Mentorship Outcomes for Mentors and Communities by Olivia Bailey Burt A project submitted in partial fulfillment of the requirements for the degree of MASTER OF EDUCATION with an emphasis in CURRICULUM AND INSTRUCTION WEBER STATE UNIVERSITY Ogden, Utah April 12, 2023 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 2 Acknowledgments I would like to start by recognizing Weber State University for providing me with a high-quality education at a Bachelor's and Master's degree level. I would like to specifically thank Dr. Stephanie Speicher for being my mentor, for sharing her insight and expertise, and for being the biggest supporter of my research. Dr. Speicher believed in me and my research more than I did at times, and she helped me stay motivated through the process. I would also like to thank Dr. Leslie Howerton and Dr. Dan Pyle for being willing to support my research and vision. Together these three professors offered me advice, critiques, and ultimately knowledge that has helped me achieve my educational goals. Next I want to thank my parents, Rick and Shalin, who have always told me that I can do and be anything I want to. They have listened to all of my complaints and stress, and have always been positive, encouraging and endlessly supportive. And to my husband, Jason (and the Burt family), who met me in the middle of this journey, and never once questioned my ability to accomplish my goals. My sincerest thanks goes to these individuals, and many more, who have listened to me ramble about my research when they may not have fully understood my passion for it. My hope is that through my research, I am able to share my interest and passion for mentorship while also providing valuable information that will benefit future research. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 3 Abstract Community mentorship programs are influential for student success. The most important factors for mentor success are training, goals, and satisfaction. An online survey was administered to 31 participants and virtual interviews conducted with two community mentorship organizations. Data from the 31 survey responses and two interview panels indicates that mentors want to be, and feel, successful. To achieve this success, mentors need adequate and individualized training, they need clear goals to implement and use in measuring mentee growth, and they need to experience satisfaction in their efforts through seeing mentee progress and achievement. Keywords: mentorship goals, mentor satisfaction, community mentorship organizations, training COMMUNITY MENTORSHIP PROGRAM OUTCOMES 4 Table of Contents Nature of the Problem Literature Review Academic Achievement Support Networks Mentorship Programs Mentorship Program Standards Mentorship Program Effectiveness Mentor Program Impact on Students Purpose Method Survey Interview Participants Contacting/Procedures Analysis of Data Results Survey Results Training Goals Satisfaction Interview Results Training Goals Satisfaction Discussion Training Goals Satisfaction Limitations Sample Size Geographical Location Organization Participation Conclusion References Appendix A IRB Approval Appendix B Survey Questions and Answers Interview Questions 6 7 7 7 8 9 9 10 10 11 11 12 12 12 13 14 14 14 14 15 15 15 16 16 17 17 18 18 19 19 20 20 20 22 25 25 26 26 30 COMMUNITY MENTORSHIP PROGRAM OUTCOMES Appendix C Initial Contact Email Template Appendix D Informed Consent Form Appendix E Survey Responses Appendix F Interview Key Quotes Boys and Girls Club Representative United Way of Northern Utah Representatives Appendix G Infographics 5 31 31 32 32 36 36 43 43 43 44 46 46 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 6 Nature of the Problem The primary way to measure the success of schools is to look at academic achievements (Wang, 2019). School accountability is based on academics, and schools try very hard to show that they are high-achieving schools through academic success (Leckie & Prior, 2022; Wang, 2019). Focusing on academic success is very important. But what may be more important is our focus on building support systems for students (Bae, 2018; Brady et al., 2020; Lindt & Blair, 2016; Wang, 2019). Support systems may even be considered a keystone of education (Bae, 2018; Leckie & Prior, 2022). Students who have strong support systems tend to be more consistent and more successful in many aspects, especially academically, because they have time and energy to focus on academic pursuits (Brady et al., 2020; Leckie & Prior, 2022; Roberts & Constable, 2007). Because support systems are necessary for students to succeed, schools need to spend more time providing students with support. A support network can include parents, counselors, administrators, educators, community organizations, and child welfare specialists working together as a team (Johnson & Johnson, 2003). Support at home and from family is essential to student success (Jeynes et al., 2010) as well as peer acceptance and involvement. Acceptance has a role in student engagement and students with higher levels of engagement are more successful (Archambault, 2009; Strati et al., 2017; Weyns et al., 2018). The actions of the teacher likewise influence student engagement and the relationships built between student and teacher are a key indicator of student success (Klem & Connell, 2004; Strati et al., 2017). Along with solid teacher relationships, research shows that students are more likely to succeed when they have beneficial mentor relationships (Brady et al., 2020; Dubois et al., 2011; McCann, 2013). One way to ensure that students have a strong support network is to implement mentorship programs in schools. Mentorship programs have many benefits as they strive to remove barriers to student learning and student success (Dubois et al., 2011; Lindt & Blair, 2016; Roberts & Constable, 2007). One benefit is higher rates of high school graduation and an increased number of students who seek higher education degrees (Roberts & Constable, 2007). Another benefit is the help mentors can provide for students to gain access to needed resources (Cruddas, 2005; Johnson & Johnson, 2003). A key benefit of COMMUNITY MENTORSHIP PROGRAM OUTCOMES 7 mentorship programs is the potential to teach students the necessary skills for success in life after secondary education, skills such as time management, prioritizing, balancing responsibilities, decision-making skills, and more (Lindt & Blair, 2016; McCann, 2013). The benefits of mentorship programs can only be realized if the programs are implemented effectively. Programs will be less impactful if they focus too narrowly. For example, mentorship programs that focus only on high school graduation potentially miss teaching other necessary life skills (Cruddas, 2005; Roberts & Constable, 2007). Implementing proper training standards and goals will result in effective mentorship programs and satisfaction for mentors, schools, and the communities being served. One option for impactful mentorship programs is utilizing community organization programs. Community organizations are a great resource for schools to reach more students with mentorship programs (King et al., 2018). When community organizations are involved they help provide access to mentorship through trained mentors, established programs, research, and data (King et al., 2018). Literature Review Academic Achievement The ultimate measure of school success is the academic outcomes of students (Leckie & Prior, 2022). The achievement, or lack of achievement, on standardized/core testing results, graduation rates, and grade point averages, all indicate how well a school is functioning and serving students. Mentor programs have been shown to increase standardized test scores, increase graduation rates, and improve grade point averages, along with many other things. One challenge with only using academic measurements is that students are not numbers and cannot simply be measured quantitatively (Wang, 2019). Another challenge is that the community and socio-economic status of students does have an affect on academic measurements (Wang, 2019). While academic achievement is an important factor in education, it is not the only factor that should be