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**June 2007**

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  ***Table of Contents***

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[Overview 1](#overview)

[Policy Requirements Handbook (PRH 2](#__RefHeading___Toc175297697)

[Implementing STARS on Center 4](#implementing-stars-on-center)

[STARS Speakers 6](#stars-speakers)

[STARS Mentors 12](#stars-mentors)

[STARS Tutors 23](#stars-tutors)

[Marketing and Promoting STARS 28](#marketing-and-promoting-stars)

[STARS Evaluation 31](#stars-evaluation)

[Appendices 32](#appendices)

> Center STARS Plan Template
>
> STARS Plan Regional Review Template
>
> Sample Tutor Interview Template
>
> Sample Mentor Interview Template
>
> Sample Volunteer Orientation Letter
>
> Speaker Sign-Up Form
>
> Sample Speaker Interview Template
>
> Speaker Event Day Information Sheet
>
> Sample Speaker Confirmation Letter
>
> Volunteer Reference Sheet
>
> Tutoring Partnership Agreement
>
> Mentoring Partnership Agreement
>
> Volunteer Confidentiality Agreement
>
> Volunteer Application
>
> STARS Key Messages
>
> STARS Recruitment Flier
>
> STARS Letterhead
>
> Sample Press Release
>
> STARS Public Service Announcements
>
> STARS Overview

+-----------------------------------------------------------------------+
| # Overview                                                            |
+-----------------------------------------------------------------------+

***STARS (Speakers, Tutors, Achievement, Retention, and Success)*** is
an initiative launched by the National Director of Job Corps to increase
student retention, to improve student achievement, and to support
students' completion of the Job Corps program. STARS advances the
National Director's 21st century goals for Job Corps by providing
enhanced on-center services and community support for students.

The three primary components of STARS are ***Speakers***, ***Tutors***
and ***Mentors***.

-   The national ***Speakers*** component is designed to provide
    students with the opportunity to hear and interact with individuals
    who provide motivating and inspiring messages to encourage students
    about their participation in Job Corps and their future careers. The
    local ***Speakers*** component is designed to bring local members of
    the community to Job Corps centers to speak to students about topics
    deemed appropriate or necessary for the student population. Both
    national and local speakers are selected based upon their ability to
    relate to and address the concerns of Job Corps students. Speakers
    are identified and selected because they have overcome life
    challenges and are able to relate their experiences and share their
    strategies for success with Job Corps students. 

-   The goal of the ***Tutors*** component is to provide students with
    tutors who volunteer to assist students with academics, career
    technical training, and attainment of the Career Success Standards.
    Tutoring assistance is based on the individual needs of students.

-   The ***Mentors*** component aims to provide students with mentors
    who give encouragement and guidance to students to support them in
    their personal, educational, and professional endeavors. The goal of
    the ***Mentors*** component is also to assist students with
    academics, career technical training, and attainment of the Career
    Success Standards. As Job Corps institutes more rigorous and
    relevant academic and career technical curricula, mentors will
    support students to ensure high levels of achievement and to guide
    them to a solid and sustainable career pathway.

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  []{#__RefHeading___Toc175297697 .anchor}**Policy Requirements Handbook
  (PRH*)***

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The Job Corps Program Requirements Handbook (PRH) has been modified to
include the

[Section 1.1: Outreach]{.underline} STARS initiative. The modifications
are summarized by chapter and listed below. The Program Assessment Guide
(PAG) is also undergoing revision to reflect the initiative.

**[Chapter 1: Outreach and Admissions]{.underline}**

R6, Business and Community Liaison Staff, add:

Responsibilities of the Liaison are to:

d.  ***Recruit volunteers from the community to volunteer as tutors,
    mentors and speakers as part of the STARS (Speakers, Tutors,
    Achievement, Retention, and Success) initiative.***

[Section 1.3: Information to Applicants]{.underline}

Change R1, Information on Center Life, to read:

d.  Center life, including community service activities ***and the
    opportunity to participate in STARS (Speakers, Tutors, Achievement,
    Retention, and Success).***

**[Chapter 2: Career Preparation Period]{.underline}**

[Section 2.1: Center Plans]{.underline}

Change R1, Center Career Preparation Plan, to read:

c.  At a minimum, the CPP Plan shall address:

    2.  Organization, to include detailed descriptions of:

```{=html}
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```
(g) ***How students will be supported by mentors, tutors and speakers
    via the STARS (Speakers, Tutors, Achievement, Retention, and
    Success) initiative.***

[Section 2.3: Assessment]{.underline}

Change R2 to read:

Results of student assessments shall be used in collaboration with the
student to:

c.  ***Develop essential support systems to address each student's
    personal and transitional needs, including STARS mentors and tutors,
    when appropriate.***

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  ***Policy Requirements Handbook (PRH) (cont.)***

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[Section 2.9: Career Development Readiness]{.underline}

#### Change R2, Transition to CDP, to read:

Centers shall:

b.  Schedule support services for each student, as needed, to address
    personal issues that still present barriers to full program
    participation, ***including matching the student with a STARS mentor
    or tutor when appropriate.***

**[Chapter 3: Career Development Period]{.underline}**

[Section 3.1: Center Plan]{.underline}

Change R1, Career Development Plan, to read:

c.  At a minimum, the CDP shall address:

    2.  Organization, to include detailed descriptions of:

