The Advisory Clinic: Improving and Sustaining Effective Advisory Programs—Part III
Guest Blogger: Denise Wolk
As I mentioned in the last blog entry, ESR works with schools nationwide and we’ve observed a pattern of problems in efforts to develop successful advisories. Here I offer another one of the pitfalls and strategies for climbing out of the pit for developing and sustaining successful advisories.
Advisory doesn’t feel authentic or worth the effort to faculty, students, parents, or administrators.
From a student: “This is really lame.”
From an advisor: “I just don’t see how this is benefiting our students. It’s a waste of time.”
Strategies: Students and teachers easily recognize when something feels artificial or empty. Academic advising should be a key focus of advisory, especially in high schools. Monitoring and tracking students’ academic progress, conferencing with students about their goals and grades, supporting students’ completion of grade level benchmarks, graduation requirements, and personal learning and post-secondary plans provide immediate legitimacy for advisory and link advisory directly to a school’s core academic mission and educational program. When advisors coach students to monitor and assess themselves, they are truly teaching learning to learn skills.
Remember, advisories that remain strong over time put relationships first, but those relationships must be built with a higher purpose in mind. These advisory groups respond to the needs and interests of advisees, while maintaining a strong focus on academic support.
For help with these and other advisory conundrums, attend my session for schools who are struggling with advisory implementation challenges at the NASSP Convention: The Advisory Clinic: Improving and Sustaining Effective Advisory Programs on Friday, February 27 from 11:30 a.m.–1:00 p.m.
