Establishing an Effective Advisor Advisee Program

February 16, 2010 School Improvement Webinar Series www.acteonline.org/multimedia.aspx

Your Moderator, Host and Presenter

Diana Rogers

  Regional Coordinator HSTW NE Ohio Region

Catherine Imperatore

  Electronic Media Manager ACTE

Vickie Hunt

  HSTW Practitioner HSTW NW Ohio Region

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Webinar Outcomes

• • • • • Describe advisor advisee.

Share the research on why advisor advisee.

Explain the stages in developing an advisor advisee. Discuss methods to measure success or monitor progress. Provide resources and websites.

Definitions

•

Adviser/Advisor:

•

Advise:

Definitions

•

Adviser/Advisor:

One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters.

•

Advise:

Definitions

•

Adviser/Advisor:

One that offers official or professional guidance or recommendations such as an educator who guides students in academic and personal matters.

•

Advise:

To recommend, offer an opinion or suggestion, commend, urge, encourage, caution, warn

What is an Effective Advisory Program?

“ Gives all students an adult mentor at school to guide and encourage them to take rigorous academic courses and to remind them that doing well in school matters to future success.” SREB Publication: Best Practices for Implementing HSTW and MMGW, September 2006

Poll Activity

Have you initiated an advisory advisee program?

 a) Not yet.

 b) Beginning stages of planning.  c) Early implementation (1 – 3 years).

 d) Establish program (4 or more years).

 e) Had one, but did away with it.

Why an advisory program?

The American Career Resource Network Association (ACRNA) study found that “informed career decisions result in significant educational outcomes.” Summary of findings: • Increased… – test scores on the ACT exam – enrollment in AP courses – academic efficacy and motivation – engagement and achievement in school

Students from Highly Effective Guidance Programs

• Take more advanced and rigorous courses • Tend to complete four or more years of postsecondary education • Report better grades • Report higher satisfaction with school • Take fewer courses with less remediation coursework to graduate • Transition from school to work more easily Career Development Program Manual, June 2005 Section III: Delivery System – TAP Delivery

Every Student Needs an Adult Advocate

• Pioneer Career Center began our advisory program because we believe EVERY student needs to have a relationship with at least one teacher who can and will take the time to talk about academic and performance issues and listen to what the student has to say, encourage, and support the student through their two years .

Key Factors of an Advisement Program

• Advises and monitors students’ educational, personal and social growth goals • Encourages and supports students • Cautions students about risks and dangers • Provides a way for students to express themselves and share information in a structures yet nonthreatening way • Develops a sense of belonging SREB Publication: Tips for Planning and Implementing a Teacher Advisement System

A good advisory program should address, but is not limited to:

• Relationship building and maintenance • Communication skills • Self assessment • Decision making and accepting responsibility (including financial) • Character issues

A good advisory program should address, but is not limited to:

• Study skills and habits • Career awareness, educational achievement and lifelong learning, and career management • Problem solving educational planning including secondary course selection and postsecondary planning Career Development Program Manual, June 2005 Section III: Delivery System – TAP Delivery; SREB Publication: Best Practices for Implementing HSTW and MMGW, September 2006

Definitions

• Guidance is the help provided to all students to assist them in reaching their goals (giving directions, emphasizing points of interest and explaining their meaning or significance) • Counseling is the help provided by trained professionals that some students receive recommending a course of action, plan or policy for students to overcome personal or social problems that interferes with learning Career Development Program Manual, June 2005 Section III: Delivery System – TAP Delivery Page 135

Are Teachers Qualified to Provide Guidance

• Teachers may lack the training of guidance counselors, but they share many of the same characteristics that help them guide students • Are able to empathize with students • Are patient and flexible • Are open to listening to the student’s view • Have excellent interpersonal skills • Are aware of individual differences

Stages in Establishing an Effective Advisor Advisee Program

• Getting Started: Appoint the right people to serve on the advisor advisee exploratory team.

• Stage 1: Prepare • Stage 2: Plan • State 3: Implement • Stage 4: Monitor/Evaluate

Getting Started: Advisory Team

• Teacher-based: core academic curriculum, arts, intervention specialist, career technical • School administrator • Counselor • Community stakeholders – family services/social services, churches, business leaders • Parents/student

What about….

• District guidance/advisement supervisor, attendance or discipline coordinator?

Stage 1: Prepare

Do the research:

(i.e.

HSTW – MMGW

) • •

Complete a needs assessment:

Target subgroups/grade level – data-driven Conduct surveys (i.e. HSTW - MG Teacher and Student Surveys) •

Conduct site visits:

Choose curriculums and initiatives that meet your needs. Don’t re-invent the wheel!

Gather Teacher Input

• • • Perceptions Needs Skills and assets • School-wide goals

Stage 2: Plan Align and focus the plan:

•

HSTW/MMGW

Site Action Plan, district’s school improvement plans

Answer the questions:

• Why ,Who, What, When, Where, How

Stage 2: Plan Why?

• Every person involved in the program needs to know why you are implementing the program and the goals or outcomes you want.

Poll Activity

Why would you implement an advisory program?

          a) Improved academic performance.

b) Improved course scheduling/decreased changes. c) Increased faculty ownership for “student” success.

d) Increased time for counselors to focus on counseling.

e) Increased student participation in enrollment with parents as a team.

f) Increased knowledge of educational opportunities.

g) Improved understanding of graduation requirements/ college entrance requirements.

h) Increased enrollment in math and science.

i) Greater number of students with a career plan/focus on higher achievement.

j) Increased parental participation/attendance.

