Mentor - Mentee & Wellbeing Focal - Edited.pptx

Guide our Youth

1. Education Vision: "An educated and enlightened society of Gross National Happiness, built and sustained on the unique Bhutanese values of Tha-Dam-Tshig Ley Gyu-Drey.” Mentor – Mentee Program & ToR for Wellbeing Focal Teachers Career Education and Counselling Division Department of Education Programmes Ministry of Education and Skills Development

2. Objectives To create an enabling environment that provides the mentees with a platform to nourish their innate potentials To build healing relationships and foster positive communication To develop life skills to help mentees navigate their way through the challenges and adverse experiences of childhood To contribute to academic excellence and build a sense of agency  To develop mentees into physically, cerebrally, socially, emotionally and spiritually individuals.

3. Definitions Mentoring is an act or process of helping and guiding another person so that they can realize their full potential, enhance their abilities and thrive towards self-actualization .   A Mentor is an adult who guides and supports the mentee in their learning journey. They may provide instruction, inspiration, emotional support and role modelling to a mentee while sharing knowledge about their career and academic path .   A Mentee is a person who does not have much experience in a particular area, seeks guidance from another person, and can also engage in self-mentoring.

4. Structure of the Mentor-Mentee Group Initiated for all students in the school. Divide in groups – staff and students Ideally 8-12 mentees   For more than 20 mentees involve a non-teaching staff to assist the teacher.  The mentees shall be allocated to the mentors randomly, maintaining an equal composition in terms of grade, gender and numbers. A student co-mentor shall be nominated based on the ability to assist the Mentor. A student shall remain in the same mentor-mentee group till he/she graduates or exits from the school

5. Structure of Mentoring Sessions The mentoring sessions shall happen in groups as well as individually.   Group Mentoring - Meet during the scheduled mentor-mentee groups in the school setting . Individual mentoring - the mentor meets the mentees individually, in a one-to-one setting The group mentoring session shall take place once a week and the time shall be formally structured in the school’s regular timetable. However, depending on the requirements of the mentees, it can be convened more than once a week.    The mentors will be grouped into cohorts to shelter the mentees in the absence of the mentors. Each cohort shall consist of 4-5 mentors. The mentors on leave shall inform their respective cohort of their absence beforehand and provide the details of the mentees so that mentees are distributed equally amongst the rest of the mentors.  

6. Structure of Mentoring Sessions No structured time shall be allotted for the individual mentoring sessions. It can happen as and when required depending on the need of the individual mentees. E-Mentoring shall also be employed as and when needed and appropriate. E-Mentoring is an online and technology based mentoring session and it aids in overcoming the barriers of location and time.  The mentor may refer their mentee(s) to the School Counselor if the issue is beyond the capacity of the mentor. Conduct group mentoring sessions with the parents of the mentees twice a year ideally, following a School Situational Analysis. Conduct one-to-one sessions with the parents of the mentees as and when deemed necessary for providing additional guidance and support to the mentees.

7. Stages of the Mentoring Programme Beginning – Developing rapport and building trust Intermediate– Working towards Goals (Grooming ) Adjourning – Reflecting and Ending

8. Roles and Responsibilities of the Mentor Create a trusting and enabling environment Facilitate the development of the in-house rules of conduct and etiquette Nominate and appoint a student co-mentor for each mentor-mentee session Collect the back stories of the mentees Provide the required support and guidance Guide the mentees to set goals and work towards achieving their goals Maintain updated records of the mentoring sessions/activities (template attached)

9. Roles and Responsibilities of the Mentor Maintain proper attendance record of the mentoring sessions (template attached ) Create a platform within the mentor-mentee group to resolve issues Liaise between the mentees and parents/school administration/class teachers and other relevant personnel or agencies for the holistic development of the mentees Conduct sessions with the parents of the mentees twice a year Share/present reflections & best practices on the mentoring at the end of the year Role Modelling Serve as the pivot of the mentoring programme

10. Roles and Responsibilities of Co-mentor Assist the Mentor in the overall planning of activities within the group Assist the Mentor in the effective implementation of the mentoring activities planned for the year Collaborate closely with the mentor in the effective and successful functioning of the mentoring group Lead the mentoring activities of the group in the absence of the Mentor. 

