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Setting Up a Successful Advisement Program…AKA Don’t Make the Same Mistakes We Did
Martinsburg High School
Martinsburg, WV
Why Implement an Advisement Program
Links students to a caring adult
Creates safe and positive school
environment
Links parents to school
Connect students to school
Why Implement an Advisement Program
Focused curriculum includes career,
academic and personal/social lessons
Provide a smooth(er) transition from
middle school
Prepare students for life after high
school
Don’ts—Things we learned the hard way Introducing the concept to your faculty
One time presentation
No chance for questions
School counselor makes the
presentation
No follow-up in-services
Don’ts—Things we learned the hard way
Dealing with Resistance
Meet with resistance/power
“I’m right and you are wrong.”
Ignore requests for help
Don’ts—Things we learned the hard way
Getting Reluctant Faculty Onboard
Have a school counselor talk to them
Have teachers write/copy their own
lesson plans
Fail to pair with an onboard teacher
Don’ts—Things we learned the hard way
Leave a substitute to their own
devices
Let the program “Run itself”
Meet just once a week
Things to Do
Introducing the concept to your faculty
Summer workshop-department chairs,
other faculty (including resistant
members)
Informal department talks with
administrator
Principal is primary presenter
Things to Do
On agenda at every faculty meeting
Reports from administrators,
counselors, teachers (advisors)
Time for discussion
Things to Do
Monthly training
Before/after school
Staff development days
Department meetings
Evaluations completed by students
and teachers after each session
Things to Do
Dealing with Resistance
Expect it
Do not meet it with defensive
attitude
Give resistant members time to
vent
Things to Do
Revisit the issue with resistant
faculty
Provide ongoing support
Have department chairs, others
speak with them
One on one discussion with
principal (frequent supervision)
Things to Do
Getting resistant faculty “on board”
Group discussion with principal
before training whole faculty
Ask what can be done to get them
Things to Do
Implement “positive support”
programs like “Capturing Kids’ Hearts”
Pair teachers for instruction
Experienced with new
Positive with resistant
Well-written lesson
Easy to implement
Multiple lesson from which to
choose
Website with resources available
Things to Do
School coordinator reviews lessons well in advance to determine if lessons:
require any school-specific forms
should be divided into more than one part
require any pre-preparation on the part of the students or advisor
require any prompts or special supplies
Things to DoSchool coordinator reviews lessons well
in advance to determine if lessons:
suggests internet access to maximum lesson benefits, although all lessons can be delivered without internet access
provide resources for alternate ways of facilitating to better align with the advisor’s teaching style and your particular students’ learning styles.
Things to DoSupport for lesson delivery—
counselor/committee member
Lessons available at least a week in
advance
School/grade level coordinator
Support for substitutes
Advisor’s Role
Have students develop rules
Hold students to these rules
Talk individually with advisees
whenever possible
Keep expectations realistic
Advisor’s Role
Allow group time for discussions and
concerns
Be firm but understanding
Show interest
Be flexible
Be sensitive in choosing your words
Advisor’s Role
Use your own style in presenting
lessons
You will not have all the answers
Know where to go for support
Have fun with lessons; be creative
Evaluate regularly
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