This site provides updated information, prompt service and academic advising for all candidates. Our goal is to help you meet your goals.
If you need any assistance, please feel free to contact Jennifer A. Pluretti, director of candidate advisement and services in the Ralph C. Wilson, Jr. School of Education, at firstname.lastname@example.org or at (585) 385-8439.
Central to all candidates' academic success is knowing their program requirements and advisee responsibilities. Please make sure to familiarize yourself with them.
Components of Academic Advising
- Conveying the purposes of the College and School
- Information giving
- Short-range program planning
- Long-range planning
- Candidate Academic Referral Process
- Facilitating Candidate Development
- Help the advisee to understand and navigate the academic and administrative processes of the College.
- Understand each advisee's particular concerns affecting academic progress.
- Be knowledgeable about the program(s) and standards of which he/she advises.
- Inform the advisee of degree requirements.
- Answer questions about the E-portfolio.
- Communicate and emphasize the advisee's responsibility for satisfying degree requirements.
- Empower advisees to advocate appropriately for themselves in all arenas.
- Be familiar with published academic rules and regulations – including New York State certification requirements.
- Help the advisee plan a course of study and give advice about courses and the adjustment of course loads.
- Inform the advisee about the prerequisites for subsequent courses in the advisee's program.
- Establish, post, and maintain adequate office hours throughout the semester, with particular emphasis given to orientation, registration, and drop/add periods.
- Inform the advisee of advisor's and advisee's responsibilities in the process.
- Maintain an up-to-date academic advising reference file including records of the advisee's progress (long range plan, advising sheets, transcripts, grades, current schedule).
- Discuss with the advisee academic performance and it implications
- Refer the advisee to appropriate sources of information and services.
- Participate in the advisor training sessions provided by the college or School of Education to keep informed and current.
- Acquire the information needed to assume final responsibility for course scheduling, program planning, and the successful completion of all graduation requirements.
- Obtain a list of the requirements and standards for the chosen major(s)/minor from the advisor and use it.
- Meet with advisor at least once per semester well in advance of next semester's course registration period to plan a suitable schedule of classes for that semester.
- Self-monitor progress toward fulfilling degree requirements.
- Seek help before a situation becomes a crisis.
- Know the advisor's office hours.
- Inform the advisor of changes in plans which directly affect academic performance and educational goals.
- Be familiar with the relevant policies, procedures, and rules of the College, School of Education, and academic program.
- Follow up on referrals made by the advisor.
- Consult with the advisor at least once a semester to decide on courses, review the accuracy of the audit, check progress towards graduation, and other general issues.
- Prepare for academic appointments.
- Activate and use your Fisher email account.
If you have additional questions or concerns, feel free contact Jennifer Pluretti, education advisor, at email@example.com.
Fisher policy regulates that you see your advisor(s) at least twice a year, in order to discuss your course registration and obtain your alternate pin number for the upcoming semester's registration.
All teacher candidates should make an appointment with their education advisor, as soon as s/he is assigned to the candidate, to create a long range plan of courses.
If you are an adolescence major, then you must connect with your education advisor and your content area advisor. It is recommended that you meet with your education advisor first, have him/her sign off on a copy of your long range plan and then meet with your content area advisor. Once you've met with your content area advisor and gone over the copy of your long range plan, s/he will give you your alternate pin number.
It's also important for you to know that while your advisor is there to support you with course scheduling and any questions you may have about your academic program and Fisher Core Requirements, s/he is also a wonderful resource for you if you feel you need support to ensure your success at Fisher. S/he can be a sounding board for you if you are dealing with issues in any of your courses, including those outside of the School of Education, questions about your future, etc. If s/he can't answer your questions specifically, s/he can direct you to someone who can. The stresses that come with college tend to be overwhelming and unexpected; your advisor can serve as a sympathetic ear and a confidential support. Do not hesitate to talk with her/him about anything that is concerning you.
See the Certification Information section of this website.
One recommendation is to visit the "Test Preparation" section of a local bookstore and pick up the most recently published copy of an exam book based on the test(s) that you are planning to take. Teacher Candidates have reported that it is especially helpful to find a volume with practice tests in it for you to take. The answers and discussion of why those answers are correct usually follow after the practice tests.
To keep current with requirements and changes in certification, it is helpful for candidates to check the New York State Department of Education website periodically.