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Initial Assessment
Introduction Initial Assessment Module 1: The Promise and Potential of Mentoring Module 2: What is Mentoring? Module 3: The Predictable Cycle of Mentoring Module 4: Qualities of an Effective Mentor Module 5: Mentoring Young Innovators: Learning and Motivation Module 6: Mentoring Tips Final Assessment

Initial Assessment

a. Hand-holding
b. Formal teaching
c. Shadowing
d. All of the above
a. Mentors
b. Mentees
c. Your library and school
d. All of the above
a. Understand your motivation.
b. Get comfortable with mentoring skills.
c. Both a and b
d. Neither a nor b
a. Writing lesson plans
b. Leadership
c. Coaching
d. Interpersonal
a. Mentors and mentees
b. Mentors only
c. Mentees only
d. No one benefits
a. Lack of trust, unclear goals.
b. Failure to build/work at strengthening a relationship and irregular communication
c. The ages of the mentor and mentee and lack of a meeting space in the library.
d. Untested assumptions and poor use of time
a. Development of a meaningful relationship
b. Personal satisfaction
c. Affirmation of flaws in his/her mentoring approach
d. Strengthening of mentoring, leadership, and interpersonal skills
a. Cautious, positive role model, good with deadlines, respect, good listener, reflective
b. Approachable, empathy, positive role model, respect, good listener, reflective
c. Approachable, professional, empathy, respect, good listener, speculative
d. Cautious, professional, empathy, positive role model, good listener, reflective
a. Generation of new ideas
b. Well-established guidelines
c. Tolerance for mistakes
d. Innovation mentoring
a. The Inquiry Process Model
b. The Information Fluency Continuum (IFC)
c. The ARCS Model of Motivational Design
d. All of the above
a. They set a good example.
b. Their values and behaviors align.
c. They keep a professional detachment.
d. Others want to emulate their behaviors and wisdom.
a. Preparing
b. Establishing Agreements
c. Facilitating Learning
d. Coming to Closure
a. At the beginning of your relationship.
b. In the middle of your relationship.
c. At the end of your relationship.
d. Throughout your relationship.
a. A greater emphasis on the importance of the school librarian within the school community
b. Other teachers are educated about the activities/lessons/resources that are available, leading to a more teacher/librarian collaboration
c. A substantial increase in the financial support of the school library
d. The role of the library is redefined, allowing the library to break away from its traditionally viewed services
a. Having a warm and friendly expression
b. Establishing certain times in your schedule that you’re available
c. Expressing enthusiasm
d. Asking questions without judgement or threats
a. Past-directed
b. Present-directed
c. Future-directed
d. All of the above
a. Take charge and tell your mentee what they should do.
b. Be fully present and give your undivided attention.
c. Show appreciation and demonstrate basic civility.
d. Fulfill your promises and commitments.
a. All members get to know each other.
b. You and they set the ground rules.
c. Trust is established across all team members and with you.
d. All of the above
a. Both the mentor and the mentee
b. The mentor
c. The mentee
d. Neither the mentor nor the mentee
a. Learning is more effective when it is relevant and timely
b. It is not necessary to reinforce learning through application
c. Mentees want practical tips and tools that they can apply quickly
d.Mentees have an inherent desire to prove themselves to their mentor
a. Ruth Small
b. Rosabeth Kanter
c. Susan Harter
d. Benjamin Bloom
a. In person meetings
b. Skype calls
c. Email
d. All of the above
a. Behaviors
b. Example
c. Wisdom
d. All of the above
a. Relate to participants’ real issues and concerns
b. Allow time for participants to integrate and reflect on information
c. Respect individual unique needs and cultural differences
d. Show flexibility and openness to new ideas
e. All of the above
a. Lack of or poor use of time
b. Lack of progress and accountability
c. Too much communication
d. Both a & b
a. Celebrate the achievement of goals
b. Look for meaningful ways to celebrate what you’ve accomplished
c. Include opportunities to express appreciation as part of the celebration
d. All of the above
a. Check in at the end of the each meeting to gauge the satisfaction level of your
b. Avoid revisiting ground rules that have already been established
c. Revisit your ground rules from time to time to see if they are still in play
d. Review the project goals and discuss your mutual satisfaction with progress
a. Show your frustration to garner results.
b. Find a way to communicate your message without showing your feelings.
c. Skip the session and move on.
d. Give your mentee the answers to continue more easily.
a. Specific, Money, Artsy, Relevant, Today
b. Specific, Measurable, Achievable, Relevant, Timely
c. Streamlined, Measurable, Achievement, Rested, Trendy
d. Sustainable, Modifiable, Accessible, Relevant, Topical
a. facilitators, active participants
b. sages, students
c. authority figures, passive receivers
d. None of the above

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The Innovation Destination

 

The Innovation Destination was designed and evaluated by a team from the Center for Digital Literacy at the School of Information Studies, Syracuse University and developed by Data Momentum Inc, in partnership with the Connecticut Invention Convention, By Kids for Kids, New York On Tech, and over 70 school librarians and young innovators.

This site has been serving the youth invention community from 2015 - present.

 

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