PD Manual Final

Mentoring
Matters
An analysis of a mentoring
program between Coalhurst
Elementary and High Schools.
Ashley Toth and Ellison Annett
Table of Contents
Acknowledgements
Our School Community
How We Got Started
Our Goals
Implementation
Why Use a Mentorship Program
Recommendations
Conclusion
Bibliography
11
Appendices
12
I.
Letter To Parents
12
Consent Form
13
III.
Mentorship Day 1 Centers
15
IV.
Pointillism Trees Template
20
Parts of a Leaf
22
VI.
Mentorship Day 1 Pictures
23
VII.
Feedback from Grade Tens
24
VIII.
Mentorship Day 2 Centers
30
Gingerbread Man Dice Game
35
Build a Tree Template
36
XI.
Mentorship Day 2 Pictures
37
XII.
Feedback from Grade Tens
39
II.
V.
IX.
X.
PROFESSIONAL DEVELOPMENT: Mentorship Matters
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Acknowledgements
We would like to acknowledge Chris McIntyre and
Dawn Ronne for allowing our students to be brought together
during regular classroom hours to participate in our mentorship
analysis. Without their cooperation we may not have been able
to inspire as many grade tens to join this experience.
A special thank you to Mrs. Fraser for allowing the high
school students to be a part of her grade two-three classroom.
Our students deserve a huge thank you for all of their
efforts and their willingness to learn. It was with their cooperation and eagerness that our project was a success. We look
forward to seeing what may come from these interactions and if
we have inspired any students to support their community in
new ways they didnt know they could before.
In learning you will teach, and in teaching you will learn

-
Phil Collins
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Our School Community

Coalhurst High School and Coalhurst Elementary School
are both located in Coalhurst, Alberta, and are a part of the
Palliser Regional School Division #26. The Elementary School
is a K-6 school with the High School accommodating 7-12. The
students live on farms or in the small town setting that
Coalhurst offers while still being situated near the city of
Lethbridge.
The community prides itself on having its residents
involved in community activities and supporting local
businesses which have paved the way for growth and prosperity.
Our schools are technologically advanced as they have
wireless systems that allow computer and iPad operations
throughout the whole school. Each classroom has its own
SMART board as well as the high school has 2 Laptop
Computer carts with thirty wireless Chrome books.
Students must have initiative; they should not be mere imitators.

They must learn to think and act for themselves- and be free.
Cesar Chavez
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How We Got Started

Taking the concept of reading buddies we wanted to
look at how we could take this idea of older students working
closely and helping the younger ones with their reading and
make it bigger and more comprehensive. The inquiry project
began by wondering how elementary students would benefit in
other ways, not just literacy, by working with older students
who could be role models.
This inquiry would also look at how older students would
take on the challenge of working with younger kids, what roles
would they take and how would they adjust their abilities to
meet the needs of these students. Through this inquiry the
results garnered from the high school students led to the idea of
creating a mentorship club at the high school in which high
school students would work with elementary students once a
week and help students with their reading, writing,
comprehension and social skills.
Children are likely to live up to what you believe of them.

