MENTOR

MENTOR

Birmingham, Solihull & Black Country (HE) Student Mentoring

08:09 For the Academic year

Birmingham, Solihull & Black Country Ĺ (HE) Student Mentoring

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Birmingham, Solihull & Black Country Ĺ (HE) Student Mentoring

Name:

University:

Term Time Address:

Telephone Number:

Email:

School Coordinator:

School Address:

This Logbook has been divided into four colour sections, so that you can allocate one colour to each of your Mentees.

Mentee 1

Mentee 2

Mentee 3

Mentee 4

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Introduction

Mentee’s Logbook

Firstly congratulations on becoming a mentor. We hope that you find the information, resources and diary sections in this logbook, very useful and invaluable during your mentoring sessions. We have included some ideas for talking points/ activities to do with your mentees. These pointers have been taken from the Mentor handbook. Please check your handbook for other useful information/advice. If you have any questions, queries or problems please contact your student outreach/coordinator.

The mentees logbook is designed to enable pupils to record the targets which they have agreed with their mentor that they should work towards as a result of each mentoring session. At the end of the logbook there is a section for pupils to write down any notes for themselves.

Mentor’s Logbook The Mentors Logbook is designed to provide mentors with their own record of the targets they have agreed with each of their mentees and to enable them to record the progress of the mentees against their targets.

The logbook consists of a different colour for each of the pupils being mentored (four in total).

The mentor should complete a sheet at the end of each mentoring session recording: • •

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The targets that have been agreed with the mentee Any specific action which it has been agreed that the mentee should take, and which the mentor has agreed to help the mentee The dates discussed with the mentee for the completion of targets and action The progress made by the mentee since the previous week

The mentor’s records should relate to actions, targets and general progress only.

Detailed discussions in the mentoring sessions are confidential and should not be noted.

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Regular use of the mentee’s logbook will give each pupil a written record of their targets and how they have done against their targets, and help them to record their progress between one mentoring session and the next. This will enable the pupils to organise and structure the areas of their school/college work and homework/coursework on which they are working with their mentor.

At the start of each session ensure that the targets recorded at the previous section are reviewed. Talk to the mentees about how they approached the targets and how well they think they have achieved them.

Even if targets have not been completed, try to establish the progress that has been made towards their achievement. Ensure that the mentee records on the action sheet the outcomes of their efforts.

At the end of the mentoring sessions, use the mentee’s logbook to record the targets it has been agreed should be attempted before the next session. At regular intervals review the targets set over previous weeks and their outcomes. Recalling successes achieved against targets will provide encouragement for the mentees to progress further. Where targets have not been completed, the logbooks will provide a reminder of those targets towards which the mentees still need to work.

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AIMS OF THE PROJECT...

Raise the standards of performance in their examinations

Draw up and implement individual learning plans, including personal achievement targets and time scales for action

Draw up appropriate action plans with assistance

Be provided with support, encouragement, guidance and motivation

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Discuss anything of importance and be listened to

Develop greater self esteem, motivation, confidence, persistence and application

Raise awareness of HE opportunities

Set clear and effective long and short term goals

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CODE OF CONDUCT Responsibilities

Confidentiality

The role of the mentor is supporting the mentees in their personal and general academic progress. This consists of discussing experiences of school with the mentees and helping them to set and record targets for themselves.

At the start of the mentoring placement, mentors should let it be known that there could be circumstances where they would have no other option but to report a situation to a supervisor (such as where child protection is involved). Mentors, for their own protection, WILL NOT release personal address or phone/mobile details.

Commitment The nature of the mentoring role is to develop a relationship with a mentee; therefore mentors are expected to commit for one academic year. The actual time of the meeting is negotiated between the school and the mentor but the aim is that the pair will meet for one hour each week, whenever the pupil is expected in school.

Equal opportunities

Reliability

Once a mentoring relationship has started it is very important that a mentor does not withdraw from the placement. They should decide before the launch meeting at the school whether they can commit to the project realistically. However there may be situations where leaving the placement is unavoidable. Mentors should discuss these with the project coordinator within their HEI first of all and arrange a final session with the mentee to explain why they cannot continue.

Mentors should endeavour to be good role models to the young people involved and attend sessions regularly and on time. Mentors should inform the school and mentor coordinator in advance if they are aware of any period of time whereby the mentoring sessions can’t take place.

