mentoring
The Best of Buena Vista: Empowering Community through Social Media
Just as we learn through experience, multi-year projects learn from previous years implementations. The Best of Buena Vista is a multi-year project that continues to build momentum each year it is repeated. Project leaders built on their success, addressed past challenges, and incorporated new opportunities and ideas.
Located in Buena Vista, VA, the project team at Parry McCluer High School sought to collaborate with their community to create optimism by celebrating the The Best of Buena Vista.
The goals of “The Best of BV” were to expand the current program of weekly video announcements made by and for the PMHS student body. In the second year of the project, the team built on the excitement and eagerness of new and returning students in their Blue Library and Film/TV classes. At the request of the their students, they sought to provide additional inter-generational opportunities and experiences utilizing film and written media.
The project aspired to disrupt the negative small-town mindset as their students engaged in interviewing adults about their positive contributions to the community.
The team also wanted to allow their students to benefit economically as they increased their communication, writing, and storytelling skills, while practicing responsibility and accountability.
What progress did they make towards their goals?
The project continued to make progress towards all of their goals. They Best of Buena Vista established and produced a regular pattern of publication which included promoting student achievement.
The negative small-town mindset continued to be disrupted as students connected with community members and created platforms of growth for both students and elders. PMHS students have a stronger connection to their school and community though the deep and meaningful relationships they have created with the community elders. Project lead, Rishi Richardson, reports that every experience has been richly rewarding as each interview and interaction is met with surprise and delight by all the participants.
Academic opportunities for their students have expanded while the students and community members are empowered was a new, positive perspective. Students are becoming progressive story tellers of their communities’ rich and complex history. Furthermore, the elders in the community also learn as they are excited to access their interview on social media and share with others.
What did students learn while participating in and producing The Best of Buena Vista?
PMHS students learned how to use camera equipment and practiced being in front of the camera. They increased their communication skills, writing skills and confidence through mentoring, interviewing, filming, creating content, and successfully producing film and writing products for “the Best of BV”. One student who needed help to write a paragraph when she first started the program is now completing rough drafts on her own! Another student with developmental challenges has gained confidence and improved his ability to share his ideas in front of the camera.
What challenges did they face and how did addressing these challenges shape future plans for the project?
From slowing down the project to a snail’s pace to stopping the project in its tracks, COVID and COVID related restrictions continued to be a major challenge for the project team Addressing these challenges head on, the project leaders rethought and reorganized how the project moved forward. They consulted closed with the communities’ elders and created contracts with students to complete the unfinished work from this year’s project.
After meeting with the communities’ elders, the project team revised their methods and took two directions towards completing their project goals. After all, “the Best of BV” was contributing to an optimistic mindset for the community, they could not let COVID hinder the momentum. The first direction was to continue interviewing elders as they have done in the past. The second direction was to create teams of students who would study one aspect of the community more deeply and for a longer period of time. Aspects of the community that have been studied thus far include the Buena Vista Colored School (a place where African-Americans attended school under segregation) and the Paxton House (a home built in the 1800’s which has been restored).
Both directions have been successful. In the first direction, community elders stepped forward to share their experiences with the students. In the second direction, student commitment to the project increased. So much so, project leaders have decided to expand the project into the summer months and the students are excited to participate!
Plans for the future
As students take on more responsibility, become more courageous, and find their inner voice, they are beginning to look for ways to shape the town’s future. With COVID restrictions starting to relax, community elders have once again come to the school to have conversations with the students.
The program is looking forward to the next school year and anticipate that the students will continue to grow and succeed in their participation. We at McCarthy Dressman Education Foundation are excited to see how “the Best of BV” continues to positively impact the students and community!
The project team is thrilled to share this video describing their accomplishments.
Additional Resources
Golden Rules for Engaging Students in Learning Activities
How School and Community Partnerships Enhance Student Learning
12 Ways to Use Social Media for Education
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2015-2016 Application Now Available
Here’s to another year of enriching and inspiring both learners and educators!
Applications are now being accepted on our website for this year’s application period (January 15 – April 15, 2015).
Please apply early as the number of applications which may be submitted is limited to the numbers below.
- 175 Academic Enrichment applications (preview Academic Enrichment Grant Application Questions)
- 75 Teacher Development applications (preview Teacher Development Grant Application Questions)
- 50 Scholarship applications (preview Student Teaching Scholarship/Mentoring Application)
You can learn more about McCarthey Dressman Education Foundation’s 2014-2015 Grant Recipients here.
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Deadline for 2014/2015 Funding Is April 15; $10,000 Grants and $6,000 Scholarships Available
Professor Sarah J. McCarthey, President of the McCarthey Dressman Education Foundation, announced that the Foundation is now accepting applications for 2014/2015 academic year grants and scholarships. Deadline for applications is April 15, 2014.
