Middle School Advisory Programs: “Making Connections/ Making it Work” June 10, 2008 Dr. Fran Macko Instructional Specialist Office of Teaching and Learning

2 Advisor/ advisee programs are a chance for the middle school teacher to make a difference, and to the middle school child – it is the difference.

3 Adolescents: Why Advisory? J. Howard Johnson (1992): What are the kinds of experiences, relationships and opportunities do adolescents need to find in their schools and communities? Factors that keep adolescents connected to school: Attachment Commitment Involvement Belief

4 What is the Purpose of Advisory? To address the affective needs of adolescents To foster social and emotional development To support a holistic approach to adolescents To bridge the gap between elementary school and high school and facilitating the transition

5 Advisory and Student Achievement Reginald Clark (1983) What are the patterns of behavior of adolescents who achieve academically ? 1. Achievers spend more time in conversation with adults -- eight to ten times as much as non-achieving students. 2. Achievers receive explicit achievement training such as music lessons, sports coaching, skill, craft or hobby instruction.

6 3. Achievers have a regular pattern of behavior; they can count on certain routines in their lives regarding after school activity. 4. Achievers engage in anticipatory behavior, planning for tomorrow, next week, next summer or the long-term future.

7 5. Achievers participate in activities extending the opportunity to read and write by being engaged with technology or other activities which require them to read high level material and communicate with others for a specific and important purpose. 6. Achievers engage in constructive learning besides homework, such as hobbies, games and related intellectual or high skill endeavors. 7. Underachievers over participate in unsupervised recreational activity, such as watching T.V., or just "hanging out."

8 Social/ Emotional Needs and Achievement Elliott Merenbloom Emotional disorganization blocks academic achievement. What are the areas of emotional disorganization in adolescents?

9 Group membership Self-concept Ethnic identification Sex-role identification

10 Peer approval Independence from adults Search for sophistication

11 What are the Purposes of Advisory? To address the affective needs of adolescents To foster social and emotional development To support an holistic approach to adolescents To bridge the gap between elementary school and high school and facilitate the transition

12 What are the Outcomes of Advisory? Reduce anonymity and isolation Create smallness in large, impersonal settings Develop a sense of community Foster a sense of belonging, connection, and caring

13 Encourage self-respect, self-worth and a positive attitude Provide adult/ adolescent and peer/ peer emotional support Provide a forum for enhancing communication and listening skills Provide a forum for problem-solving skills and responsible choice making

14 Encourage the expression of individual differences and respect for those differences Develop interpersonal an social skills

15 What are the Models for Advisory? Advisories can take many shapes and forms. The key is to construct a program that allows adolescents and adults to interact with each other, informally and comfortably, around purposeful activities.

16 Assessing Advisory Programs Setting goals Monitoring progress Making adjustments