Advisory Time
Using relationships to help students succeed
Your Questions and Concerns
- Will this time essentially be wasted time?
- If we have no clear goal, how do we know if we have achieved anything?
- Will there be a defined curriculum?
- But I am not trained as a counselor...
- Will I be evaluated on my advisory work?
The Middle School Model
- The Middle School Movement began in the 1960's (5).
- Middle school students are different physically, cognitively, and psychologically from their elementary and high school cohorts (3)
- Transition to and through middle school involves social, emotional, vocational, and moral development" (5).
- Many studies show that student's self-perception and level of motivation change (3)
- Each student assigned one adult contact (3)
- Teaming is an essential element (3)
What is Advisory?
- "Simple concept: each child should be known well by at least one caring adult in the school" (8)
- "Every student should have an advocate" (2)
- Based on the premise that "guidance is everybody's responsibility, that there are not enough trained counselors to handle all of a school's guidance needs, and that teacher-based guidance is an important supplement to school counseling" (6)
- "Student-centered, affective education" (6)
- Help students "[navigate] his or her way through the emotional turbulence of this critical stage" (8)
- "49% of all middle schools have implemented a teacher-advisor program" (6)
Goals of Advisory
- "Individual attention to students" (2)
- "Opportunity to belong" (2)
- "Opportunities for social development" (2)
- Develop "interpersonal communication skills" (2)
- "Assisting students with academic problems" (2)
- "Small, caring communities of learners" (2)
- "Mutually respectful and meaningful relationships" (2)
- Positive involvement between and among teachers, administrators, and students (2)
- "Providing an adult advocate for each student in the school" (2)
- Promoting positive school climate" (2)
Roles
Administrators
- Provide leadership and organization (7)
- Provide time (7)
---- 20 - 40 uninterrupted minutes (2)
- Provide training for teachers (4)
- On- going PD for teachers (brown)
---- Active listening and other basic counseling skills (6)
---- "Relationship building, assertiveness skills, and group facilitation skills" (6)
- Decide whether teachers will be evaluated on advisory (8)
School Counselors
- Develop curriculum for Advisory (6)
- Other Options:
---1) Consultative Role:
--------a) Counselors would not have their own advisory groups
--------b) They would be available to consult with teachers (6)
---2) Expert Direct Service Provider Role:
--------a) Counselors have their own advisory group
--------b) Advantage: Share common ground with teachers
--------c) Disadvantage: Limited use of the counselors' training (6)
---3) Hybrid
--------a) Start the year without a group
--------b) Pick up difficult students through out the year
Teachers
- Be an adisor for 10-15 students (2)
- Get to know your advisory students well both academically and socially (8)
- Contact person for parents and guardians (8)
- Advocate for your advisees during team meetings (8)
- Alert grade level counselor of particular needs of advisees (8)
- Support your colleagues as they implement this program (5)
- Teacher investment makes or breaks the advisory program (4)
Students
- Participate in advisory activities
- Keep a portfolio of advisory activities (4)
- Suggest topics of interest to the curriculum planning committee
Specific Activities
Social
- Problem solving skills (6)
- Interpersonal skills (6)
- Conflict resolution (6)
- School spirit (6)
- Citizenship (2)
- Community service (2)
Emotional
- Identity development (7)
- Self-respect (2)
- Coping skills (2)
Academic
- Goal setting (2)
- Study skills (6)
- Organizational and time mangament skills (2)
- Test-taking strategies (2)
- Monitoring academic progress (7)
Benefits
- Better relationships between teachers and students (1)
- Improves students' self-concept (2)
- Increased motivation (1)
- Academic achievement (1)
- Enhanced school climate (6) and culture (7)
- Reduction in dropouts (2)
- Improves communication to parents (1)
Conclusion
- One new piece is not enough (1)
- However, we hope that less students will fall through the cracks (8)
- Maybe someday we will talk about the 4th R -- Relationships! (6)
References
1) Andrews, P. G., Caskey, M. M., & Anfara, V. A., Jr. (2007). Research summary: Characteristics of exemplary schools for young adolescents. Retrieved April 3, 2013, from http://www.nmsa.org/Research/ResearchSummaries/ExemplarySchools/tabid/256/Default.aspx
2) Anfara, V. A., Jr. (2006). Research summary: Advisory programs. Retrieved April 3, 2013, from http://www.nmsa.org/Research/ResearchSummaries/AdvisoryPrograms/tabid/812/Default.aspx
3) Braddock, J.H. and McPartland, J.M. (1993). Review of research in education chapter 4: Education of early adolescents. Review of Research in Education 19(135).
4) Boorstein, G. (1997, January 1). A study of advisory.
5) Coleman, M. (2001). Middle schools: New trends and issues. Gifted Child Today, 24(4), 20-21.
6) Gallassi, J. P., & Gulledge, S. A. (1997). The middle school counselor and teacher-advisor programs. Professional School Counseling, 1(2), 55.
7) Johnson, B. (2009). Linchpins or lost time: Creating effective advisories. Horace, 25(2).
8) Wilson, C. (1998, January). The real meaning of middle school advisory programs. Contemporary Education. p. 100.