-
Lady Bird Johnson
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Our Goals
Our research goals focused on:
How do high school students take on the mentorship
role?
How does the mentorship program benefit elementary
school students?
Work collaboratively between the two schools and
administrators to create an environment that is mutually
beneficial for students but beneficial for the community
as a whole.
Many of the grade tens started out not wanting to participate
and not excited to work with younger kids. By the end of the
first mentorship day grade tens were chatting excitedly about
the students they worked with and were discussing what the
next time could be like. Some students even volunteered to go
to the school to help the elementary students paint pumpkins.
These actions are what prompted the idea of creating a club for
those interested in being more involved in their community in a
positive mentorship role.
A lot of people have gone further than they thought they could because someone else thought they could.
Unknown
5|
Implementation of Program
We thought it would be best for the first Mentorship day
to have the grade tens running a particular station and have the
two-threes rotating through. This set up we thought would
work best for the two-threes to get comfortable and establish a
rapport with the grade tens. It would also be better for the grade
tens to get to know the two-threes without committing to a
particular student right away. This was the safest way to
integrate these two groups, especially with grade tens who
seemed skeptical of the mentorship project at the beginning.
The grade tens would also be in groups with peers that could
help them out if they were to come across any issues with a
particular student or being able to feed off of what techniques
peers use to help teach the elementary students about the
activity they are engaging in.
Ms. Annett placed her grade two-threes into eight
groups. Ms. Toth explained to the grade tens what the eight
activities would be and the product that would be created out of
this. Grade ten names were chosen randomly and upon having
their name called signed up for the activity that they wanted to
participate in. This way of choosing would gear the grade tens
to an activity they were interested in rather than a specific
group of peers. This would also mix the grade tens up and allow
them to work alongside students they may not otherwise work
with on a regular basis. This form of choosing who ran each
station had more than one benefit.
Grade ten students were sent home with a permission slip
so parents were aware that students would be walking from the
High School to the Elementary school and would be
participating in this mentorship program. The mentorship
program at this age has an Alberta Education Curriculum
component with the grade two-threes it addresses the theme of
Our Community while the program addresses the grade ten
curriculum of globalization as well as their SLOs that have
them involved in making their community better.
6|
Why use a Mentorship Program?

Mentorship programs are designed to assist all students
of all ages, promoting relationships and relationship building
among every one of all ages. Mentees gain invaluable insight
beyond their own education and experience with the help of a
mentor and develop a sense of building a relationship
professionally and personally. Learning takes place far beyond
just a classroom setting and with the help of a mentoring
program, students can learn from each other in a fun, exciting
setting (Grossman, 2002). As a mentee, the students gain
practical advice, encouragement and support while learning
from the experiences of others. There is also the opportunity for
an increase in social and academic confidence and to become
more empowered to make decisions. Mentoring also helps
mentees gain valuable insight into the next stage of their lives
and help to strategize ideas for dealing with both personal and
academic issues.
Not only does the mentee reap benefits but also the
mentor. The opportunity of mentoring allows for improving
communication and personal skills, develop leadership and
management qualities and to increase confidence and
motivation. Not only does mentoring help reach personal goals
but also professional ones such as gaining recognition for your
skills and experiences, engaging in a volunteering opportunity
and to be valued by employers (DuBois, 2005)
Leaders should influence others in such a way that it builds people up,
encourages and edifies them so they can duplicate this attitude in others.
Bob Goshen
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Recommendations
We feel that it is important for all educators to involve
themselves in a mentorship program and take time to plan for the
success of the students. Planning is essential for the success of the
program. Moreover, if teachers are available to connect with both
older and younger students directly before entering the program,
both sets of students will benefit.
Some further recommendations include:
Gearing the activities towards benefitting
elementary students in their curriculum in
engaging ways
Show high school students that this process and
activity is worthwhile in their community
Try to get to know the students that will be
involved in this process before pairing them up,
this way you can try to match students who are of
similar personalities together or even an outgoing
student with someone a little quieter to build off of
each other.
Young children are cognisant of how a role model
or older person behaves and reacts so it is
recommended that responsible and positive people
work with these children, it will bring about the
best in the younger students
Just about ANY personality trait or skill can be learned: simply find it in someone you know and copy it.
Then watch what happens.
Steve Goodier
8|
Conclusion
We utilized two trial dates to determine how beneficial a
mentorship program would be to the community and there were
a few things that we noted about the encounters between the
two age groups. First it enabled the grade ten students, those
who have not worked with younger students before, the efforts
that are needed to work with young children. Teaching young
students and keeping them engaged and occupied is not an easy
task, and the grade tens came to this realization as they worked
with the elementary students. Also young children learn a vast
amount of new information outside their classroom, and they
often become more engaged by people who are not in the
teaching profession and they do not see often.
The next step in this program would be to implement a
permanent program that could occur once a week at the
Elementary school that will begin by building relationships
between students before moving onto subject matter. The High
school students in this program need to be those who want to
help and work with younger ones and understand that they are
constantly being watched and are expected to be role models.
The Elementary students involved are those seeking extra help
in their studies from a new source. Students may be more
receptive to someone they do not see on a regular basis and are
closer to their age.
Some possible advantages of this program for elementary
students include:
One-on-one time to practice new skills
Improve students attitudes and interests in their reading,
writing, and listening skills
New learning experiences
Variety of learning techniques
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Some possible advantages for high school students include:

