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Challenging stigmas and perceptions in alternative high schools through mentorship: an innovation study

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Challenging stigmas and perceptions in alternative high schools through mentorship: an innovation study

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Content Running head: MENTORSHIP 1

Challenging Stigmas and Perceptions in Alternative High Schools through Mentorship:
An Innovation Study
by
La Verne Williams -Schoonover

_____________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2019

Copyright 2019 La Verne Williams -Schoonover
Running head: MENTORSHIP 2
Table of Contents
DEDICATION 8
ACKNOWLEDGMENTS 9
ABSTRACT 11
CHAPTER ONE: INTRODUCTION 12
Introduction of the Problem of Practice 12
Importance of the Organizational Innovation 13
Organizational Context and Mission 15
Organizational Performance Status/Need 16
Organizational Performance Goal 18
Description of Stakeholder Groups 18
Stakeholder Groups’ Performance Goals 19
Stakeholder Group for the Study 19
Purpose of the Project and Questions 20
Conceptual and Methodological Framework 21
Definitions 21
Organization of the Study 22
CHAPTER TWO: REVIEW OF THE LITERATURE 24
Student Focused Initiatives Impact Student Performances Through Motivation 25
Successful Transitioning with Knowledge-based and Conceptual Skills 26
Motivation and Value are Influenced by Task-specific Beliefs 26
Preparing Youth for College through Mentor Programs 27
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Influences on the Problem of Practice 28
The Clark and Estes (2008) Gap Analytic Conceptual Framework 28
Stakeholder Knowledge, Motivation, and Organizational Influences 29
Knowledge Influences within Mentor Programs 29
Knowledge Influence: Procedural 30
Knowledge Influence: Metacognitive Awareness 31
Knowledge Influence: Conceptual 32
Conclusion: Knowledge Influences 34
Motivational Influences within Mentor Programs 37
Motivational Influence: Goal-Orientation 38
Motivational Influence: Transformational Leadership 39
Motivational Influence: Intrinsic Value 40
Conclusion: Motivational Influences 41
Organizational Influences in Mentor Programs 44
Cultural Setting Factor: Teachers 44
Cultural Setting Factor: Community Partners 45
Cultural Setting Factor: School Site 46
Cultural Model Factor: School Culture 46
Cultural Model Factor: Support Programs 47
Cultural Model Factor: Mission Statement 48
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Conclusion: Organizational Influences 48
Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and the
Organizational Context 50
Summary 53
CHAPTER THREE: METHODOLOGY 55
Sampling/ Recruitment 56
Participating Stakeholders 56
Interview and / or Focus Group Sampling Criteria and Rationale 56
Interview and Observation Strategy and Rationale 57
Stakeholder Sampling Strategy and Rationale 58
Observation Sampling (Access) Strategy and Rationale 59
Explanation for Choices 59
Ethics 60
Data Collection and Instrumentation 61
CHAPTER FOUR: RESULTS AND FINDINGS 64
Knowledge Results 65
Teachers’ Knowledge of Intervention Framework and Implementation 65
Teachers’ Knowledge of Student Cognition and Self Cognition 68
Teachers’ Knowledge of Students’ Backgrounds and Skills Gaps 71
Knowledge Observation Results 74
Focus Group Results 75
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Knowledge Conclusion 76
Motivational Results 77
Transformational Leadership and Self-efficacy through Motivational Mentorship 77
Goal-orientation through Motivational Mentorship 81
Enhancing Intrinsic Value through Motivational Mentorship 85
Motivation Observation Results 89
Focus Groups 89
Motivation Conclusion 91
Organizational Results 91
Organizational Influence of Teachers and Mentors on Stigmas and Perceptions 92
Organizational Influence of School Culture on Student Engagement 97
Organizational Observation Results 103
Focus group 104
Organizational Conclusions 105
Findings 105
Training Teachers through Addressing Student Needs 106
Motivating Students through Empowerment 107
Challenging Stigmas and Perceptions through Mentorship and Culture 107
CHAPTER FIVE: SOLUTIONS, IMPLEMENTATION, AND EVALUATION PLAN 108
Knowledge Recommendations and Solutions 109
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Knowledge of Support Systems and Intervention Framework Process 112
Procedural Knowledge Intervention Strategies Through Job Shadow Programs 113
Metacognitive Knowledge and Performance Enhancement 114
Motivation Recommendations and Solutions 115
Navigating Towards College and Career Readiness 118
Developing Transformational Leadership 119
Intrinsic Value of College and Career Preparation 120
Organization Recommendations and Solutions 121
Cultural Setting Factor: Teachers 124
Peer Training Collaboration and Observation Feedback 124
Credit Recovery Through Systems of Support 126
Cultural Models Factor: School Culture 127
An Organizational Culture of Positivity and Value 127
Integrated Implementation and Evaluation Plan 130
Implementation and Evaluation Framework 130
Evaluation Tools 145
Data Analysis and Reporting 146
Summary 146
Strengths and Weaknesses of the Approach 147
Limitations and Delimitations 148
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Future Study 149
Conclusion 149
References 151
Appendices 159
Appendix A. College and Career Curriculum Checklist 159
Appendix B. College and Career Lesson Plan 160
Appendix C. Skills Check Scavenger Hunt 161
Appendix D. College and Career Training Evaluation 162

Running head: MENTORSHIP 8
DEDICATION

Dinah J. Williams
(1941 - 2018)
~
Heavenly angel, teacher, mentor…my amazing mother.
Your passion, courage, commitment, and drive inspired me to be a better person.
Your funny wit, kindness towards others, and endless sacrifices
enriched my life and instilled lifelong lessons that I will forever cherish.
~
Miss you, Ma. Aloha wau ia ‘oe.
Aloha ‘oe.

Running head: MENTORSHIP 9
ACKNOWLEDGMENTS
Mahalo nui loa (thank you very much) to my family and friends for all your love and
support through my journey in the USC Rossier Organizational Change and Leadership program.
Your kakua (support) and guidance made all the difference in the world.
I come from an African-American father, Harold, and a Hawaiian-Portuguese mother,
Dinah – along with generations of hard-working, self-sacrificing, and committed individuals who
believed that empowerment through education would help you make a difference in the world.
Mom and Dad, you were no strangers to life’s challenges and inequalities as an interracial
couple. Your passion and drive gave me, Don, and Novena the courage, guidance, and strength
to persevere. In honor of my promise to you both, I am proud to be the first in our family to
receive a Doctoral degree. I will continue to empower the generations that follow so their voices
can be heard and that they too can tell their stories. None of this would have been possible
without you two, and this achievement is a testament to the endless sacrifices you made for our
family. Love you madly, Mom and Dad!
Mahalo to my children, Leilani, Maile, and Keanu. The moment you were placed in my
arms, my heart skipped a beat. You are my motivation, purpose, and center in this world. I have
learned much from all of you. Mahalo nui loa for your unconditional love and aloha throughout
the years. I am so proud of your accomplishments and continuous efforts to be agents of change
in the world. To my best friend, MJ, during the challenging times, you never wavered and
continued to lead by example, making an impact on so many lives in the process, especially
mine. Mahalo nui loa, my dear friend, I could not have done this without you. Mahalo to
Carolina Hernandez, my teta (sister). You embody the spiritual essence of the Aloha Spirit.
Running head: MENTORSHIP 10
Mahalo for all your love, laughter, and support over the years and for making a difference each
day. To all my Ohana and friends, mahalo nui loa for all your love and aloha always!
A special mahalo to Dr. Alex Ballard, Dr. Barbara Harger, Bobbie Gray, M.Ed., Dr.
Mary Ellen Des Jar Lais, and Dr. Richard Lawrence for your guidance, wisdom, and support
throughout the years as I pursued my passions in helping others achieve their academic and
career goals. Mahalo for being the beacon of light, inspiration of hope, and key change
agents/leaders of educational enrichment and equity advancement.
To my USC Ohana, we shared moments of laughter, challenges, and tears, but in the end,
we celebrated our triumph like true warrior Trojans. I am truly blessed to have you all in my
life. To my tetas (sisters), Regina and Bora, an extra mahalo for all your guidance, support,
meetings in Hangout, Zoom, FaceTime, text messages, emails, and care packages. Your
motivation and drive were contagious! Your love and aloha during our journey will always be
remembered and cherished. I love you dearly!! To USC my brothers, Brian, Sylvester (Sly),
Curt (the Godfather), and Zach, you were from the beginning and continued to motivate and
inspire all of us to reach the finish line. Mahalo and Imua Na Koa (Go Forward Warriors)!
To the faculty and staff members at the USC Rossier School of Education, mahalo nui loa
for your guidance, commitment, and passion towards my education. Mahalo nui loa to Dr. Don
Murphy, Dr. David Cash, Dr. Melanie Brady, Dr. Wayne Combs, and Dr. Frances Martinez-
Kellar for your feedback and words of wisdom that guided me along this process and helping me
achieve my goal. And finally, a Big Mahalo to my dissertation committee, Dr. Frederick Freking
(Chair), Dr. Patricia Tobey, and Dr. David Cash. Mahalo for taking time out of your busy
schedules to give me the direction and guidance to be a better student and effective leader within
the community. Mahalo nui loa for all your kakua (support) and Aloha!
Running head: MENTORSHIP 11
ABSTRACT
The purpose of the study is to explore the capacity of alternative school sites and its stakeholders
to develop at-risk students’ engagement with the college and career preparation process through
the implementation of mentorship programs. Further analysis focused on the additional
challenges at-risk students face due to their placement at an alternative school and resulting
stigmas and perceptions. The stakeholders were assessed based on their knowledge and
motivational influences within the organizational context, essentially their capacity to equitably
address the needs of at-risk alternative school students, with an emphasis on mentor programs as
the proposed solution. The study implemented Clark and Estes’ (2008) gap analysis framework
in order to identify specific needs that would allow stakeholders to assist students in pursuing
their college and career objectives. Research provided insight on the context of alternative
schools, successful models for mentorship, and the benefits it can provide for at-risk students,
specifically relating to college and career readiness. The teachers served as the primary
stakeholder group for study, and data was collected to answer the guiding research questions
regarding the teachers’ and organization’s ability to assist students with their goals, identify the
key interactions between stakeholders and students, and propose mentorship as a solution that
addresses the needs of both. Findings demonstrated a great wealth of knowledge and student
support originating from teachers, thereby positioning them as ideal candidates for mentors to at-
risk students. Further data revealed limitations on the resources made available to the teachers
and organizations but also uncovered the potential of mentor programs to support at-risk students
and challenge the negative stigmas of alternative schools.
Running head: MENTORSHIP 12
CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
The National Center on Educational Statistics reported there were 10,900 public
alternative schools and programs serving 612,000 students in the United States (Kleiner, Porch &
Farris, 2002). Alternative education is an integral component of the education system in the
United States, and although the demand for alternative education has grown in the past five
decades, the negative connotation surrounding its academic credibility and its general public
perceptions continues to be a challenge for most alternative schools. Research further
demonstrates a growing number of at-risk high school students and that the negative stigmas
affiliated with the perceptions of alternative schools’ environmental and social conditions
prevent the success of alternative education (Gitoux, 2001). Furthermore, alternative schools run
by public school districts struggle with the negative stigmas and perception of being seen as
“dumping grounds” or warehouses for at-risk students who are viewed as troubled, problematic,
or juvenile delinquents (Noddings, 2005; Rogers & Freiberg, 1994). These negative stigmas and
perceptions continue to be some of the biggest obstacles barring the success of alternative
education (Arnove & Strout, 1980; Conrath, 2001; Dryfoos, 1997; Kelly, 1993; McGee, 2001;
Waxman, 1992). Implementing inventions and support plans that are in compliance with the
California Department of Education and school district site will provide additional support to
ensure equal opportunities towards student achievement and success. Also, providing students
with guidance and support may alleviate any fear factors that hinder their academic and personal
growth. Furthermore, programs that engage and lead students towards concepts that involve
critical-thinking, problem- solving, and create opportunities to transition students into future
Running head: MENTORSHIP 13
career options creates a level of balance that breaks the educational inequality cycle (Anyon,
1997; Apple, 2004;Freire, 1997; Giroux, 2001).
Research shows there is a growing need for alternative education sites. However, despite
this need, research also shows that negative perceptions and stigmas continue to be a
contributing factor towards hindering academic and career success. While there is no singular
solution that data and research agree on, both agree that support programs are a possible solution
to addressing the issue of educational inequality. Based on this research, the project will
establish mentorship programs as a positive influence on academic achievement and as a means
to challenge negative stigmas.

Importance of the Organizational Innovation
“Don’t judge me by my success, judge me by how many times I fell down
and got back up again.” – Nelson Mandela

For some, alternative school settings were once viewed and labeled as “dumping
grounds” where the “bad kids” go; however, they are now seen as safety nets and caring
environments where mutual trust is established (Noddings, 2005; Rogers & Freiberg, 1994).
Incorporating a peer-to-peer mentor program will allow at-risk students to connect directly with
their fellow peers to provide support, encouragement, direction, and guidance towards a
successful transition towards college and career endeavors. Students engage in hands-on
activities and programs that help them achieve their academic and career goals. Alternative
schools emphasize the development of self-concept, problem-solving, and humanistic
approaches (Conley, 2002). In addition, alternative schools provide opportunities and challenges
Running head: MENTORSHIP 14
as a productive and thriving academic entity. By creating a nurturing and supportive
environment, students are better prepared for a successful transition into college and career
opportunities.
The U.S. Department of Education, National Center for Education Statistics (2003)
reports that at least 613,000 “at-risk” students (or about 1.3% of elementary and secondary
students) were placed in alternative schools and programs in the 2000–2001 academic year. The
study also reported that alternative schools are located disproportionately in urban districts,
districts with high minority student populations, and districts with high poverty concentrations,
making them more susceptible to social, political, economic, and educational inequalities
(NCES, 2003). As a result, alternative schools run by school districts struggle with the stigmas
of being dumping grounds or warehouses for at–risk students (Arnove & Srout, 1980; Conrath,
2001; Dryfoos, 1997; Kelly, 1993; Kim, 2006; McGee, 2001; Waxman, 1992). Also, students
psychologically begin to accept this mindset, which negatively impacts their performance.
Furthermore, these negative stigmas have a tacit assumption that students’ educational failure
was caused largely by individual factors such as poverty, minority status, or family
characteristics, often ignoring external factors such as school conditions and societal factors
(Valencia, 1997). This problem is significant because it diminishes any hope of achieving
academic growth and success for students at alternative high schools. In addition, labeling
students as inadequate sets them up for failure. Students with a reputation and label of being
“delinquent” experience difficulties in the regular school setting, largely due to conflict with
teachers and administrators who often exacerbate student problems with a lack of instructional
and emotional support (Sagor, 1999).
Running head: MENTORSHIP 15
Students endure these challenges daily and look towards staff, faculty, and their fellow
peers for additional support. It is imperative to implement intervention and support workshops
for teachers to further assist students with building on their interpersonal communication skills
through team collaboration innovation strategies with their fellow peers by gaining insight,
direction, and support through the transition experience. Phinney and Kohatsu (1997) concluded
that individuals who had examined their identity more fully have a more positive self-concept
and experienced less psychological distress than individuals who had explored their identity less
fully.
Organizational Context and Mission
According to the California Department of Education (2016), during the 2014-2015
academic year, Riverside County of California served 7,353 students in need of additional
services to allow a smooth transition from high school and beyond. Sanderson Alternative High
School (SAHS, pseudonym) is one such site located in Riverside County.
As a Title 1 school, Sanderson Alternative High School’s (SAHS) mission is to support
at-risk students who have become disengaged with their mainstream educational paths. SAHS
aims to provide second chances and new challenges within a safe environment for growth and
development. Educators seek to prepare students for the 21st century and inspire an active
pursuit of success in college, career and beyond.
Sanderson Alternative High School opened its doors to serve at-risk socioeconomically
disadvantaged youth in grades 7-12. Through team collaboration efforts from faculty, staff,
district officials, and community members, Sanderson provides students with the training and
skills needed to advance towards higher education and the workforce environment. Currently,
the population at Sanderson consists of 92 students (73 males, 21 females) from a diverse range
Running head: MENTORSHIP 16
of cultural backgrounds consisting of African American, Hispanic, Asian, and Caucasian
students. The 12:1 student teacher ratio provides an opportunity for students to receive
individualized attention in a safe, respectful, and responsible learning environment. As for
faculty and staff at SAHS, there are currently 13 teachers, one Secretary, one Office Manager,
two campus security members, two Instructional Aids, one School Resource Officer/ Deputy,
one Marriage Family Therapist, one Guidance Counselor, and one Principal.
Sanderson provides students with the training and skills needed to advance towards
higher education and the workforce. As students begin to progress towards achieving their
personal goals, they begin to develop their interpersonal communication skills. Through
community partnerships, SAHS offers career and life skill workshops, community and volunteer
service, along with job placement opportunities through the Counseling Career Center. Students
have access to a supportive environment which offers a hand-on approach to real world scenarios
related to their interests. Support services range from college and career presentations, college
field trips, FAFSA informational sessions for students and parents, college application
assistance, resume and mock interview workshops, assessment testing, and scholarship and grant
applications.
Organizational Performance Status/Need
In order for SAHS to provide the services for students to transition successfully into
college and career opportunities, additional invention and support services are required to meet
the diverse needs of their population dynamics. The following information provides context to
the problem issue within my dissertation.
The literature provides additional insights in how to achieve organizational change
thereby creating an environment that fosters growth (Kellar & Slayton, 2009). Mentoring
Running head: MENTORSHIP 17
promotes positive social attitudes and relationships. Research shows that quality-mentoring
relationships build positive relationships, which increased attendance, academic performance,
and behaviors among at- risk population groups. Stigmas and perceptions can be seen as barriers
to success while mentorships and support programs can be seen as facilitators (Ross, Pinder, &
Coles- White, 2015). Literature provides evidence that mentorship is an important measure for
student success toward student college and career opportunities. Research shows that 55% of
young adults who were at-risk of failing or dropping out of high school stated they were more
likely to go to college because of a mentor (Mentoring Effect, 2014). Mentoring programs
provide students with skillsets applicable to both their academic and professional life. Exposure
to college and career opportunities will allow students to explore various fields by prompting
awareness, generating interest, and promoting engagement within professional fields. In
addition, the knowledge and motivation implemented through such programs would align with
self-determination theory (Covington, 1998). The premise behind self- determination is having
the ability to process or make decisions regarding life choices. It posits that there are two main
types of motivation—intrinsic and extrinsic—and that both are powerful forces in shaping who
we are and how we behave (Deci & Ryan, 2008). The data collectively demonstrates the validity
and need for mentorship and support programs to assist students in academic and occupational
career paths. In addition, research highlights the growing need for alternative sites and the
importance of providing effective educational support.

Running head: MENTORSHIP 18
Organizational Performance Goal
Goal: Sanderson Alternative High School (SAHS) will implement new student support measures
in compliance with the requirements set forth by the school district and the California
Department of Education.
Organizational Mission: This goal aligns with the organizational mission as identified on the
school’s mission statement, which directly informs the strategies, policies, and procedures
adopted by its staff, student, community, and business stakeholders.
Mission Statement: The mission of Sanderson Alternative High School is to support at-
risk students who have become disengaged with their mainstream educational paths.
SAHS aims to provide second chances and new challenges within a safe environment for
growth and development. Educators seek to prepare students for the 21st century and
inspire an active pursuit of success in college, career and beyond.
Incorporating innovative mentor programs and college and career workshops will provide
students the tools and resources to successfully achieve their future goals and aspirations.
Description of Stakeholder Groups
Community stakeholders include teachers, counselors, administrative staff, parents,
district officials, local businesses, corporate organizations, and non-profit organizations. The
community supporters are the key to the overall success of their school.

Running head: MENTORSHIP 19
Stakeholder Groups’ Performance Goals
Table 1. Organizational Mission, Performance Goals, and Stakeholder Group’s Goals
______________________________________________________________________________
Organizational Mission
______________________________________________________________________________
The mission of Sanderson Alternative High School is to support at-risk students who have
become disengaged with their mainstream educational paths. SAHS aims to provide second
chances and new challenges within a safe environment for growth and development. Educators
seek to prepare students for the 21st century and inspire an active pursuit of success in college,
career and beyond.
______________________________________________________________________________
Organizational Performance Goal
______________________________________________________________________________
By June of 2019, Sanderson Alternative High School (SAHS) will implement new student
support measures to increase college and career readiness in compliance with the requirements
set forth by the school district and the California Department of Education.
______________________________________________________________________________
By June 2019, SAHS
teachers will collaborate,
create, and demonstrate
cross-curricular initiatives
that provide 100% of
students with the
opportunity to explore
higher education and
career options through
cross-curricular initiatives.
By June 2019, SAHS
administration, faculty, and
staff will guide students in
engaging with their peers
and community through
participation in cross-
curricular integration
activities, programs,
workshops and events.

By June 2019, the SAHS
teachers and counselors
will provide students with
interactive workshops that
target interview and
resume writings skills.
Internship/job shadow
opportunities available
based on performance.
_____________________________________________________________________________

Stakeholder Group for the Study
All stakeholders will play an intricate role in the success of achieving their organizational
goal of implementing an innovative mentor program and measuring the success of their student
population. Sanderson Alternative High School will be in compliance with the requirements set
forth by the school district and California Department of Education. Therefore, the stakeholders
of focus for this study will be the teachers /mentors of SAHS’s at-risk student population. The
Running head: MENTORSHIP 20
stakeholders’ goals, as listed above, are to motivate SAHS students to actively engage in the
college and career preparation process.
Purpose of the Project and Questions
The purpose of this project is to conduct a need-based analysis in the areas of knowledge,
motivation, and organizational resources necessary to reach the organizational performance goal
of increasing at-risk student’s college and career engagement. The analysis will begin by
generating a list of possible needs and then validating/ adjusting the list through collaboration
with the stakeholder group by using interviews, observations, and document literature. While a
complete need-based analysis would include all stakeholders involved within the organization,
for the purpose of this study the primary stakeholder group to be focused in this analysis will be
the teachers/ mentors to at-risk students of Sanderson Alternative High School.
Based on this information, the following research questions will guide this project’s
analysis and study:
1. What are the knowledge, motivation, and organizational needs necessary for stakeholders
at Sanderson Alternative High School to assist students in increasing their engagement
and participation in college and career preparation?
2. What is the interaction between stakeholders at Sanderson Alternative High School and
the student population?
3. What are the recommended knowledge, motivation, and organizational solutions to
addressing the needs of Sanderson Alternative High School at-risk students?

