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The New York City Mentor Handbook DOCUMENT RESUME ED 394 874 SO 025 940 AUTHOR Breck, Judy, Ed. TITLE The New York City Mentor Handbook. Tenth Anniversary Edition. INSTITUTION Federal Bar Council, New York, NY.; New York Alliance for the Public schools, New York, NY.; New York City Board of Education, N.Y. PUB DATE 91 NOTE 47p. AVAILABLE FROMNew York City Mentor Program, c/o Martin Luther King, Jr. High School, 122 Amsterdam Avenue, New York, NY 10023. PUB TYPE Guides Non-Classroom Use (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Citizen Participation; Citizenship Education; *Civics; *Law Related Education; *Lawyers; *Mentors; Secondary Education; Social Studies ABSTRACT This handbook presents a description of the New York City Mentor program. It is designed to provide guidelines for the participating schools and law firms as well as an explanation of the program for potential participants. The program pairs law firms, solo practitioners, and corporate legal departments with public high schools. Lawyers visit classes, assist in court trips, and have students visit their law firm, enabling students to see first-hand the inner-workings of a firm. Lawyers serve as role models and expose students to all law-related professions. The handbook provides a summary of the basic four-event Mentor program as well as of the activities and achievements of the lawyers, students, teachers, judges, and school officials involved the New York City and other Mentor programs around the country. (LH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** e e`for i U S DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational %%IMO ann improvemont EDUCATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL CENTER (ERIC) itBEEN GR TED BY This docum ent has been reproduced as Xeceived from the person or organization ongmefing it -- n Minor changes have been made to Improve reprodut lion quality Points of view or opinions staled in this TO THE EDUCATIONAL RESOURCES document do not necossarily represent INFORMATION CENTER (ERIC) official OERI position or policy 2 BEST COPY AVAILAB The New York City ntor Handbook Tenth Anniversary Edition 1991 :; The New York City MENTOR Handbook Judy Breck Editor MENTOR thanks CORPORATE PRINTING COMPANY, INC. for printing this Handbook, and Is grateful to Larry Posner and Ventura Software Inc., A Xerox Company, for producing thls Handbook on a Xerox Docutech Publishing System. The New York City MENTOR Program is sponsored b y The New York Alliance for the Public Schools and the Federal Bar Council, in coopera,:in with the Board of Education of the City of New York. This Handbook is published by the New York City MENTOR Program, Debra Lesser, Coordinator, c,./o Martin Luther King, Jr. High School, 122 Amsterdam Avenue, New York, New York 10023. Permission for use of the MENTOR trademark or extensive use of oopyrighted material can be obtained from the National MENTOR Director: Jo Rosner, Esq., cio Washington State Bar Association, 2001 Sixth Avenue, Suite 500, Seattle, Wash- ington 98121-2599. Contents An Invitation 1 New York City Report 3 The Basic MENTOR Program 10 The MENTOR Moot Court 16 New York City Roll Call 20 National Report 29 The Pilot Project (How To Begin) 34 National Roll Call 41 , ,"sa:dner+T4T,Zr,' "W! ; ,t7t)t +44S, THE PRESENTATION OF THE MENTOR BOWL (left to nght) Thomas W. Evans, MENTOR Founder and Chair; the winning oralists Tracy McCormick and Leotis Sanders; their teacher Sonia Lerner; their lawyer coach William J. Natbony; and the co-presenter of the Bowl, William Lucas, Director of Liaison Services of the United States Department of Justice. (See pp. 16-19) An Invitiation MENTORis now entering its tenth year. Based on independent evaluations, it has yielded significant benefits for participating students and lawyers. Each day requests are received from all over the countryfor further information about the program. We therefore extend this invitation: To Lawyers To the Schools While our principal pro bono activity must re- Law involves important areas of speaking, writ- main the representation of indigent clients, we ing, and substantive knowledge. Students who nevertheless have a significant duty to the public intend ultimately to enter the profession find that to explain our profession, the way the courts they can now place their aspirations in a practical function and the opportunities and responsibili- setting. In MENTOR, they also learn about voca- ties afforded by the law. MENTOR is an ideal tions related to the law. But according to inde- way to do this. We reach young minds, eager to pendent evaluations, the greatest benefits come to receive information, guided by teachers skilled those students who had not intended to enter the in law-related education. The added dimension law, or even