 | Each student in the Middle School and Upper School has a faculty advisor who is responsible for program planning and academic counseling. The advisor's interest in the student is more than merely academic. It includes extracurricular and non-school activities, personal growth, and the development of worthy goals. The students and their advisors meet regularly to review marks and comments and the students' progress in their studies. Advisors are particularly attentive to an advisee's well-being as a member of the school community.
The Advisory Program also provides opportunities for group discussions that encourage students to see themselves not only as individuals but also as members of larger groups, within the school and within society at large.
Teachers and advisors are present at frequent grade-level meetings which monitor student progress. This provides a forum for discussion of homework quality, general attitudes, test performance, peer interaction, and any other subjects relative to a student's performance. The information is communicated to parents through the student's advisor. |
| | Students in the Seventh and Eighth Grades are assigned a faculty advisor who is generally the primary source of communication between parents and the School. Homeroom teachers play this role in Fifth and Sixth Grades. The faculty advisor is asked to take a personal interest in each advisee's school activities. Student advisory groups meet each day for ten minutes. and once a week for approximately half an hour. Activities during these times range from having fun and getting to know one another to developing worthy goals and discussing important school and societal issues. |
| Faculty and Student Commitment Flint Hill School's commitment to the principles of respect, responsibility, honesty, and compassion is the foundation for its many efforts to foster growth in character in its students. Although the seeds of character are planted by the student's family long before he or she arrives at Flint Hill School, we also know that the School's moral expectations and the personal examples that teachers, coaches, and advisors set can have a profound effect on character growth and the development of leadership abilities. |
|
Faculty Advisors
While Upper School students benefit academically from close relationships with teachers and easy access to additional help, we also know that many of our students have been able to thrive emotionally and socially, as well as academically, because of the multiple forms of support that they have received. Most important is the student's faculty advisor, who seeks to become familiar with all aspects of a student's life at Flint Hill School and is usually the person to whom the student turns when he or she needs advice or encouragement. The advisor assists not only through giving advice on course selections and work load but also by working closely with the student in the setting of worthy and realistic personal goals. The advisor is also the person to whom the student's parents are encouraged to turn when they have questions or concerns and are not certain how to proceed.
In the Upper School, each advisor meets with his or her advisees at the beginning of the day to touch base personally, pass on announcements, and share matters of community concern. Once a week, advisors meet with their advisees for an extended advisory period, at which value questions and other topics requiring student discussion can be addressed. |
|
| Class Deans Another important figure in our system of student support is the Class Dean, who pays special attention to students who may need different forms of extra help. The Class Dean chairs grade-level faculty meetings at the middle and the end of each quarter and, working with the Upper School counselors and the individual faculty advisors of these students, develops plans for extra assistance and makes sure that these plans are carried out. The Class Dean also works with the student leaders of that class to develop class activities which help students in the class get to know each other better and which encourage many members within the class to exercise new forms of leadership. |
|
| |