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Conceptual and Methodological Framework
According to Burns (2006), transformational leadership can be seen when leaders and
followers collaborate in order to develop a higher level of morals and motivations. Through their
vision and personalities, transformational leaders inspire followers to change expectations,
perceptions, and motivations to work towards their common goals. Furthermore, Kouzes and
Posner (2002) discuss the transformational strategy of modeling the way, inspiring a shared
vision, challenging the process, enabling others to act, and encouraging the heart. Therefore, the
duty falls to SAHS’s stakeholders to implement these strategies and inspire students towards
making positive changes towards their academic and career choices. A qualitative
methodological approach will apply Clark and Estes’ (2008) KMO gap analysis model to explore
and uncover barriers related to student fears that may influence their academic and career
success. The qualitative case study design will consist of descriptive interviews, observation,
and literature reviews. Furthermore, the study will explore the emerging approaches (qualitative)
that may encompass, but are not limited to, the constructivist worldview, ethnographic design,
and observation of behaviors.
Definitions
Alternative High Schools: Non-mainstream school sites that exist through school district
mandates in order to accommodate students that have (for various possible reasons) been
removed from the mainstream school sites.
At-risk Students: Students that are more likely to fail (compared to the mainstream student
population) due to a combination of personal and environmental factors negatively affecting their
academic performance. With regard to this project, this includes entire student population of
Sanderson Alternative High School.
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Educational Inequality: Disparity in the quality of education provided to different student
populations, most notably at-risk students (as defined above).
Mainstream: A descriptive label for students and sites that follow “traditional” and
“unobstructed” academic paths to success.
Mentor: A non-parental, non-guardian adult who provides a youth with academic, career, and
social emotional support in obtaining professional and personal success.
Mentorship/Mentor Program: Non-parental, non-guardian adults providing support and guidance
in an organized effort to address academic, non-academic, and emotional needs.
Perception: Optics. Impressions based on observable factors.
Stigmas: Negative connotations, associations, or labels connected to a person or organization due
to circumstances, placement, or perception (as defined above).
Title I: Schools that consist primarily of socioeconomically disadvantaged student populations.
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the
key concepts and terminology commonly found in a discussion about alternative schools as a
whole and the at-risk student population that they serve. The organization’s mission, goals and
stakeholders, as well as the initial concepts of stigmas and educational inequality, were
introduced. Chapter Two provides a review of current literature surrounding the scope of the
study. Topics of alternative schools, at-risk students, and the effects of stigmas on this
population and the resulting educational inequality are addressed. Chapter Three details the
assumed needs for this study as well as the methodology applied when it comes to choice of
participants and data collection. In Chapter Four, the data and results are assessed and analyzed.
Running head: MENTORSHIP 23
Chapter Five offers recommendations based on the findings and literature to implement solutions
that address the needs identified therein.

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CHAPTER TWO: REVIEW OF THE LITERATURE
This literature review will analyze general research on the importance of addressing fear
as a primary deterrent of student success in academics and careers. This is further developed by
an analysis of the many strategies used to combat student fears, specifically in suburban, rural,
and socioeconomically disadvantaged populations. In particular, this literature review will focus
on mentoring programs that have been successfully implemented and demonstrate their
effectiveness in alleviating student fears and other barriers to success. Following this summary
of research literature, the review turns to Clark and Estes’ Gap Analytic Conceptual Framework,
specifically identifying the knowledge, motivation, and organizational influences necessary for
educators to address student needs in order to achieve their goals.
Furthermore, as a way to combat students’ fears, the project’s goal is to research and
implement mentor programs that advances them towards self-efficacy by providing the
knowledge and skills necessary to succeed. Research states that self-efficacy fuels performance
mastery, which in turn positively influences goal-oriented motivation (Schunk, 1989). The
importance of skill mastery is further supported by analyses that show children’s competency
beliefs for different tasks declining across the elementary school years and through the high
school years (Dweck & Elliot, 1983; Eccles, Wigfield, & Schiefele, 1998; Stipek & MacIver,
1989; Wigfield et al., 2006). The research literature can be analyzed within the context of Clark
and Estes’ gap analysis model and the KMO influences that highlight how strong knowledge
bases and contextual skills are what allow students to successfully navigate college lifestyles and
environments (Wigfield et al., 2007). Stakeholders understand the importance of postsecondary
education and life-long teaching and learning are necessary in fulfilling long-term career goals.
For instance, the American School of Counseling Association (ASCA, 2014) provides
Running head: MENTORSHIP 25
professional development, enhancing school counseling programs, and researches effective
school counseling practices. The focus of ASCA (2014) is to provide professional development,
support counseling programs and research counseling practices. These standards empower
counselors with the knowledge and resources to better serve and collaborate with teachers,
administrators, and other stakeholders to promote student success. Implementing the ASCA
Mindset and Behavior standards will encourage and challenge students to maximize their
abilities to their fullest in order to achieve high-quality results to overcome the barriers and fear
factors hindering academic and career goals (American School Counselor Association (2014).
The literature reviewed agrees that self-efficacy leads to mastery, which in turn leads to
goal-oriented motivation. This is vital because research also shows that children progressively
question the importance and connection of tasks to academic and career success. Self-efficacy
and motivation can be seen as effective tools in conveying the importance of knowledge and skill
sets in preparing for successful transitions into higher education and employment. The Clark and
Estes gap analysis model and KMO influences provides a culminating framework in which the
barriers to success and potential solutions can come together to unveil strategies for success.
Student Focused Initiatives Impact Student Performances Through Motivation
Schunk (1989) states that mastery fuels self-efficacy and argues that further enhancement
via knowledge and resources reduce students’ fears with regard to achievement goals. Self-
efficacy can benefit students by providing a motivational component that results from goals
appearing reasonably attainable. Dweck and Elliot (1983) expand upon this notion and
emphasize the importance of skill mastery in motivating students towards fulfilling achievement
goals. One particularly important area of development for the at-risk students is soft skills,
Running head: MENTORSHIP 26
identified by Duhigg (2016) as a means to build positive relationships with stakeholders and
organizations. Ultimately, the research agrees that properly structured training opportunities will
allow for the proper development of skills that are critical to academic and career success.
Successful Transitioning with Knowledge-based and Conceptual Skills
Mentoring programs prepares students for a successful transition from high school,
college, and beyond. Scandura (1991) highlights how modeling through mentorship can help
identify specific needs for individual developmental goals. When combined with positive
environmental influences and support measures (Wigfield et. al, 2007), mentorship provides a
context in which students can acquire knowledge-based and conceptual skills that can better
prepare them for the transition from high school to college and career. The research
demonstrates that the cultural setting of schools plays a huge role in generating environmental
influences and resources that can empower students with knowledge and skills.
Motivation and Value are Influenced by Task-specific Beliefs
Motivation is defined as the internal and external influences to achieve a desired to goal
or produce an outcome to enhance student achievement. Bandura (1998) states that social
cognitive theory and self-efficacy beliefs provide the foundation for human motivation, well-
being, and personal accomplishment. Individual capabilities, self-perception, and personal
achievements are factors which motivate performance and drive student success. In other words,
students that are informed and confident are more likely to succeed. This would not be possible
without guidance and support – all key components to navigating tasks, individual goals, and
Running head: MENTORSHIP 27
independent resources. When either element is lacking, it becomes notably difficult to
effectively approach problems and challenges. Anderson and Krathwohl (2001) identify
metacognitive knowledge as the awareness of strategy and reflection necessary to solving
problems and cognitive tasks. This external awareness allows us to evaluate the value of tasks,
both in completing them and in the value it may bring afterwards. Eccles and Wigfield (2002)
further comment on how the perceived values can directly influence motivation and the
likelihood of accomplishing the goals themselves. Further research concludes that engagement
and active participation instills an awareness in the inherent value of task completion, and by
extension, we can better understand the strategies and practices that enable us to succeed.
Preparing Youth for College through Mentor Programs
Socioeconomic factors often hinder educational advancement for underrepresented
students, but mentorship offers a means to prepare youth for college. For instance, Lauland
(1998) identifies mentors as filling these needs and making a difference in whether a student can
be on track for future success. He further explains that they provide encouragement, academic
support, and guidance as individuals who have, in some form or another, embarked on similar
journeys of self-discovery. The experiences and resources of mentors are highly valuable and
can be used to serve the exploratory needs of students as they research prospective paths to
pursue. Walker and Freedman (1996) approximate that 5 to 15 million young men and women
would benefit from a caring adult mentor. Even outside of mentorship, support and care go a
long way in impacting youth and formative years. Students who have an effective support
Running head: MENTORSHIP 28
system of knowledgeable and caring adults are successful in their educational endeavors. With
this research in mind, at-risk students would certainly benefit greatly and be more likely to
pursue a pathway for future success.
Influences on the Problem of Practice
The Clark and Estes (2008) Gap Analytic Conceptual Framework
Bandura (1997) stated effective performance improvement must start with clearly
understood work goals and analyzing the cause of the gaps between current and desire
performance (Gilbert, 1996; Rummler & Brache, 1995; Locke & Latham, 1990). Clark and
Estes’ (2008) conceptual framework offers a theoretical process which focuses on how to
establish business goals, set up specific performance goals, and offers a strategy on how to
recognize the gaps that exists between the initial performance levels and the actual goals desired.
By identifying the gaps, Clark and Estes’ (2008) process examines the stakeholder’s knowledge,
motivation, and organizational influences that hinder the stakeholder in achieving their
performance goal.
The mission of Sanderson Alternative High School is to support and nurture students who
have become disconnected from their educational path by empowering them with skills and
resources that will enable success in academics and careers. Clark and Estes’ (2008) gap
analysis provides the general conceptual framework used to identify performance gaps within the
organization and its teachers that affect their ability to help students succeed. This project
proposes the implementation of mentoring programs that may help students view academic and
career prospects as a realistic goal, provide them with the necessary knowledge/skills to pursue
such goals, and empower them with the self-efficacy that enables their success.

Running head: MENTORSHIP 29
Stakeholder Knowledge, Motivation, and Organizational Influences
Knowledge Influences within Mentor Programs
Mentor programs are key to addressing student fears because they provide students with a
better understanding of the process, a greater awareness of their self and strategies, and a
framework built from accumulated resources. Lauland (1998) argues that such programs benefit
student youth by incorporating role models that create environments where they strive from
competency. The literature review in this paper will focus on specific aspects of knowledge and
skills that influence students to achieve college and career readiness by engaging with a mentor
program. Further analysis of the various knowledge types will provide a more insightful look
into identifying specific knowledge and skills that can be acquired at such venues. The literature
review will also incorporate the College and Career Pathways Program (CCPP, pseudonym) as a
component utilized by the mentorship initiatives. The CCPP works in conjunction with
California college programs to provide a pathway in supporting and guiding students during their
exploration and planning for post-secondary education and career achievement. In order for
students to obtain their goals, specific knowledge and skills need to be facilitated to ensure a
pathway to college and career success. A growing number of initiatives (this project included)
are working to incorporate college and career readiness into high school graduation expectations
and requirements.
Krathwohl (2009) references and defines four knowledge types: factual, basic elements
students need to know; conceptual, the interrelationship among the basic elements in a larger
structure; procedural, how to do something; and metacognitive, awareness of one’s own
cognition. Student success is not only contingent on the ability to acquire knowledge, skills, and
resources, but rather to understand, apply, and implement these four types of knowledge that will
Running head: MENTORSHIP 30
serve to empower students to achieve success. This can be accomplished with three knowledge
influences that will be elaborated on in the following paragraphs: familiarization with the
procedures involved in college preparation and application; developing their own metacognitive
understanding to align with the factual realities of potential school sites; and creating a thorough
conceptual understanding of the framework necessary to pursue their goals.
Knowledge Influence: Procedural
In order for students to accomplish their goals within college and career planning, it
would serve them well to be as knowledgeable as possible about the entire procedure. According
to Anderson and Krathwohl, procedural knowledge is described as “the knowledge of skills,
algorithms, techniques, and methods,” as well as “knowledge of criteria used to determine when
to use various procedures” (p. 52, 2001). CCPP is a means for teachers and mentors to help their
students acquire knowledge and process related skill. When using CCPP, teachers will help
students register their student profile accounts, obtain college and career resources, and utilize
career activities and assessment tools to incorporate their findings into real world applications.
In addition, CCPP can help teach students how to track college applications, create a financial
plan, seek out which colleges offer a specific major, and offers a portfolio portal to house
imperative documents such as resumes, letters of recommendation, awards, and scholarships.
Students transitioning from high school into college and career opportunities would benefit from
implementing the procedural knowledge of how to access and utilize information provided by
CCPP. Procedural knowledge addresses the understanding of how to do something, specific
steps, or techniques in order to achieve something (Krathwohl, 2001). CCPP partners with K-12
school districts to support students, counselors, parents, and community- based organizations
with innovative technology to help assist students from grades 6

to 12 in discovering their
Running head: MENTORSHIP 31
interests, obtaining knowledge, and providing skills to aid in their college and career planning
and preparation process.
The process is undoubtedly overwhelming, but knowledge gained from familiarity alone
can alleviate most of the stressors that come with the realities of applying for colleges.
According to Mayer (2011), applying the science of learning to the study of how people learn
school subjects, such as how to read, how to write, or how to do arithmetic proved successful in
the advancement of understanding how people learn through cognition in the context of real
academic tasks. By integrating the necessary procedural knowledge into teacher’s assigned
tasks, they are able to inform students while simultaneously engaging them with the process.
Knowledge Influence: Metacognitive Awareness
It is difficult to know your path without first having a destination in mind, and it is
difficult to choose a path without knowing what knowledge and skills may be required.
Metacognitive knowledge is the awareness of one’s own cognition and particular cognitive
processes and applies strategic or reflective knowledge on about how to go about solving
problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of
self (Anderson & Krathwohl, 2001). With this in mind, college and career readiness can be
framed as the acquisition of the knowledge and skills a student needs to enroll and succeed in
credit-bearing, first-year courses at a post-secondary institution (i.e. a two or four-year college,
trade school, or technical school) without the need for remediation (ACT, 2016). Teachers can
guide students’ exploration of their interests through the mentor program screening components
and the CCPP assessment tool, which will match their personal qualities to potential schools of
interest. Situational interest and designing environments to “catch” and “hold” student interest
Running head: MENTORSHIP 32
may foster the development of personal interest (Hidi & Harackiewicz, 2000) and how they can
inform what paths to follow.
As part of the mentor program Project Based Learning practices, CCPP will be
incorporated into the curriculum to build on knowledge and skills in order to promote
interpersonal communication skills and team building strategies. Activities and lesson plans
from CCPP will be administered on weekly basis by teachers to students during their 6
th
period.
This is important so that educators are able to monitor the progress on each of their students and
the completion of each activity and lesson plan to assess growth and student achievement at the
end of the school year. CCPP offers a variety of surveys, questionnaires, and assessment tools
for students to explore their college and career interests. For instance, a Career Interest Survey is
one of many resources students can use to explore their interests, which takes approximately 5-
10 minutes and results are immediate. Teachers can emphasize the exploration of occupational
fields from around the world, the comparison of salaries and cost of living allowances, and the
projections of demand within professional fields on the rise. Resource theory and the principles
of metacognitive knowledge are two fields that guide the design of the CCPP website. Resource
theory maintains that if adequate resources are brought together in one place, student learning
and development will occur (Astin, 1982). For instance, college administrators believe their
most important role is to provide students with as many resources as possible to provide a
smooth transition into college and career. The mentor program’s project-based additions to the
curriculum will inform students about the necessary skills involved in the application processes.
Knowledge Influence: Conceptual
Students are encouraged to aspire towards higher education and careers, but too often
they do not fully develop the conceptual understanding of the resource framework and fully take
Running head: MENTORSHIP 33
advantage of it. Educators, parents, teachers provide an excellent source of information,
guidance, and support based on experience; however, additional tools and resources are needed
to aid in the transitioning to college and career readiness. So why not let them hear it straight
from the source? Mentor programs benefit from directly engaging students, and these
opportunities are made possible through CCPP’s network of professionals. CCPP resources
offer students the ability to connect directly with college officials, career representatives, and
non- profit organizations affiliated with college clubs and various organizations. This grants
them an “inside look” at the organizations where they will be investing for their academic and
personal futures. For instance, CCPP defines their outreach resource term as a wide range of
ingredients believed to enhance student learning: physical facilities (i.e. laboratories, libraries,
and audiovisual aids), human resources (well-trained faculty members, counselors, and support
personnel), and fiscal resources (financial aid, endowments, and extramural research funds),
which are services that are available for students in grades 6 to 12 (Foundation for California
Community Colleges, 2015).
The CCPP website clearly has an abundance of resources and strives to serve as a good
first step for the research process. By design, it provides all the elements necessary for a
successful search, and by doing so, it can show its users that college can be a reality and that the
path to getting there is reasonable, despite the amount of information and steps they must
navigate. At Sanderson Alternative High School (SAHS), student must fulfill the terms and
conditions of their student contract with the completion of 20 hours (minimum) of community
service. Rather than merely completing this as part of their requirements, student volunteer
outreach can lead them to learn about college opportunities through scholarships, community
Running head: MENTORSHIP 34
engagement, mentor workshops, internships, and job shadow opportunities that can be applied
towards college – the knowledge from which can inform their college/career planning decisions.
Conclusion: Knowledge Influences
The research demonstrates the effectiveness of mentor programs in providing knowledge
influences that address student fears. Procedural knowledge familiarizes students with an
otherwise daunting process. Metacognitive awareness promotes an introspective point of view
that informs effective strategies. Conceptual knowledge provides the big picture perspective and
understanding of the larger framework in which students must operate. Knowing is half the
battle, and mentor programs help students win on that front.

Running head: MENTORSHIP 35
Table 2. Knowledge Influences and Assessments for Knowledge Gap Analysis
Organizational Mission
The mission of Sanderson Alternative High School is to support at-risk students who have
become disengaged with their mainstream educational paths. SAHS aims to provide
second chances and new challenges within a safe environment for growth and
development. Educators seek to prepare students for the 21st century and inspire an active
pursuit of success in college, career and beyond.
Organizational Global Goal
Sanderson Alternative High School (SAHS) will implement new student support measures
in compliance with the requirements set forth by the school district and California
Department of Education.
Stakeholder Group Goal
By June 2019, SAHS teachers will collaborate to create cross-curricular initiatives that
provide 100% of students with the opportunity to explore higher education and career
options through cross-curricular initiatives.
Knowledge Influence Knowledge Type
(i.e., declarative
(factual or
conceptual),
procedural, or
metacognitive)
Knowledge Influence
Assessment
Running head: MENTORSHIP 36
Familiarizing students with
procedural knowledge
regarding the preparation
and application processes.
Teachers will instruct students
in how to create a profile
account on the College Career
Pathways Program
Procedural CCPP,
Complete a general
intake questionnaire to
help strategies learning,
critical thinking and
problem solving
Completing interest and skills
inventories to foster
metacognitive awareness and
identify ideal school sites that
best align with the student
(factual realities). Teachers
will ensure 100% student
completion of lesson plans,
activities, and assessment tools
by June 2019.
Metacognitive Students are asked to
explore career interests
and complete career
assessment surveys on
occupational fields
opportunities throughout
the nation.
i.e. Observation CCPP
lesson plans during 6
th

period every Friday.
Accessing first-hand
knowledge through primary
sources to develop their
conceptual knowledge of the
end goal. Teachers will
develop student skills in how to
work collectively in teams to
provide assistance to non- profit
organizations through
community service outreach
events.
Conceptual Students are asked to
utilize volunteer their
services with non-profit
organizations, outreach
to connect with
community partnerships,
mentor workshops,
internships, and job
shadow opportunities.
i.e. Coordinate, plan, and
implement measures to
assist non- profit
organizations throughout
the year.

Running head: MENTORSHIP 37
Motivational Influences within Mentor Programs
Mentor programs are key to challenging student fears by motivating student engagement
with aspirational goals, leadership skills, and intrinsic value. By focusing on these influences,
mentor programs empower students through self-efficacy, which motivates them to pursue their
personal goals. Motivational theories attempt to answer questions about what gets individuals
moving (energization) and toward what activities or tasks (direction) (Pintrich & Schunk, 2002).
The literature review will focus on motivational influences that empower students to become
college and career ready. Further analysis will identify the aspects that best drive students to
succeed despite their fears.
There are several ways to frame motivational components. “School performance is a
complex phenomenon, shaped by a wide variety of factors intrinsic to students and the external
environment” (University of Chicago, 2012, p. 2). Motivation itself could be defined as the
internal and external influences to achieve a desired goal or produce an outcome (Pintrich &
Schunk, 1996). Motivation can also be seen as intrinsic, which focuses on the values, needs,
emotions, and perceptions of equity motivated to accomplish something (Pinder, 1998). With
these in mind, it is worth noting that unless people believe that their actions can produce the
outcome desired, they have little incentive to act or to persevere in the face of difficulties. There
must be value found within the stakeholder and in the pursuit of the stakeholder’s goals.
Intrinsic motivation has been positively linked to a number of important and desired cognitive
and motivational outcomes in both academic and nonacademic settings (Deci & Ryan, 1985;
Ryan & Deci, 2000). This project will focus on how mentor programs facilitate self-efficacy to
instill goal orientation, transformational leadership, and intrinsic value to drive student success in
spite of their fears and obstacles.
Running head: MENTORSHIP 38
Motivational Influence: Goal-Orientation
It is important to have something to work towards, and more importantly, to be given an
opportunity; self-efficacy provides the groundwork for both. According to Bandura (1998),
social cognitive theory and self -efficacy beliefs provide the foundation for human motivation,
well- being, and personal accomplishment. It could be suggested that self-efficacy is determined
by the self-perceptions that an individual holds to be true regarding their capabilities (Pajares &
Schunk, 2003). For instance, a large focus on the relationship between one’s goals and the belief
in one’s abilities plays a role in how instructional contexts influences achievement goals.
Therefore, there is a correlation between self-efficacy and mindset-driven efforts when
accomplishing certain goals. Anderman and Anderman (1999) reported that adolescents
endorsed performance goals more than mastery. More schools emphasize upon performance
goals as children get older, and a growing number of states are moving towards implementing
college and career readiness standards into the classroom because, according to Conley (2010),
the goal is to have every student graduate from high school ready to pursue college and career.
In short, mentor programs encourage students to position college attendance and career
placement as their end goals. To that end, students will reorient their behaviors to one that
independently strives for the attainment of goals – behaviors of self-efficacy that they can use to
develop key and necessary skills. For instance, self-efficacy is substantiated as persons observe
goal progress, which conveys they are becoming skillful (Elliott & Dweck, 1988). Self-efficacy
fuels performance mastery, which in turn positively influences goal-oriented motivation.
Therefore, feedback on goal progress also raises self-efficacy, and heightened efficacy sustains
motivation and promotes performance (Schunk, 1989). Mentor programs in essence embody
self-efficacy standards, and the impact of its practices and policies can be tracked in successful
Running head: MENTORSHIP 39
student transitions that occur beyond high school. College knowledge includes the knowledge
base and contextual skills that allow students to successfully navigate college and move along
through the system upon arrival (Wigfield et al., 2007). It is also imperative in finding useful
models and frameworks that can help the state and local institutions (secondary and
postsecondary) guide this important work. But more importantly, it is the goal-oriented
motivational influence that stems from mentor programs that can be correlated to positive
outcomes and student successes.
Motivational Influence: Transformational Leadership
It is important to empower students, and leadership opportunities are excellent first steps.
Furthermore, mentor programs are naturally founded on similar principles (since mentorship is a
type of leadership already). As such, they are suitable environments to explore these
opportunities to establish connections in the school and within the community (Schmidt,
McVaugh, & Jacobi, 2007). Students can switch roles and take on mentor roles and become
familiar with the responsibilities of a leader. Furthermore, leadership is transformative and by its
nature, builds social skills and influences academic development (Schmidt et al., 2007). By
creating such opportunities for leadership, mentor programs help students develop from
participating followers to active leaders with important responsibilities.
Leaders are individuals (or smaller groups) that take on more responsibilities on behalf of
a larger group. As a result, students who are assigned such responsibilities are granted greater
social and organizational value. Leadership creates opportunities for students to demonstrate
what they can do, and completing such tasks grants a greater sense of accomplishment. Bandura
(1998) argues that individual capabilities in particular are factors that motivate performance and
drive student success. It is certainly worth noting that engaging in leadership prompts important
Running head: MENTORSHIP 40
developmental components. Research shows that cultural climate affects social engagement and
achievement (Walton & Cohen, 2007). It prompts students to learn how to evaluate the value of
different tasks (which will be discussed further shortly) and prioritize tasks in order of
operational and organizational importance. Success in such roles will certainly instill positive
values and boost self-esteem. This is particular advantageous because confidence increases the
likelihood of success (Bandura, 1998). Confidence is important in the face of fear and
uncertainty. When it is not clear whether the completion of a task is possible, the confidence to
take on the challenge is certainly a critical component and could impact the likelihood of
success. Leadership and the skills it necessitates teach students how to take on challenges in
spite of their fears.
Motivational Influence: Intrinsic Value
Mentor programs can affect perceptions on intrinsic value and interest. According to
research, students’ task values indirectly influence their performance; this is seen through their
relationship with their expectancies for success and how children’s expectancies influence their
choice of activities through their relationships with task value (Wigfield & Cambria, 2010).
Students’ own experiences with different activities can influence how much they like or are
interested in different activities given the type of feedback they received. Research has shown
children’s competency beliefs for different tasks decline across the elementary school years and
through the high school years (see Dweck & Elliott, 1983; Eccles, Wigfield, & Schiefele, 1998;
Stipek & MacIver, 1989; Wigfield et al., 2006). Providing opportunities for students to be
actively involved in and out of the classroom influences the students’ developing sense of what
they are good at and what they value. In other words, the active choices they make are directly
affected by the mental effort it may (or may not) require. For instance, parents and teachers
Running head: MENTORSHIP 41
provide children with feedback about the importance and usefulness of different activities (e.g.,
doing well in school is important; you need to learn math so you can become a scientist), which
can influence children’s own valuing of themselves (Wigfield et al., 2006). Through these social
and environmental contexts, children have an opportunity to compare their interests in different
activities to those of their peers, and these kinds of value-related social comparisons may
influence children’s own valuing of the activity. Teachers seek to be an environmental influence
that draws out self-efficacy traits (Pintrich & Schunk, 2002), which then affects what students
are willing to do.
In other words, it can be reasoned that students value what they are able to do and what is
easier to do; therefore, mentor programs strive to make a wide range of tasks achievable.
According to Bandura (1977), self-efficacy affects the amount of effort and persistence that a
person devotes to a task. In addition, self-efficacy beliefs also determine how long an individual
may persevere when confronting obstacles, and how resilient they will be in the face of adverse
situations. For instance, students who engage in community service activities have shown an
increase in their persistence in achieving their goals while it serves to enhance their interpersonal
and communication skills. According to research, the connection or belonging to a group builds
towards self-efficacy (Baumeister & Leary, 1995) and academic development (Schmidt et al.,
2007). In short, mentor programs enhance self-efficacy; self-efficacy enhances motivation; and
motivation influences the choices people make, the course of action they plan to pursue, and the
means to implement that action.
Conclusion: Motivational Influences
The research demonstrates the effectiveness of mentor programs in providing
motivational influences that address student fears. Goal-orientation helps students prioritize and
Running head: MENTORSHIP 42
channel student efforts to a desired objective. Transformational leadership empowers students to
take charge of their own paths. Intrinsic value allows students to understand the importance of
certain tasks and engage with activities that benefit them in the long run. A journey of a
thousand miles begins with a single step, and mentor programs hope to be a good first step.

