Service projects

Sample letter to a woman I asked to head these up one year:

"As we start looking toward next year, you have a couple options for how to figure out who is going to do the service projects which months.  I would like to have a service opportunity once a month, Sept-April, with Nov and Dec counting as one month (we can coordinate the service with the December family activity if it works out that we do a family activity that month) .  Not everyone can attend each service project, but it will be powerful to have the opportunity to serve so frequently as a group. 
-You can look at those who did it last year and then prayerfully extend the offer to do it to those who didn't;
-you can just prayerfully assign it (which can be a neat way for people to do things they didn't think they would have otherwise);
-or you can have people sign-up to do it.  (We had this sign-up at the family event at the beginning of the year last year.)

We emphasize service in Vanguard because, like King Benjamin, the best leaders are those who are service-minded :). As you share your enthusiasm for service with those who sign-up, it will be infectious and can become a joy to do!  Your role is to contact the person in charge of the month (say, January) in time so that at our mentor meeting the month before (the first Sat. in December in that case) we know when and where the service project is so it can be in the newsletter, or so we can make the necessary adjustments to timing if we need to. 

I have tried to emphasize in the past that this is an opportunity for the youth and their parents or families to organize a group service.  Your job is (ideally!) to just make sure everyone else knows what is planned and if we need to gather any supplies as a group for the project (like collecting food for the poor, material for quilts, etc.)  It would also be a good idea if you had a list of service ideas just in case someone needed an idea.

These projects can also be a great way for the youth to sign off service project requirements for Young Women, Duty to God or Scouting programs.

Thanks for your willingness to do this!  If you could have what you would like to do for the year by that first mentor meeting for the year on August 6th, that would be grand.  That would be a great time to confirm how the scheduling for Baptisms for the Dead are going, as well.

As always, if you have any ideas, suggestions, or changes that you would like to make in your area of mentoring (or suggestions for others in theirs), the mentor meetings are a great time to bring that up, or you can just email me privately, if you prefer.

Have a beautiful day!"

Overview: how it all fits together...

Okay!  Here it is...the overview!  Don't be overwhelmed...hopefully the posts in the blog will give you clarification and ideas to flesh out the ideas below--look for labels on the blog or in the "Reasoning" tab at the top of the page that match the underlined terms! :)

I have organized it with a general outline above, with a fleshing out of the ideas below that, to help you understand what the outline represents.

GENERAL OUTLINE

MISSION

I. Foundation

A. Principle Centered Education

            1. Monthly leadership themes (Leadership)

            2. Lenses

                        a. Geo-conquest

                        b. Face-to-Face with Einstein/Eureka!

                        c. Imaginative Arts

            3. Mentor selection of content based upon context

B. Student Agency

            1. Levels of scholarship

            2. Inspirements

C. Inviting the Spirit to the Classroom to be the primary teacher

            1. 4-R

            2. Environment

            3. Mentoring

II. Building Blocks:

A. Classroom tools:
           1. TOME
           2. Reflection 
           3. Timeline 
           4. Original sources
           5. Learning Styles 

B. Mentor Training

C. Levels of Scholarship:

            a. Apprentice/Core class

            b. Journeyman

            c. Master

III. Suggested Methods: (See more about these in the tab "Reasoning")

A. Newsletter 
B. Schedule:
C. Intrinsic reward - those who do the journeyman and master work get to participate in the journeyman and master class and are rewarded with a deeper level of learning.

D.In-class activities
E. Out-of-class activities
F. Monthly Themes
G. Youth Presidency
H. Junior Mentors
I. Adult Leadership
J. Adult Mentors
K. Elections
L. Other bylaws (cost, age, parent responsibilities, amendments)

DETAILED OVERVIEW

Mission:

The mission of this group is to empower the youth with a sense of personal mission
and enable them to move forward with that mission by:
(1) Encouraging faith in God as their ultimate mentor
and source of truth through the teachings of the Lord Jesus Christ
(2) Helping them find value in their own unique mission and introduce the
to various communication styles so that they may communicate that mission to the world
(3) Helping them come face-to-face with greatness as they study the world,

history, people, and science in order to to prepare them to become future leaders* in society.
(4) Creating an environment of respect, decency, trust, and confidence
(5) Teaching service-oriented leadership
*Leader: someone qualified to lead others in the home, community or world

I. Foundation

A. Principle Centered Education

1. Use monthly leadership principles that provide a context for the studies of the month.

2.Make every subject/lens pertinent to the student.  The student learns how true principles apply in government/leadership (Leadership Academy), history/geography (Geo-conquest), math/science (Face to Face with Einstein), art/literature (Imaginative Arts) and how those same principles apply to their daily interactions and experiences in the world.

