Career Ladder - Helping Inner City Youth Through School To Careers

COLLECTIVE ACTION: A mentoring-to-career strategy of the Tutor/Mentor Connection
What will it take to assure that

all youth born or living in high poverty
are entering careers by age 25?
What Role Does Mentoring Have?

What can we learn from others?
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net

The Tutor/Mentor
Connection (T/MC)*
seeks to help quality
tutor/mentor
programs grow in
CHICAGO every poverty area of
the city and suburbs
of Chicago.
*The Tutor/Mentor Connection was created in 1993 to

help volunteer-based tutor/mentor programs grow in
the Chicago area. It operated as part of the Cabrini
Connections site based tutor/mentor program, a 501-c-
3 non profit until June 2011. It now operates as a
program of the Tutor/Mentor Institute, LLC, which was
created in July 2011 to support the continued work of
the T/MC in Chicago and to help similar groups grow in
other cities throughout the world.
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 2

Information-based Problem Solving

Since 1993 the T/MC has been collecting and
organizing information about service availability in
Chicago and other cities.
• Existing programs
• Different time frames:
• Different Age Groups:
• Different Neighborhoods:
• Different Services:
• Existing research
Anyone can use this information to
help build constantly improving
youth programs.

The T/MC experience comes from leading two

volunteer-based tutor/mentor programs in the Cabrini-
Green neighborhood of Chicago from 1975 to 2011.
Dan Bassill, founder of Tutor/Mentor
Connection led two tutor/mentor
programs in Chicago from 1975 till
2011. He first became a volunteer
tutor in 1973.
Many of the ideas we use in our own

program came from our
experiences, and from ideas we
Dan Bassill
were collecting and sharing about
1973
other programs via the Internet, a
newsletter and May and November
leadership conferences held every
six months from May 1994 to May
2015, and one-on-one networking
with peers.

A ‘ birth to work’ mentoring-to-career strategy of the Tutor/Mentor Institute, LLC
To SUCCEED
T/MC Goal: We must recruit business
leaders who will use their
Help inner-city youth resources in PULLING
Youth to Careers
reach Careers.
School-Time Programs
High Career
Pre-K K - 5th 5th - 6th 6th - 8th
School Track
3-5 PM Non-School Programs After 5 PM and Weekend Programs
To SUCCEED
We must help tutor/mentor
program leaders, volunteers, We focus on after 5pm time frame
schools and parents be more when workplace volunteers are
effective in PUSHING more available to make long term
Youth to Careers commitments. This is more relevant in big cities
like Chicago, where poverty areas are large.

SHARING RESPONSIBILITY
To finish school and
Programs serving youth in one age level, enter a career…
…youth who participate in
or one time frame, can do better work if great K-8 programs still need
the child comes to them better prepared. support to finish high school,
college and to enter careers.
High Career
School Track
EXAMPLE
These are feeder programs. If A program serving 5th and 6th grade
kids is able to do more if programs
kids have access to good K-5 serving the SAME kids in K-5 have laid
programs they will perform better a reading/math learning/motivation
in 5th and 6th grade and high foundation.
school programs.

THE GOAL IS NOT TO FINISH 6TH GRADE. IT’S TO REACH ADULT YEARS
WITH A JOB AND A CAREER AND THE ABILITY TO CONTRIBUTE TO THE
WORLD WE LIVE IN.
Every program serving youth on this

time line needs volunteers, dollars,
technology, etc.
High Career
School Track
Agencies that help each other do

more to help kids stay in school
and reach careers.
Instead of competing for resources, the T/MC
seeks to help programs work together to increase
the availability of resources for all tutor/mentor
programs.

Programs should be available for every age group,

during school hours, 3-5pm hours and in the
evening and weekend hours.
High Career
School Track
This idea can be communicated using a variety of

different visualizations, yet how many leaders use
graphics like this to show their commitment to long-
term youth development goals?
As you look at T/MC presentations think of ways

you, your volunteers or your students could be
sharing them.