```{=html}
<!-- -->
```
e)  ***How STARS tutors, mentors, and speakers will support students in
    meeting their career and personal goals.***

[Section 3.3: Personal and Career Counseling]{.underline}

Change R1, Personal Counseling, to read:

Centers shall provide ongoing personal counseling to students throughout
enrollment to include:

b.  Support services, to include assisting with AWOL retrieval,
    conferring with parents, admissions counselors, career transition
    specialists, social service agencies ***and a student's STARS mentor
    or tutor***, and providing referrals to community resources, as
    appropriate.

Change R3, Coordination of Services, to read:

Centers shall develop a career management system for counselors to
interact and share information with other departments, ***STARS mentors
and tutors*** and community resources, as needed, to assure the
coordinated delivery of services to students, in accordance with
Appendix 601, Student Rights to Privacy and Disclosure Information.

+-----------------------------------------------------------------------+
| # Implementing STARS on Center                                        |
+-----------------------------------------------------------------------+

**[Timelines for Implementation]{.underline}**

Each Regional Office shall establish timeline for the centers in their
Region to implement STARS. The timeline shall include deadlines for:

1)  submittal of centers' STARS Plans;

2)  review of STARS Plans by the Region;

3)  return of STARS Plan Regional Review Template to centers;

4)  integration of STARS Plans into centers' CDSS Plans;

5)  full integration of STARS on center; and,

6)  first Regional monitoring visit to assess STARS implementation.

The [STARS Plan Regional Review Template]{.underline} is included as an
appendix to this Guide. It is also available for download on the STARS
website: <http://jccdrc.jobcorps.gov/STARS>.

All centers must fully integrate STARS into their center operation[s
***[by xxxxxx]{.underline}***.]{.mark}

**[Center STARS Plan]{.underline}**

Each center is required to submit a STARS Plan to their Regional Office
based on the aforementioned timeline. The STARS Plans will be reviewed
by the Regional Office and comments will be returned to the center via
the [STARS Plan Regional Review Template]{.underline}. The center will
revise their Plan per the recommendations of the Region and,
subsequently, integrate the STARS Plan into its CDSS Plan.

The [Center STARS Plan Template]{.underline} is included as an appendix
to this Implementation Guide. It is also available for download on the
STARS website at: <http://jccdrc.jobcorps.gov/STARS>.

**[Suggested Center Implementation Strategies]{.underline}**

The following strategies are designed to assist centers in implementing
STARS. Centers are not required to follow these strategies, but the
following tasks are recommended to ensure compliance and full
implementation of STARS. Please note that these strategies are not
listed in sequential order and may be conducted in any order the center
wishes.

-   **[Present an Overview of STARS to the Center]{.underline}**

> An introductory PowerPoint that may be used to introduce STARS to
> students and staff is located on the STARS website:
> <http://jccdrc.jobcorps.gov/STARS>.
>
> During this overview, the STARS coordinator may wish to solicit input
> from staff and students regarding the current center activities that
> support STARS and how to best integrate STARS into existing center
> operations.

-   **[Inventory and Assess Current Center Operations]{.underline}**

> Use the [Center STARS Plan Template]{.underline} to take a closer look
> at what the center currently does to supports STARS. The STARS
> coordinator, with the input from center staff, will evaluate current
> center operations using the template.

-   **[Write the Center STARS Plan]{.underline}**

> Centers have the freedom to decide how they will integrate STARS on
> center. New methods and practices may need to be developed once an
> inventory of current center operations is conducted to ensure that
> STARS is effectively implemented. All items indicated on the [Center
> STARS Plan Template]{.underline} must be addressed in the Plan and the
> Plan should be submitted to the Center Director and Center Management
> for review and approval. Subsequently, the Plan should be sent to the
> Job Corps Regional Office for approval.

+-----------------------------------------------------------------------+
| # STARS Speakers                                                      |
+-----------------------------------------------------------------------+

**[Role of Speakers]{.underline}**

The ***National Speakers*** component is designed to provide students
with the opportunity to hear and interact with individuals who provide
motivating and inspiring messages to encourage students about their
participation in Job Corps and their future careers. The ***Local
Speakers*** component is designed to bring local members of the
community to Job Corps centers to speak to students about topics deemed
appropriate or necessary for the student population. Both National and
Local speakers are selected based upon their ability to relate to and
address the concerns of Job Corps students. Speakers are identified and
selected based on life challenges and the ability to relate their
experiences and share their strategies for success with Job Corps
students. Speakers should be:

-   able to speak and engage youth 16 -- 24;

-   familiar with issues related to at-promise youth;

-   familiar with the Job Corps program and reiterate it within the
    presentation;

-   willing to share personal stories about their experiences without
    losing sight of the Job Corps/STARS mission while focusing on the
    message;

-   role models and demonstrate life experiences similar to Job Corps
    youth;

-   experienced in public speaking;

-   able to use empowering and professional language, and,

-   able to provide a belief that all young people have the capacity to
    thrive.

**[Speaker Requirements]{.underline}**

Prior to a speaking engagement by a National Speaker, the National STARS
Speaker Coordinator will work with the center staff to ensure the
speaker receives basic background information on the STARS initiative,
the Job Corps program, and the center profile, including the student
population, students' ethnicities and backgrounds, career technical
training (CTT) offerings, etc. In other words, the speaker will know the
audience prior to the speaking event. The speaker will be given the
following guidelines:

The speaker shall:

-   Incorporate the purpose and goals of STARS and background
    information on the center in his or her speech

-   Use inclusive, non-discriminatory language as well as empowering
    language in his or her speech

-   Speak about his or her personal experience and story, about the
    barriers he or she faced and how his or her experiences are relevant
    to the Job Corps students

-   Understand the positive and negative experiences Job Corps youth
    have faced and the importance of empowering them to take advantage
    of their Job Corps experience to succeed in both their personal and
    professional lives

**[Suggested Topics for STARS Speaking Events]{.underline}**

[]{.mark}

Speaking engagements should address topics and issues of importance to
students and to the center. Centers are encouraged to utilize the STARS
Center Analysis (see the Evaluation section of this Guide) to gain a
better understanding of its student population and to recruit speakers
who best suit this population.

Centers should also utilize speakers to assist students in meeting the
Career Success Standards. Centers are able to assess and understand the
specific individual needs of its students by utilizing the Career
Success Standards Expectation Tool (CSSET) and the Evaluation of Student
Progress (ESP). Speakers should speak to groups of students with similar
needs. For example, if a center's CSSET Center Summary Report indicates
that a large percentage of the student population is at a "needs
improvement" level in the Independent Living Standard and the center
knows that its students need work on money management, the center may
wish to recruit a local financial planner to speak on the topic of money
management. For more speaking topics related to the Career Success
Standards, please visit <http://jccdrc.jobcorps.gov/STARS>. Additional
topics are highlighted in the box below.

+-----------------------------------------------------------------------+
| **Topics for STARS Speaking Events**                                  |
|                                                                       |
| -   Overcoming Barriers                                               |
|                                                                       |
| -   Financial/Life Management Skills                                  |
|                                                                       |
| -   HIV/AIDS Awareness                                                |
|                                                                       |
| -   Drugs/Alcohol Awareness                                           |
|                                                                       |
| -   Time Management                                                   |
|                                                                       |
| -   Communication Skills                                              |
|                                                                       |
| -   Anger Management                                                  |
|                                                                       |
| -   Problem Solving                                                   |
|                                                                       |
| -   Peer Pressure                                                     |
|                                                                       |
| -   Developing and Setting Goals in Life                              |
|                                                                       |
| -   Developing Healthy Relationships                                  |
|                                                                       |
| -   Parenting and Single Parenting                                    |
|                                                                       |
| -   College Recruitment/Application Process/Financing Your Education  |
|                                                                       |
| -   How to Buy a Home                                                 |
|                                                                       |
| -   Discussing Popular Culture: Damaging messages in Hip Hop music    |
|     and the impact of negative language                               |
|                                                                       |
| -   Nutrition/Living a Healthy Life                                   |
+-----------------------------------------------------------------------+

**[Recruitment of Local Speakers]{.underline}**

It is the responsibility of the Job Corps center to recruit local
speakers. Job Corps recommends that a sub-committee be formed as part of
the center's STARS Committee to undertake the recruitment of local
speakers. The following are recommended strategies for the Speakers
Sub-Committee:

-   Identify a pool of speakers to speak periodically throughout the
    year. These individuals may include:

    -   motivational speakers;

    -   college and university students;

    -   retired educators;

    -   retired military personnel;

    -   ecumenical organizations;

    -   staff from community based organizations;

    -   local Toastmaster Club;

    -   CEO/Business Owners;

    -   sports affiliates (coaches, athletes, etc.), and

    -   fraternities/sororities.

-   Seek input and work collaboratively with other Job Corps center
    staff to recruit speakers based on the needs of the students and the
    center, and

-   Develop activities for students to participate in before and after a
    speaking event to engage them in the topic and to ensure learning
    has occurred. An up-to-date list of sample activities is provided on
    the STARS web site at http://jccdrc.jobcorps.gov/STARS. The boxes on
    the following page highlight sample activities that may be conducted
    before and after a speaking engagement.

+-----------------------------------------------------------------------+
| **Sample Activities Prior to Speaking Engagements**                   |
|                                                                       |
| -   Discuss the topic with students prior to the speaking engagement  |
|     and ask students to explain their views and opinions of the       |
|     topic. For example, if the speaker's topic is "Success," ask the  |