3. The mentor will select the direction of study for the year in a particular lens, as they prayerfully seek examples of greatness in their chosen area that exemplify the principle of the month. This process gives the mentor the opportunity to more fully appreciate, love and apply their subject and the principles.

a. The mentor is the living textbook.  The mentor seeks to understand the principles deeply and work to apply them in their daily lives.  They will share their experiences and inspire the youth to "come and see".

4. Purpose for Each Lens:

a. WEEK 1: LEADERSHIP ACADEMY:

Focus: Developing leadership virtues as we learn to become better followers of God so we may lead others to Him; understanding moral law, or principles of freedom, that allow men to reach their full potential.  Youth will learn about great leaders and nations which have demonstrated these virtues and used them to serve others, as well as those who have not. 

b. WEEK 2: GEO-CONQUEST:

Focus: To enlarge our perspective as we view the world through the perspective of others as we study the history and culture of God’s children throughout the world. To develop the desire and ability see patterns in the past, how they relate to the present and how they may relate to the future; To develop a love for all of God’s children and a desire to serve them.

c. WEEK 3: FACE-TO-FACE WITH EINSTEIN/EUREKA!

Focus:  To see God’s hand in the world around us as we understand and apply the natural laws of the earth and the patterns therein. To develop the desire and ability to exercise inductive (i.e. logic) and deductive (i.e. scientific method) reasoning to find truth and to help others to do so.

-to expose them to great thinkers and concepts in history—to teach them to think—as well as inspire them to greatness as they study the lives of great individuals, their triumphs and struggles.

d. WEEK 4: IMAGINATIVE ARTS

Focus: To see the artistic view of the concept of the month as we study the imagination of man through art and literature. To develop the desire and ability to recognize truth through it’s beauty and feeling.  To desire to create new ways to share ideas to help others find truth.

B. Student Agency

-The student chooses their level of involvement and study - apprentice (know), journeyman (understand), and master (become/intelligence)
-The student chooses from a variety of "inspirements" which incorporate a variety of learning styles in which to learn and understand the subject

C. Inviting the Spirit to the Classroom to be the primary teacher

-Students come prepared to class having done their chosen inspirements and will learn from, teach, and inspire each other.  This preparation will open their hearts to the Holy Ghost. (BYU Idaho learning model)
-Students learn with the intent to act on what they learn and draw closer to God by using the 4 R method: reason, research, record, relate.

-Mentors love the students and encourage they love and respect one another to make the classroom a safe place to fail and try again.
-Making prayer and scriptures an important part of every meeting

II. Building Blocks:

A. Classroom tools:
1. TOME - A notebook used to keep a record of what has been learned.  Students take notes, draw, write "ah-has", keep handouts, or other ideas they would like to use to keep a record.
2. Reflection book - During class the youth are invited to reflect and also to consider how they can apply what they have learned

3. Timeline - When a new event or person is introduced in class, students are invited to note them on their timeline with some key points to remember.  They will begin to see God's hand in the unfolding of history.
4. Original sources should be used as much as possible
5. Different learning styles should be considered when structuring classes and creating inspirements (see “Multiple Intelligence” and “The Element” as good books for background to this concept).

B. Mentor Training
1. Mentors should love the youth
2. Mentors should understand how "His" story relates to every subject (I'll be using the FACE books for this)

3. Mentors should love what they do and have passion for the subject
4. Mentors should learn to lead discussions by understanding how to ask good questions and how to invite the youth to ask each other questions
5. Mentors should participate in the learning process and are seeking to apply the principles in their lives

6. Mentors also participate in the fun and build relationships

C. Levels of Scholarship:

1.      Core Class:

This is the main class of the week for all levels of scholarship to participate in--apprentice through master--where the basic topics and principles are brought up and discussed in a core class with supporting activities.  Different levels of scholars are encouraged to share at least examples from their projects to inspire each other, even if time does not permit the sharing of the full project.
Apprentice Level: the student gains more knowledge about the principle/matter of study.

