College Year 1
Phase 1: College Transition | During the phase, pairs start to build a new mentoring relationship as adults. After high school, there are no weekly classes to ensure regular, scheduled messaging and this may result in a drop off in communication between pairs. It is important that mentors remain a constant and reliable presence as pairs begin to establish new patterns of working together. Pairs should plan to check in around mentee’s progress towards fall enrollment steps and reach out to program staff if mentee needs support. | July August |
Phase 2: Navigating Campus | As mentees begin college, pairs should check in on mentees adjustment to their new environment, academic expectations, and college campus culture. It is important that mentors share their own experience with starting college and the new responsibilities that came after high school. Getting involved in campus groups or activities can help mentees build their support network and gain a sense of belonging. Mentors should also help mentee identify critical campus resources that mentees can seek out for additional support. | September October |
Phase 3: Building Healthy Habits | Mentees are halfway done with the semester and are preparing for their first set of final exams. During this phase, it is helpful to check with mentees about academic habits like time management and study skills. Mentors can also share how they felt taking college exams and any tips they would recommend supporting self-care. Mentors should also check in with mentee about course registration for the following semester and reach out to program staff if mentee needs support. | November December |
Phase 4: Starting Second Semester | After the close of the semester, mentees should see their first semester grades and exam results. This is a great opportunity reflect on how well they are doing, how well they thought they were doing, and if they earned the grades they thought they would. Pairs should use this phase to make plans for how mentee can do even better second semester including discussing lessons learned on studying, scheduling classes, and balancing all their commitments and priorities. | January February |
Phase 5: Preparing for Summer | As mentee begins to wrap up their first year of college, pairs should begin to plan for summer opportunities that align to mentees career interests. Even if they are not taking courses, mentees should view summer as an essential part of their college experience. Summer is a chance to gain experience and build resumes through jobs, internships, volunteering or travel, or additional coursework. In addition to building their resume, summer jobs should offer opportunities for mentees to earn income. Pairs should explore and project how much mentee needs to earn over the summer as they consider options. | March April May |
Pro-Path Year 1
Phase 1: Post-secondary Transition | During the phase, pairs start to build a new mentoring relationship as adults. After high school, there are no weekly classes to ensure regular, scheduled messaging and this may result in a drop off in communication between pairs. It is important that mentors remain a constant and reliable presence as pairs begin to establish new patterns of working together. Pairs should plan to check in around mentee’s progress towards their post-secondary plan and reach out to program staff if mentee needs support. | July August |
Phase 2: Setting Goals | As the fall begins, pairs should focus on how mentee is adjusting to new responsibilities. This includes exploring money management and budgeting. Pairs should also discuss mentee’s career interests. Mentors should share how their professional aspirations have evolved over time and help mentee think through their short- and long-term goals. During the phase, pairs will have the opportunity to create a career map to help mentee identify professional skills they can start to build. | September October |
Phase 3: Connecting Education and Career | Mentees who did not pursue college in their senior year of high school were likely put off by a particular obstacle they faced: personal obligations, cost, anxiety over academic performance or a lack of direction. Now that mentees have had a few months post-high school, their situation or outlook might have changed. During this phase, pairs should discuss how certification programs and two-year colleges can provide skills and training that could help mentees advance in their career, while also offering more flexible schedules to allow them to continue working. | November December |
Phase 4: Building Professional Skills | Pairs will discuss the challenges and lessons of the first six months in the workforce in terms of professional, social and personal outcomes. As mentees transition into spring, pairs will focus on mentee reflection on their work experience and how it has led to personal growth, as well as support them to pursue new goals and opportunities in their job. This is also a good time for mentees to review and revise resumes and reflect on their short and long-term career goals. Mentors should help mentee think about other responsibilities they could take on or options for advancement in either the short or long term. | January February |
Phase 5: Preparing for Summer | As mentee begins to wrap up their first year out of high school, pairs should begin to plan for summer opportunities that align to mentees career interests. If mentee is entering into a college pathway in the fall, pairs should discuss how mentee is feeling about returning to school, how they will meet the academic and financial demands, and how well they thinks school will help them reach career goals -- especially if those goals may have shifted during the past year. If mentee is staying on a professional pathway, pairs should use this time to discuss mentee opportunities in their current job or future career path. | March April May |
College Year 2
Phase 1: Setting Goals for Year 2 | During this phase, pairs should celebrate their accomplishments their first year out of high school. This is a a good opportunity to reflect on the ways in which they were able to be a support to one another and discuss how they would like to continue working together in the year ahead. Pairs should check in on how mentee is feeling about their current pathway and set goals around what they would like to accomplish over the next year. | July August |
Phase 2: Planning for Success | This phase is an opportunity for pairs to touch base on mentee career interests and discuss how mentee’s current pathway supports their career goals. For mentees enrolled in college, pairs should talk about how their current classes support with their career goals and potential majors they are interested in pursuing. For mentees not enrolled in college, this is an opportunity to discuss additional education or training that could help mentees advance in their career, while also offering more flexible schedules to allow them to continue working. | September October November |
Phase 3: Growing Your Network | During this phase, pairs discuss ways mentees can make new professional connections that support their career aspirations. Mentors share their experiences with networking and support their mentee with identifying people they can connect with for new opportunities. | December January February |
Phase 4: Becoming an iMentor alum | As pairs begin to wrap up their iMentor experience, they should use this phase to reflect on some of their formative experiences and recall how they met and built their relationship. Pairs will also transition into the alumni community and learn about the resources iMentor will continue to offer to participants. | March April May |
Pro-Path Year 2
Phase 1: Setting Goals for Year 2 | During this phase, pairs should celebrate their accomplishments their first year out of high school. This is a a good opportunity to reflect on the ways in which they were able to be a support to one another and discuss how they would like to continue working together in the year ahead. Pairs should check in on how mentee is feeling about their current pathway and set goals around what they would like to accomplish over the next year. | July August |
Phase 2: Planning for Success | This phase is an opportunity for pairs to touch base on mentee career interests and discuss how mentee’s current pathway supports their career goals. For mentees enrolled in college, pairs should talk about how their current classes support with their career goals and potential majors they are interested in pursuing. For mentees not enrolled in college, this is an opportunity to discuss additional education or training that could help mentees advance in their career, while also offering more flexible schedules to allow them to continue working. | September October November |
Phase 3: Growing Your Network | During this phase, pairs discuss ways mentees can make new professional connections that support their career aspirations. Mentors share their experiences with networking and support their mentee with identifying people they can connect with for new opportunities. | December January February |
Phase 4: Becoming an iMentor alum | As pairs begin to wrap up their iMentor experience, they should use this phase to reflect on some of their formative experiences and recall how they met and built their relationship. Pairs will also transition into the alumni community and learn about the resources iMentor will continue to offer to participants. | March April May |
