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Advisory: The Heart of the Middle School Experience

Middle School is a time of tremendous growth, transition, and discovery. Students are learning to navigate increasing academic demands, evolving friendships, growing independence, and the emotional complexities that come with adolescence. At Ranney, Advisory lies at the heart of the Middle School experience because it reflects one of the school’s core values: to truly know and value every student.

Far more than a scheduled break in the day, Advisory serves as a meaningful support system where students build trusted relationships with faculty, strengthen executive functioning skills, engage in social-emotional learning, and develop a sense of belonging within the school community.

For sixth-grade advisor Ms. Alison Countermine, the most rewarding aspect of Advisory is the opportunity to connect with students beyond the classroom.

“Getting to know them outside of math class and being the start of their support at school,” she explained, “is what makes the role so meaningful.”

That connection often creates a space where students feel comfortable opening up in ways they may not during the regular school day. Over the years, Ms. Countermine has seen advisees turn to her for support during challenging moments and even return years later seeking guidance as Upper School students.

“You get to know the students in your Advisory group just a little bit better, and they are more comfortable opening up about things, which gives us the opportunity to help them in meaningful ways.”

The Advisory program is intentionally designed to support the unique developmental needs of each grade level. Teachers from the previous year make recommendations that help inform how Advisory groups are structured each year. In sixth grade, students participate in a variety of activities throughout the six-day cycle, including study and check-in periods, social-emotional learning lessons, library time, team-building activities, and Town Halls. Topics often focus on goal setting, executive functioning, social interactions, decision making, and empathy.

Ms. Countermine emphasizes that the sixth grade faculty work collaboratively to create these experiences.
“We work incredibly well together and have common goals and values when it comes to our students. All of us go out of our way to do everything we can for our kids.”

Long-time seventh-grade advisor Mr. Morgan Einbinder, who just celebrated his retirement, sees Advisory as an opportunity to understand students as individuals, not simply learners in a classroom.

“In a regular class, you see a kid struggle with genetics or light up during a discussion—but in Advisory, you get to see who they are: their interests, hobbies, and even a glimpse into their home lives.”

Mr. Einbinder notes that Middle School students often face social and emotional challenges daily, and even seemingly small moments can greatly impact their well-being. Advisory provides students with a consistent space to share opinions, discuss meaningful topics, and feel heard.

Building those relationships, he explains, often comes down to listening carefully and recognizing students’ interests outside of school.

Seventh-grade advisor Ms. Jennifer Rose, who will be transitioning to an eighth grade advisory role, sees Advisory as an opportunity to understand students as individuals, not simply learners in a classroom. For Ms. Rose, the most rewarding part of the role is "the moment when a student stops performing and shares something authentic about themselves. I also love that the relationships don't end when the year does.” 

With 30 years of experience as a middle grades educator, Ms. Rose views her role as more than just a check-in; she acts as an advocate for her students, helping them navigate challenges ranging from relationship dynamics to daily organizational needs. Ms. Rose has been developing a framework for advisors called Gratitudes, Goals, and Gains through her work at The Seeking Brain, LLC. After her work with the Association for Middle Level Education, she wrote #EmpowerED, an advisory resource book. 

When it comes to fostering trust, Ms. Rose believes that "calm is contagious" and that creating a consistent, predictable routine is the foundation for getting students to open up. She notes that the most meaningful connections often happen in the "margins"—before the group starts or in a private note. "You can’t manufacture the moment," she explains, "but you can make sure you're there when it arrives." 

“I am very fortunate to have amazing colleagues to work with,” adds Ms. Rose. “The grade-level teams work closely together to ensure that there is consistency among the different Advisories, and we have created a cohesive, coordinated, and collaborative advisory program.”

For eighth-grade advisor Ms. Dana Dobbins, Advisory helps students manage the growing responsibilities that come with preparing for Upper School, while still feeling supported and connected.

“My favorite thing about being an advisor is being able to connect on a personal level with each of my students,” Ms. Dobbins shares. “I truly enjoy seeing the bond that ‘my kids’ have as the year goes on — a little family.”

Ms. Dobbins has worked closely with students who feel overwhelmed balancing academics, extracurricular activities, athletics, and social commitments. Through Advisory, she helps students build practical organizational and time-management skills.

“I have worked with students to create their homework schedule for the week … helping them balance it all. I truly love to help them with this executive function.”

Equally important is creating an environment where students feel emotionally safe and supported.
“The students open up to me because I am a good listener and I do not judge them,” she said. “As the school year goes on, students understand they can rely on me.”

Being there for the students is made easier by having a strong group of faculty who work together to ensure consistency and support. “The eighth-grade team is incredible! There’s such a strong sense of support—we are always willing to share ideas, help each other out, and step in when needed,” says Ms. Dobbins. “It makes a big difference knowing we can count on each other. The students are benefiting from a group of teachers who are on the same page and genuinely care about what we’re doing.”

Across all three grade levels, one common thread emerges clearly: Advisory is about relationships. It is about ensuring every student has a trusted adult advocate, a supportive peer group, and dedicated time within the school day to grow socially, emotionally, and academically.

At a stage in life when students are developing their identities and learning how to navigate an increasingly complex world, these daily moments of connection matter deeply. Through Advisory, Ranney faculty are not only helping students succeed academically—they are helping them feel known, valued, understood, and supported every step of the way.
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Ranney School

235 Hope Road
Tinton Falls, NJ 07724
Tel. 732.542.4777
Our mission is to know and value every child, nurturing intellectual curiosity and confidence, and inspiring students to lead honorably, think creatively, and contribute meaningfully to society. 

We envision Ranney School as a nurturing learning community, in which families, faculty, alumni, and all of Ranney’s constituents collaborate to know and value every child, foster individual talents, sustain powerful connections between children and adults, and graduate resilient, globally-minded citizens.