Transcript Goodbye to Drive-Bye: Professional Development Built to Last

Big Buddy Program
1415 Main Street
Baton Rouge, Louisiana 70802
(225) 388-9737
[email protected]
www.bigbuddyprogram.org
The presenters’ views are not always in agreement with the views of
other practitioners in the field. The presenters’ presentation is based
on knowledge of the field, best-practice strategies, and over 30 years
of experience liberating resources and designing program structures
that work for young people. Please use the information to
investigate its validity in your community.
began as a
psychology classes’ course project at Louisiana State University (LSU).
to provide positive role models and learning experiences
to youth who lack access to these valuable resources.
Mentoring
Extended Learning Opportunities
Workforce Development
Mentoring relationships provide children and youth in need of a
special friend with a caring adult or teen role model. Mentoring is
the core element for all other programs. The single-most effective
way to impact a child’s life is through a meaningful relationship that
builds self-esteem and supports overall growth and development.
Extended Learning provides children with the
opportunity to participate in positive activities
and rich learning experiences in a safe and
caring environment. Participants are provided
with character development and leadership
courses; after-school programs which address
academic, social, and enrichment needs;
targeted tutoring sessions for students attending
low-performing schools; holiday camps; and
summer enrichment programs. The programs
are designed to provide the necessary supports
youth need in times of important transition.
Formally Teen Programs. Level-UP!
provides a creative, dynamic, safe forum
for high school youth to develop life and
workforce skills. Programs meet specific
academic needs, enhance experiences in
the workforce through Career-Tracked
Internships, and pair youth with
WorkPlace Mentors to guide them
through the creation of a successful plan
for life after graduation.
Characteristics: fewer learning experiences, lower quality of schools, family
violence, homelessness, dangerous streets, less access to friends, services and
for adolescents, jobs.
Contributing factors: no stable home life, poverty, less supervision, values
and morals portrayed on TV. Research says early intervention is key to
lowering a child’s risk of committing a crime.
For our low income students this is even more dramatic because they are
already behind compared to their counterparts in measures of academic
success (graduation rates, test scores, college entrance, etc.)
Adapted from Kids Count Report, LA PAR, city-data.com, City Stats 2013; Baton Rouge Area Chamber.
Why Do You
Mentor?
Why Do You
Mentor?
Poverty
Crime
Academic
Failure
Why Do You
Mentor?
Poverty
Crime
Academic
Failure
Why do youth come to
your program?
√ Relationship with caring
and positive adults
− High, clear and fair
expectations
√ Opportunities for
participation
− and contribution
• Current high school
graduation rate = 59%
• Youth are not prepared
for college or careers,
thus resulting in a
negative outlook for life
success
• Declining resources
• Where’s the product?
Dedicated and
Trained Staff
Community Partners
with various resources
(space, expertise, cash,
people)
Reputation
Afterschool
tutoring program
Vehicles
School
partners
Mentors
Current success with elementary
and middle school youth
Board of
Directors,
many of who
were business
owners
Program
funding
From Teen Programs/WordPlay to
 Healthcare, Culinary Arts,
Construction, Early Childhood
Education
 Community Partners led field
knowledge and experiences
 1/month
 Workplace acumen and social
skills
 Mandatory for all participants
 Program Advisors with
Community Partners expertise
 1/semester – Team Mentoring
 Career Clusters responsible for creating
and implementing
 Mandatory for all participants
 Program Advisors and Community
Partners
 1/month – Group Mentoring
 Partnership with businesses
 Program Advisors with Business Partners
 Junior Achievement curriculum
 1 every 2 months
 Open to all youth in the
program
 Generosity of the
community
 Program Advisors and
Community Partners
 8 weeks - Exposure to one-on-one
WorkPlace Mentor
 Application process
 Stipend included
 Sanctioned and approved by local college.
 Offered regularly during the afterschool hours (4:00 – 6:00)
 Critical in accessing other opportunities
 Trust in delivery of services
• Mentoring high school youth can
be intimidating.
• Personal high school experience
may prevent one from becoming a
Mentor to a high school youth.
• How do you prompt youth to
engage their Mentor?
• Define linkage (Why Mentor).
• Communicate clear expectations
and time commitments.
• Training, Training, Training
Staff, Mentors and Youth
• Set goals and celebrate reaching
them.
• Career Cluster Teams
• Short-term commitment (3-6 months)
• Providing youth with various career
experiences as part of a group
• Sharing work expertise
• WorkPlace Mentors
• Commitment of 6 months
• Individual Scholar match within the group
• Sharing career interest expertise
• Modeling social skills/sharing values.
• One-on-One Traditional
• Maximum Commitment (1 year)
• Attendance at monthly Tool Time
• Guided set of goals and benchmarks to
accomplish
• Completion of monthly Personal
Development Projects
Establish Consistency
Provide Structure
Offer Choice
Allow for Social Interaction
Allow for Leadership Opportunities
Naming is important
Training/Professional Development
for all Parties in the Mentor/Mentee
relationship.
THANK YOU!
Big Buddy Program
1415 Main Street
Baton Rouge, Louisiana 70802
(225) 388-9737
[email protected]
www.bigbuddyprogram.org