Question+5+-+Alice+Simon

Task: Create a description of the roles and responsibilities for all parties involved in the mentoring relationship.

 * The roles and responsibilities of the mentor are to** coach and serve as a resource to their mentee from the time the mentee joins the TLC or other committee, through orientation, participation in meetings, committee assignments, commumication about the work, and assessment of the work. The mentor should be shadowed by mentee, observe mentee, call the mentee, and offer feedback and critique to the mentee.

As they spend time regularly with their mentee, the mentor will communicate/pass along information about Jewish education, about the change process, about how to be an effective committee member, about how to be an effective chair of a group or committee, and something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

The role of the mentor is to educate and acculturate the mentee, within the context of the overall purpose of the TLC, the level of interest that the mentor and mentee have in the TLC and learning at the synagogue, and within the context of Judaism.

Mentors are to ensure mentees understand their role in defining and communicating education at the synagogue.

In addition to spending time and communicating with their mentee, an important part of the mentor's role is to be part of the "Mentor Group," including participation in a monthly "support" meeting.

**The roles and responsibilities of the the mentee are to** contact Mentor as needed, be open with communication-both positive and negative, and keep mentor informed of what is going on for the mentee. The mentee should meet with mentor, shadow mentor, be observed by mentor, make phone calls to mentor, accept feedback from mentor, and apply it.

As they spend time regularly with their mentor, the mentee will learn something about Jewish education, about the change process, about how to be an effective committee member, about how to be an effective chair of a group or committee, and something about this particular process: building leadership capacity and educational excellence for synagogue transformation.

Mentees are responsible to learn what they need to in order to become effective members of the TLC. They should serve as a part of a committee, attend meetings, and afterwards have one on one sessions with their mentor to discuss what is going well and how to improve the things that need work.

**The role of the manager or supervisor** is to develop the program logistics, pairings, and scheduling. The supervisor should conduct training for mentors & mentees, and monitor success of the pairs. The supervisor should check in regularly with the pairs, log and report feedback, and use feedback to improve and adjust the program.


 * Both mentor and mentee are mutually accountable**, responsible for 2-way learning and for the success of the program. The mentor should assess their accomplishments in the program; while the mentee evaluates their readiness for assuming responsibility.

Mentors should be paired with one mentee, for one year, with the option of renewal for a second year.

The Mentor should make first contact, but there should be a deadline by which first contact will take place. If it hasn't taken place, mentee could reach out to the mentor to get things started.

The Mentor should check in with the Mentee every month: prior to and after a TLC or other committee meeting. They should meet face to face, by phone, by e-mail, by phone/cell call or text messaging.
 * What would regular interaction look like? **

Task: Create a description of the roles and responsibilities for all parties involved in the mentoring relationship.
Questions:

What is the role of the mentor?

//To coach and serve as a resource to assigned mentee through TLC onboarding, meeting participation, committee assignments, commumication and measurement. (AA)//

Mentors will communicate, via regular time spent with mentees: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation. (AMS)

Mentors are to educate and acculturate their mentees. This is done with an eye on the purpose of the TLC, the level of interest that the mentor and mentee has in the TLC and learning at the synagogue and within the context of Judaism. (EJM)

To participate as a member of the "Mentor Cohort" which commits them to a monthly (or so) "support" meeting. (CE)

What are the specific responsibilities?

Meet with mentee, be shadowed by mentee, observe mentee, make phone calls to mentee, critique/offer feedback to mentee. (AMS)

Be a member of Mentor Group. (CE)

What is the role of the mentee? //Contact Mentor as needed Be open with communication-both positive and negative Keep mentor informed (AA)//

Mentees will learn from mentors: 1. Something (more) about Jewish education; 2. Something (more) about being an effective committee member; 3. Something (more) about the change process; 4. How to effectively chair a group; and 5. Something about this particular process: building leadership capacity and educational excellence for synagogue transformation. (AMS)

Mentors are to ensure mentees understand their role in defining and communicating education at the synagogue. Mentees are responsible to learn what they need to in order to become effective mambers of the TLC. (EJM)

What are the specific responsibilities?

Meet with mentor, shadow mentor, be observed by mentor, make phone calls to mentor, accept feedback from mentor, and apply it. (AMS)

Meet, discuss, serve as a part of a committee, attend meetings, have 1:1 sessions. (EJM)

What is the appropriate role of the manager or supervisor? //Development of the program logistics, pairing, scheduling, training for mentors, mentees and monitoring of pairs' success. (AA)//

Check in regularly, log & report/use feedback to redesign and tweak program. (AMS)

Are there other "silent" partners affected or involved in the relationship?

Head of TLC? (AMS)

What does mutual accountability mean?

Both mentor and mentee are responsible for learning the list above, for the success of the program, for 2-way learning. (AMS)

Mentor assess their accomplishments; mentee evaluates their readiness for assuming the responsbility. (EJM)

What should the duration of the relationship be? //Good question. Ideally 3 years, but the mentor my be off the committee, so 2 years? (AA)// August through June, 1 year. (AMS)

At least/most one year (EJM)

Definite commitment one year with hope of renewal for one more year. (CE)

Should there be minimum and maximum time frames? If so, what should they be? //Time frames for what? Contact? See interaction question below. (AA//) 1 year minimum; 2 year maximum. (AMS)

Should we encourage flexibility regarding time frame? Not really. (AMS)

How many mentors or mentees should a person be engaged with at one time? //1 (AA)// Need to try one at first. (AMS)

Only 1 ever (EJM)

Who has the responsibility to make the initial contact? //Mentor// (AA) I think either one, but there should be a deadline by which first contact will take place. (AMS)

Mentor. EJM)

What would regular interaction look like? //Mentor checks in with Mentee every month: prior to a TLC meeting and after a TLC meeting and could be: Face to face meeting Phone call E-mail Discussions before and after TLC meetings text message/cell call (AA)//

all of the above. EJM

Before & after meetings, no less than monthly. (AMS)

I think they won't all be TLC members, but before and after the mentees meetings is a good idea. (CE)