used to determine success. Support Networks Support networks are essential to student success (Strati et al., 2017). Support networks have many different facets including family, peers, teachers, counselors, administrators, community, and COMMUNITY MENTORSHIP PROGRAM OUTCOMES 8 resource workers that work as a team (Johnson & Johnson, 2003). Support at home is a key component of success (Jeynes et al., 2010). This home or family support can include quality time spent together. It can also include the fulfillment of physical needs such as clothing, food, shelter, doctor visits, medications, etc. Family support also includes emotional and mental stability and a safe environment for children to learn how to express themselves and manage their thoughts and feelings (Jeynes et al., 2010). Peer support networks are important because research has shown that students who feel accepted among their peers are more likely to be engaged in their education (Bae, 2018; Brady et al., 2020). Higher levels of student engagement are directly linked to academic achievement (Archambault, 2009; Strati et al., 2017; Weyns et al., 2018). Peer support can be variable based on the social approaches of individual students, but is important in all situations (Weyns et al., 2018). Teacher and administrator support is essential to student success. The actions of the teacher influence student engagement and, as stated previously, higher engagement relates directly to increased success in academics (Strati et al., 2017). Teachers can find ways to build relationships with students. This can include classroom activities, engaging rewards, humor, and other tactics (Klem & Connell, 2004; Strati et al., 2017). When students have reliable relationships, they will feel the support of their teacher and peers and be more engaged in the classroom environment. Mentorship Programs Mentorship programs can help create a support system for students (Bae, 2018). When students feel supported in their pursuits (academic and other), they are more likely to be actively engaged in their education (Brady et al., 2020; Leckie & Prior, 2022; Lindt & Blair, 2016). Mentor programs take account of student needs related to education, as well as social, emotional, physical, and mental needs. Mentor programs can provide resources to meet the needs of students, and can help teach life-long skills to students (Lindt & Blair, 2016). In creating a support system, one of the main focuses of mentorship programs is building a strong and beneficial relationship between the mentor and the mentee. It is important to note that mentorship programs have many benefits for the mentor as well as the mentee such as personal skill development, COMMUNITY MENTORSHIP PROGRAM OUTCOMES 9 increased communication skills, and a sense of satisfaction and fulfillment. A well-implemented program will foster mutually beneficial relationships. Mentorship Program Standards The main question with the approach of mentorship programs is how effective the programs are. Mentorship programs need procedures and standards for how to train mentors, how to recruit students/mentees, how to create individual approach plans, and how to provide resources. The success of mentor programs depends largely on the goals and implementation of each program (Cruddas, 2005; Dubois et al., 2011; Lindt & Blair, 2016). Some factors that influence the effectiveness of mentorship programs are a one-on-one vs. group design, the frequency and consistency of meetings, and the ownership taken by both the mentor and the mentee (Lindt & Blair, 2016). The standards for evaluating mentor programs are variable across school districts and provide little feedback to potential programs being created. Mentor satisfaction and resources are important factors to consider when evaluating programs (Roberts & Constable, 2007; Dubois et al., 2011). Gathering feedback from mentors is essential because mentors are the foundation of mentorship programs and can provide valuable information. Mentorship Program Effectiveness Mentorship programs are an effective way to provide support for students. Teachers and administrators can also benefit from mentorship programs and the training courses that can be provided. For example, mentor programs can help inform teachers how to access resources to help their students and how to teach necessary life-long skills including time management and decision-making (Johnson & Johnson, 2003; Lindt & Blair, 2016). There are many benefits of mentorship programs for students. An effective mentor program will help students feel supported and will encourage engagement in academics (Dubois et al., 2011; Roberts & Constable, 2007). Mentor programs also help remove obstacles that impact student success such as helping provide internet and technology access and teaching mentees skills they can implement at school and home (Dubois et al., 2011; Lindt & Blair, 2016). Students who participate in mentoring programs COMMUNITY MENTORSHIP PROGRAM OUTCOMES 10 have higher graduation rates (Roberts & Constable, 2007), and have more access to resources that can benefit multiple areas of their lives (Johnson & Johnson, 2003). Mentor Program Impact on Students To maximize the benefits of mentorship programs, effective implementation of the program is key. Mentorship programs need to be focused on how they can benefit students holistically, instead of benefitting academics alone (Roberts & Constable, 2007). When mentorship programs are successful, they improve all areas of a mentee’s life. This can be accomplished by applying the skills to multiple situations along with academics. Purpose Research has shown that mentorship programs are beneficial for mentors and mentees. The implementation of mentorship programs and their activities is important as a support system is built for participants of the program. Mentorship programs focus on providing resources for the needs of the mentees and teaching skills that will have long-lasting benefits. Mentorship programs result in students feeling engaged in education (Strati et al., 2017; Weyns et al., 2018). Mentorship programs also result in higher academic achievements because of the resources provided to students (Brady et al., 2020; McCann, 2013). Students involved in mentor programs are more likely to graduate high school and pursue higher education (Roberts & Constable, 2007). Mentorship programs also teach life skills to mentees, which benefits students outside of a school setting (Lindt & Blair, 2016). The goals of mentorship programs need to be specific and frequently reviewed. The actions of mentorship programs need to be consistent among the variety of schools, communities, and participants, while also being equitable in their actions and providing for the needs of individual situations. Community-based mentorship programs are essential in providing a support system through a community and teaching skills to students, teachers, parents, and other community members. Strong mentorship programs will build relationships across many organizations that will benefit the goals and outcomes of the program. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 11 The primary purpose of this research is to answer the following questions. 1. In community mentorship programs, what training is currently provided for mentors to 1) Build strong and beneficial relationships and 2) Progress toward achieving program and organization goals? 