Meeting place Mentors should be aware of child protection issues and meet in school in a place where staff can see them such as the corner of a public area like a library or a room with a glass panel in the door.

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Mentors will demonstrate a commitment to equality by engaging in honest discussions with the young people involved about discrimination and other relevant issues.

Ending the mentoring relationship

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What is Aimhigher?

Introductory Sessions

Aimhigher in the West Midlands is part of a national government initiative to encourage more learners from under-represented groups to participate in Higher Education.

Ground Rules

What is the Aimhigher HE Student Mentoring Project?

The Aimhigher Student Mentoring Project is an integrated scheme, which aims to bring coherence and consistency to the delivery of Higher Education Mentors in schools within Birmingham and Solihull. The project provides practical help and encouragement for pupils aged 13-18 who have the potential to do well, but who, for a variety of reasons may not be fulfilling the potential.

The project provides help to identified pupils in which trained HE Mentors visit pupils in their schools and work with them on a regular one-to-one basis. This involves addressing their individual and development needs and helping them to address issues relating to self-esteem, persistence, confidence, aspirations, goal setting and time management.

It is essential that you discuss with your mentee issues of boundaries and ground rules at the start of the placement. Some practical examples of ground rules are provided, you may have some of your own and you may need to revisit parts of it at different stages of the mentoring placement.

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How long, when and where you will meet

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The importance of turning up on time

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Meetings will be carried out on a one-to one basis unless otherwise agreed

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How you will speak to each other, e.g use of language

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No use of mobile phones during the sessions

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What happens/what you need to do if either of you is unable to attend the session

The five Higher Education Institutions who are involved in the partnership: •

Aston University

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University College Birmingham

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Newman University College

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University of Birmingham

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Birmingham City University

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University of Wolverhampton

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Confidentiality •

You might want to discuss this informally, talk about what it means and why it is important. Reassure your mentee that everything you share will be confidential up to a point where the mentor feels it is essential to pass the information on to someone in authority.

It is important to set this ground rule at the start of the mentoring relationship.

•

If you feel that something that your mentee has spoken to you about is of a delicate/illegal nature and you are not sure how to deal with the information/ issue, please refer to the student mentor crisis management flow chart, below. Alternatively speak to your outreach office/coordinator for advice.

Student mentor crisis management The issue of confidentiality

The information is shocking perhaps, but nobody is in any danger.

Use your new skills to empower the mentee to deal with the situation.

Try not to give your own judgments and opinions on the matter.

Your mentee confides in you. Normally everything said in a mentoring meeting is private and confidential.

Advise the mentor that you have a ‘duty of care’ and that the information can therefore not remain confidential. You and your school/college coordinator should already have discussed this with the mentee at the initial meeting.

The mentee indicated that they or someone else was at risk or they were involved in illegality.

Take the matter to the Student Outreach Office/ college coordinator and the School Coordinator.

Conversation ideas •

It is important that you go into the first meeting having done some form of preparation based on what you have learnt from your mentee from the induction/launch meeting.

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Prepare notes or points you would like to raise beforehand.

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Have an idea about the kind of information you want to give about yourself.

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Undertake research if you feel your current knowledge is insufficient.

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Share interests with your mentee. Find out what you have in common, you may need to use this to form the basis of your discussion.

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Listen carefully to what the mentee has to say, try to limit your input and let them do most of the talking. If they are quiet, talk briefly about yourself and ask questions as you go along, avoid filling in paperwork in the initial session.

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Ending the session •

If possible during the first meeting explore some of the issues and subjects that you would like to discuss in future mentoring sessions.

If the mentee cannot think of any suggest some examples.

It is useful to agree action points between both parties to achieve continuity and also to help both yourself and your mentee to feel you are achieving and contributing. You may decide to set tasks (which may range from researching certain information to completing coursework/university application).

Exit Strategies Mentoring Exit Strategies: Ideas for Consideration The finishing of the mentoring relationship is as important as the start and development of the process. The exit strategy should be integrated into the overall programme and there commence at the beginning of the process, for there is a fixed end point. Mentors would therefore need to: •

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Consider how they would build to the end stage, for example, preparation to end. Therefore reviewing the mentoring relationship regularly, can be done after every three meetings will help you give future sessions more focus.

Consider the emotional content as an important aspect of the separation. Clearly defining success, at the start of the relationship, can mean that emotional issues of ending are minimised. If you and the mentee have set realistic goals

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and have worked towards them steadily, then ending becomes an obvious and natural process.