go to college. After participating in which we bring to the process is practical expe- the program, they have a greater interest in their rience. The heightened student interest makes studies, a greater respect for their teachers, and a possible results which could not otherwise be so greater understanding of their rights and respon- readily attained. And yet the program requires sibilities. very little time from lawyers, who simply ex- plain what they do and permit students to watch while they work. Lawyers and other law firm Please join us, employees find immense satisfaction in the pro- gram. Thomas W. Evans, Founder 1 E; New York City Report 54airen / t ' I I A I st.'"rao Ats, --arab Ten Y rs Together in ME OR This York City Tenth Anniver- tion of lawyers in public school The metropolitan meetings sary Edition of The MENTOR education. have been hosted since their in- Handbook is a short summary ception by Mead Data Central, of the activities and achieve- ROLL CALL Inc. - LECLS/NEXIS. A key ments of hundreds of lawyers, theme of MENTOR is "the im- students, teachers, judges and Many of the lawyers and edu- portance of lunch"and that school officials. Law-related cators who have created and includes the metropolitan education is continuing to pro- led this program in New York lunches. MENTOR is grateful duce positive results for City are shown above, assem- to Mead Data Central for mak- schools and students. A grow- bled for a MENTOR metropoli- ing possible these crucial gath- ing factor in the field of law-re- tan meeting. The key presenta- erings and the synergy of ideas lated education, MENTOR is a tion at these luncheons, held and enthusiam generated. project that works. twice a year, is the roll call when the lawyers and teachers "OUR KIDS" MINTOR works because it is from each MENTOR pairing re- "OUR FIRM" doable for btisy lawyers and port together, describing to the overwhelmed schools. It works meeting their activities with The language of the roll call re- because it achieves its basic students. The essence of MEN- ports at the metropolitan lunch- educational goals. And it TOR is the events at the school, eons reveals a vital new part- works toward solving the the firm and the courts con- nership ingredient for MEN- toughest problems in educa- ducted by a particular law firm TOR schools. Firm-school spirit tion today: the minimizing of for a class at the school. The fall is high. Lawyers commonly the potential of some students and spring metropolitan meet- speak of "our kids" and the stu- and the loss of others through ing roll call reports enrich the dents of "our law firm". This "dropping out". In its first dec- program citywide because new highly positive relationship be- ade, MENTOR has become an ideas are reported and general tween professionals in the pri- outstanding precedent for the enthusiasm is shared. vate sector and public schools practical and useful participa- 4 s'S.! agati&T&- is a noteworthy precedent. It since 1982, remain enthusiastic TOR accomplishes its goals in has been replicated by lawyers participants. acquainting students with the throughout the nation. (See courts, the profession and the "National Report" in this Hand- A law firm is typically paired law. But the most important re- book.) with a class (most often social sult may well be the immediate studies, constitutional law, or a effect which the program has MENTOR began with the pair- MENTOR elective) of 25 to 40 on the students' attitudes to- ing of five major law firms students. A lawyer may appear ward school. This was particu- with a public high school in in a classroom to explain the le- larly pronounced in schools each of New York's five bor- gal aspect of some familiar with the fewest college-bound oughs. In the basic MENTOR event or to describe a case he students. As the first evalu- program, each law firm/high has litigated. The lunch at the ation noted: "These students school pairing agrees to con- firm may be addressed by a for- gave responses such as 'I re- duct four activities together mer prosecutor who can lead spect my teachers more' and 'I over a semester or school year: the discussion about what the watch everything more care- the lawyers visit the MENTOR students observed in a crinf4nal fully now; I respect school class at the school, the class vis- trial that morning. Or the rules.". The second evaluation its the law firm, the lawyets firm's personnel director might also showed that the program's take the students to court and explain, after the students had goals had been met, and reaf- an elective event (e.g. the city- spent the morning touring the firmed that the students be- wide MENTOR moot court, or firm, how a job interview is lieved that they had become a mock bond hearing at the conducted, or a paralegal more law-abiding.
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