11. Roles and Responsibilities of Mentee Draw a clear profile of themselves referring to their back stories Set clear goals and priorities for the year with the guidance of their mentors Write short reflections after every session   Participate and cooperate wholeheartedly in all mentoring activities of the group    Follow the in-house rules and etiquette of the group at all times Respect each other in the group and keep sensitive matters confidential. Provide positive support to each other in the mentor-mentee group. Communicate honestly and openly  Be willing to listen and take on board constructive feedback and advice

12. Code of Conduct for Mentoring Confidentiality Professional boundary Non-judgmental Follow referral protocol Positive discipline

13. Mentee Profile

14. Attendance Record

15. Record of Mentoring Sessions

16. Journaling for Mentoring Sessions

17. Wellbeing Focal Teachers

18. Purpose for Appointment of Wellbeing Focals Facilitate the provision of primary prevention, resilience building programmes and early identification and safe referral in schools without SGCs Interim measure in schools without SGCs Assist the SGCs in the schools

19. Nomination of Wellbeing Focal (WF) In schools without SGCs, two Wellbeing Focal teachers preferably a male and a female In schools with one SGC, one Wellbeing Focal teacher preferably a female if the SGC is a male and vice versa In schools with two SGCs , one Wellbeing Focal teacher Services and programmes for ECRs to be provided by WF of Parent schools in consultation with the Focal SGC Criteria: The Wellbeing focal Teacher should have basic helping skills Must be open-minded, approachable, committed and passionate about the wellbeing and safety of the children

20. Role of the School Management Provide required support to the WF to promote the wellbeing, safety and protection of the children. Appoint a new WF(s ) immediately in case the existing exits from the school & inform CECD on the new appointment for necessary Professional Development and documentation. Ensure proper handing taking of wellbeing related documents if ever, the wellbeing focal exits from the school. Facilitate two teaching periods lesser in a week to enable WF to carry out their roles and responsibilities effectively. Lessen other responsibilities assigned to the WFs . Ensure that the WF serve for a minimum period of three years.

21. Roles & Responsibilities of the Wellbeing Focal Teachers In schools without SGCs: Carry out programmes and develop student wellbeing action plan based on the needs of the students and the school. Provide primary prevention and resilience building programmes to all the students. Facilitate Professional Development programmes to the staff on relevant areas to promote the general wellbeing of the school. Spearhead School Based Parenting Education and Awareness (SPEA) programmes. Spearhead Peer Helpers Programme in School Support School Mentoring Programme Collaborate with parents, relevant agencies, organizations and individuals in the community

22. Roles & Responsibilities of the Wellbeing Focal Teachers Lead and provide Psychological First Aid in times of crisis Provide timely referral of students through an established referral protocol Liaise with nearby SGCs to support the wellbeing of students Maintain confidentiality Review the effectiveness of the school wellbeing programmes Submit Bi-annual Report to the Dzongkhag / Thromde Focal SGC and CECD via online reporting format. In Schools with SGCs: Assist the SGCs in carrying out wellbeing activities. Submit Bi-annual Report to the Dzongkhag / Thromde Focal SGC and CECD, together with the SGCs.

23. Skills required for Wellbeing Focal Basic Helping skills Student Resilient Development Programme ( SRDP) Psychological First Aid ( PFA) Early Identification and Safe Referral ( EISR) Orientation on Situational Analysis Questionnaire Orientation on Peer Helpers’ Programme SPEA (Parenting Programme ) Review The Terms of Reference shall be reviewed as and when required.

24. THANK YOU