Improved confidence in reading, writing, comprehension,
and social skills
Improved self-esteem
Strengthened ability to do group work
Connections to past learning
The best help we can offer the youth of today is to prepare them for tomorrow.
Mark W. Boyer
10 |
Bibliography
DuBois, D.L., & Silverthorn, N. (2005). Natural mentoring relationships and
adolescent health: Evidence from a national study. American Journal of
Public Health, 95, 518-524.
Grossman, J.B., & Tierney, J.P. (1998). Does mentoring work? An impact
study of the Big Brothers Big Sisters program. Evaluation Review, 22, 403426.
We rise by lifting others

Robert Ingersoll
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Appendix I: Letter to Parents

Dear Parents/Guardians:
Tomorrow your child will be participating in a Christmas
mentorship program with Mr. Michael Saad and Ms. Ashley Toths
grade 10 high school students. The program is directed towards
relationship building and creating a sense of community among the two
schools. Additionally, this opportunity will allow for your child to
experience learning outside the classroom from different sources all
while being monitored by me, their teacher, Ellie Annett. This is also a
learning opportunity to involve the grade 10 students in a teaching
environment, passing on what they know as older students in the
community to our grade 2/3 students.
Sincerely,
Ellie Annett
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Appendix II: Consent Form
13 |
14 |
Appendix III: Mentorship Day 1 Centers

1. Writing What Are You Thankful For?
Description:
Students will be creating a Thankful Tree. In Canada we celebrate Thanksgiving in
October and to keep with this theme students will cut out a leaf from construction
paper using a leaf stencil. Students will write on the leaf what they are thankful for.
Then they will punch a hole on the end and will place a string through the hole and tie
it. Once finished, students will hang their leaf from a tree branch placed inside a pot.
Students can create as many thankful leaves as they wish.
Materials:
Red, orange, yellow and brown construction paper
String
Hole punch
Pencil(s)
Tree branch in a planting pot
Leaf stencils
Scissors
What the center is designed to accomplish (goal):
This writing center is designed to allow Elementary students to work on their fine
motor skills by writing in a small area that does not have lines to follow. It also has
students working on their writing skills. Grade tens will be important in helping
students with hard words or thinking about what they are thankful for. The grade tens
are encouraged to create their own leaf and share it with the elementary students.
Another goal of this center is to help both high school and elementary students reflect
on what they have and be appreciative of what they do have. It also allows students to
reflect on their worldviews and how the worldview of a seven year old relates to that
of a fifteen year old.
What we would do differently next time:
The activity was very successful but a change that could be made to this activity
could be to have the grade tens and the two-threes discuss what each one is thankful
for and why. It would be really good to have the grade tens discuss with the twothrees about the importance of family, friends, good health etc. versus being thankful
for superfluous items such as Nintendo and cellphones.
2. Reading Story Time

