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
Staff
school
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
vent
resistant members time to
Things to Do
Revisit
the issue with resistant
faculty
 Provide
 Have
ongoing support
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
Positive
with new
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 Do
School 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 Do
Support
for lesson delivery—
 counselor/committee
Lessons
member
available at least a week in
advance
 School/grade
Support
level coordinator
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