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Implementing a teacher advisory program in a traditional high school setting

22 August 2003


The purpose of this study was to answer the question: How can an advisory program effectively be implemented in a traditional high school setting? In order to focus my question, I approached my action research project by using the following sub questions: 1) Can a middle school concept be adapted to fit the needs of a high school? 2) Can advisories help create a more personal high school climate? 3) What needs do high school students have that advisories can address? 4) What roles do staff play in the success rate of advisory programs? 5) What logistical issues affect the implementation and continuation of advisory programs? ·6) What activities will be conducted in advisories to meet the stated goals? This qualitative study, composed of interviews, questionnaires, and reflective journaling, was conducted in a large suburban high school in the Pacific Northwest This study took place over the 2002-03 school year, and the participants in the study were high school staff and students. Findings indicated that for effective implementation of a middle school concept ill a traditional high school setting to take place there had to be teacher and student support, age-appropriate activities, a clear definition of the purpose and goals of the program, staff development, and a consistent placement of title advisory program within the instructional schedule. A committee of staff and students can use the implications of this research as they evaluate the first year of the teacher advisory program to improve its effectiveness in creating relationships and building community as stated by the school's program goals.


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