2.      Journeyman Classes:
These classes will go into more depth about the time period, experiences, events, documents and may use more of the 5 mentoring environments. They may use games to motivate the learning of skills and memorization of facts, poems, scriptures, etc that are important to the lens.  The purpose is to gain understanding (see ch 2 in "Increase in Learning" by Bednar)
Journeyman Certification
Youth who are participating at the journeyman level in a particular lens are invited to certify.  They can choose a certification contract written by the mentor or write their own and submit it for approval. (COG)

3.      Master Classes (Classics, discussion, writing, oral presentations, application) 
        Once the youth are certified in a pre-determined number of Journeyman classes (or qualify by doing the Master-level inspirements for that week, depending upon how the group wants to do it), they participate in a master-level class with the above listed components.  A speech and writing advisor are recommended along with whatever main advisor is in charge for the week.  
      Since this class is "application" phase, the youth will also have more say in subject matter and direction.  (See "Master Class" post on blog for more information.)

Sample Start-up plan for new groups

Hi!
On this page, I will provide a step-by-step suggestion of how to actually set-up your own Vanguard group.   Adapt as necessary, and hope it helps!  Make your own deadlines, but we have found the following to be good ideals to shoot for in order to get the new year started in an orderly fashion.

I cannot stress enough the value of getting parents and fellow mentors on board with the purpose and mission of Vanguard.  It is not a group that seeks to set-up another conveyor belt :).  It is designed to be adapted and applied to your group as you feel the needs of your group grow and change.  However, I feel that it is essential to regularly re-visit the founding principles found on this blog if it is to be a true Vanguard group.  Review the monthly themes, the mentoring, the training, the "foundation" articles on a regular basis, and seek to bring your parents and youth on board.   Because the nature and approach of this group is quite counter-intuitive to minds bred in the public school system, it is important to continually re-align your activities and classes with your original purpose.

For access to all the files I have compiled over the years for Vanguard, please follow the link below:
Public Vanguard Skydrive

 FOR NEW CHAPTERS:

The spring before:

·         Contact Mary Biesinger to let her know you are interested in starting a group…woohoo!

·         Send out an interest "head's up" with a brief outline of Vanguard to find out who is interested

·         Find other willing parents to help mentor and run it

·         Get "trained" by a serious study of site info, attending a training class offered by another Vanguard group, or visiting other Vanguard groups to see how they run their groups

·         Hold “training meeting” for new parents to cover basics in May

   --Sample “General Year description for new parents”…tweak it to fit your group—it’s an older version

General year description for new parents 

   --Sample “Karen’s New Parent info outline”

Karen's overview for new parents 

(Sometimes, I hold these one on one with new families that weren’t able to attend the meeting if I am still looking for interested participants.)

YEARLY:
*Probably the most important thing to do yearly is to re-visit the "Books/Articles that Capture Vision."  Like any classic, they will not only renew your passion and vision, they will teach you something new or inspire you to "tweak" something else unique to your group.  If the principle mentor does this yearly in the spring, they will feel compelled to share and encourage the others leading their group to focus on some of the concepts that are of particular pertinence to their group that year.  It is a good review to determine what should be emphasized in the yearly summer training for the parents, youth, and/or mentors.

I.Enrollment:

   A.Email to determine interested participants for following year sent by May 1

   B.Mail registration forms (sample) with bylaws (sample) to be gathered by June 1 (ideal)

release form 

   C. Put together “membership scroll” for chapter (name, address, phone number, emails, parent’s names) complete with email addresses for youth by Aug 1 for “Tome packet refill.” (see below)

   D. Send out Summer packet info (sent by July 1):
               -Welcome letter to youth (sample)
        Welcome letter for youth

                          -Letter to parents briefing them on pre-year events and information (sample)
      Sample pre-year letter for parents of participants

               -Questionnaire for youth to fill out (sample)
       Survey

·                       -Summer reading book mark (samples)
      Bookmark for Year of Miss Agnes 
      Chasing Vermeer Inspirements 

·                        -Art contest for Tome sections invitation (sample)

Art contest invitation

II.Summer activities:

    A.Youth presidency training retreat: inspire them to service-oriented leadership, help them understand their roles, remind them of learning style and personality differences-Advisors

    B.Vision Hike: coordinated by Outdoor Youth and Adult Specialist and Main Advisors (sample)
Vision hike sample outline

    C.Parent Retreat: review concepts and mentoring strategies (sample)
parent mentor retreat info (We scheduled all the material in this doc for one day.  Upon reflection, it would have been better if we had started it the night before and then continued the next day, separating it over two days.  The information was very valuable to the parents, but it was hard to discuss it all very well in the limited time we had.)
      --One group chose to hold a series of summer meetings at the park to cover information. 
    D.Mentor Training meeting: may be held with multiple chapters (recommended)

III.Summer responsibilities:

    A.Determine location, date and time of next year’s classes

    B.Figure out time period of year (if applicable)

    C.Coordinate and gather topics of individual lenses and activities from mentors for an overview of the year (sample)
Overview of years 

   --Biographies

   --History subjects

   --Poems and scriptures

   --Books

   --Scientists

   --Monthly Service projects (who and what months-can be included with family activities and other outside activities—like tying a quilt while watching a movie)

   --Fundraisers

   --Science Projects

   --Game Nights

   --Movie Nights

   --Temple visits

   --Art Projects

   --Parent and student devotionals

   --Outdoor Activities

   --Guest speakers

   D.Create a Schedule of the Year including outside (master and journeyman) classes and activities as much as possible (sample)
Sample schedule for year 

   E.Organize new Tome pages for returning students:

   --new Membership Scroll: list of members and their personal contact info

   --Schedule of the Year

   --Overview of the Year

   --New pages for sections in Tome from Art Contest

   --Bylaws (if updated) (sample)
Bylaws example 

   F. Purchase and put together new Tomes for new students (2 1/2-3" white binders):

   --Cover art (preferred use of original image if possible :)...contact me for this if you're interested)

   --All “new Tome pages for returning students”

   --Tome pages (sample)
 Pages for Vanguard Tome

   --Timeline (sample)—suggestion: have parents coordinate with Tome compiler to find a timeline that is best for the youth
Timeline from American Heritage 

   --Extra note paper included in each section, including blank pages for art

   --Bylaws (if not updated and included in “returning student Tome packet”)

   --Plan Parent Training Retreat (sample) 
parent mentor retreat info 

   G. Hold Mentor Training Retreat if applicable (highly suggested to have yearly to refresh and for new mentors!)…if possible, it would be beneficial to coordinate this with other chapters

IV,Other "Deadlines" within year:

   A. Start planning end of year “Outdoor Adventure” in January or sooner
   B. Hold "Vision Night" for older youth (14+) with a nice dinner and presentation about scholarship and youth mentoring (sample not yet available)

MONTHLY:

I.Parent Mentor Meetings:
     A. Agenda (sample) 

Sample Mentor meeting agenda 

  B.Vision Moment (reminder of “Whys” of Vanguard) (see blog for some ideas…but don’t limit yourself to those!)

  C.Teaching Tips (see blog), like:

       -- How to write inspirements

       --Activities to help in class

       --Ways to bring in the spirit

       -- Personality considerations

       --Tools for teaching: scriptures, resources, networking, etc.

  D. Specific Mentor Training: this is to address certain qualities of effective mentoring (see blog)      --Marni Hall and Julie Johnson are great resources for this!

  E.Discuss changes to class or bylaws (voting on changes as necessary)

  F.Bring up concerns by parents and mentors

  G.Make sure upcoming “outside activities” are scheduled and coordinated

       --Newsletter

II.Gather info from different mentors so that it can be printed up/sent out two weeks before the new month: ideal deadline for mentors, the mentor meeting the month before   (sample)
         sample newsletter 

III. Youth Presidency meeting

IV. Devotional, Science Project, and Service coordinator remind the next month’s people about their upcoming responsibilities

V. Guest Speakers reminded (previous one given a “thank you”)

VI. Dues paid to building, where applicable.

WEEKLY:

I.Set-up at location (good responsibility for youth presidency, mentored by Advisors):

