TeachersasAdvisors TAP aka HSTW AdvisorAdvisee

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Teachers-as-Advisors (TAP)aka HSTW
Advisor/Advisee

• Vivian Snyder
• Georgia Department of Education
• Career, Technical and Agricultural Education
  Division
• vsnyder_at_doe.k12.ga.us

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What do you need to know?

• In your team determine the most critical area of
  the Teacher-as-Advisor program in which you need
  the most help. Put your answer in the form of a
  question.

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www.GeorgiaCRN.org
www.georgiaCRN.org
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(No Transcript)
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Goal

• Participants will have a better understanding of
  a student centered guidance delivery system,
  teachers-as-advisors (TAP), that will ultimately
  foster more informed decision making for students
  and their parents.

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Objectives

• To identify a teacher-as-advisor/advisor-advisee
  program
• To provide rationale for a teacher-as-advisor
  delivery system with a focus on career
  development.
• To recognize the benefits and challenges of a
  teacher-as-advisor program
• To provide information tools that can be used to
  implement a teacher-as-advisor delivery system
  including advisor awareness, interest,
  preparation, support and program evaluation.
• To provide resources and tools to assist in the
  implementation of a teacher-as-advisor program

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Career Development is

• A lifelong process by which individuals define
  and redefine career-related choices and outcomes.
  (NOICC, March 1994)

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Basic assumptions are

• ALL educators are career developersTeachers
  make all other professions possible
• ALL students are expected to work, therefore, ALL
  students need career developmentThe future of
  work is LEARNING a living
• Parents are the greatest influence in a students
  career decision-making process. Many studies
  show that young people cite their parents most
  frequently as the main influence in their
  occupational plans. No other group even comes
  close. -- Sarah M. Shoffner and Richard H.
  Klemer, 1973

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National Career Development Guidelines
Assessment
Career Center
Portfolio
WBL
ICP
Teacher-as-advisor
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OPPORTUNITY
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The Career Planning Process
Educators assist students in answering the
following questions
WHO AM I ? (Self-knowledge) Helping students
discover their interest, aptitudes and the things
that are important to them.
WHERE AM I GOING? (Career/Educational
Exploration) Helping students discover their
numerous options in the world of work and the
relationship work has with education.
HOW AM I GOING TO GET THERE? (Planning/Management)
Helping students gather information and
formulate a plan of action to reach their career
goal.
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National Career Development Guidelines

• Provides standards (competencies) upon which a
  comprehensive, developmental guidance program
  can be built. The guidelines are broken into
  stages of learning (knowledge, application and
  reflection) addressing at each level
  personal/social development, educational
  achievement/life-long learning and career
  management. www.arcnetwork.org

SMART CHOICES
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Disclaimer

• There is no standard or right way to
  organize, implement and evaluate an
  advisor/advisee program. Schools are unique and
  programs should reflect the stakeholders needs
  within that school. However, if we keep doing
  what were doing, we will continue to get what
  weve got.

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OH NO! ANOTHER Change
As the leadership team, KNOW that you will meet
with resistance from some of your faculty.
Watch this PPT to help you understand their
resistance and discuss ways to HELP you deal with
it.
CHANGE
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Organizational structure for implementation of
the program and CHANGE

• Awareness
• Interest (rational)
• Preparation
• Leadership
• Logistics
• Content
• Professional Development
• Support
• Evaluation

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Awareness
Essential Question What is a teacher-as-advisor
program?
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Teacher-as-Advisor Program (TAP)
Welcome To Hang Time

• A guidance delivery system whereby large student
  populations are grouped in smaller pods to
  receive guidance services including academic
  development, personal/social development and
  career development facilitated by local school
  personnel.

Video
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Whats the difference between guidance and
counseling?

• Guidance is the help that ALL students receive
  from parents, teachers, counselors, and others to
  assist with educational, personal/social and
  career development.

• Counseling is the help that SOME students receive
  from professionals to overcome personal and
  social problems that interfere with learning.

