Welcome to ISM’s Build a Meaningful, Mission-Based Advisory Program!

1. Welcome to ISM’sBuild a Meaningful, Mission-Based Advisory Program!

2. Session 3: The Big Picture

3. Why should advisory be a priority?(Not just why is it important?)

4. For the next few days, think about advisory as the MOST important program at your school. • What constitutes the core of your program? • How do we know it is important? The Mantra is Mission!

5. A = ( m + r ) - c A = advisory (front line guidance of students by teachers; “consistency and support”) m = mission (ends of the program) r = relationships (means to get to the ends) c = constraints (ethical or legal limits)

6. Top 5 Comments Faculty Members Make That Pose a Challenge 1. “Do more than bagels?” 2. “But, I’m no counselor.” 3. “We don’t have enough time for that.” 4. “My Head’s not into that.” 5. “Oh no, s/he came back from that workshop.”

7. Challenge 1: “Do more than bagels?” Advisory Group Activities: Beyond Bagels Proposed Solution: Focus on the mission. • Why do we have group advisory? • What is its purpose? Form a Committee. Link mission to activities.

8. Challenge 2: “But, I’m no counselor.” Individual (1-to-1) Advisory Proposed Solution: Advisory is an extension of what we already do with and for students. True advisory programs must have a component of 1-to-1 relationships. Role-Ranking Activity

9. “At our school, advisers are . . .” Friends Mentors Parents Problem-solvers Role models Spiritual guides Advice-givers Advocates Case managers Counselors Disciplinarians Encouragers

10. Challenge 3: “We don’t have enough time for that.” The Schedule Runs the Show! Proposed Solution: The purpose of schedule is to serve program. • Demystify its power. • Create a compelling case based on what research indicates. (quote ISM) • “Given our mission..., the schedule would best suit our purpose like this…”

11. Challenge 4: “My Head’s not into that.” The Head of School/Division is key! Proposed Solution: Get support from your Head of School/ Division. • How much support do you have now? • How much more do you need? • Get lip service. (Marketing/PR) • Share what you learned at and from ISM.

12. Magic Words to Consider: Strategic Value Retention vs. Attrition Faculty Culture Professional Development Mission-Based Parents

13. Challenge 5:“Oh no, s/he came back from that workshop.” Faculty (Adviser) Buy-in Proposed Solution: • How much support do you have now? How much more do you need? • Make enthusiasm about mission – not activities! • Support from Head. Form a committee. • Emphasize: “What we already do!” • Balance over- vs under- responsibility.

14. Top 5 Challenges Advisory Programs Face • “Do more than bagels?” • Group activities/curriculum • “But, I’m no counselor.” • 1-on-1 advising • “We don’t have enough time for that.” • Time • “My Head’s not into that.” • Administrative support • “Oh no, s/he came back from that workshop.” • Faculty Buy-In

15. Difference Between Effective & Generic Programs • School mission dictates program • Students feel a sense of community (predictability and support) • Faculty see the value in their roles/responsibilities as advisers

16. 5-Minute Pause:Triangle – Square – Circle Review

17. Name That Mission

18. Scope of the Program: “relative degrees of emphasis” Individual Group Personal Academic

19. Community Crisis Response Safety net/referral Diversity Event Prep & Follow Up Life problems Service learning Community Values Age-appropriate programming Watch performances Character Education Honor Code Event Prep & Follow Up Learning assessments College Guidance Interdisciplinary Activities Study Skills Safety net/referral Study Hall Advisory Practices Individual Group Personal Academic

20. Advisory “Footprint” Example: Individual Group Guidance Personal Advisory Program Academic Issues

21. If the advisory program is the machine and the advisors and advisees are the pieces, what holds it all together? Nuts and Bolts

22. Tips on the Establishing an APC • Include people with credibility among your stakeholders (“mission keepers”) • Include people willing to do research, plan, and communicate • Include varied skill sets and positions in the school • Include “big picture” and “detail” people • Buy-in usually increasing when the chairperson is a teacher

23. Tips in the Design Process • Keep asking questions that connect your mission to the daily reality. • Determine the goals of the program • Related to sense of connection/community • Related to academic coaching and advising • Related to new grade level and academic work/adjusting to school/transition • Related to development of inter/intra personal skills • Related to parent/guardian contact

24. In your small groups, share what works and what does not work regarding: • Schedule • Group configurations • Factors in making groups • Space • Resources available to advisers • Structure of the week

26. Value Line Activity Do you agree with the statement or disagree? • As an adviser, I am responsible for solving advisees problems. • As an adviser, I should have little to no role in the discipline of an advisee. • As an adviser, it is someone else’s job to advise them on course selection. • As an adviser, I should not have to enforce school rules (like dresscode) with my advisees. Disagree Agree

27. Tips in the Design Process • Use goals to drive frequency, length of time, and group configurations • Commit to themes that reflect your goals • Allow for variation based on group’s needs and adviser’s skills • Consider long-term themes • Career exploration • Service project • Teaching a skill • Use the school calendar to drive topics.

28. Nature of the Beast • Grade 5 • Ann, Matt, Rod, Mike • Grade 6 – A • Curtis, Clare, Catherine, Allyson • Grade 6 – B • Isis, Shannon, Patti • Grade 7 • Rachel, John, Dan, Gail • Grade 8 – A • Ted, Maria, Thatcher, Marge • Grade 8 – B • Joanne, Shaka, Rosemarie • Grade 9/10 • Joe, Emily, Evan • Grade 11/12 • Renee, Nancy, Susan

29. 1-on-1 Advising • Two parts • Ways to promote 1-on-1 relationships • Ways to support advisers with the 1-on-1 relationships • Lack of buy-in often stems from fear.

