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Timeline for Implementation of a "Teachers as Advisers"

Advisement Program

August (Pre-planning)

  • Leadership team delivers a presentation to the faculty on HSTW Key Practice #8 and shares data (attendance rate, failure rates, graduation rates, retention rates, etc) with the faculty that reinforces the need for an advisement program.
  • Volunteers are recruited for a guidance committee that will develop recommendations on the logistics of an advisement program.  Each grade level and department, including the administration needs to be represented on this committee. The administration might assign some people to ensure that each grade level and department is represented in the decision making process.


  • The guidance committee visits other schools that have implemented successful advisement programs or requests teachers from those schools to visit their school to talk to the faculty about their advisement programs. HSTW can provide names of these schools.  Conference calls might be more efficient if schools are not close by.


  • The guidance committee meets to make recommendations for their advisement program.  The committee can use “Questions That Must Be Answered” as a guideline to ensure that all aspects of an advisement program are considered.


  • The guidance committee meets with the Leadership Team to share their recommendations and to get input/approval for decisions made.
  • The guidance committee shares the recommendations that are decided on at the leadership meeting with the faculty to get their input.


  • The guidance committee meets to finalize decisions on advisement.
  • A memo is sent to the faculty explaining the logistics of the new advisement program.


  • The guidance committee examines other schools’ advisement curriculums to develop a list of topics that are usually included in advisement curriculums. HSTW can provide examples of advisement curriculums.


  • This list of topics (developed in January) is then used in a survey that is sent to teachers and students to get their input on topics that should be a part of the advisement curriculum by grade level.  Other topics that the guidance committee believes are pertinent to their school, as well as blanks for additional suggestions, should also be a part of the survey.
  • The guidance committee tabulates the results of the surveys. Based on the results of the surveys, the guidance committee composes a list of topics by grade level for each advisement session that is scheduled for next year.
  • This list is shared with the Leadership Team to get their input/approval.
  • A final list of topics is developed by grade level.


  • Students are assigned to advisers for next year (on paper).
  • A committee of teachers (can be the guidance committee) are recruited to write/select lessons for next year’s advisement topics by grade level.  At least two teachers should be assigned to each grade level.


  • The guidance committee/volunteers work (by grade level) for a week during the summer to select/create lessons for next year’s advisement. All materials needed for each advisement session will be developed.
  • Principal sends information about the new advisement program to parents and students in the “welcome back” letter before school starts.


  • Principal sends information about the new advisement program to parents and students in the “welcome back” letter before school starts.
  • Provide staff development on the purpose of the LINKS advisement program, the logistics of the new program and the role of the adviser. It is recommended that this be at least one full day of training.
  • Provide each adviser with a plastic crate that contains folders with the names of their advisees, relevant test scores, award certificates, unofficial transcript and a copy of the student’s ISTP.
  • Hold first LINKS Session.
  • Have Advisors complete “Session Feedback” forms. Collect and tally results.

First Open House (At the very beginning of school)

  • Hold parent assembly to give an overview of the LINKS Program. Give parents a brochure with mission statement, rationale, goals, a curriculum map and schedule.
  • Have parents go to the Advisor’s room at the beginning of the Open House  to meet their student’s adviser, to learn about the role that the adviser will have with both parents and students during the year, and to learn about the purpose of the advisement program.


  • Hold brief advisory staff meeting to share results of survey and share problems and solutions
  • Hold LINKS session and ask advisors who have concerns to complete feedback form and give to LINKS coordinator for review and program improvement.

October – November

  • Continue holding LINKS sessions.
  • Principals, counselors and LINKS coordinator set up a schedule so that each advisory group is observed at least once and appropriate feedback and support is provided.


  • Advisors meet individually with each student to review academic and career plan and discuss any personal/social concerns.
  • Continue holding LINKS sessions.
  • Conduct student session evaluation.


  • Continue holding LINKS sessions.
  • Conduct student and advisor end-of-semester program evaluation.


  • Continue holding LINKS sessions.
  • Conduct training on scheduling, programs of study, and how to assist students and parents in completing ISTP Plans.
  • Hold individual parent/student conferences with each advisee.

March – April

  • Continue holding LINKS sessions.
  • Repeat organized walk through.


  • Complete Student/Advisor Program evaluations.
  • Continue holding LINKS sessions.
  • Tally evaluations.
  • Share results with LINKS advisors.
  • Hold faculty meeting. Tweak Program as needed for next year.