For the 2013-2014 school year, the Foundation disbursed over $141,000 to efforts supporting minority and economically disadvantaged students. Funding was disseminated through grants and scholarships to innovative enrichment programs. McCarthey noted that successful projects are “outstanding in their conceptual sophistication, their real-world significance and their collaborative focus… help[ing] students achieve Common Core Standards, but also go[ing] beyond the standards to develop innovative contributions to their communities” (PRWEB, 2013). Examples of successful projects can be found on the Foundation’s blog including the service learning program for teens at the Center for Family and Community Outreach (CFCO) in Evansville, Indiana and Microfinance in Action, a global citizenship project designed to build leadership skills and teach economics in Memphis, Tennesee.
Student Teaching/Mentoring Scholarships are funded in the amount of $6,000 each Full-time student specializing in elementary or secondary education who are in their final year of teacher education programs at New Mexico State University, University of California at Santa Cruz, University of Texas at Austin and Stephen F. Austin State University are eligible to apply for the one-year Student Teaching Scholarships.
Teacher Development Grants and Academic Enrichment Grants are funded in an amount up to $10,000 each per year for a maximum of three years provided the eligibility requirements continue to be met.
Applicants are strongly encouraged to review frequently asked questions before applying.
The Foundation receives hundreds of applications each academic year funding from public, private and charter schools in both urban and rural areas. Including the projects mentioned above, the McCarthey Dressman Education Foundation funded 22 enrichment efforts for the 2013-2014 school year. Recipients include the New York Urban Debate League and The Water Quality Project. The application deadline is April 15 of each year for proposals with significant potential to enrich the educational experiences for youth.
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BOOM! A Writing Program With a Mentoring Focus
When student publishing and mentoring come together, student engagement and writing skills explode!
When students write for an authentic audience, research has shown that they take more pride in their work. Throughout a student’s school life, they are writing stories, book reports, research reports, “What I Did Last Summer,” etc., but it is often for a very small audience, perhaps just the teacher.
This is not to say that this writing is not important in the learning process. However, it becomes a different kind of writing project when you are actually writing for a real audience and writing for a real purpose.
According to Anne Rodier, “Over time we have discovered that our students are just like us: They have to grow into being writers. They have to believe that what they have to say is important enough to bother writing. They have to experience writing for real audiences before they will know that writing can bring power.” In this blog you will learn about an innovative program called BOOM!
How are mentoring and literacy combined in an after-school program?
BOOM! is an after-school program and literary magazine produced by students at Manual High School in Denver, Colorado for their fellow students and their community. The mission of BOOM! is to develop the writing skills of students in a positive, mentoring environment that equips them for success in high school and beyond.
Two afternoons a week BOOM! writers work with community volunteers (many whom are professional writers) who tutor them as they write articles and fictional stories. The students sign contracts with their volunteers to ensure their attendance and timely completion of their articles. They also work with professional graphic designers to design the 30-page publication. A few of the article categories include: The Pulse of Manual, What’s Good in the Hood, We Got Game, and Creative Fiction.
BOOM!’s program and its one-on-one mentoring help kids of all abilities, from extremely talented to barely literate writers.
The program focuses on three key areas which support students in:
- expressing themselves
- improving writing abilities
- gaining confidence and life skills
The program was funded by McCarthey Dressman Educational Foundation and is a collaboration between the school and the Volunteers of America Community-Connect office at Manual with a goal of having students write about their school and their community which culminates in a professional publication.
What is the impact of an after-school literary magazine project?
Over the past three years that BOOM! has been operating, the program has mentored 30 students, produced 11 publications and reached more than 4,000 student and community readers.
BOOM! is not only improving literacy, it is making a difference in students’ lives. Mentors serve as role models and often remain close to the students after they have exited the program. Teachers see the program as another tool in assisting students in becoming writers and successful in school. And, as students see their name in print, it makes them proud and allows them to see themselves as authors and to find writing to be an outlet for their creativity. It is no small surprise that all graduating BOOM! students have been accepted into universities. This makes combining literacy and mentoring an excellent model of a collaborative program between a school and a community organization.
What do the participants say?
Some quotes from BOOM! students, teachers and principal at Manual High School:
- We don’t have people to help us in the classroom. There’s one teacher and 26 students. But here it’s more like 7 mentors and 10 kids. They help you make sure you are writing the correct way and going outside what you normally can do. I find now I can go more in depth with analysis in class when we read books. My grades have gone up in my English classes and I feel more confident. It’s helped me create better personal essays for college scholarships. Even though you might think BOOM! is about writing, it’s about being able to express yourself and have someone help you along the way to express yourself. – Ronnie
- I joined BOOM! to get involved and meet new people. I see now that I’m in college how it helped me become a better writer. From all the interviews I did, I feel confident talking with new people, meeting new people and having very professional conversations with them. I feel comfortable writing longer college essays. – Dani
- BOOM! was the major factor that got Dani to college. She went from a passive student to taking an active interest in her future. – Manual teacher
- BOOM! offers students the individual attention and instruction they need. – Manual teacher
- We have to find a way to get this program to reach more students! – Manual principal
To learn more about BOOM! and the strategies highlighted in this project, visit these resources.
- BOOM! Creating a new voice at Manual High – The Denver Post
- Getting Real: Authenticity in Writing Prompts
- A Cure for Writer’s Block: Writing for Real Audiences
McCarthey Dressman Education Foundation 