By K. Phillippo
Kate Phillippo evaluates the perform of getting academics additionally function advisors, tasked with offering social-emotional help to scholars. via an in-depth survey of teacher-advisors at 3 varied city excessive faculties, she examines the various ways that advisors interpret and perform the position and the results for college kids.
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Extra info for Advisory in Urban High Schools: A Study of Expanded Teacher Roles
In these cases, teachers provided social-emotional support in coordinated tandem with professionals with related, but distinct, skill sets. Other authors conceived of teachers as a social support system, providing the bulk of social-emotional support to students with limited input from school- or community-based mental health providers. “Team members take on the hyphenated role of teacher-counselor,” writes the National Commission on Teaching & America’s Future (1996, p. 58), illustrating this point as they describe what they consider model practices.
We considered documents inclusive and teacher-specific if they included social-emotional support of students as a specific teacher responsibility. The inclusive and not teacher-specific category was comprised of documents that included social-emotional support of students as schools’ or educators’ responsibility, but did not specifically assign this responsibility to teachers. Documents in the explicitly exclusive category overtly excluded social-emotional support from teachers’ responsibilities.
Instead, like other documents in this cluster, he focused exclusively on teachers’ academic responsibilities. Other documents explicitly conceptualized social-emotional support as antithetical to teachers’ and schools’ instructional role. Bestor, in The Restoration Of Learning: A Program For Redeeming The Unfulfilled Promise 30 / advisory in urban high schools Of American Education (1955), reacted against life adjustment education, which broadened the teacher’s role relative to students into the realms of personal guidance and student support.