1. Samantha J. Paradise, MA, NIC Western Oregon University (Paradise, 2013)

2. Part 1 “Welcome Aboard” (Paradise, 2013)

3.  Understand the process of Mentorship  Identify the role/responsibilities of a Mentee  Identify the role/responsibilities of a Mentor  Identify barriers to the Mentored Relationship  Understand how to succeed in a Mentored Relationship (Paradise, 2013)

4.  Activity 1  Activity 2 (Paradise, 2013)

5. “Mentors and apprentices are partners in an ancient human dance, and one of teaching's great rewards is the daily chance it gives us to get back on the dance floor. It is the dance of the spiraling generations, in which the old empower the young with their experience and the young empower the old with new life, reweaving the fabric of the human community as they touch and turn.” (Parker Palmer, 2007, pg. 26). (Paradise, 2013)

6. Part 2 “I’m about to do what?!” (Paradise, 2013)

8. Relationship TransitionDevelopmentNetwork (Paradise, 2013)

9. “A professional relationship between an interpreting student and a professional seasoned interpreter who cares deeply about educating and encouraging the future generation of interpreters.” (Paradise, 2013). (Paradise, 2013)

10. “The learner-centered mentoring paradigm is based on a relationship of reciprocity, collaboration, and partnership.” (Zachary, 2012, p. 65). “Mentor and mentee work together to achieve specific, mutually defined goals that focus on developing the mentee’s skills, abilities, knowledge, and thinking; it is in every way a learning partnership.” (Zachary, 2012, p. 3). (Paradise, 2013)

12.  An experienced, successful, and knowledgeable professional in the field  An interpreter who willingly accepts the responsibility and privilege to work with aspiring interpreters (Paradise, 2013)

15.  An aspiring interpreter with the basic skills to begin interpreting professionally with support  Willing to work under the supervision of a mentor to develop one’s skill, knowledge, and competence in the field (Paradise, 2013)

16. “The mentee should be the driver of the relationship, dictating what they would like to work on while the mentor acts to help the mentee in those select areas.” “You’re the driver, take advantage of the opportunity you have been given.” (Paradise, 2013)

17. Mentor Professional Commitment PersonalAccessible (Paradise, 2013)

18. Mentee Motivated Eager to learn HonestRespectfulProfessional (Paradise, 2013)

19. Part 3 “How can I contact my mentor?” and “Who’s really in control?” (Paradise, 2013)

20. Communication Phone: Text/Voice/VP Webcam: Skype/Google Chat/ FaceTime Email**Social Media Face-to-FaceTechnology (Paradise, 2013)

22.  Mentor ◦ Knowledge, years of experience ◦ Knowledge is Power  Mentee ◦ Current literature and research ◦ Hungry for language, knowledge, and experience ◦ Passionate! (Paradise, 2013)

23.  Activity 3 (Paradise, 2013)

24. Part 4 “It’s not all sunshine and rainbows” (Paradise, 2013)

26. “I need you!” “I don’t need you!” (Paradise, 2013)

27. Power Differentials Personality Clashes (Paradise, 2013)

28. Part 5 “What can I do in order to reap the benefits of this mentored relationship?” (Paradise, 2013)

29. Foster the Relationship Be the Driver Commitment (Paradise, 2013)

30. Foster the Relationship Be the Driver Commitment (Paradise, 2013)

31.  Activity 4 (Paradise, 2013)

32. Foster the Relationship Be the Driver Commitment (Paradise, 2013)

33. Part 6 “What resources are available to me?” (Paradise, 2013)

34. Mentoring Toolkit National Clearinghouse of Rehabilitation Training Materials NCIEC Network, Network, Network!! Each other! Professional Interpreters Publications: JOI, VIEWS, JOIE RID/CIT (Paradise, 2013)

36.  NCIEC Mentoring Toolkit: http://www.interpretereducation.org/aspiring- interpreter/mentorship/mentoring-toolkit/ http://www.interpretereducation.org/aspiring- interpreter/mentorship/mentoring-toolkit/  NCTRM: https://ncrtm.org/https://ncrtm.org/  Paradise, Samantha J., “What’s Missing? Mentee Training Seminars for Students of Interpreter Training Programs“ (2013). Master's Theses. Paper 12. http://digitalcommons.wou.edu/theses/12 http://digitalcommons.wou.edu/theses/12  Parker, P. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco, CA: Jossey-Bass.  RID: http://www.rid.org/http://www.rid.org/  Zachary, L. J. (2012). The Mentor’s Guide: Facilitating Effective Learning Relationships. San Francisco, CA: Jossey-Bass. (Paradise, 2013)

37. Take a few moments and answer the following 2 questions: 1) Who am I and what do I know about myself as an interpreting student? 2) Where am I at going into this mentorship? (Paradise, 2013)

38. Mentorship Mentor Mentee (Paradise, 2013)

39.  Characteristics of Mentors:  Characteristics of Mentees: (Paradise, 2013)

40. 1. Identify 3 areas of Strength in your interpreting work:  2. Identify 3 areas needing improvement in your interpreting work:  (Paradise, 2013)

41. Identify 3 goals your mentorship/practicum. Your goals can be skill-based or knowledge-based, and should be specific and realistic enough to be accomplished during your practicum. Support your goals with evidence from your school/interpreting work.  (Paradise, 2013)