OV A.LD.E. Assistance « Inclusion + Diversity » Equity Peer Mentorship ProgramTABLE OF CONTENTS a Purpose 2 Background 2 Vision 3-4 Description and Structure 4 Matching Process 5-6 Mentors 7-8 Mentees 9 Outcomes APPENDIX A: JRNIE (JUDICIARY ROADMAP FOR NAVIGATING INCLUSION AND EQUITY) NATIONAL CURRICULUM DEFINITIONS APPENDIX B: A.1.D.E. PROGRAM DEFINITIONS APPENDIX C: QUESTIONNAIRES. APPENDIX D: MENTORSHIP AGREEMENTPurpose A career with U.S. Probation and Pretrial Services requires innovation, excellence and a fundamental belief in human potential. Foundationally, it starts within our office walls; a culture of belonging that empowers staff to be active participants in agency growth without fear of judgment or discrimination. Individuals thrive when their identities are affirmed, and unique challenges associated with those identities are acknowledged. The ALD.E. (Assistance-Inclusion-Diversity-Equity) Peer Mentorship Program reinforces the value and visibility of our workforce, particularly those who self-identity as a minority, experience marginalization or are under-represented in the agency. Diversity asks, “who is in the room?" Equity recognizes that the same-for-everyone (equality) approach doesn’t address critical needs or individual solutions with fairness. Inclusion is a feeling of being included, rather than excluded. Inclusive work environments promote psychological safety, allowing staff to share opinions or concerns without fear of reprisal Minoritized staff can experience higher levels of isolation and disconnect from colleagues, often feeling pressured to adjust their speech, appearance, and behavior to gain credibility. Resources to overcome these barriers for minoritized staff, or “the only” staff member of a particular group in district, can be necessary to identify and retain diverse and talented individuals. By practicing basic tenets of kindness and respect, celebration of differences and similarities is openly expressed. In doing so, we gain new perspectives that equip us to best serve our equally diverse stakeholders. oOackgrouned The year 2020 is permanently marked by the stress of a deadly global pandemic overlapped by heightened racial tension in the United States. The killings of multiple Black Americans including Breonna Taylor, George Floyd and Ahmaud Arbery sparked outrage about police brutality and social injustice. Emotion-infused conversations were pushed to the center of American politics and for as much solidarity as it created, an equal proportion of mistrust divided the nation. Undoubtedly, our workforce was affected as we are members of the exact communities we serve. We are traumatized by unlawful police acts; we experience racism fueled by fear tactics; and systemic barriers continue to espouse false stereotypes about us. Following these events, Leadership was tasked with evaluating how mission-critical operations are conducted. in stride with the Federal Judiciary’s Strategic Plan, dated September 2020, this resulted in the identification of areas for growth specific to building and retaining a diverse, equitable and inclusive workforce. Holding true to the Judiciary’s core value of diversity and respect, Goal 4.le made concrete it's goal to provide mentoring to all its employees." The A.LDE. Peer Mentorship Program recognizes that people must first feel accepted before they can maximize their impact on agency outcomes. The initiative is driven by Leadership commitment and its inception directly impacted by the work of multiple Probation and Pretrial Services colleagues throughout the Judiciary. This handbook serves as a guide to reference definitions, expectations, and desired outcomes of the program. VISION The A..D.E. Peer Mentorship Program provides critical support to minoritized staff members who are acclimating to the early years of a robust career in U.S. Probation and Pretrial Services; those who have transferred into a new work environment; those who have recently promoted to a non-executive position and those desiring A.L.D-£. support regardless of their employment length. Specifically, participants will be affirmed and supported in the intersection of their work and personal identities. The A..D.£. Peer Mentorship Program Contributes to recruitment and retention efforts; counteracts isolation; assists in the identification and development of top talent; builds and maintains a diverse workforce; and empowers staff to be authentic.as we remain committed to public service. "strategie Pan forthe Juciclay.