advisor roles and responsibilities - stanford · advisor roles and responsibilities ... advisor...

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Advisor Roles and Responsibilities Name _________________________________________ House/Team _________________________________________ Date ___________________________ Advisor Job Description Exceeding the Standard Meeting the Standard Approaching the Standard

Communication, Collaboration and Documentation:

Liaison with family Big Five:

• Academic performance • Behavior issues • Successes • Home/personal issues • Attendance

School Events (personalizing, e.g., Open House, House events)

Coordinating parent conferences

- Advisor collaborates and communicates with all families of students regarding academic performance, behavior, home/personal issues, or attendance. Advisor reports frequent successes to families. - Advisor attends and communicates information regarding all required school events and voluntary house events and aims to increase family attendance at these events. -Advisor conducts yearly parent conferences for all students.

-Advisor communicates and collaborates with family of students who exhibit problems in academic performance, behavior, home/personal issues, or attendance. Advisor reports notable successes to families. - Advisor attends and communicates information regarding all required school events and voluntary house events. -Advisor conducts yearly parent conferences for struggling students.

-Advisor occasionally communicates and collaborates with family of students who exhibit problems in academic performance, behavior, home/personal issues, or attendance. Advisor rarely/never reports successes to families. - Advisor sometimes attends and/or sometimes communicates information regarding school events and house events. -Advisor conducts yearly parent conferences for few or no students.

Student’s teachers and school staff (Admin, Counselors, Dean, Safety Advocate, Attendance)

Big Five • Academic performance • Behavior issues • Successes • Home/personal issues • Attendance

-Advisor effectively communicates and collaborates with students’ teachers and appropriate staff regarding problems in academic performance, behavior, home/personal issues, or attendance.

-Advisor occasionally communicates and collaborates with students’ teachers and appropriate staff regarding problems in academic performance, behavior, home/personal issues, or attendance.

-Advisor rarely communicates with students’ teachers and appropriate staff regarding problems in academic performance, behavior, home/personal issues, or attendance.

Student Big Five

• Academic performance • Behavior issues • Successes • Home/personal issues • Attendance

Relationship

School Events (personalizing, e.g., Open House, House events)

Goals and Progress

-Advisor effectively communicates with students regarding problems in academic performance, behavior, home/personal issues, or attendance. Advisor communicates with students regarding successes. -Advisor successfully creates a positive connection with all students with sensitivity to individual background and diversity. Advisor successfully functions as both an advocate for student and representative of the school. -Advisor communicates information regarding school events and encourages student attendance. -Advisor regularly works with students to set and evaluate short and long-term goals. Advisor creates and tracks formal interventions as needed based on personalized student needs.

-Advisor frequently communicates with students regarding problems in academic performance, behavior, home/personal issues, or attendance. -Advisor works to create a positive connection with all students with sensitivity to individual background and diversity. Advisor aims to function as both an advocate for student and representative of the school. -Advisor communicates information regarding school events. -Advisor regularly works with students to set and evaluate short and long-term goals. Advisor implements and tracks formal interventions as needed.

-Advisor occasionally communicates with students regarding problems in academic performance, behavior, home/personal issues, or attendance. -Advisor is unsuccessful or does not attempt to create a positive connection with all students. Advisor is unable to balance the role of advocate for student and representative of the school. -Advisor sometimes communicates information regarding school events. - Advisor sometimes works with students to set and evaluate short and long-term goals. Advisor rarely implements or tracks formal interventions.

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Exceeding the Standard Meeting the Standard Approaching the Standard Collaboration in Team:

Participate in Advisory Curriculum Planning

Setting goals for team (e.g. instructional strategies, cycles of inquiry)

Planning House Events for grade level (e.g. field trips, bridge ceremonies)

Promotes healthy team functioning

-Teacher works equitably with team to plan curriculum, set and track team goals, and plan house events. Teacher also may take on some extra responsibilities. -Teacher holds him/herself and team members accountable for team norms and responsibilities. Teacher actively works to resolve team issues.

-Teacher works equitably with team to plan curriculum, set and track team goals, and plan house events. -Teacher holds him/herself and team members accountable for team norms and responsibilities. Team issues are recognized but not addressed.

-Teacher does not work equitably with team to plan curriculum, set and track team goals, and/or plan house events. -Teacher is not aware of or does not take steps to promote team or individual accountability.

Data Collection about Advisees Attendance (absences and tardies) -Advisor collects information more frequently

than required by school. -Advisor always follows through with school-wide consequences and may offer additional consequences as appropriate.

-Advisor collects information as required by school (every 3 weeks). -Advisor usually follows through on school-wide consequences.

