GED Online by cometjunkie45

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            Distance Learning Policies and Procedures

             Missouri Department of Elementary and Secondary Education

                              Adult Education and Literacy

GED OnlineClass
State Support Staff

                                  Ron Jewell
                             DESE AEL Director

                               Theresa Noellsch
                      DESE Distance Learning Supervisor

                                Mary Grott
                         GED OnlineClass Facilitator
                          Rockwood School District
                                                           Table of Contents

Distance Learning Mission ............................................................................................................. 1

GED OnlineClass: ........................................................................................................................... 3

Flexible Learning Environment for Students .................................................................................. 4
   Reporting Students ................................................................................................................................... 4
   Funding ..................................................................................................................................................... 4

Job Descriptions .............................................................................................................................. 5
   GED OnlineClass Instructor ..................................................................................................................... 5
   GED OnlineClass Systems Administrator ................................................................................................ 7

Local AEL Teacher and Director Role in GED OnlineClass ......................................................... 9

GED OnlineClass Skills Sheet Regional Breakdown ................................................................... 11

GED OnlineClass Skills Sheet ...................................................................................................... 13

GED OnlineClass Teacher Mentor Program Guidelines: ............................................................. 14

The Effective Mentoring Relationship.......................................................................................... 15

Mentoring Groups Fiscal Year 2008-2009 ................................................................................... 20

Glossary of Terms for GED OnlineClass ..................................................................................... 21

Missouri Adult Education and Literacy
Distance Learning Mission
In order to meet the demands of tomorrow‟s jobs, workers, employers and employment trainers
must continue learning in order to keep up with the job-related expectations and advancements,
and to continue growing personally, professionally, and economically. To accomplish this
learning and growth in spite of busy schedules, adult learners are seeking an alternative that will
accommodate their daily routines.

Missouri Adult Education and Literacy (AEL) provides distance learning classes outside the
formal classroom. These courses combine independent study with guided instructions.
Technology and instructors work together to provide a delivery system that meets high academic
standards while ensuring flexibility, so each student‟s individual needs may be met.

The distance learning staff is committed to offering technologically-mediated teaching and
learning opportunities to both faculty and students. New learning technologies are allowing
instructional environments in which learners are removed in time, place, and pace from the
source of instruction. Distance learning provides support for both students and educators so that
they may fully participate in new and exciting ways of teaching and learning.

Distance learning prepares AEL students for a world in which information and economic
environments are globalized. Through technologically-enhanced teaching and learning
opportunities, Missouri AEL reaches out to communities of learners by creating an inclusive and
goal oriented environment for students.

Distance Learning Goals:
   1. To provide an alternative or additional method for AEL students to study and prepare for
      the GED Tests, improve basic skills, and/or study English as a second language (ESL).
   2. To provide students with learning opportunities when students must “stop out” of the
      classroom due to unforeseen circumstances.
   3. To help each eligible AEL student access the educational services needed for that student
      to meet their stated goal(s).
          a. Distance learning should enable students to achieve their educational goals by
             delivering academically sound courses and educational support services that are
             flexible, responsive, and innovative.
          b. Distance learning courses should provide the same academic standards, criteria,
             quality, and content as traditional on-site programs.
          c. The distance learning program should augment, not replace, on-site classes.
          d. Distance learning programs are part of efforts to expand the walls of the
             classroom, making adult education more accessible.
          e. As an integral part of the Missouri AEL instructional framework, the distance
             learning program provides resources for learning regardless of time and place.
   4. To meet the needs of all online learners through active management of goal setting, pre
      and post-testing data and by offering personalized student/teacher interactions.
   5. To create, or provide support for new distance learning courses and programs and
      redesign or enhance existing ones.
   6. To provide technical support for design and development of teaching materials that
       integrate instructional media, computer technology and developing technologies.
   7. To provide student and faculty support to assist programs in reaching and retaining
       distance learners.
   8. To investigate, evaluate, acquire, and promote emerging technologies and resources to
       support the enhancement of the teaching and delivery of distance learning courses.
   9. To promote excellence and innovation in teaching and learning through specialized
       training and consulting, and through the dissemination of information about distance
       learning and its technologies.
   10. To assist departments, faculty and staff in their efforts to improve teaching effectiveness.
   11. To provide a free internet-based study program which will be accessible 24 hours a day, 7
       days a week to all adult learners in the state of Missouri who have access to the internet.

