trevordayschool

US Teacher perspective Jennifer Rathbone 2 1 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 S tarting in 9th grade, students are placed in grade-level advisory groups. Even before the first day of school, however, 9th-grade students get to know their advisors and fellow advisees on Trevor's orientation day. ough the event is facilitated by an independent organization, Club GetAway, it is organized by the 9th- grade dean and is supported by the grade's team of advisors. e students gain confidence during the first days of school—then, a grade-level overnight to Club GetAway's campgrounds further develops the camaraderie, communication, and collaboration skills that students will need to be successful at Trevor. is overnight is also a place where advisors become more comfortable interacting with the grade by engaging in activities, both in small groups and large. Once back on campus, advisors meet bi-weekly with individual advisees, communicate with parents as needed, and meet as a group during community time and during Service Day initiatives. e advisors also regularly meet with one another to discuss how best to nurture these maturing 9th graders, so that they can adopt and reflect the school's mission and values. e 9th-grade team discusses with students topics covered in the Upper School Handbook, their use of e Center, community values, expectations, and policies. At these formidable years of development, the 9th-grade team serves as the foundation for students to integrate themselves into the community. At the same time that we want the students to be integrated into the community, we also want them to develop as leaders. Students practice advocating for themselves by learning to approach teachers and advisors when they need help; gradually, they learn how to take ownership of this process. Advisors also encourage students to take leadership roles through membership in clubs, service initiatives, and extra- curricular activities. e advisors serve as mentors or guides to navigating academic, social, emotional, and extracurricular life at Trevor. e goal is to gear students toward successful- growth mindsets and habits of behavior that will lead them toward achievable goals throughout their Upper School years. n Taking yearbook photos and planning for Field Day are chances for advisory groups to bond and simply have fun. "In 6th grade, our photo was called e Big Chang eory–I was Penny, and had to dress up as a girl. e 8th graders put make-up on me, and it was really, really funny. Last spring, I had a ton of fun working on the Field Day dances." "I really prosper as a student when doing creative things. Even though there is an age and grade difference, we were a big old merry bunch of friends. I'm still very friendly with students who are in US now and were in my group, and I've gotten to know younger students." When I asked Nick about the most important characteristic of a good advisor, he said, "Acceptance. When your advisor really understands you and what it's like to go through social, mental, and physical change, he knows how to make the situation better. Everybody has his or her bad days. Having an advisor has maximized my learning as a middle schooler." q Above: Brian Sullivan and Nicholas A. with props that Nick used for a skit as part of his 8th-grade history class unit on Rome; Right: Jennifer Rathbone (and to her right, Ingrid Sierakowski, Grades 9–12 History Teacher) at this year's 9th-grade orientation.

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