|     students to share with each other their personal definition of    |
|     success. During the speaker's presentation, provide students the  |
|     opportunity to discuss their personal reasons why success is      |
|     important to them.                                                |
|                                                                       |
| -   Provide students with an outline of the topic to be covered in    |
|     the speech.                                                       |
|                                                                       |
| -   Distribute worksheets with predefined questions before the        |
|     speaking event and ask students to write down their answers for   |
|     the items that are included in the speaker's presentation. Use    |
|     the worksheet for a question and answer period after the speaking |
|     event.                                                            |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| **Sample Activities Following Speaking Engagements**                  |
|                                                                       |
| -   Allot some time for the students to ask in-depth questions about  |
|     the speaker's life and presentation and discuss how the topic     |
|     impacts them.                                                     |
|                                                                       |
| -   Distribute paper to students to write down questions about the    |
|     presentation. At the conclusion of the presentation, collect      |
|     papers and have speaker respond to the questions.                 |
|                                                                       |
| -   Set aside a separate follow-up session with students and staff to |
|     ensure the speaker was well received.                             |
|                                                                       |
| -   Have break out sessions for small group discussions.              |
|                                                                       |
| -   Encourage instructors on center to conduct a similar activity     |
|     that the speaker focused on. For example, a speaker during the    |
|     pilot presented a talk entitled "Write Your Own Story." Following |
|     the event, the CPP instructor asked students to "write their own  |
|     story" and specifically write their envisioned ending to the      |
|     story.                                                            |
|                                                                       |
| -   Following a presentation on budgeting, credit and personal        |
|     finances, speakers could provide the students with \$1000 in      |
|     "play" money and ask each student to decide on three things they  |
|     would do with the \$1000. They could then have the students share |
|     their choices with the rest of the participants.                  |
|                                                                       |
| **More activities may be found at:                                    |
| <http://jccdrc.jobcorps.gov/STARS>**                                  |
+-----------------------------------------------------------------------+

**[Speaker Selection Process]{.underline}**

The Speaker Selection Process is an opportunity to learn more about a
potential speaker's abilities, beliefs, and background. It is a time to
discover something about the potential speaker's experience, interests,
and reasons for wanting to participate in the STARS initiative.

It is important to let potential speakers know about the selection
process as soon as they express interest in being a speaker. STARS staff
should make it clear to the speaker that the selection process is
designed for the position, not the person. The selection process is a
way to ensure that the speaker is a good match for the center and that
the speaking engagement is coordinated and held effectively.

Once a speaker has been identified, the STARS coordinator should send a
package of information to the speaker, including:

-   speaker requirements and responsibilities;

-   [Speaker Sign-up Form]{.underline};

-   information on Job Corps and the Job Corps Center, and

-   contact Information for the Point of Contact at the center.

The [Speaker Sign-Up Form]{.underline} is designed to obtain basic
information about each potential speaker. Speaker Sign-Up Forms should
be a part of the recruitment process. The [Speaker Sign-Up
Form]{.underline} is included as appendix in this Guide and is available
for download on the STARS website: <http://jccdrc.jobcorps.org/STARS>.

The STARS coordinator should review forms received from potential
speakers and decide the individuals to be interviewed. Once a potential
speaker has been identified, the applicant should be informed about the
selection process as soon as interest is expressed.

**[Interviewing Potential Speakers]{.underline}**

Once the interview has been scheduled, center coordinators are
recommended to use the [Sample Speaker Interview Guide]{.underline} to
assess potential speakers. This form is included as appendix to this
Guide and is also available on the STARS website.

This section outlines some key points to consider when deciding how to
organize and conduct potential speaker interviews. Ideally, interviews
should be conducted in person, but, if necessary, the interview may be
held over the phone. To prepare for the interview, the following should
be done in advance:

-   Make sure the candidate has been made aware of the interview time,
    date, and location.

-   Ensure the candidate has been provided with information about STARS,
    Job Corps, the center, and the student population.

-   Review the [Speaker Sign-Up form.]{.underline}

To begin the interview:

-   State the purpose of the interview.

-   Thank the candidate for his or her willingness to participate.

-   Make certain the candidate understands the process for selection.

-   Make sure the candidate understands they may discontinue the
    interview at any time.

During the interview, the following suggestions may help to ensure a
successful interview:

-   Be prepared with a set of questions but be flexible enough to follow
    the natural course of a conversation.

-   Use open-ended questions rather than those with yes or no answers.

-   Provide supportive feedback throughout the interview.

-   Look for a candidate's ability to handle diversity, a tendency to
    use inappropriate language in conversation, or avoidance of
    questions, etc.

-   As you progress through the interview, ask yourself if you can
    picture this person speaking to students at your center. If you are
    unsure, try to identify the cause of your uncertainty, and see if
    you can resolve these concerns by gathering further information.

Consider the following suggestions for concluding the interview:

-   Ask if the candidate has any questions they would like to ask. This
    is a good time to address any concerns the candidate may have.

-   Take the opportunity to clarify misunderstandings about the speaking
    engagement, and

-   Conclude by thanking the candidate and explaining the next steps in
    the process.

Once a speaker has been selected, a [Confirmation Letter]{.underline}
should be sent to the speaker along with a [Speaker Event Day
Information Sheet,]{.underline} directions to the center, information
about parking, and any additional information deemed appropriate. These
forms are included in the Appendices section of this Guide and are also
available on the STARS web site at <http://jccdrc.jobcorps.gov/STARS>.

**[Additional Speakers Sub-Committee Tasks]{.underline}**

The STARS coordinator may wish to perform the following tasks to ensure
an effective STARS speaker component on center:

-   Make a calendar of speaking engagements for six months.

-   Keep a record of speakers, times, directions and other important
    information for quick reference.

-   Make arrangements and accommodations for any special needs the
    speaker may have.

-   Involve key center staff in setting the calendar for speaking
    engagements, logistics, audience, location on center, etc..

-   After each event, obtain feedback from the speaker, students and
    staff.

-   Maintain regular communication with the STARS National Speaker
    Coordinator regarding scheduled speaking engagements.

+-----------------------------------------------------------------------+
| # STARS Mentors                                                       |
+-----------------------------------------------------------------------+

**[The Value of Mentoring]{.underline}**[^1]

Mentoring is a trusting relationship, formalized into a program of
structured activities, which brings young people together with caring
individuals who offer guidance, support, and encouragement aimed at
developing the competence and character of the mentee. Across the
country, youth mentoring continues to garner praise and expand as a way
to assist youth in navigating the sometimes difficult transition to
adulthood.

Job Corps is implementing the mentoring component of the STARS
initiative because it recognizes that well-structured mentoring
relationships on Job Corps centers can be instrumental in assisting our
students who are moving from one stage of personal development to
another. For generations, family and neighborhood networks served as the
primary source of mentors for young people. Today, these networks have
expanded to include caring adults and volunteers from schools,
community-based organizations, and businesses.

The goal of establishing a STARS mentoring program on each Job Corps
center is to provide students with well-structured mentoring
relationships to assist them in two principal ways:

-   Assist students in navigating the complexities of adolescence and
    young adulthood.

-   Engage students and connect them to productive educational,
    professional, community, and social life choices.

While all Job Corps staff serve as mentors and role models to our
students, establishing a supportive adult or peer relationship through
mentoring is critical to the ability of students to link to the world of
work or to education and training, and to engage in other productive
activities to help them grow. Research shows that mentoring can increase
an individual's chance of having a productive and satisfying life. The
ability of youth to have these positive experiences, however, depends a
great deal on having access to caring adults that are ready, willing,
and able to be involved. Unfortunately, while vulnerable youth, older
adolescents, and young adults are in the greatest need of caring adults,
they are the least likely to have access to them.

**[Research in Support of Mentoring]{.underline}**

There is a body of solid research regarding the value of mentoring
programs. Sipe (1996), in her study of mentoring research conducted by
Public/Private Ventures (PPV)[^2], found that mentoring has the
following advantages:

-   Mentoring approaches show promise in the prevention of substance
    abuse;

-   Mentoring relationships appear to reduce some negative youth
    behaviors, and

-   Participating in mentoring promotes positive social attitudes and
    relationships.

Overall, PPV found that youth participating in mentoring relationships
experience positive academic returns. Youth participating in mentoring
programs experienced fewer unexcused absences from school, demonstrated
more positive attitudes toward school, and were more likely to pursue
higher education than their peers who did not have mentors. Jekielek,
Moore, and Hair (2002)[^3] found through a synthesis of research that
youth who participate in programs that include stand-alone mentoring or
mentoring as one component of a comprehensive intervention have the
following positive outcomes, compared with similar youth:

-   Significant reductions in school absence

-   Higher college participation

-   Better school attitudes and behavior

-   Less drug and alcohol use

-   Lower likelihood of aggressive behaviors

-   Lower likelihood of committing misdemeanors or felonies and major
    offenses

-   More positive attitudes toward their elders and toward helping

-   Improved parental relationships and support from peers

As Job Corps institutes more rigorous and relevant academic and career
technical curricula, mentors will support students to ensure high levels
of achievement and to guide them to a solid and sustainable career
pathway.

**[The Role of the Mentor]{.underline}**

Mentors play a wide variety of roles. First and foremost, a mentor's
role is to be caring and supportive. Listening, engaging in
conversation, or participating in recreational activities may comprise
the whole extent of the relationship (especially at first). Many youth
desire a relationship with a caring adult or an older or more
experienced peer that does not include confrontation, authority,