In order to achieve effectiveness and provide excellent customer service, we must take the
following steps:
    1. Continuous and ongoing teacher training in the following areas
            a. Distance teaching best practices and procedures
            b. Ongoing technical training
            c. Ongoing mentor/mentee training and development for online teachers
    2. Maintain and increase individual student contact through email, Blackboard, discussion
        board, phone calls and mailings.
    3. Offer a variety of learning opportunities through research of new internet-based learning
        systems, as well as video, video on demand, cable, mailing, etc.
    4. Maintain and decrease the time it takes to respond to an online learner request for
    5. Be active managers of each online classroom, for each teacher to take ownership of
        content, postings and data for their online classroom.
    6. To take every opportunity to celebrate our students‟ successes and to create a learning
        opportunity out of every student‟s struggles and failures.
    7. To enroll students into the online program in the most expedient and efficient method
    8. Maintain the human and technical resources and network infrastructure necessary to
        reliably support and deliver distance learning.
    9. Conduct continuous evaluation of distance learning and support services.
    10. Post-test students regularly, at least every 90 days.
    11. Orient the students to ensure the best fit for the student. Orientation also prepares the
        students for the distance learning environment.

Missouri Adult Education and Literacy
Distance Education Policy

The State of Missouri Adult Education and Literacy Program supports distance education as allowable
learning activity that allows adult students who are separated by geography, time or both to participate in
adult education instruction. In Missouri distance education instruction will be delivered through the AEL
funded GED OnlineClass.

Missouri‟s GED OnlineClass offers instruction through the use of three primary instructional curricula –
SkillsTutor, Tutor Systems and an academic/basic skills curriculum developed specifically for Missouri‟s
GED OnlineClass. Missouri‟s GED OnlineClass uses Blackboard as the platform for instructional

In order to include distance education activity in the required federal reports (National Reporting System
(NRS)), the Missouri AEL program:

           Defines a distance education student as:
                     o a student that has at least 51% of the total number of contact hours generated
                         through the student‟s participation in GED OnlineClass, and
                     o must have at least 12 hours of contact with an AEL program. These hours can be
                         a mix of actual class time and/or distance education.
           Utilizes the Teacher Learner Model to assign proxy hours for the Missouri developed
            academic/basic skills curriculum. A fixed number of hours have been identified for each
            assignment based on teacher determination.
           Utilizes the Clock Time Model for the SkillsTutor and Tutor Systems programs. These
            software programs track time.
           Requires all pre and post-tests be conducted through face-to-face interaction with a trained
            test administrator and in accordance with the state‟s assessment policy.
           Requires all students participating in GED OnlineClass must be post-tested at least every 90
            days. Online students that are not post-tested by the 90th day will be prohibited (locked-out)
            from accessing GED OnlineClass, until such time that they are post-tested.

GED OnlineClass:
Flexible Learning Environment for Students

With the GED OnlineClass, local AEL programs can establish a flexible learning environment
for their students using both on-site and online learning. Site-based teachers are encouraged to
communicate with the online teachers about students and convey any wishes for the student to be
placed in particular software as a part of the discussions with the online teacher when a student
enrolls in GED OnlineClass.

Reporting Students Attending a Program Site and Working in GED OnlineClass

   1. Reporting student participation on GED OnlineClass requires the program to count time a
      student “physically” spends in their program onsite (e.g. enrollment, testing, instruction,
      etc) using appropriate class codes.

   2. Quarterly, programs also receive documentation from GED OnlineClass about how much
      time the student spends online using GED OnlineClass instruction. These online hours
      count toward a student‟s eligibility for performance funding.

