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MLK Mentoring Day Organizing Guide
MLK Mentoring Day Organizing Guide
Table of Contents
Introduction to the Black Male Achievement Initiative- MLK Mentoring Day ............................................. 3
Goals and Objectives................................................................................................................................. 4
How to use this guide ............................................................................................................................... 5
Establishing Effective Mentoring Programs .................................................................................................. 5
What type of Mentoring model? .............................................................................................................. 5
Setting up your long-term mentoring program ........................................................................................ 6
Recruiting Mentees ....................................................................................................................................... 8
Recruiting Mentors ....................................................................................................................................... 8
Profile of a Mentor.................................................................................................................................... 8
How to engage mentees ........................................................................................................................... 9
Mentor Training ............................................................................................................................................ 9
Logistics and Other Mentor Training Preparation .................................................................................. 10
Tips for Preparing and Delivering Training Sessions ............................................................................... 11
Mentor Do's and Donts .......................................................................................................................... 12
New Mentor Orientation Checklist ......................................................................................................... 14
Planning Mentoring Sessions ...................................................................................................................... 15
Mentoring Activities................................................................................................................................ 15
Sample Agenda for MLK Mentoring Day..................................................................................................... 17
Evaluating your program............................................................................................................................. 18
Organization Evaluation .......................................................................................................................... 18
Mentor Program Evaluation Form .......................................................................................................... 19
Mentee Program Evaluation ................................................................................................................... 20
FAQ.............................................................................................................................................................. 21
Forms .......................................................................................................................................................... 22
Parent Consent Form .............................................................................................................................. 23
Mentor Registration Form ...................................................................................................................... 25
Contact Information.................................................................................................................................... 27
The Black Male Achievement Initiative - MLK Mentoring Day effort will work with
individuals, non-profit organizations, faith institutions, government agencies, schools, fraternities
and social service agencies to make mentoring a national priority.
Mentors talk with youth about their jobs, the preparation necessary for their jobs including
college or other post-secondary training and development, and most importantly, their attitudes
and actions (how youth need to be and what youth need to do in and out of school to prepare for
a successful life in the world of work). Additionally, mentors offer advice on how to make good
basic life choices. When young people see examples of what they can become, they are more
likely to take school seriously, to excel in school academically and to graduate from elementary
and high school with college aspirations.
We have declared January 19, 2015 as Black Male Achievement MLK Mentoring Day and
January through February as Black Male Achievement Mentoring Months. While we
certainly encourage all of our participating organizations and individuals to continue doing what
they already know works best for their communities, we also urge participants to plan and carry
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out a mentoring event on Monday January 19, 2015 to demonstrate the commitment that Black
Men all over this country are making to build positive futures for their communities.
Although we cannot perceive every situation that may arise, the start-up information presented in
this organizing guide includes the basic information you need to set up your own mentoring
system, recruit and prepare mentors, facilitate good-quality experiences for mentees, and
continuously evaluate, learn and improve your efforts. The Black Male Achievement
Mentoring Initiative (TBMAMI) will provide all of the assistance you need to make your
mentoring program the most effective your city has seen.
Outlines how to organize MLK Mentoring Day and (Jan./Feb.) Mentoring Months.
Guides participants on elements of how to set up and sustain a long-term mentoring
program.
One-on-One Mentoring:
Mentees benefit from the individualized attention available in one-on-one
mentoring sessions during which individual mentors also work closely with the
mentees parents to support and strengthen his academic success.
Small-Group Mentoring:
TBMAMI favors small-group mentoring, which makes efficient use of the
mentors time while enabling some individualized mentee attention by pulling a
student aside as needed. Students in this model interact with various mentors and
mentees during each activity.
Large-Group Mentoring:
Large Group Mentoring is best facilitated in a classroom-style setting that features
one mentor speaking with an entire group of 20-35 students. Limited dialogue is
facilitated using raised-hand question/answer format. Over time, students in this
model are exposed to a variety of mentors, one-at-a-time.
Develop, collect (from mentees) and file signed parental/guardian consent forms from
mentees before mentoring begins.
Design individual mentee needs assessment, intake forms, and support mentees (or
parents of young boys) to timely complete the assessment forms so mentors can better
understand how to effectively serve these young Black men and boys.
Confirm that all new mentors complete a one-on-one orientation with an assigned, vetted
mentor to review: overall expectations, recommended activities, establish time
commitments, and understand and agree to all written program rules and guidelines,
especially for any contact with mentees and for home visits.
