handbook for volunteers - dlb.sa.edu.audlb.sa.edu.au/...mentoring_volunteer_handbook.pdf ·...

Handbook for Volunteers

Information on the Community Mentoring program of the Department for Education and Child Development (DECD)

Benefits Vision Mentor qualities How it works Communication

Updated December 2011

Table of Contents

1. Benefits of the Community Mentoring program.......................................................................... 4

2. What is mentoring? ..................................................................................................................... 4

2.1. Definitions ................................................................................................................................................ 4

3. What is volunteering? ................................................................................................................. 4

3.1. Principles of volunteering ........................................................................................................................ 4

4. Vision for Community Mentoring ................................................................................................ 5

4.1. Mission ..................................................................................................................................................... 5 4.2. Intended outcomes for Community Mentoring........................................................................................ 5 4.3. Expected values for Volunteers ................................................................................................................ 5

5. Mentor Qualities ......................................................................................................................... 5

5.1. Mentor application, screening and support ............................................................................................. 5 5.2. Training..................................................................................................................................................... 6 5.3. Closure...................................................................................................................................................... 6

6. How DECD Community Mentoring works .................................................................................... 6

6.1. Training and Support for Volunteers ........................................................................................................ 7 6.2. How are students selected for mentoring? .............................................................................................. 7 6.3. Matching mentors and students .............................................................................................................. 7 6.4. What if the match doesn’t work out? ...................................................................................................... 7

7. Operating Procedures for Mentors and Schools .......................................................................... 8

7.1. Confidentiality .......................................................................................................................................... 8 7.2. Anti‐Discrimination................................................................................................................................... 8 7.3. Sexual Harassment ................................................................................................................................... 8

8. School Responsibilities................................................................................................................. 8

8.1. Induction for Mentors .............................................................................................................................. 8 8.1.1. Occupational Health Safety and Welfare procedures ..................................................................... 8 8.1.2. General Duty of Care to Students .................................................................................................... 8 8.1.3. Supervision....................................................................................................................................... 9

9. Mentors and Education ............................................................................................................... 9

9.1. Showing interest in school and learning .................................................................................................. 9 9.2. Attending school events ........................................................................................................................... 9 9.3. Contact with your young person’s teacher............................................................................................... 9

10. Communicating with Young People ............................................................................................. 9

10.1. Active communication ............................................................................................................................ 10

11. DECD Community Mentoring information and contacts ............................................................ 11

December 2011 Community Mentoring Volunteer Handbook

1. Benefits of the Community Mentoring program

Community Mentoring enables community volunteers to help a young person stay connected to schooling.

By sharing your life experiences, skills and knowledge you help a young person plan for their future, gain more from education and become successful members of the community.

Benefits of being involved in volunteer mentoring include: An opportunity to meet other like‐minded people A feeling that you are making a real difference in a young person's life A stepping stone to become involved in work or similar programs Increased self‐confidence and an opportunity to make new friends A feeling that you are making a real difference in your own community

Mentoring is many things, but at its heart lies an affirmation of human relationships and the capacity to enable young people and their mentor to learn and to grow.

Australian Youth Mentoring Network

2. What is mentoring?

While there are many different ways to describe mentoring, at the core is a positive, supporting relationship between a young person and a caring adult.

DECD Community Mentoring occurs in a one‐to‐one mentor‐student relationship. This relationship is the key to effectiveness in mentoring.

Effective mentoring is a relationship that focuses on the needs of the person being mentored; fosters caring and supportive relationships; encourages all people being mentored to develop to their fullest potential; is a strategy to develop active community partnerships.

Mentoring Australia ‘Benchmarks for Effective and Responsible Mentoring programs’

2.1. Definitions

Mentoring is a mutually beneficial relationship between a more experienced person and a learner, developed within an agreed time frame, to improve learner well being, pathways planning and/or learner achievement. DECS 2008

Mentoring aims to provide a structured and trusting relationship to bring young people together with caring individuals who offer guidance, support and encouragement.

Australian Youth Mentoring Network 1 1 http://www.youthmentoring.org.au

3. What is volunteering?

Volunteering is an activity whereby individuals choose to work without an expectation of remuneration to provide a service with a community focus.

Volunteering goes beyond basic obligations and represents an important expression of social responsibility.