   3. These two methods allow for accurate tracking of both onsite time spent in a program and
      GED OnlineClass time.


              The combination of on-site hours and online hours to equal/exceed 12 hours will
              allow the student to be considered eligible for performance funding. The
              combined hours should be entered into ACES by class code for tracking of online
              hours as well as on-site hours. The total hours simply show student use, and are
              not a factor in contact hour funding calculations.

Job Descriptions
GED OnlineClass Instructor
   1. Must be AEL certified.
   2. Must have computer and internet skills.
   3. Must have ready access to the internet.

Recruitment Responsibilities:
   1. Develop student base through recruitment with local AEL programs and other
      appropriate sources.
   2. Initiate and maintain contact with prospective students via email and/or phone.
   3. Assist prospective students through enrollment, location of pre-testing site, and the
      TABE testing process, as necessary.
   4. Maintain minimum levels of student enrollment and online class participation hours.

Education Responsibilities:
  1. Maintain knowledge of all GED OnlineClass, SkillsTutor, and TutorSystems curricula.
  2. Create individualized study plans for students based on Skills Sheets or other information
      provided by AEL teachers with the goal of success on the GED test.
  3. Assign lessons to students in increments matching their abilities and needs.
  4. Teach all areas of GED curricula, as needed.
  5. Evaluate student work, answer questions.
  6. Monitor student progress on a regular basis.
  7. Refer student back to local AEL class for post-testing.
  8. Assist students throughout the GED Test application process.

Communication Responsibilities:
  1. Initiate and maintain contact with students, both current and prospective, addressing
     issues and resolving problems.
  2. Respond on a timely basis to all student communications (24 hours maximum) 5 days a
     week minimum, Monday – Friday.
  3. Monitor student behavior in the online setting, communicating guidelines for class
     requirements, expected behavior and addressing problems as needed, communicate your
     availability to your students.
  4. Work effectively with AEL programs/ teachers on issues of student recruitment,
     retention, testing, evaluations (skills sheets), pre-and post-testing, and ACES reporting.
  5. Coordinate with GED OnlineClass staff, responding within 24 hours to emails and other
     communications or requests for information (Monday – Friday).

Administrative Duties:
  1. Submit skills sheet to administrators for assignment of student user name and password.
  2. Maintain records of student assignments, quiz results and progress.
  3. Update online student records with ALL student information, contacts, assignments,
     testing results, and online hours on a timely basis.
  4. Update class announcements within Blackboard on a weekly basis.
   5. Enroll or request enrollment of students in SkillsTutor or Tutorsystems learning

Other Responsibilities:
   1. Attend training as required.
   2. Undergo performance evaluation by local AEL director.
   3. Make recommendations for program improvements.
   4. Make recommendations for curriculum enhancements.

Requirements for Renewing the GED OnlineClass Funding
   1. Goal: 30 active students/wk = 10 hours of work time
   2. *Minimum: 10 active students/wk
   3. *Minimum: 120 learning hours/qtr = 10-12 active students/wk @ 10 learning hours

*Any class with less than the amount of students/learning hours at above stated minimums will
be reviewed before funding will be allocated for the following fiscal year.

GED OnlineClass Instructor Procedures
GED OnlineClass instructors are expected to maintain an ongoing dialogue with their students
and with the site-based instructors who may also work with the same student. Additionally,
instructors should maintain contact with the GED OnlineClass staff, mentors, and other members
of the mentor groups. Duties that an online instructor should perform are listed by frequency

   1.   Process new students.
   2.   Check and return emails on a daily basis.
   3.   Make student assignments.
   4.   Update the maintenance database with all student activity.
   5.   Send TABE information to GED OnlineClass staff for enrollment processing.
   6.   Respond to GED OnlineClass staff requests.

  1. Post new announcements to Blackboard classrooms.
  2. Initiate contact with inactive students (can include email, phone, onsite and online).
  3. Update database with Skills Tutor and TutorSystems data.
  4. Update database with all student contact and activity.

