Welcome to ISM’sWelcome to ISM’s

Build a Meaningful, Build a Meaningful, Mission-Based Mission-Based

Advisory Program!Advisory Program!

Session 3: Session 3: The Big PictureThe Big Picture

Why should advisory be Why should advisory be a a prioritypriority??

(Not just why is it important?)(Not just why is it important?)

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!The Mantra is Mission!

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)

A = ( m + r ) - cA = ( m + r ) - c

Top 5 Comments Faculty Members Top 5 Comments Faculty Members Make That Pose a ChallengeMake 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.”

Challenge 1: Challenge 1: “Do more than bagels?”“Do more than bagels?”

Advisory Group Activities: Beyond Bagels

Proposed Solution: Proposed Solution: Focus on the mission.

– Why do we have group advisory?

– What is its purpose?

Form a Committee.

Link mission to activities.

Challenge 2: Challenge 2: “But, I’m no counselor.”“But, I’m no counselor.”

Individual (1-to-1) Advisory

Proposed Solution: 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

““At our school, advisers are . . .”At our school, advisers are . . .”

Advice-givers

Advocates

Case managers

Counselors

Disciplinarians

Encouragers

Friends

Mentors

Parents

Problem-solvers

Role models

Spiritual guides

Challenge 3: Challenge 3: “We don’t have enough time for that.”“We don’t have enough time for that.”

The Schedule Runs the Show!

Proposed Solution: 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…”

Challenge 4: Challenge 4: “My Head’s not into that.”“My Head’s not into that.”

The Head of School/Division is key!

Proposed Solution: 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.

Magic Words to Consider:Magic Words to Consider:

Strategic ValueStrategic Value

Retention vs. Attrition

Faculty Culture

Professional Development

Mission-Based

Parents

Challenge 5:Challenge 5: “Oh no, s/he came back from that workshop.”“Oh no, s/he came back from that workshop.”

Faculty (Adviser) Buy-in

Proposed Solution: 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.

Top 5 Challenges Advisory Top 5 Challenges Advisory Programs FacePrograms Face

1. “Do more than bagels?”– Group activities/curriculum

2. “But, I’m no counselor.”– 1-on-1 advising

3. “We don’t have enough time for that.”– Time

4. “My Head’s not into that.”– Administrative support

5. “Oh no, s/he came back from that workshop.”– Faculty Buy-In

Difference Between Effective & Difference Between Effective & Generic ProgramsGeneric Programs

• School mission dictates program

• Students feel a sense of community (predictability and support)

• Faculty see the value in their roles/responsibilities as advisers

5-Minute Pause:5-Minute Pause:

Triangle – Square – Circle ReviewTriangle – Square – Circle Review

Name That MissionName That Mission

Individual Group

Scope of the Program: Scope of the Program: “relative degrees of emphasis”“relative degrees of emphasis”

Per

son

alA

cad

emic

Individual Group

Advisory Practices Advisory Practices P

erso

nal

Aca

dem

ic

Character Education

Community Values

Diversity

Honor Code

Study Skills

College GuidanceEvent Prep & Follow Up

Study Hall

InterdisciplinaryActivities

Safety net/referral

Life problems

Watch performances

Learning assessments

Safety net/referral

Service learning

Event Prep & Follow Up

Community Crisis Response

Age-appropriate programming

Individual Group

Advisory “Footprint”Advisory “Footprint”

Per

son

alA

cad

emic

Advisory Program

Guidance

Issues

Example:

If the advisory program is the machine and the advisors and

advisees are the pieces, what holds it all together?

Nuts and BoltsNuts and Bolts

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

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

• Schedule

• Group configurations

• Factors in making groups

• Space

• Resources available to advisers

• Structure of the week

In your small groups, share what works In your small groups, share what works and what does not work regarding:and what does not work regarding:

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

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.

Nature of the Beast

• Grade 5– Ann, Matt, Rod, Mike

• Grade 6 – A– Curtis, Clare,

Catherine, Allyson• Grade 6 – B

– Isis, Shannon, Patti• Grade 7

– Rachel, John, Dan, Gail

• Grade 8 – A• Ted, Maria, Thatcher,

Marge– Grade 8 – B

• Joanne, Shaka, Rosemarie

– Grade 9/10• Joe, Emily, Evan

– Grade 11/12• Renee, Nancy, Susan

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.

Adviser Role with IndividualsAdviser 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.

What can be “planned” about what advisees “learn” in and

through 1-on-1 advisory?

It will vary based on the individuals, but the mission exists for all students.

