Marie Adams: Advisory teacher

Marie Adams spent many years teaching at Yule Brook College in Western Australia, the last six as an advisory teacher when the school implemented key principles of the Big Picture Education design across the school.

Changing the structure and culture of a school is no small thing. Changing role from teacher to advisory teacher is no small thing either. We think you may be interested in Marie’s reflections on her learning journey.

 “Being an advisory teacher has been one of the most rewarding periods of my career”, says Marie about her extensive involvement with Big Picture at Yule Brook College.  

“The experience had improved my teaching practice dramatically”, she says in this interview for Big Picture Education Australia eNews.

Q: Tell us a little about your teaching career. Why did you become a teacher?

A: I completed an undergraduate arts degree in history and politics and didn't really have much of an idea about what I wanted to do but I loved learning and working with kids so I decided to complete a postgraduate degree.  I love being a teacher.  It is such a dynamic job.  No two days are the same and I don't think I have ever regretted my career choice.

Q: Tell us about your experiences at Yule Brook College before Big Picture?

A: YBC was a middle school, which I enjoyed being part of.  I liked that we worked in teams and enjoyed the collegial rapport between staff.  I was frustrated with trying to 'fit' kids into the system especially knowing that this may not be in their best interests.

Q: Tell us how the school changed as it explored Big Picture ideas.

A: The biggest change I noticed was that the traditional boundary between family and school dissolved.  Families have really become an integral part of student learning and the curriculum.  Students’ options have opened up and they have a more individualised school experience, which I think suits their interests and serves their needs better than previously.

Q: What do you think are the biggest benefits of Big Picture for students, families and teachers?

A: The biggest benefit I noticed was the sense that each student at YBC had someone that knew them and their family well.  There is a sense that it is a community approach to education and that there is support available for the student in a range of areas, not just curriculum.  I found myself in the roles of mentor and support resource for families and students, which to me, made sense.  What is the point of trying to teach a student a topic if they are struggling with significant social and emotional issues?  Together we could find solutions and offer support to students who might otherwise have slipped by the wayside and keep them engaged in education, thus increasing their chances of success later in life.

Q: Can you tell us about any powerful examples you have witnessed with students?

A: I think my most powerful experiences have involved students who have turned around and have positivity about coming to school and I know that they might not be attending if it wasn't for the Big Picture approach at YBC.  I think the moments when parents approach you with tears, give hugs and are genuinely thankful for the effort and time you have invested in their child have been the most rewarding.  There is a genuine bond between an advisory teacher, parent and student after 3 years together and I still worry about how my students are going, even if I am not teaching them anymore.

Q: Tell us how your role as advisory teacher is different from your previous role as teacher.

A: In my experience the role of advisory teacher has been very different to that of a teacher.  For example, keeping up with the many diverse interests and passions of the students is a lot more challenging than delivering a traditional curriculum.  I found that there is a lot more discussion with students one-to-one, negotiating tasks, checking on progress etc, but at the same time managing what other students are doing.  Sometimes it feels like you are definitely juggling a lot of things and advisory time was always very intense. There is rarely an opportunity for down time.

Q: How did you make the transition? What was hard? What are the rewards?

A: I think being part of a cohesive team and working with colleagues who were like-minded and enthusiastic helped make the transition easier.  We were able to share our experiences, failures and successes that helped refine what we were doing and build a strong foundation for future years.

Q: What would you say to other teachers considering looking for a new design for schooling like Big Picture?

A: Being an advisory teacher has been one of the most rewarding periods of my career.  The experience has improved my teaching practice dramatically.  I like the fact that you take a holistic approach to the student to help them fulfill their potential.

Recognition from Big Picture

Big Picture Education Australia is awarding Marie with five years of free membership for her unselfish work on behalf of the network and students everywhere.

Marie hosted visits to Yule Brook to show people what Big Picture can be. She helped make learning workshops succeed and she tirelessly worked with other teachers to help understand and implement innovative ideas.

Thank you, Marie.