  1. Warn inactive students that they may be dropped from class.
  2. Update maintenance database – All data must be entered by the 3rd of each month.
  3. Send students who have been inactive for 60 days an email reminding them they will be
     locked out of class. If the student wishes to return to the online class, they must return to
     the AEL classroom and take a post-test. If a student has been inactive for 90 days, the
     instructor must archive the student.
  4. Complete the Archive Form from the Teacher Workroom, to archive inactive students
     from the Blackboard classroom and ACES.
Ongoing Expectations
  1. Recruit students on a regular basis. Re-contact students who have filled out an online
      enrollment form, but have never tested. Develop a relationship with the on-site teacher.
      Encourage them to have student enroll online.
  2. Send extra study material to students. Explore websites that may have extra practice for
      students. Use other resources that are available to you.
  3. Encourage students with email, e-cards and phone calls. Let them know you are
      interested in their progress and success.
  4. Make sure students are post-testing. After a student has made progress or worked at least
      12 hours, encourage students to post-test. After 90 days without a post-test, the student
      must be archived until they take a post-test.

GED OnlineClass Systems Administrator
Student Enrollment
   1. Review all enrollments submitted via the website.
   2. Forward HTML file to correct classroom teacher.
   3. Send HTML file of students who have filled out an enrollment form but have not taken
      TABE tests to appropriate online instructors.
   4. Collect and process Skills Sheets.
   5. Set student up with username and password for appropriate classroom and email it to
   6. Enter student in database, proper classroom, and email instructor to let them know
      student has been enrolled and attach Skills Sheet when necessary.

Tech Support
   1. Answer tech questions from both students and staff.
   2. Enroll students in SkillsTutor and Tutorsystems at request of online teacher.
   3. Fix worksheets when there is an incorrect answer.
   4. Change quizzes when an answer is wrong or if somebody finds a misspelling.
   5. Look for dead internet links and make changes as necessary.
   6. Email Blackboard Support if classroom “crashes” or something doesn‟t work correctly.
   7. Call tech support when website is down.
   8. Add/change website as program changes.
   9. Renew domain registration and VeriSign.
   10. Act as liaison – Blackboard, TutorSystems, River City Net, Skills Tutor, DESE, Project

GED OnlineClass Teacher Trainings
  1. Train new online teachers.
  2. Plan, coordinate and develop content for ongoing trainings for new and experienced
     online teachers.

State AEL office projects
   1. Collect data
   2. Quarterly reporting
   3. Other projects required by DESE
Data Collection (work with Data Collection Coordinator)
   1. Create spreadsheets for online seat time and teacher time.
   2. Email instructions to teachers.
   3. Prepare and submit quarterly report to State AEL office.
   4. Distribute quarterly update of student hours per teacher to AEL directors.

Additional Responsibilities
  1. Help with budget, curriculum development, conference presentations.
  2. Coordinate with the local directors/literacy coordinators/teachers on questions/processes
       about GED OnlineClass and ACES impact and process.
  3. Develop, maintain and monitor mentoring program for online teachers.
  4. Provide existing data requested by Project IDEAL.

Local AEL Teacher and Director Role in GED OnlineClass
The success of a student‟s transition from an on-site class to the online class is tied directly to the
local AEL program. All online students must start in the on-site classroom for TABE testing.
Whether the student is referred to the class from an online enrollment or the student is originally
an on-site student, the local AEL teacher/director is key to the success of the online student.

Role of AEL Classroom Teacher
Listed below are the steps involved for an on-site teacher to process a new online student‟s
    1. Student expresses interest in becoming an online student.
    2. Student must complete the TABE tests.
    3. On-site teacher fills out a Skills Sheet.
    4. On-site teacher sends Skills Sheet to the online teacher dedicated to the AEL program.
    5. Online teacher submits student for enrollment.
    6. Student must fill out an online enrollment form, which includes an online readiness
    7. Student is emailed a username and password to begin studying online.

We encourage the on-site teacher and the online teacher to have frequent communication
concerning the online student‟s progress, etc. This is especially important if the student is both
attending an on-site class and working online. Please see the list on page 10 for a listing of
which online teachers are dedicated to your AEL program.