3.1. Principles of volunteering Volunteering: benefits the community and the volunteer respects and promotes the rights, dignity and culture of others is a legitimate way for citizens to participate in the activities of their community enables individuals or groups to address human, environmental and social needs takes place in not for profit organisations and projects is not a substitute for paid work does not threaten the livelihood of paid workers.


http://www.youthmentoring.org.au/

4. Vision for Community Mentoring

This program is an initiative supported by State and Commonwealth Governments to increase student participation and engagement in learning and/or earning so students can successfully: transition into secondary school transition to the South Australian Certificate of Education (SACE) complete SACE or its equivalent transition to further training and/or employment.

4.1. Mission To support young people (10 – 15 year olds) remain connected with learning and living through a one‐to‐one relationship with a volunteer community mentor. 4.2. Intended outcomes for Community Mentoring The program aims to provide safe, effective mentoring that: re‐engages young people in learning and living increases community connection develops positive wellbeing by increasing resiliency and optimism, through effective relationships and setting positive goals for the future builds personal and career skills in response to individual needs.

4.3. Expected values for Volunteers Treat all people with dignity and respect Acknowledge the rights of all participants Ensure all behaviours and activities are non‐discriminatory Avoid any behaviour that could be considered as harassment or misconduct Respect the ethical, religious, moral, political and cultural beliefs of others, and refer to the Local

Community Mentor Coordinator if such issues emerge.

5. Mentor Qualities Mentors need to have a number of the following attributes: Being a good listener An encouraging, creative person with an outlook of creating opportunities for young people A desire to see young people develop and succeed Respect for young people Good communication skills A willingness to share personal experiences appropriately with a young person Be willing to work towards shared goals Being a positive role model Trustworthiness Committed to meeting regularly with the young person Respect for diversity and difference Patient and understanding

5.1. Mentor application, screening and support The following procedures must be completed before working with a student: A written application including interests and hobbies Provide 2 personal referees (only one can be a personal friend) Complete a National Criminal History Record Check Attend core training session/s and Complete Responding to Abuse and Neglect training (approx 2 hours).


Decisions to accept volunteers are based on a final assessment conducted by program staff at the completion of the above screening procedure.

5.2. Training Community mentors must attend a core training workshop prior to commencement of mentoring.

Through presentation and discussion, the workshop will address: the background and aims of the program how the program operates mentor qualifications role of the mentor the mentor in the school – some guidelines guidelines for working with young people cultural awareness mandatory notification

On‐going training will be provided to support the role of mentors working with young people. Possible topics include, Listening and Communication Skills; Issues Facing Young People Today.

5.3. Closure Closure is the ending of the formal match relationship and can occur for any number of reasons, including: the match duration has ended, one or both participants do not want to continue the match, changes in circumstances for one or both of the participants’ lives, or an individual no longer meets the requirements for program participation.

The match may end at the discretion of the mentor, young person, parent/guardian, school personnel and/or coordinator. At the discretion of the mentor coordinator an individual may be reassigned to another match based upon past performance as well as current goals and needs of the program.

Further contact will be at the mutual and informal agreement of the mentor, the mentee and parent/guardian. Following closure, the DECD Community Mentoring program is not responsible for monitoring or supporting the match.

The school contact support person will inform the parent/guardian in writing that the match has ended.

6. How DECD Community Mentoring works Volunteers come to the school during school hours. Volunteers mentor a young person at school for one hour, once a week usually at the same time. Volunteers normally work on a one‐on‐one basis with a young person selected by the teacher and

matched with the mentor. The young person has agreed to participate in the program. The parent/caregiver’s permission has been given for their child to participate. The young person comes out of the classroom and works with their mentor in a supervised area within

the school grounds e.g. the library or basketball courts. The school will supply appropriate resources e.g. books, pads, word games. A school based Meet ‘n Greet person will support volunteers with mentoring, including induction to the

site, suitable work areas, and necessary resources. The essential difference in e‐mentoring is in first point above; the mentor remains at home or work and

uses Centra software to talk with their young person. All sessions are recorded. Volunteers are supported by a Local Community Mentor Coordinator; e‐mentors receive specific

training in Centra with on‐line support available for their mentoring session.


6.1. Training and Support for Volunteers Mentors are supported to: work with young people understand the guidelines and issues involved in mentoring become more confident be prepared network with other mentors manage concerns

6.2. How are students selected for mentoring? students are referred by a teacher, school counsellor or principal parents/guardians may request that their child has mentor students might self‐refer initially.