(Saptember 2020) Judicial Confrence of he United states. Rotleved from hips jpet.aacden|}ucilat= ‘conterence/long-renge-planning/ludielary-planning-documents/stratoge-plan-federal-udicary-septamber-2020Description & Structure The ALD. Peer Mentorship Program is modeled after affinity-based initiatives, also known as employee resource groups. Staff who share common interests and challenges provide support for one another while collaborating with agency leadership to address unique challenges. Evidence supports that these programs are an effective way to maximize and develop under-represented and often under-utilized diverse talent. ? The ALD.E. Program incorporates resources associated with diversity, equity and inclusion into an affinity-based peer mentorship. Mentors serve a vital role and will be trained, empowered and supported throughout their participation. By providing targeted support for identities and experiences, workplace belonging improves. The A.D.E. Peer Mentorship Program is structured to provide purposeful assistance to mentees with reinforced support from agency leadership. Executive Leadership LL) Program ‘Administrator | ls AL.D.E. Working Group(s) ‘yhes 1234s CEN FET 11 | AAAAA = AAAAA A = Two (2) Mentees oe 2 Diversity Bost Proctices (2008). Biversty Primer Chapter 0: Employee Network ond Afni Groups Retrieved rom aiversity_pimer. ‘chapter 1opatDescription & Structure Executive Leadership Court unit executives serving as a direct system of support between the program administrator and the executives of each district participating in the A.D. Program. Assists with communication to executive leadership across districts; provides ongoing consultation for program needs; and advocates for diversity, equity and inclusion in agency practices. Program Administrator Non-executive staff member serving as direct support for the working group, the mentors and the mentees. Communicates with executive leadership about program needs and progress; collaborates with executives and working group members regarding program planning, implementation and improvement; and provides program oversight. Working Group Non-executive staff members serving as direct support for mentors and mentees. Tasked with program planning and implementation; improvement adjustments; and facilitates ongoing connection between program participants. Members of the working group commit to a 24-month service period. Matching Process Each prospective mentee and mentor submits an electronic questionnaire through Microsoft Forms. Mentees may request specific criteria depending upon their self- identified need{s). Questionnaires will be evaluated to assess compatibility that will best serve the needs of the mentee. Since the program is not focused on development of core duty proficiency, matching based on job title is not a priority unless specified by the mentee. Matches will typically occur across districts. If necessary, rematching may occur. A member of the Matching Process subgroup will speak with both participants to get feedback and offer support in resolving any concerns. Additionally, the Program Administrator remains available to support participants. Either party may request a rematch. oooMientors Attributes A mentor values diversity, equity and inclusion with the ability and desire to provide meaningful support to the mentee. A mentor must be approachable, available and have the ability to listen with objectivity and fairness. Mentors are expected to provide guidance and create an unbiased atmosphere of openness, caring and concern where meaningful communication and trust can exist. Requirements Mentors commit to a minimum 24-month service period. It is recommended that mentors obtain supervisor support prior to their participation in the program. A mentor may continue beyond the 24-month service period based upon ongoing participation in training and adherence to program expectations. Specifically, mentor responsibilities will be identified in the mentorship agreement (Appendix D)}. Any alleged violation of the Judiciary's Code of Conduct during participation will result in dismissal from the Al.D.£. Peer Mentorship Program. The program administrator will be notified and an executive with the program will contact the mentor's local district accordingly. Training Selected mentors will be expected to participate in the initial AIDE mentor training via Teams. This comprehensive training will include presentations on a variety of topics and platforms (podcasts, articles, speakers, videos, etc). Initial training will consist of learning modules related to identity, active listening, emotional intelligence, empathy and mentoring across differences. Continuing education will occur on a quarterly basis, consisting of approximately two hours of virtual training via Teams. Topics will vary but aim to increase mentor awareness about microaggressions, bias awareness, cultural competency and stereotyping (this list is not exhaustive). Ongoing mentor training provides support to mentors as they develop techniques to build psychologically safe space for mentees. This enables meaningful conversation targeted to address the specific needs of the mentee. oooMentors Orientation Following initial training, mentors will participate in an orientation meeting with a Matching Process subgroup member. At that time, the mentor and mentee will be introduced. The mentor/mentee pair will review program structure, contact rates and expectations of meaningful contacts, sign documents and discuss mentorship conclusion. The orientation is expected to last from 30 minutes to 60 minutes, via Teams. Support Mentors will be directly supported by an assigned subgroup and the program administrator. Mentors are encouraged to remain in contact with one another to provide additional peer support. This contact will also be facilitated by the assigned subgroup members on a quarterly basis. Intentional Engagement The mentor will provide support to their mentee(s) through meaningful communication centered around the needs identified by the