Identify and secure a space to convene small-group mentoring events (such as a church or
community center).
Schedule a weekly or monthly small-group mentoring session.
Assign mentors to small clusters of mentees by matching mentor/mentee experiences,
interests, or backgroundsto the extent possible.
Generate and distribute a mentoring program activity schedule for group outings to
movies, plays, museums, college fairs, cultural events, goal-planning meetings, and
follow-up discussions. Be sure to include (on the schedule) a significant doing
component that actively engages mentees. (This can help mentees develop fully
participate and even help develop their critical thinking skills rather than simply and
passively consuming information.)
Keep track of students achievements and acknowledge them for those achievements.
Ask mentors to follow up with mentees in-between sessions, especially to remind them of
the next scheduled session.
NOTE: Mentors should NOT follow up with mentees in-between sessions unless the signed
parent/guardian consent document is on file. Without written consent, only the mentor
organization staff should coordinate any follow up/notification with mentee.
Large-Group Mentoring Sessions
discussion. Outline expectations and boundaries for mentors. (Mentors must not give
students their contact information and must not contact students.)
Dispatch available mentors to mentoring opportunities.
Conduct follow-up feedback (calls or forms) with the organization about its experience
with and impressions of the large group mentoring session and what about it could be
improved.
Recruiting Mentees
Reach out to the following and provide some incentive for prospective participants, such as food:
Local schools
Faith-based institutions
Youth that already come to your organization
Recruiting Mentors
Profile of a Mentor
Any man can be a mentor if he is willing to make a commitment of his time and patience to
impart his years of knowledge and experience to one or more mentees. Above all he must want
to help his mentee(s) identify and work toward his goal(s).
A mentor is a man who:
Aspires to develop youths leadership skills, and rouse their interest, understanding and
civic pride about the value of community service.
Mentor Training
Effective mentor preparation, training and support are essential to preparing good-quality
mentors and outcomes. The most effective trainers (skilled facilitators) can quickly establish
rapport and engage prospective mentors in a spirit of collaboration. Make sure your trainers are
experts in best practices for mentors.
In addition to protocols, forms and general program expectations, successful mentor/mentee
relationships depend on 3 vitally important skills. Mentors must understand:
1)
2)
3)
4)
Remember to prepare a simple ice-breaker/introductory opening exercise for the session and to
use a script and a watch to guide the training and prevent digression. Recruit someone to take
notes to permit the facilitator to focus on content and process during the mentor training session.
Day Before the Training
Copy all materials (sign-in forms, evaluation forms, training handouts) and prepare name tags;
gather extra pens and notepaper for participants; bring felt pen and tape for signs; and purchase
any refreshments (coffee, tea, bottled water, etc.).
Day of Training
Arrive at least one hour before training is scheduled to begin to 1) Post signs that point to the
training room(s) and rest room(s). 2) Set up the training session space by arranging tables and
chairs so that participants can all see and hear one another (Circle or square arrangement is
suggested over standard classroom set up.). 3) Lay out pens and note paper around the table.
Remember to greet trainees as they arrive.
Keep in mind that people remember 20% of what they hear, 40% of what they hear and see, and
80% of what they discover for themselves. Structure the activities so that trainees end with a
sense of accomplishment or discovery.
Keep the environment and discussion comfortable. Allow trainees to be taken seriously when
they speak, but make room for a little humor. When people feel like they can laugh they also feel
like they can present ideas without fear of making a mistake or incurring a rebuke.
Maintain appropriate pace. Balance your training to make time for sufficient discussion and
understanding, and cover all of your topics without digressing. Plan time for questions, while
being mindful of which ones require discussion and which are best answered quickly.
Be yourself and acknowledge when you dont know an answer. People will respect you if you
tell them you dont know the answer to their question that you will get back to them when you
find it. Perhaps someone else in the room knows.
Keeping notes throughout the session is a good way to keep track of information you need to
gather and of any parts of the training that seemed ineffective perhaps because trainees appeared
to be bored, distracted, etc. (However, designating one non-trainee note taker is even better
because it permits the facilitator to fully focus on content and process.)
Pass out evaluation forms and request participants support to help you improve future training
sessions by filling out and turning in their evaluative feedback forms before leaving the session.
This will help you assess the strengths and weaknesses of your training program. Remember that
what works well is great, while knowing what to improve is essential information.
Always thank your trainees for their commitment and for contributing their time to participate.
Do
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Dont
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Recreational outings: ice skate, bike, fish, play catch, attend sporting events and movies.