Description:
Teachers will pick out a medley of books related to fall/autumn and the events that
occur during this season such as Thanksgiving and Halloween. These books will be
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varied in level. The grade two-threes will pick a book they want to read and will sit
with a grade ten and read the book to them. The job of the grade ten is to listen and
help the elementary student with tough words while monitoring their reading ability.
If a book is too difficult it is best to help them find another book to read. Once all the
students have read to the grade tens, the grade tens may choose a book to read to the
two-threes.
Materials:
Several books about the fall/autumn
Several books about Halloween
Several books about Thanksgiving
Quiet room to read in
What the center is designed to accomplish:
This activity center is based upon the principles of the reading buddy system that
many schools utilize. The academic demands upon students seem to be increasing
over and often students are entering school without the literacy background they need
to be successful or fall behind the grade standards. This center is designed to help in
this area. On the other hand, upper-year students tend to lack the confidence they
require to be better readers and writers themselves, thus this activity allows students
to gather confidence in their own reading abilities, whatever level they are at.
Emphasize with the grade tens that it needs to be more about the two-threes reading.
Sometimes the grade tens can get excited about reading to the younger ones, this is an
important part of the learning process but the focus really needs to be on the
elementary students and improving their reading skills and comprehension.
3. Art Pointillism Trees
Description:
Students will travel to the art center to work on a tree done in the style of pointillism.
Here, the grade 2/3 students will be given a printed tree, bare of leaves. Their task is
to use Q-tips dipped in paint to position on the branches of the tree. The colors are
done in traditional fall shades and the grade 10 students will help them with the
plotting of colors.
Materials:
Q-tips
Acrylic Paints
Paper towel
Water
This center is designed to have students focus on color, position and of course for
socialization with each other. We found that this center, the younger children really
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began to feel comfortable with the older ones, and enjoyed each others company.
Also, this center allowed for experimentation in art and we found children were
doing just that. Adding in different images into their work really helped them think
outside the box.
What we could do differently next time:
Next time, it would be best to choose a project that required more focus than simply
plotting paint on a sheet of paper. Having students rely on their fine motor skills
would be a better activity for the younger students and possibly allowing the 10s to
be involved with the project a bit more.
4. Science Leaf Rubbings

Description:
With this activity, 2/3 students met inside and followed the 10s outside to gather
different kinds of leaves. Once they gathered a few, they came in and did many
different leaf rubbings with crayons on white paper.
Materials:
Crayons
White paper
leaves
This center is designed to create scientific awareness of objects in nature. The 2/3s
are essentially being taught by the 10s about leaf science and what the different parts
of the leaves do. With a rubbing, you can see the leaf more clearly and get a better
understanding of how it might work. The 10s worked with the 2/3 students to help
them understand that a leaf if much like a human body part. Both parties are
benefiting from this center as the 2/3 students are learning about science while the
10s have the opportunity to teach what they know to younger children. It is a fine
example of student-based learning.
We would have liked to include more than one activity with this center. While this
one was fun and interesting, it would have been interesting to do more with the
leaves. Possibly look at them under a microscope, answer a few questions about what
theyve seen etc.
5. Smartboard Thanksgiving Games

Description:
With this activity, the 2/3 students engaged with technology on the smartboard in the
classroom with the help of the 10s. They played games of all subject matters form
reading and writing to math and science.
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Materials:
Smartboard
Website. www.primarykids.com
This center is designed to engage students with technology and have the 10s assist
the 2/3s with their understanding. Technology is an important asset to learning and it
is best to have as much practice with it as possible. The 2/3s are experiencing
different learning but of the same material and the 10s have the opportunity to assist
the younger children with their already learned knowledge of technology.
To continue with this theme of technology, I feel that if we were to use individual
devices such as iPads, students would have had more time to experience the
technology. Also, this would allow for more one-on-one help from the 10s.
6. Physical Education Its All Fun and Games

Description:
Weather pending students will be outside. The grade tens will be asked to play a
variety of games with the two-threes to keep them active, cooperating with each
other, and playing fair. Students will be given an assortment of games that are age
appropriate and keep the two-threes engaged. The games set up ahead of time include
what time is it Mr. Wolf and Big Wind Blows. Grade tens will explain rules and will
participate in these activities, modifying their skills and abilities to match, and just
slightly go above those of the grade two-threes.
Materials:
Ball
Goal posts
Imagination
This activity is designed to work on the grade two-threes motor skills, their ability to
play well with their peers, to play fairly and to socialize with new people. The grade
tens will learn how to explain activities, organize young kids and play the game.
These games can be challenges for the grade tens as the level of endurance between
the two groups are very different and the tens will need to make adjustments to the
seven year old abilities. This is where the grade tens will learn how to modify
themselves or any games to match that of the elementary students. In the end students
will be able to have fun, be active and participating members in the games they play
together.
It would be good to know what games the two-threes are used to prior to playing with
them. The grade tens did well in adjusting what games they played with the students
18 |
because after the first group they noticed that playing the same game or two got
tiresome for both age groups. The tens asked the two-threes what games they knew
and in turn the tens were taught by the younger ones which is a wonderful twist but
great to see.
7. Drama Story Time vs. Charades

