. Younger students are paired up with an older student as "buddies." The relationship is generally based upon the older student reading to the younger student.

- Create a new way to use mentoring in your practice Student to student mentoring. Older students will mentor younger students. The older student will model the desired behavior. The older student, having been through the experience that the younger student is currently experiencing, stands to offer insight, strategies, and advice. Sibling relationships can be discussed and used as a model of what a mentoring relationship might look like. Documentation of the relationship is not as important as the relationship itself. Someone should be modeling for the older students. Older students will have an opportunity to experience a modeling process of mentoring. Start with a quarter or semester with an adult modeling what the relationship should be like. The adult plants seeds of ideas about what mentoring is, what the relationship has to offer for both parties. Afterwards, the teacher becomes more of an advisor for the relationship. Support and learning. Developing community. Helping each other to see the bigger community. The older students will then become mentors to the younger students. Student reflection will be one means of evaluating the relationship. Evidence of personal growth. Periodic evaluation of where the students are in terms of personal growth. Sustainable. Positive and accepting attention. Learning from the younger student: interpersonal relationships. Community of learners. Learning is social. Another person that the student is working to "impress."

- Draft a 2 page proposal for implementing a mentoring program

- present key ideas to cadre