2. What factors of mentorship programs impact the satisfaction and retention of mentors? Method To fulfill the purpose of the research a survey and interview was used to gain qualitative data. The questions of both the survey and interview were developed using grounded theory (Chun Tie et al., 2019). Survey questions were developed based on previous knowledge, and knowledge gaps, about community mentorship organizations. The interview questions were developed the same way, with reflexive questioning being utilized (Chun Tie et al., 2019). The first portion of the study will consist of responses from surveys sent to the organizations being studied. The organizations for this study include The United Way of Northern Utah and the Boys and Girls Club of Weber/Davis. The second portion of the study will be a panel interview, which will interview 2-4 people from each of the above mentioned organizations. The survey and interview questions can be reviewed in Appendix B. Survey The survey portion of the research will be conducted first using google forms. Survey responses will be used to gain an understanding of the perspectives of each organization. The survey will have 20 questions about the mentorship programs and experiences. The questions will be multiple choice and will include an ‘other’ option that participants can use to fill in if an answer wasn’t represented. The survey will be distributed to all mentors participating in the program through the director of mentorship programs at each organization. The goal of this study is to receive at least 30 completed survey responses. Surveys will be administered through google forms and distributed via email. Participants will have ten days to respond. A reminder email will be sent three days before the survey closing deadline. Each survey will COMMUNITY MENTORSHIP PROGRAM OUTCOMES 12 conclude by asking participants to include contact information if they’d be willing to be interviewed or contacted for further information. The responses will be compiled into one datasheet. Interview The interview portion of the research will be a panel of 2-4 people from each organization (separate interviews per organization). The panel will be chosen using purposeful sampling and will include the director of mentorship programs and other people who the director wishes to invite. The panel will also include at least one of the survey participants who volunteer to be interviewed further. The interview will have a question/answer format and use reflexive interviewing to look further into topics and allow the panel to present questions that they feel will benefit the discussion. The interview will be conducted and recorded on Zoom, then transcribed and analyzed. Each panel interview will be approximately 1 hour. Participants The two organizations that will be surveyed are the United Way of Northern Utah and the Boys and Girls Club of Weber/Davis. Both organizations have long-standing mentorship programs and will have valuable insight into mentorship programs and outcomes in the community. The United Way of Northern Utah has the ‘Americorps Student Success Program’ that matches Americorps volunteers with a specific number of student cases. The Americorps member works as a mentor for students and helps to provide access to needed resources and increases attendance and academic performance in school. The Boys and Girls Club of Weber/Davis has a ‘teen initiative’ program that focuses on utilizing club resources, activities, interventions, and interactions with teenage kids. This program is aimed at increasing school attendance and graduation rates and preparing students for life after school, whether that be higher education or joining the workforce. This program also encourages active citizenship and community engagement to help teach that all voices are important in the community and how to make your voice heard. The mentorship of the Boys and Girls Club is outside of standard school hours but still supports education and academic success. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 13 Contacting/Procedures To begin the research process the first step will be completing the IRB research approval. Following the IRB approval (Appendix A), the first people who need to be contacted are the program directors at each organization. An initial email will be sent with information about the research and a request for a phone call appointment (Appendix C). The phone call will reiterate the research and build a foundation of a relationship between the researcher and the director. The phone call will explain more details of the research and strive to gain the support of the directors, and their willingness to contribute to the research and distribute the information to their employees. This phone call will also establish the future communication methods between the researcher and the organizations, both by phone, and email communication. After gaining the support of the program directors the survey form will be sent to the director within two days to be distributed to employees. The survey will have instructions at the top and there will be an email template with information to be passed along as well. The survey will be open for ten days, with a reminder email being sent at the one-week mark - three days before the survey closes. Following the survey portion, interviewees will be purposefully selected and contacted to set a time for the panel interview. The survey responses will be analyzed at the same time the interviews are being set up. The interview will take place within two weeks of the surveys for information to be fresh on the minds of the panelists. The interviews will then be transcribed and analyzed by the researcher. Any information that is still needed will be obtained through contact with the program directors. Analysis of Data The results from the survey and interview will be compiled, organized, and analyzed to find common answers and themes. The survey responses will be put into one data sheet for ease of viewing and sharing data. The panel interview will be conducted through Zoom and automatically transcribed. The researcher will go through the transcription and pull out key phrases and information to emphasize. The information will be used to create a set of infographics to inform schools and communities of the benefits of mentorship programs. The infographics will be distributed to the organizations to see the benefits of COMMUNITY MENTORSHIP PROGRAM OUTCOMES 14 mentorship programs for the mentor employees and successful training options, as well as the factors that are most important for current mentors to continue being involved and feel the most fulfilled. Results Survey Results The survey Questions can be found in Appendix B. Tables, graphs, and charts of the survey responses can be found in Appendix E. There were 31 total survey responses. The survey questions addressed goals, training, mentorship focus, mentor satisfaction, and mentor retention. The survey questions and responses were used as a baseline to generate the interview questions. Each survey question was multiple choice with an ‘other’ option if participants wanted to write their own answers. Training The survey had multiple questions about training provided by the organization and if the training was beneficial. Both the Boys and Girls Club and the United Way provide initial onboarding and training to all new employees. There is quarterly training following the initial onboarding and training. The Boys and Girls Club has an online library of training resources, available to all employees to take courses about a variety of topics at any time. The United Way allows mentors to request training in areas they are struggling with. 27 of the 31 mentors surveyed (87%) responded that training was directly beneficial to their success as a mentor. The training helped mentors to understand their job description and responsibilities, helped them learn how to have empathy and create relationships with students, helped them know how to communicate with students and families, and developed their personal skill sets for their work in mentorship and other areas of their lives. Goals Each organization has goals for its mentorship programs. These goals are frameworks of the national organizations of the Boys and Girls Clubs of America and The United Way. The Boys and Girls Club has 5 key focus elements - safe and positive environment, fun, supportive relationships, opportunities and expectations, and recognition. The United Way has goals of increasing attendance, COMMUNITY MENTORSHIP PROGRAM OUTCOMES 15 strengthening literacy skills, improving GPA, and helping students progress toward high school graduation. The survey responses indicate that these goals are provided in training and relied on by the mentors of each organization. The goals are the foundation of how the programs are implemented. Along with organizational goals, 23 mentors (74%) responded that they have personal goals including professional development and growth, long-term relationship with mentees, happiness, and fulfillment, and benchmarks they set for the success of the students they are personally involved in mentoring. Due to the individual nature of mentorship, goals are also implemented as a way for each student to be involved in the focus and plan for progress. These goals on a student-specific level can include academic goals, social goals, behavioral goals, or other things the mentor and mentee decide to work together on. Satisfaction Mentor satisfaction is an indicator of mentor success and retention. Mentors defined satisfaction as being able to see achievements and accomplishments of the mentee, along with academic progress and personal growth and development for each mentee. 