Advising Goals

There are only two primary goals for  faculty advisors:

1. To insure that all students assigned to the advisor graduate from high school.

2. To insure that all students acquire the skills they will need for a happy and successful life.

School-wide advisory meetings are held the last half hour of the last Thursday of each month.  At each of these meetings a discussion topic will be assigned (such as - the school handbook) and appropriate discussion materials will be provided to each advisor.  Discussion topics are selected based upon their importance in developing positive relationships, positive attitudes, and viable plans for future success - both in high school and after graduation.

During advisory meetings, faculty advisors are to act as discussion facilitators.  They are to set the limits of group discussions and to encourage free-flowing participation by all.  They are not to lecture to students, but are to guide student-centered conversation.  All students are to be encouraged to direct their comments to the entire group and to share their thoughts with the entire group.

All materials for these meetings will be supplied to the faculty well in advance of each meeting.  This includes a statement of goals, all necessary handouts, and even discussion prompts and activities.  Advisors will be sent all necessary materials via e-mail at least three days before each advising session.

Selected Topics for Group Sessions:

The high school handbook.  What it says, what it means, and the unwritten rules of our learning community.

Choosing between a four year college, a two year college, or no college.

Careers. What they are and how to achieve them.

Personal finance.  Work, credit, debt, financial assistance, and financial independence.

Extra-curricular activities: sports, activities, and clubs. What is available, and what can be developed.

Study skills and academic habits. Universal guidelines for success in school.

Coping with stress.  What to do when life is getting you down.

Graduation requirements and college entrance requirements.

Developing successful interpersonal relationships.

Getting and holding a job. 

Developing, defining, and refining  life goals.

Skills for lifelong success.

Diversity. Appreciating differences.

Advisors Make a Difference

One of the most powerful influences on student success in high school is individual attention from faculty members. Academic advising positively influences the educational and personal development of students. And while the responsibility for making informed decisions about life goals and educational plans rests with the individual student, a faculty advisor can become an important catalyst in the process. The advisor assists and supports the student in the decision-making process by helping to identify and assess alternatives and consequences of decisions.

Advising is an Instructional Process

Advising is an instructional process lead by the teacher. As in any teaching situation,

1. First the teacher (the advisor) defines the scope of the content unit (student handbook, graduation requirements, etc.).

2. Secondly, the advisor sets the parameters for discussion.

3. Finally, the advisor constantly reinforces the necessity for the mutual responsibility of  group members.

Advising: What It Is

The role of the faculty advisor is to be the advocate for the students assigned.  Faculty advisors are not expected to take on the roles of guidance counselors, parents, or social workers.  Instead they are to act as mentors and role models.

Advising: What It Isn’t

Advising is not something advisors do for students, but it is something advisors and students do together. Advisors must avoid the following:

1. Telling students what to do

2. Condemning the students

3. Conducting personal counseling

Students are more likely to value the information and follow the advice given to them when they recognize their faculty advisor's genuine interest and concern.  Therefore, faculty advisors must have and clearly demonstrate genuine concern for students.

Some simple methods for accomplishing this:

• Smile
• Refer to the student by first name
• Maintain an attitude of acceptance and respect
• Face the student squarely
• Maintain comfortable eye contact
• Pay careful attention when the student is speaking
• Pay attention to the student's non-verbal communication (tone of voice, posture, expression, eye contact, etc.)
• Wait for each speaker to finish before responding
• Suspend judgment until you have heard the student
• Clarify the content of each student's message by constantly repeating back to the students what you think you have heard them say, in order to make sure that you have heard correctly

It is also important to try to avoid shutting down the speaker by:

• Arguing
• Interrupting
• Condemning, diagnosing, or ridiculing  
• Ordering or moralizing
• Misinterpreting

Faculty advisors need to base their advice on both the students' career and life goals - their interests and their abilities.  As a faculty advisor, you should gain an understanding of each student's interests and goals as you get acquainted.

1. Encourage students to take a challenging course load, and to perform to the best of their ability.

2. Encourage students to take a participate in activities which will encourage their positive growth. And, encourage them to associate with other students who will bring out their very best.

3. Be aware of academic performance requirements for graduation, for scholarships, and for entrance into programs.

The Component Parts of Advising

As advisors prepare to meet with students, it may be helpful to consider the components of the advising process.

• Conveying that the purpose of the high school is to improve the quality of life of all students. The high school prepares students for the workforce as well as for a successful personal life.
• Information giving includes advice and consultation about registration, course offerings, faculty interests and expertise, programs, educational policies and regulations, as well as administrative procedures.
• Planning-includes advice and consultation about  the relationship between courses, programs, and occupations, as well as the monitoring of the students' progress toward educational and career goals.
• The advisor helps to identify services for special needs, interests, and abilities - complementary to the knowledge and skill of the advisor.

1. Explore the objectives, interests, and motivations of the students.

2.. Develop rapport with students.

3. Be knowledgeable of high school rules, policies, regulations, and procedures, which affect academic programs and activities..

4. Motivate!

• Help the student to appreciate and build on success and failure.

• Challenge all students to academic excellence.

• Explain the rewards of a strong academic program and associated good grades.

Suggestions for improving communication:

1. Greeting: Greet students by name; be relaxed, warm. Open with a question, e.g. "How are things going?" or "How can I help?"

2. Student Needs: Students deserve your time, your attention, and they need you to listen. They need good eye contact and at least 60 seconds of your total undivided attention during each monthly meeting.

3. Listening: Good advising is effective listening. And, listening is more than the absence of talking.

4. Acknowledging Student Attitudes and Feelings: You can acknowledge without approving.  Advisors must show that they recognize all students' attitudes and feelings.  However, they do not need to show support for them.  

5. Being Sensitive to Diverse Populations:  Be open enough to allow students to discuss unique problems.

7. Waiting: Most people are embarrassed by silence. Don't be.  Be patient.

8. Reflecting the Student's Feelings: Repeat back what you think you hear. 

9. Setting Limits:  Let everyone speak and let everyone be heard. 

Beliefs about Students

Like all educators, faculty advisors work to strengthen the importance, the dignity, and the potential of each student.

• Students are responsible for their own behavior;
• Students will become successful as a result of setting realistic goals and working to achieve those goals;

• Students want to learn;

• Students hold unique sets of  beliefs and opinions.

• Students are entitled to their privacy.