Leadership #4: Student Advisor
Student Advisor
Overview: Olympic High School has a system in which each teacher is assigned 15-20 students. Students sign in with advisor in the morning before first period and again after lunch. Teacher keeps ongoing personal communication with parents and guardians in order to address student achievement (positive accomplishments and lack thereof), tardiness or absences. Daily communication is maintained with parents and guardians because of a personal belief in sharing accomplishments as well as concerns. Many parents report that it is the first time in their child’s school experience that individual teachers call them to share accomplishments. Parent generally grateful to get personal calls about absences or tardies instead of the ubiquitous ‘robo-call.’
Reflection: The relationship between student and advisor is paramount to helping at-risk, marginalized students realize their path. Ideally, the advisor provides an outside, unbiased opinion about a myriad of personal, family and peer problems. As an Advisor I also will speak with my colleagues about how my advisees are doing; both academically as well as personally and they do the same with me. Helping students who may not have access to group or individual therapy is also a way to address the whole student.
CPSEL Connection
Standard 1: Facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community
1.1: Develop a shared vision
1.2: Plan and implement activities around the vision
Standard 2: Advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and staff professional growth
2.1: Develop school culture and ensure equity
2.4: Create and utilize accountability systems
Standard 3: Ensuring management of the organization, operations, and resources for a safe, efficient and effective learning environment.
3.1: Ensure a safe school environment
3.2: Create an infrastructure to support an effective learning environment
3.3: Manage the school learning support system
3.4: Monitor and evaluate the program and staff
Standard 4: Collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources
4.1: Collaborate to incorporate the perspective of families and community members
4.2: Establish and manage linkage between the site and the larger community context
Standard 5: Modeling a personal code of ethics and developing professional leadership capacity.
5.1: Maintain ethical standards of professionalism
Standard 6: Understanding, responding to, and influencing the larger political, social, economic, legal and cultural context
6.1: Engage with the policy environment to support school success
6.2: Interact with stakeholders
6.3: Incorporate input from the public