20 survey respondents (64.5%) stated that satisfaction is their biggest motivator to be a mentor..High satisfaction of the mentor is the strongest indicator of mentor retention, followed by positive mentor experiences. The following chart includes responses to survey question 17. This chart can also be found in Appendix E. The chart shows that all 31 respondents said that seeing the progress and success of the mentee is important for their satisfaction. Helping with growth and development and building a relationship with the mentee are also important factors that influence mentor satisfaction. Table 1 Factors that Influence Mentor Satisfaction COMMUNITY MENTORSHIP PROGRAM OUTCOMES 16 An important statistic to note, from survey question 16, is that no survey respondents chose pay/compensation as being their biggest motivator to dedicate themselves to mentorship. Each mentor is paid a monthly stipend by their organization, along with receiving an education grant through the national Americorp program at the completion of their service period. Service periods are typically one year, but can be shorter or longer, resulting in different amounts of compensation and educational funding. Compensation is an important factor to the workforce today, though no mentors stated that compensation was their biggest motivator. Instead they referenced satisfaction, personal experiences with mentorship, and personal skill development as bigger motivators. Figure 1 Motivators of Mentor Dedication Interview Results There were two interviews, one with the Boys and Girls Club, and one with the United Way. These interviews provided more information about the survey questions, and key quotes can be found in Appendix F. The same key themes of training, goals, and satisfaction were apparent in the interview responses. The respondents from each organization will be referred to as representatives of the Boys and Girls Club (BGC representative) and the United Way of Northern Utah (UWNU representative). Training The interview results for training were similar to the survey results. A UWNU representative said, “We have consistent training as we see that it’s needed, or as our mentors see that it is needed, training topics can be chosen both ways.” This builds on the survey responses that mentors feel that training is essential in how they approach their roles and responsibilities. A BGC representative said, “We have a lot COMMUNITY MENTORSHIP PROGRAM OUTCOMES 17 of different avenues and partners that help provide training for our mentors. Our site coordinators also hold weekly staff meetings that include a training element specific to their location needs.” The customized approach to training is one way the organizations studied strive for mentors to feel that their training needs are being met and they are receiving support in their efforts. Goals As with the survey, interview respondents emphasized how important it is to have organizational goals that guide mentor interactions. A BGC representative said, “We are consistently trying to find ways we can improve. We recently started implementing weekly exit polls with each of the youth we work with. This helps us to get specific feedback from students that we can use to help structure our program and work toward our goals.” This same representative talked about the importance of having something to work towards and said, “Along with organizational goals, one of my personal motivators is knowing the more kids we can help now, the better a society we can become.” The need for goals was echoed by a UWNU representative who said, “Our very successful mentors, that really buy-in to the organization goals, tend to have their own personal goals as well, that build on top of the organization goals.” Satisfaction One United Way representative discussed the high level of retention of mentors in their organization, which is credited to the individual success stories of mentors and how the successes are highlighted. This representative said, “The success stories we hear are where the magic is happening - like I’ve been working with this kid and I didn’t give up on him and I kept showing up for him, and now he has goals to be the first one in his family to graduate. Those stories help us see that we’re making a difference and our work is important.” Another United Way representative added that seeing other mentors succeed and being recognized for their successes is helpful in knowing that they are making progress, even when it’s hard to notice it for themself. A BGC representative shared the satisfaction they feel and motivation to continue in mentorship and said, “For me, seeing all these kids who have not had the opportunities that my own children had, or the care and attention that my kids got, I know that the work I’m doing is helping to bring some of that to COMMUNITY MENTORSHIP PROGRAM OUTCOMES 18 these kids that are not getting it otherwise, and that keeps me moving forward.” This comment reinforces the survey responses that mentors receive satisfaction from seeing the growth, development, and achievements of mentees, and this satisfaction that mentors are feeling is influencing retention by keeping them motivated to continue in mentorship and to continue impacting student lives. Discussion The survey and interview responses for this research are supportive of prior research about mentorship and help provide insight into community mentorship programs specifically. Community mentorship programs help students/mentees by adding someone who is specifically working for their personal achievements, success, and growth (King et al., 2018). The work of mentorship is very influential for both the mentor and the mentee (Lindt & Blair, 2016). This mentorship study is aimed at providing more information about mentors, the training they receive, how they implement and strive to meet goals, and the factors that influence mentor satisfaction and retention. Training Training is an essential component of the success of community mentorship programs. Proper training helps mentors to understand the responsibilities of their role in providing mentorship to students. The two organizations studied both emphasized how important their training structures are, allowing employees to request training in specific areas and participate in a variety of training opportunities. Prior research shows that properly trained mentors are able to share their knowledge not only with a mentee, but also with the schools, families, and communities they work in (Lindt & Blair, 2016). The members of the United Way and Boys and Girls Club who participated in this study, knew the training they received was beneficial to their success and planned to continue engaging in training to help improve their personal and professional development. The absence of training would result in unclear goals and mentors not knowing what was expected of them, which would decrease the positive impact of the mentorship program. The United Way offers one-on-one training with supervisory staff in areas where mentors need extra support, as well as offering quarterly and annual training. The Boys and COMMUNITY MENTORSHIP PROGRAM OUTCOMES 19 Girls Club offers weekly training with a group of staff, and has an online library filled with training courses that are available for mentors to complete at any time. Goals The foundation and structure of a mentorship program is developed based on goals. Goals help to