Schedule and Breakout Sessions
5th Annual Mentoring Summit
Expanding Our Horizons, New Dimensions in Mentoring
October 28, 2016 – 7:30am to 4:00pm
California State University Fresno – North Gym 118
Education….Community Organizing….Business Sector
|7:30 a.m. – 8:30 a.m.||Registration & Continental Breakfast|
|8:30 a.m. – 9:30 a.m.||Welcome|
|9:30 a.m. – 9:45 a.m.||Break|
|9:45 a.m. – 10:45 a.m.||Breakout Session I|
|10:45 a.m. – 11:00 a.m.||Break|
|11:00 a.m. – 12:00 p.m.||Breakout Session II|
|12:00 p.m. – 1:00 p.m.||Lunch|
|1:00 p.m. – 3:30 p.m.||Keynote Speaker|
|3:30 p.m. – 4:00 p.m.||Wrap Up|
Keynote Speaker – Jeff Duncan-Andrade, Ph.D.
Jeff Duncan-Andrade, Ph.D., is Associate Professor of Raza Studies and Education at San Francisco State University. He is also the founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland (www.rosesinconcrete.org), and the Community Responsive Education Group (CRE) working with schools and districts around the world to develop and support effective classroom and school cultures.
As a classroom teacher and school leader in East Oakland for the past 23 years, his pedagogy has been widely studied and acclaimed for producing uncommon levels of social and academic success for students.
Duncan-Andrade lectures around the world and has authored two books and numerous journal articles and book chapters on effective practices in schools.
Breakout Session I 9:45am – 10:45am
[accordionItem title=”T.E.A.M” icon=”icon-file”]
The CenCal approach to mentoring can be characterized as the T.E.A.M concept. As a T.E.A.M we link Teachers, Educators, Administrators, and Mentors together to create a pathway for children who learn differently find it easier to connect with people and paths that lead them to success. We provide a mix of one-on- one and group mentoring, self-care programming, and community resources to keep kids in school. Through our collaboration as a T.E.A.M. schools have reported an increase in daily attendance, decreased negative behaviors, and reduced suspensions. The T.E.A.M concept offers schools the flexibility to incorporate innovative methods to help students learn.
Alan Autry, CenCal Mentoring Academy
[accordionItem title=”Peer to Peer Mentoring in a Comprehensive Internship” icon=”icon-file”]
Revolutionize mentoring by integrating it with a multifaceted internship for paraprofessionals in education. Pioneering the student experience through dual mentorship, graduate students at Fresno State in the Student Affairs and College Counseling/PPS Credential (K-12 Counseling) experience a comprehensive internship that spans three semesters with at least three support programs through a rotational internship. Through this experience, student interns are mentored by educational professionals and serve as mentors themselves to incoming graduate students. Interns who serve as mentors participate in the evaluation of their mentee(s), assist their mentees in identifying strengths and weaknesses, evaluate life luggage and develop concrete goals. Through the multifaceted internship, interns also gain opportunities to mentor Tutors and Supplemental Instruction Leaders who impact the student population.
William Hardaway, California State University, Fresno
Mazie Moua, California State University, Fresno
Stephanie Covacevich, California State University, Fresno
[accordionItem title=”Evidence-based Mentoring to Support and Retain Beginning Special Education Teachers: An Overview of Free Online Resources” icon=”icon-file”]
Special education has consistently been a field with low supply of teachers and high-quality special education teachers in high demand. Beginning teachers are most at-risk for leaving the profession, with estimates of up to 50% of new teachers leaving within the first couple years. Paired with those who are hired on permits or emergency-type credentials, with little to no preparation, school administrators face particular challenges in providing appropriate mentoring and support. This presentation will provide an overview of two free, web-based modules from the IRIS Center to address special education teacher induction and retention. Participants will learn about evidence-based strategies to provide comprehensive training for new special education teachers and to reduce attrition. These modules translate research to practice, describing the components of a comprehensive induction program and the development of a model for retaining effective special educators. This presentation will especially focus on responsive mentoring, supportive school communities, and principal support.
Sara Werner Juarez, California State University, Fresno
[accordionItem title=”Integrating Successful Strategies In The Workplace To Increase Leadership Capacities In Others – A Reflection of Best Practices From A Mentor/Protégé Two Year Model” icon=”icon-file”]
While there are many Mentor/Protégé programs in existence, not all are from research based origins as CLEAR. This presentation focuses on the pairing, planning and continuation of the relationship that has helped the success of both presenters in the K-12 and post-secondary setting. Both settings are always in need of leaders whether it be the food service person to the leader. Our experience over the past two and a half years has allowed both of us to grow our workforce as Directors. We will share best practices that were originally set forth at the beginning of the mentoring program. Additionally, we will present a mini-toolkit of strategies that will prove effective in your work setting with the hopes of bringing forth the need of mentoring. Active participation will let the attendees experience what this process will look and sound like. By providing effective strategies to build your workforce, you not only provide a need for mentoring, you provide a model of empowerment through a positive experience.