   A.Erasers and markers for white board

   B.Chair and tables

   C. Flag, hymn books, posters, scriptures, 1828 dictionaries :) (dream, dream….)

   D.CD player with peaceful music

   E.Video camera or camera for taking pictures and recording activities

II. Babysitting/Joy school for mentor's children

   A. reminder to parent’s involved

   B.   bin with supplies

   C.snacks

   D.set-up in room

III.Youth secretaries coordinate and remind about “opening ceremonies”

IV.Devotional and science project coordinator remind people the week before about their project

V.Clean-up location:

   A.Zones based upon location (recommended: divvy up responsibilities with youth)

VI. Get changes in schedule out to yahoo!group (or other communication medium) at least a week in advance.  Any changes made more suddenly than that should have individual families notified

VII. Reminder to post inspirements on the blog for that group

Why "Inspirements"?

INSPIREMENTS: (see newsletter for samples)

PRINCIPLE:  There are many ways to learn about a subject, and it is exciting and liberating for the student to realize this truth!  Inspirements should be designed in such a way as to show not only progression from one “level” of learning to another, but, within those levels, give suggestions of ways that a youth can explore that subject through different mediums; for example: verbally (through discussion), artistically (through different mediums), physically (hand’s on experimentation or role-playing), or by reading, researching or writing about a subject, to name a few.

Core Class

CORE CLASS OF THE WEEK:

PRINCIPLE:  The core class within this core block is a great place to establish the main context for the study of the month.  To accommodate learning-style needs, I feel it is essential to include an activity that is more active or hands on that reinforces the principles discussed in the class.

The “class” during this time is an opportunity for the youth to come together and share what they have learned about the concept in the days before at home (see BYU-Idaho’s vision).  The study of the students comes before the class in which they discuss it.  The mentor’s job is to, first, prepare the inspirements to show the students how they can explore the truth of a certain concept or person’s life beforehand, and then, second, guide the class discussion as they come together and share what they learned, adding their own personal wisdom and insight as inspired.

It is also important to have this core block time be a place where youth of all ages and abilities can come together, to share, serve, teach, and inspire.  Along with the basic benefit of increasing the diversity of the pool of information shared, this set-up helps youth break outside of the intense age-based peer connection found in public schools, as 17 year olds (and 34 year old mentors!) realize they can learn from a 12 year old and enjoy being with them :).  By appreciating the value of diversity in others, they can come to value the uniqueness of themselves.  

As youth get older, they should be given ownership and responsibilities in the core class to help guide, direct, and lead.  They should be approached individually and asked how they see they can help.  I feel that this will lead to more "shadow-leadership," giving the youth valuable leadership opportunities, as well as a way to feel personal relevance in the core class.

The core class is also the ideal time to take care of group business (announcements, etc.).

Levels of Learning

LEVELS OF LEARNING:

PRINCIPLE: Each student is at their own level of understanding and interest in different subjects.   In order for them to feel confidence and success, they must be able to explore where they are at through personal experience—by being allowed to try and fail and succeed for themselves through experimentation in a safe environment.

            It is valuable for them to be shown what the different levels of learning in an area of interest are: to be able to look ahead to what is possible if they truly engage and learn in a particular area.  This is accomplished both in an outline of the path presented to them by mentors, and by seeing the different levels in the students around them.
           This concept is patterned after guilds/medieval concept of apprentice, journeyman, and master of a skill.  Parallels can be drawn to the Thomas Jefferson model of scholar phase, and the concept of knowledge-understanding-intelligence outlined by David Bednar in “Increase in Learning”, chapter 2.

            The “levels” of knowledge of a particular subject are shown to the youth through the inspirements created by the mentor for a particular class.  The youth find out for themselves what level they are at as they prepare for class each week and take on the challenge of reaching higher through peer inspiration and parent mentoring.  Usually, youth waver back and forth between levels for a while before taking up the challenge of committing to a higher level of education, having tasted the fruits.

            The “levels” are also incorporated in Vanguard in the classes available, with journeyman and master classes available to students at that level in different areas of study.

*Apprentice: (knowledge)-basic learning of knowledge or facts.  The apprentice did more of the basics until he could master them and move onto the next level, where he could put them to more practical application. (i.e. in “The Single Shard”, the apprentice gathered clay and learned about the best kind  of clay and how to gather it.)