create parameters that measure progress, achievement, and success. The successful implementation of goals provides the opportunity for organizations to be successful (Cruddas, 2005; Dubois et al., 2011). Representatives from UWNU and BGC affirmed that goals are essential to the success of their programs, and that goals on an individual level were beneficial for the progress of the mentor specifically. Survey responses indicated that many mentors used organizational goals to create personal goals to strive for. Reaching goals is measured differently by each organization. The United Way measures quantitative data through literacy and test scores, grades, and graduation rates, while also relying on qualitative mentor feedback through semi-annual evaluations. The Boys and Girls Club utilizes a quality assessment tool established for educational organizations and has weekly mentee polls that provide insight into the effectiveness of their program. As progress and goals are being evaluated, each program is able to make adjustments to be more successful in their efforts. Being able to achieve goals is also an important factor in mentor satisfaction (Roberts & Constable, 2007; Dubois et al., 2011). Satisfaction Mentor relationships are mutually beneficial for the mentor and the mentee (King et al., 2018; Strati et al., 2017). Community mentorship organizations help provide individual attention to students who need additional support and resources (King et al., 2018). Survey and interview data support the need for individual approaches to progress for every student/mentee. This individual approach comes from creating mentee goals and an action plan for how the student can make progress in their own way. The organization's goals do not state that each mentee will be reading proficient, but rather that reading and literacy will improve. This is achieved by creating individual goals for each mentee and striving to meet them. Seeing mentees improve and achieve their goals is the biggest factor in mentor satisfaction, as indicated by the survey responses. Mentors who are seeing the development, growth, and achievements of COMMUNITY MENTORSHIP PROGRAM OUTCOMES 20 their mentees are more likely to be committed, passionate, and motivated in their mentor efforts while feeling the satisfaction that they are doing important work and making a difference in the lives of their mentees. Retention is linked closely with mentor satisfaction, along with the support that is received from their organizations. A UWNU representative said, “We are committed to one-on-one time for the students we serve, and I think the success we have with our mentors is because our supervisor team, and the mentoring that happens on that side, is also focused on a personal level of training, skills, and sharing knowledge.” The United Way stated that they have about 20% retention of mentors year over year, which they believe is a high number in community mentorship organizations. The United Way credits this retention to their individual training and mentoring of their employees that work as mentors, as shared in the quote above. Another reason they believe they see retention is because of the satisfaction and success that mentors see through their work. The Boys and Girls Club agreed with this and a representative said, “Along with organizational goals, one of my personal motivators is knowing the more kids we can help now, the better a society we can become.” Success and satisfaction of mentors is a main influence of mentor retention (Wang, 2019; Weyns et al., 2018). Limitations Limitations exist with all research because there is always a path forward to expound and refine research products and gain more data. With this study specifically, the limitations worth noting are sample size, geographical location, and organization participation. Sample Size Increasing sample size increases the accuracy of research because a larger sample size includes more perspectives and information. The original goal was to collect 30 total survey responses. The actual number of responses collected was 31 from the United Way of Northern Utah and the Boys and Girls Club of Weber/Davis. The 31 responses indicate themes in the data and important information. Increasing the sample size and collecting more survey responses would provide more information to work with, which increases the accuracy of the responses and analysis. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 21 The interview portion of the data consisted of one interview lasting approximately 1 hour with each organization, two interviews in total. The United Way of Northern Utah interview consisted of a 3 person panel. The Boys and Girls Club of Weber/Davis interview consisted of a 1 person panel. There are a couple of ways the sample size could have been increased for the interviews - there could have been multiple interviews held with each organization, there could have been more people involved in the interviews, or the interviews could have had a longer duration. The benefit of increasing the number of interviews and interviewees is the ability to ask more questions and dive deeper into the research questions. Geographical Location The geographical location of the research is considered a limitation because there can be no guarantee that the programs implemented in Northern Utah are similar to those listed across the country. Mentorship programs at a community level are specific to the community they function in, leaving high variability when compared to programs from different locations. This research offers insights into community mentorship programs, but there could be variance among programs and outcomes. This project and research could be extended to multiple geographical locations, which would provide a clearer view of the unique perspectives of multiple programs. Organization Participation Similar to geographic location, this limitation is noted because of the small number of organizations that participated in this research study. The two organizations involved did provide insightful data, but cannot be relied on to represent all community-based mentorship programs. To further this research, more organizations could be invited to participate in the research, in a variety of locations. The expansion of the research would provide a broader spectrum of information, which would help the results to be more valid and reliable on a large scale. Conclusion The results of this research indicate that proper training is essential for individual mentor success as well as organizational success. This research also indicates that the implementation of organizational COMMUNITY MENTORSHIP PROGRAM OUTCOMES 22 and personal goals is a crucial key to seeing success. As mentors are able to measure the progress and achievement of mentees, using these goals as a foundation, mentor satisfaction and retention increase. Another result of this research is the emphasis that is placed on the individual support of the mentors, provided by the organization and supervisors. This comes by being able to request training, receiving feedback from supervisors, and having support in creating a program structure that can successfully implement goals. This research offers insight into community mentorship programs, and the benefit the programs have in education systems and for individual students/mentees. Previous research has shown the importance of mentorship programs in education, and the impact mentoring has on both the mentors and the mentee. This research focused on the experiences of mentors, and the influence that training, goals, and satisfaction have on their mentorship roles and successes. Three infographics sharing these research results can be found in Appendix G. Each infographic addresses one of the main research themes - training, goals, and satisfaction. The infographics are a quick way of seeing important factors and influences in community mentorship programs. This research provides a small perspective on community mentorship organizations in Northern Utah. The organizations studied, and others will be able to utilize this research to evaluate their program structure, training opportunities, goal implementation, and mentor satisfaction. