Understanding the Process: Planning a Peer-to-Peer Mentoring Program to Meet the Needs of Black Suburban Middle School Students

Abstract

School-based meetings are, at times, not seen as helpful, especially when these meetings do not require interaction or opportunities for staff to learn from either one another or a professional in a particular field (Hoerr, 2005, p. 89). Events like reading to the staff are viewed as insulting and “holding a meeting for the sake of holding a meeting not only wastes everyone's time but also reinforces the notion that meetings aren't worthwhile” (p. 89). While educators are required to attend meetings which are often viewed as a one-way dissemination of information, school leaders could stand to do a better job with planning and facilitating meetings to engage their staff and garner collaborative results for the betterment of the students. This study involved two key components: The first was planning school-based meetings to develop a peer-to-peer mentoring program to address the social and academic needs of suburban Black middle school students. The second component of this study focused on analyzing these meetings. The qualitative data gathered in this study showed that: (1) meeting facilitators must understand the purpose of their meetings; (2) providing options and opportunities for participants to choose a time and location impacts engagement; (3) when meeting facilitators develop meetings with a measurable outcome, the staff will create a product. In addition, I highlight the key features of the mentoring program that was developed.