Rivers' Advisor Program Adds “Relationships” to the Three R’s

At many independent day schools, advisor programs are viewed almost as an after-thought: faculty advisors meet sporadically with students, and often only at fixed times of the year, or for a specific purpose like grade review.

“Some schools look at their advisor programs as add-ons,” says Upper School Dean of Students Jim Long. “[A lot of faculty think] ‘I teach. That’s what I do!’ With Rivers faculty, though, there is an eagerness to advise – to get to know each student and make a difference in their lives.”

The advisor program at Rivers has existed as far back as the school’s inception, but was given an extensive expansion in 2007 after several years of internal review and surveys of students, parents, and faculty. The school has since instituted more faculty training, increased face time between advisors and advisees, and a greater level of involvement from the class deans.

“The advisor serves as an advocate – someone at the school who understands the student inside and out, and is always in their corner,” says Middle School Dean of Students Clinton Howarth.

Two times a week both Upper School and Middle School students split into “advisor groups” – units consisting of a faculty member and somewhere between six and ten students. Advisor group meetings range from focused discussion periods to more informal activities meant to foster a friendly group environment. Meetings can touch on a variety of topics, whether it’s something as casual as weekend plans, or much more serious issues like bullying and social anxieties.

More than anything, the scheduled time is intended as an opportunity for students to forms meaningful, long-lasting connections with the adults on campus, and feel comfortable expressing themselves to both teachers and peers.

“The kids get to know each other so well over the course of the years, which helps create an atmosphere of trust and honesty,” says Howarth.

In addition to private course-counseling meetings every fall, parents also attend comprehensive one-on-one meetings with advisors in February. Many look forward to these talks for being able to share relevant information with trusted teachers, and talk about their children’s goals.

According to Jay Orlander P’10 ’12, whose daughter Megan ’10 had a rewarding advising experience with Head of School Tom Olverson, “those one-on-one sessions showed us that [Olverson] really understood Megan’s personality and motivations, and that he could give constructive input based on his insight into her character.”

From a faculty perspective, the program is truly a vital part of their Rivers experience. All full-time Middle School faculty members are advisors, while 90 percent of Upper School teachers advise, as well. The school has sent class deans and other teachers to summer programs about advising at both the Stanley H. King Institute and the Gardner Carney Leadership Institute, and has also invited speakers like Michael Thompson (author of “The Pressured Child”) on-campus to speak on professional development days.

"We think it's important for faculty to be there not just as educators, but as mentors," Olverson says. "We really value the ways in which the advisor program forges strong relationships between students and teachers."