Pursuant to Article 54 of the Statute, at the meeting held on the 22nd of June 2016, the School Board of Savremena International School adopted the following:


I General provisions

Article 1

These Regulations regulate the mentorship goals, the procedure for assigning mentors to students, the mentoring procedure, as well as the obligations of teachers and professional associates during the mentorship programme.

II Mentorship goals

Article 2

The goal of mentorship is to provide options for the constant enhancement of skills and knowledge, i.e. personal development and progress. The key features of mentorship include: confidential conversations, counseling, career guidance, motivation, problem solving, support and so on.

The task of the mentor is to monitor the work, learning process, extracurricular activities, progress and behaviour of the students that selected them.

Article 3

A mentor has a significant role in finding the adequate methods and means for overcoming diverse difficulties experienced by students (through consultations with the School psychologist and learning support assistant), helping students master the curricular materials, creating conditions for improving the relations between students, teachers and parents, identifying the interests, inclinations and affinities of students so they could select a specific university.

A mentor is expected to serve as a role model for students, evaluate and analyse their work, advise them and provide feedback regarding their work, provide constructive criticism, as well as support and encourage students. Mentors help students who experience problems mastering the curricular materials or adjusting to the environment. As mentors, teachers are obliged to recognise and inform students about their options and prepare them for university.

III The procedure for assigning mentors

Article 4

All teachers at Savremena International School are obliged to provide mentorship to students, provided they are selected by a particular student.

Article 5

One month following the commencement of the school year, the students select their teacher-mentor through consultations with the School’s counselors.

The list of potential mentors is delivered to the student via email provided by the School.

Article 6

The Principal defines the time period in which the students are obliged to provide the School with a decision regarding the selection of a mentor. The Principal informs the students of this in writing.

The time period in which the students are obliged to decide on a mentor and inform the School of their decision cannot be longer than 7 days following the day they have received the notification containing the list of mentors.

IV Mentoring the procedure

Article 7

During mentorship, the mentor is obliged to abide by the following rules:

  • 1. during the first month, the students become familiar with the teachers in order to select one of them as their mentor;
  • 2. in early October, the students opt for a teacher who will be their mentor;
  • 3. a teacher can have no more than 20 (twenty) mentees in a single school year;
  • 4. in mid-October, the mentors come into contact with the mentees and their parents;
  • 5. in November and March, mentors organise open days for parents who wish to discuss their child;
  • 6. throughout the school year, mentors build a relationship with the mentees through direct and indirect communication and, in case they identify problems that are outside their area of expertise, contact the professional associates, the Principal and the parents so as to overcome the problems in a timely manner;
  • 7. in case of a misunderstanding between a mentor and their mentee, professional associates take over the role of the mediator so as to reconcile the misunderstanding;
  • 8. a mentor may terminate their cooperation with the mentee, provided they assess that the established relationship may threaten the academic, social and emotional development of the child;
  • 9. a student may terminate their cooperation with the mentor, provided they assess that the established relationship does not meet their expectations regarding their academic, social and emotional development;
  • 10. in case of cooperation termination, the student is obliged to select another mentor.

V The obligations of mentors

Article 8

A mentor is obliged to:

  • 1. establish a positive and personal relationship with the student that includes mutual trust and respect, confidentiality, constant support and regular interaction through meetings and/or emails and chats;
  • 2. help students develop their skills, by helping them to identify and achieve learning goals, encourage them to be tolerant and respect others;
  • 3. guide and advise the student, by helping them to identify problems and find solutions, and by providing timely and clear feedback and constructive criticism;
  • 4. encourage the student to be independent and responsible, by not solving problems for them. Instead, the mentor should encourage the student to independently approach problem solving;
  • 5. help the student find additional resources for solving personal problems, i.e. refer them to a professional;
  • 6. establish good communication with the parents, by personally contacting them via email, chat or telephone, so as to familiarise the parents with the academic, social and emotional development of their child at the School;
  • 7. familiarise the professional associates and the Principal with potential problems in the academic, social and emotional development of the student.

Article 9

A mentor is not responsible for student needs with regard to accommodation, food, clothing, etc. Should the mentor notice that the student does not receive adequate support from the parents or guardians, the mentor is obliged to inform the professional associates (psychologist and counselor) of this.

A mentor should not interfere in the student’s family problems. Should the mentor notice such problems, they are obliged to inform professional associates of this.

A mentor does not deal with psychological and pedagogical counseling or student therapy. Should such a need arise, they are obliged to seek help or advice from professional associates.

VI The obligations of professional associates

Article 10

The duty of professional associates during the procedure of assigning mentors and throughout the mentorship is to:

  • 1. assess the teacher in relation to accepting the mentoring responsibilities,
  • 2. guide and advise mentors,
  • 3. supervise and evaluate the relationship between the mentor and the student.

VII Final provisions

Article 11

The Regulations on Mentoring at Savremena International School shall come into force on the day of their adoption.

The President of the School Board: _________________________________

Biljana Tadić Kuleto

Savremena gimnazija

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I am extremely pleased and proud to be the parent of a Savremena student. During my first encounter with the school management, when I asked about my child’s potential enrolment, I saw how much love, enthusiasm and professionalism you put in your work. I was impressed by your approach, ideas and methods. I couldn’t believe something like this existed in our country! It doesn’t take long to realise that this is a school you would recommend to everyone. Creativity, modern technology, top-quality education, and most of all, the humaneness that can be seen throughout the school, make it truly different and worthy of its name – Savremena Gimnazija. With such an approach, the success of this school and, consequently, our children’s success, is unavoidable. Congratulations! Jelena Đorđević, Andrija’s mum
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