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Consider the after the mentoring phase: how would the mentee be enabled to cope using the new found confidence and skills through retaining their independence and interdependence.

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Some emphasis should also be given on thinking through the nature of the final session(s).

It may be helpful at the start to think about the exit strategy as a process embedded within the mentoring lifecycle, with its sequence of phases. The following provides an insight into how the closure of the mentoring relationship can be embedded within ‘The Mentoring Lifecycle’.

Initiation Phase: •

Building a rapport - getting to know each other (as individual members of society with unique experiences).

Note: •

This exploration will lay the foundation for the success or failure of your mentoring relationship including the closure of this professional relationship.

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The quality of this section is about starting to breakdown barriers, anxieties and build confidence and trust in each other.

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The pace and progress of the mentoring are in part affected by how quickly you get to know and respect each other.

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Remember that building rapport is an ongoing process not a one off activity, therefore this must be an integral active; each session should enhance this process.

Winding Down Phase: •

Review of outcomes and evaluation of the process.

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Planning for completion of outstanding goals or agenda items.

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Continue to build and assess independence and interdependence strategy through encouraging the mentees to identify and plan for post-mentoring developmental activities and actions.

Goal Setting Phase: •

Setting goals and making plans to achieve them.

This should also include plans (timetable) for ending the relationship - for example, drafting a plan for how the process may progress to a close; it could be part of a contract agreement.

Developmental Learning Phase: •

Working together towards achieving goals.

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Building a network of your mentees where appropriate (which could include occasional getting together; communicating through e-mails on shared interest or personal experiences of mentoring. This should help the mentee to widen their contact network and reduce mentor dependency.

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Regular review of progress and forward planning.

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Building on independence and interdependence through encouraging the mentees to take greater ownership of the mentoring relationship developmental agenda.

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Dissolving the Mentoring Relationship Phase: •

Ending the mentoring relationship.

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Final discussion sharing perceptions on mentoring relationship: on goals, achievements, challenges, disappointments, outstanding agenda, mentor/mentee improvement and gains, future actions.

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Completion of the Aimhigher formal post-mentoring evaluation.

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Make this session a more social/ relax event to say thank you and goodbye but remember to keep it professional as you are still in role.

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Practical Activities Please find some ideas for your sessions. These can be used if you feel that you have run out of activities or conversation with your mentees, or you want to do something different with them.

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Work on some homework/coursework together.

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Talk about school/college and their likes and dislikes.

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Go on a tour of the campus.

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Work on writing a job application or CV

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Work on writing a UCAS application.

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Talk about how to look for a job.

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Do a pretend job interview.

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Find out about the costs of going to FE/HE and the support available.

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Learn how to budget.

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Help your mentee make healthy choices about day-to-day life from food to exercise: for example plan a week’s meals.

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Learn how to improve ICT skills.

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Help your mentee improve their organisation and planning by working together to plan their time on a calendar.

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General conversation using a newspaper or magazine as a catalyst e.g. discussing news articles, politics, sports, etc.

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Looking at study activities to assist with exam preparation – e.g using the internet to look at revision activities.

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Look at subjects in school which they feel they have particular weaknesses, and try to offer advice or activities as to how they could progress and improve.

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Talk about interests and hobbies and make the effort to find out something about their interests e.g. if they are interested in skateboarding try and find some information about competitions, competitors and bring it in to talk about.

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•

Learn how to improve reading and writing skills - Ask mentees to write a review or report on a TV programme, football match or any of their interests.

Offer advice beforehand as to structure, note taking, techniques etc and review the article they have written afterwards, offering constructive advice by checking grammar, spelling and punctuation etc. It may also be useful to ask the mentee to read their report to you as well as reading it yourself.

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Discussing what the mentees aims are for their school/college subjects and outside of school and looking at where they are actually heading. You should choose to do this as aims for the next few months or their whole life, and then plan how they can achieve their aims. Refer back to this periodically to offer motivation and review.

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Find as many ways as you can of developing the themes of confidence, persistence, organisation and getting along in their subject plans, and try to think of fun and interesting ways to get the mentees to practise recognising and using them. Role-plays, quizzes, getting the mentees to make posters could all be used to have a positive effect here.