mentee. Mentors will schedule or initiate at least one video contact and at least one additional contact (email, phone call, instant messaging etc.) with the mentee per month. The Mentor will call the mentee if a scheduled contact needs to be rescheduled. The Mentor will follow through with appropriate action, if any, after meeting with the mentee. The duration of the mentorship will typically be determined by the needs of the mentee. An estimation of 12 months can be reasonably anticipated. Confidentiality Within the mentoring relationship, confidentiality is about trust and confidence that personal disclosures and conversations will remain private between participants> Although confidentiality is not absolute, there are few exceptions for either party to break confidentiality. Mentors will assist in building this assurance by protecting information received from mentees. Similarly, mentors will be provided confidentiality when receiving support from other mentors, the working group and the program administrator. § hsp: /davideltterbuckpertnership.com/het-do-we-mean-by-confidentalty-in-mentoring!Mientees Attributes Mentees include any staff member who self-identifies within a minoritized group and would like support related to diversity, equity and inclusion. Mentees can indicate categories of desired recognition for which additional support would be beneficial. Categories are intentionally left undefined to provide space for staff who self-identify within any minoritized group in their district. This program is not limited to serving traditional demographics. The inclusion of diverse experiences or personal identities and the acknowledgment of challenges associated to those experiences invite participation from an expansive population within our workforce. Requirements It is recommended that mentees obtain supervisor support prior to participation in the program. A mentee may identify length of participation in the program. Specifically, mentee responsibilities will be identified in the mentorship agreement (Appendix D). Any alleged violation of the Judiciary’s Code of Conduct during participation will result in dismissal from the A..D.E. Peer Mentorship Program. The program administrator will be notified and an executive with the program will contact the participant's local district accordingly. Orientation The mentee will participate in a program orientation meeting with a Matching Process subgroup member. At that time, the mentor and mentee will be introduced. The mentor/mentee pair will review program structure, contact rates and expectations of meaningful contacts, sign documents and discuss mentorship conclusion. The orientation is expected to last from 30 minutes to 60 minutes, via Teams. During orientation, the mentee will have an opportunity to express their goals for the mentorship and ask questions. Confidentiality In valuing psychological safety, information provided by mentees will be protected. Although confidentiality is not absolute, there are few exceptions for either party to break confidentiality. oeMentees Support Mentees will be directly supported by their mentor, an assigned subgroup within the working group and the program administrator. Mentees are encouraged to remain in contact with one another to provide additional peer support. This contact will also be facilitated by assigned subgroup members on a quarterly basis. EXECUTIVE LEADERSHIP eee ADE. MENTORS. WORKING GROUPOutcomes As an evidence-based program, the A\I.D.E. Peer Mentorship Program will continually measure outcomes for fidelity and future improvement. This will primarily be a two-fold approach using qualitative and quantitative analysis to specifically address whether the program is meeting the desired vision. RECRUITMENT AND RETENTION EFFORTS; BUILD AND MAINTAIN A DIVERSE WORKFORCE In utilizing an affinity model, the Al.D.E. Program seeks to support organizational efforts to attract and retain the best talent, promote leadership and development at alll ranks, build an internal support system for workers within the organization, and encourage diversity and inclusion in the workplace.* We do this by valuing the dynamic factors comprising staff identities. To gain insight about program efficacy we will start with three foundational quantitative measurements: 1) the number of participants enrolled in the program, 2) retention of said participants within the agency and/or district where they first began their role in the program, 3) retention of participants in the Al.D.€. Program. It is noted, the ALD.E. Program may be used as a recruitment tool for all participating districts. Therefore, data collection may also incorporate qualitative surveys indicating if this resource was a consideration in the individuals’ decision to pursue employment with the US. Judiciary. COUNTERACT ISOLATION; IDENTIFY AND DEVELOP TOP TALENT; EMPOWER AUTHENTICITY Once participants have become acclimated to the program and their match, the qualitative phase of outcome measurement will be evaluated. This data will primarily be gathered by satisfaction surveys and participant interviews, evaluating whether the A\.D.E. Peer Mentorship has assisted in 1) counteracting isolation, 2) providing professional development and engagement, 3) empowering participants to be authentic in their identity and 4) acquiring a strong sense of belonging within the agency. In summary, the working group will gain information about the participants’ sense of being supported; which elements of the program offered the support they desired; which goals were named, and which goals were achieved; how has their participation in the program impacted their productivity; has participation in the program shaped their desired career trajectory? 