Page 19 - Choices into Action

the teacher-adviser, and the guidance counsellor when discussing with students the preparation and revision of their annual education plan.
As students progress to secondary school, they may also choose to assemble portfolios with par- ticular audiences in mind, such as the faculty of a college or university program or a potential employer. Their portfolios can also be used to develop résumés. Students should have easy access to their portfolios so that they can regu- larly update their contents.
THE TEACHER-ADVISER PROGRAM
To help students as they move from elementary to secondary school and as they make decisions about secondary school courses and future goals, a teacher-adviser program will be estab- lished in schools for students in Grades 7 to 11. Each principal will assign teachers to act as teacher-advisers, who will each have regularly scheduled contact with students for a minimum of one academic year. Although a teacher- adviser program is required for students in Grades 7 to 11, schools may also establish such a program for students in Grades 1 to 6 and Grade 12.
Through participation in a teacher-adviser program, students will demonstrate:
– goal-setting, planning, and decision-making skills;
– research and information management skills (including locating and accessing human and information resources) required for education and career planning;
– the skills and knowledge needed to monitor their academic progress.
Meetings of students and teacher-advisers will foster a sense of community, collaboration, and cooperation among students and staff. They will provide each student with personal attention and positive encouragement – from both a teacher and peers – and help students make con- nections among the subjects taught in school and the learning that takes place in the commu- nity. The meetings might include reviewing report cards, career-exploration activities, and
the discussion of such topics as the development of annual education plans, time management, study skills, and understanding and accepting other students’ differences. Teacher-advisers should be encouraged to enlist the help of com- munity experts (e.g., engineers, accountants, health care professionals).
Teachers assigned teacher-adviser duties are responsible for:
– helping students complete and review their annual education plan;
– monitoring students’ academic progress and the achievement of their goals in their annual education plan;
– communicating with parents and keeping them informed about student progress.
Teacher-advisers will have regular contact with students and will be knowledgeable about stu- dents’ progress in all subject areas and in other aspects of school life. Through this one contact, parents can obtain an overview of their chil- dren’s progress at school, which does not pre- clude their communicating with other teachers if they wish. The teacher-adviser program com- plements the work of guidance counsellors and other teachers. When necessary, teacher-advisers will refer students who require additional assis- tance to guidance counsellors or the principal.
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CHOICES INTO ACTION