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Discuss HE opportunities and ask your mentees to brainstorm what higher education means to them. (Encourage them to be as imaginative as possible – there are no right or wrong answers). Ask them to think about what it might feel like to go away to university or college, what about all the things they could do there, what impressions they have of life at university or college. Address any concerns or misconceptions they may have and ask mentees to think about the social and non-academic benefits.

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Ask your mentees to think about the future and what type of job would they like to be doing, then discuss what steps the mentee would need to take to achieve these goals including relevant courses or qualifications needed and which parts would be the easiest or hardest to achieve and why. It may be possible to use the Internet, magazines, books, etc. To spark the conversation about future careers and opportunities. Why not try the ALPS website? (www.aimhigherwm-alps.org)

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Raising the Aspirations of your Mentees. Examples of Good Practice •

Mentees need to be aware of the possibilities of going into HE and have basic information on the financial support available, particularly if they are from families with no previous experience of HE. (There are various websites and publications – see the useful website page and ask your outreach office/college coordinator for publications).

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Be alert to signs of issues that are making the mentee feel that HE is not for them. These barriers could include concerns about money, views of friends or family, uncertainty about where HE could lead to, etc.

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Your role will include dispelling myths and encouraging mentee to aim as high as they can, through whichever route suits them best – as well as knowing where to refer them for more information and guidance. They need to know at this stage that HE is not only for those thinking of A Levels.

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You could give them a copy of the Aimhigher pre-16 booklet “Don’t stop doing what you love” to reinforce all this – please speak to your Outreach Office to obtain a copy.

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Have a look at the website. www.teachernet.gov.uk/aimhigher for activities which you can run with your mentees to encourage them to start thinking about HE. The site addresses two common barriers to young people getting into higher education. The perception that HE is not for them and concerns about whether they or their family can afford it. The materials have been designed to help the students decide which careers and further qualifications are right for them.

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Give them time to prepare for, and reflect on what they have learned, through any in-school activities, visits, Open Days, tasters, summer schools, the Aimhigher Roadshow etc they have taken part in – “what have I learned and what does that mean for me.”

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Help post-16 students understand the differences between school and university to help minimise drop out. (HE dropout rate is nearly 20%, most in the first year. For example do they understand the terminology (lecture, seminar, tutorial, campus etc)? How will they cope with a very different type of learning environment (e.g a lecture hall of 200 students and one lecturer) How used are they to planning, organising and taking responsibility for their own work? There are ready made activities to help address this at www.teachernet.gov.uk/aimhigher.

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Many of those in the sixth form who are now looking at going on into an Apprenticeship or other work can still go onto HE through the work-based route later on – they also need a programme which includes information on HE and the chance to discuss issues.

The “Aimhigher Improving Vocational Routes to HE Programme” is currently developing mentoring to suit vocational learners, please get in touch if you need more information.

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Some mentees currently completing college courses may not be thinking about learning at a higher level or continuing at college. Why not explain why you chose to continue or study at a higher level? What are the benefits etc?

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Additional Supporting Information & Discussion Points Some key facts about HE – April 2006 Financial benefits of a degree •

A recent University of Wales study found that, after taking into account the costs of acquiring a degree [tuition costs and foregone earnings] male graduates can expect to see their lifetime earnings increase by £141,539 over men with 2 or more ‘A’ levels.

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Corresponding figure for women is £157,982.

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Maths and computing degrees offer the greatest increase in lifetime earnings for male graduates.

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A degree in education offers the highest returns for women.

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Average salary of 2004 first degree graduates, 6 months after graduating, was £17,029 [an increase of 3.9% from £16,393 for 2003 graduates].

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The West Midlands average was £16,011.

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Average final year debt in 2005 was £7,918 [down from £8,666 in 2003].

Employment •

The average unemployment rate for 2004 first degree graduates, six months after graduating, was 6.1% [down from 6.6% for 2003 cohort].

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The employment rate [including the ‘working and studying’ category] went up slightly from 71.7% to 72%.

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The percentage going on to further studying or training alone [without combining it with working] rose from 13.9% to 14.1%.

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Unemployment rate for HND/Foundation degree 2004 cohort was 3.6%.

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Graduate vacancies increased by 15.5% in the 2003-4 recruitment season compared to the previous year, according to an Association of Graduate Recruiters employer survey.

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Over the last five years, graduates had doubled the number of promotions at work as non-graduates [from a recent DfES study].

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Graduates are less likely to be unemployed than non-graduates.