6.3. Matching mentors and students The local community mentor coordinator works with school staff to match a young person with a mentor. Information provided in your mentor application and the young person’s referral will assist this process.

Individual matches take into account: the interests of both mentor and young person specific criteria relating to the young person’s needs e.g. social isolation, self esteem, gender and

cultural background.

6.4. What if the match doesn’t work out? Mentoring staff do their best to make compatible matches, yet this is not always successful.

Incompatibility is not a negative reflection on either party. When two people are brought together to form a new relationship, not all relationships turn out the way everyone would like. It may become necessary to cease the mentor match.

After consultation with all parties, the local community mentor coordinator will facilitate a process to close the relationship.


7. Operating Procedures for Mentors and Schools All procedures are compliant with the Act, Regulations and Administrative Instructions and Guidelines of DECD. The nature of a one‐to‐one mentoring relationships requires the following expectations to be met.

7.1. Confidentiality Contact with the young person outside of the school environment may not be in the best interests of either party. DECD does not encourage the mentor relationship beyond the school context.

We recommend mentors do not talk about the young person, or the young person’s family, outside of the mentoring program. This includes talking about teaching staff and the school.

Both mentors and students are strongly counselled not to exchange personal details, including:

phone numbers – landline or mobile social media contacts

addresses – home or email

When talking with family or friends about your role as mentor, share information about the value of the program, rather than discussion about an individual young person.

If parent/caregivers of the young person you mentor contact you, refer them to the school‐based liaison teacher or Meet ‘n Greet person or the local community mentor coordinator to follow up.

7.2. Anti‐Discrimination DECD is an equal opportunity employer.

All people will be treated according to their merits, without regard to their sex, age, physical impairment, social origin, political belief or activity, pregnancy, race, lawful sexual activity, marital status, parental status, religion or any factor not applicable to their position or training within the community mentoring program.

7.3. Sexual Harassment Sexual Harassment refers to any form of sexual attention that is unwelcome.

If you feel that any relationship within the mentoring program has been misused in this regard, contact the principal, school contact person or mentor coordinator immediately.

This program is committed to providing an environment that is safe for all. You will not be disadvantaged in your opportunities as a result of lodging a complaint.

8. School Responsibilities 8.1. Induction for Mentors

8.1.1. Occupational Health Safety and Welfare procedures

All volunteers must complete an induction checklist prior to the first mentoring session at your school. This is best done jointly with the school based mentor liaison or Meet ‘n Greet person.

In addition to general information, consideration will be given to specific safety requirements of particular area of the site volunteers will be utilising.

8.1.2. General Duty of Care to Students In order to understand their obligations to their young person, volunteers should be aware of the site behaviour management and harassment policies supervision requirements confidentiality protocols while on site and within the community


8.1.3. Supervision Principals are responsible for ensuring that volunteers are appropriately supervised and there is compliance with all relevant guidelines such as the Occupational Health Safety and Welfare requirements.

When working directly with a student under the age of 18 years of age, the mentor must be visible to a staff member. This does not mean mentors must be in a staff member’s line of sight at all times.

However, it does mean a staff member can quickly and easily view the mentor from within their work area. Examples of acceptable supervision include: a mentor working in a corridor/foyer area while the staff member teaches in an adjacent classroom, or a mentor using a section of the resource centre visible by other staff.

9. Mentors and Education

Developing a relationship with the student is the main focus of mentoring and mentoring does have a positive impact on school performance and can support the work of teachers.

It is likely that the young person will learn the importance of education through the guidance and input of their mentor. The following notes highlight possible avenues of your involvement.

9.1. Showing interest in school and learning A good way to know of student involvement in learning is to ask what is going on!

Questions could include: What are you learning in your classes / subjects / curriculum? What have you been learning about today/recently? Is there anything you didn’t understand in class today? When are your next assignments/projects due? What did you like learning about most today? What was something that was difficult/boring/frustrating today?

9.2. Attending school events You may want to attend school programs when invited, such as concerts, sporting events, plays, etc

9.3. Contact with your young person’s teacher Teachers are generally very supportive of the mentoring program and are happy to speak with you.

Please talk to the school Meet n Greet person to find out if your school prefers mentors to make contact with teachers directly or to communicate through the contact person.