Running head: MENTORSHIP 43
Table 3. Motivational Influences and Assessments for Motivation Gap Analysis
Organizational Mission
The mission of Sanderson Alternative High School is to support at-risk students who have
become disengaged with their mainstream educational paths. SAHS aims to provide
second chances and new challenges within a safe environment for growth and
development. Educators seek to prepare students for the 21st century and inspire an active
pursuit of success in college, career and beyond.
Organizational Global Goal
Sanderson Alternative High School (SAHS) will implement new student support measures
in compliance with the requirements set forth by the school district and California
Department of Education.
Stakeholder Group Goal
By June 2019, SAHS staff will guide 100% of students in engaging with their peers and
community through participation in cross-curricular integration activities, programs,
workshops and events.
Motivational Indicator(s)
Surveys, interviews, assessment tools, and peer to peer presentation workshops
Assumed Motivation Influences Motivational Influence Assessment
Goal Orientation –
Teachers will train students to
navigate the College and Career
Pathways Program website as a
necessary step towards college and
career readiness.
Students will be administered I will utilize
surveys, questionnaires, and interviews
geared to reinforce mastery performance
outcomes in areas:
Learning (PBL), College Kick Off, CCPP
College Campus Tours & Application
Running head: MENTORSHIP 44
Teachers will train students to take
initiative in collectively gathering
resources, assessing quality, and
applying information geared towards
selective college and career choices.

Sessions, FAFSA Application Night, Dual
Enrollment Accuplacer (on site), APEX
Credit Recovery, College & Career
Networking Fair, Internships & Job
opportunities, Mentor Program

Self-Efficacy –
Teachers will inspire student
engagement with the implemented
school wide PBL in order to develop
their self-efficacy with independent
work and study skills, which therefore
enhance the intrinsic value of college
preparatory steps.
Students will engage in PBL framework
that will consistent of relevant data that can
be assessed and measured regularly: weekly
attendance progress reports and common
formative assessment.

Organizational Influences in Mentor Programs
In this section, the literature review will show the importance of identifying the
organizational influences in identifying successful mentor programs aimed towards student
success. The two main organizational influences of focus will be cultural settings and cultural
models. Cultural settings include concrete factors like stakeholders, tasks, the reasoning behind
tasks, and social context (Clark & Estes, 2008). Cultural models involve cultural practices,
values, beliefs, and attitudes (Clark & Estes, 2008). The literature review will explore the
importance of both influences and their interaction with mentor programs and promoting student
engagement.
Cultural Setting Factor: Teachers
Teachers are one of the most influential stakeholders in any organization and are often
the natural mentors of students. In addition to implementing curriculum, their takes on climate
Running head: MENTORSHIP 45
are based on the policies, practices, procedures, and routines that they are subject to, as well as
on the kinds of behaviors that are expected and that get rewarded and supported (Schneider,
Brief, & Guzzo, 1996). In short, they dictate the cultural environment that students experience.
With this level of influence in mind, teacher training and various developmental programs should
be provided to positively impact the school overall. Research has demonstrated that an
organization’s training climate is instrumental in preparing individuals for formal development
activities and achieving desired learning objectives (Tracey, Hinkin, Tannenbaum, & Matthieu,
2001). Supporting teachers should be a priority of any organization.
Teachers are the most important resource of school sites. By focusing on the efforts of
teachers and supporting them with training opportunities, it is clear that their influence can be
leveraged in mentor programs to increase student engagement.
Cultural Setting Factor: Community Partners
Community partners are an under-utilized resource in school sites. They can be any local
business, professional, or non-profit organization, and collectively, they possess a wide range of
experience and opportunities for the personal and professional growth of students. Mentor
programs can employ their services and have them interact with students to develop skill sets
transferable to real-world scenarios. Community outreach is an important component of social
development, but it has also been demonstrated to help with productivity and success (Berbary &
Malinchak, 2011). Mentor programs and school sites should take advantage of such
opportunities made possible by community partners.
There is value in getting to know the people in the neighborhood. Community partners
possess a wealth of knowledge and information, and with so many available in a community,
mentor programs would benefit greatly by incorporating their services.
Running head: MENTORSHIP 46
Cultural Setting Factor: School Site
School sites are often overlooked, but they are equally important factors in preparing
students for transitioning. By playing an active role in mentor programs, they can contribute to
the success of participating students. More commonly, communication is limited despite the
shared cultural perspective within organizations and its members (Morrison & Milliken, 2000).
However, this commonality should be used to develop mentor programs further and provide
greater opportunities to its students.
It is worth noting that general support from school sites can only go so far. School sites
need to engage, but they should be deeply familiar with the purpose and procedures of mentor
programs in order for them to properly promote the opportunities available. Research notes that
perceived organizational support has its benefits, but attention to the conceptual meaning and
operational components behind work environments are the key components of support (Allen,
Shore, & Griffeth, 2003). School sites must fully engage with and support mentor programs in
order for them to be successful – after all, if the school doesn’t buy in, why should the students?
Cultural Model Factor: School Culture
School culture is possibly the most foundational influence. Students quickly pick up on it
as it sets the behavioral tone and dynamics. As Peterson (2002) defines it, school culture as the
set of norms, values, and beliefs, rituals and ceremonies, symbols and stories that make up the
‘persona’ of the school. It can dictate the impression students have of a school and greatly
influence their experience – for better or worse – and determine whether any mentor program has
a lasting influence on students.
Impressions are one thing, but school culture can also impact social engagement and
achievement (Walton & Cohen, 2007). School culture can inspire a student for strive for success
Running head: MENTORSHIP 47
and they can also demotivate engagement altogether. Students must feel like they belong and
must feel that their school is a place where success matters. This attitude can potentially drive
them to respond positively to assistance from mentor programs.
School culture plays an integral role at any site and should be incorporated into any
mentor program practices. A positive culture is key to success and should be a component for
any organization to maintain.
Cultural Model Factor: Support Programs
Support programs vary in type and purpose, but they share a common goal in providing
assistance and resources that are otherwise unavailable at school sites. Mentor programs fall
within this category, but they work in tandem with other programs and often complement each
other when providing services to students. Mentor programs provide workshop, presentation,
and counseling opportunities that provide motivational support and mastery of skills, which will
enable successful transitions from high school to college (Coles, 2011). This mastery is attained
through collaboration and participation with multiple support programs.
Support programs also enable the development of social skills and citizenship for
students. Mentor programs can play a part in helping students connect with their community
(Schmidt et al., 2007). This networking aspect trains students to engage socially with their
community in part for their own personal development, but ultimately to give back to their
community.
Support programs contribute greatly to the holistic education of a student. Such
programs are a necessary component of student development, not just in mentor programs but
also in school sites themselves.
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Cultural Model Factor: Mission Statement
Mission statements are perhaps the most visible and tangible organizational influence.
They can directly inform mentor programs or lay the groundwork for what mentor programs
should address. In essence, they determine the program implementation that best helps student
progress towards success (Scandura, 1991). Mission statements are concrete principles that any
organization should stand by.
Ultimately, mission statements dictate the school and cultural climate. In turn, climate
affects social engagement and achievement (Walton & Cohen, 2007). Social engagement
essentially quantifies the success of a mentor program and the likelihood of student success.
They should be drafted with care, precision, and the underlying methodology and rationale for
the school site they define.
In short, mission statements set a strong tone on what mentor programs should aspire to
accomplish and set as their organizational goals. They are valuable components to any school
site/mentor program and should be consulted in any discussion of a school’s motivations.
Conclusion: Organizational Influences
The research demonstrates how cultural settings and cultural models impact the
effectiveness of mentor programs. Cultural settings identify the concrete, vital stakeholders
within organizations that should be managed and developed in order to make the most of mentor
programs and the opportunities they provide. Cultural models analyze the underlying factors and
characteristics of a school site and mentor program to improve their implementation. Both
organizational influences provide insight into mentor programs and help us understand the
factors that affect their potential in engaging students.

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Table 4. Organizational Influences and Assessments for Organizational Gap Analysis
Organizational Mission
The mission of Sanderson Alternative High School is to support at-risk students who have
become disengaged with their mainstream educational paths. SAHS aims to provide
second chances and new challenges within a safe environment for growth and
development. Educators seek to prepare students for the 21st century and inspire an active
pursuit of success in college, career and beyond.
Organizational Global Goal
Sanderson Alternative High School (SAHS) will implement new student support measures
in compliance with the requirements set forth by the school district and the California
Department of Education.
Stakeholder Goal (If Applicable)
By June 2019, the SAHS teachers and counseling team will provide 100% of students with
interactive workshops that target interview and resume writings skills. Internship/job
shadow opportunities available based on performance.
Assumed Organizational Influences Organization Influence
Assessment
Cultural Model Influence 1:
Teachers will work with the organization to
create a culture of trust, belief, and acceptance
for students to buy into to their future through
staff encouragement, and support PBL lesson
plans in building students’ self-efficacy.
Survey, interviews, and questions
about student expectations,
beliefs, and values in assisting
students with college and career
readiness
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Cultural Model Influence 2:
Teachers will work with the organization to
provide additional opportunities for students
with credit deficiencies to fulfill graduation or
re-entry into high school culture.
Observations and interviews will
allow feedback to determine how
to assist students with credit
recovery with staff.
Cultural Setting Influence 1:
Teachers will help develop and identify a
scheduled time frame for them to implement
CCPP that aligns with PBL cross curriculum.
Observation and weekly PLC
discussions on the effectiveness
and success of CCPP lesson plans
and activities issued every Friday
at 6
th
period.

Conceptual Framework: The Interaction of Stakeholders’ Knowledge and Motivation and
the Organizational Context
The conceptual framework is an effort to describe and illustrate the components of the
project that informs the research project. The design shows the relationship between the
conceptual resources of experiential knowledge, existing theory, and research (Maxwell, 2005).
The conceptual framework includes terms, concepts, models, thoughts, and ideas (Merriam &
Tisdell, 2016) and incorporates the KMO influences through Clark and Estes’ (2008) gap
analysis model. Each influence component is discussed individually and analyzed for its merits
in relation of the problem at hand; however, it is important to note that they exist within a larger
and interconnected conceptual framework. The framework from Kellar and Slayton (2016) was
adapted in order to examine the psychosocial and organizational factors influencing leadership in
a more nested fashion versus in separation. Each component informs the others and collectively
impacts the experience of the stakeholders involved, as demonstrated by the graphic and
narrative explanation.
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With regard to this project, the Leadership Context is identified as the venue through
which participating students can gain insight and develop drives – knowledge and motivational
influences, respectively (Krathwohl, 2002; Schunk, 1989; Wigfield et al., 2007). Mentor
programs are effective in preparing student youth to acquire vital skills and influences that will
help gear them for academic and career success (Lauland, 1998; Pintrich & Schunk, 2002). As
one might expect from a mentor program, Awareness (Knowledge) and Drive (Motivational)
Influences are available for students to take advantage of, while their feedback and experiences
can inform the development of these components for more effective implementation in the future
(Dweck & Elliot, 1983; Schmidt et al., 2007). This relationship allows both the student and
mentor program to mutually benefit from the interactive experience, and the cultural climate
affects social engagement and achievement (Bandura, 1998; Walton & Cohen, 2007), as well as
the development of Mentorship practices.
The right side identifies the Organizational Context, which influences the Mentor
Program and students. This relationship requires a few conditions within the organization,
namely Organizational Support that stems from an intersection of Resources (Cultural
Setting) and Environment (Cultural Models) components. Cultural Setting involves the
stakeholders that much engage with the programs and contribute to their development and
implementation (Schneider et al., 1996; Tracey et al., 2001; Bandura, 1998). Cultural Models
involves the characteristics and values of the organization. Ultimately, every interaction between
each component is necessary for organizations to develop Mentor Programs that help students to
with pursuing their own informed personal academic/career goals.

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Figure 1. Conceptual Framework Graphic.

Adapted from “Fostering and Achieving Organizational Change,” by F.J. Martinez-Kellar and
Julie Slayton, 2016. Published Article, Journal of School Leadership.

Description of Interactions within Graphic:
● The Leadership Context generates Knowledge and Motivational influences for
students, in the form of Awareness and Drive.
● Knowledge and Motivation influences affect the engagement and success of students
through Mentorship, thereby producing student skills and goals.
● Resources (Cultural Settings) and Environment (Cultural Models) are organizational
influences.
● Organizational influences create a cultural climate that is conducive to Organizational
Support within the Organizational Context.
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● Organizational Support is the critical component required within the organization in
order to generate and facilitate student engagement with Mentorship.
● Ultimately, the key element is Organizational Change brought about by an interactive
relationship between Organizational Support within the Organizational Context and
the student skills and goals generated by Mentorship.
● The arrows indicate a collaborative and interactive relationship from which each side
(Leadership Context and Organizational Context) can benefit from and inform each
other.
Summary
Research on achievement motives has a long history in research on student motivation,
with much attention to motives to approach success and to avoid failure (Atkinson, 1964;
Elliot,1997; McClelland, Atkinson, Clark, & Lowell, 1953). The importance in addressing fear
as a primary deterrent of student success in academics and careers is of great concern specifically
for underrepresented teens in socioeconomically disadvantaged rural areas. The literature
research further demonstrates the analysis of many strategies used to combat and alleviate
student fears through the implementation of successful mentoring programs at alternative high
schools. Furthermore, Clark and Estes’ Gap Analytic Conceptual Framework (2004) addresses
the knowledge, motivation, and organizational influences regarding educators and the
implementation of mentor programs in alternative high schools. The literature research explores
procedural and metacognitive knowledge types, focusing on the motivation mastery performance
based on student self-perceptions of their capabilities and assessing the organization's climate
and cultural environment. Due to the student population consisting of foster care, group home,
homeless, and single-parent home dynamics, a qualitative approach proves most effective during
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the interview and observation process. Purpose sampling allows the opportunity to explore case
studies and to observe narrative accounts on their experiences (Merriam & Tisdell, 2015). For
instance, interviews with stakeholders allow for a more purposeful sampling which provides a
deeper sense of understanding, meaning and process to identify the needs of at-risk student
populations and the barriers they face in achieving their academic and career goals.