30. Adviser Role with Individuals • Program ensures at least 1 adult knows them well • Contact with parents • Must show the advisee that the role is a priority to the adviser • Resource to new students • Clearinghouse for students • Strategize situations through discussion • Support in disciplinary situations • Adviser-advisee relationship is not evaluative.

31. What can be “planned” about what advisees “learn” in and through 1-on-1 advisory?It will vary based on the individuals, but the mission exists for all students.

32. Working with Individual Advisees • Welcome note to advisees (postcards) • Advisee File • Advisee Information/Extracurricular/Sports • Vital Stats • Ed. Eval. • Create forms for advisees • Getting Back into School in September • End of Marking Periods (1, 2, 3) • Reflecting on the Year

33. New Discussion Groups Group 1: Susan Evan Renee Joe Emily Nancy • Group 4: • Shaka • Shannon • Matt • Marge • Dan • Catherine • John • Group 2: • Patti • Isis • Curtis • Rachel • Thatcher • Gail • Rod • Group 3: • Mike • Allyson • Joanne • Ted • Ann • Rosemarie • Clare • Maria

34. In your small groups, share what works and what does not work regarding: • How to know advisees • How to communicate with parents/conferencing • How to teach skills (goal-setting, reflection, character)

35. constraints Advisory mission relationships A = (m + r) - c

37. Same Discussion Groups Group 1: Susan Evan Renee Joe Emily Nancy • Group 4: • Shaka • Shannon • Matt • Marge • Dan • Catherine • John • Group 2: • Patti • Isis • Curtis • Rachel • Thatcher • Gail • Rod • Group 3: • Mike • Allyson • Joanne • Ted • Ann • Rosemarie • Clare • Maria

38. Tips in the Design Process • School Mission • Advisory Program Mission • Goals that support the Program Mission • Use goals to drive frequency, length of time, and group configurations • Purposeful I-on-1 and group activities that support the program mission • Commit to themes that reflect your goals • Allow for variation based on group’s needs and adviser’s skills • Consider long-term themes & projects

41. What is the value added in having students interact in advisory groups?What distinguishes group advisory from other student groups?

42. Adviser Role with Groups • Allows students to interact with a group of peers they might not normally interact with • Resources for new students • Down time for students to take a break • Lots of options: • Raise topic of discussion • Implement lesson from a curriculum • Theme-related project throughout the year • Time for reflection and goal-setting • Opportunity to express opinions, tell stories, share self • Establish a group identity

43. “Effective advisers pay attention to how their advisory group is together, not just what the group does together.” Poliner and Lieber With professional development, focus on group facilitation, not just activities.

44. Suggestions on Group Cohesion • Establish comfortable, safe setting first • Encourage advisees to help others • Establish group identify and group norms • Expect stages of group development • Forming, storming, norming, performing • Pick partners at the beginning • Include playful moments • Establish rituals and celebrations • Source: ESR’s The Advisory Guide

45. Suggestions on Group Cohesion • Model positive habits • Expectations, reflection, feedback, debriefing • Encourage full participation • Encourage students to choose and lead activities • Check in on the group culture throughout the year • Watch for those who withdraw, dominate, rebel, etc. • Source: ESR’s The Advisory Guide

46. Common Advisory Themes • Community-building, group cohesion, and group maintenance • Orientation, school citizenship, and school business • Personal goal-setting, reflection, and assessment • Tools for school and learning • Life skills, healthy development, and self-care • Moving to high school, college, or career • Real-world connections and service-learning • Personal passions, hobbies, and interests • Rituals, celebrations, and closure • Rainy-day fun stuff • Source: ESR’s The Advisory Guide • Additional mission-based themes: p. 74 of textbook

47. Advisory Scope & Sequence • Grade-Level Themes • 5th – “Settling Down” • Adjusting to MS, studying, organization, communication, role-playing with situations • 6th – “Reaching Out” • Current events/debates, school/community service, random acts of kindness • 7th – “Looking In” • Media literacy, interest inventories, personality tests, ;earning style inventories, goals, self-awareness • 8th – “Moving Up” • Transition to US, time management, study skills, visits from US students Augusta Preparatory Day School, GA – www.augustaprep.org

48. Advisory Scope & Sequence • Grade-Level Themes Per Term • 5th – Transition to Middle School, Girl Power (Who Am I?), Spreading Our Wings • 6th – Gaining Perspective, Accountability, Understanding the Power of Words • 7th – Welcoming and Understanding Change, Outside Pressures, What I Know For Sure • 8th – Finding Your Voice, Leadership, Transition to Upper School Greenwich Academy, CT – www.ga.org

49. Group Advisory Weekly Focus • C.A.R.E.S. • Communication • Monday (team calendar) • Achievement • Wednesday (Goal setting by week and monitoring student progress) • Responsibility • Tuesday (town meeting to discuss school issue, expectation, developmentally appropriate topic) • Exploration • Friday (“wheel” of mini-courses led by teacher or student; cross age/cross team opportunity) • Service • Thursday (small-scale service projects selected, planned, and executed by advisory groups) • Communication in first year; other components in subsequent years (2nd – goal setting; 3rd – service or mini-courses) Jim Burns -- “Frequent Inquiries Regarding Advisory”

50. Group Advisory Weekly Focus • Monday – team calendar (10-15 min.) • Tuesday – town meeting for grade • Wednesday – achievement and goal monitoring (30 minutes) • Thursday – service project planning • Friday – mini-courses (30-40 period) • Consider every adviser selecting a “partner adviser” for larger group activities. • Consider the best “time of day” and “day of week” based on the activity and time needed. Jim Burns -- “Frequent Inquiries Regarding Advisory”