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Understanding the Role of the Advisor

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Think of a time when you made a change in your professional career. ... What qualities, skills, and abilities did you look for, or might you have looked ... – PowerPoint PPT presentation

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Title: Understanding the Role of the Advisor


1
Understanding the Role of the Advisor
  • A Presentation for District and
  • Site Administrators
  • Prepared by the
  • Peninsula BTSA Project

2
Reflect on your own experience
  • Think of a time when you made a change in your
    professional career.
  • What challenges did you face?
  • What qualities, skills, and abilities did you
    look for, or might you have looked for, in
    choosing someone to support you during this time?
  • What did you learn from this person? (or what
    might you have learned?)

3
Reflect on your own experience
  • Think of three words that best describe this
    person.
  • Write each one on a post-it note.
  • In table groups, share your three words.
  • As a group, select five words that best describe
    qualities you would look for in a support
    provider/advisor
  • As a group select five words that best describe
    skills/abilities you would look for in a support
    provider/advisor.

4
Reflect on your own experience
  • Review the slides, Qualities of an Excellent
    Facilitator of Adult Learning and Development
    from Ventures for Excellence, Inc.
  • As a table group, discuss the similarities and
    differences between the Qualities list and the
    list of qualities, skills, and abilities that
    were developed based on your own personal
    experiences.

5
Qualities of an Excellent Facilitator of Adult
Learning and Development
  • Purpose
  • Mission of service
  • Conceptualization of present and future
  • Intensity of purpose
  • Assertive meaning
  • Human interaction
  • Positive relationships

6
Qualities of an Excellent Facilitator of Adult
Learning and Development
  • Communication
  • Sensitivity
  • Human development
  • Growth and progress
  • Organization Delegation
  • Decision making
  • Performance accountability

7
Reflect on your own experience
  • What insights have you gained about the
    qualities, skills, and abilities of support
    providers/advisors?
  • How might you use these insights when recruiting,
    selecting, and working with support
    providers/advisors?

8
The Distinct Roles of Advisors and Site
Administrators
  • Advisors use Formative Assessment to promote
    professional growth.
  • Site Administrators may also use formative
    assessment to promote professional growth BUT
    only site administrators use Summative Assessment
    to determine tenure, contract continuation, and
    contract renewal.

9
Criteria for Advisor Selection
  • Induction Standard 8 provides the criteria for
    support Provider/Advisor selection
  • Induction Standard 9 details the professional
    development Support Provider/Advisors must
    participate in

10
Induction Standard 8
  • Support Provider Selection and Assignment
  • Review the standard and highlight any elements in
    which you think you might have a role.
  • As a table group, discuss local policies and
    practices related to Support Provider/Advisor
    selection and assignment

11
Induction Standard 9
  • Support Provider Professional Development
  • Review the standard and highlight any elements in
    which you think you might have a role.
  • As a table group discuss local professional
    development opportunities, and Support
    Provider/Advisor roles and responsibilities

12
Table Talk
  • As a table group, discuss the hurdles you face in
    each of the following areas as they relate to
    Advisors
  • Recruitment
  • Professional development
  • Time
  • Resources

13
Scenarios
  • For each scenario, share possible
  • strategies with your table group, then with
  • the whole group.
  • 1 There is a shortage of substitutes in the
    district. As a result, one of your support
    providers is unable to schedule a substitute for
    a participating teachers veteran teacher
    observation. How might you resolve the problem?

14
Scenarios
  • 2 A teacher who possesses the necessary
    qualities, skills, and abilities declines the
    opportunity to become an Advisor. How might you
    encourage this reluctant teacher to become an
    Advisor?

15
Scenarios
  • 3 A participating teacher on your campus is an
    after-school coach, and has been assigned morning
    duty. As a result, the Advisor is having a
    difficult time scheduling time to work with the
    participating teacher? How might you remedy this
    situation?

16
Building Professional Relationships
  • Without others,
  • we cannot learn.
  • If we cannot learn,
  • we cannot teach.
  • Carl D. Glickman
  • Leadership for Learning, 2002

17
The Good, the Bad, and the Ugly
  • For each scenario, determine if the interaction
    was
  • Good - Appropriate interaction between the site
    administrator and Advisor
  • Bad - Inappropriate sharing of information
  • Ugly - Possible legal ramification due to sharing
    of confidential personnel information

18
Scenario 1
  • Advisor approaches site administrator and shares
    concerns about the participating teachers
    classroom management.
  • The site administrator shares her concerns as
    well.
  • Good, Bad, or Ugly???