Educational or cultural outings: visit museums, go on a nature hike, attend a cultural
presentation or a musical performance, and explore your city on an architectural or
historical tour.
Homework or tutoring activities: visit a library, share and discuss a short story or article,
play educational games (Scrabble, etc.)
Share your hobbies or interests: car maintenance, playing a musical instrument, drawing,
painting, writing, dancing, martial arts, woodworking, recycling, etc.
Any of the 1-on-1 activities can also be used with small groups.
Host a film and follow-up discussion: Show the mentees a film or documentary and then
discuss it in small or large groups. (Teaching guides to facilitate discussion exist for some
documentary-style films.)
Conduct a life planning session: Talk with mentees about their future life visions and
goals and their plans to achieve them. Ask mentees to share their visions, goals and plan
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with the group. Throughout the year, revisit this exercise to determine and note any
changes or progress.
Facilitate a group discussion: Ask mentees to vote on topics to discuss from a prepared
list of themes relevant to lessons or habits you want to emphasize or re-enforce.
stay in school
study daily
work smart
fortitude
patience
setting goals
staying focused
self-reliance
family unity
cultural pride
dignity
helping others
respect for girls, women and elders
health, nutrition and exercise
college and vocational training
friends
getting organized
work and play
relating to elders
overcoming barriers
getting a job
money management
conflict resolution
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Organization Evaluation
1.
2.
3.
4.
5.
6.
7.
8.
9.
11. Were you mentoring young Black men and boys before MLK Mentoring Day?
12. Will you continue to mentor young Black men and boys after MLK Mentoring Day?
13. How has this guide helped you to establish a long-term mentoring program?
NOTE: Please use the back of this form and any additional pages to fully respond to the
questions above, and feel free to include any additional comments, questions or concerns.
good
fair
poor
2. How would you describe the quality of your experience as a participant in the program?
excellent
very good
good
fair
poor
3. Would you volunteer to serve as a mentor again next year or in the future?
yes
possibly
not sure
no
4. Did the mentor training help you prepare for your mentoring experience?
yes
somewhat
not sure
no
5. Would you have liked additional training (or other topics covered) for mentors?
yes
maybe
probably not
no
6. How clearly defined were your mentor responsibilities?
very clear
moderately clear
a little unclear
very unclear
7. The mentor program coordinators were accessible and easy to talk with and seek timely
advice from.
always
somewhat
not much
never
8. Was the time allotted for the mentoring session sufficient?
yes
almost
not really
no
9. Do you think that the time you spent together was helpful for your mentee?
yes
somewhat
not really
no
10. Did you gain personally from this mentoring day?
yes
somewhat
not much
11. Have you mentored in the past?
yes
no
12. Will you continue to serve as a mentor in the future?
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no
yes
no
13. What was most satisfying about the mentor program?
good
not much
no
not really
no
not much
no
not really
no
somewhat
fair
poor
6. How useful was the information that was presented on MLK Mentoring Monday?
Extremely
Very useful Somewhat Useful
Not very useful
Not at all
7. What was your favorite activity?
9. How many Black Male achievers could you name before this day?
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10. What did you not like about MLK Mentoring Monday?
11. How will this affect how you conduct yourself in the future?
FAQ
What is mentoring?
In African and African American communities, mentoring has risen to the level of critical social
infrastructure. Mentoring is a structured system of personal and social development that can be
described as the systematic transmission of knowledge, skills, values, culture and history through
direct interpersonal communication and association from a more knowledgeable person to a less
knowledgeable person. The person providing the guidance is a mentor. The person receiving
the guidance is a mentee. This guidance happens organically in successful cultures worldwide.
What is the 2015 Black Male Achievement MLK Mentoring Day?
The Martin Luther King Mentoring Day (MLKMD) works to ensure that Black boys and
young Black men are connected to effective mentoring services. MLKMD trains, coordinates,
and supports partner organizations and connects youth and families that request and need
mentors with good-quality mentoring organizations nationwide. We also help guide and support
cities, communities, faith and community organizations, schools and others who want to create
and maintain effective mentor programs. The MLKMD hosts a mentoring day to promote and
popularize mentoring in Black communities and to encourage mentors and mentoring
organizations in every state to mentor Black boys and young Black men.
What about Black girls and youth of other races?
All children and youth deserve great mentors. While our initiative focuses on young Black men
and boys between 5 and 18 years old, Black girls and children of all races should also be
mentored on this day. Please use Dr. Martin Luther Kings birthday and the same principals as
MLKMD to set up mentoring programs for Hispanic, White, Asian and Native American
children of all genders.