control, or moralizing. At an appropriate time later on, the
relationship may evolve into a more substantial one that helps a student
to develop in the areas of learning, working, leading, thriving, and
connecting.

A mentor's primary role is to serve as a trusted, caring adult. Although
some relationships do not extend beyond this, these relationships can
still be beneficial to the youth. This is especially true in situations
where the mentor spends limited time in contact with an individual
mentee (such as in e-mentoring or in some school-based or group
mentoring setting). When a mentor has extended contact with an
individual mentee (more than a few hours per month) and the bond of
trust is strong, the relationship can move beyond the companionship
phase and lead into activities that can help the youth in reaching
developmental objectives. These activities can be formal and structured,
or more informal with less structure.

**[The Benefit of Mentoring to Others]{.underline}**

Mentoring programs have been shown to improve the performance of
students, support instructors in the classroom, improve staff morale,
make connections to the community at

large and to the business community, increase volunteer involvement in
other areas, and serve as a selling point to parents who have a choice
in schools.

One of the goals of the National Director of Job Corps is to increase
industry and employer involvement in the Job Corps program. STARS is a
key avenue for centers to reach out to their local communities and to
develop partnerships. The benefit of such partnerships is not one-sided,
however. Research indicates that when mentors are recruited from local
companies, the companies enjoy the following benefits:

-   Mentoring builds employee morale, thereby improving company morale.

-   Mentoring develops the same skills needed for successful and
    effective company managers.

-   Mentoring enhances the image of the company.

-   Mentoring allows for participation by the company in the total
    educational process.

-   Mentoring recognizes the competence of employees.

-   Mentoring prepares employees to take on greater responsibilities in
    the corporation.

-   Mentoring helps the company revitalize the community.

-   Mentoring assists in the development of a competent future
    workforce.

The aforementioned benefits should be highlighted to potential STARS
volunteer organizations during the recruitment process.

**[The Benefit of Mentoring to Students]{.underline}**

Although no mentoring program can resolve all challenges youth face,
well designed mentoring programs can help youth in the following ways:

-   Communicating with parents or other family members who may not
    recognize a youth's emerging independence or who lack high
    expectations for the youth's transition into adulthood

-   Aiding in the improvement of academic skills

-   Promoting opportunities for youth to explore career interests

-   Improving and increasing socialization opportunities with their
    peers

-   Providing information and guidance about how to navigate the adult
    service system

Social competencies comprise one set of skills and knowledge that youth
need in order to navigate the transition into adulthood effectively.
Making career choices and preparing for work have been identified as key
areas in which youth need to develop knowledge during this period.
Obviously, the youth's interests and the types of activities the youth
will enjoy and benefit from will vary as the youth matures and gains
experience. To foster achievement of the competencies identified above,
mentoring programs that serve this age range should include
opportunities for youth to engage in constructive peer relationships as
well as one-on-one interchanges.

**[Establishing a Mentoring Program]{.underline}**

Mentoring a student is not terribly difficult. Job Corps staff mentor
our Job Corps students every day. By and large, students appreciate
mentors who are supportive, caring, and willing to assist them with
activities that support academic, career, social, and personal goals.
Trust is crucial to all mentoring relationships. Youth in mentoring
relationships are not as likely to connect with or trust someone who
seeks to cure or solve perceived problems, who assumes a parental role,
or who is judgmental or overly critical.

While mentoring takes many forms, there are four common characteristics
centers should keep in mind when establishing the mentoring component of
STARS:

-   Mentors and mentees should make a long-term commitment (generally,
    at least a year).

-   Mentors should focus on building trust and respect with their
    mentees.

-   Mentees and mentors should set high, clear, and fair expectations
    for themselves and their mentoring partner.

-   Mentors and mentees should meet or communicate with enough
    regularity to develop a strong relationship.

    -   At a minimum, mentors and mentees should meet at regular
        intervals for at least four hours per month for at least a year,
        according to the National Mentoring Partnership[^4].

    ```{=html}
    <!-- -->
    ```
    -   For e-mentoring, 30 to 45 minutes of online time each week for
        at least one school year is recommended[^5].

**[Mentoring Approaches]{.underline}**

There are four (4) principal approaches to mentoring. Centers may wish
to utilize some or all of these approaches when establishing their
mentoring program. The approaches selected should best serve the
individual academic, career technical, and social development needs of
the students enrolled at the Job Corps center.

1)  ***Traditional One-to-One Mentoring***

One-to-One Mentoring is a model of mentoring in which one adult is
paired with one young person. Typically, there is an extensive matching
process to ensure a strong relationship, and it is expected that the
commitment will be for one year or longer.

Recruitment, screening, and training of one-to-one mentors can be
difficult and more costly than other models. Because the relationship is
more autonomous and often more intense, extreme care must be taken to
ensure the safety of participants (both mentees and mentors). Therefore,
screening and supervision are essential.

One-to-one mentoring on a Job Corps center would ideally match students
with volunteers to spend time during or after the training day. Mentors
may spend time in classrooms or career technical areas, in the library
or in the learning resource lab. Although the mentor may spend time
tutoring or helping the youth with academic or career technical work,
there is generally an expectation for more significant
relationship-building and friendship than in a typical STARS tutoring
situation.

Designated center staff should supervise the relationship and direct the
mentor in working toward goals identified by the student. The mentor may
wish to attend center functions or programs, participate with the
student in recreation activities, or work with the student on Career
Success Standards-related projects and activities. As mentioned above,
the relationship should have a fun component to it, and the student
should not view the mentor as another authority figure intended to
control him or her.

A center's mentoring program should not minimize the need for training.
Even if a mentor is not also serving as a STARS tutor, it would be
useful for him or her to have some understanding of the learning needs
of youth in general and of his or her mentee in particular. Center staff
must ensure that the time the student spends with his or her mentor does
not interfere with classroom time or other academic and career technical
activities, and that mentors have well-defined roles when working on
center.

[]{.mark}

2)  ***Peer Mentoring***

Peer Mentoring is a mentoring model in which peers from a shared or
similar developmental stage provide support and advice to mentees. Peers
can be close in age or farther apart, depending on the circumstances.
Many centers have established peer mentoring programs. A list of best
practices from the STARS pilot centers may prove helpful in establishing
a peer mentoring component on center. These best practices are housed on
the STARS Web site.

In some situations, mentoring can be most effective when peers work
together. By definition, peers are people from a like group where
members have "equal standing." Peer mentoring is designed to match
participants who share a great deal in common. Closeness in age can be
an important part of peer mentoring, but a successful match can be made
even if there is an age difference. The goal of peer mentoring is to use
the mentor's experience and knowledge to influence the mentee in a
positive way. Academic, personal, career technical, or social issues are
usually the basis for initiating a peer mentoring relationship.

Longer-term mentoring with a tutoring component is also commonly used.
Students are matched based on a mentee's academic needs. Typically, such
tutoring sessions are combined with other activities (recreational or
social) that allow the peers to interact personally. Students who serve
as peer mentors in this setting may receive some form of recognition
from the center. These activities may be incorporated into the training
day or into after-hours activities.

At-promise youth, like Job Corps students, may benefit from time spent
with youth who can relate to the mentee while also serving as a role
model. It is useful for everyone involved to have clear, written goals
and expectations that set boundaries and responsibilities for all
activities related to the relationship. From the outset, it is important
that all parties know when the mentoring relationship is to begin and
end since ending such a relationship can be very hard on the mentee and
the mentor.

Connecting with a peer may helpful when students first enter the Job
Corps program and arrive on center. A peer mentor may become involved
during Career Preparation (CPP) and assist the new student with
orientation to the center, the Career Success Standards and other
behavioral expectations, the standards of conduct, and other needs of
the new student.

3)  ***Group Mentoring***

This form of mentoring matches one or more adults with a group of youth
in a structured setting. On a Job Corps center, this approach would
likely include an individual or group of adult volunteers working with
several students, or a group of employees from one company working with
students in a work-based mentoring program.

Group mentoring has become more common, especially in settings in which
recruiting a sufficient number of volunteers for one-to-one mentoring is
difficult. At Job Corps centers located in rural or remote locations,
this form of mentoring may be particularly effective. In this model, one
adult is matched with two or more youth, and activities are conducted in
small groups. Unlike one-to-one mentoring, many group mentoring
relationships focus more on peer interaction, with the mentor acting as
a facilitator.

The ratios of mentors to mentees in group mentoring may range from 1:2
to 1:15[^6]. Evidence suggests that smaller groups, those with
mentor-mentee ratios of 1:4 or less, are more successful than larger
groups, especially in community settings (because of scheduling and
logistical problems). Some dynamics of group mentoring that should be
considered include diversity (for example, in terms of gender, race,
religion, and disability), geography, the students' interests and
personalities, peer influence, and the cost of activities. Higher
ratios, one mentor to five or more mentees, work best in situations in
which socialization and peer engagement are the primary goals.

4)  ***E-mentoring***

E-mentoring is a contemporary model commonly used in schools in which
one (or more) youth is matched with a mentor. The youth and mentor
regularly exchange e-mail messages for a designated period of time. In
ideal circumstances, e-mentoring includes occasional face-to-face
meetings to provide a more personal connection. If e-mentoring is
utilized on center, a Job Corps staff person must monitor all
correspondence and meetings between the student and his or her mentor.

Electronic mentoring or e-mentoring uses e-mail as the primary
communication vehicle between mentors and mentees. While e-mentoring can
limit the depth of the relationship shared between the mentor and
mentee, it also offers advantages in terms of time commitments and
flexibility. Most often, a classroom or a portion of a class is matched
with a group of adults from an organization (such as a business, a
corporation, or a civic group), and regular correspondence is maintained
between the pair. E-mail exchanges are made with some monitoring by the
supervising staff person. Academic lessons may be incorporated into the
correspondence depending on the student's needs and the subject being
taught. For example, a Health Care class may partner with employees at a
local hospital to develop specific subject areas for discussion,
