Creating Advisory Programs: Notes from the Field - Part 1
Posted by Nicole Day on Wed, Aug 26, 2009 @ 09:42 AM
Blogger: Denise Wolk
(Adapted from an article by Rachel Poliner and Carol Miller Lieber)
Advisory is a key structure for personalizing learning for every student, but many schools experience challenges that make advisory time seem like an unfulfilled promise. Research solidly confirms that advisories provide the kind of personalized support that increases student achievement, and the current surge of secondary school start-up and restructuring initiatives is promoting a new wave of advisory programs in thousands of schools nationwide. Although many exemplary advisory programs exist, we know of many other schools struggling to establish meaningful advisories.
As we've worked with high schools nationwide, we've observed a pattern of problems in efforts to develop successful advisories. I would like to offer some cautionary notes by way of pointing out one of the pitfalls, and some strategies for climbing out of the pit for developing and sustaining successful advisories.
Pitfall: Advisory planning begins with scheduling, instead of goals.
"We found a way to fit advisory in the schedule so we're ready to go."
"One thirty-minute advisory per week will work, right?"
Strategies: There are lots of possible reasons to create an advisory program. Maybe climate data shows that students feel anonymous, or you're noticing cliques and factions that make the atmosphere tense. Maybe your students need more support regarding career or college plans. Or, perhaps the ninth graders need a more deliberate transition to high school. It is crucial to identify your goals, and then make sure the goals and schedule are a good fit.
Daily fifteen-minute advisory sessions have worked in schools where the main purpose is academic advising, the group has seven to nine students, and the advisor's responsibility is meeting privately with each advisee several times per week. However, if an advisory program is expected to improve peer culture, support the development of life skills, or focus on career and college preparation, longer blocks of time are essential. Thus, sort out your goals, then the session length, frequency, and whether or not they will be held simultaneously (for example, allowing for town meetings).