-Advisor fails to collect information as required by school (every 3 weeks). -Advisor sometimes or seldom follows through on school-wide consequences.

Grades and benchmarks, etc. -Advisor monitors academic performance as teachers supply information and actively seeks any missing information for all students.

-Advisor monitors academic performance as teachers supply information and actively seeks information about struggling students.

-Advisor inconsistently monitors academic performance as teachers supply information.

Graduation/College requirements -Advisor works with students/counselor to track progress towards graduation and college entrance (at least every semester).

-Advisor tracks student progress towards graduation and college entrance (at least yearly).

-Advisor rarely tracks student progress towards graduation and college entrance.

Teaching and Developing Advisory Curriculum Building Community

Safe Space Positive student connections Promoting student identification with

Hillsdale

-Advisor successfully creates an advisory community that embraces and supports all students. -Advisor actively works to cultivate a culture of respect. -Advisor actively works to cultivate positive connections between students. -Advisor regularly encourages student participation in the house and HHS communities.

-Advisor works to create an advisory community that supports all students. -Advisor works to promote a culture of respect. -Advisor works to promote positive connections between students. -Advisor occasionally encourages student participation in the house and HHS communities.

-Advisor’s advisory community is divided, intolerant, or unsafe for some students. -Advisor does not promote a culture of respect. -Advisor does not promote positive connections between students. -Advisor rarely encourages student participation in the house and HHS communities.

Grade-level Advisory Content Create, deliver, and share curriculum (i.e.

google site), support portfolio progress

Professional Development

-Advisor implements innovative curriculum that meets the advisory content standards, supports portfolio progress, and regularly shares and uploads that curriculum. -Advisor attends HHS and outside PD such as conferences to improve his/her advisory teaching.

-Advisor implements curriculum that meets the advisory content standards, supports portfolio progress, and shares that curriculum as requested. -Advisor attends HHS PD for advisory.

-Advisor implements curriculum that meets some of the advisory content standards, inadequately supports portfolio progress, and may fail to share curriculum when requested. -Advisor does not always participate in HHS advisory PD.

School-wide event lessons and participation (e.g. Speaker on Respect, Darfur, Canned Food Drive, student government)

-Advisor actively promotes school-wide events and curriculum.

-Advisor implements school-wide event curriculum.

-Advisor inconsistently implements school-wide event curriculum.

Outstanding issues: 9/10 to 11/12 transition 4th column for no evidence or beginning/emerging HHS PD for advisory- can we assess on PD? Needs to be more clearly stated Non-advisor role

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Advisory Content Standards

Communicate Effectively Standard 9th 10th 11th 12th Technology Skills: Students will have the technology skills necessary to be successful in school and beyond

Word • type, cut/paste, format text, spell check, line spacing, font size, standard format, save

• insert tables, super/subscript

• header / footer, pagination

• reinforce • reinforce

Power Point • create slides, insert text

• insert pictures, basic transitions

• effective use in presentations, slide-design, trouble-shooting


Schoolloop, Naviance, and email

• log on, use digital locker, check grades, email function, attachments, create Naviance account

• reinforce • reinforce • students have a

professional (appropriate) email address

• reinforce

File saving, sharing, accessing, organizing, information

• Log on to school network and save documents to filespace

• Know multiple ways to back up files • Use Hillsdale High School website to

access school info

• reinforce • Introduce Google docs and other wikis

• reinforce

Online presence

• Introduce students to online privacy and presence and permanence

• reinforce • reinforce • reinforce

Digital Portfolio Skills

• tba • tba • tba • tba

Appropriate language in context: Students will recognize that different social contexts and different social interactions require different language

Oral Presentations

• Speak with poise: make eye contact, project confidence, projection/volume, use but don’t rely on notecards, timing, pace

• Listen actively, acknowledge and understand different viewpoints, ask critical questions, provide and accept feedback.

• Enhance presentation via hand gestures, inflection and tone of voice, integration of visuals, attempt to hook audience

• reinforce

• Senior Ex/ Portfolio advanced presentation skills (effective hook)

Class/Group Discussion

• Set discussion norms (respecting people’s opinions, all voices are heard, agree to disagree, we all have something to add)

• Listen actively... • Introduce communication starters (“I hear

your point but...”)

• reinforce

• Develop skills to help students monitor discussion (getting back on track, etc.)