*Journeyman: (understanding)-the taking of knowledge and applying it to their own life or to a skill to learn.  (i.e.  Again, in the same book, the young man then starts throwing the clay and using the kiln to create his own work.) Proverbs 4:7:  7 Wisdom is the principal thing; therefore get wisdom: and with all thy getting get understanding.

*Master: (Intelligence) the knowledge is incorporated so deeply and applied so completely that the person can now take it and teach, inspire, and share that skill with others, acting, and thereby changing the world around them. John 3:21: But he that doeth truth cometh to the light, that his deeds may be made manifest, that they are wrought in God. Quote from Bednar's book, "Increase in Learning": "You and I may know the right things to do, but intelligence involves more than just knowing.  If you and I are intelligent, we will consistently do the right things.  Knowing that the gospel is true is important, good, and necessary.  Intelligence is consistently being true to the gospel that we know." (pg. 75)

I like the following quote by Neal A. Maxwell to go with this:

Educating and training our desires clearly requires understanding the truths of the gospel, yet even more is involved. President Brigham Young confirmed, saying, “It is evident that many who understand the truth do not govern themselves by it; consequently, no matter how true and beautiful truth is, you have to take the passions of the people and mould them to the law of God” (in Journal of Discourses, 7:55).

“Do you,” President Young asked, “think that people will obey the truth because it is true, unless they love it? No, they will not” (in Journal of Discourses, 7:55). Thus knowing gospel truths and doctrines is profoundly important, but we must also come to love them. When we love them, they will move us  (master level!) and help our desires and outward works to become more holy.

Each assertion of a righteous desire, each act of service, and each act of worship, however small and incremental, adds to our spiritual momentum. Like Newton’s Second Law, there is a transmitting of acceleration as well as a contagiousness associated with even the small acts of goodness."

Journeyman level

VI. JOURNEYMAN CLASS STRUCTURE:

PRINCIPLE: Once a student has found joy in studying a particular subject, they desire to learn more about it.  They are eager to discuss the concept or subject for a longer time than the “apprentice-level” student.  To accommodate this (without boring the other students) and allow for greater depth in exploring the subject with like-minded students, a “Journeyman” class is offered after or before the Core block for students willing to put in the work to learn more. 

Participation is limited to those willing to commit to the Journeyman level of study in that area.  This is when it is powerful and appropriate to bring in the “hard stuff” of learning: the skills and less “exciting” tools a student will need to excel in the area.  

At this point, I feel that a contract of commitment and accountability may be used between the student and the mentor in that area, signifying that the student is willing to submit to what the mentor challenges them to do to become more learned and experienced in that area, even if it is not in their particular learning “style”.  This method is good if the mentor feels it would be better to have continuity throughout the year in who is there or help the youth learn how to become committed in the long-term.

Some thoughts from Karen:
"The youth are free to choose a journeyman class that is available from each of these "lenses" or write their own.  Parents are welcome to write their own as well and offer them to the youth.

It's important that there is freedom in the way that they choose to certify in these classes, but also some parameters.  Here are some ideas:

Each proposed class should have breath, depth and application (know, understand and become if you are reading Elder Bednar's book) in the subject
Breath: It's history/Variety
Depth: Classic Books/Documents
Application: Skills/Experiences

As I see it right now, it seems that we have the following available under the different "lenses" (we could refine these to make sure they include the depth, breath and application)

Humanities: History, Constitution, Geography, Speech
Arts: Shakespeare
Science and Math: Eureka

Susan has talked to me about incentives - each class could have it's own reward for certifying (besides qualifying for the Master level) that pertains to the class such as a book or event."

*****************
1. Some mentors have found it more effective to simply require that those who come to the class that day have fulfilled the apprentice and journeyman level.  In retrospect, this seems to work better to make the youth accountable each time without extensive follow-through with the mentor, and seems to be more effective overall in getting the apprentice-level youth take their scholarship to the next level as they try and "fail" (to qualify one week for a class) and try and succeed.  They have also allowed the option for having the youth come up with their own "journeyman certification outline" for the mentor to approve. What a great idea!

2. Others prefer to use a method where the journeyman class has a definite "enter" point with a contract involved and specific outline of what they will be learning over the course of their time in that level.

