Advisory 101: Empathy. Advocacy. Community.

By Molly Barker

BA Advisory Basics

Who? Dedicated faculty and engaged students.

What? A mutually beneficial mentorship program.

When? At least twice weekly from the time students arrive for orientation until they receive their alumni pins, and often beyond graduation as many student-advisor relationships last for many years.

Where? Locations across campus and beyond.

Why? To help our students transition to life at the Academy and prepare them for life beyond Bridgton.

The Advisory Program is one of the hallmarks of a year at Bridgton Academy, both for the students and faculty alike. Bridgton may not be unique in incorporating such a program into the student experience; however, I have come to understand that the approach we take here is what sets ours apart. In a recent article published by the National Association of Independent Schools (NAIS) on the subject, it was noted that many such programs have earned a “notorious reputation for ineffectiveness.1” Advisory is not treated like an afterthought here at the Academy, nor is it “like academic class periods without the academics—desks in rows, teachers leading discussions and activities, and students lacking interest.2” Here, it is deeply interwoven into the fabric of campus life.

As I approach my one-year anniversary at Bridgton, this academic year is the first time I’ve had the opportunity to be an advisor to a small cadre of students. I was, and remain, excited about guiding them through their year at Bridgton. At the same time, I was (and am) somewhat nervous about serving in such an important capacity, one that does directly touch students’ lives in a meaningful way. So, I decided I needed to learn more: more about these programs in general, more about our specific approach, and more about what it means to be an effective advisor.

Serendipitously, most of our time during a recent faculty meeting was allocated to a panel discussion comprised of four veteran advisors. They were convened to answer questions and offer advice to less seasoned member of the class of 2023 (via anonymous survey)

1https://www.nais.org/magazine/independent-school/summer-2021/trend-lines-clarifying-the-purpose-of-advisoryprograms/ 2https//:www edweek org/leadership/how-schools-can-make-advisories-meaningful-for-students-andteachers2019/03/ https//:www edweek org/leadership/how-schools-can-make-advisories-meaningful-for-studentsand-teachers2019/03/ advisors, such as myself. In a discussion that covered both tactical and philosophical approaches, the panelists spoke to the role the advisor should serve and shared several best practices. One thing that all panelists agreed upon was that the advisor’s core responsibilities are to support and advocate for the students, as well as provide a safe, neutral space for them to be themselves. In short as one panelist put it, our job is to be a “partner in their success.” We heard that perspective, empathy, and authenticity are key to establishing an enduring, meaningful relationship.

My research could have stopped there. But I realized that if I didn’t include the other part of the advisory equation into my research, i.e., the students, I would have been doing myself a disservice. I wanted to hear from them directly about their take on the program, so I sent out a brief survey to the entire student body to do just that. Overall, they had positive things to say about the program and their advisors. Often, their words echoed those of the faculty panelists: “trust,” “support,” and “help.”

Additionally, I knew I would have been remiss had I not also sought for the thoughts of our alumni and parents. Thanks to the power of social media, my research to find out what makes a great advisor was almost complete. I heard from alumni and parents who attested to the positive impact this person had made on themselves or their students in helping them to prepare for their next steps. According to all the groups polled, accountability, encouraging words, and a bit of fun seem to be a solid recipe for establishing a fruitful student/advisor relationship.

I unearthed a few other nuggets of wisdom while researching this piece: “Advisers need permission to be learners alongside their advisees” and “To get advisories right, schools need to offer ongoing professional development and support to teachers who may be uncomfortable with the format, and they need to integrate them into larger school strategies.”

I’m glad I seized the opportunity to dig deeper on this subject and if I’ve learned anything in the process, I suspect that I’ll grow in this role. One thing became increasingly apparent as I set out to write this article: Advisory at Bridgton Academy can, and does, have a transformational effect on our students’ lives. I’m eager to see where the rest of the year will take my cohort and share in their successes and achievements.

About the author: Molly Barker is the Academy’s Director of Strategic Marketing and Communications. Before her time at Bridgton, she was a consultant specializing in digital marketing and community engagement, and also oversaw executive communications at The George Washington University for nearly a decade. She resides near the Academy with her husband and daughter, and relishes her time outdoors.

BA Advisory Components

Weekly meetings

Time in Chapel

Dinners and evening Chapel

Presentations

Service duty

Special outings and home cooked meals