• reinforce

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Written and Oral Academic Language

• Introduce idea of academic written and spoken language (Kinsella)

• Go over contexts that require academic language

• Differentiate between academic and non-academic language (code-switching for audience and context)

• Reinforce and build on academic language



Professional Communication Skills

• Write appropriate emails to teachers, (opening/closing, no abbreviations / text message language)

• Speaking with teachers and other adults

• Write business letter

• Practice interview skills • Utilize skills in resume,

cover letter, personal statement

• Self-advocacy, “self-promotion”

• reinforce

Appropriate behavior in context: Students will recognize that different social contexts and different social interactions require different behavior

Non-verbal

• Review school dress code • Formal dress for presentations

• reinforce • Appropriate behavior, hygiene, and dress for interviews, internships, workplace

• reinforce

Etiquette

• Review acceptable use policy for internet at school

• Appropriate use of sites like myspace and facebook, cyberbulling

• Appropriate body language for class • Basic social and classroom etiquette

• reinforce • Internship / workplace etiquette

• reinforce

Reading for understanding (revisit post-WestEd) Standard 9th 10th 11th 12th Literacy Equipping students across content areas with active reading skills needed for success in multiple contexts with a wide variety of texts (visual, digital, print)

• Introduction to levels of questioning

• Talking about/introducing that reading for pleasure exists

• Applying common language around text attack

• Refine/Revisit levels of questioning

• Introduce types of reading in post-secondary institutions (college/amount, mechanics, blueprints)

• Continue with types of reading in post-secondary institutions (college/amount, mechanics, blueprints)

Think

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Standard 9th 10th 11th 12th Critically

• Ask critical questions • Generate hypotheses • View problems from

multiple perspectives • Analyze, evaluate, and

synthesize information • Pursue answers and

solutions through research, experimentations and/or computation

• Reinforce and practice with a model

• Reinforce and practice further

• Mastering critical thinking skills in context

Creatively • Generate unique answers and interpretations

• • •

Metacognition • Reflect upon and assess your work

• • •

Research Skills Scaffolding skills for critical thinking and performance assessments

• Basic Library orientation

• Navigate library • Introduce print and on-

line resources • Evaluating resources • Introducing the proper

use of other’s ideas (vs. plagiarism)

• More advanced Library Resource orientation

• Matching source to research purpose

• Searching by keyword matched to essential questions

• Note-taking for research projects/papers

• Paraphrasing versus plagiarism discussion

• Support content area class research

• Refresher on research skills for Junior ex

• Support content area class research

• Refresher on research skills for Senior ex

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Respect Standard 9th 10th` 11th 12th Respect yourself

a. Make informed and appropriate personal and academic decisions

Decision-making • Introduce Decision-Making Framework (Decision Education Foundation)

• • •

Healthy Living • Diet, sex ed, peer pressure, depression

• Stress, drugs/alcohol • Exercise, Stress, Balance

• reinforce

Life Skills • • • Life skills the class would like to cover (e.g. diapers, changing oil, laundry, etc.)

• Life skills the class would like to cover

Personal Finance • • • Out on your own: credit cards, budget, cost of living, rentals/housing

• Taxes, tax status (being a dependent), finance investments, fraud awareness

Goal Setting • Reflection at beginning/end of each grading period

• Short-term goal setting

• Cause-effect (consequences)

• Reflection at beginning/end of each grading period

• Make routine of short-term goal setting

• Involvement/ ownership in selecting classes


• Long-term goal setting • Involvement/ownership

in selecting classes


• Make routine of long-term goal setting

Self Advocacy • How to accept academic criticism (e.g. from teacher)

• Introduce to adults at school to know adult resources on campus

• How seek and ask for help, remediation

• Speaking to adults and parents

• Reinforce • Reinforce • Reinforce

Four-year plan and HHS Graduation Requirements

• What do grades mean and what is a passing grade in your classes

• Calculating a grade on

• Revisit • How does a course

grade come together in your individual

• Revisit • How does a course

grade come together in your individual classes

• Revisit • Combating “Senioritis” • How does a course grade

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an assignment (e.g. 35/48 = ?)

• How does a course grade come together in your individual classes (e.g. Projects = 20%)

• What is GPA • Calculating / monitoring

grade/gpa • Intro to HHS grad. reqs. • What classes fulfill

UC/CSU A-G reqs • Reflection at end of

grading period/semester/year

• Portfolio Management

classes (e.g. Projects = 20%)

• Reflection at end of grading period/semester/year


(e.g. Projects = 20%) • Reflection at end of

grading period/semester/year


come together in your individual classes (e.g. Projects = 20%)

• Reflection at end of grading period/semester/year


Post-High School Plan • Career exploration (Naviance)

• Options after HS o Service o Military o College

What is college o Trade schools o Arts Institutes,

Conservatories o Apprenticeships

• Draft school-based resume (tracking extracurric., awards)