Description:
Students traveled outside to the playground where they pulled names and identities
out of a can. They then acted each one out in a game of charades. The role of the 2/3
students was to involve themselves in the activity and to work towards breaking out
of their shells. The 10s were expected to encourage the students and positively
reinforce their efforts.
Materials:
Can
List of nouns
Open Location
What the center is designed to do:
This center is designed to encourage students to get to know one another and to
become involved in another type of art. Students are invited to play the game and if
not, they are able to sit and watch on the side and enjoy the show. Furthermore, the
2/3 students were encouraged to break out of their shell while the 10s were there to
help them do so.
Next time, we would add in different nouns and verbs for added excitement. Also,
we might include another game for the kids to play. Variety adds to the excitement of
the center and even though students had fun, we feel like more could have been had
with another activity.
19 |
Appendix IV: Pointillism Trees Template
20 |
21 |
Appendix V: Parts of a Leaf
22 |
Appendix VI: Mentorship Day 1 Pictures
23 |
Appendix VII: Feedback from Grade 10s

Take out a piece of paper, you do not have to put your name on it if you do not want to, answer
the following questions about your trip to the Elementary school yesterday, when you are done
hand it in at the front please. You do not need to write down the numbers.
1.
2.
3.
4.
5.
What did you enjoy the most about going over to CES
What did you not enjoy about going over to CES
What would you want to keep for the next trip
What do you suggest needs to change for the next trip
Overall how did yesterday go for you? Share some information about how you got along
with the kids; were there some you got along with more than others? Did you find the
kids enjoyed the activity you did with them?
6. Do you think that a mentorship program such as this is beneficial for yourself? For other
students in your school?
7. Do you think that a mentorship program such as this is beneficial for the elementary
students? Could you see any evidence of this yesterday?
8. Lastly, since we will be doing this again in December, which will have a Christmas
theme, share any activities that you think might be fun for the young ones and for
yourself.
24 |
25 |
26 |
27 |
28 |
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Appendix VIII: Mentorship Day 2 Centers

1. Art Christmas Ornaments
Description
Students will travel to the art center to work on an ornament. Here, the grade 2/3
students will be given some pre-cut shapes and stickers to decorate their own
ornament for their tree at home. Their task is to use these shapes in interesting and
insightful ways that are appealing. The shapes are reminiscent of Christmas figures
such as trees, snowmen and gingerbread men and the children are allowed to create
their own type of figure, exploring creativity. Their partner (a chosen grade 10
student) will be there to assist them in any way, giving them artistic confidence.
Materials:
Dollar store prepackaged ornaments.
This center is designed to have students focus on color, position and of course for
socialization with each other. We found that this center, the younger children really
began to feel comfortable with the older ones and like the thanks giving centers, and
enjoyed each others company. Also, this center allowed for experimentation in art
and we found children were doing just that. Adding in different images into their
work really helped them think outside the box. Students found that exploring with
different shapes and images, they were able to experiment with art with the grade
10s were there to take in the excitement.
2. Writing Class Christmas Wishes
Description:
Students will be creating a Christmas Wish List for each class in the school.
Students will write on each class list (12; 1 for each class) what they would like to
wish for them for Christmas. This is based off of a story Ms. Ellie shared with her
students about how strangers do kind things for one another around Christmas.
Students will write on each list and will take the lists to the class with a bag of candy
canes
Materials:
Wish List
Pencils/Markers
Candy Canes
30 |