exchange emails and discuss the defined topics regarding the health care
field. The topic areas should reflect the students' Training Achievement
Records (TARs) and support students in completing them.

Face-to-face meetings with mentors are valuable elements in e-mentoring
and should be scheduled (at a bare minimum) in the beginning and at the
end of the program. Many face-to-face meetings may be scheduled in
conjunction with other events on center or at the mentors' place of
business. If at a business, mentees can job shadow, take tours, or have
a meal with their mentors. These activities should be coordinated with
the center's Work-based Learning (WBL) Coordinator. On center, the
mentor may attend class, take part in recreational or dorm activities,
or have lunch, for example.

According to the Institute on Community Integration, youth involved in
e-mentoring can improve reading and writing skills and gain more comfort
using technology[^7]. In this way, e-mentoring may assist students with
the Information Management Career Success Standard. Some youth who
participate in school-based e-mentoring may also have opportunities for
work experiences and internships, which may lead them to develop a more
realistic understanding of the business world. Because a company may
have many employees involved with e-mentoring, it is likely to develop
stronger connections with the Job Corps center.

**[Mentoring Support to Students]{.underline}**

The Forum for Youth Investment identifies five key areas of youth
development: ***learning, working, thriving, connecting,*** and
***leading***[^8]***.*** While mentoring relates most directly to the
"connecting" development area, it can also play a major role in
supporting each of the youth development competencies. The table on the
following pages provides types of activities and strategies mentors may
utilize to foster students' development in these areas.

**Key Areas of Youth Development**

+------------------+---------------------------------------------------+
| **Developmental  | **Sample Support Strategies & Activities**        |
| Areas**          |                                                   |
+==================+===================================================+
| **Learning** is  | -   Developing basic math, reading and creative   |
| based on         |     expression skills                             |
| positive basic   |                                                   |
| and applied      | -   Practicing and mastering the Career Success   |
| academic         |     Standards                                     |
| attitudes,       |                                                   |
| standards and    | -   Improving knowledge and skills in the         |
| behaviors.       |     student's career technical area               |
|                  |                                                   |
|                  | -   Improving critical thinking and               |
|                  |     problem-solving skills                        |
|                  |                                                   |
|                  | -   Improving self-assessment of academic and     |
|                  |     career technical skills and areas of need for |
|                  |     further education and training                |
|                  |                                                   |
|                  | -   Tutoring in academic areas                    |
|                  |                                                   |
|                  | -   Assisting with GED preparation and practice   |
|                  |     tests                                         |
|                  |                                                   |
|                  | -   Reviewing the student's PCDP and areas for    |
|                  |     improvement                                   |
|                  |                                                   |
|                  | -   Talking the student before his/her ESP to     |
|                  |     discuss areas needing improvement             |
|                  |                                                   |
|                  | -   Supporting the student to participate in      |
|                  |     assigned Career Success Standards projects or |
|                  |     activities                                    |
|                  |                                                   |
|                  | -   Working with the student to design activities |
|                  |     to practice the Career Success Standards      |
|                  |                                                   |
|                  | -   Helping the student to conduct periodic       |
|                  |     self-assessments of his/her academic and CTT  |
|                  |     work                                          |
|                  |                                                   |
|                  | -   Working with the student to develop a         |
|                  |     portfolio of experiences and achievements     |
|                  |     (test scores, achievements, awards, writing   |
|                  |     samples, resume, etc.)                        |
|                  |                                                   |
|                  | -   Working with the student to explore education |
|                  |     and career options upon graduation from Job   |
|                  |     Corps                                         |
+------------------+---------------------------------------------------+
| **Working**      | -   Developing an understanding of the world of   |
| focuses on the   |     work                                          |
| positive         |                                                   |
| attitudes,       | -   Identifying work readiness skills             |
| standards and    |                                                   |
| behaviors        | -   Identifying the Career Success Standards that |
| necessary to     |     need improvement and working with the student |
| meet             |     to obtain an "Excels" level                   |
| expectations in  |                                                   |
| the workplace    | -   Identifying strategies to complete academic   |
| and throughout   |     and career technical training                 |
| one's career.    |                                                   |
|                  | -   Identifying individual strengths and          |
|                  |     potential opportunities for a meaningful      |
|                  |     career                                        |
|                  |                                                   |
|                  | -   Exploring work-based learning (WBL)           |
|                  |     opportunities with the student                |
|                  |                                                   |
|                  | -   Supporting the student throughout his or her  |
|                  |     work-based (WBL) experience                   |
|                  |                                                   |
|                  | -   Communicating with the center's WBL           |
|                  |     Coordinator about the student's progress and  |
|                  |     achievements                                  |
|                  |                                                   |
|                  | -   Supporting the student to be involved in      |
|                  |     career exploration activities such as career  |
|                  |     fairs, job shadowing, workplace visits and    |
|                  |     tours, etc.                                   |
|                  |                                                   |
|                  | -   Working with the student to set and update    |
|                  |     career goals (PCDP)                           |
|                  |                                                   |
|                  | -   Practicing mock interviews                    |
|                  |                                                   |
|                  | -   Providing assistance with job searches,       |
|                  |     resume writing, cover letter writing          |
|                  |                                                   |
|                  | -   Assisting the student with Information        |
|                  |     Management, including the use of computers    |
|                  |     and other workplace technology                |
+------------------+---------------------------------------------------+
| **Thriving**     | -   Assisting the student to articulate personal  |
| focuses on       |     values                                        |
| attitudes,       |                                                   |
| standards and    | -   Helping the student to establish a sense of   |
| behaviors that   |     responsibility to self and others             |
| are demonstrated |                                                   |
| by maintaining   | -   Helping the student to assess situations and  |
| optimal physical |     avoid risky conditions and activities         |
| and emotional    |                                                   |
| well-being.      | -   Sharing with the student the importance of    |
|                  |     good nutrition, physical exercise and hygiene |
|                  |                                                   |
|                  | -   Working with the student to not only know the |
|                  |     Career Success Standards but to be able to    |
|                  |     demonstrate them on a daily basis             |
|                  |                                                   |
|                  | -   Encouraging the student to eat well and to    |
|                  |     understand proper nutrition by assisting him  |
|                  |     or her with meal planning and preparation     |
|                  |     activities                                    |
|                  |                                                   |
|                  | -   Engaging the student in physical exercise     |
|                  |                                                   |
|                  | -   Promoting proper hygiene with the student     |
|                  |                                                   |
|                  | -   Assisting the student with life skills, such  |
|                  |     as how to manage money, find transportation,  |
|                  |     shop on a budget, buy a car, and obtain       |
|                  |     insurance                                     |
|                  |                                                   |
|                  | -   Assisting the student in creating a community |
|                  |     resources "map" related to physical and       |
|                  |     mental health, personal physicians, insurance |
|                  |     companies, parks, grocery stores, drug        |
|                  |     stores, etc.                                  |
+------------------+---------------------------------------------------+
| **Leading**      | -   Working with the student on the Personal      |
| centers on       |     Growth and Development Career Success         |
| positive         |     Standard and helping him/her to develop       |
| standards,       |     short-term and long-term goals                |
| attitudes and    |                                                   |
| behaviors        | -   Supporting the student with the exploration   |
| regarding civic  |     of leadership opportunities on center or in   |
| involvement and  |     the community                                 |
| personal goal    |                                                   |
| setting.         | -   Promoting community volunteer opportunities   |
|                  |     with the student                              |
|                  |                                                   |
|                  | -   Promoting activities with the student and his |
|                  |     or her peers that encourage group             |
|                  |     participation and collaboration with other    |
|                  |     individuals and groups                        |
|                  |                                                   |
|                  | -   Engaging with the student in problem solving, |
|                  |     conflict resolution and self-advocacy         |
|                  |                                                   |
|                  | -   Providing the student opportunities to        |
|                  |     practice communication, negotiation and       |