JoJo Reyes, Central Unified School District
Nate Sarri, Reedley College
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Breakout Session II 11:00am – Noon[accordionItem title=”Fostering Graduate Success Through Mentorship: A Case Study” icon=”icon-file”]
This presentation considers the impact of dedicated individual and cohort mentorship for graduate students at Fresno State through the Graduate Net Initiative’s Graduate Research Fellowship program.
With support from a Title V Part B grant, the Graduate Net Initiative’s Graduate Research Fellowship Program was created to foster the development and dissemination of high-quality, high-impact graduate research as a means to achieve student academic and professional success. The goals of the interdisciplinary fellowship program were twofold: to help Fellows develop professional skills applicable both during their academic careers and beyond, and to provide resources to help them strengthen and disseminate their research, all with the support of a dedicated mentor. The first cohort of students participated in the fellowship program in the 2015-16 academic year.
This presentation assesses our initial efforts in the development of the first interdisciplinary, cohorted graduate mentoring program at Fresno State. The program was set up to include three types of interactions: cohort meetings led by a dedicated mentor, one-on-one meetings with the dedicated mentor, and participation in professional development workshops. Using survey data collected throughout the year, we evaluate the program’s effectiveness. Our initial findings suggest that participating in the mentoring program helped fellows develop additional professional skills. The fellows were also able to use additional resources that helped them strengthen and disseminate their research.
The findings and conclusions of our evaluation serve two purposes. First, our conclusions are the basis for adjusting the GNI Fellowship program at Fresno State. We propose subsequent modifications to enhance its strengths and address existing limitations. Second, the findings will be useful to other similar institutions that are seeking to develop mentoring programs for graduate students.
Maritere López, California State University, Fresno
Annabella España-Nájera, California State University, Fresno
[accordionItem title=”Meaningful Work Changing Student Behavior with School Jobs” icon=”icon-file”]
This program is a systematic approach to creating student leadership and membership in your school by collaborating with staff to identify school jobs that students can serve. Meaningful work lays out a process for students to apply for jobs, run job selection and manage jobs. As intervention support, staff match students with jobs to foster mentoring relationships. Through these jobs, a school builds a system for supporting student behavior with positive relationships. Jobs provide students a true sense of contribution and value within a school. This session will provide an overview of the Meaningful Work program and provide examples of how student jobs increase positive behaviors for even our most adversely impacted students and support a school wide system of positive behavior supports.
Brynn Marcum, Safe & Civil Schools
[accordionItem title=”A Narrative Approach to Developing Caring Relationships” icon=”icon-file”]
An effective mentor is a role model who understands that who we are is more important than what we know. The keys to effective mentoring are to bring our hearts and minds together, and, through kindness, connect. Unfortunately, traditionally, too much emphasis in education and community relationships building has been placed on cognition, or what we know.
When conflict inevitably arises, whether from trauma or other stressors, there is a rush to find solutions without first developing deeper understandings through social and emotional learning (SEL) that lead to healing.
Our narrative and SEL inspired practices at RSVP have demonstrated to us that effective connectivity occurs when we relate as equals, always with kindness in our hearts. In order to achieve this connectivity, supported by advances in neuroscience, we have found that a narrative approach that separates the person from the problem (externalization), that asks what is really going on (deconstruction), and that draws upon the students strengths, not their deficits (unique outcomes), combined with mindfulness, allows for the deepest of understandings that bring about transformations.
Richard Jaffee Cohen, JD, Restorative Schools Vision Project (RSVP)
[accordionItem title=”Mentoring with an Equity Lens” icon=”icon-file”]
In California, data and research show that there is a disproportionality of diversity within the teaching staff that reflects and aligns with the diversity of the student population. Education Code 44100 states that “it is educationally sound for the minority student attending a racially impacted school to have available to him or her, the positive image provided by minority classified and certificated employees. Approximately 75% of the student population is of color; while approximately 35% of the teaching staff is of color. Contributing factors to the lack of diversity in school districts is directly linked a shortage of diverse applicants to fill staff vacancies, inefficient pipeline to employment, as well as an ineffective process for seeking and attracting diverse applicants. The absence of mentoring of diverse teachers and aspiring administrators to support the pipeline to leadership has also greatly impacted this data.
This presentation will provide for an interactive session where participants will focus on providing support to aspiring and current leaders of diverse backgrounds through mentoring with an equity lens. Participants will also have an opportunity to participate in activities where they will reflect on the history of public education in the United States, their role as agents/targets of oppression in the school system, review current educational data, and learn about practical steps that they can take to provide support to diverse leaders through mentoring strategies with an equity lens in order to ultimately support educational equity for our students.
Nicole Anderson, ACSA Diversity and Equal Access Executive