This writing center is designed to allow Elementary students to work on their fine
motor skills by writing in a small space with given lines. It also has students working
on their writing skills. The role of the grade tens is important in helping students with
hard words or thinking about what they want to wish the class. Another goal of this
center is to help both high school and elementary students reflect on the true meaning
of Christmas and what the important things are during this time of year. It also allows
students to reflect on their worldviews and how the worldview of a seven year old
relates to that of a fifteen year old.
The activity was very successful but a change that could be made to this activity
could be to have the grade tens and the two-threes discuss what the meaning of
Christmas is and to reflect on the things theyre grateful for. Also, prepping both ages
for this lesson would have been helpful, having them reflect on previous
understanding of helping others. It would be really good to have the grade tens
discuss with the two-threes about the importance of family, friends, good health etc.
versus being thankful for presents and things of that nature.
3. Reading Christmas Stories

Description:
Teachers will pick out a medley of Christmas and holiday books for the pairs to share.
These books will be varied in level. The grade two-threes will pick a book they want
to read and will sit with a grade ten and read the book to them. The job of the grade
ten is to listen and help the elementary student with tough words while monitoring
their reading ability. If a book is too difficult it is best to help them find another book
to read. Once all the students have read to the grade tens, the grade tens may choose a
book to read to the two-threes.
Materials:
Christmas/Holiday books
Quiet room to read in
This activity center is based upon the principles of the reading buddy system that
many schools utilize. The academic demands upon students seem to be increasing
over and often students are entering school without the literacy background they need
to be successful or fall behind the grade standards. This center is designed to help in
this area. On the other hand, upper-year students tend to lack the confidence they
require to be better readers and writers themselves, thus this activity allows students
to gather confidence in their own reading abilities, whatever level they are at.
Emphasize with the grade tens that it needs to be more about the two-threes reading.
Sometimes the grade tens can get excited about reading to the younger ones, this is an
31 |
important part of the learning process but the focus really needs to be on the
elementary students and improving their reading skills and comprehension.
4. Interactive - Christmas games

Description:
This center is utilized to engage students in Christmas themed games that are
designed to work on different abilities such as spatial awareness, timing, cognitive
abilities as well as subject matter such as math, art and language arts.
Materials:
iPads computers if iPads do not support flash
Website: www.akidsheart.com/holidays/christms/chgames.htm
This center is designed for students to learn, or further develop, technology skills
through interactive games on an iPad. Students will engage in an assortment of
games that work on multiple skills that are masked by fun Christmas themes.
The center went very well as students loved to play the games at both age levels.
However, if we could change something it would be trying to find a game that could
be played by 2 players instead of just one.
5. Math Gingerbread Man Dice Game

Description:
The grade 10 student and their 2/3 partner will take a gingerbread man sheet, a
crayon, and a dice, they object of the game is to be the one with most of the
gingerbread coloured in. Each student will roll the two dice, for the addition game
students will add the two numbers together and colour in the space that holds the
number that the dice add up to. If a student rolls a dice and the answer is already
coloured in then the other student rolls, rolling continues until the entire gingerbread
man is coloured in, the student with more of the gingerbread man coloured in wins. If
there is time students will move on to the other gingerbread man, which is
subtraction and do the same thing. Students can choose which they want to start with,
addition or subtraction.
Materials:
Gingerbread man addition and subtraction sheets
2 dice per group
Crayons
32 |

Grade tens will play this game with the 2/3 students to work on their math skills and
create a healthy competition game based on math and chance. This game gives 2/3s
the chance to practice their math while the 10s can help them if they need it, the 10s
are encouraged to have the 2/3s add their dice up as well for extra practice.
Make sure that the gingerbread man game numbers are correct for subtraction. They
were created with numbers higher than 6 which cannot occur with two dice.
Students were asked to play the addition side once we found this issue.
6. Science - Cookie decorating

