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Empowering Leadership: Building a Mentoring Program for At-Risk Students

Join us on a journey of developing proactive leadership skills in a new educational setting. Discover how our mentoring project targets at-risk students through a structured program. Learn about the challenges faced, changes implemented, and the positive impact on students' lives. Discover the importance of communication, flexibility, and relationship-building in leadership. Experience firsthand the transformative power of mentorship and education in shaping future leaders.

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Empowering Leadership: Building a Mentoring Program for At-Risk Students

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  1. “Helping Students at Risk through Mentoring” Project Presentation

  2. Understanding the New Setting At the beginning of my academic program in the United States I was overwhelmed by the vast amount of knowledge related to the leadership program that I did not know. Terms like CRCT, AYP, High-Stake Tests, GPS, and GLISI roles were like a new language for me. Not to mention the huge structural difference between the school system in the US and the one in El Salvador DEVELOPING LEADERSHIP SKILLS WITHIN A NEW SETTING :

  3. BEING A PROACTIVE LEADER I remember that in the first classes I was very stressed and I even thought about shifting to a different program, more suited for international students. As time passed I started to understand the philosophy of the leadership program and how the Practicum was the channel to develop the leadership skills needed to be a school administrator in Georgia. DEVELOPING LEADERSHIP SKILLS WITHIN A NEW SETTING :

  4. DEVELOPING LEADERSHIP SKILLS WITHIN A NEW SETTING : • Locating a suitable project : • With the approval of the academic advisor I conducted my practicum in the Latino Office of Georgia State. The project consisted on implementing a mentoring program for the 5 urban schools in the Metro-Atlanta Area. The mentors were GSU undergraduate students with excellent academic performance. The tutees were high school students who sought entering college.

  5. OBJECTIVES OF THE MENTORING PROGRAM :

  6. HELP THE MENTORS IN THEIR DUTIES ASSESS THE MENTORS’ PERFORMANCE MAKE CHANGES TO THE PROJECT (IF NECESSARY) PREPARE A WORKSHOP FOR THE NEW MENTORS TALK TO THE SCHOOL COUNSELORS MY ASSIGNMENT

  7. COMMUNICATOR & LISTENER/ BEING PROACTIVE:

  8. BEING A GOOD COMMUNICATOR AND LISTENER /BEING PROACTIVE:

  9. CHANGES TO THE ORIGINAL PROJECT: Before • Mentors had no contact with the Latino office for weeks • They issued online monthly reports to obtain their monthly stipends • Mentors had absolute independence toward their materials and content selection • School counselors had not contact with the Latino office After • Mentors were asked to show up to the office to pick materials or articles that I chose • Mentors were now asked to submit their reports in person and to report absences if any. • Mentors were now asked to submit a brief sketch of their mentoring sessions : including materials, contents and activities • We started to get feedback from the counselors

  10. Upon my arrival to the project the mentors were very friendly and approachable After the evaluation forms and the changes to the project I felt a very hostile environment. The mentors would not greet me and four of them said that they were unsure about their continuation in the project. Unexpected consequence :

  11. I realized that my initial approach had an outcome very different from what I had expected . I learned in my first semester in Georgia State through the lessons of Dr. Richardson and the texts of Fullan and Dale &Peterson that establishing good relationships is essential for developing a positive environment, and that this cycle (which includes other four components) should be nurtured with energy , hope and enthusiasm. REFLECTION

  12. After a meeting with the mentors we build a very positive connection. I listen very interesting opinions from their participations. They say that they’d like to have more support and less demands, and they also request time to adjust to the changes. The meeting was very productive Strategy : Shifting the Approach

  13. Being a Latin American I have now assimilated a better understanding of this system of education. The support I received from all my professors and the friendship I have developed with my American classmates is invaluable. Understanding the context.

  14. After 18 months teens that were part of Amentoring were : a)less likely to use drugs and alcohol, b)were less likely to hit someone, c)had improved attendance, school performance and attitudes towards completing work (Tierny et. al, 1995) FROM THE EXPERTS :

  15. Hispanic students can bridge the gap that is limiting the current and consequently the coming generation from developing their full potential. The pieces are set and it is my role as a school leader to build the structure towards a more inclusive society, through mentoring, through education. REFLECTION:

  16. I know understand that the best learning will come from my application and evaluation of successful teaching practices from the past and the present. The practicum experience has been a tremendous experience, but is just another door toward a solid instructional leadership REFLECTION

  17. Education is the mother of leadership. - Wendell Willkie To conclude:

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