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Graduate unemployment at the time of a recent survey was highest amongst those with Electrical and Electronic Engineering, IT and Art and Design degrees.

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Two in three graduates working in the UK were in a graduatelevel occupation six months after graduation.

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Additional Supporting Information & Discussion Points continued...

General •

Over 95% of students agree that going to university is a worthwhile experience.

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All universities are given ‘widening participation targets’, on aspects such as ‘% of students from state schools’. ‘Percentage from socioeconomic groups 4-7’, percentage from low participation neighbourhoods’, percentage in receipt of Disabled Students’ Allowance’, etc.

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More than 90% of young people with 2+ A levels progress to HE.

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40-50% of vocational level three learners progress to HE.

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1-2% of Advanced Apprentices progress to HE.

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56.5% of Black Country residents who progressed to Higher Education in 2003/4 attended universities in the West Midlands Metropolitan area.

Useful Websites More about Aimhigher •

www.aimhigherwm.org Local information about what is going on in the West Midlands region to encourage youngsters to participate in Higher Education

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www.aimhigher.ac.uk Information about further study (particularly about going to University) and careers advice

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http://www.aimhigher.ac.uk/uni4me/who_else_can_help_/index.cfm Comprehensive information about studying at University and what its all about

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www.aimhigher.ac.uk/student_finance Information about student finances when studying at University.

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www.aimhigherwm-alps.org Local information about courses and institutions and also an excellent pathways map about how to achieve their desired job or profession via a variety of routes.

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General revision tips and study skills •

www.bbc.co.uk/education/gcsebitesize Useful information for pupils studying for their GCSEs

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www.gcse.com Tutorials, tips and advice on GCSE coursework and revision

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www.s-cool.co.uk Revision and teaching materials for GCSE and A level students. Hints and tips for passing exams etc.

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www.educationforum.co.uk/revisiontips.htm Preparing students for their exams (in particular in history)

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www.channel4.com/learning/microsites/H/homeworkhigh/ Homework and study skill tips for students aged 11-16

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www.examstutor.com Comprehensive revision notes for A Level biology, business studies, chemistry, maths and physics, including a database of exam questions for all boards. However it's not free, so be warned!

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www.revisiontime.com A site to help with homework projects, background reading and exam revision. Covers both GCSE and A Level.

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www.revision-notes.co.uk Free revision notes and course notes for GCSE and A Level subjects

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www.darvill.clara.net/revtips.htm Andy Darvill’s revision tips

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www.revisioncentre.co.uk GCSE revision notes, resources and links

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Subject specific support •

http://purchon.com/biology/revision.htm GCSE Biology revision.

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www.biologyguide.net Human biology revision notes for A Level biology.

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www.mp-docker.co.uk/home.html Revision resources for A Level chemistry.

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www. www.docbrown.info/ Doc Brown’s Chemistry Clinic. Chemistry revision from KS3 to A Level.

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www.chemguide.co.uk Designed to help students overcome some of the more worrying aspects of the A Level syllabus.

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www.newi.ac.uk/englishresources/ks4.html English revision resources for 14-16 year olds. Revision resources on fiction, poetry, drama, Shakespeare, media, speaking and listening and much more.

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www.englishbiz.co.uk English literature and GCSE revision.

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www.universalteacher.org.uk/default.htm An excellent resource for English students up to A Level. Includes online guides to an impressive set of texts and topics for English Language study. Syllabus information and exam board requirements at each level are available.

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www.frenchrevision.co.uk Revision exercises for GCSE and A Level. Includes grammar, listening and past papers.

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www.school-resources.co.uk/GCSEITRevisionQuizzes.htm IT revision quizzes.

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www.gsce.com/physics GCSE physics tutorials. Includes an index and glossary and lots of worked examples.

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Maths revision sites •

www.mathsrevision.net Free revision notes for GCSE and A Level maths, produced by Matthew Pinkney. Includes thousands of coursework essays.

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http://pass.maths.org/ Plus Magazine. An internet magazine published five times a year which aims to introduce readers to the beauty and the practical applications of mathematics.

Sponsored by the Millennium Maths Project (http://mmp.maths.org/).

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www.math2.org An extensive reference guide to theorems, tables, identities, proofs and graphs.

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www.easymaths.com “The easy way to do GCSE maths”. Includes exam-style questions, games and puzzles and a ‘practice room.’

