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21st Century Middle School Academy
Transcript of 21st Century Middle School Academy
Research supports the opinion that a successful middle school will possess the 4 essential attributes defined by the National Middle School Association's This We Believe:
Therefore, our advisory program has been developed with these goals in mind.
Input 1: Advisory Rational
Elements of Advisory Program
To ensure a successful advisory program that provides students with helpful resources and knowledge we have developed program logistics, curriculum, and activities to function in an interdependent format which is aimed at mutually supporting each other. Like the independent parts in a machine, each part must work together if success is to be achieved.
Each advisory cohort will consist of a maximum of 14 students to every one administrator/teacher.
advisers will consist of any an all approved teachers, faculty, parents, and community volunteers who are qualified, approved, and committed to this program. (examples: PTA, big borther/sister programs, student teachers.)
Students are assigned to diversely comprised cohorts of varying age and gender for the duration of each grade level.
Advisory sessions should occur during each week-day morning for 40 minutes to discuss advisory curriculum, conduct activities, and discuss topics based upon student interest and need.
In addition to the daily meetings, each advisory cohort will conduct extended meeting times formed around activities and outings centered upon advisory curriculum goals and objectives.
Every 9 weeks cohorts in each grade level will host a conference where interconnected themes and topics can be addressed and discussed.
Our advisory program curriculum has been designed to address the many and varying needs of young adolescents in the middle grades where topics are chosen according the unique and differing needs of middle grade learners.
We aim to:
deliver content in a way that students gain a deeper and more developed understanding through interdisciplinary curriculum.
Provided meaningful interactions to increase the occurrence of mastery learning through differentiated instruction.
tailor the content according to different abilities, needs, and interests of students.
"Our curriculum will be challenging, exploratory, and relevant to both the student's and the teachers perspective."
(This We Believe, p. 17)
Input 3: Goals and Objectives
Work with the three major areas of a successful middle school—Curriculum, Instruction, and Assessment; Leadership & Organization; and Culture and Community, all of which address the 16 characteristics of young adolescents.
Goals and Objectives:
To plan a flexible curriculum which helps students grow and develop academically, emotionally, morally, and socially.
To develop a personal relationships with strong adult role models.
To foster individual membership of a small peer group.
To increase students’ sense of belonging and connectedness in their community.
To assess and scaffold student's academic and self-development in terms of individual goals and interests.
To provide guidance in how to become active and responsible citizens who possess 21st century skills.
To promote coordination and communication between home and school.
• Create an environment that fosters a feeling of safety and support for students.
• Provides upstanding and positive examples as role models.
• Provide opportunities and experiences to students which foster an environment of a community of learners.
• Emanate an attitude of compassion, empathy, and understanding.
• Arrange and coordinate events focused upon addressing advisory curriculum.
• Advise students on their academic and social emotional concerns.
• Provide a safe environment for mediation and conference
serve as a liaison between home and school.
Input 2: Advisory Roles
Selected topics, themes, and activities will be formatted to address several areas.
to build school and community support
to explore and practice team building, communication skills, and leadership skills
To provide academic resources, study aids, and subject exploration
To nurture student desire to serve the greater community.
To act purposefully and take personal responsibility.
"Again, there is no single formula for apportioning time, but a common cause of advisory failure is insufficient allotment and expenditure of time."
Stephenson, Chris p.324
Swain, Sue. This We Believe. Columbus, Ohio (P.O. Box 14882,
Columbus 43214): National Middle School Association, 1982.
Strahan, David B., Mark L'Esperance, and Hoose John Van.
Promoting Harmony: Young Adolescent Development and
Classroom Practices. Westerville, OH: National Middle School
Association, 2009. Print.
Powell, Sara Davis. Introduction to Middle School. Upper
Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2005. Print.
Stevenson. Advocacy and Alliances Through Advisories.
Chapter 10, pp. 313-335.
Resources and Citations
Our mission is to develop supportive and trusting relationships between students and faculty through modeling of good character, encouraging academic success, nurturing the development of healthy relationships, and promoting positive self-esteem by being aware of the needs of young adolescents.
Alyssa Hogan, Michelle Kowalewski, and Sheree Rexroad
“Every student should be well known by at least one adult. Students should be able to rely on that adult to help them learn from their experiences, comprehend physical changes and changing relations with family and peers, act on their behalf to marshal every school and community resource needed for the student to succeed, and help to fashion a promising vision of the future."
Introduction to Middle School,
Fund raising and awareness campaigns to help students attend school field trips and activities.
To develop health and wellness, and physical fitness awareness we will provide activities and trips, such as hikes, swimming, a local hospital, and local sporting events.
group field trips such as to the state capital in Raleigh