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 assorted city excessive faculties, she examines different ways that advisors interpret and perform the position and the results for college kids.

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

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 various 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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P. 56). Proefriedt’s question is particularly relevant to this book’s exploration of teachers’ work as advisors, in which they encounter expectations to provide social-emotional support to their students by knowing them well, learning about their lives, and intervening when problems arise. But the advisor role presents only one way in which teachers have been assigned these responsibilities. The history of American education contains abundant examples of demands—some subtle, some 22 / advisory in urban high schools more explicit—for (and against) teachers to provide social-emotional support.

89) As policymakers, teacher educators, educational administrators, and citizens contemplate and debate what teachers must to do ensure success for all students, evidence must inform their conversations. Existing evidence strongly suggests that teachers are willing to take on expanded roles that meet contemporary demands, but that the process of assigning and evaluating teacher performance of these expanded roles requires thoughtfulness about who steps into these roles, how they are prepared for and supported in the roles, and how much these roles continue or depart from norms in the teaching profession and in K-12 schools.

Ch a p t e r Two “ Ve ry Nic e, bu t No t Ve ry H e l p f u l”: Th e Educ at ion P rof e ssion’s D i v e rg e n t R e p r e se n tat ions of Te ac h e r s’ S o c i a l-Emo t iona l Su p port R e sponsi bi l i t i e s, 1892–2011 With Beth Wright* The exploration of the teacher’s advisor role continues by taking a very wide view of it, beyond the individual or school level. In this chapter, we provide a broader view of the advisor role by considering the messages that teachers receive from leaders and scholars in their field about how they ought to care for and support their students.

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