Moore Public Schools Mentor Survey

1. Spring 2011 Mentor Survey Results
The information here is data collected from the survey
MPS administered in Spring 2011 to teachers serving
as “informal mentors” at our secondary sites. The
survey was distributed through the Dropout
Committee Representative for each school. Its
purpose was to determine
1) how mentors perceived their role/impact this year as
“informal mentors,” and
2) what training and/or support is needed to help the
“informal mentoring” program be more efficient and
effective.

2. Your Comments Are Invited
Please take a few minutes to review the data charts
shared here. For each chart, you can comment with
your insights or questions. The final slide allows for
an overall discussion of how we can better define the
role/task of “informal mentors” and what training we
need to provide for them during the next school year.
Thanks.
Call or email me if you have questions.
Jeni

3. 10
15
20
30
35
40
25
0
5
Excessive
35
Absences/Tardies
Course Failure-
Previous Semester 39
Course Failure-
31
Current Semester
Poor Standardized 11
Test Performance
Severe Behavior
10
(Office Referrals)
Teacher
7
Request/Referral
identified as "at risk."
Parent
Risk Indicators
4
Request/Referral
Student
3
Request/Referral
I Don't Know
2
Please check the indicators by which your mentored students were

4. Mentor Identification
How did you become a mentor?
23
25
20
11
15
10
2
5
0
My administrator I identified a student(s) The student(s)
asked me to work with and began to work requested assistance
a specific student. with him/her on my with school-related
own. challenges.

5. Duties of Mentor:
How would you describe your most important duty in
your mentor role?
19
20
18
16 13
14
12
10
8 5
6
4 1
2
0
My primary My primary My primary My primary
task was to task was to get task was to task was to
encourage my my mentored help my advocate on
mentored student(s) the mentored behalf of my
student(s) to resources they student(s) build mentored
stay in school. need. the skills they student(s).
need.

6. Mentor Preparation/Comfort
How prepared and/or comfortable were you in addressing
these risk factors with your mentored student(s):
Social Skills 1 12 29 4
1-Not Prepared/
Career Awareness 3 14 25 4 Comfortable At
All
Goal-Setting 1 11 32 2 2-Somewhat
Prepared/
Engagement 1 10 33 2 Comfortable
3-Extrememly
Academic Skills 0 9 35 2 Prepared/
Comfortable
Tardiness 0 8 36 2 Not Applicable
Attendance 0 9 35 2
0 5 10 15 20 25 30 35 40 45 50

7. Time Spent with Mentee
Outside your job-required interactions (class time, etc), how much
time did you spend with your mentored student(s) each week?
14
12 12
12
10
8 7
6
4 4
4
2
0
significantly less less than one around one hour more than one significantly
than one hour hour hour more than one
hour

8. Mentor Open Response/Overall Comments
Mentor Open Response/Comments
My student passed all of his classes
I am unsure of the role of a mentor vs. that of a teacher. I talked to my student in class,
but had very little other interaction. I tried to make some kind of contact in hallways
when I saw her. She did not finish the year.
I had good cooperation from my student's other classroom teachers. His organization
skills were next to none. Other teachers allowed him to turn in assignments late that
we would work on after school. Often, we used our time to complete assignments but
mostly we just talked.
I think anything extra we can do for this segment of our student body is helpful. The
more people they have making individual contact the better, if nothing else they will
know we care.

9. Mentor Open Response/Overall Comments
I wish I had been able to help this student more than I feel I did. He was absent much of
the time, and I don't feel that I had an impact on his attendance (which is one of the
greatest factors in his academic issues). Upon reflection, I will become more involved
with the student's teachers in the future and keep myself aware of his progress with
weekly emails. I would like to set up a weekly or bi-monthly meeting with the student
to go over his grades/assignments that are missing.
I would love to do this again, however, I would want to have my student from the very
beginning of the year and work with them for the entire year. I would also love to see
some way to schedule even a short time per week when we could meet that wouldn't
take away from class time for the student.
It's a great program/idea. My effectiveness, or lack of it, was only because of me. I have
too many other irons in the fire. My student passed and graduated but it had very little
to do with me. Teachers just need to be aware that if they have lots of other
responsibilities, great consideration needs to be given to extra time given to mentoring.

10. Mentor Open Response/Overall Comments
My student ended up dropping out... I'm glad that an at-risk program is in the works...it
shows out district cares. I did lose a student due to being bullied. I do feel we need
some kind of bully program in the high schools.
My student was bright, very capable, but a self-confessed slacker, except where math
was concerned. He had a great deal of trouble with that subject and needed to be
reassigned to an alternative math course in order to earn his last math credit. Other
than that, my primary role was to help him understand that his lax approach to school
was becoming self-destructive. Once he realized that he became more engaged.
My student was very polite, courteous ans [sic] mannerly with me but I felt like I was
just getting lip service.
Some kind of training in this particular field of mentoring would be beneficial.

11. Mentor Open Response/Overall Comments
The difficulty I faced in working with my at risk student was simply logistical. I don't have
the student in class and my teaching schedule and the student's class schedule keep us
buildings apart. Just keeping in contact daily was a challenge. I feel that if each teacher
was able to choose an at risk student that they already have in class(best case), or at
least a student they already know (worst case), the outcome would be much more
beneficial. It's easier to get time with that student, check in with them daily, and really
understand the needs they have and challenges they face.
Unfortunately, my student was removed from school in March due to poor choices on
her part. She has remained motivated to get her GED and professional training as a
beautician.
We desperately need required training for ALL teachers about how to work with at-risk
students; this needs to be a professional development requirement in my opinion.

12. Mentor Open Response/Overall Comments
We have not started the program at Brink so it would be difficult to answer the
questions but I have dealt with them failing and trying to get to do their work and get a
passing grade and maintain it; talk with parents have meetings with student and if at all
possible all the teachers.
we haven't actually started the program yet.
We probably could use training on how to identify those students who are at risk so that
we can mentor them.
I think this a great program. I would like more training. We not only have graduation
issues but we have social and family issues that effect the students progress.
It would be nice to have some time allotted to spend with the student, perhaps on TAA
day.

13. Spring 2011 Mentor Survey Results
Please share any ideas, insights, or
comments you have regarding the overall
survey data:
1) How can we better clarify the role/task of
“informal mentors” next year?
2) What training and/or support is needed to
help “informal mentors” be more efficient and
effective?