• College exploration o Applying to college

(application process, extracurriculars, tests, grades)

o A-G Requirements o Campus Visits

• Articulate a clear, defensible, post-high school plan

• Finding out about and applying for scholarships

• Career o Resume o Business Letter o Job Interview skills

• College and Post-secondary training o Applications o Transferring o A-G Requirements o CSU mentor account o Personal Statement,

College Essay, Portfolios o Financial Aid o FAFSA, FAFSA pin

• Revisit post-secondary plan at end of year

• Articulate a clear, defensible, post-high school plan

• Revisit Career o Resume o Business Letter o Job Interview

• Re-evaluate post-secondary plan in light of pre-graduation circumstances (e.g. in face of college rejection)

b. Be prepared, participate, and persevere

• Importance of attendance and punctuality

• Add in more...

c. Reflect and Self-evaluate

Ethics/Values (ideas: self in society, Kolberg, bio-ethics, social Darwinism)

• Personal values, exploratory inventory • Discuss in light of

• Discuss in light of current events (school, world, etc.)



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current events (school, world, etc.)

Self Identity • Cultural Sharing (Personal backgound)

• Inventories: Meyers Briggs, Gardner mult. intelligences, learning styles, etc.

• How do I fit into the larger community (house, school, family, dominant community)?

• Reinforce

• Revisit in light of changes and growth

• Revisit in light of changes and growth

Self Reflection • Self-efficacy: personal sense of ability to change oneself

• Self-reflection across all ESLRs!

• Questions to address: o What is

happening/happened? o Why? o Next steps?

• Revisit • Revisit • Revisit

Your community a. Demonstrate integrity and empathy

Student demonstrates integrity, etiquette, personal accountability

• Basic classroom courtesy and respect to teachers, peers and environment (e.g. verbal/body language, electronics)

• Review acceptable use policy for internet at school

• Appropriate use of sites like MySpace and Facebook, cyberbullying

• Reinforce • Students demonstrate appropriate behavior in and out of school

• Internship / workplace etiquette

• Reinforce

• Students are role models of appropriate behavior in and out of school

• Reinforce

Academic Honesty and Integrity

• Students understand the difference between cheating and working together for understanding

• Reinforce • Reinforce • Reinforce • Introduce college norms for

academic integrity

b. Collaborate in large and small groups

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Student demonstrates support for others as a member of the school

• Attends school and community events

• Attends school and community events

• Participates in creation of school events

• Participates in creation of school events

Students participate in small groups

• Students are introduced to norms and roles which are externally enforced and most students participate

• Students take responsibility for their role in the group

o Students are aware of norms and roles which are externally enforced and all students participate

• Students are aware of norms and roles and practice them independently and all students participate equally

• All students are accountable for group outcome

• Students have internalized norms and roles and practice them independently

• Students lead groups & assign roles according to interest and abilities

Learning to navigate & contributing to a social structure (working as a team)

• Is in the beginning phases of conflict resolution with teacher guidance

• Limits conflict and resolves it openly with guidance

• Limits conflict and resolves it openly

• Limits conflict and resolves it openly and independently

Students contribute to creating an environment of positive peer pressure for academic achievement.

• Students are sharing and respecting ideas with each other

• Students actively support each others’ academic efforts and encourage each other


Students are aware of house, advisory and school expectations and how to act on them

• Students are introduced to rules at HHS and role of advisory

• Aware of rules at HHS and expectations for advisory

• Students follow HHS rules and suggest ideas for activities in advisory

• Students are role models for HHS rules and expectations and help plan activities for advisory

Students engage in Civil Discourse & the Democratic Process

• Aware of and participate in decision making bodies on campus (student government and clubs)

• Seek leadership opportunities (student government and clubs)

• Participate in decision making bodies on campus (student government and clubs)

• Encourage leadership roles in decision-making bodies

• Participate in decision making bodies on campus (student government and clubs)

• Encourage leadership roles in decision-making bodies

c. Understand, appreciate and respect diversity

Students understand, appreciate and respect differences

• Diversity discussions (racial, gender, sexuality, religion, able-ness, learning differences, immigration status, language, economic status, etc)

• Mutual Respect


• Mutual Respect


• Mutual Respect Policy


• Mutual Respect Policy

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Policy Policy Your world

Political Participation • Aware of decision making bodies of society

• reinforce • reinforce • reinforce and encourage political participation

Students are aware of local and current world events and how to get involved

• Discuss current events (as determined by school-wide activity)

• Reinforce • Considers current events when designing awareness campaigns

• Reinforce

Students participate in the local community

• Students become aware of community service opportunities outside of school

• Students have opportunities to participate in community service outside of school

• Students investigate post-secondary plan and community service/internships

• Students have a postsecondary plan and do community service/jobshadowing/internships

Understand and Apply Standard 9th 10th 11th 12th Schoolwide Content Skills

• Notebooks, pencils, backpacks, textbook, etc.

