Standards for public agencies

2020 Edition

Mentoring Services (PA-MS) 7: Relationship Development

The mentoring relationship is structured to promote the growth, development, and empowerment of the mentee.
2020 Edition

Currently viewing: MENTORING SERVICES (PA-MS)

VIEW THE STANDARDS

Purpose

Individuals participating in Mentoring Services develop supportive, positive relationships that contribute to the achievement of personal, social, and educational growth.
1
Full Implementation, Outstanding Performance
A rating of (1) indicates that the agency's practices fully meet the standard and reflect a high level of capacity.  
  • All elements or requirements outlined in the standard are evident in practice, with rare or no exceptions: exceptions do not impact service quality or agency performance. 
2
Substantial Implementation, Good Performance
A rating of (2) indicates that an agency's infrastructure and practices are basically sound but there is room for improvement.
  • The majority of the standards requirements have been met and the basic framework required by the standard has been implemented. 
  • Minor inconsistencies and not yet fully developed practices are noted; however, these do not significantly impact service quality or agency performance.
3

Partial Implementation, Concerning Performance
A rating of (3) indicates that the agency's observed infrastructure and/or practices require significant improvement.  

  • The agency has not implemented the basic framework of the standard but instead has in place only part of this framework.  
  • Omissions or exceptions to the practices outlined in the standard occur regularly, or practices are implemented in a cursory or haphazard manner.  
  • Service quality or agency functioning may be compromised.  
  • Capacity is at a basic level.
4
Unsatisfactory Implementation or Performance
A rating of (4) indicates that implementation of the standard is minimal or there is no evidence of implementation at all.  
  • The agency’s observed service delivery infrastructure and practices are weak or non-existent; or show signs of neglect, stagnation, or deterioration.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • Procedures for collaborating with personnel at site-based programs
  • Materials describing expectations for mentoring (i.e. regarding frequency of meetings and duration of relationship)
  • Documentation of collaboration with personnel at site-based programs, if applicable

 

  • Interviews may include:
    1. Program director
    2. Relevant personnel
    3. Mentors
    4. Mentees
    5. Parents/legal guardians of mentees, when applicable
  • Review case files for mentors
  • Review case files for mentees

PA-MS 7.01

To facilitate the development of a successful mentoring relationship, the agency:
  1. arranges the initial match meeting; and
  2. ensures that the frequency of mentoring meetings, and the duration of the mentoring relationship, are sufficient to meet the objectives of the program.

PA-MS 7.02

Site-based mentoring programs: 
  1. develop an effective partnership with the institution in which the program is housed; and
  2. ensure that the institution’s officials welcome and support mentors and share the program’s understanding of a mentor’s role.

Interpretation

School-based mentoring programs should ensure that school officials do not view mentors as academic tutors, and encourage mentors to engage mentees in social activities.
NA The program is housed at a site controlled by the agency, or the agency does not operate a site-based mentoring program.
Examples: Programs can be housed at a variety of sites, such as schools, faith-based agencies, juvenile justice facilities, and workplaces.