Cultivating Connection: How to Design and Implement School-Based Mentoring. Promising Practices from Washington State
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| Title: | Cultivating Connection: How to Design and Implement School-Based Mentoring. Promising Practices from Washington State |
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| Language: | English |
| Authors: | Georgia Heyward, Fig Education Lab, Datability |
| Source: | Grantee Submission. 2024. |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Washington State Charter Schools Association Department of Education (ED) |
| Contract Number: | U282A190002 |
| Document Type: | Guides - Non-Classroom Reports - Research |
| Education Level: | High Schools Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Mentors, School Personnel, Staff Role, Adults, Early Parenthood, High Schools, Charter Schools, Student Welfare, Well Being, Teacher Welfare, Student Behavior, High School Students, Integrated Services, High School Teachers, Program Implementation, Program Design, Student Attitudes, Teacher Student Relationship, Goal Orientation, Models, Educational Innovation, Student Personnel Services |
| Geographic Terms: | Washington |
| Abstract: | The purpose of this study was to understand a school-based mentoring model that uses school staff as adult mentors. This study presents existing literature on school-based mentoring models along with a case study of one teen parent high school. The report also includes step-by-step guidance for implementation. At the case study school, all school adults acted as mentors engaged in developmental and goal-based mentoring. At the conclusion of the first year of implementation, student perception of the student-teacher relationship improved from 66% in 2022-23 (prior to Mentor Center) to 81% in 2023-24 (during the pilot year of Mentor Center). Teacher burn-out also decreased by 100%. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED662660 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to understand a school-based mentoring model that uses school staff as adult mentors. This study presents existing literature on school-based mentoring models along with a case study of one teen parent high school. The report also includes step-by-step guidance for implementation. At the case study school, all school adults acted as mentors engaged in developmental and goal-based mentoring. At the conclusion of the first year of implementation, student perception of the student-teacher relationship improved from 66% in 2022-23 (prior to Mentor Center) to 81% in 2023-24 (during the pilot year of Mentor Center). Teacher burn-out also decreased by 100%. |
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