National ratio of counselor to students is 1 to
477 in Georgia 1-457. ASCA school counselor,
American School Counselor Association, May/June
2004 ASCA recommends the ration 1-250
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Advisory activities are NOT

• Homeroom
• Homework
• Study hall
• Replacement for counseling
• Sustained silent reading
• A scheduling process

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What does one look like?
Example Harlem HS

• Harlem High School- Augusta
• Claxton High School- Claxton
• Randolph-Clay Middle/High School- Cuthbert
• Barrow County Schools
• Dougherty County Schools
• Mt. Zion High School-Clayton County
• Walhalla Senior HS-South Carolina 864-638-4582
  good site to visit
• http//www.sreb.org/programs/hstw/publications/cas
  e_studies/Walhalla.asp
• Indiana http//asai.indstate.edu/advisory.htm
• Connex http//www.hcboe.net/main/hcboe/connex/prof
  ile.htm
• Ohio http//www.ohiocareerdev.org/

Example Indian Creek HS
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Awareness Assignment

• Essential Question
• What is a teacher-as-advisor (TAP) program?
• In your teams list two strategies you might use
  to help the faculty understand what an advisement
  program is.
• Be prepared to discuss at least one activity
  (strategy), who is responsible, and when will it
  take place. Use your calendar.

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Interest
Essential Question Why should I support such a
program?
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Are we discovering dreams, desires and meeting
needs?

• All but two of Georgia's 18 public four-year
  colleges and universities graduate fewer than
  half of their students after six years. Six of
  the schools graduate fewer than a quarter of
  their students, research by the Education Trust,
  a Washington nonprofit advocacy group for
  students in K-12 and postsecondary schools
• 463,269 students (9-12) dropped out of school
  (2003-2004)-Governors Office of Student
  Achievement
• 4 out of 10 graduates say they have been
  inadequately prepared to enter college or hold
  down a job- Stateline.org
• No state requires its graduates to take the
  courses that reflect the real-world demands of
  work and postsecondary education-Achieve
• Only Arkansas, Indiana and Texas have made or
  will soon make a college preparatory curriculum
  the norm-Achieve
• Only six states require 4 years of grade-level
  English-Achieve
• Only five states require all students to take 4
  years of Math 22 states do not specify which
  math courses-Achieve

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Rationale

• Counselors are at a ratio of 1 counselor to 457
  students. Some middle school counselors have as
  many as 700 students to whom they are supposed to
  provide services.
• Most counselors spend 47 of their time in
  off-task/non-program duties including test
  administration, SST coordinator/paperwork,
  morning/after/lunch duty, scheduling,
  registration and enrollment not to mention
  Governors Honors and the expected role as
  financial aid administrator.
• Georgia School Counselors Association, Fall
  Conference, 2002
• 474 survey participants

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Rationale cont

• Many school systems have not embraced a
  systematic and developmental approach in a
  comprehensive guidance program such as SMART
  CHOICES or the ASCA national model.
• Classroom instructors must concentrate on
  specific performance standards within the
  discipline in an effort to raise test scores.
• Instructors have more contact minutes with
  students.

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Rationale cont

• Students need the connection that one caring
  adult can make.
• Students enter the 9th grade with little or no
  information about labor market trends, graduation
  requirements, the need for postsecondary
  education, and most importantly, they cannot make
  the link between school and work. They enroll in
  classes without the least bit of planning.

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To compete in the workforce today, an individual
must have at least a high school education.
In 1959, 20 of workers needed some postsecondary
education and/or training. By 2010 42 of new
job growth will require a vocational certificate
or diploma, an associates degree or more. Job
openings requiring college degrees will grow
faster in the next decade than jobs requiring no
degrees. 70 of the fastest-growing jobs will
require more than a high school education 40 at
least an associates degree. The real incomes
of those with only a HS education has remained
stagnant over the last 25 years, while those of
those who havent completed HS have actually
declined.
Labor Market Power point
Are Grads Prepared?
The message Education pays in dollars and
sense! The more training and education one has,
the more income potential one has.
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Interest Assignment

• How will you promote interest and gain support
  for the program from the faculty?
• List two strategies you will use with your
  faculty to gain support. Be prepared to discuss
  one strategy to promote interest, who will be
  responsible, and when will it happen.

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Preparation
Essential Question How will we prepare the
faculty? We cannot expect them to jump right
into this program without preparation. It will
NOT work if you dont prepare the faculty. Staff
development is CRITICAL to the success of the
program.
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A. Leadership
Essential Questions Will I be a coordinator?
Will this be a team effort? Will we have an
Advisory Committee? Who should be included?
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Leadership Assignment

• Using the wisdom of your team members list the
  primary responsibilities of the leadership team.
  Who is your team leader? What will the
  organizational structure of the program look like?

