About This Workshop

CSSR Advisory Program

ROLE OF THE ADVISOR

Overview

Due to personal and professional differences, there are many versions of excellence amongst advisors. Some teachers are comfortable with the idea of being an adult confidante that listens to students’ personal, familial, or social and provides support and guidance. Other advisors prefer to serve primarily as academic advisors, maintaining a relationship that is caring but grounded in supporting students’ academic needs and post-secondary planning. Both types of advisors are equally good, provided that establish themselves as caring adults that know their advisees and are available to provide support and guidance.

What Kind of Advisor Am I?

There is no single model of Advisory, and there is no single type of advisor. The most successful advisors understand their own strengths and weaknesses and do their best to provide students with a balance of personal and academic support. Some advisors are most comfortable maintain a clear academic focus, while others are eager to cultivate more personal relationships with their advisees. Any teacher can be an effective advisor, provided that you are accessible, establish a caring relationship with your advisees, and recognize issues that require you to refer students to specialists within the school community. The following brief survey will help you better understand yourself as an advisor.

STATEMENT 1

I like talking with students about the things going on with their friends, families, and in their personal lives.

A BC

I agree with this statement. This is somewhat true. I disagree with the statement.

STATEMENT 2

I think that a teacher’s job is to teach students academic content, not be their counselor.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement.

STATEMENT 3

As a teacher of adolescents, I think it is important that I help them develop healthy, pro-social skills, including conflict resolution, anger management, and relationship maintenance strategies.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement.

STATEMENT 4

I do not feel comfortable sharing any personal information with my students.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement

STATEMENT 5

I don’t enjoy ‘community building’ activities with students and like to maintain a clear focus on academic skill building.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement.

STATEMENT 6

I think that working on academic content with students in small group or one-on-one settings is a very important part of my job.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement.

STATEMENT 7

I think that helping students think about and plan for their professional and educational future is a very important part of my job.

A BC

I agree with this statement. This is somewhat true.I disagree with the statement.

Implications

1.To what degree will the advisory role differ from my current teaching role?

2.How much, if any, of a stretch will this be for me?

3.What type of support, if any, will I need to be effective in the advisory role?