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CHAPTER THREE: METHODOLOGY
The purpose of the study is to explore the capacity of the organization to increase at-risk
students’ engagement with the college and career preparation process through the
implementation of mentorship programs. This study was organized into five chapters designed
to provide insight on the context of alternative schools, successful models for mentorship, and
the benefits it can provide for at-risk students, specifically relating to college and career
readiness. The teachers and prospective mentors served as the stakeholder group for study, and
the Clark and Estes (2010) gap analysis model was used to identify knowledge, motivation, and
organizational needs. Data was collected to answer the guiding research questions regarding the
teachers’ and organization’s ability to assist students with their goals, identify the key
interactions between stakeholders and students, and propose mentorship as a solution that
addresses the needs of both.
As a reminder, the following research questions will guide this project’s analysis and
study:
1. What are the knowledge, motivation, and organizational needs necessary for stakeholders
at Sanderson Alternative High School to assist students in increasing their engagement
and participation in college and career preparation?
2. What is the interaction between stakeholders at Sanderson Alternative High School and
the student population?
3. What are the recommended knowledge, motivation, and organizational solutions to
addressing the needs of Sanderson Alternative High School at-risk students?
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Sampling/ Recruitment
Participating Stakeholders
Addressing fear as a primary deterrent of student success in academic and careers is of
great concern specifically for underrepresented teens in socioeconomically disadvantaged rural
areas. The primary focus group are teachers. Additional stakeholders will consist of, but not
limited to, counselors, staff members, principals, and community partners. The selection of these
participants are employees within the alternative highs school setting with specific roles in the
daily interaction of student knowledge, motivation, and organizational construct. Conducting
interviews, observations, and focus group sessions would be most beneficial in gaining insight
and a deeper understanding of the barriers preventing student growth and achievement. As a
result, the interviews and observations conducted among the stakeholders can show the gaps
between the organizational goals and fear factors that hinder student academic and career success
while it also explores the organizational culture, climate, and context of achieving its goals.
Interview and / or Focus Group Sampling Criteria and Rationale
Criterion 1. Teachers at alternative school sites who are responsible to instructing and
guiding at-risk students, especially those who are credit deficient, expulsion cases from
comprehensive high schools, court-ordered warrants, and/or placed in foster care/group home
facilities. Such cases will facilitate the identification of knowledge, motivational, and
organizational needs of teachers that will help them develop as mentors to at-risk students.
Criterion 2. Counselors, support staff, and other administrators at alternative school
sites who are directly responsible for implementing program curriculum, workshops, activities,
and events surrounding the knowledge, motivational, and organizational process that will drive
student success.
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Criterion 3. Professionals and organizations that implement developmental training
workshops and leadership/mentor programs available for staff and faculty, especially those
incorporating knowledge, motivational, and organizational influences and promoting student
self-efficacy.
Interview and Observation Strategy and Rationale
Applying a qualitative approach, non-random sampling, could prove to be most effective
for the purpose of defining in depth meaningful interviews and observations (Creswell, 2014;
Merriam & Tisdell, 2016). For instance, conducting interviews with stakeholders would be most
beneficial in gaining insight and a deeper understanding of the barriers that challenge at-risk
students in meeting their goals. According to Weiss (1995) qualitative interviewing is the
fundamental method for learning about the experience of others. Therefore, the daily interaction
of teachers, counselors, supportive staff, and principal play a vital role in identifying the
knowledge, motivational, and organizational factors that drive student success. Mentor
Programs are venues through which participating stakeholders can gain insight and develop
drives – knowledge and motivational influences, respectively (Krathwohl, 2002; Schunk, 1989;
Wigfield et al., 2007). Therefore, focus groups can be conducted with homogeneous sample sets
to gain in-depth purposeful/ meaning and information (Patton, 1987, 1990). Data collected from
the focus groups team collaborations, and course programs implemented thereby allowing
stakeholders to analyze the interpretation of these results to gain a greater understanding in
addressing the needs of at-risk student populations and the teachers that work with them.
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Stakeholder Sampling Strategy and Rationale
Criterion 1. Stakeholders meet in the counseling career center or classrooms. Fully
engaged environment to establish a rapport with participants in order to gain insider views from
participants (Creswell, 2013).
Criterion 2. Stakeholders work collaboratively on group workshops and activities in
discuss their interaction/ engagement between staff and students in relation to goals.
Criterion 3. Stakeholders (faculty, staff, counselors and administrators) receive training
and program resources to apply towards student mentor programs motivating student interests
encompassing the organization's goals in maintaining a climate culture that is safe, supportive,
and promotes student success.
Expectations for staff and faculty members to fulfill organizational practices and goals
are influence greatly on the mental models demonstrated from a leader within the organization
(Ruff & Shoho, 2005; Senge, 2006; Chrispeels, Burke, Johnson, & Daly, 2008). Observing the
group interaction provides an insightful analysis of the motivation and drive generated to fulfill
the goals towards implementing a quality program, clear and concise instruction that reflects
upon and promotes the cultural climate.
Schwandt (1993) looks at methods and observation in a qualitative study to compose a theory of
the events based on the participant’s experience. Also, implementing mentor programs towards
student college and career success of the interaction allows leaders to assess their interpretation
through the exploration, narrative analysis of each case scenario. Additional training and
developmental opportunities for faculty and staff members on programs incorporated in the
group workshops and activities promotes student success. Therefore, adult learning in an
organization and the extent to which faculty and staff engage in meaningful opportunities for
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learning are influenced by the support of the leader’s ability to value, cultivate conditions and
shape the learning context of the institution (Kellar & Slayton, 2016).
Observation Sampling (Access) Strategy and Rationale
According to Fink (2003) people are brought together to answer specific questions by a
trained leader and a transcriber to summarize the discussion. First, information is gathered from
interviews and observations. Secondly, open-ended questions of participants or records field
notes. Third, the data is analyzed to form themes or categories. Fourth, looking for board
patterns, generalizations, or theories form themes or categories. Finally, generalizations or
theories from past experiences and literature are incorporated. This case study format is referred
to as a propositional generalization for it is the researcher’s summary of the interpretation and in
which the researcher can related to the claims based on experience (Stake, 1995). Also, students
mentally retain information through mental models, which are systems of evolving thought that
can govern an individual’s observable behaviors. Such models are derived from and influenced
by one’s own context – their experiences, observation, knowledge – and the inherent
assumptions the individual forms about the way their world works (Senge, 2006). As such,
teachers can create an organizational context and environment guided by the experiences,
observations, and knowledge generated in order to positively influence how students retain
information and engage with the college and career process.
Explanation for Choices
Applying a mixed method approach (quantitative, qualitative, and mixed research
method) would not be conducive for purpose of my population of focus. Given the scenario,
establishing trust and building a relationship with at-risk teens takes time. Quantitative (purpose)
looks at large scales and random samples, which takes on a different connotation. Implementing
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a random participant group could have adverse effect based on each individual’s case scenario
upon arrival to the alternative school site. Also, dynamics applying a quantitative sample,
random implementation of participant and in controlled conditions may not produce the desired
results for the purpose of the research. Surveys although essential, may not be practical for the
population. Procedural knowledge addresses the understanding of how to do something, specific
steps, or techniques in order to achieve something (Krathwohl, 2002). The goal is to obtain in
depth and meaningful insight with the participants. Questionnaires and observations through
focus groups (case scenarios), shared experiences (narratives) based on similarities will create a
deeper bond and connection in identifying the fear factors that hinder academic and student
success. After all, working with research participants and setting to construct meaningful
interpretations through literature/documentation, observation, and interviews which helps to
construct a trustworthy and engaging audience (Creswell, 2013, p. 248). At the school site, case
studies and narrative analyses will be discussed and observed and assessed in the climate and
cultural school environment.
Ethics
As a counselor, the ethical considerations encompass plans, thoughts, and discussions
while maintaining an ethic code of conduct and client confidentiality. During the group
discussion participants will be able to share their experiences, draw insight from the accounts of
others, and come away with an enriching experience (Hennink, 2014). Taking into account the
dynamics of the population of focus, ethical factors must be in place to ensure all participants are
informed of study in its entirety. Therefore, as a qualitative researcher, it is my responsibility to
maintain the ethical codes of conduct established by the Institutional Review Board (IRB) which
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I will submit my study to the University of Southern California for final approval (Merriam,
2009).
The most unique characteristic of focus group research is the generation of data through
interactive discussion, which in turn leads to data not accessible through individual interviews
(Hennink, 2014). Through this method approach, it is my hope to create a hospitable
environment of support, guidance, and trust for all participants to freely engaged in discussions
during the research study as it is critical we do not infringe upon the duties and rights of people
(Tuhiwai & Smithe, 1999). Preparing research questions that evoke insight and awareness
through focus interviews and observations can prove to be most beneficial in acquiring
meaningful data research (Creswell, 2014; Merriam & Tisdell, 2016). I will adhere to the five
IRB principles mandated by the federal government to ensure the study is aligned with safety
protocol measures. Research participants will be informed of the purpose of the research and
their involvement, consent forms will be issued, participants may withdrawal from the research
study at any time without penalty, at no point will the participants be placed at risk, nor will
benefits to the subject or community will be place at risk, and experiments will be performed by
qualified investigators (Glesne, 2011; Weiss, 2009).
Data Collection and Instrumentation
First, I will be able to interpret what is happening based on the interviews conducted by
using open coding. Second, drawing upon references from the interviews in order to make
connections that link towards KMO and Conceptual Framework (deductive) will be applied
through priori coding. Last, looking at emergent codes or in vivo coding (inductive & deductive)
common findings/ patterns within the interviews.
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My codebook will consist of priori and en vivo coding. I will be able to look for
common patterns, findings, and themes while addressing the KMO and Conceptual Framework.
Revisiting the interview questions and literature review to avoid the quick responses and
repetition. My conceptual framework will serve as part of a coding process analyze and interrupt
my interviews. Looking for similarities, themes, patterns/ categories from the KMO influences
or evidence will allow me to make connections taken from my collected data. In developing
categories containing themes, patterns, KMO influences etc. conducted in my interviews will
allow smooth transition between codes in looking for similarities from each of the participants
responses. Although I will be using qualitative data in my research study, if I had quantitative
data, I would incorporate the Mode, Medium, Mead, and standard deviation within my analysis
study. Write a narrative describing how you will approach writing up your findings and results.
First, I would apply analytic tools in my data research. For instance, during my interviews, I will
analyze the data collected and create an analytic memo after each interview. This will allow me
to present organizational structure that aligns with the conceptual framework and research
questions. I will document all thoughts and concerns in my data findings relevant to the research
study. Second, I will apply the coding techniques to transcript my data. Open coding will allow
me to capture theoretical codes that will then allow me to apply priori coding to the conceptual
framework and research questions. Third, analytical/ axial coding will allow the opportunity to
look at the data between theoretical and priori codes to determine any similarities or relationships
or connections between the codes. Finally, I will be able to identify various patterns and themes
related to the conceptual framework and research questions. Also, I will review documents and
conduct observations that will allow more clarity in my data analysis related to my research
questions and conceptual framework. During my observation, I will observe the interactions and
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record my data findings. Once collected, I will color code my categories and make notes in the
margins. Once categorized, determining the frequency will provide an opportunity to look at the
mean, mode, medium (if applicable) and standard deviations in order to identify the average
responses given by all participants.
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CHAPTER FOUR: RESULTS AND FINDINGS
This chapter will analyze the key results and findings of this study within the conceptual
framework, methodology, and research questions, as identified in the first three chapters. The
purpose of this project is to conduct an analysis of knowledge, motivation, and organizational
needs necessary to reach the performance goal of increasing at-risk students’ college and career
engagement through mentor programs.
The questions that guide this study are the following:
1. What are the knowledge, motivation, and organizational needs necessary for stakeholders
at Sanderson Alternative High School to assist students in increasing their engagement
and participation in college and career preparation?
2. What is the interaction between stakeholders at Sanderson Alternative High School and
the student population?
3. What are the recommended knowledge, motivation, and organizational solutions to
addressing the needs of Sanderson Alternative High School at-risk students?
This project employed a qualitative approach with data collected through interviews,
observations, and document analysis. Data analysis is conducted based on the first research
question with regard to the teachers’ knowledge, motivation, and organizational needs, with
correlations to the influences previously identified in Chapter Two. Further interpretation of the
results and findings address the second research question, which focuses on the interactions
between teachers and their students. The results will also be organized by themes identified
during the data coding process. (The third research question is later addressed in chapter five by
presenting solutions and recommendations that address the influence gaps revealed by results
and findings. These will be arranged by the proposed solutions with respect to Clark and Estes’
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gap analysis framework and the knowledge, motivation, and organizational needs identified by
this project.) The chapter concludes with a summary of the findings and their significance in
addressing the problem of practice.
Knowledge Results
The following section will analyze results from the stakeholder interviews and
observations that address the knowledge and interaction components of the first and second
research questions. Chapter Two and its discussion of Clark and Estes’ gap analysis framework
emphasizes how knowledge influences and needs can impact a stakeholder’s ability to properly
assist students and engage them in the college and career preparation process. The following
results offer qualitative data where stakeholders directly identify gaps pertaining to knowledge
influences. In addition, the data includes key teacher-student interactions that demonstrate their
needs within their organizational context.
Teachers’ Knowledge of Intervention Framework and Implementation
Procedural knowledge, for the purposes of this study, focuses on the need for teachers to
understand the processes, resources, and systems of support in place for assisting students.
Procedural knowledge addresses the understanding of how to do something, specific steps, or
techniques in order to achieve something (Krathwohl, 2001). Examples of this knowledge type
include task performance, the orders for steps taken, and a familiarity with the structure of multi-
tiered systems of support. The interview questions were designed to assess the level of teachers’
familiarity and understanding of intervention frameworks and the availability at their school site.
Observations were conducted to observe the implementation of intervention strategies in the
classroom setting. Figure 2 highlights interview excerpts where teachers describe their
experiences with procedural knowledge and its impact in their classrooms.
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Figure 2. Interview Transcripts - Procedural Knowledge Findings
Seeing teenagers in front of adults, that's probably the hardest skill they have is learning
how to sit in an interview room, shake hands, make eye contact, answer tough questions
without stumbling. I think the more experience they get with that, the better. (Adams)

They struggle with engagement because there's that lack of connection of how today is
going to affect them in the tomorrow. A lot of the students live for today in this moment
with the inability to foresee or plan ahead… They won't be engaged because they can't
foresee. They can't see forward. It's about the now and, "How does it affect me now?"
versus, "Well, why should I be part of something if it doesn't really ... to me, it's not
going to affect me?" in their state of mind… I'd say with the engagement, the lack or the
inability to find their motivation because they are currently living in the today or
sometimes in the yesterday, and they're lacking that guide, most of anything, to be able to
move forward. (Fa)

I use a variety of things. Sometimes it's a game of chess or checkers, like for telling them
positioning, being strategic, making decisions, being able to think three steps forward of
what the next game piece is going to look like, using different videos to show them a
bigger picture or demonstrating the actual physical outcomes of anger, how it affects
people physically, not just emotionally, and all these things. There's no cookie-cutter
technique, but it's based on the respect and the honesty and the relationship that is
individual with each student. (Fa)

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What I really try to focus on, 'cause they're not quite at that college point yet ... a lot of
my kids, they're not even thinking about college, unfortunately. So, what I really focus
on is their writing. Just getting them ready for college level writing and analysis. That's
my heavy focus in my classroom. If I can get them to really hone in one that and harness
that skill and develop that skill I feel like it's the best thing I can do for them. (Smith)

Yeah, just patience and the style of how she taught was, she taught with us, not to us.
She wasn’t just talking to us, like we were just subjects in a chair. And she interacted
with us, and I believe that every teacher needs to have some kind of connection with their
students in order to get anywhere with them. And she did that with me. (Roberts)

They wouldn’t connect with you because of all the things that they’ve been through. And
you see them just blossom and open up to you. So you make good bonds and good
rapport with those students because you know, inside, you know their secrets, their
stories. So you see that thy thought through it. They didn’t let their past become their
future. So those are things that I see as the greatest because you formed a rapport with
them, and you can speak on their behalf of their great changes that they have made.
(Clark)

Interview Results
Teachers commonly identified limitations in training and instruction with regard to the
implementation of interventions. Any existing proficiencies typically came from their own
previous experiences and training prior to their time at the school site. Familiarity with systems
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of support vary throughout responses; however, this could be a result of different naming
conventions throughout various school sites and teacher preparation programs. Teachers
identified numerous support measures and initiatives that they have encountered or implemented
in the past, so the concept is not entirely unheard of at the site. Students are frequently cited as
unfamiliar or uninterested in the procedures and resources available, so teachers face the
challenge of making the content accessible and engaging to students.
Teachers’ Knowledge of Student Cognition and Self Cognition
Metacognitive knowledge, for the purposes of this study, focuses on an awareness of
cognitive processes (both of the teachers and of the students) and how they may impact the
implementation of intervention strategies. Examples of this knowledge type include reflective
practices and the acquisition of knowledge and skills, especially those that result in further
development of academic and career-oriented instruction. Metacognitive knowledge is the
awareness of one’s own cognition and particular cognitive processes and applies strategic or
reflective knowledge on about how to go about solving problems, cognitive tasks, to include
contextual and conditional knowledge and knowledge of self (Anderson & Krathwohl, 2001).
The interview questions were designed to assess the teachers’ awareness of their own cognitive
processes and how that self-awareness leads to self-analysis of their own instructional
implementation. Observations were conducted to observe changes in instruction that resulted
from reflective practices and cognitive awareness. Figure 3 highlights interview excerpts where
teachers describe their experiences with analyzing their own practices that incorporate
metacognitive knowledge and similarly using it to instill a similar awareness within their
students.

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Figure 3. Interview Transcripts - Metacognitive Knowledge Findings
I don't want to teach you what to think. I want to teach you how to think. So come up
with your own opinions and come up with your own thoughts, but just don't let me tell
you what to think. (Adams)

Part of the way I meet with students is I try to do it out in the general area, out in the
lunch area, out by the tables, by the basketball courts, anywhere where it doesn't feel like
they're on the spot or feeling threatened, so to establish that rapport, that trust, right off
the beginning… They're general leisure kind of conversations, and then from there,
taking the next step to introduce to them counseling, which at times has been associated
negatively because of their past experiences, and kind of a very general "I am here to
support you" kind of approach versus "You need to do what I'm telling you to do." It's
more of a supportive, nurturing guidance. "You are the expert in your life. How can I
assist and guide you to achieve your goals?" and establishing what their goals are after
getting to know them from the beginning. (Fa)

That kind of design process is part of how I create my classes, because particularly in alt
ed circles I realized that kids have accumulated crappy educational experiences all their
lives. And so it was really important to me, as the educator, to create a space where they
felt safe. And that was also important because I also needed to have the space to
communicate with them my about their ideas. And so I'm happy to hear that student said
he never felt judged because he wasn't, but I did communicate disagreement and
disapproval openly, because many times I felt that that message, I don't have any big
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investment in him being anything than himself. And I think we have a lot, as community
and as a culture, and as a society, in young people being their best selves. But before
they can get there, they have to learn to be themselves. (Eaton)

That, I think that, for me that’s probably my best tool and be able to just connect with
them, because they know I’m not giving them a story, they know it’s real and it just
builds credibility and trust immediately and that my biggest…for me, that’s the biggest
way to connect for the students, to the students. (Johnson)

Interview Results
Teachers demonstrated reflective practices in their interview responses and often referred
to the teaching experience as one that provokes constant self-analysis. They are all incredibly
self-aware and recognize the potential impact of their interactions with students. Many of them
demonstrate self-reflective practices already as the dynamic and challenging nature of their
school site often prompts constant innovation and development. This aligns with Anderson and
Krathwohl (2001) who identify strategic or reflective knowledge on about how to go about
solving problems, cognitive tasks as a vital step for development. Teachers described several
interactions where they led students in developing a deeper understanding of their own cognition
and in addressing any knowledge gaps. By empowering students with a greater sense of self-
awareness and cognitive understanding, teachers made college and career preparation more
meaningful and impactful to students.
Running head: MENTORSHIP 71
Teachers’ Knowledge of Students’ Backgrounds and Skills Gaps
Conceptual knowledge, for the purposes of this study, focuses on the need for teachers to
understand the purpose and attainability of college and career goals, especially as a result of their
involvement as teachers. The best sources for this knowledge often come from those with first-
hand knowledge of the college and career experience and use that knowledge to directly engage
students with the process. The teachers’ knowledge of their students’ backgrounds and skills
also played an important part in developing an understanding their interactions students.
Examples of this knowledge type include interest/skills inventories, academic records, and
family backgrounds. The interview questions were designed to assess the level of teachers’
familiarity and understanding of college and career as an objective for students. Observations
were conducted to observe the implementation of conceptual knowledge in the classroom setting.
Figure 4 highlights interview excerpts where teachers describe their experiences with utilizing
conceptual knowledge and holistic student analyses to inform their instruction.

Figure 4. Interview Transcripts - Conceptual Knowledge Findings
I think their challenges are themselves, and the perception of themselves by other
students. That seems to overtake them... that is like the first thing that they tend to go to,
like 'oh okay, but I don't want to look stupid.' (Johnson)

I don't feel like we have bad kids, I feel like we have kids that are a little misunderstood,
we have kids that are maybe a little rough around the edges but, to me it all just ... it
stems from just home, outside the school environment, and like how they have to live.
(Johnson)
Running head: MENTORSHIP 72

Yeah, so we started with the college wall, like I said. And then we did, you know, they
researched their college. And so now we're going a little bit further… And they taught us
something about a career that they would like to have. And that career needed to be tied
to one of their strengths that they identified in the beginning of the school year. So again,
it’s just making it relevant for them. Because you can tell a kid, "You should go to
college and this is a good school." But what does that mean to them? (Monroe)

Learning about their lives, what's important to them. But also having empathy and
understanding of what has happened to them in their lives that has kind of caused them to
be where they are. Yeah, it's like you can't show Disney stuff to them and expect the
same results as if I'm showing hip hop stuff to them. I mean, if you have to find stuff that
they're gonna be interested in somehow, and that they can somehow relate to, and use
those as teachable moments. (Adams)

I think it's another lesson that we kind of learned was brains develop different when
they're growing up under trauma. And so what's important to us, that's not even on their
radar, because they've gotta survive. They've gotta hustle. They just gotta make it
through the days, and you, me, our children, they never had to deal with that. They
always had everything provided for them. So they didn't have to develop into the fight-
or-flight mentality of ... And so finding relevance that fits into their lives is so important
because I don't know that they could even comprehend other topics. So I think relevance
was the only way for buy-in from them, and without buy-in, there was nothing. (Adams)
Running head: MENTORSHIP 73

Probably this is a little different for each grade, but I think that most of them are
accustomed to my experience with patience for product work and behavior in the
classroom and what they're going to turn out in any given lesson that I give to them. But
I think scaffolding is more targeted for each student. Because we have such a lower
population, I can adjust almost anything every student does. (Kennedy)

You have to make a connection with the students in order to reach them in a different
way than as has been happening before and you really have to think deeply of how you're
going to approach them has been the challenge of engagement. (Clark)

It's mostly they say they're bad kids. And I just tell them, "You guys aren't bad kids, you
guys lost your path, and you guys got caught. It's not like you're the only ones doing
whatever you did to be here. You guys just got caught. So just consider yourself lucky
that you're here with us, and we're helping you to get you back on that track that you
wanted to be back on." (Roberts)

In many ways, I think it's the poverty they grow up in. I think neuroscience has proven
that kids that grow up in poverty-stricken neighborhoods, it impacts their brain
development as a whole. Being in the constant state of fight or flight doesn't allow the
gray matter to really develop the way it would in a normal adolescent. For our kids, they
have to worry about making it from one block to the next in the morning or walking to
school passing drug addicts. I mean, it is not uncommon. Just this poverty that's all
Running head: MENTORSHIP 74
around them. Where are they going to get their next meal? It makes it really hard for
them to focus on their academics. So finding a solution for the poverty problem I think
would go a long way to really help our kids. (Smith)

Interview Results
Teachers were consistent in identifying the college and career application process as a
valuable knowledge influence in engaging students. They noted that college and career
objectives were almost abstract and foreign concepts to students, citing poor academic
performances and a lack of preparation. These gaps often stemmed from the socioeconomic,
environmental contexts of the students and school site. Teachers noted that students did not see
colleges and careers as attainable or even realistic goals because they were not presented as such
at alternative sites, at least not in any consistent manner. Previous efforts included fairs and
presentations where college and career representatives spoke directly to students about the
process of pursuing academics and employment. Interviews further revealed that teachers often
had to help students face their fears of failure and that conceptual knowledge played an
important role in alleviating these fears.
Knowledge Observation Results
Observations were conducted to analyze the implementation of knowledge results and
findings in developing key leadership practices that enable teachers to enhance the college and
career engagement of at-risk students. In particular, the implementation of the College and
Career Pathways Program (CCPP) provided teachers with a training opportunity to develop their
own procedural and conceptual knowledge of college and career application processes. Teachers
would then utilize CCPP to develop their own students’ procedural and conceptual understanding
Running head: MENTORSHIP 75
of proper engagement and its role in students reaching their academic and employment
objectives. Observations focused on implementations of this training in practice where
curriculum incorporated CCPP to create college and career-oriented student profiles, assess their
understanding of application processes, and develop attainable goals based on their research. An
analysis of these web-based documents provided insight into students’ skills and interests. These
efforts were further guided by the teachers’ efforts to develop a holistic understanding of their
students with regard to their backgrounds and knowledge/skills gaps. By addressing and
development the appropriate knowledge influences, teachers are able to inform their practices
accordingly in order to guide their students towards college and career success.
Focus Group Results
The focus group session highlighted on the teachers’ experiences through CCPP training and the
outcomes surrounding their classroom sessions surrounding procedural, conceptual, and
metacognitive influences. Teachers are interested in applying lessons and activities geared
toward the college and career readiness. Four teachers were able to provide insight on their
introduction to CCPP and the programs relevance to student college and career experience.
Common themes emerged from the discussion:
• Teacher introduce college and career program and highlighted on the many benefits and
features program offers.
• Demonstrated how students can explore a college campus through virtual tours.
• Allowed students to search various occupations, salaries, and fields in demand
throughout the United States and abroad.
• Student were then able to create student profiles through step- by step process
demonstrated by teachers.
Running head: MENTORSHIP 76
Although there were a few setbacks, overall the experience was positive, and students used the
class session time to explore colleges and careers with the goal of having students become
familiar navigating through the program to captivate interest and engagement:

I mean, if you have to find stuff that they're gonna be interested in somehow, and that
they can somehow relate to, and use those as teachable moments. (Adams)

You have to make a connection with the students in order to reach them in a different
way than as has been happening before and you really have to think deeply of how you're
going to approach them has been the challenge of engagement. (Clark)

I think their challenges are themselves, and the perception of themselves by other
students. That seems to overtake them... that is like the first thing that they tend to go to,
like 'oh okay, but I don't want to look stupid.' (Johnson)

Setbacks:
● New students will need to wait 24hrs before student ID numbers can be activated.
● Students could not remember their account password to access student account. Teachers
reported student frustration in not being able log into accounts.
● Account access were due largely to incorrect data entry. Passwords are case sensitive.
Knowledge Conclusion
If we focus purely on information and skills, knowledge is possibly the most important
influence to address. And while there were a few knowledge gaps that teachers had to contend
Running head: MENTORSHIP 77
with, there is certainly always room for more knowledge influences to advance professional
development. In particular, teachers focused on knowledge influences that promote student
engagement with the college and career preparation process while taking into account the factors
that deterred them in the first place. Students struggled with a fear of failure and often faced
socioeconomic limitations due their own personal backgrounds. Combined with the stigmas of
alternative schools and negative perceptions from the community, students had little reason to
pursue knowledge and skills that would be beneficial to college and career pathways. Teachers
focused on emphasizing the process of applications, the value of cognitive self-awareness, and
the bigger conceptual perspective in order to positively influence students and inspire them to
engage with college and career-based practices and objectives.

Motivational Results
The following section will analyze results from the stakeholder interviews and
observations that address the motivational and interaction components of the first and second
research questions. Chapter Two and its discussion of Clark and Estes’ gap analysis framework
emphasizes how motivational influences and needs can impact a stakeholder’s ability to properly
assist students and engage them in the college and career preparation process. The following
results offer qualitative data where stakeholders directly identify gaps pertaining to motivation
influences. In addition, the data includes key teacher-student interactions that demonstrate their
needs within their organizational context.
Transformational Leadership and Self-efficacy through Motivational Mentorship
Transformational leadership, for the purposes of this study, focuses on the need for
mentors to have guidance that prompts them to be effective leaders that inspire change.
Running head: MENTORSHIP 78
Furthermore, it relates to mentors similarly empowering students through leadership
opportunities and by instilling skills/behaviors that increase self-efficacy. Examples of this
motivation type include mentorship itself (both the teachers and the students) and self-efficacy
through skills mastery attained within leadership roles. Bandura (1998) states that social
cognitive theory and self-efficacy beliefs provide the foundation for human motivation, well-
being, and personal accomplishment. The interview questions were designed to identify
instances of transformational leadership and opportunities to promote self-efficacy through
mentorship. Observations were conducted to observe mentors assigning leadership roles and
students mastering skills to develop their self-efficacy. Figure 5 highlights interview excerpts
where teachers describe their experiences with implementing leadership practices that promotes
a mentorship environment within the classroom.

