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

30. 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.

31. 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.

32. 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

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

34. 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

35. “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.

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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”

42. 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”

43. Group Advisory Weekly Focus • Monday • Get Organized Day • Tuesday • Activity Day (mini-courses, intramurals, group) • Wednesday • Silent Sustained Reading • Thursday • Activity Day (mini-courses, intramurals, group) • Friday • Wrap-Up Day Lewis and Clark Middle School -- Missouri

44. Group Advisory Weekly Focus • P – planning/got goals? (Monday) • R – reading (Tuesday) • I – improve your grades (Wednesday) • D – develop your character (Thursday) • E – enjoy your day (Friday) Waterloo Middle School -- NY

45. Group Advisory Weekly Focus • Monday • Silent Sustained Reading • Tuesday • Adviser Choice • Wednesday • Team/grade activities • Thursday • Study Hall • Friday • Student Choice Pontiac Middle School -- IL

46. Group Advisory Weekly Focus • Monday • Get Organized, Goal Setting • Tuesday • Current Events • Wednesday • Skill Day or Community Service Project • Thursday • Advisee Choice (something fun) • Friday • Silent sustained reading Sidney Middle School -- Nebraska

47. Timely Topics • Allow the school calendar to dictate topics of discussion or “curriculum.” • Example • October – Founder’s Day – history of the school • December – Holiday Project – K-12 service • Other examples from your school…

48. Two Common Tendencies • Counter the tendency to plan and carry out an activity, “fun” or otherwise, with little or no engagement of students in reflection and/or discussion. • Counter the tendency for program leaders to become over-responsible for their colleagues, e.g., to put together sets of activities, provide discussion questions, to prepare advisory group lesson plans, or otherwise pre-package materials to hand off to others.

49. Rate Your Activity!

50. Morning Mission: • Working in teams of your choice, you will create a mission-based advisory activity for our group. • Assume the drafted program mission for your school. • Select a goal/theme on which you wish to focus. • Search through the materials to find an activity that supports your target goal/theme. Make modifications as appropriate and link to mission. • Be prepared to summarize the activity or present a portion to the group.