Working with Individual Advisees

• Welcome note to advisees (postcards)• Advisee File

– Advisee Information/Extracurricular/Sports– Vital Stats– Ed. Eval.

• Create forms for advisees– Getting Back into School in September– End of Marking Periods (1, 2, 3)– Reflecting on the Year

New Discussion Groups

Group 1:SusanEvanReneeJoeEmilyNancy

Group 2:PattiIsisCurtisRachelThatcherGailRod

Group 3:MikeAllysonJoanneTedAnnRosemarieClareMaria

Group 4:ShakaShannonMattMargeDanCatherineJohn

• How to know advisees

• How to communicate with parents/conferencing

• How to teach skills (goal-setting, reflection, character)

In your small groups, share what works In your small groups, share what works and what does not work regarding:and what does not work regarding:

A = (m + r) - cA = (m + r) - c

Advisory

relationships

mission

constraints

Same Discussion Groups

Group 1:SusanEvanReneeJoeEmilyNancy

Group 2:PattiIsisCurtisRachelThatcherGailRod

Group 3:MikeAllysonJoanneTedAnnRosemarieClareMaria

Group 4:ShakaShannonMattMargeDanCatherineJohn

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

What is the value added in What is the value added in having students interact in having students interact in

advisory groups?advisory groups?

What distinguishes group What distinguishes group advisory from other student advisory from other student

groups?groups?

Adviser Role with GroupsAdviser 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

“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.

Suggestions on Group CohesionSuggestions 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

Suggestions on Group CohesionSuggestions 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

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

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

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

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”

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”

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

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

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

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

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…

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.

Activity Rating Description Action to Take

1. Exemplary Highly relevant to mission Intentionally conducted because it is

relevant to mission Has engagement value

Keep it!Refine it!

2. Favorable Somewhat relevant to mission But link to mission is not

acknowledged/considered

Enhance it to strengthen the link to mission!

3. Neutral (benign) No relevance to mission Revise it to connect to the mission! or Remove it!

4. Unfavorable (undermining)

Actually counters school/program mission

Remove it!

Rate Your Activity!

Morning Mission: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.

School Spirit and Culture

• Explore the motto, mascot, and seal• Explore school’s mission statement• School Trivia Game (ala Jeopardy)• Scavenger Hunt• Oral History from Alums/Walking Tour• Support school events

– Halloween costume theme– Run booth at bazaar– Time capsule– Attend game – support different team each month– Attend concert/play – meet for dinner before

Global Citizenship (service, community, environment)

• See handout• Campus clean-up• Group flower/plant/garden bed maintenance (plant, weed)• Support an environmental issue and plan an educational

presentation on it to the rest of grade.• Nature-related stories or poems• Sponsor a speaker from an environmental organization• Write to political leaders about a local issue• Recycling• Discuss positive changes they are seeing. How can they do more?• Group hike on campus• Stream clean-up• Design tshirt, sticker, poster, etc.

School Rules, Honor Code, Character• Discuss “honorable” behavior. Who do they admire? Who looks up to them?• Share stories outside of school that tested their honor.• Share stories of lessons learned from honor-related experiences.• Share examples of who/what guides their behavior in difficult situations.• Discuss “trust” in the community. Benefits? Drawbacks?• Discuss effectiveness/meaning of the Honor Code.• Discuss how they feel about dishonest behavior and how they respond when they

see it.• Students list reasonable, meaningful consequences for poor judgment.• Role-play or discuss honor-related scenarios (test security, absenteeism, cheat

sheets, plagiarism, “used workbooks,” Cliff notes, language translators, papers from web, taking advantage of “worker” in group activity, lying, cheating, making excuses).

• Give students ethical dilemmas and they have to make choices (Alligator River Story).

• Share a quote of the week related to honor issues.• Discuss political cartoons.• Discuss honor-related current event.• Value line statements or continuum line statements.• Discuss respect for property and privacy (borrowing without permission).• Discuss appropriateness of dress for school and out-of-school. What does it say

about oneself?• Establish weekly lessons for the grade based on Ron Clark’s 55 Essential Life

Lessons.

Coping with Stress

• Conduct a student sleep survey.• Offer time for comic relief. Each person shares

something funny (joke, video, favorite movie, etc.)• Brainstorm ways to relieve stress.• Conduct pre- and post- exam strategies.• Discuss music. Favorite kinds? Name that Tune. • Music of different decades, Music around the world• Share musical talents. Share stories about musical

experiences.• Create an advisory band and perform for others.• Write or re-write lyrics to a popular song.• Choreograph a dance or lip syncing routine.• Conduct Singing Bee competitions.