Stage 2: Plan

•

Who?

Who will be included in as an advisor?

• Who will be the organizer?

• Who will provide training?

• Who will cover the group meeting in case of teacher absence?

Stage 2: Plan What?

• What are your goals and outcomes?

• What does your program look like?

• What will the structure of your program be?

• What curriculum will be used?

• What activities will be included?

• What training is required?

• What costs are involved?

• What are the risks and rewards?

Stage 2: Plan When?

• When will training or professional development take place?

– How frequently will training take place?

• When will advisors meet with students?

– Daily, weekly, twice a month, monthly – Time of day these meetings will take place – Will the schedule be changed on the days advisors meet with students

Stage 2: Plan Where?

• Where will groups meet? – Are the rooms compatible with the activities?

– Are there enough rooms for your groups to meet?

Stage 2: Plan How?

• How will students be assigned to groups?

• How will you communication with stakeholders? • How long will the group remain together? (Middle school – graduation?) • How do you train and prepare the staff?

• How will you measure the effectiveness?

• How will you sustain your efforts?

• How do you sell the program to the board of education, parents, students, and staff?

Set Goals

Set … Attainable… Appropriate… Targeted… Goals!!!

Emphasis on Guidance

Students report:

• They reviewed the sequence of courses they planned to take throughout high school

at least once a year.

• They received the most help in planning their high school education plan of studies by the end of the ninth grade.

• When planning and reviewing their high school four-year education plan, they talked with their parents or other adults they live with

at least once a year.

• During high school, a teacher or counselor talked to them individually about their plans for a career or further education after high school.

Adopt a Three-Year Advisory Plan

• • • • Examine SREB’s benchmark indicators and select initial strategies to measure these student performance measures.

Select and pilot research-based strategies Plan to phase in whole-school implementation over three years.

Don’t take on too much too soon!

Stage 3: Implementing the Plan

• Training/professional development is part both part of stage two and stage three. • Be sure the structure is well thought out and in place, but be flexible.

• Be sure every advisor has the resources and materials necessary to complete activities.

Provide Focused PD

• • • •  Prepare a schedule of professional development for the entire school year.

At least 40 hours of job embedded professional development with follow through Elicit and encourage a variety of attendees to professional development Teacher transparency: successes and struggles. Offer retraining on all strategies each year.

Most Importantly

Keep Communication Alive!

In all aspects of the

Implementation Stage

Job-Embedded PD of Advisory Strategies

During faculty/focus team meetings: • Share teacher and students survey results • Ask teachers to showcase best practices

Stage 4:

Assess, Monitor, Evaluate

• Collect data early and often. Involve data focus team throughout. Continue teacher input, surveys, questionnaire box… • Ensure the focus remains on the intended goals/objectives.

• Evaluate support of all stakeholders. Be thoughtful of attitudes and concerns.

• Revise the plan at least annually

Emphasis on Guidance

Students report:

• They spoke with or visited someone in a career they aspire to.

• Someone from a college talked to them about going to college.

• They and/or their parents received information or assistance from someone at their school in selecting or applying to college.

• They had an adult mentor or advisor who worked with them all four years of high school.

Intensive

Emphasis on Providing Timely Guidance

Intensive: 6 to 8 indicators Moderate: 3 to 5 indicators Low: 0 to 2 indicators Percentage of students who met the readiness goals in reading, mathematics and science each category Moderate Low Reading Mathematics Science Reading Mathematics Science Reading Mathematics Science

Lessons learned

• Teachers need to see how the program benefits all stakeholders in order to take ownership.

• Teachers need continuous professional development in career development in order to assist students.

• Scheduling the program needs careful consideration from the number of meetings to the time of day meetings are held.

• Planned activities are crucial for success.

Recommended Resources Publications:

• Teacher Advisement: A Developmental Guidance Approach • Career Development Program Manual, Jun 2005 Section III: Delivery System – TAP Delivery • SREB Publication: Best Practices for Implementing HSTW and MMGW, Sep 2006

Recommended Resources Publications:

• “Breaking Ranks II: Strategies for Leading High School Reform,” National Association of Secondary Administrators (NASSP), Jan 2004 • Students Need Strong Guidance and Advisement to Succeed,” Southern Regional Education Board, Sep 2006

Recommended Resources Websites:

• Southern Regional Education Board (SREB), www.sreb.org

• Northwest Regional Education Lab, www.nwrel.org

• Louisiana Department of Education, www.louisianaschools.net

Questions

• To ask about the content type a question in the Q&A panel and send to

All Panelists. Questions will be addressed at this time

 Or an email response will be sent to you after the webinar.

Question

• Do you have an advisory plan or rubric that best practice sites have used in developing their advisor advisee program?

Question

• What professional development is available to assist school teams in learning more about establishing an advisor advisee program?

More Q & A

• Questions and responses

Contact Information

If you have questions or would like to learn more about establishing an advisor advisee program, please contact:

Vickie Hunt

HSTW/

Career Pathway Specialist Pioneer Career Center  [email protected]

Next Webinar in the Series Developing a School-wide Numeracy Plan

Michelle Walker-Glenn,

HSTW Coach, HSTW SW Ohio Region

March 16, 2010 from 11:30 – 12:30 ET

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