|                  |     personal presentation                         |
+------------------+---------------------------------------------------+
| **Connecting**   | -   Demonstrating the Career Success Standards,   |
| refers to the    |     particularly Personal Growth and Development, |
| development of   |     Communications, and Interpersonal Skills      |
| positive social  |                                                   |
| behaviors,       | -   Discussing and practicing conflict resolution |
| skills and       |     skills with the student                       |
| attitudes.       |                                                   |
|                  | -   Assisting the student with understanding key  |
|                  |     community resources he or she will need in    |
|                  |     his or her personal and professional life.    |
+------------------+---------------------------------------------------+

Additional materials, resources and web links useful for developing
mentoring activities and support strategies are located on the STARS web
site at <http://jccdrc.jobcorps.org/STARS>.

**[Recruiting Mentors]{.underline}**

Recruiting skilled volunteer mentors is usually the most difficult and
time consuming part of starting and sustaining a mentoring program.
However, the activity of recruiting mentors can lead to increased
visibility in the community and may help centers to form partnerships
and alliances with public and private organizations that did not exist
before. Networking with other area programs that have had success in
recruiting mentors may be helpful.

Centers may find that it is sometimes appropriate to utilize students in
the recruitment process. Testimonials from students who have previously
participated in STARS can illustrate the value of mentoring to others.
Testimonials from students who participated in the STARS pilot are
located on the STARS web site.

When recruiting, it is important for centers to be clear about how the
skills and experiences of the mentor will be used to engage the student
and the desired outcomes to be achieved. Centers should seek to recruit
mentors with special skills or experiences that connect best with Job
Corps students. Same race or cross race matches each have benefits, but
should not be made arbitrarily. Language and other cultural issues are
valid considerations when making matches. When a group of students is to
be matched individually with a group of volunteers, it is worthwhile to
have the matches made by someone who knows each student well and who has
spent some time with the volunteers. While application information, such
as participants' interests and backgrounds, can be used to make some
preliminary decisions, personal contact by the center's STARS committee
or coordinator is often worthwhile.

**[Screening Mentors]{.underline}**

Mentors should be screened to determine if the volunteer has the
personal characteristics needed to be a mentor and if the volunteer can
safely work with students. Screening is done by looking at the
volunteer's thoroughly completed application; conducting interviews;
doing reference checks, and conducting background checks. Centers should
be as diligent in screening volunteers as they are in screening paid
staff, particularly if the mentors will be spending time alone with the
students.

Despite the overwhelming need for mentors, it is reasonable to turn down
a volunteer if the applicant does not have the attributes, skills, and
personality to be effective. Mentors are more effective if they:

-   are at least 21 years of age;

-   have experience or interest in working with youth;

-   are patient and tolerant of youthful behavior;

-   are good listeners;

-   are not judgmental or moralistic;

-   are tolerant of diversity; and,

-   have a history of staying committed.

**[Training Mentors]{.underline}**

An important, but often overlooked, part of mentoring programs is the
training of mentors. Because of time and access, many program
administrators hurry past training in an attempt to connect the mentor
with the mentee quickly so that they can begin spending time together.
This rush can be detrimental in the long run because the mentor may be
unprepared to handle some of the unpredictable situations that may
arise, or the mentor may be unable to engage the student in a long-term
relationship. According to Fulop[^9], mentoring programs should have a
structured training program for mentors, mentees and \[if appropriate\]
parents/caregivers that includes:

-   an overview of the program;

-   clarification of roles, responsibilities and expectations;

-   discussion of how to handle a variety of situations;

-   concepts and strategies to help build the relationship between the
    mentor and student

The amount of training needed is dependent on several factors:

-   The amount of time the mentor will be spending with the student

-   The amount of time the mentor and mentee are not supervised

-   The range of activities

-   The experience of the mentor

-   The extent of the student's needs

This last factor demands particular attention. Because of privacy and
confidentiality, mentors should have only limited access to background
information concerning the student. However, mentors should, if
appropriate, have a thorough understanding of the impact of poverty,
culture, disability, or other factors that affect the student's life.

Sample training curricula and links to national training programs are
housed on the STARS web site at <http://jccdrc.jobcorps.org/STARS>.

**[Confidentiality Between Mentors and Students]{.underline}**

The information a student shares with a mentor should be kept
confidential. This works to build trust and helps the volunteers and the
students attain a true partnership. However, if a volunteer determines a
need for intervention because the student has indicated he or she may
harm himself or herself or others, the mentor will need to share this
information with the appropriate center staff as designated in the
center's STARS Plan. The mentor will need to let the student know that
he or she will be sharing this information with the STARS representative
so that they can maintain trust with the student. The student will be
informed that such information [will not]{.underline} be kept
confidential, so the mentor will not be breaching trust nor negating the
written agreement. The [STARS Volunteer Confidentiality
Agreement]{.underline} (see Appendices) should be signed by all
volunteers.

[]{.mark}

+-----------------------------------------------------------------------+
| # STARS Tutors                                                        |
+-----------------------------------------------------------------------+

The goal of the ***Tutors*** component is to provide students with
tutors who volunteer to assist students with academics, career technical
training, and attainment of the Career Success Standards. Tutoring
assistance is based on the individual needs of students.

Tutors shall provide reinforcement, assistance, and support to students
based on their individual needs. Tutors should work closely with the
student as well as the student's instructors, counselor, and Residential
Advisor to determine the areas of proficiency that need to be targeted.

It is recommended that the center's STARS Committee establish a Tutors
Sub-Committee to ensure the effective implementation of tutoring
instruction to increase the rigor of a student's training on center. In
addition, a formalized process should be set in place to regularly
connect the activities in the classroom with the tutoring activities.

**[Tutor Selection Process]{.underline}**

> The process for recruiting and selecting tutors should be guided by
> the objective to bring in individuals who will provide quality
> services to Job Corps students and who will embrace the mission of the
> STARS initiative. The process includes five phases: (1) Recruitment,
> (2) Selection / Screening, (3) Potential Tutor Interview, (4)
> Orientation, and (5) Matching. The charts on the following pages
> explain the components of these phases in detail.

+-----------------------------------------------------------------------+
| (1) **Recruitment**                                                   |
+=======================================================================+
| **Recruitment Strategies**                                            |
+-----------------------------------------------------------------------+
| -   Create [(Use Job Corps approved??)]{.mark} Public Service         |
|     Announcements (PSAs) for radio stations, newspapers and web sites |
|                                                                       |
| -   Contact and post fliers at local colleges and universities, local |
|     churches, senior centers, community groups, associations, local   |
|     business groups, libraries and grocery stores, etc.               |
|                                                                       |
| -   Participate in volunteer fairs                                    |
|                                                                       |
| -   Work with the center's Business Community Liaison to tap into     |
|     external organizations' current relationships with the center     |
|                                                                       |
| -   Organize an "Open House" for the public to visit the center to    |
|     learn more about Job Corps                                        |
|                                                                       |
| -   Contact local businesses and ask for the staff member responsible |
|     for community outreach. Ask if they will distribute information   |
|     about STARS volunteer opportunities to their employees (i.e.      |
|     distribute fliers via email, post fliers, discuss at staff        |
|     meetings, etc.)                                                   |
|                                                                       |
| -   Utilize online volunteer banks such as                            |
|     [volunteermatch.org](http://www.volunteermatch.org/);             |
|     [bethecause.org](http://www.bethecause.org/);                     |
|     [seniorcorps.org](http://www.seniorcorps.org/);                   |
|     [idealist.org](http://www.idealist.org/);                         |
|     [craigslist.org](http://www.craigslist.org/about/cities.html);    |
|     [unitedway.org](http://www.unitedway.org/), etc.                  |
|                                                                       |
| -   Contact local Chamber of Commerce to request posting STARS        |
|     volunteer opportunities on its web site                           |
|                                                                       |
| -   Encourage current volunteers to spread the need for volunteers by |
|     word of mouth                                                     |
|                                                                       |
| -   Promote face to face meetings with potential volunteers which are |
|     usually more effective and personable than by telephone and/or    |
|     e-mail                                                            |
|                                                                       |
| -   Allow time for a tour of the center after a volunteer interview   |
|     to allow the volunteer to become acquainted with the Job Corps    |
|     center                                                            |
|                                                                       |
| -   Introduce potential volunteers to staff members and students on   |
|     the tours. This provides the volunteers with a sense of           |
|     importance. If the interview is scheduled on a weeknight or       |
|     weekend, ask a student to join the tour so the volunteer can meet |
|     someone from the program                                          |
|                                                                       |
| -   Establish partnerships with other non-profit organizations        |
|                                                                       |
| -   Establish private industry partnerships                           |
+-----------------------------------------------------------------------+
| > **Potential Tutor Resources**                                       |
+-----------------------------------------------------------------------+
| -   Former Job Corps students                                         |
|                                                                       |
| -   College and university students                                   |
|                                                                       |
| -   Industry representatives from career technical training (CTT)     |
|     areas offered on the Job Corps center                             |
|                                                                       |