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www.bbc.co.uk/schools/gcsebitesize/maths From the BBC Bitesize web pages.

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www.gcse.com/maths/ Covers algebra, equations, measurements and standard form.

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Further study and careers advice •

www.connexions.gov.uk Information and career advice for young people.

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www.ucas.gov.uk Information on available course. Good for sixth formers.

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www.parentscentre.gov.uk/foragegroup/16plusyears/careersandoptionsat16plus/ Information about career options at 16+.

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www.careers.ed.ac.uk Offers excellent general careers information as well as links for learning more.

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www.bygpub.com/books/tg2rw/careers.htm Information about careers for teenagers.

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www.bgfl.org A variety of educational resources for Schools in Birmingham.

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Miscellaneous •

www.bullying.co.uk Comforting site to anyone suffering the effects of bullying.

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www.mindbodyandsoul.gov.uk Great information and advice on a wide range of health issues affecting teenagers.

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http://kidshealth.org/teen Information for teenagers about health, growth and emotions.

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www.beingdyslexic.co.uk/information/teenagers.php Information for teenagers with dyslexia.

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www.nya.org.uk National Youth Agency.

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Any other additional websites:

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OCTOBER 2008 Use your diary for you OWN important dates

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Don’t Forget...

Why thro not ha v u to r g h you e a loo k r ha efre b e fo n s re y h yours dbook e ou s tar t lf

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or f t u o k o Lo nc h the “Lau date” via Out reach offic e

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NOVEMBER 2008

november Don’t forget the importance of ground rule and that they should come from the young person as

t ha t er s i ni n g k a e r b ra ic e- n t h e t r e s o U ou se d ca n ow y you u t to k n ea k ers ou r e y to g e. Ic e b sions as s e t e n f s e er me ma n y e d – r s a e l l fi y ou n n d b o o k thin k entor ha to M

much as possible so that they have ownership.

That way they’re less likely to break them

“Launch” at your school/college and meet mentees

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Use your diary for you OWN important dates

Don’t Forget...

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DECEMBER 2008 Use your diary for you OWN important dates

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Don’t Forget... ntee lik e Don’t treat you me er, listen a friend, rememb ma ke eye attentively, nod, ate, summa riz e conta ct, conc entr t. Be patient. and don’t inter rup for a It is very common t a session, mentee to forge nally. don’t tak e it perso spect uses Work throug h pro k out the tog et her and pic mpus, subjects, differenc es in ca unions, facilities, students al or cit y ac commodation, rur n’t forget to ca mpuses etc. Do denc e! keep building confi

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Make mentees aware of the confidentiality policy! – refer to the mentor handbook Review with mentors their achievements

21/7/08 14:25:14

JANUARY 2009

january If you need to take a few weeks off for study leave or exams after Christmas make sure you let outreach office/school coordinator know plus your mentees, and explain why to them.

ct e ffe e s, the t ente e ur m forg o y t ’ n n Do g o … ha vin ere… you’re g th in e b y b just m or y e me m o s ry ou r n ot t ck y C he Wh y ? s egie oo k st rat a ndb or h m ent

MoNDAy

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Use your diary for you OWN important dates

Don’t Forget...

21/7/08 14:25:17

FEBRUARY 2009 Use your diary for you OWN important dates

february MoNDAy

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Talk Univ a bout yo u ersit y or r c ou r Ha ve se at y a sessio ou r n m ent t ha t l outsi oo e d a nd e of sc es g oals ks hool/ h el p c ol l t h em w r it eg e e a pla n

website A L PS t u o alps.org C hec k erwmh ig h im w w w.a

na l additio r o f t t ou c o nt a c Watch ing – in a r t mentor fic e a c h of e r t u o y ou r ation g evalu in r o t n me Mid-

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MARCH 2009

march n g a r it i n w be f o u ld t o oug h ther (c in k h t r Th ge E ve n to C AS). atio ent c U i l p ap atem n b or t o s j l a a ona n n c for p er s ofte betwee e M aintain h h t c i h e f ent husia sm o s w pa ssionate ! re n c o t tion w h en yo You were really if f e se c u best to e d d a nd n h remem be star ted – do t n e yo r w hat pa ssionate m ea a c c e p t it w as yo ur ab u were th e ment ou t and inject g n i it ba c k e es use be in. in

every op For port unit y c entives and ta ke to fa r th ey have c om sh ow th em h ow e sinc e you met.