Board Games Creative Arts• Catch Phrase• Scrabble• Chess• Backgammon• Cranium• Pictionary• Scattergories• Scruples• Worst Case Scenario• Taboo• Trivial Pursuit• Twister• Uno• Yahtzee• Card games

• Bulletin board• Collage• Scrapbooking• Quilting• Greeting cards• Face painting• Door decorating• Mural• Group Crest• Video (YouTube contest)• Children’s book• Origami• Puzzles and brainteasers• Design tshirts, mugs, sticker, etc.

Relaxing Cooking• Read alouds• Meditate• Yoga• Silence• Create group playlist/cd (examine

lyrics)• movies

• Bake together• Ice cream sundaes• Cupcake/cookie decorating• Smoothies• Sandwiches for Homeless

Outings • Mini-golf• Bowling• Cook-out at advisee’s home• Lunch off campus• Movie• Bookstore• Museum• Concert, athletic game

Value Line Activity

Do advisers need “training” or “preparation”?

– Is there a difference? If so, what is it?

Training Preparation

Strategies That WorkStrategies That Work• Provide appropriate background info.• Engage in brief discussions at faculty

meetings.• Create a reference shelf/tool box• Provide background info on topics of

interest.• Discuss how to strategize building

relationships with difficult advisees.• Allow “air time” for advisors to share

suggestions that worked.• Ask faculty to read an article and discuss

online or in team.

Strategies That WorkStrategies That Work• Show a film clip to promote discussion.• Encourage willing faculty to role play in

large or small groups.• Create case studies to analyze.• Run faculty through a grade-level planned

activity that they will do with advisees.• Raise an issue and allow faculty to share

in small or large groups.• Emphasize that they never have to “go it

alone”. Provide regular opportunities so that advisers can pick which style best suits them.

Guide QuestionsGuide Questions

• Are there current topics you feel your advisers need more preparation for?

• What ways can you incorporate positive feedback/encouragement to advisers?

• How do you address new advisers to the school?

New Discussion Groups

Group 1: Group 2: Group 3: Group 4:

The Reluctant Adviser:The Reluctant Adviser:How Might You Respond?How Might You Respond?

• “Teachers should not have to focus on anything other than academics.”

• “Advisory will take away time from academics.”

• “Isn’t it the parent’s job to do that?”

• “I don’t like that touchy-feely stuff.”

• “This is going to be extra work for me.”

• “Will being an adviser undermine my authority?”

Trivia Question:Trivia Question:

“A rising tide lifts all boats.”

Who said this? What it referencing?

How might this relate to advisory?

What signs can you look for to What signs can you look for to indicate that your program is indicate that your program is

effective?effective?

Action PlansAction Plans

• As a school, develop an action plan to use when you return home.

• Be prepared to share a few minutes with the group:– Immediate plans– Longer-range plans– People of support– At least 1 idea you are “taking home” with you– “Wish List” for the Advisory Program

ISM EvaluationISM Evaluation

• You will have 15 minutes to complete ISM’s evaluation of this workshop.

• When you are finished, please place them in the envelope up front.

Final ThoughtsFinal Thoughts

• Define the program mission and roles of the adviser.

• Recruit “mission keepers.”

• Design for “guided flexibility” and balance with meaningful, appropriate activities.

• Think big. Start small. (Invite. Pilot.)

• Be patient. (You know your faculty.)

• Celebrate your victories!

Final ThoughtsFinal Thoughts

Congratulations!

Thank you!

Best wishes!

Safe travels!

Keep in touch!

Goal Success Formula

“I will (what)

_____________________________

+ (when)

_____________________________

+ (how)

_____________________________.”

Signed __________ Date ________Dr. Michele Borba: www.micheleborba.com

Listening Skills

• Sit square

• Open

• Lean in

• Eye to eye

• RespectfulDr. Michele Borba: www.micheleborba.com

Utilize “teachable moments”

• Target it

• Exemplify it

• Accentuate it

• Catch it in the act

• Highlight itDr. Michele Borba: www.micheleborba.com

Utilize “teachable moments”

• Target it

• Exemplify it

• Accentuate it

• Catch it in the act

• Highlight itDr. Michele Borba: www.micheleborba.com

Listening Skills

• Sit square

• Open

• Lean in

• Eye to eye

• RespectfulDr. Michele Borba: www.micheleborba.com

Goal Success Formula

“I will (what)

_____________________________

+ (when)

_____________________________

+ (how)

_____________________________.”

Signed __________ Date ________Dr. Michele Borba: www.micheleborba.com

3 Minute Pause3 Minute Pause

Meet in groups of 3-4 to:–summarize key points

–add your own thoughts

–pose clarifying questions