19
Scenario 1
  • UGLY!!
  • What is a better response when an Advisor shares
    confidential information about a participating
    teacher with a site administrator?

20
Scenario 1
  • Possible Good responses
  • Site administrator reminds Advisor that the
    confidentiality between the Advisor and
    participating teacher is vital
  • Site administrator reminds Advisor that Advisor
    role is to support the participating teacher in
    their development and the site administrator role
    is to evaluate their teaching performance.

21
Scenario 2
  • Advisor shares positive comments about one
    participating teacher with the site
    administrator. Then, the Advisor declines to give
    information about another participating teacher.
  • Good, Bad, or Ugly???

22
Scenario 2
  • BAD!!
  • What is a better response when an Advisor shares
    confidential information about a participating
    teacher with a site administrator?

23
Scenario 2
  • See Scenario 1 - confidentiality between
    participating teacher and Advisor is absolute,
    even when the information is positive.
  • The role of the Advisor is to work with the
    participating teacher to improve their practice.
    This work should be separate from the work of the
    site administrator.

24
Scenario 3
  • After a formal evaluation, the participating
    teacher shares his concerns with the Advisor the
    site administrator gave the teacher very low
    marks in classroom management and differentiating
    instruction.
  • The participating teacher is concerned that he
    will not be rehired for the next school year.
  • The Advisor offers to go to the site
    administrator and tell her how hard the teacher
    has been working on these areas and will try to
    convince the administrator to change the
    evaluation.

25
Scenario 3
  • Good, Bad, or Ugly???
  • UGLY!!
  • What should the site administrators response be?
  • How might the Advisor handled this situation
    differently?

26
Scenario 3
  • Site Administrator should remind Advisor that
    although the Advisor has invested a great deal of
    time developing a relationship with this teacher,
    it is imperative that they not lose sight of the
    fact that formative assessment results are used
    to guide professional development and not for the
    purpose of teacher evaluation or employment
    decisions. It is the site administrators sole
    responsibility to evaluate teacher performance.

27
Scenario 3
  • The Advisor should offer support and assistance
    to the teacher in addressing administrative
    concerns.
  • Formative assessment processes should be used to
    help the participating teacher make the necessary
    improvements

28
Scenario 4
  • The Advisor has concerns that students are in
    imminent danger in the classroom. The Advisor
    shares this concern with the site administrator.
  • Good, Bad, or Ugly???

29
Scenario 4
  • GOOD!!
  • Student safety should be taken very seriously.
    The Advisor should inform the site administrator
    if they believe students could be hurt.
  • It is the site administrators job to gather
    information, investigate, and take appropriate
    action.

30
If, as a teacher,
  • I present the same lessons in the same manner
    that I have used in the past
  • I seek no feedback from my students
  • I do not analyze and evaluate their work in a
    manner that changes my own emphasis, repertoire,
    and timing
  • I do not visit or observe other adults as they
    teach

31
If, as a teacher,
  • I do not share the work of my students with
    colleagues for feedback, suggestions, and
    critiques
  • I do not visit other schools or attend particular
    workshops, or seminars, or read professional
    literature on aspects of my teaching

32
If, as a teacher,
  • I do not welcome visitors with experience and
    expertise to observe and provide feedback to me
    on my classroom practice
  • I have no yearly individualized professional
    development plan focused on classroom changes to
    improve student learning and finally,

33
If, as a teacher,
  • I have no systematic evaluation of my teaching
    tied to individual, grade/department, and school
    wide goals
  • Then

34
  • I have absolutely no way to become better as a
    teacher.
  • Carl D. Glickman
  • Leadership for Learning, 2002

35
  • Thank you for your continuing support of our BTSA
    participating teachers and Advisors!

36
Contact Information
  • Peninsula BTSA Project (PBP)
  • San Mateo County Office of Education
  • 101 Twin Dolphin Drive
  • Redwood City, CA 94065-1064
  • www.penbtsa.org
  • 650.802.5328
  • Fax 650.802.5323

37
PBP Staff
  • Debra Tito, Director
  • 650.802.5356 dtito_at_smcoe.k12.ca.us
  • Barbara Taylor, BTSA and PALS Coordinator
  • 650.802.5334 btaylor_at_smcoe.k12.ca.us
  • Ruth Beauchamp, Intern Coordinator
  • 650.802.5353 rbeauchamp_at_smcoe.k12.ca.us
  • Mitzi Soo, Teacher on Special Assignment, Special
    Education
  • 650.802.5357 msoo_at_smcoe.k12.ca.us
  • Lisa Suruki, Administrative Assistant
  • 650.802.5328 lsuruki_at_smcoe.k12.ca.us
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