RPF Mentor partial

LEADING INTO THE FUTURE MENTOR GUIDEBOOK

TABLE UNIT PERSONAL OF MISSION DEVELOPMENT CONTENTS Module 1: Leadership though Identity Module 2: Leadership through Aspiration Module 3: Leadership through Achievement Module 4: Leadership through Language UNIT NETWORKING Module 1: Leadership through Respect Module 2: Leadership through Honesty Module 3: Leadership through Dedication Module 4: Review and Assess UNIT JOB SKILLS Module 1: Leadership through Determination Module 2: Leadership through Integrity Module 3: Leadership through Discipline Module 4: Review and Assess UNIT TIME MANAGEMENT Module 1: Leadership through Organization Module 2: Leadership through Prioritization Module 3: Leadership through Expectations Module 4: Review and Assess UNIT FINANCIAL LITERACY Module 1: Leadership through Responsibility Module 2: Leadership through Budget Management Module 3: Leadership through Savings Module 4: Review and Assess

LEADING INTO THE FUTURE INTRODUCTION Restoration Project Foundation (RPF) is a non-profit organization in South Carolina partnering with com- munity groups and mentorship programs to provide guidance, support, and resources to ensure that children all over the state have the opportunity to develop their talents, achieve academic success, and reach their full potential. These programs currently support 385 children and young adults that engage in a total of more than 4,000 hours of mentoring per month. Restoration Project Foundation intends to expand its impact and provide resources and organizational support through the mentorship curriculum, “Leading into the Future”. This custom curriculum will serve as a resource - for not only the 9 mentor programs currently in Anderson, Charleston, Columbia, Greenville, and Rock Hill, but all over the state. Restoration Project Foundation is unique and attracts community members because they value personal connections and are committed to student’s growth and development. Mentors and community partnership programs appreciate the accessibility to students in the community and the chance at supporting local youth. Mentors and mentees value participation with the program because it allows the opportunity to spend quality time with youth. The program creates successful outcomes because of valued human connections and the prioritization of those connections between motivated mentors and students who are seeking an avenue through which they can develop and grow their skill sets. RPF operates outside the traditional school model and academic settings which also provides students a diversified approach to acquire strong life skills. 4

Opportunities and Challenges Restoration Project Foundation aims to create a full-time mentoring program designed to serve the youth of South Carolina who would benefit from exposure to people and experiences that can help them develop the life skills necessary for a successful, independent future. Focused on recognizing students' individuality, RPF meets their youth where they are in life. Programs engage meaningfully with community partnerships to support the academic, athletic, artistic, leadership and developmental skills of the youth in South Carolina. The RPF mentoring program will continue their impactful work by collaborating with individual communities across the state to support students and their families. RPF believes that establishing and o ering these communities a curriculum that embodies these goals and e orts will allow each program to grow and posi- tively impact the lives of additional children into the future. The custom mentorship curriculum “Leading into the Future” includes di erent components, such as the Mentor Guidebook, Digital Resources, and Materials for Mastery. The “Leading into the Future” curriculum and its corresponding resources are accessible to programs virtually. The materials are intended to provide a foundation so that mentors can deliver consistent and intentional in-person learning opportunities and skill development to youth. Both existing community organizations and new programs are able to be practitioners of the curriculum and able to navigate the entire program with no need for previous knowledge of mentor- ship or instructional experience. Ultimately, success for this program will result in mentees who are living out the skills acquired through this curriculum in their everyday lives and sharing their new knowledge with others. “Review and Assess” is a component included at each module’s completion and will provide an opportunity for the mentor to assess whether there has been a positive impact through the understanding of the lesson’s concepts. This curriculum is intended to be impactful and transferable, while also being simple, direct, and useful. The mentors will be intentional about engaging with the youth in the development of soft skills such as personal mission development, networking, time management, expressing gratitude, building relationships, and communicating e ectively. Additionally, career and college readiness themes such as job skills and work ethic are a priority. Financial literacy and other academic organization skill sets such as planning, prioritiza- tion, and decision making are also addressed. To maintain a high level of engagement, it is essential to connect curricular materials with areas of life that are not only relevant, but interesting to the youth. Developing a sense of commitment in the students will be crucial in establishing a successful program. Another key factor in program success will be in creating and maintaining transparent relationships built on trust. Transparency between the mentor and the mentee will allow the students to feel comfortable and safe when having honest conversations. Establishing long, lasting relationships begins with communication and trust. Methodology Research was conducted to ensure the curriculum is developed in alignment with best practices in the mentoring field. In addition, each module lists references where mentors can access additional information on how to support the approach and technique and ensure that the created program not only produces successful results in the lives of students but will improve the communities and social institutions in which these students learn and live. 5

UNIT MODULE : LEADERSHIP THROUGH IDENTITY PERSONAL Objective: MISSION The mentee will articulate who they are, what is important to them, and who is important to them. DEVELOPMENT VISUAL RESOURCES GUIDED REFLECTION VR.U1.M1 1. Discuss: MATERIALS FOR MASTERY MM.U1.M1 The mentor will pose the Essential Question: What makes someone an individual? Individuals often have di erent beliefs, values, and family situations Individuals also have di erent historical backgrounds Individuals have di erent passions and interests 2. Share: The mentor will reflect upon and share an appropriate personal story to provide an example for the mentee by answering the following questions: What is their positioning in their family? Where are they from in the country? (For example, what State? County? City? or Town?) What are two beliefs they hold in high regard? Name two passions and interests they feel strongly about. 3. Explain: The mentor will explain that it is important for young people to identify their own beliefs and passions. What are those beliefs that are important to them? Who is important to them and why? Recognizing who and what is important to them will help guide their decisions and assist them in making important choices in the future. Individuals often find that they have many more similarities than di erences when they take the opportunity to reflect and focus on what they believe and who matters most to them. REFERENCES NOTE FOR MENTORS Positive Youth Development Establishing a culture of support and understanding during conversations with youth is vital. Establishing expectations with group participants is essential to ensure that Mental Health respect is shown to all during discussions and activities. Family Engagement 8 Guide to Youth Purpose

UNIT MODULE : LEADERSHIP THROUGH HONESTY NETWORKING Objective: The mentee will identify and express their goals through establishing direct and straightforward communication in their professional connections and relationships. GUIDED REFLECTION 1. Discuss: The mentor will discuss possibilities when making a request from a professional or personal mentor. The mentor will pose the Essential Question: What are some strategies that can be used to establish genuine personal and professional relationships that will help me achieve my goals and learn more in my areas of interest? 2. Share: The mentor will share the importance of maintaining focus with their request and showing appreciation. Example of appropriate asks: Would you be open to a meeting so that we can discuss some of my professional/academic/personal goals in greater detail? Would you mind sharing a personal experience related to my interests, so that I can further my knowledge and work toward my goals? 3. Explain: The mentor will explain that young people and professionals can both benefit from establishing sincere relationships in their specific fields of interest. It may be helpful to utilize words that mentee(s) previously identified in Unit 2, Module 1. VISUAL RESOURCE NOTE FOR MENTORS VR.U2.M2 When encouraging students to make connections with possible professional mentors, MATERIALS FOR MASTERY always be sure to explain that safety is also critical. Mentees should copy a parent, MM.U2.M2 teacher, or other trusted adult to ensure all communications are safe and maintained within professional boundaries. REFERENCES 18 Early Leadership Positions Can Make a Di erence Guide for Life Skills