Advisory in Urban High Schools A Study of Expanded Teacher Roles [Hardcover]

Kate Phillippo evaluates the practice of having teachers also serve as advisors, tasked with providing social-emotional support to students. Through an in-depth survey of teacher-advisors at three different urban high schools, she examines the different ways in which advisors interpret and carry out the role and the outcomes for students.1. Advisory: A View into Expanded Teacher Roles 2. "Very Nice, but not Very Helpful": The Education Profession's Divergent Representations of Teachers' Social-Emotional Support Responsibilities, 1892-2011 (With Beth Wright) 3. Advisor Role Structure: How Schools Support or Undermine Expanded Teacher Roles 4. Consistency and Variation in Teachers' Implementation of the Advisor Role 5. The Toolbox and How Teachers Used It: Individual Characteristics that Explain Differences in Advisor Role Enactment 6. Occupational Hazards and Innovation: Teachers' Responses to the Advisor Role 7. Tying it All Together: Lessons about Formally Expanded Teacher Roles, Teachers Advising Students, and Teachers Providing Social-Emotional Support Appendix A. Teacher Interview Participants, Sorted by School Appendix B. Overview of Research Methods

. . . Phillippo presents a clearly written and intellectually engaging book that is grounded in relevant theory and strong empirical research. Those interested in education policy, urban school reform, teacher education and leadership for urban schools, and guidance and mental health counseling for urban students would find this book insightful and worth reading . . . Phillippo makes an important contribution to the fields of education and mental health, raising several topics for discussion as schools consider the benefits and challenges of expanding teachers' roles in urban high schools and how best to prepare and support teachers in their (always) evolving roles. Teachers College Record

At a time when policymakers want effective teaching to be evaluated on the basisls+