By K. Phillippo
Kate Phillippo evaluates the perform of getting academics additionally function advisors, tasked with supplying social-emotional aid to scholars. via an in-depth survey of teacher-advisors at 3 various city excessive colleges, she examines the various ways that advisors interpret and perform the position and the results for college students.
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Extra info for Advisory in Urban High Schools: A Study of Expanded Teacher Roles
Comer’s description of the School Development Program (SDP) school reform model (1995) detailed diffuse social-emotional support responsibilities across the school, delivered by mental health specialists, teachers, and other school staff. “The application of social and behavioral science principles to every aspect of the school program,” Comer wrote, “will improve the climate of relationships among all involved and will facilitate significant academic and social growth of students” (p. 60). Throughout SDP schools, adults supported students’ academic progress and social-emotional well-being.
In these documents, individual teachers worked on their own, and, in all of our sample documents (except for the Commonwealth study, which does not contain data describing teachers’ work in detail), did so with apparent success. In several instances, this group of authors portrays schools and the educational system as flawed, thus making the individual teacher’s actions key to student well-being and success. ” Readers get clear representations of teachers enacting and even embracing the social-emotional support role, but do not get a clear sense of how teachers carry this work out in the “very nice, but not very helpful” / 33 organizational environment of the school, whether or how others support their work, or how they came to possess these skills in the first place.
Answers to these questions can help us understand how members of the broad field of education—policymakers, teacher educators, textbook authors, scholars, and would-be gurus—develop, or fail to develop, ideas about expanded teacher roles that contribute to the images we hold of how teachers ought to do their work. In the documents we analyzed, we found multiple, competing representations of how, and even whether, teachers ought to provide social-emotional support to their students. Further, these documents generally provided limited detail on what teachers providing social-emotional support to their students would actually do.