2 pivetsity Best Practices, (2008) diversity Primer Chaptor 10: Employee Network and nity Groups. Rettoved irom civersty primer chopter_O,patAppendix A: JRNIE (Judiciary Roadmap for Navigating Inclusion and Equity) National Curriculum Definitions Race - An artificial division of people into distinct groups based on characteristics such as physical appearance, ancestral heritage, cultural affiliation, cultural history, ethnic classification, and the social, economic, and political needs of a society at a given period of time. Ethnicity - Term used for the culture of people in a given geographic region or of people who descended from natives of that region. Race and ethnicity can overlap (eg., a Japanese- American may consider herself a member of the Japanese or Asian race, but if she doesn't engage in any practices or customs of her ancestors, she may not identify with the ethnicity, instead considering herself American). nutosilivww.thouahtco.com/ditfecence-between-race-and-ethnicity- 2834950 Sexual Orientation - An individual's enduring physical, romantic, and/or emotional attraction to another person or persons. Gender identity and sexual orientation are not the same. A transgender person can identify with any sexual orientation. Gender Identity - Distinct from sexual orientation, gender identity refers to a person's internal sense of being male, female, or another gender. Since gender identity is internal, one’s gender identity is not necessarily visible to others. _hitnsenvironmentsuwedulaboutdversty-2qut-inclusionhioals-and-additional-resources/olossan-del-concenitsl Ability - The physical or mental capacity to perform daily tasks. Some disabilities are visible while others are hidden such as: depression, autism, dyslexia, lupus, and vision impairment. itnsdwan.cds povinchddd/deabiltyandhealh/csbiliy him Religion/Spirituality - The institutionalized or personal system of beliefs and practices related to one's identified higher power. ‘nttesdAwwe.merriam-webster.com/dictionary/etigion Age - The length of an existence extending from its beginning to any given time. nusesdwarw.mesriam.webster.com/dictionarvage?uim campaign=sdéutm mediumsserngulm sourcesisonid. Socioeconomic Status ~ The social standing or class of an individual or group often measured as a combination of education, income, and occupation. Inequities are often revealed in access to resources. ties/ivenw.aps.oraltanics/socioeconomic-status Equality - Uniformly distributed access to resources and opportunities to ensure fairness. (Kranich) Bias - A negative or positive inclination towards a person, group, or community. (Thiederman) Culture - A social system of meaning and custom developed by @ group of people. Distinguished by a set of unspoken rules that shape values, beliefs, habits, patterns of thinking, behaviors, and styles of communication. (Diversity and Social Justice Glossary].Appendix A: JRNIE (Judiciary Roadmap for Navigating Inclusion and Equity) National Curriculum Definitions Equity - The guarantee of fair treatment, access, opportunity, and advancement including the identification and elimination of barriers that have prevented the full participation of some groups. Acknowledgement that there are historically underserved and underrepresented populations, and assurance of equality in the provision of opportunities to all groups. (UC Berkeley Initiative for Equity, Inclusion, and Diversity) Stereotype - A negative or positive set of beliefs held by an individual about the characteristics of a certain group. (The National Multicultural Institute) Cultural Awareness - Recognizing similarities and differences within, among, and between groups. (National Institute of Environmental Health Sciences) Cultural Sensitivity - Understanding cultural differences and similarities between people exist without viewing them as being better or worse than any other culture. (National Institute of Environmental Health Sciences) Cultural Competency - Building understanding between people to be respectful and open to different cultural perspectives. (National Institute of Environmental Health Sciences) Justice - The result of the fair and proper administration of the law. Conformity to truth and reality, and the fair representation of facts, and fair treatment throughout involvement in the system. Accessibility - The provision of accommodations and modifications to ensure equal access to employment and participation in activities by all. Consideration of intentional and unintentional barriers that may prevent people from having equal access. Accessibility is most recognizable for people with visible disabilities, but accessibility also refers to those with invisible disabilities, and those impacted by historical systemic issues. (Executive Order on Diversity, Equity, Inclusion, and Accessibility in the Federal