Advisory in Urban High Schools: A Study of Expanded Teacher by K. Phillippo

By K. Phillippo

Kate Phillippo evaluates the perform of getting lecturers additionally function advisors, tasked with delivering social-emotional aid to scholars. via an in-depth survey of teacher-advisors at 3 diverse city excessive colleges, she examines the several ways that advisors interpret and perform the function and the results for college students.

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Additional info for Advisory in Urban High Schools: A Study of Expanded Teacher Roles

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I included new advisors the second year to compensate for employee attrition. veteran teachers, while Western was overseen by the charter management organization that opened it, and Los Robles operated in partnership with a local university. Across these schools, students began 9th grade with generally subpar K-8 educational experiences and often performed below grade level. Students also experienced moderate to high levels of social-emotional stress. Faculty and students described student gang activity (including frequent in-school tensions between rival gangs at Los Robles), homelessness, unplanned pregnancies, exposure to community violence and prostitution, and family disruption due to immigration, parents’ death, chronic drug use or incarceration, and foster care placement as some of the stresses impacting students.

At these schools, I found that the nature of cultural or structural features mattered only to a point, and that the alignment of these features with one another and with the school’s broader organization were what in fact scaffolded (or failed to scaffold) teachers’ work as advisors. Chapter 4 begins the section of the book focused on teachers’ experiences as advisors. In it, I identify how teachers enacted the advisor role along with critical dimensions to consider about the advisor role (and other advisory: a view into expanded teacher roles / 17 kinds of expanded teacher roles).

These documents, which described and advocated for the small schools model, consistently contained descriptions of a teacher role expanded into the realm of social-emotional support alongside limited detail about how teachers would carry out the role. Teachers in schools that overtly encouraged them to engage more deeply in their students’ lives, often as much or more so than school-based mental health professionals, would find the same lack of guidance that other teachers did. Given that 120 years of data on this topic reveals so little coherent or specific guidance for teachers, we would have been surprised to see a dramatic shift in the small schools model with regard to how teachers’ roles were depicted or supported.

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