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B. Logistics
Essential Questions When will we do this?
will I do this? and if so, who will be in my
group?
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Time
Logistics Power point

• Stepped implementation or school wide
  implementation
• Schedule-set the calendar to include advisory
  meetings, student advisement, parent conferences
• Determine of sessions career, academic,
  personal/social

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Group Make-up

• Size-how many per group?
• Student assignments
• Teacher assignments
• Homogeneous/Heterogeneous
• Length-year to year or year after year per
  session minutes

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Logistics Assignment

• Using the slide Time and Group Make-up
  determine the logistics of your program. Be
  prepared to discuss the challenges/barriers. How
  will you overcome one of those challenges?

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Preparation Content
Essential Question What am I suppose to do?
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CONTENT
Handouts
Three domains as identified by the American
School Counselors Association Academic
Development encourage dual diploma based on
career interest encourage highest level of
performance in course selection regular
assessment of academic progress in an effort to
address issues or concerns before they become
problems regular communication between school
and home Personal/Social Development encourage
students to feel accepted and valued as an
individual builds self-esteem and promote
responsibility in personal and social areas i.e.
drinking and driving develop effective
communication skills assist students in
developing inter-personal skills assist
students with conflict management
Career Development encourage students to learn
about themselves, to explore the world of work
and educational opportunities and to manage that
information in a systematic manner.
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EXAMPLE in Career Program Manual
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Example of student handout
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Content Assignment

• Develop one 30-minute TAP activity from the
  information provided. Be prepared to present
  your lesson/activity to the group.

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Preparation Professional Development
Video
How am I suppose to do this?
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Professional development includes but is not
limited to

• Referral procedures/confidentiality
• TAP purpose, curriculum and benefits
• Advisor responsibilities
• Orientation to materials and resources
• HS graduation requirements
• Sequence of core classes/CTAE classes
• Academic progress, attendance and future plans
• ICP-6-Year Individual Career Plans
• Assessment knowledge and interpretation
• NCAA requirements
• College admissions requirements
• Postsecondary credit transition programs
• Work-based learning opportunities
• Diploma seals Dual, CT, CT, CP, CP
• GCIS-career assessments, portfolio, occupational
  and educational exploration
• Labor market information
• Listening skills
• Financial Aid

Good PowerPoint for leadership team to use as an
organizational tool for staff development
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Professional Development Assignment

• List the most critical staff development issues.
  List one skill a faculty will need and how will
  you help them learn this skill? How will you
  embed this into your daily routine?

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Support
Essential Question Help! This is hard to do?
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Support Assignment

• List strategies you can use to support advisors.
  List them and be prepared to share at least one.
  Think out of the box!!!

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Evaluation
Is all this hard work paying off?
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How will you measure possible outcomes.

• Increased parental involvement
• Improved class selection
• Decreased schedule changes
• Increased faculty ownership of student success
• Increased time for counselors to focus on
  counseling
• Increased knowledge of the world of work
• Increased knowledge of educational opportunities
• Improved understanding of graduation
  requirements, college admissions
• Increased number of students with ICPs
• Increased knowledge of financial aid
  opportunities including HOPE
• Improved attendance
• Increased graduation rate/reduce drop-out rate
• Increased number of students attending
  postsecondary education

Power Point to assist with evaluation includes
good examples
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Collect hard datato prove you are making a
difference.

• Group What group will be evaluated?
• Data field What will they achieve stated in a
  percentage? (9th grade students selecting a dual
  seal will increase by 20.

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Evaluation

• List the groups, benchmarks, and change(s) you
  hope to make with this program. Be prepared to
  discuss your process for determining the data.

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Suggestions to make it WORK!!!!

• CANCEL Advisement ONLY IF THE BUILDING IS BURNING
  DOWN!!!!
• Administration MUST be on board
• Create an advisory team
• Make it REAL!! This is neither a study hall,
  just silent reading, nor homeroom
• Vary the activities art, music, videos,
  stories, group work, etc.
• Create small groups
• Assign roles and responsibilities
• Be flexible! Listen to the students.

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Wrap UP

• Please complete your evaluation
• Pick up your PLU forms
• Contact me if you need assistance at
  vsnyder_at_doe.k12.ga.us

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Questions and/or Comments
http//asai.indstate.edu/advisory.htm