Figure 5. Interview Transcripts - Transformational Leadership/Self-efficacy Findings
Growing up in high school, I felt that I wasn't supported enough by my counselor ... So I
thought that by becoming one, I could do more to support my students, to guide them, to
help them get through their journey, find their passion, their career, their profession.
(Kahlo)

You know that these kids are struggling with so many family issues, personal issues and
despite everything that's going on in their life, they are able to pull together somehow and
cross that stage. So that is very, very rewarding to me. I don't think that I would be able
to do that at a comprehensive school, where you're dealing with masses and you
unfortunately, are not able to get to know each of your students on a more individual
Running head: MENTORSHIP 79
basis. So like I said, that's the most gratifying part of my job. To know that you were
able to be there for everyone of those students. To provide a little bit of support. (Kahlo)

Right, and everything for me, everything comes down to getting our students to decide
themselves and understand that they can make a choice. And that's really in everything
they do. (Johnson)

I truly think it's just about caring about kids. If you care about them, you wanna help
them meet their goals, and push them towards that. (Adams)

If you have a leader in the class, I would always have the leader work with that young
person that was coming in. That wasn't always the case. I had some classes where you
really didn't have any leaders in there whatsoever, and then other, you know? And
especially that first year we seemed to have more leaders, I think. Students that I could
put a student with and kind of show him the ropes… So, but yeah, you'd still use your
strongest students to help with your new students. (Adams)

Connecting with the kids. And seeing them grow. And seeing how they've matured.
And be successful. Since I've been there three years, I've known ... Some of the kids
have been there all three years, and I've known them that long, and just seeing them go
from what they were, with no confidence, and no self-esteem, and so immature. So you
know, you can actually have a decent conversation with these students without them
saying an n-word, or throwing an f-bomb, or, they actually have some respect for an
Running head: MENTORSHIP 80
adult. And seeing them blossom and become a young adult. These connections are
priceless. (Roberts)

Well, I'd say, with the leadership class, just being able to try to find those pieces within
kids that they can also be leaders, even if it's not on a grand scale. Small leadership
means a lot more… so just finding those small qualities within people that you can use to
their benefit. (Ginsburg)

I think that our schools need a school-wide or some type of service-learning project. I
feel passionate about service learning, because it really doesn't cost much, and sometimes
it costs nothing. I think when kids see that their actions and their work make a difference
for somebody else somewhere, that is very empowering. We need to empower our kids
in some ways. (Ginsburg)

Interview Results
Teachers cited a lack of transformational leadership within the school site, often
attributing gaps as a result of ineffective guidance that did not meet motivational needs.
However, further discussion revealed an inherent desire within the teachers to be mentor figures
and transformational leaders themselves. Leadership is transformative and by its nature, builds
social skills and influences academic development (Schmidt et al., 2007). They shared deeply
personal stories and experiences that motivated their entry into the field of education and a
passion to inspire students to be mentors themselves. By serving as mentors, they hoped to serve
as models for success that inspire students to move towards mastery and self-efficacy, which is
Running head: MENTORSHIP 81
substantiated as persons observe goal progress, which conveys they are becoming skillful (Elliott
& Dweck, 1988). Teachers further expressed an understanding of the impact they could have as
mentors in helping students reach that level of being self-sufficient academic and career-driven
individuals.
Goal-orientation through Motivational Mentorship
Goal-orientation, for the purposes of this study, focuses on the attainability of college and
career objectives. And as previously mentioned, student self-efficacy through mentorship plays
a significant role in motivating students to channel their efforts towards these accomplishments.
Examples of this motivational type include graduation, academic success, financial support, and
college/career placement for students. Feedback on goal progress also raises self-efficacy, and
heightened efficacy sustains motivation and promotes performance (Schunk, 1989). The
interview questions were designed to measure the teachers’ mindset with regard to goals and
how they use them to inspire academic and career engagement in students. Observations were
conducted to observe goal-orientation strategies later implemented in the classroom setting.
Figure 6 highlights interview excerpts where teachers describe their experiences with raising
student engagement by leveraging and developing students’ academic and career goals.

Figure 6. Interview Transcripts - Goal-orientation Findings
It was a group of students that I took to a university. It was a field trip. That student had
never ever stepped foot into a university. None of his family members have ever
attended a university and that was not part of his goals, to attend a university. He didn't
think he had the ... what it takes to be a university student. ...So after we went on the field
trip and we went to visit the different departments at the school, Cal State San Marcos, a
Running head: MENTORSHIP 82
few days later he came to me and then, said, "You know what? I'm very thankful for you
taking me, inviting me to that field trip. At first, I didn't think I was going to get much
out of it because I was going to do one of those technical colleges and focus on
mechanics because that's what my dad did and my brother. I thought I was just going to
follow within their footsteps. But now, that really opened up doors and now I know that I
have other options out there." ...So then, we started talking about a way, laying down the
path towards a university. So yeah, he started thinking about the two-year community
college and then, how he was gonna transfer into the four-year college and pursue
something in engineering… Sometimes we do things without realizing how impactful it's
going to be to one or more students. (Kahlo)

You know? I just try to share with them personal experiences, like kids ask me about my
life, I'm honest with them, I tell them the truth. If they ask me about ... did I ever do this,
I tell them the truth because they need to know that just because they're doing these
things, doesn't mean that's who they are and they can change, things can change, it's
never too late to do that and it's never too late to start something. So just kind of talk to
kids through that, like find out interests, find out what they are, who they are, what they
like, and maybe sort of guide them... It's not beyond the realm of possibility, so those are
the best things, you know what I mean? Those are the best things we can do to show our
students, like 'here's these examples.' So you have ... it starts to get other students
thinking, like 'okay maybe I can do that too.' (Johnson)

Running head: MENTORSHIP 83
I asked the kids to go ahead and research a college out of state or out of the country that
they would like to attend. And I had one kid and he's like, "Well, I just want to make
video games." And I'm like, "Well, you can go to college for that." And so we started
researching careers and stuff… He completed that assignment, made 100 percent. And
this kid has like stickers from that college on his notebook and stuff now. And he's just
been a lot more motivated and he's speaking that into existence. And that, in itself, was
like motivation for me to keep pressing that into them. (Monroe)

It's really easy to tell me what you wanna do, but it's hard to show me that you're working
towards it. So, I do the whole speech every time. I was like, the last thing you should
ask yourself at the end of the day is what did you do to meet your goal today? And if you
can't answer that question to yourself, then you obviously didn't work, and you obviously
don't, maybe that's not your real goal. Your real dream. (Adams)

Seniors may be more locked into staying at the alternative school just because of their
circumstances, but the younger kids, I try to push on them that their goal is to right the
ship and move back to where they came from and finish school as they were supposed to
do because there's a lot of things that we don't offer that they're gonna miss out on. We
don't have dances, we don't have sports, we don't have a lot of electives or clubs or
anything like that. And those are important. So if they can get back and get back on
track and stay academically sound and then also go to participate in extracurricular
things, I think that stuff would be a solid pathway for them beyond high school.
(Kennedy)
Running head: MENTORSHIP 84

I think I would just tell them what it is we do, what we excel at, and that's really giving
kids a second chance. I mean, trying to help them turn that light on. I mean, that's what
life is all about, a second, and even in some cases, third chances, and these are very
young people that for whatever reason have in many ways have already given up on
themselves, or are dealing with something in their life that's causing them to act out, or
not try or making academics very difficult for them. So, if we can give them the support
they need and help them to see a possible future outside of the neighborhood they live in,
and as we saw with one of our students who came back and talked about how great it
was, and you could see the change in that young man in a matter of one semester outside
of his neighborhood. I think nothing can be more impactful than a former student, or a
mentor, coming back and showing them how much they've changed and the opportunities
in front of them. We could see it when we saw that young man come back and the other
students that knew him could see the change. The fact that they could see the change, I
think, would help motivate them to be more successful academically. (Smith)

The one I really try to focus them on is their short writings. So I don’t have them do
essays very often, but I do try to get them to write as often as possible. And I think their
core writing skills are tied to a lack of reading. So they don’t understand how the words
go together to form sentences and proper syntax and end up with a meaning at the end.
(Kennedy)

Running head: MENTORSHIP 85
Interview Results
All participating teachers identified student success as their overall objective and
motivation for working at the school site. Likewise, they focused on making college and career
placement as an objective for students, especially for those who had the motivation to pursue
personal and professional growth. As mentors, many teachers shared their own past journeys
and drives to pursue college and career objectives to show students that it can be done. Such
standards support the goal of having every student graduate from high school ready to pursue
college and career (Conley, 2010). They hoped to similarly motivate students to set their own
goals and adopt the appropriate practices that can enable personal accomplishments.
Enhancing Intrinsic Value through Motivational Mentorship
Intrinsic value, for the purposes of this study, focuses on the teachers’ perceptions of task
value and the resulting influence on their performances. Furthermore, it pertains to the challenge
of enhancing the value students place on college and career-related projects. Examples include
the value procedural and conceptual knowledge skills previously discussed, the importance of
academic engagement in the present, and the influence that active college and career engagement
can have in the future. Children’s expectancies influence their choice of activities through their
relationships with task value (Wigfield & Cambria, 2010), so it is important to position these as
high value tasks early in their academic experience. The interview questions were designed to
analyze the value levels at which teachers regard a range of tasks and their efforts to instill
similar values within their students to motivate college and career engagement. Observations
were conducted to observe how such values guided the teachers’ instructional strategies and
whether students adopted similar values for themselves. Figure 7 highlights interview excerpts
Running head: MENTORSHIP 86
where teachers describe their experiences with mentoring students in order to reveal the intrinsic
value of tasks and motivate the development of the applicable skills.

Figure 7. Interview Transcripts - Intrinsic Value Findings
They don't have the background knowledge to connect to the content the way that it's
presented generically, if that makes sense. So the textbook examples don't make sense to
them. Like it's not important enough to get their attention, which I feel like is a big part
of a lot of my kids' behaviors. They don't ... There was a math problem in the book, and
it wanted them to ... It was talking about flowerpots and stuff. And my kids don't care
about flowerpots. They're like, "Miss Monroe, I don't need this, you know?" ...Because
they don't feel like they need the skills the way that they're presented. And so, there's like
a ... it's like a cultural thing where the content is not meeting them culturally. It's not
culturally diverse enough for them to be interested in it. And then, when they finish high
school, they don't have those skills because it wasn't presented to them in a way that
mattered. And so they struggle to find the jobs that they're interested in or that they like
or that are lucrative enough to keep them above poverty. I try to expose my kids to more
examples that are culturally relevant to them, exposing them to people that are culturally
relevant, and showing them there's people that look like you that do this. (Monroe)

The hardest thing is finding relevant coursework for them. Something that's relevant to
them and their lives, which I might have a hard time seeing this because I come from
such a different viewpoint, from a different world… So the biggest challenge that faces
them is what do you do with a kid that feels that education is worthless to them? How do
Running head: MENTORSHIP 87
you get them to realize that education is everything, and it's gonna solve all their
problems? And it is the biggest challenges. It's how do you get past their preconceived
thoughts that school's stupid? No one in their life is successful because of school, so why
would it be successful for them? And then use it, and trying to use school to help turn
their lives around. (Adams)

If it's just to come to school for six hours and get hammered on things that you don't
really enjoy, then joy in school's not going to be found. But if there's something else that
if it's not that and if it's not the staff, if they don't come to school every day just to see me,
what would it be? There needs to be joy in what they're doing, or they won't pursue it.
(Kennedy)

I think that, for the most part, they have seen school as a boring place. By the time they
get to us, in the seventh, eighth, onward up to 12, maybe they really loved kindergarten
and first grade and second grade, but by third grade, they were falling off, fourth grade
and now school is a boring routine of come in, sit down, take notes, take a test. Come in,
sit down, take notes, take a test. Kind of breaking that idea that we can learn, even if
we're not just sitting there taking notes or without a textbook, that we are still learning
about things and getting them to buy into the fact that there are other ways to learn and
we learn in multiple ways all the time. Just getting them to break that idea of how school
has to be. It doesn't have to be that way. (Ginsburg)

Running head: MENTORSHIP 88
We do the strengths assessment, every kid who comes in. I take a look at it, If I know
that I’ve got a class with a lot of talkers, then I’m going to build in lesson that have a lot
more discussions. You know? If I have a class that I can see they’re more interpersonal
or more nonverbal type of strength, then that might be the class where we just sit in a
group and hey, let’s have a quick discussion and then go ahead and write out what you
thinking. Go ahead and do a quick jot down of your thoughts instead of a discussion of
your thoughts. (Ginsburg)

Interview Results
Teachers agreed that college and career engagement was a high value proposition across
the board. However, they noted that the problem lay in how students did not value academic and
career engagement for a wide range of factors that varied with each student. Common reasons
included the students’ fear of failure, low motivation, and poor self-perceptions that resulted
from the stigmas of attending alternative school sites. While teachers understood the intrinsic
value of the tasks and of the students themselves, they faced the challenge of instilling task value
and self-esteem within students in order to motivate academic and career engagement. (Specific
strategies will be further discussed later organizational influences.) Teachers commonly
expressed a desire to serve as advocates for their students and to enhance the intrinsic value of
skills and tasks. They sought to be an environmental influence that draws out self-efficacy traits
(Pintrich & Schunk, 2002), which then affects what students are willing to do. As mentors, they
hoped to help students understand that there is an inherent value to their individual selves and
that students can empower themselves with important skills that will enable academic and career
success.
Running head: MENTORSHIP 89
Motivation Observation Results
Observations were conducted to analyze the implementation of motivational results and
findings in developing key leadership practices that enable teachers to enhance the college and
career engagement of at-risk students. Specifically, the implementation of the college and
career-oriented workshops provided teachers with a training opportunity to develop their own
understanding of motivational factors that deeply influence students’ college and career
engagement. Observations focused on workshops and sessions where mentors promoted the
intrinsic value of college, career, and proactive behaviors that would lead to success in either
area. Workshops also allowed community partners to help teachers develop as mentors in
helping students develop self-efficacy and enhance their engagement with college and career
application processes. As mentors, they also repositioned college and career as objectives for
students to pursue and instructional strategies that focused on goal-oriented practices. An
analysis of documents such as resumes and completed applications (which can include
motivational statements) provide evidence of teachers’ efforts to guide students towards college
and career engagement. By addressing and developing the appropriate motivational influences,
teachers are able to inform their practices accordingly in order to guide their students towards
college and career success.
Focus Groups
Teachers reflected on student experience towards goal orientation, transformational
leadership, and intrinsic value and the preparation towards college and career path. Many were
mindful of the direct influence and impact they had on their students and frequently adapted to
prioritize motivational practices. By targeting the specific motivational needs of students,
teachers were able to present avenues to inform and inspire students:
Running head: MENTORSHIP 90

So, I do the whole speech every time. I was like, the last thing you should ask yourself
at the end of the day is what did you do to meet your goal today? And if you can't answer
that question to yourself, then you obviously didn't work, and you obviously don't, maybe
that's not your real goal. Your real dream. (Adams)

So yeah, he started thinking about the two-year community college and then, how he was
gonna transfer into the four-year college and pursue something in engineering…
Sometimes we do things without realizing how impactful it's going to be to one or more
students. (Kahlo)

Many students were able to experience first-hand the application process for financial
aid. There was 1 FAFSA guide, and 2 other adults, including myself that assisted and
facilitated the process with the students. Students were guided by facilitator to “click
here” however in the process students would get lost. The impressive part was students
that dominated the knowledge quickly also stepped up and guided their peers to how to
maneuver thru the website to obtain the goal. Although many would state they do not
know how to fill out a FAFSA application, evidence that they completed the form; PLUS
was able to assist their peers in the process demonstrates their understanding and their
ability to teach others. (Fa)

In order for teachers to discuss their experience regarding student application process, the
support measures needed to be in place to allow a smooth transition for both students, parents,
Running head: MENTORSHIP 91
and staff. In addition, representatives discussed financial aid (FAFSA) scholarships and grants
available to students and assisted them with the following:
● Step by step process through the college and FAFSA application workshops
● Explore grants and scholarships for first generation college students
● Informational sheet listing all information needed complete application process.
Presentations from community college representatives focus on college life. College campus
field trips offer new perspectives towards motivating, and engaging student interests towards the
college experience.
Motivation Conclusion
The teachers themselves have no significant lack of personal motivation. All teachers at
the school site are highly talented and driven individuals who hope to contribute to the objective
of assisting at-risk students. Instead, the core issue lay in how the school site suffers from
stigmas and perceptions that negatively impact student motivation. The students themselves
struggle with college and career engagement due to societal perceptions and stigmas that labeled
them as the “bad kids” from “that school”. In order to challenge these stigmas and perceptions,
teachers serve as mentors in order to empower students through leadership, develop goal-
oriented practices, and enhance task values, all so that they are better able to engage with the
college and career preparation process.
Organizational Results
The following section will analyze results from the stakeholder interviews and
observations that address the organizational and interaction components of the first and second
research questions. Chapter Two and its discussion of Clark and Estes’ gap analysis framework
emphasizes how motivation influences and needs can impact a stakeholder’s ability to properly
Running head: MENTORSHIP 92
assist students and engage them in the college and career preparation process. The following
results offer qualitative data where stakeholders directly identify gaps pertaining to
organizational influences. In addition, the data includes key teacher-student interactions that
demonstrate their needs within their organizational context.

Organizational Influence of Teachers and Mentors on Stigmas and Perceptions
Cultural setting factors, for the purposes of this study, relate to the primary concrete
influences within the organization that are responsible for promoting college and career
engagement in the face of stigmas and perceptions. Examples of this organizational influence
include the teachers and mentors, participating community partners, and the school site itself.
Cultural settings include concrete factors like stakeholders, tasks, the reasoning behind tasks, and
social context (Clark & Estes). The interview questions were designed to assess the teachers’
roles as cultural setting factors and their ability to defend the students and school site from the
negative aspects of the “alternative school” label. Observations were conducted to observe
efforts to challenge stigmas and perception, particularly through student empowerment and
mentorship. Figure 8 highlights interview excerpts where teachers describe their experiences
with addressing the stigmas and perceptions of the site and of the student population they
represent to other members of the community.

Figure 8. Interview Transcripts - Cultural Setting Findings
I get a lot of people, until I explain to them, I get a lot of people like 'oh, wow, you work
with those students?' And then my initial, always my initial response are 'I just work with
Running head: MENTORSHIP 93
students that need a little extra love that they haven't gotten in their life, so they're not bad
kids, they just need love.' (Johnson)

Some kids think that my school is the school where the bad kids go. The school where
students do not graduate from. It's just kind of, a recovery type of school and the ultimate
goal is to go back to the high school and graduate from the high school because in their
mind, the traditional high school is the accredited and approved school that they need to
get their diploma from. (Kahlo)

I think it can be done on a personal level, but it's more important to do it on a group level.
We, as a team, have to empower these kids. So, last year, we actually held a meeting
where we had students prior from the alternative school that came in and talked to our
kids. And they got to see these kids who had been here, and they're somewhere else now.
And they're doing better and they're in college. And I think emphasizing those points for
our kids is very important because if we don't show them what they could be, they only
know what they should be, which is what people are telling them: these bad children who
don't listen, who are gonna get arrested, who are not going to do anything with their lives.
(Monroe)

Well, yeah, I mean the stigma is the first thing that I think the principal talked to us
about, was just like these aren't bad kids. These are great kids who did something stupid.
No different than probably any of you guys. And I was that same kid. I did a lot of
stupid stuff. I just never got caught. But yeah, these kids aren't bad kids. They're young
Running head: MENTORSHIP 94
people who made bad choices and they come from bad experiences that really, they
might not know any other way. (Adams)

When I took the job, people said to me, "Oh, you want to work at a school with packets?"
This is not a packet school. Yeah, that's alternative. They just give you a packet, the kid
goes and does the packet, you turn it in, grade it, give them a test. That's alternative
schools. That's what they do and then they get their credits or not. Yeah, those are the
bad kids. They're not going to do much. Don't expect much. Hand them their packet and
let them do their work or not. That's on them. (Ginsburg)

They're less than the traditional school setting. They weren't cut to make it in the
traditional setting. Therefore, they're on the outskirts of the community. That's one
perception perceived from people within the community, people outside the community
that hear of alternative education. It's, "Oh, those kids." "Oh, you work there," is the
common response that I get, without realizing that the population is very different than
what they perceive… They're humans. They're students. And for whatever poor
decision, misguided decision, uneducated decision, they are there, but they are still
thriving and they're moving forward. They have the capability. With the right support
and the right guidance, they're thriving. They deserve an opportunity. But unfortunately,
many places and many people don't believe so. (Fa)

I think the biggest challenge is sometimes feeling that the students lack other positive
influences or support in their surroundings and trying to motivate them or find avenues or
Running head: MENTORSHIP 95
resources for them. Positive resources, positive role models, I think, is the biggest
challenge of all. (Fa)

If I look back to school, I would say in elementary school I had a social studies teacher,
his name was Mr. Martin. And I grew up in the Midwest, so I'm pretty different from the
reality my students live in. But what I do remember of him was he took an interest in the
students as people rather than just children that were there to do what he told them to do
for an hour or two and then go away. So he took the time to talk to us about life.
(Kennedy)

Their past comes up from time to time. They'll try to mention it. Do you know why I'm
here or do you know why so and so's here? I tell them all the same thing. It doesn't
matter to me why you're here. You're here and we're gonna do the best that we can. It
doesn't matter that you're not at your home high school. You're at this high school and
this is your high school. You're here to stay and you're gonna learn. You might enjoy it
but that's up to you. I try to defer it as if it's a non-factor. (Kennedy)

I think that the community thinks of alternative schools as basically just a little jail. I
think they think of the students as just delinquents or people who just do wrong in the
community who are the cause of everything wrong for the whole society. They become
the scapegoats when in fact, they are not. They are people who, students who are
creative who've not been found, who've not been reached. And people fail to realize that
with regards to the students in the alternative program. And you do not know what their
Running head: MENTORSHIP 96
lifestyles or the stories that they are bringing to each of those settings wherever they go.
And so the perceptions continue to be negative because we call it alternative instead of
just calling it a school and just calling it an option. So we just need to make sure that we
manage what we label. (Clark)

When you tell people, "Oh, I teach and it's alternative," they usually go, "Oh." Like,
really? On purpose? That's the only job you could get? No, I chose this job. You get this,
"We feel sorry for you" and I don't feel sorry for myself and it's like ... I don't know. I
guess that's kind of it. I have another friend that teaches at alternative now. He was at
the regular site with me and he said, "Oh my god, this is the best kept secret in education.
Why weren't we here before?" (Ginsburg)

It's easily our success stories, our kids that just have turned around their lives and moved
forward, become contributing members of their community. Even the ones that maybe
didn't finish school, but they still went out and found a way to finish their education.
They weren't able to graduate with us, but they went on. They went to adulthood. They
finished. Got their diploma and then we moved onto either continue going to school, or a
career field. I mean, we've had so many, especially with your help and guidance, kids
that have gotten scholarships to schools, kids who have found employment after high
school, walked right into well-paying jobs with real opportunity for their future. That's
easily the most rewarding thing. (Smith)

Running head: MENTORSHIP 97
Interview Results
Teachers identified that there were problems and challenges that stemmed from the status
of their school site as an “alternative school”. They agreed that the designation was a stigma of
sorts that negatively influenced perceptions, both from the public and even with the students
placed at the site. Alternative schools struggle with the stigmas of being dumping grounds or
warehouses for at–risk students (Arnove & Srout, 1980; Conrath, 2001; Dryfoos, 1997; Kelly,
1993; Kim, 2006; McGee, 2001; Waxman, 1992). Teachers added that there were limitations in
the organization’s efforts and abilities to directly address these challenges, but they were all
consistent in their own individual efforts to defend and advocate for their students and the
organization itself. All participants noted stigmas and perceptions as constant ongoing battles
that needed to be fought at the individual, organizational, and public level. These battles would
have to be fought by teachers, mentors, and other stakeholders in order to challenge the stigmas
and change the perceptions that influence college and career engagement at alternative school
sites.
Organizational Influence of School Culture on Student Engagement
Cultural model factors, for the purposes of this study, relate to the primary abstract
influences within the organization which affect the promotion college and career engagement in
the face of stigmas and perceptions. Examples of this organizational influence include the
guiding mission statement, mentorship and similar support programs, and the school culture
itself. Cultural models involve cultural practices, values, beliefs, and attitudes (Clark & Estes,
2008). The interview questions were designed to assess the teachers’ roles within the cultural
model and the organizational effort to defend the students and school site from the negative
aspects of the “alternative school” label. Observations were conducted to observe organizational
Running head: MENTORSHIP 98
initiatives that were put in place to challenge stigmas and perception, particularly through student
empowerment and mentorship. Figure 9 highlights interview excerpts where teachers describe
their experiences with using school culture to promote positive engagement among students and
with informing their own engagement with colleagues.