Workforce, 2021) Inclusion - the act of creating environments in which any individual or group can be and feel welcomed, respected, supported, and valued to fully participate. An inclusive and welcoming climate embraces differences and offers respect in words and actions for all people, (UC Berkeley Initiative for Equity, Inclusion, and Diversity) Belonging - Feeling accepted for unique traits, and more confident in the ability to represent oneself authentically. Feeling comfortable expressing ideas, sharing ‘experiences, and contributing to a group knowing the input is valued. (Belonging - The Next Evolution of Diversity & Inclusion, 2019} Diversity- Psychological, physical, and social differences that occur among individuals. Examples include race, ethnicity, nationality, religion, socioeconomic status, learning styles, values, passions, and interests. A variety of social and cultural characteristics existing in a group, community, or organization. (Adapted from The National Multicultural Institute and Cornell University)Appendix A: JRNIE (Judiciary Roadmap for Navigating Inclusion and Equity) National Curriculum Defini SOURCES: Curricula Enhancement Module Series. Georgetown University. nttot//oces.georgetown edu/curriculalawareness/indexhtmn| Diversity and Social Justice Glossary. September 2015. nttos/iwww.tacoma uw edu/stes/defaulv/iles/sections/Diversity/diversity.olossaniastod Kranich, Nancy. "Equality and Equity of Access: What's the Difference?" American Library Association, 2001. Available at: italiana cro/offices/ailiftcolkitshoolkitrelatadlinks/equaityequity. National Multicultural Institute. "Diversity Terms". (2003) Available at: tues //ourotsem edu/Uploaded iles/Multicultural/ MCRDIversityTermsnadt Thiederman, Sondra. "Making Diversity Work: Seven Steps for Defeating Bias in the Workplace.” Available at: hitediwvtearncomcom/edtVi6777 nat UC Berkeley Initiative for Equity, Inclusion, and Diversity. “Glossary of Terms.” (2011) Available at: ntvosi/diversity berkelev.edulstes/defauiifles/saeid final webversion od UC Berkeley Gender Equity Resource Center. "Definition of Terms.” Available at: xtod/oanea,Appendix B: A.I.D.E Program Defi ions Active Listening: the practice of preparing to listen, observing what verbal and non-verbal messages are being sent, and then providing appropriate feedback for the sake of showing attentiveness to the message being presented. This form of listening conveys 2 mutual understanding between speaker and listener. nspsi/en wikipedia org/wiki/actve listening. Affinity-based Initiative: modeled after affinity groups or employee resource groups, the A.D.E, Peer Mentorship Program matches participants based upon self-identified interests and challenges, which are shared in common. Affinity groups strategically benefit group members as well as the larger agency.” Emotional intelligence: the ability to understand the way people feel and react and to use this skill to make good judgments and to avoid or solve problems. Empowerment: the cumulative actions of building trust, providing honest feedback and receiving feedback in return, showing appreciation, allowing autonomy all which result in a person feeling they have the ability to accomplish their goals. Gender: a complex term; it is a social construct of norms and expectations from society, about behaviors, characteristics, and thoughts. Gender is often categorized as male, female ‘or nonbinary. ‘nusesdMabtlifecanter oca/aronouns! Identity: distinguishing character, belief, personality, appearance or expressions of an individual; individuality. Implicit Bias: bias that results from the tendency to process information based on unconscious associations and feelings, even when these are contrary to one’s conscious or declared beliefs. esdMunww dictionary com/browse/imoliit-bias Intersectionality: the complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups. stem nerram. webster com/ditionaryfinsersectionalty Isolation: the sense of being alone in the agency; having a disconnect from individuals who you may share common characteristics, ideas or interests. Marginalization: the act of placing a person or thing in a position of lesser importance, influence, or power; the state of being placed in such a position. ses dictionary.com/browse/marsinalization Mentorship: guidance provided by a mentor to a mentee based on experience and common interests.Appendix B: A.|.D.E Program Definitions Microaggression: a term used for commonplace daily verbal, behavioral or environmental slights, whether intentional or unintentional, that communicate hostile, derogatory, or negative attitudes toward stigmatized or culturally marginalized groups. huupsi/en wikipedia orciwiki/Micrasogression Minority (group): a minority group, by its original definition, refers to 2 group of people whose practices, race, religion, ethnicity, or other characteristics are fewer in numbers than the main groups of those classifications. However, in present-day sociology, a minority group refers to a category of people who experience relative disadvantage as compared to members of 2 dominant social group. Minority group membership is typically based on differences in observable characteristics or practices, such as ethnicity, race, religion, sexual orientation, or