Role of AEL Director
Local AEL directors play a vital role in GED OnlineClass, whether or not they have a distance
learning allocation. Please see listed guidelines below for all AEL programs.

All AEL program directors:
    1. Directors should design efficient methods of communication among the on-site teachers,
       students wishing to become online students, and distance learning teachers. All faculty
       and staff should be aware of the procedures to ensure that students are provided
       orientation and testing, and that the testing data is submitted within 24 hours to the
       distance learning teacher.
    2. Students and teachers within a local AEL program should know the designated online
       teacher and on-site personnel should have the online teacher‟s contact information readily
    3. Students, especially those who have difficulty with schedules or transportation, should be
       encouraged to enroll in GED OnlineClass. Students do not need to be in the local
       classroom for 12 hours before enrolling online.
    4. Although it is recommended students be at an 8th grade reading level to work online,
       GED OnlineClass does have curriculum for readers at the 3rd grade level. Students do not
       have to test at a certain level to work online. However, students must have some
       computer knowledge and have an email account. Students should also be self-motivated
       in order to succeed.
5. All hours generated by students will be credited to the local AEL program. Learning
   hours a student generates will be added together with orientation and testing hours to
   qualify the student as a 12-hour student, and thus make the student eligible for
   performance funding.
6. Included in this document are copies of Skills Sheets, teacher listings, and other materials
   that will be useful for your teachers and students who need information about the GED

AEL programs directors with distance learning teacher allocation:
Follow the specific guidelines for the allocation within the grant.
1. Online teachers will work under your direction and under the guidance of their mentor
    and the GED OnlineClass facilitator.
2. Online teachers have guidelines for the minimum amount of students/learning hours
    required in order to re-qualify for the online allocation. Minimums have been set at 10
    active students generating 120 learning hours per quarter.
3. If an online teacher falls below that minimum on a consistent basis the grant may not be
    renewed the following Fiscal year.
4. Students and teachers within your local AEL program should meet and know your online
    teacher and should have their contact information readily available.
5. Local directors should ensure that teachers are enforcing the 90 day post-test or lock-out
6. Online teachers should attend GED OnlineClass professional development workshops.
    These will keep teachers updated on new technology used with distance learning.
    Directors must use a portion of their GED OnlineClass allocation for this professional

GED OnlineClass Skills Sheet Regional Breakdown
Please send your students‟ Skills Sheets to the GED OnlineClass Teachers listed below:

Blue Springs: Eva Maxwell –

Bonne Terre: Melissa Hopkins -

Camdenton: Fern Doublin -

Columbia: Marla Grothoff –

Houston: Jennifer Swanson -

Jefferson City: Phyllis Arthur –

Hillsboro/ Jefferson College: Tania Langrehr - and Jill
    Warren -

Joplin: Debra Calderon –

Kansas City: Susan Kysela -

Kirksville and Hannibal: Lois Powell -

Kirkwood: Barb Dryer -

Macon, Moberly and Trenton: Terri Laughlin -

Neosho and Carthage: Jerri Hudson -

Nevada: Larry Nottingham -

North Kansas City, Della Lamb, and Independence: Mary Beth Hewitt - and Megan Nobert -

Parkway: Julie McKysmick -

Ritenour: Chris Burgess –

Rockwood/Eureka, Cape Girardeau, Poplar Bluff, Susanna Wesley, and U-City: Diane Velker – (A-L) and Linda Techner (M-Z)

Rolla: Cynthia Marler -

Sedalia: Deb Isabell -

Springfield: Mary Ann Hawk - and Jane Jeffries -

St. Charles and Vandalia: Tina Liston

St. Joseph and Maryville: Donna Whitaker -

St. Louis and Hi-Tech: Etta Key -, Harva Kennedy – and Henry Loving –

Union: Carol Holt -

Waynesville and Lebanon: Adele Nickels -

West Plains: Gary Plowick -

GED OnlineClass Skills Sheet
Student instructions: Print this form and take it to the onsite classroom where you are taking your
TABE tests. If you are not able to print it, please contact your instructor, who will mail you a
hard copy.