Figure 9. Interview Transcripts - Cultural Model Findings
A lot of things take place in collaboration with the teachers. Or I mean, sometimes, I
bring it to the admin's attention. ...Whether it's attendance, whether it's achievement,
whether it's ... whatever the situation may be and then, I bring it up to the counselor's
attention. Then, we, as a group, a team, we decide what it is we can do to help those
students become more successful. (Kahlo)

Just reaching out to community partners, reaching out to the vocational schools in the
area, getting them to come talk to our kids, getting our kids setup for field trips to go and
tour these campuses or tour job sites through job shadowing, things like that, that will
like throw them into the thick of things so that they can experience it on that level ... just
giving them some kind of exposure to things. We do college and career fairs where we
have different people come. (Monroe)

You have students who come back. And that is the most powerful thing I think you do to
get the kids out of this cycle. They have to see someone like themselves that made that
jump. Someone that could talk straight to them and just like, "Look, I was there, and now
look where I'm at. You're not a loser. You can succeed." ...Me coming from my middle-
Running head: MENTORSHIP 99
class white neighborhood, I don't know if I'm gonna have the same effect as someone
coming from their own neighborhood, telling them, "Look, this is possible. Listen to
these guys." I think that gives us street cred which we have to have in order to help them
find the relevance in what we're teaching. (Adams)

When I get those comments of, "Oh, those schools," or, "Those kids," I re-educate them
and I invite people to come check out the school and check out the students because it is
just another school. And I ask for support: "Do you know anybody that's willing to assist
or contribute?" (Fa)

I would love to have a direct connection to community sites, community people
specifically, not just to sites but to people that will be able to guide the students. That
would be phenomenal if I could, say, introduce a student to ... "This is so and so, and you
know what? They need some assistance," giving the student a place of being, a place of
assistance, a task to do because everyone needs to be needed somewhere doing
something, a place of belonging. (Fa)

We do have to tailor to different audience, but the quality of instruction is no different.
It's the focus points are different, and we have to do that because it's just mostly because
of the structure on the schedule. We don't send work home. There's no expectation that
they can do things outside of normal school hours so that changes what we can address
topically any given day. (Kennedy)

Running head: MENTORSHIP 100
I learned that role models don't have to be, mentors don't have to be older than you
necessarily, they just have to be open and they have to be non-judgmental, but they also
have to have a center. (Eaton)

So the program I'm creating here is all about embedding kids in the community. And so
there's a mentorship aspect that every student has to have, they have meetings with
mentors at least once a month. The hope is that those mentors give them skills that'll
allow them to engage in the community. I'm working with the mentors over the next
three nights where I'm doing kind of trainings for the mentors that are going to be
working with the students because I want them to be on the same page with me about
what the mission and the vision is of what we're trying to do. They're not gonna be
friends to the students, they're not gonna exchange personal contact information, none of
that, they're just gonna be unconditional love and guidance with clear boundaries. (Eaton)

Anything that would get them career or college ready. Our kids need more hands-on,
whether it be shop, or even cooking or just something to get them prepared for the real-
world, that they can feel accomplished at and good at. I think many have. Even a
tutoring program for ... Because we just hired a new math teacher this year, but as of this
year, I was the only math teacher, so it was very hard for me to help every single
individual kid that was struggling, because that was 90% of my students. So even like
small, little, tutoring programs for sentence structure, and math. (Roberts)

Running head: MENTORSHIP 101
It would be nice to have better IA's. I have an IA that doesn't really know much about
math. It would be better to have another history teacher, because our history teacher's
swamped in his classes. Maybe some more opportunities in P.E. I know our coach is
doing all he can with the P.E. department, but something more that we can expand on for
him. Because those students enjoy all those new machines that they were able to get this
year. So just little things. But I think some of our teachers need more help. (Roberts)

Many people hold those negative perceptions. Not everyone but a lot of people hold
them there. They do not try to get to understand what's happening there. As a result, it is
you as the leader and that team of people addressing the needs of these people together.
Not really feeling that the outside people are going to help. You all have to come up with
the strategies to address the needs of the students and that culture in order to fight so
people can see a different perception and understanding for you. You have to fight to
create stories that come out of the changes of the students, the redemption. So you have
to continue to fight to show your story, to share so people can share your story because of
this feeling that you're on an island, that people do not even think of there. (Clark)

You have to be a voice that counters the narrative of these students who are in alternative
education. Many of the students that refer to, and I can even hear it in my own office,
and people say, "Why do we have that school on our campus?" I have to counter that with
saying, "If we don't where are these students going to go?" We have to ... These students
are our reason for coming to work each day and these students need an alternative to a
traditional educational setting. It is not that these students are bad. This is not anything
Running head: MENTORSHIP 102
that is wrong with them. They need an alternative to a traditional setting and not all of us
work in the brick and mortar structure and not all of our students have been reached.
Many of these students have been failed, based on the ways in which people have failed
to make a rapport with them, authentic rapport with the student. And so we have to
acknowledge that and have to address it head on. There needs to be more advocates and
more people to speak on that. So you have to counter the narrative with another
narrative. (Clark)

Interview Results
Teachers were in agreement that the school site itself was founded on a strong guiding
mission of positive core values focused on helping at-risk students. They all valued the students
and believed that they deserved the same opportunities as students placed in mainstream sites.
To that end, the school’s culture focused on provide students with that second chance to find
academic and career success. As an organization of strong mentor figures with a collective
wealth of knowledge and experience, mentorship programs were incredibly popular as a
proposed solution to challenging stigmas and perceptions. Stigmas and perceptions can be seen
as barriers to success while mentorships and support programs can be seen as facilitators (Ross,
Pinder, & Coles-White, 2015). Teachers hoped to implement support programs that are able to
address the organizational gaps and better equip the school site to properly serve at-risk students.
They agreed that the school culture they have helped developed is one that students respond
positively towards and has the ability to enhance college and career engagement.
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Organizational Observation Results
Observations were conducted to analyze the implementation of organizational results and
findings, involving both cultural models and cultural settings, in developing key leadership
practices that enable teachers to enhance the college and career engagement of at-risk students.
Most notably, the implementation of mentorship programs and a school culture built on
promoting student success provided teachers with guidance in the development organizational
factors that deeply influence students’ college and career engagement. Mentorship programs
enabled teachers to take on impactful roles in their students’ lives beyond mere educators. It was
an opportunity to become inspiring figures that unconditionally advocated for their students and
to be shapers of the school culture climate in which students learned. This is most evident in
teachers’ ongoing efforts to challenge the stigmas and negative perceptions regarding alternative
schools, its at-risk student population, and their teachers. Observations were conducted within
focus groups, collaborative Professional Learning Community (PLC) sessions where teachers
shared success and failures of strategic implementations. PLCs provided an insightful picture of
how the general public viewed alternative schools and at-risk students as the “bad school” where
“bad kids” are placed. Even more inspiring are the teachers’ values that were revealed in
document analyses where teachers shared how they corrected public perceptions, redefined
“alternative schools”, and empowered at-risk students to rise above the labels society unfairly put
on them. By highlighting upon the successful cultural models and cultural settings that create
positive organizational influences, teachers are able to become something more to students and
are better able to inspire their students to pursue success in college and career.
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Focus group
Teachers reflected on climate culture and community outreach to change alternative
school perceptions. Promoting measures that highlight on student achievements through
encouragement, and perseverance in order to minimizing negative stigmas and perceptions
surrounding alternative education. They clearly understand the power of both elements and seek
to employ them in changing the mindsets of the community.

Creating a climate culture that is safe, encouraging, and implementing relevant material
student can relate to makes a big difference. (Adams)

Last week student was required to complete a college application as part of his initial
intent for college entry. Student was prompted as to the expectation of completion of
college application. Student appeared resistant to the unknown and although he had filled
out other applications and had been provided step by step guidance previously, he was
cautious. He asked questions thru the process to reassure himself he was doing the
application correct. (Fa)

Just reaching out to community partners, reaching out to the vocational schools in the
area, getting them to come talk to our kids, getting our kids setup for field trips to go and
tour these campuses or tour job sites through job shadowing, things like that, that will
like throw them into the thick of things so that they can experience it on that level ... just
giving them some kind of exposure to things. We do college and career fairs where we
have different people come. (Monroe)
Running head: MENTORSHIP 105

And you do not know what their lifestyles or the stories that they are bringing to each of
those settings wherever they go. And so the perceptions continue to be negative because
we call it alternative instead of just calling it a school and just calling it an option. So we
just need to make sure that we manage what we label. (Clark)

Teachers are looking at incentive measures to promote and rewards student progress and
achievement. Involve community stakeholders to assist with award recognition ceremony for
student achievement. Group discussion exploring measures to for organization to highlight
student achievement and success.
Organizational Conclusions
As an organization, Sanderson Alternative High School faces a wide range of challenges
that hinder academic and career success in its students. There is an ongoing challenge to fight
against the stigmas and negative perceptions that unfairly labeled their students as the “bad kids”
by promoting college and career preparation. However, the presence of cultural setting factors
(dedicated teachers and a supportive school site) and cultural model factors (inspiring values and
a positive culture climate) provide students with exposure to knowledge and motivational
influences that promote college and career engagement within the organization.
Findings
The interview and focus group results yielded a wide range of data regarding the
knowledge, motivation, and organizational needs of teachers. Mentorship and a desire to
develop measures for student support were common among the participating teachers. The
negativity surrounding alternative schools create a constant struggle for both teachers and
Running head: MENTORSHIP 106
students; however, this does unify them in their efforts to exceed expectations and succeed in the
face of adversity. While the findings varied in degrees of depth and complexity, they could all
be categorized into three themes focusing on: 1) concurrently addressing teacher and student
needs; 2) a desire to share motivations and empower students; and 3) the task of challenging
stigmas and perceptions.
Training Teachers through Addressing Student Needs
The College and Career Pathways Program (CCPP) provided teachers with a training
opportunity to develop their own procedural and conceptual knowledge of college and career
application processes. Teachers would then utilize CCPP to develop their own students’
procedural and conceptual understanding of proper engagement and its role in students reaching
their academic and employment objectives.
In particular, teachers focused on knowledge influences that promote student engagement
with the college and career preparation process while taking into account the factors that deterred
them in the first place. Students struggled with a fear of failure and often faced socioeconomic
limitations due their own personal backgrounds. Combined with the stigmas of alternative
schools and negative perceptions from the community, students had little reason to pursue
knowledge and skills that would be beneficial to college and career pathways. Teachers focused
on emphasizing the process of applications, the value of cognitive self-awareness, and the bigger
conceptual perspective in order to positively influence students and inspire them to engage with
college and career-based practices and objectives.
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Motivating Students through Empowerment
College and career-oriented workshops provided teachers with a training opportunity to
develop their own understanding of motivational factors that deeply influence students’ college
and career engagement. All teachers at the school site are highly talented and driven individuals
who hope to contribute to the objective of assisting at-risk students. However, the students
themselves struggle with college and career engagement due to societal perceptions and stigmas
that labeled them as the “bad kids” from “that school”, which eliminate any motivations to
succeed. In order to challenge these stigmas and perceptions, teachers served as mentors in order
to empower students through leadership, develop goal-oriented practices, and enhance task
values, all so that they are better able to engage with the college and career preparation process.
Challenging Stigmas and Perceptions through Mentorship and Culture
Mentorship programs and a school culture built on promoting student success provided
teachers with guidance in the development organizational factors that deeply influence students’
college and career engagement. There is an ongoing challenge to fight against the stigmas and
negative perceptions that unfairly labeled their students as the “bad kids” by promoting college
and career preparation. However, the presence of cultural setting factors (dedicated teachers and
a supportive school site) and cultural model factors (inspiring values and a positive culture
climate) provide students with exposure to knowledge and motivational influences that promote
college and career engagement within the organization.

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CHAPTER FIVE: SOLUTIONS, IMPLEMENTATION, AND EVALUATION PLAN
The purpose of this project is to conduct a need-based analysis in the areas of knowledge,
skill, motivational, and organizational resources necessary to reach the organizational
performance goal of increasing at-risk student’s college and career engagement. The analysis
generated a list of needs validated through collaboration with the staff stakeholder group by
using interviews, observations, and document literature. Based on these results and findings, the
following chapter will detail knowledge, motivation, and organizational recommendations that
would generate solutions to reaching the organizational goal. In addition to Clark and Estes’ gap
analysis framework, this chapter will also incorporate the New World Model (Kirkpatrick &
Kirkpatrick, 2016) to develop a structured approach to incorporating and implementing KMO
recommendations in increasing college and career engagement in at-risk students.
Based on this information, the following questions will guide this analysis and study:
1. What are the knowledge, motivation, and organizational needs necessary for stakeholders
at Sanderson Alternative High School to assist students in increasing their engagement
and participation in college and career preparation?
2. What is the interaction between stakeholders at Sanderson Alternative High School and
the student population?
3. What are the recommended knowledge, motivation, and organizational solutions to
addressing the needs of Sanderson Alternative High School at-risk students?
This project employed a qualitative approach with data collected through interviews,
observations, and document analysis. Data analysis yielded results and findings that directly
address the first two research questions. Chapter Four concluded with three primary findings
identifying: 1) a need for teacher training to address student needs; 2) a drive to motivate
Running head: MENTORSHIP 109
students through empowerment; and 3) the challenge of addressing stigmas and perceptions at
alternative school sites. This chapter will address the third research question, which inquires
about the recommended knowledge, motivation, and organizational solutions to addressing the
needs of at-risk students. The findings further emphasized mentorship as a guiding model
capable of addressing each of the findings. The recommendations will be applied within this
context with respect to Clark and Estes’ gap analysis framework and the KMO needs identified
by the project. This will be followed by implementations details and an evaluation plan utilizing
Kirkpatrick’s New World Model (2016). The chapter concludes with a narrative review and
reflection of the project, with an overview of its future potential and final conclusions with
regard to the problem of practice.
Knowledge Recommendations and Solutions
Leadership is transformative and by its nature, builds social skills and influences
academic development (Schmidt et al., 2007). In order for stakeholders to assist students in
accomplishing their goals within college and career planning, it would serve them well to be as
knowledgeable as possible about the entirety of the process. Procedural knowledge addresses the
understanding of how to do something, specific steps, or techniques in order to achieve
something (Krathwohl, 2001). The four knowledge types Krathwohl references are: factual,
conceptual, procedural, and metacognitive. Student success is not only contingent on the ability
to acquire knowledge, skills, and resources, but rather to understand, apply, and implement these
four types of knowledge that will serve to empower students to achieve success. Similarly,
stakeholders need to know these four knowledge components in order to develop effective
curriculum and practices that guide their students towards a similar understanding. This can be
accomplished with three knowledge influences that will be elaborated on in the following case
Running head: MENTORSHIP 110
study: procedural (familiarization with the procedures involved in college preparation and
application); metacognitive (developing their own metacognitive understanding to align with the
factual realities of potential school sites); and conceptual (creating a thorough conceptual
understanding of the goals they seek to achieve). In short, these influences, identified below on
Table 5, will address the question of whether they understand their goals and what they need in
order to achieve the end result.

Running head: MENTORSHIP 111
Table 5. Summary of Knowledge Influences and Recommendations
Assumed
Knowledge
Influence
Validated
as a Gap?
Yes, High
Probabilit
y or No
(V, HP,
N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation

Teachers need to
possess the
requisite depth of
knowledge of how
to implement
intervention
strategies. (P)

HP

Y

Procedural
knowledge allows
one to describe how
to do something and
can be general or
subject-specific
(Krathwohl, 2002;
Rueda, 2011).

Provide shadowing in
which teachers can
directly observe a
colleague or other trusted
expert perform the steps of
the intervention strategy.

Teachers need to
possess the
requisite depth of
knowledge of how
to implement
intervention
strategies. (P)

HP

Y

Procedural
knowledge allows
one to describe how
to do something and
can be general or
subject-specific
(Krathwohl, 2002;
Rueda, 2011).

Provide shadowing in
which teachers can
directly observe a
colleague or other trusted
expert perform the steps of
the intervention strategy.

Teachers need to
understand
systems of support
and the delivery
within each
intervention
framework. (C)

HP

Y

Conceptual
knowledge increases
when an individual
learns how facts
relate to form
relationships or
structures that
function together
(Krathwohl, 2002)

Provide education that
includes theories behind
different tiers of
intervention and the
activities that correspond
to each tier.

Teachers need to
understand
systems of support

HP

Y

Bandura (1998)
argues that
individual

Provide peer observations
and reflection sessions for
teachers to identify skill
gaps and implement
Running head: MENTORSHIP 112
and the delivery
within each
intervention
framework. (C)
capabilities in
particular situations
are factors that
motivate
performance and
drive student
success.
instructions and strategies.

Knowledge of Support Systems and Intervention Framework Process
Results and findings of this study indicated that more than 50% of stakeholders lack the
procedural knowledge towards the implementation of various college and career support systems
and how to deliver the interventions within each tier framework. Information processing was
selected to close the procedural knowledge gap. According to Anderson and Krathwohl (2001),
procedural knowledge is described as “the knowledge of skills, algorithms, techniques, and
methods,” as well as “knowledge of criteria used to determine when to use various procedures”
(2001, p. 52). Training provides stakeholders structure and sequence by implementing acquired
knowledge and skills through strategies that improve job performance and personal growth.
Conceptual knowledge increases when an individual learns the facts surrounding the internal
cognitive events and processes during learning such as perception, attention, processing, storage
and recall to form relationships or structures that function together (Krathwohl, 2002). The
recommendation is to provide education that includes theories behind different tiers of
intervention and the activities that correspond to each tier.
Approach
Schwandt (1993) looks at methods and observation in a qualitative study to compose a
theory of the events based on the participant’s experience. According to Scandura, T. A. (1991),
identifying specific needs through model mentoring steps for individual developmental goals
Running head: MENTORSHIP 113
teaches techniques to motivate students to complete tasks that build upon knowledge process
(Nguyen, C., 2008). The research literature can be analyzed within the context of Clark and
Estes’ gap analysis model and the KMO influences that highlight how strong knowledge bases
and contextual skills are what allow students to successfully navigate college lifestyles and
environments (Wigfield et al., 2007). Expectations for stakeholder to fulfill organizational
practices and goals are influence greatly on the mental models demonstrated from leaders
(trainers/ peer coaches) within the organization (Ruff & Shoho, 2005; Senge, 2006; Chrispeels,
Burke, Johnson & Daly, 2008). Based on the training and observation, the recommendation
would be to provide clear objectives summarized in key points and put them up front during
training so that people can be thinking about them (Corkkill et al., 1988).
Procedural Knowledge Intervention Strategies Through Job Shadow Programs
The results and findings of this study indicate that more than 50% of stakeholders need
more in-depth procedural knowledge to implement intervention strategies at SAHS in order to
better serve students in achieving their college and career goals. A recommendation embedded
in social cognitive theory (learning and performance) process has been chosen to close this
procedural knowledge gap. According to Krathwohl (2002) and Rueda (2001), procedural
knowledge addresses the understanding of how to do something, specific steps, or techniques in
order to achieve something. Also, training enables people to learn new knowledge and skills and
to transfer these into their practice in order to help people to learn how to become more effective
learners (Joyce, B. R., & Showers, B. 2002). Therefore, the recommendation would suggest that
implementing a job shadow training program, in which teachers can directly observe a colleague
or other trusted expert to perform the steps, would prove most beneficial. The recommendation
Running head: MENTORSHIP 114
is to provide job shadow/peer coaching/training collaboration sessions for teachers to learn and
apply step-by-step intervention strategies to aid in the transition of college and career readiness.
Approach
Schmidt, McVaugh, & Jacobi (2007) stated that leadership is transformative, builds
social skills, and influences academic development. This is a key component to incorporate in
professional development. In training, knowledge must be outlined and structured so that it is
presented in the same sequence that is used or applied on the job (Anderson & Larabie, 1998;
Tobias & Fletcher, 2000). The goal of job shadowing/ peer coaching/training programs are to
identify specific needs through model mentoring steps. This assists with individual
developmental and goal achievement by providing teachers with the hands-on tools and skills
needed to model the behaviors and knowledge learning strategies (Mayer, 2011). According to
Scandura, T. A. (1991), identifying specific needs through model mentoring steps promotes
individual developmental goals. Therefore, research has demonstrated that an organization’s job
training climate is instrumental in preparing individuals for formal development activities and
achieving desired learning objectives (Tracey, Hinkin, Tannenbaum, & Matthieu, 2001).
Metacognitive Knowledge and Performance Enhancement
Results and findings of this study indicate that more than 75% of teachers need to know
how to access outreach resources to help students understand knowledge processing and its
application to achieving college and career goals. Metacognitive knowledge is the awareness of
one’s own cognitive and particular cognitive process (Rueda, 2011). Information processing was
selected to close the metacognitive knowledge gap. According to Schraw and McCrudden
(2006) in order to develop mastery, individuals must acquire component skills, practice
integrating them, and know when to apply what they have learned. Allowing individuals to
Running head: MENTORSHIP 115
demonstrate their knowledge and understanding of a given task provides opportunities for them
to practice problem-solving skills and apply content strategies to develop meaning and value.
Guidance modeling, coaching, and other scaffolding efforts during performance enhances
metacognitive knowledge allowing students to transfer their experience to real world scenarios
(Mayer, 2011). The recommendation is to provide teachers with community service programs to
demonstrate the role and value of information processing through task-specific feedback on
performances. Therefore, the use of metacognitive strategies facilitates learning (Baker, 2006)
as it encourages students to analyze the significance of new and prior knowledge gained to
generate meaningful applications.
Approach
Baker (2006) suggests the use of strategies – such as modeling your own metacognitive
process by talking out loud and assessing strengths and weaknesses – in order to promote
metacognition. Metacognitive knowledge is the awareness of one’s own cognition and cognitive
processes. It applies strategic or reflective knowledge on about how to go about solving
problems, cognitive tasks, to include contextual and conditional knowledge and knowledge of
self (Anderson & Krathwohl, 2001). Research demonstrates that students are able to process,
store, and recall cognitive information and apply relevant resources to address goals. The
recommendation is to provide teachers with community service programs that demonstrate the
role and value of information processing through performance feedback.
Motivation Recommendations and Solutions
In education, College and Career Readiness means that every high school graduate
should be equipped with the knowledge and skills needed to succeed in postsecondary education
and in occupational fields. Mentor programs are a potential solution to providing this knowledge
Running head: MENTORSHIP 116
to students. By challenging student fears and motivating student engagement with aspirational
goals, leadership skills, and intrinsic value, mentor programs focus on these influences to
empower students through self-efficacy, which motivates them to pursue their personal goals.
Motivational theories attempt to answer questions about what gets individuals moving
(energization) and toward what activities or tasks (direction) (Pintrich & Schunk, 2002). This
allows them to develop as leaders within the program. Leaders are individuals (or smaller
groups) that consequently take on more responsibilities. Therefore, there is a correlation
between self-efficacy and mindset-driven efforts when accomplishing certain goals. It could be
suggested that self -efficacy is determined by the self-perceptions that an individual holds to be
true regarding their capabilities (Pajares & Schunk, 2003). This project will focus on how
mentor programs facilitate self-efficacy to instill transformational leadership, goal orientation
and intrinsic value to drive student success in spite of their fears and obstacles.