disability. uos//enswikivedia crg/wikiMinorty aroun Professional Development: the process which allows a person to identify and pursue career goals, including access to resources such as training and ongoing orientation to the agency. Professional Engagement: how one complements their identity while participating in the agency mission, vision and values; the practice of positive rapport with internal and external stakeholders. Psychological safety: at the foundation of inclusion and belonging, psychological safety is met when a person feels they can share opinions or concerns without fear of reprisal. Rapport: a close and harmonious relationship in which the people or groups concerned are “in syne" with each other, understand each other's feelings or ideas, and communicate smoothly. A friendly relationship marked by ready communication and mutual understanding, nttesd/en wikigedia ore/wiki/Rapport. Representational Diversity: who is in the room based on visually observed demographics.Appendix C: Questionnaires Mentor Questionnaire https://forms.office,com/g/SSTimM7iUT What is the title of your position? What is your district? Years of Service How do you identify your culture? (e.g,, religion, belief system, language(s), customs) What is your employment experience? Did you graduate from a technical college, college, or university? If so, where? What is your participation in civic organization(s)? (e.g,, fraternities, sororities, volunteering) What do you do in your leisure time? How do you describe your personal life? (e.g., marital status, children, caring for parents, health concerns) Why do you want to be a mentor? Past Mentor ExperienceAppendix C: Questionnaires Mentee Questionnaire httrs://forms.office.com/g/cmDE2AVI6y_ What is the title of your position? What is your district? Years of Service How do you identify your culture? (e.g, religion, belief systern, language(s), customs) What is your employment experience? Did you graduate from a technical college, college, or university? If so, where? What is your participation in civic organization(s)? (e.g., fraternities, sororities, volunteering) What do you do in your leisure time? How do you describe your personal life? (e.g., marital status, children, caring for parents, health concerns) | would like to be matched based on my.. Do you want to be matched with someone in a similar position?Appendix D: Mentoring Agreement and the ‘and will last for one year from this date, This agreement is between the Mentee,, Mentor, unless an extension is agreed upon by both parties. The program seeks outcomes for participants in four areas: 1) counteracting isolation; 2) Providing professional development and engagement; 3) empowering participants to be authentic in ‘their identity, and 4) acquiring a strong sense of belonging within the agency (See Program Handbook} To help ensure a safe space is created in pursuit of successful program outcomes, the participants wil be held to the following expectations: ‘* Participants will have a safe and confidential exchange of information and ideas. ‘* Participants will facilitate a space wherein inclusion and acceptance are exhibited to one another. * Participants will collectively create a space to lea and grow throughout the process, whic includes asking questions, giving and receiving feedback and making mistakes withot judgment, ‘* Participants will be encouraged to use their skills to have meaningful contributions during the mentorship program. In addition to the expectations of the A.LDE. Peer Mentorship Program, the following boundaries will be applied for each participant: © Participants will not disclose personal characteristics (e.g, sexual orientation, sexual identity, or ‘cutture) of their mentor or mentee to persons outside of the AJ.D.E. mentorship program, unless ‘expressed permission is given by the participant. Participants will nt be placed into subordinate/disciplinarian rotes. © Although core duties may be discussed during the mentorship, core duty performance is not 2 component of evaluation between participants. ‘© Participants will not function as a counselor or therapist to one another. ‘The Mentor and Mentee will meet once per month as determined on their availability. The meetings may occur via virtual platforms or telephone. The Mentor and Mentee may also communicate by email or instant messaging. Everything discussed during these meetings will be confidential, unless otherwise specified at the time of the meetings or information is shared that would be a violation of the Code of Conduct. This agreement sets forth the objectives that the Mentor and Mentee commit to working on together. Both agree to follow the guidelines of this agreement for the period specified and make a good faith effort toresolve any issues that may arise between them. if the Mentor and Mentee are not able to resolve any issues, either party may request to be rematched. Alleged violations of Code of Conduct will be reported to the A.1.D.E. Program Administration and will ‘not be excused. This will result in suspension of expulsion from the A.|.D.£. Program. For further information about the Code of Conduct, please review https://inet.20.dcn/policy-quidance/oftice- Judicial-intearitv-workolace-conduct. Mentee's Signature Date Mentor's Signature