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 23 References Archambault, I., Janosz, M., Fallu, J.-S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. Journal of Adolescence, 32(3), 651–670. https://doi.org/10.1016/j.adolescence.2008.06.007 Astramovich, R. L., & Harris, K. R. (2011). Promoting self-advocacy among minority students in school counseling. Journal of Counseling & Development, 85(3), 269–276. https://doi.org/10.1002/j.1556-6678.2007.tb00474.x Bae, S. (2018). Redesigning systems of school accountability: A multiple measures approach to accountability and support. Education Policy Analysis Archives, 26(8). http://dx.doi.org/10.14507/epaa.26.2920 Brady, B., Dolan, P., & McGregor, C. (2020). Mentoring for young people in care and leaving care: Theory, policy and Practice. Routledge, Taylor and Francis. Chun Tie, Y., Birks, M., & Francis, K. (2019, January 2). Grounded Theory Research: A design framework for novice researchers. SAGE open medicine. Retrieved April 20, 2023, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6318722/ Cooke, K. J., Patt, D. A., & Prabhu, R. S. (2017). The road of mentorship. American Society of Clinical Oncology Educational Book, (37), 788–792. https://doi.org/10.1200/edbk_175193 Cruddas, L. (2005). Learning mentors in schools: Policy and practice. Trentham Books. DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011). How effective are mentoring programs for youth? A systematic assessment of the evidence. Psychological Science in the Public Interest, 12(2), 57–91. http://www.jstor.org/stable/23074587 Field, J. E., & Baker, S. (2004). Defining and examining school counselor advocacy. Professional School Counseling, 8(1), 56–63. http://www.jstor.org/stable/42732415 Havlik, S., Ciarletta, M., & Crawford, E. (2019). “if we don’t define our roles, someone else will”: Professional advocacy in school counseling. Professional School Counseling, 22(1). https://doi.org/10.1177/2156759x19848331 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 24 Jeynes, W., Mapp, K. L., Johnson, V. R., Strickland, C. S., & Meza, C. (2010). In Family factors and the educational success of children (p. 31). essay, Routledge. Johnson, S., & Johnson, C. D. (2003). Results-based guidance: A systems approach to student support programs. Professional School Counseling, 6(3), 180–184. http://www.jstor.org/stable/42732427 King, C. A., Gipson, P. Y., Arango, A., Foster, C. E., Clark, M., Ghaziuddin, N., & Stone, D. (2018). Let's connect community mentorship program for youths with Peer Social Problems: Preliminary findings from a randomized effectiveness trial. Journal of Community Psychology, 46(7), 885–902. https://doi.org/10.1002/jcop.21979 Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74(7), 262–273. https://doi.org/10.1111/j.1746-1561.2004.tb08283.x Leckie, G., & Prior, L. (2022). A comparison of value-added models for school accountability. International Journal of Research, Policy and Practice. 30(3). https://doi.org/10.1080/09243453.2022.2032763 Lindt, S. F., & Blair, C. (2016). Making a difference with at-risk students: The benefits of a mentoring program in Middle School. Middle School Journal, 48(1), 34–39. https://doi.org/10.1080/00940771.2017.1243919 McCann, T. M. (2013). Mentoring matters: A reflection on mentors and mentoring. The English Journal, 102(6), 88–90. http://www.jstor.org/stable/24484132 Randolph, K. A., & Johnson, J. L. (2008). School-based mentoring programs: A review of the research. Children & Schools, 30(3), 177–185. https://doi.org/10.1093/cs/30.3.177 Ratts, M., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social justice advocacy framework for professional school counselors. Professional School Counseling, 11(2), 90–97. https://doi.org/10.5330/psc.n.2010-11.90 Roberts, M., & Constable, D. (2007). Handbook for learning mentors in primary and secondary schools. Routledge COMMUNITY MENTORSHIP PROGRAM OUTCOMES 25 Steen, S., & Noguera, P. A. (2010). A broader and bolder approach to school reform: Expanded partnership roles for school counselors. Professional School Counseling, 14(1), 42–52. http://www.jstor.org/stable/42732748 Strati, A. D., Schmidt, J. A., & Maier, K. S. (2017). Perceived challenge, teacher support, and teacher obstruction as predictors of student engagement. Journal of Educational Psychology, 109(1), 131–147. https://doi.org/10.1037/edu0000108 Trusty, J., & Brown, D. (2005). Advocacy competencies for professional school counselors. Professional School Counseling, 8(3), 259–265. http://www.jstor.org/stable/42732467 Wang, Y. (2019). Is data-driven decision making at odds with moral decision making? A critical review of school leaders’ decision making in the era of school accountability. Values and Ethics in Educational Administration, 14(2). https://doi.org/https://files.eric.ed.gov/fulltext/EJ1233012.pdf Weyns, T., Colpin, H., De Laet, S., Engels, M., & Verschueren, K. (2018). Teacher support, peer acceptance, and engagement in the classroom: A three-wave longitudinal study in late childhood. Journal of Youth and Adolescence, 47(6), 1139–1150. https://doi.org/10.1007/s10964-017-0774-5 Young, M. D., Winn, K. M., & Reedy, M. A. (2017). The Every Student Succeeds Act: Strengthening the focus on educational leadership. Educational Administration Quarterly, 53(5), 705–726. https://doi.org/10.1177/0013161X17735871 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 26 Appendix A IRB Approval Stephanie Speicher Olivia Bailey, Stephanie Speicher Student, Teacher Education Re: Expedited Review - Initial - IRB-AY22-23-181 Mentorship Outcomes for Mentors and Communities Dear Stephanie Speicher: The Weber State University Institutional Review Board has rendered the decision below for Mentorship Outcomes for Mentors and Communities . Decision: Approved Approval: February 16, 2023 Selected Category: 6. Collection of data from voice, video, digital, or image recordings made for research purposes. Findings: Research Notes: Subjects are considered adults, signatures/consent are required, and they may choose not to participate. Anonymity and confidentiality are addressed appropriately, and the type of information gathered could not "reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation" (Code of Federal Regulations 45 CFR 46, Subpart D). You may proceed at this time; you have one year to complete the study. Please remember that any anticipated changes to the project and approved procedures must be submitted to the IRB prior to COMMUNITY MENTORSHIP PROGRAM OUTCOMES 27 implementation. Any unanticipated problems that arise during any stage of the project require a written report to the IRB and possible suspension of the project. If you have any questions please contact your review committee chair or irb@weber.edu. Sincerely, Dr.s Natalie Williams, Jadelyn Abbott & Logan Toone Chair, College of Education IRB Sub-committee Weber State Institutional Review Board COMMUNITY MENTORSHIP PROGRAM OUTCOMES 28 Appendix B Survey Questions and Answers 1. What is your current position and job responsibilities (example: full-time, part-time, mentor, trainer, etc.) a. Please describe in 1-2 sentences 2. What brought you to this organization and how long have you been involved with this specific organization? a. Please explain in 1-2 sentences 3. What are the goals of your organization and mentorship program? Please describe in a few sentences. a. 4. How do you work to meet these goals and the expectations of your organization? Please describe in a few sentences. a. 5. How would you define a strong and beneficial relationship as it relates to your work? (select all that apply) a. Ability to provide guidance and advice b. Clear and consistent communication c. Satisfaction in mentorship efforts d. Growth for both the mentee and the mentor e. Other, please explain 6. What is the most influential factor in your success as a mentor? a. Training and skill development b. Support from supervisors and coworkers c. Connection and similarities with Mentee d. Knowledge of mentor requirements and duties COMMUNITY MENTORSHIP PROGRAM OUTCOMES 29 e. Other, please explain 7. How is training provided to you? (select all that apply) a. Initial training before being