Advisory programs are a primary organizational structure used In New York City and other urban school districts to personalize secondary schools' learning environments. Despite the growing prevalence of advisory programs in new small schools and research that has identified key dimensions of successful advisory programs (Osofsky et al., 2003; Tocci et al., 2005), little is known about teachers' perceptions of their experience as advisors in new small high schools. The purpose of this exploratory case study was to illuminate advisory teachers' perceptions of an advisory program in the unique context of a small social justice themed school so as to build a grounded theory of an advisory program for social justice education.

I examined the Brooklyn School for Social Justice (a pseudonym) and focused on how an advisory team of six teachers and a guidance counselor, in addition to the team's supervising school administrator, described and understood the purpose of the advisory program, advisors' roles, content, and professional supports for the advisors. Through my analysis of interview transcripts, observation notes, and school documents, I found that the participants' described social-emotional learning and social justice education as the primary purpose of the ninth grade advisory. Second, the advisory teachers described their advisory roles as life-guides and family members. The guidance counselor and assistant principal described advisors as the first point of contact and student advocates. Third, the participants described the advisory content as being grounded in students' interests and the BSSJ Guide to Advisory curriculum. They also discussed circle style whole-class discussions and a culminating social justice action research project as important components of the program. Finally, the participants described the curriculum Guide and team meetings as important resources and organizational supports that aided instructional collaboration and facilitated new teachers' adjustment to the complex role of being an advisor.

The school-level implications for these findings include using advisory programs to foster caring peer relationships and to improve schools' climate for learning. In addition, the study provided insight into the skills and attributes that advisors need and professional development opportunities for advisory teachers.