Dr. Ken Magdaleno CLEAR Executive Director

 Overview of CLEAR’s Mentoring Program  Why Mentoring?  Developing an Effective Mentor-Protégé Relationship  Program Expectations  Five Important Attitudes and Beliefs Mentors must have  General Responsibilities of Mentors  The Role of a Mentor  In Summary

From our handbook…The CLEAR Mentoring Program is a two-year long leadership development and mentoring program that prepares current and future leaders to address important issues (intentional activism) in schools and communities. Protégés are mentored by experienced educational and community mentors, including leaders who have “walked the talk” and who are using their knowledge and experience as a way of “giving back.”

Mentoring is not about finding a perfect match or even a single relationship. A more useful definition of mentoring is: A collaborative relationship between two or more individuals that supports the career and/or personal development throughout one’s career ▪ Five Key Steps for Effective Mentoring Relationships, Audrey J. Murrell, Ph.D.

Leadership mentoring is a dynamic, reciprocal relationship in an environment between an experienced mentor and a less experienced leader (protégé) intended to promote the professional development of both. ▪ Adapted from: “Mentoring Relations” by Charles C. Healy & Alice J. Welchert, Educational Researcher, Vol. 19, No. 9, (12/90) pp. 17‐21

 A protégé is expected to...  Make a two ‐ year commitment to participate in the program  Make a minimum of bi ‐ weekly contacts with your mentor  Maintain contact and keep your appointments  Follow through on agreed upon activities  Take advantage of your mentors knowledge and experience  Be trustworthy, ethical, and responsible  A mentor is expected to...  Make a two ‐ year commitment to participate  Be available for bi ‐ weekly contacts with the protégé  Maintain contact and keep your appointments  Be trustworthy, ethical, and responsible

1. A willingness to invest time and energy in the professional learning of their colleagues 2. A strong conviction and belief that other mentors are likely to have a positive effect on the quality of community and educational leadership 3. Confidence in their own abilities 4. High standards and expectations for their own abilities and for the work of their colleagues 5. A belief that mentoring is a mutually enhancing professional learning opportunity where both partners will achieve equal satisfaction from the relationship

 Advising: The mentor responds to a colleague’s need to gain information needed to carry out a job effectively  Communicating: The mentor works consistently to ensure that open lines of communication are always available  Counseling: The mentor provides needed emotional support to a colleague  Guiding: The mentor works to acquaint a new colleague to the informal and formal norms of a particular system

 Be available to your protégé and remember that there are different ways to be available…in person, , phone, or social media  Even though this is a protégé driven program, if you don’t hear from him/her, you may make contact  Actively listen…don’t multitask when meeting  Set SMART goals for your protégé – Specific, Measurable, Attainable, Realistic, and Timely

 Be approachable…protégés often see you as “above them.”  Use your network to assist your protégé  If you don’t have an answer…look to fellow CLEAR members for assistance  Be respectful…good relationships begin with respect  Provide feedback…in a respectful manner  Live up to your commitment

 Commitment to the CLEAR Mentoring Program  Why Mentoring?  Protégé and Mentor Responsibilities  Socratic Method  Confidentiality  Developing a lifelong relationship  You will get out of the program what you put into it…