Description:
Student pairs will each get a gingerbread man to decorate and eat. The grade tens are
asked to watch over and monitor what the two-threes are doing, making sure they are not
using too much icing or if they need any help they are there to do so.
Materials:
Gingerbread cookies enough for both groups
Icing
Candy to put on top amount varies upon teacher, income and students
allergies
What the center was designed to accomplish:
During the holiday season one of the main things people celebrate is being able to
bond and enjoy good food. We wanted to bring this feeling to the students through
cookie decorating. It does not meet a certain teaching skill or ability but it does work
on students fine motor skills.
What I would do differently next time:
As this center did not have a specific curriculum goal there is not much we would do
differently as the activity went well and students enjoyed the fruits of their labour.
7. Craft Build a Tree

Description
Students will make their own self standing Christmas trees in which they cut, glue
and design. Grade tens can help the two-threes cut out and glue their trees together.
Two-threes will then decorate the tree as they see fit.
Materials
Build a tree template
Scissors
Glue
Extra paper or other knickknacks to decorate with
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What the center was designed to do

Allows the two-three students to work on fine motor skills and use their imagination
and what they know about Christmas and trees to decorate and share their
individuality. The role of the grade ten students is to help with cutting if students are
having issues, and show the two-threes how to glue their trees and discuss with the
two-threes about their decorations and creation of their own tree.
What I would do differently next time:
If we did this center again I would make sure that the grade tens better understood
how to create the trees, they struggled a bit understanding what to fold, what to cut
and how to glue it together.
34 |
Appendix IX: Gingerbread Man Dice

Game
35 |
Appendix X: Build a Tree Template
36 |
Appendix XI: Mentorship Day 2 Pictures
37 |
38 |
Appendix XII: Feedback from Grade 10s

Please answer the following questions in full sentences give examples and share
ideas
1. What strategies did you have to come up with to help teach the student you
were working with?
2. What part(s) of teaching activities to young students was difficult?
3. What part(s) of teaching activities to young students was easy?
4. What was the best part of working with the elementary kids?
5. What was the worst part of working with the elementary kids?
6. If you could do this type of mentoring at least once a week as an after school
activity such as the creation of a mentorship club, would you participate?
7. IF you would participate in this process what kind of activities do you think
you would engage in with these kids? What kinds of activities do you think
should be done with them?
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Alone we can do so little; together we can do so much

- Helen Keller
45 |

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Mentoring

Ashley Toth and Ellison Annett

Our School Community

How We Got Started

Why Use a Mentorship Program

Mentorship Day 1 Centers

Pointillism Trees Template

Mentorship Day 1 Pictures

Feedback from Grade Tens

Mentorship Day 2 Centers

Gingerbread Man Dice Game

Build a Tree Template

Mentorship Day 2 Pictures

Feedback from Grade Tens

PROFESSIONAL DEVELOPMENT: Mentorship Matters

In learning you will teach, and in teaching you will learn

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Our School Community

Students must have initiative; they should not be mere imitators.

PROFESSIONAL DEVELOPMENT: Mentorship Matters

How We Got Started

Children are likely to live up to what you believe of them.

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Lady Bird Johnson

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Why use a Mentorship Program?

Some possible advantages for high school students include:

We rise by lifting others

Appendix I: Letter to Parents

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix II: Consent Form

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix III: Mentorship Day 1 Centers

2. Reading Story Time

4. Science Leaf Rubbings

5. Smartboard Thanksgiving Games

PROFESSIONAL DEVELOPMENT: Mentorship Matters

6. Physical Education Its All Fun and Games

7. Drama Story Time vs. Charades

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix IV: Pointillism Trees Template

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix V: Parts of a Leaf

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix VI: Mentorship Day 1 Pictures

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix VII: Feedback from Grade 10s

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

PROFESSIONAL DEVELOPMENT: Mentorship Matters

Appendix VIII: Mentorship Day 2 Centers

PROFESSIONAL DEVELOPMENT: Mentorship Matters

What the center is designed to accomplish:

3. Reading Christmas Stories

4. Interactive - Christmas games

5. Math Gingerbread Man Dice Game

PROFESSIONAL DEVELOPMENT: Mentorship Matters

What the center is designed to accomplish: