• An Elder/Leader in the Church
  Because the aim of The Trilogy Project is leadership development, it is strongly recommended that Trilogy mentors currently serve on a local church leadership team.  Mentors are therefore able to delegate ministry responsibility to Trilogy students as a means of applying what they are learning.
• Spirit-Filled
  When Jesus instructed his disciples in Acts 1:4-8 to wait for what Father God had promised, he was referring to the baptism of the Holy Spirit.  In order to fulfill Jesus’ mandate to them they required the indwelling power of the Holy Spirit.  It is not different for believers today.
• Post Secondary or Trilogy Degree
  Trilogy courses involve college-level material, so the mentor needs to be proficient at assessing work at this level.
• Sincere Interest in Discipling the Next Generation of Leaders
  As mentioned in the previous section, training new leaders is a key part in strengthening and expanding the church.

Perform Student Assessment & Feedback
Mentors are expected to evaluate their student’s assignments for each session and post grades via the Trilogy website (for record keeping, not public viewing).  The grades posted by mentors will be combined with the instructor’s evaluation of discussion board participation for a final grade in each course.  Answer keys and due dates are provided via the Trilogy website as well as comprehensive and straightforward instructions to guide the mentor in grading assignments that call for lengthier answers.  Discerning, honest, and timely assessment and feedback are a crucial part of developing leaders (2 Timothy 3:16,17, Hebrews 12:7-11).

Monitor Student Discussion Board Participation
As part of Trilogy, students are required to participate in an online discussion board for each course in which they are enrolled.  The discussion board will function much like an in-class discussion, but via the website.  The instructor for the class will pose an initial question (or questions) and may add follow-up comments to which students can respond.  Although the instructor assesses discussion board participation, it is helpful for the mentor to have a general idea about a student’s level and quality of participation.  Participation in each discussion board session is assessed and the mentor will have access to their student’s grades via the website.

Plan and Facilitate Regular Meeting Times
Developing an environment for dialogue is a key part of a student’s Trilogy experience.  The mentor is tasked with initiating regular meeting times, planning the time together and overseeing.  Although this can seem like squeezing in another meeting, remember that Trilogy students are recommended because they are either present or future leaders. Time spent developing them is one of the most important things for the health of your local church.

A Mentor is Not A Teacher
Mentors are not being asked to assume the role of a teacher.  Trilogy Project students will receive quality instruction through the online curriculum.  This instruction has been years in the making and has an overall unity to it.  There is no expectation for the mentor to supplement this instruction.  In fact, to do so could handicap the learning experience.  We rejoice that the Lord has gifted many with the gift of teaching.  However, mentoring another individual does not require possessing this gift. Mentors are learners, much the same as the students themselves.  Specific questions about the course material can be directed to the course instructor via discussion boards or contact via the course website.

A Mentor is Not an Assistant
Many of life’s most valuable lessons are learned through effort and struggle.  There may be times when a student feels overwhelmed by his/her classes, or by the theological issues being presented.  In situations like this, it is usually most helpful for the student to grapple directly with the issues they are facing.  If they are overwhelmed, they need to take inventory as to why this is occurring.  If they are struggling with theological issues, they may need help to discover what is at the root of their thinking.  This kind of mental grappling lies at the heart of the learning process.  If a mentor seeks to help a student by giving them assistance (i.e. doing it for them) or provide quick answers, they can actually hinder the learning process.  In these situations, true assistance comes in the form of understanding, listening and asking wise questions.  In his book, As Iron Sharpens Iron, Howard Hendricks says a fundamental law of mentoring is, “Do nothing for your protégé that he/she can do for themselves.  Otherwise, you cripple them by making them dependent on you.”

A Mentor is Not a Parent or Boss
Mentoring finds its strength in relationship not roles.  In other words, mentors have much greater potential for success when they prioritize their relationship with the student over and above their role as a mentor.  A mentoring relationship is not a directive relationship where one party exercises authority over another.  Mentors are primarily called to serve and help.  It is through humble service and sincere love that influence is gained and growth takes place.

A Mentor is Not A Project Manager
A true mentor has a sincere desire to help those they are mentoring.  While there are many mentoring programs in existence today, mentoring relationships will die if they are treated like programs.  No one likes to be treated like a “personal project”.  In recent years, mentoring has had increased success in the education sector of our culture.  Part of the reason for its success is its emphasis on relationship.  For years the education field in many sectors has been void of relationships, causing a decline in motivation among students and thus learning.  Mentoring which emphasizes relationships has rekindled motivation among students, making learning rewarding rather than “required”.