How often does a mentor need to contact his mentee?
Although this is a one-day initiative, we encourage continued mentoring interactions between
mentors and mentees. This guide provides tools and guidance for establishing and organizing
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long-term mentoring programs to achieve optimal impact and produce the best outcomes.
During Mentoring Months (January and February 2015), we are asking you to contact your
mentee at least once each month. We recommend that mentors seek out their mentees at least
once a month for at least one year. That is a minimum of 12 contacts per year for at least two
hours per contact. Best practices show that weekly or even daily mentor/mentee contact nets
optimal results. Although not practical for some, well-structured monthly efforts can also make
a significant impact.
Can someone who has not passed the criminal background check still mentor?
That depends on the nature of the crime. Any infractions related to child abuse, pedophilia,
sexual assault, or other youth harm-related crimes are absolutely unacceptable. However, many
ex-offenders can offer potentially valuable, unique insight and perspective to benefit young
Black men and boys.
Forms
Please adapt the following forms for your use.
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PARENT QUESTIONAIRE
11. What are your major academic, social, or other concerns about your child?
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12. What is your vision for your child/what do you wish to happen in your childs future?
13. What are your childs special gifts, talents, strengths or interests?
14. What other information or issues would you like to share with us about your child?
Name of person(s) authorized to pick up child from ________________ mentor program - (Please
carefully provide a detailed and complete response to this question because your child will only be
released to a person whose name is listed below:
1. ____________________________________
2. ____________________________________
3. ____________________________________
Parent Declaration
I, ___________________________________, (print parent or guardians full name) give permission for
my child ____________________________(childs full name) to participate in all BMAMI mentoring
activities.
Parent/Guardian Signature___________________________________________
Date________________________
I agree that The Black Male Achievement Initiative MLK Mentoring Day effort may use any
image, photograph, voice or likeness of my child, in its promotional materials and publicity
without additional compensation. I understand that these photographs, images, video or audio
may be retouched or enhanced and may further be used in publications, print ads, electronic
media (e.g., video, CD-ROM, Internet/WWW), or other media now known or hereafter created,
anywhere in the world. I further understand and release the Black Male Achievement Mentoring
Initiative and its representatives, licensees, employees, photographers, and their designees from
any and all liability for any violation of any privacy or proprietary rights. I understand and agree
that aforementioned materials will become the property of Black Male Achievement Initiative
MLK Mentoring Day.
Parent/Guardian Signature ____________________________________ Date _______________
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Emergency Contact
Name: _______________________________________________________________________
Phone number: ___________________________________________________Home/Work/Cell
E-mail Address: ______________________________________________________________
By signing and submitting this application, I affirm that the facts set forth in it are true and
complete. I understand that if I am accepted as a mentor, any false statements, omissions, or
other misrepresentations made by me on this application may result in my immediate dismissal.
I have read and understand the MLKMD Training Information. I am aware that I am expected
to be a positive role model for my mentee(s).
(Initial: _______ )
I agree to engage parents as much as possible throughout the mentoring process.
______ )
(Initial:
I agree to be on time and professional while participating in the MLKMD. (Initial: ____ )
I agree to abide by all rules, policies and protocols and to comport myself in positive manner as a
representative participant of MLKMD (Initial: ____ )
I agree that The Black Male Achievement Initiative MLK Mentoring Day effort may use any
image, photograph, voice or likeness, in its promotional materials and publicity efforts without
additional compensation. I understand that these photographs, images, video or audio may be
retouched or enhanced and may further be used in publications, print ads, electronic media (e.g.,
video, CD-ROM, Internet/WWW), or other media now known or hereafter created, anywhere in
the world. I further understand that by participating in the photography or filming, I release The
Black Male Achievement Mentoring Initiative and its representatives, licensees, employees,
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photographers, and their designees from any and all liability for any violation of any privacy or
proprietary rights.
Signature: ____________________________________
Date: ________________________
Received Resume
References checked
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Copy of ID
Contact Information
Please call The Black Male Achievement Mentoring Initiative with any questions regarding this
guide or MLK Mentoring Day. The Black Star Project will provide technical assistance and
answer any questions you may have.
The Black Star Project
3509 South King Drive, Suite 2B
Chicago, IL 60653
Phone: 773-285-9600
Fax: 773-285-9602
Email: info@blackstarproject.org
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