| -   Part-time school staff, such as teacher\'s aides, substitute      |
|     teachers                                                          |
|                                                                       |
| -   PTA members                                                       |
|                                                                       |
| -   Retired Job Corps employees                                       |
|                                                                       |
| -   Retired educators                                                 |
|                                                                       |
| -   Retired military personnel                                        |
|                                                                       |
| -   Employees of local businesses/organization                        |
|                                                                       |
| -   Members of local service organizations                            |
|                                                                       |
| -   Members of local ecumenical organizations                         |
|                                                                       |
| -   Returning Peace Corps Volunteers                                  |
|                                                                       |
| -   Retired government employees                                      |
|                                                                       |
| -   Current government employees                                      |
|                                                                       |
| -   AmeriCorps volunteers interested in working with older students   |
|                                                                       |
| -   SeniorCorps volunteers                                            |
|                                                                       |
| -   National Training Contractors (NTCs) staff                        |
|                                                                       |
| -   Members of sororities & fraternities                              |
+-----------------------------------------------------------------------+
| > **Tutor Eligibility Criteria**                                      |
+-----------------------------------------------------------------------+
| -   Able to provide academic and career technical assistance to youth |
|     ages 16-24                                                        |
|                                                                       |
| -   At least 18 years of age                                          |
|                                                                       |
| -   Familiar with issues that may impact learning for students with   |
|     educational, workplace and personal challenges                    |
|                                                                       |
| -   Comfortable as role models                                        |
|                                                                       |
| -   Committed and flexible                                            |
|                                                                       |
|     -   Committed to a minimum of one and a half hours (1 1/2) hour   |
|         twice each month                                              |
|                                                                       |
|     -   Able to use several teaching methodologies to work with the   |
|         student                                                       |
|                                                                       |
|     -   Open to working with youth of all cultures, races,            |
|         ethnicities                                                   |
|                                                                       |
|     -   Able to adapt to each student's individual needs              |
|                                                                       |
| -   Good listener and patient                                         |
|                                                                       |
| -   Believes sincerely that all Job Corps students are capable of     |
|     academic excellence                                               |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| (2) **Selection and Screening**                                       |
+=======================================================================+
| **The Importance of Screening**                                       |
+-----------------------------------------------------------------------+
| -   Identify volunteers who have the sensitivity, commitment and a    |
|     sense of responsibility to be the best tutors possible            |
|                                                                       |
| -   Place screened individuals in appropriate roles                   |
|                                                                       |
| -   Identify volunteers who will have a positive impact on students,  |
|     STARS and Job Corps                                               |
|                                                                       |
| -   Ensure tutors have appropriate knowledge and skills to            |
|     effectively tutor in needed subject areas                         |
+-----------------------------------------------------------------------+
| **Screening Factors to Consider**                                     |
+-----------------------------------------------------------------------+
| -   At least 18 years of age                                          |
|                                                                       |
| -   Previous tutoring and/or teaching experience                      |
|                                                                       |
| -   Educational and professional experience                           |
|                                                                       |
| -   Knowledge in the subject areas taught on the Job Corps center     |
|                                                                       |
| -   Maturity: Volunteers should possess the maturity to provide       |
|     effective tutoring to students                                    |
|                                                                       |
| -   Time Commitment : Recruited tutors should have the time to        |
|     volunteer and the commitment to maintain a tutoring relationship  |
|     with a student for an extended period of time or until the        |
|     student's specific goals are obtained                             |
|                                                                       |
| -   Status of criminal background: Volunteers should be willing to    |
|     submit to a background check and provide personal and             |
|     professional references                                           |
|                                                                       |
| -   Previous history of volunteering                                  |
|                                                                       |
| -   Demonstration of patience and flexibility and a non-judgmental    |
|     attitude and approach                                             |
|                                                                       |
| -   Experience and/or desire to work with at-promise youth            |
|                                                                       |
| -   Initial interaction with students and Job Corps staff             |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| (3) **Tutor Candidate Interview**                                     |
+=======================================================================+
| Once potential tutors have been identified and their applications     |
| have been screened, the next step is to conduct the interview. The    |
| [Tutor Interview Form]{.underline} (see Appendices) provides a list   |
| of suggested interview questions.                                     |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| (4) **Orientation**                                                   |
+=======================================================================+
| > **Pre-Orientation Materials**                                       |
+-----------------------------------------------------------------------+
| Selected tutors should receive the following information in advance   |
| of the orientation session:                                           |
|                                                                       |
| -   Letter of invitation to attend the orientation which should       |
|     include:                                                          |
|                                                                       |
|     -   address of the Job Corps center;                              |
|                                                                       |
|     -   meeting location on the center;                               |
|                                                                       |
|     -   time of the session;                                          |
|                                                                       |
|     -   telephone number of the center's point of contact;            |
|                                                                       |
|     -   general directions to the center; and,                        |
|                                                                       |
|     -   procedure for arriving on center.                             |
+-----------------------------------------------------------------------+
| > **Orientation Information**                                         |
+-----------------------------------------------------------------------+
| The tutor should receive the following during the Orientation         |
| session:                                                              |
|                                                                       |
| -   An introduction to the center staff with whom he/she will be      |
|     working                                                           |
|                                                                       |
| -   Information about the Job Corps program and the center            |
|                                                                       |
| -   Information about the STARS tutoring initiative                   |
|                                                                       |
| -   A tour of the facility or the area where tutoring sessions will   |
|     be held                                                           |
|                                                                       |
| -   A Safety Orientation and contact numbers of Security staff        |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| (5) **Matching Tutors and Students**                                  |
+=======================================================================+
| > **Matching Criteria**                                               |
+-----------------------------------------------------------------------+
| -   ***Personal Preferences***: Tutors and students may request to be |
|     matched with someone of the same gender, age range or other       |
|     specific characteristic. These preferences should be honored when |
|     possible.                                                         |
|                                                                       |
| -   ***Teaching Style***: Tutors should be willing to understanding   |
|     that there are different learning styles and adapt to the Job     |
|     Corps' instructional style, as appropriate, and to work with the  |
|     student's instructors to understand their approach to teaching    |
|     and how the student learns best.                                  |
|                                                                       |
| -   ***Temperament***: Matching tutors and students with similar      |
|     personalities and behavioral styles can greatly enhance the       |
|     quality of the relationship. Is the tutor\'s approach very formal |
|     or is it more nurturing? Assessing these characteristics          |
|     accurately will help to match the tutor with a student who        |
|     responds well to the tutor's particular style.                    |
|                                                                       |
| -   ***Life Experiences and Interests:*** Similarities in interests,  |
|     life experiences, family background and lifestyles go a long way  |
|     to ensure successful and strong relationships between tutors and  |