assigned a mentee b. Quarterly training c. Monthly training d. Training by request e. Other, please explain 8. Do you feel that the training provided is beneficial to your success? Select an answer and explain in 1-2 sentences. a. Yes b. No c. Sometimes 9. What is your first focus when beginning a new mentor assignment? a. Connection/relationship building b. Setting goals c. Creating an action plan d. Other, please describe 10. How do you feel accomplished as a mentor? (select all that apply) a. Praise from supervisor b. Compliments from coworkers or outside sources c. Achievements/progress of Mentee (measurable improvement) d. Other, please explain 11. Do you feel equipped to answer questions or provide advice on a variety of topics? (example: school, friends, workplace, social, family life, etc.) explain in 1-2 sentences a. Yes, I feel prepared to talk about and offer advice on most topics b. No, I do not feel prepared or comfortable sharing advice for many topics COMMUNITY MENTORSHIP PROGRAM OUTCOMES 30 12. Do you incorporate your own experiences into how you approach mentor situations? (select all that apply) a. Yes, I use examples from my own life when providing advice and guidance b. Yes, I have core beliefs that come from my own life experiences c. No, I keep my personal life separate from my mentor relationships d. No, I learned more about mentorship through training and that is what I rely on 13. What is the longest mentorship relationship that you are currently involved in? a. 0-3 months b. 3-6 months c. 6-12 months d. 1-2 years e. 3 or more years 14. Have you had experiences where you didn’t build a relationship with the mentee you were working with? If so, what factors influenced the lack of a relationship? (select all that apply and explain in 1-2 sentences) a. N/A b. Personality differences c. Acceptance (or lack) of individuals d. Commitment (or lack) of either person e. Level of desire for progress or improvement f. Other, please list 15. Have you had experiences where you didn’t build a relationship with the mentee you were working with? If so, how did you/your organization proceed with this situation? (select all that apply and explain in 1-2 sentences) a. N/A b. One-on-one training with supervisor COMMUNITY MENTORSHIP PROGRAM OUTCOMES 31 c. Increased training requirements d. Mentor Reassignment to a different mentee e. A supervisor or more experienced mentor joining and assisting in your mentorship interactions f. Other 16. What is your biggest motivation to dedicate yourself to being a mentor? a. Personal experiences b. Satisfaction from seeing achievement/accomplishments c. Paycheck d. Skills you are learning/developing e. Other, please explain 17. What factors influence your satisfaction as a mentor? (select all that apply) a. Relationship with mentee b. Time spent with the mentee c. New interests and experiences d. Seeing the progress and success of the mentee e. Helping with growth and development f. Other, please list 18. Do you have experiences that have encouraged you to always have mentorship be a part of your life? (select an answer and describe in 1-2 sentences) a. Yes b. No c. Other, please explain 19. Is there anything you wish you had more support, training, or feedback for? (select all that apply) a. Relationship building COMMUNITY MENTORSHIP PROGRAM OUTCOMES 32 b. Interaction with teens c. Ways to support mentees d. Other, please list 20. Do you have personal goals, as well as organizational goals, for mentorship program outcomes? Please list and describe in a few sentences. 21. If you would be willing to be contacted further for more information please list your name, phone number, and email. Interview Questions (With reflexive questions, these are potential questions) 1. What would you say are the main factors in mentor satisfaction? a. The survey indicates that _______ is a major factor, do you agree? 2. How is your program focusing on continuing to improve mentor relationships? 3. What factors do you find indicate mentor retention the most? 4. Do you provide training regularly or only as needed? a. If you notice a common trend do you address it by providing training or something different? Please explain. 5. How do you recruit mentors? And what are common characteristics or traits that you look for in new mentors? 6. How are you working to achieve the goals of your organization? 7. How do you implement your organization goals among all your employees and locations? 8. Connection and relationship building are really important in mentor relationships - what support and help is provided for mentors in these efforts? 9. What parameters do you use to measure success? 10. How is feedback provided to and collected from mentors? COMMUNITY MENTORSHIP PROGRAM OUTCOMES 33 Appendix C Initial Contact Email Template Dear Program Director, (insert personal name) My name is Olivia Bailey and I am in the Masters of Education program at Weber State University. For my program of study, I have chosen to complete research about community-based mentorship programs. I am interested in your organization and program and would love to have your support and participation in my research project. The research project consists of two sections - an online survey and a panel interview. I would love to share more information with you and discuss the benefits and potential outcomes of this research over the phone. My contact information is listed below, please reach out to me via email, text, or phone call at your earliest convenience. Best, Olivia Bailey 801-645-6907 OliviaBailey@mail.weber.edu COMMUNITY MENTORSHIP PROGRAM OUTCOMES 34 Appendix D Informed Consent Form IRB STUDY# IRB-AY22-23-181 WEBER STATE UNIVERSITY INFORMED CONSENT Mentorship Outcomes for Mentors and Communities You are invited to participate in a research study of mentorship resources offered by community organizations. You were selected as a possible subject because work with the United Way or Boys and Girls Club. We ask that you read this form and ask any questions you may have before agreeing to be in the study. The study is being conducted by Olivia Bailey and Stephanie Speicher as part of the Masters of Education program at Weber State University. STUDY PURPOSE The purpose of this study is to determine what training is provided to mentors in community mentorship organizations. The study will also determine what factors are important in mentor retention. NUMBER OF PEOPLE TAKING PART IN THE STUDY: If you agree to participate, you will be one of approximately 30 employees from your organization. PROCEDURES FOR THE STUDY: If you agree to be in the study, you will do the following things: Complete a google survey consisting of 20 questions. The survey will be emailed to you and can be completed online from any device. Personal information is not required to complete the survey. The survey includes various types of questions – multiple choice, select all that apply, and fill in the blank questions that ask for a 1-2 sentence answer. The final question of the survey will ask if you are willing to participate in an interview with the researcher. If you are willing, you will enter your contact information, this is a voluntary response. The interview portion of the research will consist of 4-6 people from your organization. The interview will be approximately 1.5 hours long, and will be conducted on Zoom. The interview will ask further in-depth questions about mentorship training, resources, and satisfaction. Participation in the interview panel is voluntary and not required. