Institutional information

The BCKF Mentor System is based on the Pedagogical Principles and the Organizational and Operational Regulations.

The student and the student community are at the center of the learning/teaching process.
The process unfolds in the student/master relationship.
The mentor’s task is to provide constructive support to this process.

The mentor performs his/her duties based on the student’s personal request. He/she enters the process based on the student’s initiative. A few times a year, after submitting the work plan and periodic summaries, he/she reviews the situation on his/her own initiative and provides a written summary and makes suggestions to the student. If necessary, the Head of Department or the Head of Department also seeks the mentor’s advice.

The role of the school is to provide a framework and background for this system of relationships: the successful presence of the student – teacher – mentor triangle: it lists who can be asked for this task, usually from the school’s old students and former or current teachers and colleagues. Less often, current students in higher grades, more experienced, can also receive a mentoring request. Based on their own personal experiences and knowledge of the school’s systems, the mentor provides support and encouragement, helps to recognize difficulties and find solutions. The mentor does not replace teachers, does not solve tasks for the student, “only” catalyzes and helps the student’s development.

The mentor usually helps the student who chooses him/her throughout the entire period of studies. If necessary, the student, the mentor or the school initiates the change of mentor, the selection of a new mentor. The mentor usually helps with pedagogical and artistic work as a volunteer, free of charge. In exceptional cases, you may receive reimbursement from the College.

The cycles of learning, creation, evaluation, and mentoring support are the same:

• 30, 45, 60, 90, 120, 180 minute session,
• working day,
• working week,
• period (5-8 week)
• semester
• academic year.

The following reflective processes are associated with each cycle – in a lifelike form, more or less formalized:  

• work plan,
• work diary,
• continuous teacher feedback,
• student summary,
• teacher summary,
• mentor summary,
• new work plan.

Students, teachers, and mentors participate in these processes, each in their own way.

The resulting documents are accessible in a closed circle to the college’s professional and academic support staff – based on the student’s consent – and to other members of the student community, thus contributing to the development of community competencies in addition to individual development.