There are generally three kinds of SUPPORT that faculty require when approaching advisory programs: clear articulation of goals and objectives, development of materials and ongoing support for improving delivery. The conceptual support creates a framework for the purpose and context of the work they will be doing. Many of the goals of advisory are less concrete than the types of goals associated with the familiar course content for which teachers are trained. For example, if an advisory program has a goal that "all students are known well by an advisor", it is important to define what that looks like. Here is an example set of criteria for that goal (By articulating what it looks like, you will also be more able to measure the success or failure of the goal.) Thus, having a clearly articulated set of goals and expectations surrounding the program and delivering that message to faculty can go a long way in preparing them for their role in advisory.
Having materials available for advisors that want them is a critical aspect of support. Depending on your program, scripts, PLP templates, calendars, protocols, and team building activities can all be useful for advisors that feel they need a prescribed road map. The advisory coordinator or advisory committee should develop these materials based on the goals of the program.
Professional development surrounding delivery is likely to be the most challenging component of a faculty member's professional development needs. It is common to hear teachers' concerns that "they are not counselors" when approaching the new role of an advisor. Understanding this concern and empathizing with them will help them to articulate their concerns clearly so you can help them to address them. It is a misconception of teachers that their role as an advisor is to step in as the counselor for a student's personal and academic life. It is important for them to understand the difference between advising students about their options for both academics and supporting them in their personal lives, and actually counseling them through a crisis. Having a clear articulation around the role of advisors versus the role of counselors is critical to advisors feeling prepared for the role.
Just as we differentiate for our students based on readiness, it is critical to offer support and professional development for where staff members are at in the advisory continuum.