This sequence of services represents steps of a

ladder to a career for any youth. In poverty areas
disadvantaged youth have less support at each step.
Digital and Internet learning

opportunities should be 6th Grade:
available to each grade level. * reading and
4th and 5th writing programs
Grade: * tutoring
* reading to kids * interest building
* tutoring * creative
* interest building stimulation
First to Third * creative * tutor/mentor role
Grade: stimulation model
* reading to kids * tutor/mentor role * service learning
Pre School:
* tutoring model * Junior
* interest building * service learning Achievement
* after school
* creative * Junior * Bank at School
care
stimulation Achievement programs
* reading to
* Bank at School
kids
programs

At each stage there are actions that can support a young person’s growth to
the next stage of development.
Senior:
Digital and Internet learning
* advanced reading and writing
opportunities should be programs
available to each grade level. * tutoring in specific subjects
* interest building/travel programs
* creative stimulation
9th to 11th grade: * tutor/mentor role model
* reading and writing * service learning/peer tutoring
programs * College Bridge Programs
* tutoring * Career planning
* interest building * Apprentice Programs, part time jobs
* creative stimulation * Summer Internships
7th and 8th Grade: * tutor/mentor role model
* reading and writing * College applications
* service learning help/scholarships
programs * Junior Achievement
* tutoring * Vocational program research
* Bank at School/career
* interest building awareness programs
* creative stimulation * College Bridge Programs
* tutor/mentor role model * Job skills training/
* service learning Shadowing
* Junior Achievement
* Bank at School programs
* Job skills training/
Shadowing
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg

10
The T/MC has been building a web library since 1998, organizing and sharing
this information, and leading actions that encourage any stakeholder to find
and use it to build better programs
Life long learning

and service to family
and country:
Age 25 to 85:
* Career growth What does it take for
Post HS Graduation: * Life Long
every youth born in
* Career planning Learning
* Career Mentoring poverty to have this
* Apprentice Programs,
part time jobs * Learning through opportunity?
* Summer Internships Service
* College and/or * Helping others
Vocational program
climb the ladder
* First full-time job Digital and Internet learning
* Mentoring in the opportunities should be
workplace available to each grade level.
* Service learning/peer
tutoring

This concept map shows the same ideas in a different format.
View at http://tinyurl.com/TMI-K-CareerMentoring
Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg
Volunteers who become involved as tutors and mentors can become
advocates who help build and sustain organized programs and make
diverse learning opportunities available to k-12 youth.
Virtual Corporate office - http://tinyurl.com/TMI-VirtualCorpOffice

These are also people who can help change public policy and reduce the systemic barriers facing
youth living in high poverty areas. This is the un-met potential of volunteer based programs. Read
more in articles on http://tutormentor.blogspot.com blog.
We've learned that every program is different.

Not all programs offer every form of learning. Age
appropriate programs are needed in every
neighborhood
• safe place • arts

• mentoring • teamwork
• tutoring • technology
• reading/writing • science
• critical thinking • math
• communicating • recreation

Because of a lack of knowledge, competition, and

isolation, many groups constantly are duplicating
the efforts of others in trying to build programs
that help kids from poverty to careers.
The Tutor/Mentor
Connection (T/MC) seeks
to build a “learning
network” where each
stakeholder can borrow
and use the ideas of others.

Existing Programs -- Different Neighborhoods:
• The T/MC has been maintaining a

list of more than 200 Chicago
sites that offer various forms of
tutoring and/or mentoring.
• This information is organized by

sections of the city and suburbs
and plotted on maps
• Use the concept map shown at the

left to find links to the T/MC
map, list of programs, and other
platforms that can be used to
learn about youth serving
programs throughout the USA.
View at http://tinyurl.com/TMI-Volunteer-Opportunities
Different age groups

T/MC focuses on three age groups,
recognizing that pre-school programs
are also needed.
* Grade K-6
* Grade 7-9
* Grade 10-work
Different time frames

Different time frames
From 2004 to 2013 T/MC
hosted on-line portal that
people could search for * 9PM-3PM, during the school day,
programs based on type when schools are open
of program, age served,
time of day and zip code.
* 3-5PM After School, at schools or
This information was non-school programs
shared in a printed
Directory from 1994 to
2003. * 5-8PM & weekend, when workplace
volunteers are more available to
View archive at https://tinyurl.com/ProgramLocatorSearch
make long-term weekly
commitments

Information shared via Interactive Zip Code Search Map
View Archive of Program Locator: https://tinyurl.com/ProgramLocatorMap-archive
This interactive
program locator was
created in 2008 to help
people find tutor and/or
mentor programs in
Chicago. Due to lack of
funding it's no longer
active.
It's still a model that

could be used in
developing a new
version that could be
used in any city.
Bassill if
Contact Dan
uild a new
you'd like to b That's why we keep the
Program
version of this archive available.
Locator.