10. Communicating with Young People

A lot of your first conversations with your young person may need to be initiated and guided by you.

At first many young people will not ask how your day was! Rather it will be up to you to share with them first and ask questions to spark up conversation.

Yes, you might start by doing the asking. However, your modelling will encourage a young person to ask you questions. You might also ask questions the young person may not want to answer and it’s okay for them to say they are not comfortable answering them.


10.1. Active communication Communicating by active listening requires: Listen carefully and encourage their own problem solving skills Acknowledge listening with responses or body language Listen for ideas and feelings, not just facts Maintain soft eye contact Ensure that you understand what is said or felt; seek more information if necessary Respond in your own way Encourage dialogue if you need more information Look for other clues such as tone of voice, facial expression, or gestures Keeping aware of your own emotions

Attentive listening begins by displaying open and inviting body language. As your young person talks to you, sit with an open, calm posture.

Enjoy your time together. Laugh, show genuine interest in what s/he is saying or doing.


11. DECD Community Mentoring information and contacts Comprehensive program information, including this document, is on the website. State: Website http://www.decd.sa.gov.au/mentoring

Liz Browne Program Manager, Student Mentoring and Youth Development P: 8226 7695 | M: 0407 621 515 E: [email protected] Zea Perrotta Project Assistant, Student Mentoring and Youth Development P: 8226 2479 F: 8226 3120 E: [email protected] Regional Contacts:

Region Cluster Position Lead School

Team Leader Michelle Hoile M: 0427 479 352 [email protected]

Inner North

Local Community Mentor Coordinator Tom O’Reilly M: 0434 070 394 [email protected]

Ingle Farm Primary School P: (08) 8262 4864

Elizabeth

Local Community Mentor Coordinator Courtney Trimboli M: 0457 767 144 [email protected]

Elizabeth Downs Primary School P: (08) 8255 2726

Outer North

Local Community Mentor Coordinator Ginette Darke M: 0427 170 619 [email protected]

Elizabeth South Primary School P: (08) 8255 2219

Windemere Local Community Mentor Coordinator TBA M:

Lake Windemere CPC‐7 School P: (08) 8258 0666

Woodville

Local Community Mentor Coordinator Michelle Hill M: 0457 765 237 [email protected]

Woodville Primary School P: (08) 8445 2744

Greater Northern Adelaide

Le Fevre

Local Community Mentor Coordinator Mark Millar M: 0427 485 998 [email protected]

North Haven Primary School P: (08) 8248 3011


http://www.decs.sa.gov.au/mentoring

mailto:[email protected]









Region Cluster Position Lead School

Team Leader Heidi Unferdorben M: 0427 479 498 [email protected]

Southern Adelaide

Local Community Mentor Coordinator Tammy McGowan M: 0427 402 803 [email protected]

Hackham West R‐7 School P: (08) 8382 0955

Inner South

Local Community Mentor Coordinator Heidi Unferdorben M: 0427 479 498 [email protected]

Ascot Park Primary School P: (08) 8276 3055

Murraylands

Local Community Mentor Coordinator Luke Wilson M: 0457 764 318 [email protected]

DECD Murray Bridge Regional Office P: (08) 8532 0733

Limestone Coast

Local Community Mentor Coordinator Heather Cormie M: 0427 484 904 [email protected]

Millicent High School P: (08) 8733 2400

Greater Southern

Limestone Coast

Local Community Mentor Coordinator Helen Groves M: 0427 485 963 [email protected]

Gordon Education Centre P: (08) 8723 1043

Team Leader Carol Toole M: 0427 480 198 [email protected]

Yorke

Local Community Mentor Coordinator Ian Craig M: 0457 763 587 [email protected]

Kadina Primary School P: (08) 8821 0480

Mid North

Local Community Mentor Coordinator Colleen Haseldine M: [email protected]

DECD Clair Regional Office P: (08) 8841 2000

Port Augusta

Local Community Mentor Coordinator Dale Clegg M:

Augusta Park Primary School P: (08) 8390 1216

Whyalla

Local Community Mentor Coordinator Michelle Richardson M:

Hincks Avenue Primary School P: (08) 8645 7266

Port Lincoln

Local Community Mentor Coordinator Garry Downey M:

Kirton Point Primary School P: (08) 8682 1544 N

orthern Country

Riverland

Local Community Mentor Coordinator Tracey‐Lee Jones M:










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