|     students. Keeping these attributes in mind will facilitate a      |
|     better relationship when matching tutors with students.           |
|                                                                       |
| -   ***Ethnicity***: Matching tutors with students from similar       |
|     ethnic backgrounds can be an important factor in building this    |
|     relationship. This kind of pairing often creates an interaction   |
|     that is more open and honest, while serving as a bridge to        |
|     forging a trusting, longer-term relationship.                     |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| (5) **Matching Tutors and Students**                                  |
+-----------------------------------------------------------------------+
| > **Tutor Match Meeting**                                             |
+-----------------------------------------------------------------------+
| The first meeting of the tutor and the student should introduce the   |
| tutor to:                                                             |
|                                                                       |
| -   The student(s) who he or she will be tutoring, including the      |
|     specific needs and goals of the student;                          |
|                                                                       |
| -   The student's instructors to receive an overview of the Job Corps |
|     academic curriculum structure, tutoring materials, specific       |
|     homework assignments, etc.;                                       |
|                                                                       |
| -   A strategy for communicating with center staff who work with the  |
|     student (Residential Advisors, Counselors, etc.);                 |
|                                                                       |
| -   How to evaluate the student's performance, behavior, and needs,   |
|     and                                                               |
|                                                                       |
| -   How to document the tutoring sessions and the student's           |
|     achievements.                                                     |
|                                                                       |
| Once a match has been made, the tutor and/or mentor and the student   |
| should be instructed to sign the [STARS Volunteer Partnership         |
| Agreement]{.underline} (see Appendices). The signing of this document |
| stresses the importance and seriousness of the future relationship    |
| between the student and the volunteer.                                |
+-----------------------------------------------------------------------+

**[Additional Resources]{.underline}**

Additional resources and materials for implementing your STARS tutoring
program are available on the STARS website:
<http://jccdrc.jobcorps.gov/STARS>.

+-----------------------------------------------------------------------+
| # Marketing and Promoting STARS                                       |
+-----------------------------------------------------------------------+

This section provides centers with guidelines and recommended strategies
for marketing and promoting STARS in their local communities to assist
with the recruitment of STARS volunteers and to promote a positive image
of the Job Corps program. More specifically, centers are urged to
utilize the following tools for their promotional efforts:

1)  ***STARS Web Site***

In addition to the numerous resources already mentioned in this Guide,
the web site houses tools particularly designed to promote STARS. [The
web site features streaming video of nationally recognized STARS
speakers, web casts and other promotional materials. (??)]{.mark} The
web site offers a primary resource for community members to learn about
STARS and express their interest in volunteering with Job Corps. The web
site address is: <http://jccdrc.jobcorps.gov/STARS>.

2)  ***STARS Fliers***

A STARS informational and promotional flier template is available in the
Appendices and on the STARS web site to aid in marketing the initiative
and recruiting speakers, mentors and tutors. Centers may customize the
template to best suit their needs. Fliers may be posted on bulletin
boards in various locations near the centers as a recruiting tool.
Centers may also wish to distribute fliers at networking functions,
community meetings or other information sessions.

3)  ***STARS National Brochure***

All Job Corps centers will receive a set of national STARS brochures.
The brochure is designed to provide a general introduction to STARS and
should be utilized in a similar manner as the STARS fliers.

4)  ***Themed Monthly Observances***

Monthly observances are important times to seize recruitment
opportunities and capitalize on spreading the word about STARS. During
these special themed observances, the media is typically more receptive
to story ideas related to these specific periods of the year. Centers
are encouraged to capitalize on monthly/weekly observances, such as:

  ------------------------------------- ---------------------------------
  **Observance**                        **Date**

  National Mentoring Month              January

  Martin Luther King, Jr. Day           

  Black History Month                   February

  Job Shadow Day                        

  National Global Youth Service Day     April 25-27, 2008

  National Volunteer Appreciation Month April

  National Tutoring Week                October

  Make a Difference Day                 4^th^ Saturday of October
  ------------------------------------- ---------------------------------

5)  ***Public Service Announcements***

Many radio stations act as partners with the community by offering
"Community Calendars" which feature an overview of local events and
activities. Centers are encouraged to contact local radio stations to
inquire about opportunities to recruit STARS volunteers. The following
are steps to utilizing public service announcements:

1)  Research local area radio stations

2)  Contact the radio station's community/public affairs director

3)  Inquire about opportunities to recruit volunteers on air

4)  Find out about how they list community events and activities. Ask if
    they will feature STARS volunteer recruitment

5)  Determine if they accept scripts for the deejay/announcer to read on
    air. (See Appendix for examples of: 30 second and:10 second [Job
    Corps approved]{.mark} PSAs).

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6)  ***Word of Mouth***

Word of mouth is one of the most underrated communications mechanisms
but can make all the difference for the initiative in local communities
surrounding Job Corps centers and beyond. Word of mouth is a reference
to the passing of information by verbal means, especially
recommendations, but also general information, in an informal,
person-to-person manner. Creating a word of mouth "buzz" about the
benefits of volunteering for the STARS initiative spreads awareness and
excitement about STARS and encourages members of the local community to
work with the Job Corps center. Key messages about STARS have been
created to help easily communicate the mission and specific goals of
STARS. (See Appendix samples of Key Messages for STARS).

7)  ***Testimonials***

Testimonials are the real life stories that get to the heart of how
STARS has made a difference in someone's life. Whether the account is
from a student, a volunteer mentor/tutor or even a parent/guardian of
someone who has benefited from STARS, keeping track of and sharing these
testimonials is one of the most important strategies in promoting STARS.
Centers should seek out compelling testimonials that serve as examples
of how and why STARS works so well. These testimonials should be used
within the local community as a recruitment strategy. The following
steps outline the best approach to developing testimonials:

1)  Identify a student or volunteer who has benefited from being part of
    the STARS initiative

2)  Ask the student or volunteer if they would be willing to share their
    experience about STARS so that others may learn more about it

3)  Have the student or volunteer sign a Job Corps release form allowing
    permission to use their testimony and their photo or photographic
    likeness in telling their story

4)  Follow up with the student or volunteer with a thank you note and
    provide a copy or link to their story after it has been published

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8)  ***Working with the Media***

Before moving ahead with an idea to pitch to the media, the center's
STARS Committee should consult with the appropriate Job Corps center
staff. Many centers have a Business Community Liaison (BCL) who is an
ideal person to consult with about all center-related media matters. The
following are guidelines for the STARS Committee to follow when
initiating media contacts:

-   Contact the BCL and/or Center Director about an upcoming media
    opportunity

-   Discover if the BCL or Center Director is interested in obtaining
    positive media coverage for the Center through the STARS initiative.

-   Offer to help draft a press release for the BCL or Center Director
    about the upcoming media opportunity (See Appendices section for a
    [Sample Media Release]{.underline})

Issuing a press release is the most standard way to solicit media
coverage. It is important to remember, however, that a press release
alone will not ensure coverage of a story or event. Issuing a press
release in conjunction with other elements of a media strategy will
increase the chances of obtaining desired media results.

-   When a STARS National Speaker is scheduled to visit, this is often
    an excellent time to consider working with appropriate on-center
    staff (BCL and/or Center Director) to suggest reaching out to the
    media.

-   As mentioned previously, themed monthly/weekly observances are an
    ideal time to consider reaching out to the media. The media is
    already aware that the mainstream public will want to hear more
    about certain themes during these special periods.

-   When the center is already planning a noteworthy business or
    community event or open house, STARS should be incorporated into the
    event, if possible, in order to take the opportunity to recruit
    volunteers. Fliers and materials about STARS should be distributed
    to visitors and guests.

+-----------------------------------------------------------------------+
| # STARS Evaluation                                                    |
+-----------------------------------------------------------------------+

+-----------------------------------------------------------------------+
| # Appendices                                                          |
+-----------------------------------------------------------------------+

[^1]: The Mentoring section of this guide is excerpted directly, with
    permission, from Paving the way to work: A guide to career-focused
    mentoring for youth with disabilities. Timmons, J., Mack, M., Sims,
    A., Hare, R. and Wills, J. (2006). Washington, DC: National
    Collaborative on Workforce and Disability for Youth, Institute for
    Educational Leadership.

[^2]: Sipe, C. L. (1996). *Mentoring: A synthesis of P/PV\'s research:
    1988-1995*. Philadelphia: Public/Private

    Ventures. Retrieved October 4, 2005, from
    (http://www.ppv.org/ppv/publications/assets/40_publication.pdf).

[^3]: Jekielek, S., Moore, K. A., & Hair, E. C. (2002). *Mentoring
    programs and youth development: A synthesis*. Washington, DC: Edna
    McConnell Clark Foundation. Retrieved August 19, 2004, from
    (http://www.childtrends.org/what_works/clarkwww/mentor/mentorrpt.pdf).

[^4]: MENTOR/National Mentoring Partnership. (2005). Elements of
    effective practice. Retrieved from
    (http://www.mentoring.org/program_staff/design/elements_of_effective_practice.php?pid=all).

[^5]: Institute on Community Integration. (2003). Connecting to Success
    Manual. Retrieved from

    (http://ici.umn.edu/ementoring/CTS_Training_Manual.pdf).

[^6]: MENTOR/National Mentoring Partnership. (2005). Elements of
    effective practice. Retrieved from
    (http://www.mentoring.org/program_staff/design/elements_of_effective_practice.php?pid=all).

[^7]: Institute on Community Integration. (2003). Connecting to Success
    Manual. Retrieved from

    (http://ici.umn.edu/ementoring/CTS_Training_Manual.pdf).

[^8]: Ferber, T., Pittman, K., & Marshall, T. (2002). *Helping all youth
    to grow up fully prepared and fully engaged*. Takoma Park, MD: The
    Forum for Youth Investment.

[^9]: Fulop, M. (2003). *Mentoring program development: A start-up
    toolkit*. Northwest Regional Educational

    Laboratory: Portland, OR. Retrieved from
    (http://www.nwrel.org/mentoring/pdf/startup_toolkit.pdf).