Running head: MENTORSHIP 117
Table 6. Summary of Motivation Influences and Recommendations
Assumed
Motivation
Influence

Validated as
a Gap
Yes, High
Probability,
No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation
Context-Specific
Recommendation

Teachers will
model leadership
skills in order to
develop students’
self-efficacy and
performance.

H

Y

Implement task,
reward, and
evaluation
structures to
promote mastery,
learning, effort,
progress, and
self-improvement
standards
(Pintrich, 2011).

Establish multi-level
practices for teachers to
provide opportunities for
students demonstrate
their ability to create,
apply, and lead academic
and career application
process.

Teachers will
implement school
wide PBL
curriculum in
order to position
college and career
as objectives for
students.

H

Y

Goal orientation
is defined as a
pattern of beliefs
that represent
“different ways of
approaching,
engaging in and
responding to
achievement
situations”
(Ames, 1992, p.
261).

Provide presentations
that generate
collaborative college and
career inquiry groups
that produce viable and
tangible goals to channel
their efforts forward.

Teachers will
implement
classroom lessons
and activities with
community
stakeholders for
students to
enhance intrinsic
value of college
and career

H

Y

Students’ task
values indirectly
influence their
performance; this
is seen through
their relationship
with their
expectancies for
success and how
children’s

Provide teachers an
opportunity to connect
with community
stakeholders to allow
students to apply what
they have learned
through hands on
activities, classroom
collaborations, and
community events.
Running head: MENTORSHIP 118
preparation

expectancies
influence their
choice of
activities through
their relationships
with task value
(Wigfield &
Cambria, 2010).

Navigating Towards College and Career Readiness
The results and findings of this study would indicate that 75% of stakeholders would
benefit from goal orientation instructional strategies in order to motivate students at SAHS to
pursue college and career goals. The recommendation rooted in self- efficacy theory was
selected to close this motivational gap. Motivation is defined as the process whereby goal
directed activity is instigated and sustained (Schunk, Pintrich, & Meece, 2009, p.4).
Additionally, according to Bandura (1998), social cognitive theory and self -efficacy beliefs
provide the foundation for human motivation, well- being, and personal accomplishment.
Therefore, feedback on goal progress also raises self-efficacy, and heightened efficacy sustains
motivation and promotes performance (Schunk, 1989). Student success is not only contingent on
the ability to acquire knowledge, skills, and resources, but also their ability to understand, apply,
and implement acquired knowledge and skill sets. Therefore, the recommendation is to provide
students the opportunity to navigate college and career websites where they may create, apply,
and explain the academic and career application process.
Approach
Schunk’s (1989) research states that self-efficacy fuels performance mastery, which in
turn positively influences goal-oriented motivation. The literature review focused on
motivational influences that empower students to become college and career ready. Performance
Running head: MENTORSHIP 119
mastery fuels self-efficacy and enhances knowledge and resources, job shadow/ peer coaching
training will allow a teachers to effectively transfer their knowledge on about how to go about
solving problems, cognitive tasks, to include contextual and conditional knowledge and
knowledge of self (Anderson & Krathwohl, 2001). In short, mentor programs encourage
students to position college attendance and career placement as their end goals. Therefore,
implementing training where students will reorient their behaviors to one that independently
strives for the attainment of goals – behaviors of self-efficacy that they can use to develop key
and necessary skills through group collaboration and application sessions.
Developing Transformational Leadership
The results and finding of this study indicate 85% of teachers feel their students would
benefit from implementing a strategic action plan that would support student leadership skills.
The recommendation rooted social cognitive theory was selected to close the motivational gap.
Effective observational learning is achieved by first organizing and rehearsing modeled
behaviors, then enacting them overtly (Mayer, 2011). It is important to have goals to aspire
towards and more importantly to have the ability to take steps in fulfilling those goals. Self-
regulatory strategies, including goal setting, enhance learning and performance (APA, 2015:
Dembo & Eaton, 2000; Denler, et al., 2009). College knowledge includes the knowledge base
and contextual skills that allow students to successfully navigate college and move along through
the system upon arrival (Widgield et al., 2007). Therefore, transformational leadership provides
the foundation for human motivation, wellbeing, and personal accomplishment.
Approach
Leaders are individuals (or smaller groups) that consequently take on more
responsibilities. It is certainly worth noting that engaging in leadership is an important
Running head: MENTORSHIP 120
developmental component. According to Bandura (1998), social cognitive theory that stresses
on the importance of observational learning, imitation, and modeling through environmental
interaction provides a foundation for human motivation, well-being, and personal
accomplishment. According to Schraw & Lehman (2009) implementing user friendly training
materials that are clear, concise, and complete will aid towards successful transitioning and
student achievement. Teach learners, strategies to manage their motivation, time, learning
strategies, control their physical and social environment, and monitor their performance (Dembo
& Eaton, 2000). Therefore, the literature suggests that a correlation between transformational
leadership and mindset can drive efforts and positive outcomes.
Intrinsic Value of College and Career Preparation
The results and findings of this study would indicate that 90% teachers feel students
value tasks and develop interests in applying what they learn towards real world concepts. The
recommendation rooted in interest theory was selected to close the motivational gap. Incorporate
real life, original source material that are vivid, varied or novel and create surprise or
disequilibrium (Schraw & Leham, 2009). As a result, students are assigned more important tasks
with greater social and organizational value. They give opportunities for students to demonstrate
what they can do, and completing such tasks grants a greater sense of accomplishment. Mentor
programs in essence embody standards and practices that can be tracked in successful student
transitions that occur beyond high school. Therefore, the recommendation is to provide students
opportunities to apply what they have learned through hands on activities, classroom
collaboration application sessions, and community events that motivate, inspire engagement, and
allow students to achieve their college and career goals.

Running head: MENTORSHIP 121
Approach
Research shows that cultural climate affects social engagement and achievement (Walton
& Chen, 2007). Intrinsic motivation has been positively linked to a number of important and
desired cognitive and motivational outcomes in both academic and non-academic settings
(Deci & Ryan, 1985; Ryan & Deci, 2000). Activate personal interest by providing choices and
control, subsequently building upon personal interest and prior knowledge (Schraw & Lehman,
2009). For instance, a large focus on one’s goals and one’s abilities plays a role in how
instructional context can influence achievement goals. Student’s tasks values indirectly
influence their performance; this is seen through their relationship with their expectancies for
success and how children’s expectancies influence their choice of actives through their
relationships with tasks value (Widgield & Cambria, 2010). Therefore, the literature suggests
the importance of intrinsic value of tasks and the application towards goal achievement.

Organization Recommendations and Solutions
Mentors are viewed as influential motivators who provide academic and career guidance
towards empowering individuals toward personal and professional development. Teachers
embody the same characteristics within any organization and are often seen as mentors to
students that can dictate the cultural climate environment that student’s experience. Therefore,
in order for a school culture to thrive it must possess the norms, values, and beliefs that inspire
students to engage with successful academic and career planning (Peterson, 2002; Walton &
Cohen, 2007.) With this level of influence in mind, teacher training and various developmental
programs should be provided to positively impact the school overall. Research has demonstrated
that an organization’s training climate is instrumental in preparing individuals for formal
development activities and achieving desired learning objectives (Tracey, Hinkin, Tannenbaum,
Running head: MENTORSHIP 122
& Matthieu, 2001). In addition to implementing curriculum, their takes on climate are based on
the policies, practices, procedures, and routines that they are subject to, as well as on the kinds of
behaviors that are expected and that get rewarded and supported (Schneider, Brief, & Guzzo,
1996). By focusing on the efforts of teachers and supporting them with training opportunities, it
is clear that their influence can be leveraged in mentor programs to increase student engagement
as student begin to see value in modeling tasks of interest. The two main organizational
influences of focus will be cultural settings and cultural models. Cultural settings include
concrete factors like stakeholders, tasks, the reasoning behind tasks, and social context (Clark &
Estes, 2008). Cultural models involve cultural practices, values, beliefs, and attitudes (Clark &
Estes, 2008). The following information will provide an opportunity to explore the importance
of both influences their interaction with mentor programs and promoting student engagement and
the recommendations needed to assist stakeholders achieve the organization's goals.

Running head: MENTORSHIP 123
Table 7. Summary of Organization Influences and Recommendations
Assumed
Organization
Influence

Validated
as a Gap
Yes, High
Probability
, No
(V, HP, N)
Priority
Yes, No
(Y, N)
Principle and
Citation

Context-Specific
Recommendation

Organization (District
and Admin.) will
assist teachers to
identify and develop
cross curricular PBL
curriculum strategies
to better serve
students towards
college and career
readiness

HP

Y

Research has
demonstrated that an
organization’s training
climate is instrumental
in preparing
individuals for formal
development activities
and achieving desired
learning objectives
(Tracey, Hinkin,
Tannenbaum, &
Matthieu, 2001).

Provide
opportunities for
staff development
training and obtain
feedback from job
shadow /coaching
observations

Organization (District
and Admin.) will
work with teachers to
provide additional
opportunities for
students address credit
deficiencies to fulfill
graduation
requirements.

HP

Y

Implementing
curriculum, their takes
on climate are based
on the policies,
practices, procedures,
and routines that they
are subject to, as well
as on the kinds of
behaviors that are
expected and that get
rewarded and
supported (Schneider,
Brief, & Guzzo,
1996).

Provide credit
recovery programs
for teachers to
implement where
students can find
purpose and value
during the process.

Organization (SAHS
stakeholders/ staff)
will work with
teachers to create a
culture of trust, belief,
value, and
encouragement
through community
network mentorship

HP

Y

Community outreach
is an important
component of social
development, but it
has also been
demonstrated to help
with productivity and
success (Berbary &
Malinchak, 2011).

Provide
opportunities for
teachers to
participate in
support programs,
and cross sector
community
training
partnerships to aid
Running head: MENTORSHIP 124
collaboration students in their
academic and
career goals.

Cultural Setting Factor: Teachers
Northouse identifies leading-by-example as a teacher’s most powerful tool as it is always
ongoing, whether intentional or not (2015). Teachers are one of the most influential stakeholders
in any organization and are often the natural mentors of students. In addition to implementing
curriculum, their takes on climate are based on the policies, practices, procedures, and routines
that they are subject to, as well as on the kinds of behaviors that are expected and that get
rewarded and supported (Schneider, Brief, & Guzzo, 1996). In short, they dictate the cultural
environment that student’s experience. With this level of influence in mind, teacher training and
various developmental programs should be provided to positively impact the school overall.
Effective change efforts use evidence-based solutions and adapt them, where necessary, to the
organization’s culture (Clark and Estes, 2008). Research has demonstrated that an organization’s
training climate is instrumental in preparing individuals for formal development activities and
achieving desired learning objectives (Tracey, Hinkin, Tannenbaum, & Matthieu, 2001).
Peer Training Collaboration and Observation Feedback
The results and findings of this study indicate that 80% of teachers lack the training
necessary to effectively achieve their assigned duties. However, staff collaboration training and
implementation of curriculum allow them to better serve their student population. Research has
demonstrated that an organization’s training climate is instrumental in preparing individuals for
formal development activities and achieving desired learning objectives (Tracey, Hinkin,
Tannenbaum, & Matthieu, 2001). The recommendation rooted in communication theory was
Running head: MENTORSHIP 125
selected to close this organizational gap. Teachers (key influencers/ mentors) need to meet to
regularly, share ideas, and generate feedback from various networks in order to promote changes
that help achieve the goals of the organization. The recommendation is to provide staff
development training and job shadow /coaching observations through peer-training opportunities
and collaborative feedback to teachers build upon procedural knowledge strategies in order for
stakeholders to perform and transfer mastery skills to motivate students toward achievement of
goals (Dweck, C.S., & Elliot, E.S., 1983).
Approach
Across the United States, schools are emphasizing upon performance goals towards a
movement to increase college and career readiness standards in the classrooms. According to
Conley (2010), the goal is to have every student graduate from high school ready to pursue
college and career. Implementing program initiatives that are relevant towards student academic
and career success through peer training/ coaching, team collaboration, observation, feedback in
monitoring the data and student progress using evidence based solutions and adapt them, where
necessary, to the organization culture (Clark and Estes, 2008). Effective change begins by
addressing motivation influencers; it ensures the group knows why it needs to change while
addressing organizational barriers and then knowledge and skill needs (Clark and Estes, 2008).
Thereby creating a positive learning environment, individual outcome expectancies increase and
create a sense of control by avoiding competitive structure (Goette el al., 2012). In addition to
this, in order for the feedback to be effective, it should be timely, concrete (task focused), and
goal focused (Kluger & DeNisi, 1996). Therefore, the literature would suggest that team
collaboration through peer training, observations, and feedback will allow teachers to monitor
student progress during implementation of their programs. Teachers will make adjustments
Running head: MENTORSHIP 126
along the way thereby increasing engagement and performance creating positive outcomes
towards college and career readiness.
Credit Recovery Through Systems of Support
The results and findings of this study indicates that 95% of teachers cite a lack of credit
recovery programs necessary to better serve at- risk students in fulfilling their graduation
requirements. According to Pintrich (2003), materials and activities should be relevant and
useful to learners, connected to their interests, and based on real world tasks. The
recommendation rooted in value theory was selected to close this organizational gap. In order
for teachers to be effective they need the resources (time, equipment, personnel, etc.) to complete
their tasks towards fulfilling student goals. According to Clark and Estes (2008) effective
change efforts ensure that everyone has resources and if there is a shortage than resources are
aligned with organizational priorities. Students’ task values indirectly influence their
performance; this is seen through their relationship with their expectancies for success and how
children’s expectancies influence their choice of activities through their relationships with task
value (Wigfield & Cambria, 2010). Therefore, the recommendation is to establish training
programs for teachers to administer credit recovery programs that students will find of interest,
purpose, and value and promotes achievement through student success.
Approach
According to Clark and Estes (2008) change processes most often requires training in
teamwork and process analysis so that adequate knowledge, skills, and motivational support that
is provided to everyone. Incorporating new programs to enhance student engagement and
achievement is essential towards student achievement. Implementing curriculum, their takes on
climate are based on the policies, practices, procedures, and routines that they are subject to, as
Running head: MENTORSHIP 127
well as on the kinds of behaviors that are expected and that get rewarded and supported
(Schneider, Brief, & Guzzo, 1996). Therefore, the research studies suggest teachers monitor
student progress of online credit recovery through completion of work examples, weekly
quizzes, and finals to determine the success rate of the program through student academic
achievement.
Cultural Models Factor: School Culture
As Peterson (2002) defines it, school culture as the set of norms, values, and beliefs,
rituals and ceremonies, symbols and stories that make up the ‘persona’ of the school. It can
dictate the impression students have of a school and greatly influence their experience – for
better or worse – and determine whether any mentor program has a lasting influence on students.
Impressions are one thing, but school culture can also impact social engagement and
achievement (Walton & Cohen, 2007). Effective change efforts ensure that everyone has the
resources (equipment, personnel, time, etc.) needed to do their job, and that if there are resource
shortages, then resources are aligned with organizational priorities (Clark and Estes, 2008).
Mentor programs provide workshop, presentation, and counseling opportunities that provide
motivational support and mastery of skills, which will enable successful transitions from high
school to college (Coles, 2011). This mastery is attained through collaboration and participation
with multiple support programs.
An Organizational Culture of Positivity and Value
The results and findings of this study indicate that 95% of teachers believe the
organization lacks a culture climate of trust, value, and encouragement due to lack of support
from district stakeholders. Leadership is transformative and by its nature, builds social skills and
influences academic development (Schmidt et al., 2007). According to Pajares, (2006) models
Running head: MENTORSHIP 128
who are credible and similar (e.g., gender, culturally appropriate) can foster positive values. The
recommendation is rooted in expectancy value theory that was selected to close the
organizational gap. Therefore, community outreach is an important component of social
development, but it has also been demonstrated to help with productivity and success (Berbary &
Malinchak, 2011). For example, collectively, community mentors and teachers can further assist
students in their personal and professional development and transition into college and career
readiness. Community outreach is an important component of social development, but it has also
been demonstrated to help with productivity and success (Berbary & Malinchak, 2011). The
recommendation is for organizations to develop cross sector community partnerships to support
teachers in providing additional coaching/ training in PBL curriculum by transitioning students’
hands on job shadowing opportunities in preparation for real world endeavors.
Approach
Clark and Estes (2008) state organizations need to have clear vision, goals, and ways to
measure progress. Assigning students with more tasks provides greater social and organizational
value. Bandura (1998) argues that individual capabilities in particular are factors that motivate
performance and drive student success. Learning and motivation are enhanced if the learner
values the task (Eccles, 2006). In providing opportunities for students to demonstrate what they
can do, and completing such tasks grants a greater sense of accomplishment and personal
achievement. Eccles (2006) activating personal interests through opportunities for choice and
control can increase motivation. Questionnaires or interviews that focus on the importance and
the value of tasks. Therefore, building a culture climate of trust that will create an environment
where students believe they have more personal control of their own learning and behavior and
are more likely to do well and achieve at a higher level" (Pintrich, 2003, p. 673) than those who
Running head: MENTORSHIP 129
do not. Establishing cross sector community partnerships to provide direct support and training
to assist students in academic and career success through mentorship programs that provide job
shadow/ job placement opportunities. Kouzes and Posner’s (2002) transformational strategy
states it best that modeling the way, inspires a shared vision, challenges the process, enables
others to act, and encourages the heart. Therefore, developing and administering a priority
ranking survey that lists several tasks and ask the learner to indicate which of these is most
valuable will aid in determining what students value as relevant towards students’ goals. As
such, the literature appears to support the academic and the social emotional needs of students
through real world mentoring opportunities. In addition, the literature provides teachers and
community stakeholders a greater insight in addressing the barriers hindering student towards
achieving academic and career success.

Policies. Effective organizations ensure that organizational messages, rewards, policies
and procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values (Clark and Estes, 2008). Ultimately, Mission Statements dictate
the school and cultural climate. In turn, climate affects social engagement and achievement
(Walton & Cohen, 2007).
Processes. Effective change efforts ensure that everyone has the resources (equipment,
personnel, time, etc.) needed to do their job, and that if there are resource shortages, then
resources are aligned with organizational priorities (Clark and Estes, 2008). Effective change
efforts use evidence-based solutions and adapt them, where necessary, to the organization’s
culture (Clark and Estes, 2008).
Running head: MENTORSHIP 130
Integrated Implementation and Evaluation Plan
Implementation and Evaluation Framework
Clark and Estes (2008) states effective training must provide, in each lesson or segment, a
specific procedure that shows trainees exactly how to accomplish a performance goal.
Incorporating Kirkpatrick’s New World Model within this study as a basis looks at implementing
the four levels of training and performance evaluation to help organizations achieve their goals.
In 1954, Don Kirkpatrick training model provided techniques for professionals to
evaluate the results of training and development through four levels of evaluation: Level 1:
Reaction; Level 2: Learning; Level 3: Behavior; and Level 4: Results (Kirkpatrick and
Kirkpatrick, 2016). The Kirkpatrick Model is the most widely used training evaluation model
and adds new elements to help people to operationalize them in the world of business,
government, military, and not-for-profit organizations (Kirkpatrick and Kirkpatrick, 2016). In
order to meet the demands of today's work environment, the New World Kirkpatrick Model was
introduced by Jim and Wendy Kirkpatrick in 2010. The model embraced the foundation of the
four levels of evaluating change efforts within an organization by focusing on each level in
reverse. The New World Kirkpatrick Model begins at Level 4 and seeks to uncover the internal
and external outcomes (results, leading indicators, and desired outcomes) resulting from the
training initiative implemented. Level 3 looks at on the job training (behavior) the degree to
which participants apply what they learn and actually implement what they learned back on the
job site. Level 2 (learning) seeks to analyze the participants knowledge, skills, attitude,
confidence and commitment based on their participation during the training. And finally, Level
1 (reaction) focuses on the degree in which the participants found the training engaging, relevant,
and satisfying.
Running head: MENTORSHIP 131
Figure 10. The New World Kirkpatrick Model, Reprinted from Kirkpatrick’s Four Levels of
Training Evaluation (p.11), by J.D. Kirkpatrick and W.K. Kirkpatrick, 2016. Alexandria, VA:
ATD Press. Copyright 2016 by Kirkpatrick, LLC www.kirkpatrickpartners.com

Organizational Purpose, Need and Expectations
Sanderson Alternative High School’s mission is to support at-risk students who have
become disengaged with their mainstream educational paths. SAHS aims to provide second
chances and new challenges within a safe environment for growth and development. Educators
seek to prepare students for the 21st century and inspire an active pursuit of success in college,
career and beyond. The goal at Sanderson Alternative High School (SAHS) is to implement new
student support measures in 100% compliance with the policy and procedures set forth by the
California Department of Education, district and school site stakeholders while adhering to the
requirement standards set forth by the California Department of Education. SAHS
organizational goal is to implement an innovative mentor program to increase academic and
career success for at risks students at alternative school sites. Research states that self-efficacy
fuels performance mastery, which in turn positively influences goal-oriented motivation
Running head: MENTORSHIP 132
(Schunk, 1989). Creating collaborative mentor training through observation will generate
feedback for teachers to better serve students in achieving their academic goal. Furthermore, the
goal of the project goal is to help students address fear factors through mentoring programs that
foster self-efficacy by providing knowledge and skills needed for student achievement and
success. This goal was chosen based on the stigmas and perceptions seen as barriers to success
while mentorships and support programs can be seen as facilitators (Ross, Pinder, & Coles-
White, 2015). The purpose of this project is to conduct a need-based analysis in the areas of
knowledge, motivation, and organizational resources necessary to reach the organizational
performance goal of increasing at-risk student’s college and career engagement through mentor
programs. Research has shown that students in alternative schools settings benefit from teachers
and staff providing positive personal interaction that includes social/emotional counseling,
individualized learning plans using a variety of teaching and learning techniques, personal
development, and communication from teachers and staff of their genuine concern for student’s
well-being and academic progress (Bauman, 1998, Dugger & Dugger, 1998; Lange, 1997; Rayle,
1998; Winbome & Dardaine-Ragguet, 1993; Wirth-Bond, Coyne & Adams, 1991). The
stakeholders of focus for this study will be the teachers and mentors of SAHS’s at-risk transient
student population. The expectation is for the organization to provide support and training to
allow the stakeholder to be successful in fulfilling the goals within the organization to motivate
and encourage SAHS students to actively engage in the college and career preparation process.
The recommendations offer to teach knowledge-based concepts and learning skill traits in
obtaining and retaining information through support systems that motivate academic
achievement in a safe, supportive organizational culture climate is the goal for students at SAHS.

Running head: MENTORSHIP 133
Level 4: Results and Leading Indicators
Leading Indicators. Leading indicators are defined as short-term observations and
measurements that suggest that critical behaviors are on track to create a positive impact on
(initiatives) towards the desired (organizational) results (Kirkpatrick and Kirkpatrick, 2016).
Table 8 identifies Level 4 external and internal outcomes, metrics, and methods as proposed
results and leading indicators for SAHS stakeholders (mentors/teachers) who are tasked with
implementing effective curriculum strategies designed through staff collaboration/ observation
meetings and mentor staff development training programs. Although leading indicators are
important measurements, they must be balanced with a focus on the highest-level result
(Kirkpatrick and Kirkpatrick, 2016). Also see Appendix A for the Curriculum Checklist.

