Music Teachers of the Desert - http://desertmusicteachers.org

Mentoring Program - Outline

Purpose

The purpose ofthe Mentoring Program is to help new members and those members who have not yet become actively involved in our organization. The new member is assigned a Mentor who will serve as a friendly colleague, guide and advisor as the new member becomes acquainted with the other members of the organization and with the programs and events ofthe District/Chapter. Beside helping the teacher and benefiting students of that teacher, it is hoped that the new member will have incentive to renew the CAPMT membership and take an active role in the organization.

The program can be as formal or informal as the Mentor and new member desire. The process should be individualized to meet the specific needs ofthe new member.

Who Manages the Program?

It is a function of the Membership Chair in the District Chapter. If there is no Membership Chair, the District Coordinator would be the logical person to implement the program.
What are the Steps?

1. Recruit Mentors: Good candidates are people who have held office in the past but do not at present. People who have been a member long enough to be well acquainted with the programs can also serve well. Provide Mentors with the "Ideas for Mentors" document that will give suggestions for the work.
2. New Members: Contact each new member and offer this service. If the new member wants a Mentor, make an assignment and give contact information to both the Mentor and the new member.
3. For Members Who Have Not Become Actively Involved: Offer this service to them, as well. There.might be a general discussion at a teacher meeting and an invitation extended to those who would like a Mentor.

Ideas for Mentors

Thank you for agreeing to mentor a CAPMT member or members. A mentor is a wise and trusted colleague who can advise and guide the new member as they learn about the many facets of our organization. The mentor can help the new member feel welcome and become acquainted with the other teachers. You, more than any other individual, can influence how the new members view CAPMT, and whether they choose to renew their membership.

The process of mentoring can take many forms and should be tailored to the interests and needs of the new member. The following are suggestions that were designed as a guide to your work. But please remember that the most important task is to be a frien.dly colleague to the new member and a link to the programs that will benefit that new teacher.

• Telephone your new member. Introduce yourself and welcome them to CAPMT and the District or Chapter. Ask ifthey have received their Handbook, the most recent issue of the Communique and the latest issue of your District or Chapter Newsletter. Refer them to the CAPMT website where they can access all of these things and find student program information.
• Invite them to join you at the next CAPMT event. Perhaps you can offer to take them if they live close enough to you. Introduce them to other members in attendance and help them feel welcome.
• Ask your new member if they have any questions or need help with anything. Find out if they are planning to enter students in any programs. If they are, offer to help. This might take the form of meeting together to describe the details of the student programs, give help in filling out application forms, or give ideas on how to prepare the students.
• If your new member does not need help with anything at this time, tell them you will keep in touch, and tell them to please call you if they have any questions or need assistance with anything. If you don't hear from them, give them a friendly call or send an email note.
• Encourage them to attend the State Conference. Emphasize the continuing education opportunities at Conference, and the caliber of performances they will have the opportunity to hear.

Follow-up:

The Membership Chair (or District Coordinator) should follow up, if possible, with the new member during the year to ask ifthe new member has been given help from the Mentor. If not, the Mentor should be contacted. If there is not satisfactory communication, a different Mentor could be assigned.

Reports:

Mentors should report (verbally or written) to the Membership Chair (or District. Coordinator) at the end ofthe year about the success or challenges of the mentorship. This information should be included in the Quarterly Reports to the VP Districts and Chapters (or VP Membership).

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