If c on ve rsation is drying up session to dedicate a piec e wor k or of h ome wor k /c ou a g o ba c k rse to ta lk in mente e’s g abou t interests. your aims of C hec k th e proj ba c k to th e ect. A re wit hin th you em wit h your ment wor k ing e e s?

Aimhig h er c oord inator w visiting ill be sc h ou t reac h ools soon so mak e aw are of an y issue s

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Use your diary for you OWN important dates

Don’t Forget...

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APRIL 2009 Use your diary for you OWN important dates

april MoNDAy

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exit ou t y ou r b a k in Th aven’t if you h y g e t a st r ntor Your me . y d a e alr e y ou can giv k o o b d n ha is. e on t h guidanc

AH FULL Mentor Workbook v10.indd 26

E ve r of d thoug h t a mo oing inter ck view ?

Don’t Forget...

21/7/08 14:25:26

MAY 2009

may post n forms ou r io y n ur a l ua t . v t e e R e ng o f f ic tori men reach for ut to o SVP R ! ou r vent d y S en a t i o n e br c el e

M en tor c ele ta k e brat s pla ion e ce YO U venin i n R su Ju n e g cce – lo to c ss as ok o eleb ut f a me r or y ntor ate T he ou r i n vi t M en e! tor aims of t to r h e c og e ye ‘g one ar a n ise t wa rd m en ha ve he ext r tors s a mi b e en who le ’. sc h o T he ha ve ol/c o nominate se m lle d by i n vi t ed t g e c oo thei entors r r o d inato t h ei give r ex rs w a pr p e i ll e at t r se nt be h e M ien c e s. a Aw a tion a bo ento ut rds r C a eleb ratio re given n ev e n t!

MoNDAy

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Use your diary for you OWN important dates

Don’t Forget...

21/7/08 14:25:29

JUNE 2009 Use your diary for you OWN important dates

june MoNDAy

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Don’t Forget...

Don’ t be tem over pted y ou r to h p er s a nd deta ona l ils. S c o n t t a a y ct the prof end. essio na l u You k ee nt il c an a p in lwa y touc s sc h o h th ol/c o roug lleg e h th e c oor di n a t or.

AH FULL Mentor Workbook v10.indd 28

you for T ha n k dication e d r u o y husiasm! t n e d an f luc k Best o ms our exa y h it w dy! and stu at t h e u o y e Se n event o i t a r b C ele

21/7/08 14:25:31

Mentee 1

Mentee Details & Meeting Planner Name of Mentee:

Date first session:

Form:

Meeting Planner Date

Time

Room

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

AH FULL Mentor Workbook v10.indd 45

21/7/08 14:25:33

Date:

Notes:

AH FULL Mentor Workbook v10.indd 46

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 48

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 52

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 54

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 56

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 58

21/7/08 14:25:34

Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Mentee 2

Mentee Details & Meeting Planner Name of Mentee:

Date first session:

Form:

Meeting Planner Date

Time

Room

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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21/7/08 14:25:35

Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

AH FULL Mentor Workbook v10.indd 84

21/7/08 14:25:36

Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

AH FULL Mentor Workbook v10.indd 97

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Mentee 3

Mentee Details & Meeting Planner Name of Mentee:

Date first session:

Form:

Meeting Planner Date

Time

Room

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Mentee 4

Mentee Details & Meeting Planner Name of Mentee:

Date first session:

Form:

Meeting Planner Date

Time

Room

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Aimhigher Birmingham, Solihull & Black Country (HE) Student Mentoring

Name of Mentee:

Date of Mentoring Session:

Targets for next session: (What do you hope to achieve for the next meeting?)

Preparation for next session: (What do you need to do to prepare? How will you achieve your targets?)

Progress, achievements and observations (How is the Mentee progressing?/What does the Mentee feel they have achieved?)

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Date:

Notes:

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Birmingham, Solihull & Black Country Ĺ (HE) Student Mentoring

Autumn Term 2008

Spring Term 2009

Summer Term 2009

Wednesday 3rd Sept to Friday 24th Oct

Monday 5th Jan to Friday 13th Feb

Monday 20th Apr to Friday 22nd May

Monday 3rd Nov to Friday 19th Dec

Monday 23rd Feb to Friday 3rd Apr

Half Term

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Monday 1st June to Wednesday 22nd July

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Birmingham, Solihull & Black Country Ĺ (HE) Student Mentoring

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