• Digital organization: naming and organizing files, multiple back-ups

• Using your planner • Time management (daily,

weekly, deadlines and due dates, late work)

• What is “studying” • Introduce a variety of styles

of note taking and the various applications.

• Listening, reading, and following directions

• Apply self organization • Reinforce. • Students adopt a

consistent individual style of note-taking

• Studying to remember content knowledge

• Reinforce • Apply note-taking skills

independently • Active studying in group

settings

• Reinforce • Knowing when to take

notes (not being told, deciding on your own)

• Active self-directed studying

Test-taking Skills Providing and encouraging application of a toolset for use with a variety of assessments

• STAR/CELDT • Contextualizing high stakes

tests (buy in) • Structure of tests • Skills: Format of questions,

eliminating answers, informed guessing, when to skip, timing

• CAHSEE • PSAT • SAT prep (Naviance) • Reinforce and practice • Skills: Format of

questions, eliminating answers, informed guessing, when to skip, timing

• PSAT • SAT • ACT • Community College

placement exams • Reinforce and practice

• Introduce College Level Testing (midterms, finals – blue books, bring your own scantron)

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Advisor Parent Contact Sheet


Contact Sheet for: ____________________ Parent/Guardian ________________________ Phone: Email: Date Who

contacted Method of

contact Purpose of Contact

(describe) Outcome/Actions Taken

(describe) mom

dad grma/pa aunt/unc other __________ left voice msg

email phone grade report letter conference other

Truancy/Tardies Behavior Academics Other

mom dad grma/pa aunt/unc other __________ left voice msg












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Advisory Parent/Guardian Contact Log – ATTENDANCE Student Name Date Contact

Person/Method Concern Outcome

1 Truancy Tardies Other










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Student Observation Form for Informal SST Student Name: ______________________________ Grade: _______ Date: _________________ Person Completing Form: _____________________________ Subject [if teacher]: _______________ Student’s Current Grade in Class: _________ Compared to a TYPICAL student of the same age [in your class]:

Much Less/Worse

Somewhat Less/Worse

Average Somewhat More/Better

Much More/Better

How much effort is the student putting forth?

How well is the student performing?

How engaged is the student during class?

How does the student interact with peers?

Notes: In the boxes below, check (x) all items that concern you and circle (0) items that concern you most. Attention, Study Habits, and Motivation Task Completion Homework Completion Class Participation Attention Span/Focus Organization Listening Skills Preparation for Class Ability to Follow Oral Direction Ability to Follow Multiple Directions Other: Notes: Reading Reading Comprehension Vocabulary Development Reading Motivation Reading Speed Fluency Other: Notes: Written Language Spelling Capitalization Writing Motivation Grammar Content Organization Written Expression Punctuation Other: Notes: Mathematics Number Facts Math Concepts Math Motivation Computations Logical Reasoning Visualization Other: Notes:

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Social Behavior Excessive Absences

o Excused o Unexcused

Excessive Tardies o Excused o Unexcused

Aggressive, Bullying, or Meanness Toward Peers

Sleeps in Class Disturbs Other Students Explosive/Unpredictable Behavior Often Appears Confused Talks Too Much Appears Angry Easily Stressed Talks Out of Turn Demands a lot of Attention Seems Fearful or Anxious Overly Active Gets Teased /Bullied by Peers Nervous, High Strung, Tense Daydreams Violates Rules Appears Depressed Easily Distracted/Off Task Disrepectful Worries Does Not Seek Help Lies or Cheats Other: Other: Notes: Check (x) all interventions that have been tried or put into place, as well as the date(s) if known. Parent Contact

o

o o

Review of Cumulative Folder o Describe any Pattern of Similar Behaviors/Issues

o Describe Test Scores, Grades

Preferential Seating Student Repeats Instructions Orally/ Sequentially Individualized Assistance During Class Clarify Test Items Individualized Assistance Outside of Class Different Testing Time or Location Modify Length or Type of Assignments Extended Time on Tests Modify Rigor of Assignments or Assessment Provide Breaks or Time-Outs Opportunity for Redo Avoid Penalizing for Spelling/Mechanical Errors Other: Other:

Other Notes/Comments About Student’s Performance:

Follow-Up Meeting Scheduled For ____________________________ (generally six weeks)

Six-Week Follow-Up (Document Progress or Continued Concerns): Decision to Move Forward with Formal SST? NO YES Date:

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