Running head: MENTORSHIP 134
Table 8. Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Teachers are recognized
for the implementation of
Mentor Program: PBL
curriculum and
achievement performance
of at-risk students at
SAHS
Award and recognition for
teachers at District Board
Meeting and School website
Weekly staff collaboration and
reflection meetings to determine
effectiveness of program based
on teacher reports.
Community perceptions
and cultural climate
towards alternative
education see positive
improvement.
Positive features in the local
newspaper.
Review feedback and attitudes
of local organization partners
and family members of students
per semesters to discuss
additional venues to establish
community partnerships
Internal Outcomes

District provides teachers
with staff development
training for student on-
line credit recovery
program

Increase in student academics
completion and graduation
ratings for at- risk
underrepresented students at
SAHS.

Track bi-weekly online student
course completion report

Increase in staff
collaboration observation
PBL strategies to promote
student engagement

Increase academic progress and
student participation through
PBL lessons plans and activities
Review end of the year report

Level 3: Behavior
Critical behaviors. Critical behaviors are the few, specific actions, which, if performed
consistently on the job, will have the biggest impact on the desired results (Kirkpatrick and
Kirkpatrick, 2016). In the New World Kirpatrick Model, Level 3 observes to what degree
participants have applied what they learned during their training towards their job duties within
an organization. The evaluation study focused on teachers at Sanderson Alternative High School
Running head: MENTORSHIP 135
in which the following three critical behaviors are relevant to achieve in order obtain the desired
outcomes. The results and findings of this study indicate that 80% of teachers stated they lack
the training necessary to effectively achieve the desired outcomes. According to Kirkpatrick and
Kirkpatrick (2016) over 70% of all learning takes place on the job and on-the-job learning
provides an opportunity for employees and their employers to share the responsibility for good
performance.
The first critical behavior focused on staff development training and feedback from job
shadow/ coaching observations. Staff collaboration training and implementation of curriculum
allow them to better serve their student population. The second critical behavior focused on the
critical behaviors are those that have been identified as the most important to achieving
organizational success. Personal responsibility and motivation are key partners to external
support and reinforcement efforts for optimal performance. See Appendix B for the Lesson Plan
evaluation sheet.

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Table 9. Critical Behaviors, Metrics, Methods, and Timing for Evaluation

Critical Behavior Metric(s)
Method(s)
Timing
1. Implement
intervention strategies
and multi-tiered
systems of support
addressing key
processes and skills.

Number of lessons
and activities that
target the process of
college and career
exploration
Projects that incorporate
CCPP profiles and
assessments
Monthly sessions
held during 6th
period
2. Demonstrate how
the purpose of college
and career
achievement can
enhance student
engagement.

Number of completed
college and career/job
applications
College and career
application workshops
conducted with college
reps and employers
Fall and Spring
workshop sessions
3. Apply cognitive
awareness and
reflective practices to
further develop
academic and career
instruction.

Number of
collaborative efforts
implement in
classroom setting
PLC meetings to further
develop intervention
strategies
Monthly follow up
during staff meeting
4. Inspire change as a
leader and instill self-
sufficiency
skills/practices in
students.

Number of lessons
and activities that
target skills
development in self-
sufficiency
Projects that incorporate
a balance between
independent study and
peer collaboration
Weekly or Monthly
basis as applicable
with lesson plans
and curriculum
5. Place college and
career as an attainable
objective for at-risk
students.

Number of college
and career-oriented
lessons and activities
Individual College and
Career roadmaps for
students
Weekly or Monthly
basis as applicable
with lesson plans
and curriculum
6. Convey the value
of tasks and skills
mastery as they relate
to college and career
preparation.

Number of lessons
and activities focused
on skills transferable
to college and career
Workshops for resumes,
cover letters, interviews,
and social skills
Monthly sessions as
mentors become
available

Fall and Spring
workshop sessions

7. Mentor at-risk
students to pursue
college and career
success.
Number of college
and career goals
identified by students
College and Career
exploration projects
Ongoing effort
year-round

Monthly sessions
Running head: MENTORSHIP 137
(as available) with
Counseling and
Career Center

8. Model a school
culture that challenges
stigmas and
perceptions against
alternative school
sites.

Number of strategies
shared between
teachers for
challenging stigmas
and perceptions
PLC meetings to further
develop school culture
and share strategies for
addressing stigmas and
perceptions
Monthly follow up
during staff meeting

Reactions to program. The following table will detail the motivation and organizational
influences that are necessary to drive the achievement of the teacher behaviors and drivers for
critical behaviors.
Table 10. Required Drivers to Support Critical Behaviors
Method(s) Timing Critical Behaviors Supported
Reinforcing
Professional development and
training for intervention
strategies that inform
mentorship behaviors
Monthly 1, 2, 3, 4, 5, 6, 7, 8
Encouraging
Collaboration and peer
recognition during staff
development
Monthly 3, 7, 8
Rewarding
Incentive for increasing the
number of college and career
applications
Semester 1, 2, 5, 6, 7
Monitoring
Lesson plans with college and
career implementation
Weekly 1, 4, 5, 6

Organizational support. There is an existing desire to receive more training for
teachers and staff members. Regardless, it would still be beneficial to add additional layers of
support at the organizational level in order to increase the training’s effectiveness and the
Running head: MENTORSHIP 138
likelihood of its application at the school site. Further reinforcement at the organizational level
can be conducted during staff meetings, and any feedback on progress, failures, and successes
will help maintain the critical behaviors of teachers. This would also create a venue to
encourage peers in the face of failure and to reward those who have seen success, with the data
from both parties informing the other. All in all, any effort of monitoring by the organization
demonstrates a buy-in into the training and program, and by placing this value on it, it will
hopefully inspire confidence, further support of the program, and the continuation of critical
behaviors.
Level 2: Learning
Learning goals. Following the completion of the recommended solutions based on
knowledge, motivation, and organizational influences, the teachers will be able to:
1. Promote the importance of college and career goals to drive student engagement and
utilize college and career assessments to highlight the process and skills need for college
and career applications. (Procedural)
2. Convey the significance and role of college and career engagement to students.
(Conceptual)
3. Engage in self-reflective practices to develop instructional strategies for college and
career engagement. (Metacognitive)
4. Develop transformational leadership practices that empowers students with self-efficacy
and self-sufficient student skills/practices. (Transformational Leadership)
5. Foster objective-based skills and practices to position college and career as attainable
objectives for students. (Goal-orientation)
Running head: MENTORSHIP 139
6. Instill the importance of skill mastery in college and career engagement. (Intrinsic
Value)
7. Implement a mentorship program serving at-risk students in order to create pathways
towards college and career success. (Cultural Setting)
8. Promote a cultural climate that challenges the stigmas and perception against alternative
schools and at-risk students. (Cultural Model)

Program. The learning goals listed previously will be achieved through a mentorship
program where teachers will serve as leaders in guiding students towards college and career
engagement. Staff development and team collaboration meetings are conducted twice a month
for an hour over the course of ten months in accordance with policies from the district, school
site administration, and the Riverside County Teachers Association. Conveying the importance
of the mentor training sessions is necessary to achieving the organizational and stakeholder
goals. Therefore, it is critical to ensure primary stakeholders (SAHS teachers) attend the mentor
training programs and, more importantly, to assess the implementation and effects of the
training. According to Schraw & Lehman (2009), implementing training materials that are clear,
concise, and complete will aid towards successful transitioning and student achievement. These
meetings provide the perfect platform to assess the influences of mentor training programs and
evaluating the resulting implementations put forth by teachers.
The results and findings of this study indicate that 80% teachers identified training and
knowledge gaps that prevent them from fully engaging at-risk students and addressing their
Running head: MENTORSHIP 140
individual needs. Therefore, the recommendation is to increase opportunities for staff
development and training, with a specific emphasis on strategies to better address the needs of at-
risk students. Staff development and team collaboration meetings are a critical component
towards professional development and growth within an organization. Collaboration workshops
will be implemented with to help teachers develop as mentor figures for students. They will
focus on skills and strategies designed to identify the unique needs of at-risk students and
enhance engagement with more effective and relevant instructional strategies. All teachers also
need to understand the operational procedures of college and career applications in order to
express the importance and value of the curriculum’s lesson strategies, and skills that are
relevant towards students’ academic and career enrichment. Teachers completing the mentor
training program will be better able to motivate and promote student engagement during their
exploration of college and career endeavors. Workshop implementation will be assessed with a
skills check assessment (Appendix C) at the conclusion of training to determine teachers’
understanding and knowledge of acquired skills. It is imperative the training allows teachers the
opportunity to demonstrate their understanding of the instructional curriculum and strategies
before implementing measures into the classroom. Additionally, teachers will complete forms
evaluating the instructor and training itself (Appendix D) to develop the quality of programs
further.
The results and findings of this study indicate that 90% of teachers identified student
interest as a key component of successful instruction. Therefore, the recommendation is to
Running head: MENTORSHIP 141
develop student-focused initiatives and curriculum with an emphasis on student empowerment
and increasing college and career engagement. In order to assess the curriculum and its
effectiveness in classrooms, teachers will be given the opportunity to participate in peer
observation sessions during their prep period. Peer observations will allow teachers to observe
their colleagues implementing the strategies and skills acquired from training and reflect on how
it may impact their practice. According to Kirkpatrick and Kirkpatrick (2016), over 70 % of all
learning takes place on the job and on-the-job learning provides an opportunity for employees
and their employers to share the responsibility for good performance. Additionally, the
observations provide an opportunity to evaluate the students’ overall progress in the college and
career process with the College and Career Curriculum Checklist (Appendix A). The checklist
will provide teachers a way to document student progress and empower students to discover the
value of active engagement. These venues and self-reflective practices offer opportunities for
mentor training and follow-up discussions on the implementation process and its impact on
student and teacher engagement.
The results and findings of this study indicate that 95% of teachers believe the
organization lacks a culture climate of trust, value, and encouragement due to lack of support
from district stakeholders. Therefore, the recommendation is to implement mentorship programs
as an organizational component of SAHS to challenge stigmas and perceptions of the site and its
students. In order to develop mentorship as a key aspect of the organization, it is necessary to
implement its initiatives throughout different levels at the site. School culture can also impact
Running head: MENTORSHIP 142
social engagement and achievement (Walton & Cohen, 2007). While it is important that teachers
fulfill the roles of mentors from a cultural model standpoint, it is also critical that mentorship is
supported with curriculum within the classrooms. Effective change efforts ensure that everyone
has the resources (equipment, personnel, time, etc.) needed to do their job in alignment with
organizational priorities (Clark and Estes, 2008). To evaluate this curriculum component,
teachers will be provided with College and Career Lesson Plan forms (Appendix B) in order to
evaluate their curriculum and implementation strategies in the classroom. This will verify
implementation and provide a tool that can be shared with colleagues for feedback and
development. College and career-focused lesson plans creates opportunities for collaborations
between the school site and district stakeholders. In addition, the curriculum itself focuses on
developing the perceptions of at-risk students at alternative schools in order to promote further
involvement from the community and other potential stakeholders.
Evaluation of the components of learning. The Kirkpatrick New World Model (2016)
will provide the framework for evaluating learning at its four levels. Knowledge and procedural
skills will be assessed during the training sessions and guided instructional components.
Motivation and value will be assessed during training and ideally maintained or improved as
training is applied to classroom setting. Table 11 below discussions the methods and activities
for evaluation. Also see Appendix C for a skills test Scavenger Hunt.
Kirkpatrick’s New World Model (2016) provides a framework to plan, implement, and
evaluate the proposed recommendations for teachers at Sanderson Alternative High School
Running head: MENTORSHIP 143
(SAHS) to increase college and career engagement in its at-risk students. Knowledge
recommendations focus on teacher development workshops, which will be assessed with a skills
check assessment (Appendix C) at the conclusion of training to determine teachers’
understanding and knowledge of acquired skills. Additionally, teachers will complete forms
evaluating the instructor and training itself (Appendix D) to develop the quality of programs
further. Motivation recommendations are addressed by peer observations among teachers that
generate the College and Career Curriculum Checklist (Appendix A), which documents and
promotes student engagement. Organizational recommendations target school culture and
curriculum evaluated via the College and Career Lesson Plan Forms (Appendix B), in order to
evaluate classroom implementation that improves the perceptions of at-risk students.

Running head: MENTORSHIP 144
Table 11. Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge “I know it.”
Assess knowledge through group/paired
discussions with other teachers.
1 hour training sessions.
Knowledge assessment via survey. After training sessions.
Procedural Skills “I can do it right now.”
Model classroom implementation based on
adjustments made to lesson plans and
curriculum.
During training sessions.
Peer teacher assessment during collaborative
sessions.
After instructional component during training
sessions. Reflection
Attitude “I believe this is worthwhile.”
Feedback regarding relevance to Mission
Statement and other organizational goals.
During training sessions.
Active brainstorming and contributions
proposing possible implementation.
During training sessions.
Confidence “I think I can do it on the job.”
Discussion following initial implementation in
classroom setting.
Staff meeting post training.
Preliminary objectives during initial
implementation.
Generated during training sessions.
Commitment “I will do it on the job.”
Planning for future implementation through
incorporation in weekly or monthly instruction
plans.
After staff meeting and feedback is received.
Reflection on success and failures during
implementations.
After initial implementation.

Level 1: Reaction
Reactions to program. The following table will detail the methods used to evaluate
teacher engagement and the timing/frequency of the assessments.

Running head: MENTORSHIP 145
Table 12. Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Lesson plans and curriculum include
implementation of college and career
components. Evaluation tool
During monthly 1 hour collaboration meetings.
Increase in lessons that incorporate skills and
content relevant to college and career.
Weekly or during notable implementations.
Observations by counselor and peer teachers. During initial implementation stages.
Attendance When present at training sessions.
Relevance
Discussions with teachers after
implementations and shared feedback.
During monthly staff meetings.
Feedback provided to training program via
survey.
After training session.
Customer Satisfaction
Discussion and observations. During training session and implementations.
Feedback provided to leadership via survey. Independent meeting with leaders or during
employee review.

Evaluation Tools
Immediately following the program implementation. After training sessions, an
anonymous survey and feedback form will be completed by participant teachers. Measures will
be scaled and provide an opportunity to provide immediate feedback regarding engagement,
applicability, and quality. The data will assess teachers’ views and perceived value of the
training received. See Appendix D for a training evaluation form.
Level 1 will include monthly and weekly check-ins during staff meetings, opportunities
to provide survey feedback following training sessions, and one-on-one meetings with
leadership. Level 2 will include formative assessments and guided instruction during the training
sessions, in addition to group discussions evaluating the knowledge gained during training.
Delayed for a period after the program implementation. Focus groups will meet no
sooner than 4 weeks after the initial training to allow time for the planning and implementation
Running head: MENTORSHIP 146
of skills acquired from training. Focus groups of participating teachers will bring in various
lesson plans (See Appendix B for more details) from their respective classroom curricula in order
to demonstrate implementation during classroom instruction.
Meetings with focus groups will reveal teacher’s assessments of the training’s relevance
and engagement (Level 1); their attitude and commitment to implementations (Level 2); and
their ability to reflect upon and reinforce the skills acquired (Level 3).
Data Analysis and Reporting
The Level 4 goal of teachers is to increase college and career engagement in at-risk
students. The counselor and other administrators will assess academic standing and observe
student before and after implementations of the intervention strategies and skills that teachers
obtained during their training sessions. The observations, interviews, and focus group feedback
will be assessed immediately or within a month of the training sessions in order to inform future
implementations. The interview results will be anonymized and coded, with key excerpts used to
assess knowledge, motivation, and organizational needs of teachers.
Summary
Kirkpatrick’s New World Model (2016) provides a framework to plan, implement, and
evaluate recommendations for teachers at Sanderson Alternative High School (SAHS) to
increase college and career engagement in its at-risk students. By starting with the desired
results and working backwards, the framework revealed a cohesive and logical workflow that
charts a likely path to success. While this is not a guarantee, there is no denying that it imposes
deep thought and reflection at any given stage. This is because the New World Model offers
three guiding questions applicable at throughout the structure. The first is “Does it meet
expectations?” And depending on the answer, we follow up with “How so?” or “Why not?”
Running head: MENTORSHIP 147
(Kirkpatrick & Kirkpatrick, 2016). These three inquiries produce the most critical information
regarding success or failure at any particular stage. And in order to improve upon the workflow,
it enables reflection on failures and improvements based on successes. And furthermore, when
applying Kirkpatrick’s evaluation model to knowledge, motivation, and organizational
recommendations, an effective solution is proposed for increasing college and career engagement
in at-risk students.
Strengths and Weaknesses of the Approach
Sanderson Alternative High School (SAHS) as a school site presents several challenges
to the study due to unpredictable dynamics that result from at-risk students. Attendance is often
inconsistent with its student population with a high rate of absences, late arrivals, and
disciplinary dismissals. Further complications arise from an ever-changing roster, which due to
varying circumstances, results in students constantly transferring in and out of the school. In
positive cases, students may have successfully been re-assigned to a mainstream school site.
However, at alternative schools, student placement typically results from expulsions, mid-year
transfers, poor academic performance, and voluntary basis - all of which occur at unpredictable
and unplannable times.
The Clark and Estes (2008) gap analysis framework offers an advantage in addressing
students as it focuses on knowledge, motivation, and organizational influences that could be
assessed within each student. More importantly, these elements are relatively simple to
document and doesn’t take too much time add to their online student profiles and cumulative
files. At-risk students commonly have incomplete records and documentation. However,
regardless of the circumstances that lead to their placement at SAHS, it provides an opportunity
Running head: MENTORSHIP 148
to update or create their files. If students are transferred or otherwise removed unexpectedly, any
results and findings are already collected or easily compiled.
On the other hand, the Kirkpatrick New World Model (2016) has a notable weakness
within the study. Since the study hopes to observe an increase in college and career engagement,
changes need to be tracked over time. An ever-changing roster can interfere with the
implementations of the study’s intervention strategies which take time to plan, practice, and
produce any significant data. This is particularly problematic with the structured approach of the
Kirkpatrick New World Model - which requires constant review and adaptation within its four
levels of evaluation in Results, Behavior, Learning, and Reaction (Kirkpatrick & Kirkpatrick,
2016). Sudden changes in the roster due to the transient student population can affect the
collection and compilation of data, so the results focus on qualitative elements that don’t rely on
numbers.
Limitations and Delimitations
The study’s primary limitation is its reliance on teachers as primary stakeholders. As
previously discussed, the dynamic nature of at-risk students and alternative schools made
students an unreliable population on which to focus the study. Teachers (and other school site
staff members) allowed for a more reliable population with a higher attendance rate. With that in
mind, the study relied heavily on data collected from teachers. And while they were more
consistent in attendance and participation, they were a much smaller group of stakeholders. As a
result, data collection was completely subject to their availability and any absences (and other
schedule restrictions) caused complications. Data was also limited to their specific experiences,
prior knowledge, and reactions to the implemented training sessions. As the study requires
Running head: MENTORSHIP 149
anonymity, additional precautions were taken to hide identities and change names during the
interview components.
Future Study
Sanderson Alternative High School (SAHS) would benefit from further inquiry into its
teachers and their professional experiences. With the limitations of its teachers as the primary
stakeholder group of focus, it would be beneficial to incorporate a larger pool of teachers - either
through additional staff hires or the inclusion of teachers from other alternative school sites.
Alternatively, future studies could turn to students as the primary stakeholder group of focus, but
that will of course require a complete overhaul of the study to involve that student population.
The study experience suggests that an analysis of professional development opportunities would
reveal a broader picture of knowledge, motivation, and organizational gaps among teachers and
the organizational context. Therefore, it would be beneficial to include more administrators in
future studies in order to create more development opportunities for their staff. The influence
gaps revealed in the study could be similarly addressed through leadership-oriented professional
development sessions that allow them to continue supporting teachers in assisting at-risk students
with their college and career objectives.
Conclusion
The purpose of the study was to explore the capacity of alternative school sites and its
stakeholders to develop at-risk students’ engagement with the college and career preparation
process through the implementation of mentorship programs. Further analysis focused on the
additional challenges at-risk students face due to their placement at alternative schools and the
resulting stigmas and perceptions. The stakeholders were assessed based on their knowledge and
motivational influences within the organizational context, essentially their capacity to equitably
Running head: MENTORSHIP 150
address the needs of at-risk alternative school students. Based on research conducted and an
evaluation of the organizational context, the study emphasized mentor programs as the proposed
solution. The study implemented Clark and Estes’ (2008) gap analysis framework in order to
identify specific needs that would allow stakeholders to assist students in pursuing their college
and career objectives. Research provided insight on the context of alternative schools, successful
models for mentorship, and the benefits it can provide for at-risk students (specifically those
relating to college and career readiness). The teachers served as the primary stakeholder group
for study, and data was collected to answer the guiding research questions regarding 1) the
teachers’ and organization’s ability to assist students with their goals; 2) identify the key
interactions between stakeholders and students; and 3) propose mentorship as a solution that
addresses the knowledge, motivation, and organizational needs of both. Findings demonstrated a
remarkable wealth of knowledge and student support originating from teachers, thereby
positioning them as ideal candidates for mentors to at-risk students. Further data revealed
limitations on the resources and training made available to the teachers and organizations, but it
also uncovered the potential of mentor programs to support at-risk students and challenge the
stigmas and perceptions of alternative schools.

Running head: MENTORSHIP 151
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Running head: MENTORSHIP 159
Appendices
Appendix A. College and Career Curriculum Checklist

Running head: MENTORSHIP 160
Appendix B. College and Career Lesson Plan

Running head: MENTORSHIP 161
Appendix C. Skills Check Scavenger Hunt
Running head: MENTORSHIP 162
Appendix D. College and Career Training Evaluation

Abstract (if available)

Abstract The purpose of the study is to explore the capacity of alternative school sites and its stakeholders to develop at-risk students’ engagement with the college and career preparation process through the implementation of mentorship programs. Further analysis focused on the additional challenges at-risk students face due to their placement at an alternative school and resulting stigmas and perceptions. The stakeholders were assessed based on their knowledge and motivational influences within the organizational context, essentially their capacity to equitably address the needs of at-risk alternative school students, with an emphasis on mentor programs as the proposed solution. The study implemented Clark and Estes’ (2008) gap analysis framework in order to identify specific needs that would allow stakeholders to assist students in pursuing their college and career objectives. Research provided insight on the context of alternative schools, successful models for mentorship, and the benefits it can provide for at-risk students, specifically relating to college and career readiness. The teachers served as the primary stakeholder group for study, and data was collected to answer the guiding research questions regarding the teachers’ and organization’s ability to assist students with their goals, identify the key interactions between stakeholders and students, and propose mentorship as a solution that addresses the needs of both. Findings demonstrated a great wealth of knowledge and student support originating from teachers, thereby positioning them as ideal candidates for mentors to at-risk students. Further data revealed limitations on the resources made available to the teachers and organizations but also uncovered the potential of mentor programs to support at-risk students and challenge the negative stigmas of alternative schools.

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Asset Metadata

Creator Williams -Schoonover, La Verne (author)

Core Title Challenging stigmas and perceptions in alternative high schools through mentorship: an innovation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 07/25/2019

Defense Date 08/15/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag alternative,alternative schools,mentor,mentor program,mentorship,OAI-PMH Harvest,perceptions,stigmas

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Freking, Frederick (committee chair), Cash, David (committee member), Tobey, Patricia (committee member)

Creator Email leimaianu@gmail.com,lfwillia@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-191242

Unique identifier UC11663531

Identifier etd-WilliamsSc-7615.pdf (filename),usctheses-c89-191242 (legacy record id)

Legacy Identifier etd-WilliamsSc-7615.pdf

Dmrecord 191242

Document Type Dissertation

Format application/pdf (imt)

Rights Williams -Schoonover, La Verne

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

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