Teacher instructions: This student is enrolling in the GED OnlineClass and needs to take the
assessment test at an on-site class in order to make the score valid. Since the student is taking the
test in your program, they will be considered a dually enrolled student and your program may be
eligible for funding based on their progress.

Please fill out the information at the top of this form, and then put a checkmark in front of the
subjects the student needs to work on. When complete, please mail or fax this form to the GED
OnlineClass instructor.
     Student Name                                  Student Email

                              Program Location:              Program Code:         Program Phone:
     Date Taken:

     Instructor Name:         TABE Form and Level:           CASAS                 Comments:
                              Raw Scores
                                                             Raw Score:

          READING                    MATH                     LANGUAGE                   SCIENCE
          Interpreting What
                                     Whole Numbers            Punctuation                Biology
          You Read
          Interpreting Info
                                     Fractions                Capitalization             Chemistry
          From Graphs
          Poetry                     Decimals                 Pronouns                   Earth
                                     Estimating and
                                     Ratios and                                          SOCIAL
          WRITING                                             Verbs
                                     Proportions                                         STUDIES
          GED Essay                  Percents                 Sentence Structure         U.S. History
                                                              Writing Clear
          Writing an Essay           Integers                                            Geography
                                                              Paragraph                  Political
                                                              Organization               Cartoons
                                     Special Topics

Email us at to find your instructor's contact information.

GED OnlineClass Teacher Mentor Program Guidelines:
Each new teacher will be placed into a “mentoring group.”

Mentors will instruct new teachers on a variety of subjects, including, but not limited to:
  1. Curriculum
  2. Best Online Teaching Practices
  3. Policies and Procedures
  4. Technical Support
  5. Student Contact
  6. Managing Data

Mentoring Groups are constructed by geographical locations. New and existing teachers will
have the same mentor throughout their career with GED OnlineClass.

Groups will use a variety of vehicles to communicate, including but not limited to:
   1. Phone
   2. Email
   3. Discussion Board
   4. Face-to-Face Meetings

The Effective Mentoring Relationship
For mentors and mentees
It is how the mentee experiences the mentoring relationship that determines its success; if all
their expected outcomes are achieved the relationship is effective.

This section explains the ways mentors and mentees can get the most out of the relationship.

What mentors need to do to build an effective relationship
The best place to start is to understand what your mentee wants.

They‟ll want you to show empathy. It is unlikely all your experiences will match their ambitions;
but unless you can understand their point of view you‟re unlikely to have a good working

Challenge your mentee constructively. They might benefit from being stretched by setting their
ambitions higher or addressing „uncomfortable‟ issues. The mentee might not appreciate it at the
time, but you might be thanked for it in the future!

Look to provide advice instead of „the answer‟. Mentees often need guidance rather than a
prescriptive solution. Sometimes a few practical pointers can produce dramatic improvements.

They will want to know how the organization works. Your greater knowledge and experience of
people within the organization could prove invaluable.

Help in building networks can be important. Your ability to make introductions or to
identify/contact the right person could help steer your mentee on their GED OnlineClass career

Should your mentee need to make a difficult decision, or rehearse a difficult conversation, you
could be a useful sounding board to help them think it through.

Help them prioritize their ambitions and actions. Lack of direction sometimes results from being
confused about the way forward.

Sometimes mentors help just by being there and listening when the mentee needs someone to
talk to who is not directly involved in an issue. Never underestimate the importance of the feel-
good factor. Think about each session so you begin to know instinctively when to talk, when to
listen and when to encourage silence for reflection.

Overall the effective relationship empowers the individual to be confident in his or her own
abilities. This is achieved by nurturing your mentee and creating self-awareness.

