WHAT IS ADVISORY
Concept/Definition
Advisory programs (also called advocacy programs, homebase, teacher-based guidance, advisor-advisee) are predicated on the belief that every young adolescent should have at least one adult at school to act as the student's advocate. According to the Carnegie Council on Adolescent Development (1989), "Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a vision of the future". In similar fashion, Beane and Lipka (1987) presented a useful description of advisory programs:
Advisory programs (also called advocacy programs, homebase, teacher-based guidance, advisor-advisee) are predicated on the belief that every young adolescent should have at least one adult at school to act as the student's advocate. According to the Carnegie Council on Adolescent Development (1989), "Students should be able to rely on that adult to help learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a vision of the future". In similar fashion, Beane and Lipka (1987) presented a useful description of advisory programs:
Advisory programs are designed to deal directly with the affective needs of [young adolescents]. Activities may range from non-formal interactions to use of systematically developed units whose organizing center are drawn from the common problems, needs, interests, or concerns of [young adolescents], such as "getting along with peers," "living in the school," or "developing self-concept." In the best of these programs, [young adolescents] have an opportunity to get to know one adult really well, to find a point of security in the institution, and to learn about what it means to be a healthy human being.
Rationale for Advisory Programs
· Promote small, caring communities of learners.
· Promote mutually respectful and meaningful relationships.
· Provide individual attention to students.
· Provide each student with an opportunity to "belong."
· Allow teachers to be actively involved in the affective development of students.
· Emphasize the social and emotional development of every young adolescent.
Assist students with interpersonal communication skills development
Emphasis of Advisory Programs
· Based on teacher and student input.
· Based on the affective domain.
· Address needs of specific school and community.
· Social/communication/positive interpersonal relationships.
· Respect for self and others/good citizen.
· Accept responsibility for education and actions.
· Develop group, team, and school spirit.
· Academic monitoring/assistance/motivation.
· Study, test-taking, and note-taking skills instruction.
· Self-esteem activities/self-awareness growth.
· Appreciate talents, health, and potential.
· Understand and make commitments.
· Decision making/coping skills/problem solving.
· Career education/guidance/future planning.
· Set and achieve goals/organize time.
· Intramural activities/community service projects.
· School issues and concerns/adjustments.
· Substance abuse/current adolescent issues.