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 35 Both the survey and the interview are one-time events. RISKS OF TAKING PART IN THE STUDY: For face-to-face research, the risks include the possibility of being infected by the novel coronavirus 2019 (COVID-19) or other communicable diseases. There may be risk that is currently unforeseeable. There is a risk of possible loss of confidentiality. There is a risk that participants in the survey or interview will be uncomfortable answering the questions. BENEFITS OF TAKING PART IN THE STUDY You will not receive payment for taking part in this study. ALTERNATIVES TO TAKING PART IN THE STUDY: There are no alternatives to participation in the survey or interview. COSTS/ COMPENSATION FOR INJURY In the event of physical injury resulting from your participation in this research, necessary medical treatment will be provided to you and billed as part of your medical expenses. Costs not covered by your health care insurer will be your responsibility. Also, it is your responsibility to determine the extent of your health care coverage. There is no program in place for other monetary compensation for such injuries. However, you are not giving up any legal rights or benefits to which you are otherwise entitled. If you are participating in research which is not conducted at a medical facility, you will be responsible for seeking medical care and for the expenses associated with any care received. CONFIDENTIALITY Efforts will be made to keep your personal information confidential. We cannot guarantee absolute confidentiality. Your personal information may be disclosed if required by law. Your identity will be held in confidence in reports in which the study may be published and databases in which the results may be stored. The Zoom recording of the interview will be seen by the researchers. The recording will not be included in the published research and will be destroyed following publication. COMMUNITY MENTORSHIP PROGRAM OUTCOMES 36 Organizations that may inspect and/or copy your research records for quality assurance and data analysis include groups such as the study investigator and his/her research associates, the Weber State University Institutional Review Board or its designees, the study sponsor, and (as allowed by law) state or federal agencies, specifically the Office for Human Research Protections (OHRP) and the Food and Drug Administration (FDA) [for FDA-regulated research and research involving positron-emission scanning], the National Cancer Institute (NCI) [for research funded or supported by NCI], the National Institutes of Health (NIH) [for research funded or supported by NIH], etc., who may need to access your medical and/or research records. CONTACTS FOR QUESTIONS OR PROBLEMS For questions about the study, contact the researcher Olivia Bailey at 801-645-6907 or the researcher’s mentor Stephanie Speicher at 801-626-6214. For questions about your rights as a research participant or to discuss problems, complaints or concerns about a research study, or to obtain information, or offer input, contact the Chair of the IRB Committee IRB@weber.edu. VOLUNTARY NATURE OF STUDY Taking part in this study is voluntary. You may choose not to take part or may leave the study at any time. Leaving the study will not result in any penalty or loss of benefits to which you are entitled. Your decision whether or not to participate in this study will not affect your current or future relations with Weber State University. SUBJECT’S CONSENT In consideration of all of the above, I give my consent to participate in this research study. I will be given a copy of this informed consent document to keep for my records. I agree to take part in this study. Subject’s Printed Name: Subject’s Signature: Date: (must be dated by the subject) Printed Name of Person Obtaining Consent: COMMUNITY MENTORSHIP PROGRAM OUTCOMES 37 Signature of Person Obtaining Consent: Date: If the study involves children who will be providing their assent on this consent document, rather than on a separate assent document, use the following signatures: Printed Name of Parent: Signature of Parent: Date: COMMUNITY MENTORSHIP PROGRAM OUTCOMES Appendix E Survey Responses 38 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 39 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 40 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 41 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 42 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 43 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 44 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 45 Appendix F Interview Key Quotes Boys and Girls Club Representative - “We have a lot of different avenues and partners that help provide training for our mentors. Our site coordinators also hold weekly staff meetings that include a training element specific to their location needs.” - “We have a library that includes training on every topic you can think of. These training courses are all free and available at any time for our mentors to utilize.” - “Providing individual observations and feedback for each of our mentors has made a huge difference and been super helpful this year. It is definitely something we will continue doing.” - “One of our measurements for program success is called a program quality assessment tool, which is also used by the Utah for school network. We provide this for reference for our mentors to use when building lessons and structuring their time.” - “We are consistently trying to find ways we can improve. We recently started implementing weekly ‘exit polls’ with each of the youth we work with. This helps us to get specific feedback from students that we can use to help work toward our goals.” - “We’ve got a range of mentors and skill sets, which makes our individual observations and feedback time even more valuable. Our mentors need help in different areas, and we do our best at helping with those specifics.” - “We’re trying to refine our current set of outcomes and measurements for our organization, to make our data easier to understand and utilize.” - “For me, seeing all these kids who have not had the opportunities that my own children had, or the care and attention that my kids got, I know that the work I’m doing is helping to bring some of that to these kids that are not getting it, and that keeps me moving forward.” - “Along with organizational goals, one of my personal motivators is knowing the more kids we can help now, the better a society we can become.” COMMUNITY MENTORSHIP PROGRAM OUTCOMES 46 United Way of Northern Utah Representatives - “The success stories we hear are where the magic is happening - like ‘I’ve been working with this kid and I didn’t give up on him and I kept showing up for him, and now he has goals to be the first one in his family to graduate.’ Those stories help us see that we’re making a difference and our work is important.” - “The very basics of our program are about providing one-on-one support to students. As supervisors we give that same emphasis and commitment to our mentors that we are willing to work with them one-on-one, individually for their success.” - “Our retention is actually really high, we have a lot of mentors who continue to work in our organization or move into a role in the schools they have worked in.” - “Our very successful mentors, that really buy-in to the organization goals, tend to have their own personal goals as well, that build on top of the organization goals.” - “We are committed to one-on-one time for the students we serve, and I think the success we have with our mentors is because our supervisor team, and the mentoring that happens on that side, is also focused on a personal level of training, skills, and sharing knowledge.” - “It’s my philosophy that a mentor would really, really have to want to fail, to fail in this position. We provide so many ways to access support and resources so our mentors can get help with anything they might find challenging.” - “My opinion is that service helps round out personalities. And when you can get that passion and that addiction to service, it can solve a lot of problems. I love the service aspect of our program.” - “The in-person visits from supervisors is what I find most helpful, because they can get a clear picture of the school climate and how the program is going, and then provide feedback based on that.” - “There is so much connection and so much change that happens when one person specifically shows up for you.” - “I can’t say enough good things about this program.” COMMUNITY MENTORSHIP PROGRAM OUTCOMES - 47 “Our program is a step to help people take their next steps in life, which is a wonderful journey to be part of.” COMMUNITY MENTORSHIP PROGRAM OUTCOMES Appendix G Infographics 48 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 49 COMMUNITY MENTORSHIP PROGRAM OUTCOMES 50