What mentees need to do
You‟re only likely to get out of the relationship what you‟re prepared to put in. Taking
ownership may seem scary but it might energize you into getting the most from your sessions.
From the outset give your mentor the respect and recognition they deserve; their time and energy
is as precious as yours. Preparing for your mentoring sessions also helps. And, in between
sessions, reflect on what‟s been discussed, your progression and what you want from future

Take advantage of your mentor‟s wisdom and experience but don‟t hold back from challenging
them where you think it‟s necessary and constructive; the disagreements can make the
relationship healthy and stimulating.

Be honest at all times, particularly in your feedback on the effectiveness of the mentoring

Why is mentoring useful?
Well mentored individuals feel that they are being looked after, gain confidence in their abilities
and respond accordingly. They are often happier, more loyal and productive as a result.
This section describes:
    How you can benefit by running a mentoring program
    How the mentee can benefit
    How the mentor can benefit

So what do mentors do?
As a mentor your focus is the development of your mentee. To do so, you will be required to
take on a number of challenging, yet rewarding roles.

Rather than dictating what should be done you will be looking for situations to empower your
charge; always remember that your role is to help them build up their confidence and abilities to
take responsibility for themselves, their jobs and their own development.

And finally you will be expected to offer support, a sympathetic ear, a shoulder to cry on and
always plenty of encouragement!

Most mentoring relationships involve a mixture of all of the above, with the emphasis shifting
from time to time as new crises or an opportunity opens up, or as your mentee makes progress.

Why run a mentoring program?
As mentees gain confidence they become more effective at what they do. And employees on
mentoring programs tend to stay with their companies longer.

Mentoring schemes make integration to a group or organization smoother and speedier and can
be a useful asset in attracting and retaining the right caliber of staff. As mentees develop their
ability to communicate, the whole organization can become better informed and relationships
tend to be more harmonious.

And remember, as far as development is concerned, you are getting „two for the price of one‟:
the progression of both the mentor and the mentee.
Other advantages include:
    Improved motivation of employees.
    It legitimizes „soft skills‟ and promotes taking more time for reflection.
    It can stimulate entrepreneurial thinking and behavior.
    Immediate/line managers are able to suggest the mentee take a difficult issue to the
       mentor for a different perspective or set of expertise.

Benefits for mentees
Mentees can benefit in a number of ways.

They will become more able to cope with diverse situations. A good mentor will also encourage
the mentee to apply what has been learned and make sense of experiences.

As a mentee you‟ll become more resourceful, develop your own networks of support and be keen
to continue your path of self-improvement.

Benefits for mentors
Individuals who have become successful mentors have said the mentoring role provides:
     incredible satisfaction in being able to contribute to someone else‟s growth
     a wonderful opportunity to improve their own learning

As a mentor you will have an opportunity to reflect on issues raised and perhaps address your
own thinking and methods to make improvements. It can also stimulate a renewed focus on your
own career development.

Some mentoring relationships benefit from familiarity of concerns; others benefit from
differences in perspective. For example, a mentee from a younger generation or different gender
or racial background can help you improve your knowledge and understanding.

What skills does a mentor need?
Let us now break down the mentoring role to specific responsibilities.

You‟ll experience four main roles: career counselor, coach, role model/guardian and net worker.
To be a successful mentor you might be called upon to wear some, if not all, of these hats.

Mentor as coach
Coaching involves a variety of skills: assessing, demonstrating, stimulating and/or tutoring.

You will be called upon to provide help, advice and encouragement to „unlock‟ your mentee‟s
potential and raise their level of performance. This might be geared towards meeting an external
standard or gaining some kind of qualification.

You might also be required to establish learning tasks and set performance targets as well as
telling or instructing the learner on how they might best achieve them.

The effective coach will always be on the lookout for situations with the potential to stretch the
Mentor as Counselor
Counseling is an essential part of the mentor's tool kit.

You‟ll often be required to:
    help your mentee develop the confidence and motivation to tackle a learning task/ seize a
       learning opportunity
    help them gain insight into their own drives and fears, so that they can recognize and
       accept the need for improvement or change
    help them plan how and what they will change about themselves (i.e. how they will learn)
    help them develop coping strategies to overcome barriers to achievement and learning
    be available to offer support, or simply to listen sympathetically, when needed

The Mentor as role model/guardian
What constitutes a good role model is very subjective.