Purpose of Information collected by T/MC
• Helps CURRENT volunteers,

donors, business partners, etc.
find useful knowledge and make
better decisions
• Helps EXISTING programs

grow and improve
• Helps NEW PROGRAMS start,

and succeed
• Builds and sustains flow of

RESOURCES to programs in
each neighborhood

Between 1994 and 2015 T/MC organized events in

the Chicago region to draw programs together to
use its knowledge, and to build public involvement
in the tutor/mentor movement
* August/September Chicagoland Volunteer

Recruitment Campaign
https://tutormentorexchange.net/chicagoland-volunteer-recruitment
* November and May Tutor/Mentor Leadership

Conferences (1994-2015)
https://tutormentorexchange.net/conferences-and-online-forums

While Dan Bassill of Tutor/Mentor Institute, LLC, and founder of the Tutor/Mentor Connection
continues to share ideas from the 28 year history of doing this work, he has not had resources to
update some of the web sites or to host the spring and fall conferences in Chicago. Thus, the ideas
shared in all of these presentations are intended to stimulate work others do to achieve the same
goals, in Chicago, and in other cities.
“If this (initiative) is accepted and acted upon, it can change

the way philanthropy and charities work together in America
and throughout the world. It can change the future for
millions of kids born into poverty each year.”
» --Daniel F. Bassill, President of Tutor/Mentor
Institute, LLC and the Tutor/Mentor Connection
Connect with Dan on Twitter @tutormentorteam or at

tutormentor2@earthlink.net
Learn more. Visit websites and blogs of

Tutor/Mentor Connection and Tutor/Mentor
Institute, LLC
• http://www.tutormentorexchange.net
• http://mappingforjustice.blogspot.com
http://tutormentor.blogspot.com
http://tutormentorexchange.net/conceptmaps
https://tutormentorexchange.net/social-media
This makes organizations throughout the world partners in

this ‘tutor/mentor learning network’
Connect onTwitter @tutormentorteam

Facebook - http://www.facebook.com/TutorMentorInstitute

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COLLECTIVE ACTION: A mentoring-to-career strategy of the Tutor/Mentor Connection

What will it take to assure that

What Role Does Mentoring Have?

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net

*The Tutor/Mentor Connection was created in 1993 to

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 2

Information-based Problem Solving

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 3

The T/MC experience comes from leading two

Many of the ideas we use in our own

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 4

3-5 PM Non-School Programs After 5 PM and Weekend Programs

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 5

3-5 PM Non-School Programs After 5 PM and Weekend Programs

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 6

Every program serving youth on this

3-5 PM Non-School Programs After 5 PM and Weekend Programs

Agencies that help each other do

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 7

Programs should be available for every age group,

3-5 PM Non-School Programs After 5 PM and Weekend Programs

This idea can be communicated using a variety of

As you look at T/MC presentations think of ways

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 8

This sequence of services represents steps of a

Digital and Internet learning

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 9

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg

Life long learning

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 11

Virtual Corporate office - http://tinyurl.com/TMI-VirtualCorpOffice

We've learned that every program is different.

• safe place • arts

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 14

Because of a lack of knowledge, competition, and

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 15

Existing Programs -- Different Neighborhoods:

• The T/MC has been maintaining a

• This information is organized by

• Use the concept map shown at the

Different age groups

Different time frames

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 17

It's still a model that

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 18

Purpose of Information collected by T/MC

• Helps CURRENT volunteers,

• Helps EXISTING programs

• Helps NEW PROGRAMS start,

• Builds and sustains flow of

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 19

Between 1994 and 2015 T/MC organized events in

* August/September Chicagoland Volunteer

* November and May Tutor/Mentor Leadership

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 20

“If this (initiative) is accepted and acted upon, it can change

Connect with Dan on Twitter @tutormentorteam or at

Learn more. Visit websites and blogs of

This makes organizations throughout the world partners in

Connect onTwitter @tutormentorteam

Tutor/Mentor Connection (1993-present); Tutor/Mentor Institute, LLC (2011-present) http://www.tutormentorexchange.net Pg 23

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