There are definite advantages and disadvantages of each, and I would welcome feedback in the reply section of this article for other viewpoints.  The following is what I see from my perspective:
-In the first method:
 --it is obvious if the youth is ready or not for that class,
--it minimizes the necessity of "checking up on" the youth in maintaining an overall level of education.  --the topic of the journeyman class is also directly tied into a core class theme, which allows for the youth to better pursue in depth.
-- youth get to "sample" different levels of education, even if they are not ready to commit to them regularly
--allows for more of a gradual, natural transition into the higher (or should I say "deeper") level of education

-In the second approach:
--might be helpful for a "bonus" journeyman class, for in depth topics that are complimentary but not tied on a weekly basis to the main topic of discussion, like a speech, writing, or constitution class
-- the youth are able to look at what he will get for "certifying" and decide if that is a skill set that he wants the mentor to guide him through.
-- allows the youth to make a commitment and follow-through (or not) with the aid of a mentor.
I used the second method at first, and have included some of the letters and "certification forms" below.  However, like I said, I can see the advantage of using the first method for the weekly classes to allow more depth and application.
**********************************

Below is a sample letter that we sent to the youth one year with journeyman class information:
"Letter to parents and youth:
As some of you may know, we have adapted the requirements for entering the Journeyman classes. Journeyman classes have requirements, since it is considered that at that level, the scholars are ready to submit to a mentor in that area to push them to further excellence. If a student is unable to maintain the requirements, they will be put on probation for that class and asked to reconsider their participation in that class.  It is estimated that it will take the youth approximately two years (more or less) to certify. (NOTICE: Geo-geniuses will now be required to bring monthly country reports, as we got a little lax last year in following through with that.  If you need help, the mentors would be happy to help you!  There are a few other adaptations for that class--same requirements!--, so please see the mentors if you have any questions.)

Since apprentice-level inspirements are expected from each student now on a weekly basis, each student must either:
1. Show readiness to participate in the Journeyman class for two months prior to joining by doing "journeyman level" inspirements in the classes that lead into that particular journeyman class (see below)  or
2. Schedule an interview with the primary mentor of the class of interest to go over expectations for that class and begin a two month trial period to see if they are able to maintain participation in that class.

Classes or categories that lead into journeyman class--Journeyman class (underlined)--Primary Mentor(s) (italicized):
Weekly journeyman level writing-Writing-Sister Marni Hall
Face-to-Face with Einstein--Eureka- Sister Mary Biesinger
Leadership Academy--Constitution Conquest-Sister Mary BiesingerGeography--Geo-Geniuses-Sister RaNae Housholder and Sister Karen BatesAncient History--History-Sister Biesinger

Attached are the weekly outlines for three of the classes, as well as how to become "certified" in that area. (History is "certified" once they have finished two books of Bauer's History in this class.)  Sister Hall has posted the writing week-to-week outline for her classes, and the Geo-genius mentors are working on their outline.
All classes but Geography meet weekly at Sister Biesinger's on Monday.  Geography is held at 9 am on Thursdays before Vanguard once a month at Dr. Hall's house.

Attached are also a more in depth description of the journeyman classes and the actual journeyman application form that will need to be filled out prior to entering the class and meeting with the mentor. (Yes, Angie, I have learned to export them as PDF...glory be!)

The ultimate vision is that when students are certified in all areas (or have shown comparable competence through other classes taken or work done) they will be qualified to participate in the  

VANGUARD MASTER CLASS, most likely to be started within the next two years, employing all their genius gained through those classes with peers as they tackle powerful, huge classics and issues, as well as more challenging coursework.  At that point, they will also be participating in Vanguard as assistant mentors to classes and journeyman-level classes.

If you have made it through this email and are interested in (or your youth is interested in) participating in the Journeyman classes this year, please contact the primary mentor to arrange a meeting before Vanguard starts to consider enrollment in that class.  Fees are a whopping $5 per youth for a semester per journeyman class :). (These fees may go up, depending upon success of the group Vanguard fundraisers, so please help out with these :)!)

Thanks for your time! Questions? Call me..."
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OTHER JOURNEYMAN RESOURCES:
Journeyman application form

Eureka (math and science) weekly outline and certification form

Other forms

I just quickly included some pros and cons, and would love to have other people's feedback of different ways they have set up this class.  Thanks!  Feel free to reply below!