Some mentees will be looking for a kindred spirit: somebody who displays the same values and
aspirations and has succeeded in areas important to them. Role models can also be picked
because of their drive and ambition, attributes that the mentee might be keen to emulate.

If the mentee has a sense of vulnerability, they may appreciate a mentor who displays similar

Mentor as networker
Mentees might value your contribution to their development because of your networking skills.

So what makes a good networker?

Essentially it is access to other people who can provide support, knowledge, advice or career
opportunities. But you might also be helpful to a mentee if you have knowledge of a wide
portfolio of information sources such as websites, libraries and professional institutions.

Networking can perform a social function, putting an individual in contact with others who share
their interests/ambitions and problems. Strong networks can also help the mentee develop career
opportunities and interesting learning opportunities.

So networks can either offer influence or information. Information networks – such as a
corporate plan or even the company grapevine - keep people informed of what is going on;
influence networks reveal the people and processes that get things done.

Good networking starts with an understanding of what your network should comprise of and how
it might be useful to your mentee.
How can I evaluate the success of the relationship?
Have you and your mentee met all the outcomes sought, taking into account changing
circumstances and evolving goals over the course of the relationship? It will be worth reviewing
the following:

      What did we expect to achieve?
      What did we actually achieve?
      What else did we learn on the way?
      How will we use what we have learned in future developmental relationships?

Personal and job-related outcomes are certainly one „measure‟ of success. And your organization
or overseers of the mentoring scheme will also be keen to see results, particularly as the scheme
will have taken up time and resources. Other measurements of success include the following:

      Has it increased the retention of key staff?
      Has it raised the competence of the mentee in critical areas?
      Is the mentee now more confident about his/her abilities and job skills?
      Would the mentor be happy to take on a new mentee?
      Would the mentee be now able and happy to become a mentor?
      Are both parties happy with the relationship?

Mentoring Groups Fiscal Year 2008-2009
Mentoring Group Kansas City - Red

Mary Beth Hewitt
North Kansas City
Kansas City
Blue Springs

Mentoring Group Kansas City – Blue

Karen Crownover
Jefferson City
St. Joseph

Mentoring Group St. Louis - Green

Linda Techner
St. Louis

Mentoring Group St. Louis – Orange

Diane Velker
St. Charles
East Central/Union
Bonne Terre
Jefferson College

Mentoring Group Southwest - Yellow

Jerri Hudson
West Plains

Glossary of Terms for GED OnlineClass
Blackboard: The organization that holds the GED OnlineClass server and the platform for the
classrooms. This is a platform that is accessible only through the internet.

Contact Hours: Sixty (60) minutes of attendance by an AEL student in a state approved AEL
class conducted by a certified AEL teacher.

Enrollment: Completion of GED OnlineClass enrollment procedures.

Enrollment Form: Online enrollment form that must be completed from the GED OnlineClass
website (

Flexible Learning Environment: Web dependent participation online for each activity
assigned by the distance learning teacher is a compulsory requirement of participation although
some face to face component is retained.

Learning Hours: Number of hours an online student spends in the GED OnlineClass, including
hours spent on Skills Tutor and TutorSystems. It can be used to count towards a 12 hour student.

Maintenance Database: An online database that online teachers use to manage all student data.
Online teachers must update the database frequently in order to maintain accurate student

Mentor: A Missouri AEL certified distance learning teacher, with three (3) or more years of
experience, who helps and guides another distance learning teacher‟s development.

Mentee: A Missouri AEL certified distance learning teacher who has been assigned a mentor.

Recruitment: The systematic gathering of individuals who meet the Missouri DESE Adult
Education and Literacy guidelines for enrollment.

Skills Sheet: A pre-designed form that is completed by the Missouri AEL certified local site
teacher which includes students TABE score results and specific proficiencies designed to help
the distance learning teacher with assessing, aligning and assigning the student‟s activities.

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