Student Leadership mentoring and service opportunities A range of leadership, mentoring and service opportunities are actively promoted throughout the school to provide opportunities to students in these areas. Leadership opportunities are promoted and developed. Mentoring programmes for students are provided by both staff and senior student leaders. The Service Award Scheme provides an opportunity to promote service and recognise students who are involved in service activities.
Student Leadership. As a school we aim to provide clear pathways for students to develop themselves as leaders: tutor representative – any student in Years 7, 8, 9 or 10 can put themselves forward as their tutor representative. Prefects – students in Year 10 can put themselves forward to be a Prefect. Some of these go on to have senior prefect roles. Currently these students hold senior leadership roles within the school: Senior Prefect Roles 2019-2020 Head Boy Xxxxx Xxxx Head Girl Xxxx Xxxxxx Warrior House Captain Xxxxx Xxxxx Victory House Captain Xxxxxxx Xxxxxx Spinnaker House Captain Xxxxx Xxxxx Xxxx Xxxx House Captain Xxxxx Xxx Xxxx of Edinburgh’s Award Scheme All students in Year 10 are offered the chance to complete their Duke of Edinburgh’s Bronze award. It involves a high level of personal commitment beyond the school
Student Leadership. Xxxxxx Program members should have opportunities for leadership roles in all aspects of the program, in accordance with the Xxxxxx Student Developmental Model.
Student Leadership. Throughout the Today & Tomorrow process, we had active involvement from a diverse group of students. We found their input to be honest and refreshing. They had much to say about powerful learning, inspirational teaching, and what is most important to consider for the future of schools in our community. We believe student voice is a critical component as we recon- figure our district, philosophically and practically. The district has supported isolated events to develop student leadership but we have no for- mal structure for on-going student involvement at the district level. We will establish student leadership teams at all schools, and will develop a district student advisory team comprised of student representatives from each of our secondary and middle schools. The district stu- dent advisory team is to meet regularly with district administrators and Board Members to help keep initiatives that are important to youth front and center. FOCUS AREA #4: Secondary Student Success Over the past three years a declining trend in our dogwood completion and grade-to-grade transition rates has begun. Our suspension data indicates a slight decrease in the number of school suspensions this year, and our rates are almost half of what they were four years ago. However, we are concerned that our withdrawal rates are increasing at our secondary schools. Last year we started an on-line exit interview and database designed to collect sto- xxxx from individual students who leave secondary school. This tool allows us to break out information by sub-group (i.e. gender, age, Aboriginal and Non-Aboriginal) and to analyze reasons for leaving. Unfortunately, personnel challenges have changed our plans. We will, however, continue to collect the information in different ways. We are still asking students, “What might have happened differently at school that would have encouraged you to stay?” We use this information to help us develop appropriate interventions. One potential intervention to help rebuild school connections with students is a different kind of alternate program, or storefront school. A group of teachers, counselors and administrators have held meetings this year to research this possibility, however budget restraint has effec- tively delayed this process. We will continue to pursue possibilities in this area. Last fall a class at North Peace Secondary began an action research project designed spe- cifically to address the needs of a group of 20-25 “at-promise” stude...
Student Leadership. I have met with the advisor listed above and discussed the duties and responsibilities of student leaders of the above-named organization and duties and responsibilities of Advisor. Signature: Date: Signature: Date:
Student Leadership. New Jersey AmeriCorps Xxxxxx Leader Program members should have opportunities for leadership roles in all aspects of the program, in accordance with the Xxxxxx Student Developmental Model.
Student Leadership. Engagement 2020
Student Leadership. ● Before renewal, The Leadership School will achieve the Leader in Me Lighthouse School Certification80 by meeting the following criteria: ○ The principal, school administration and staff engage in ongoing learning and develop as leaders, while championing leadership for the school. ○ Leadership principles are effectively taught to all students through direct lessons, integrated approaches, and staff modeling. Students are able to think critically about and apply leadership principles. ○ Families and the school partner together in learning about the 7 Habits and leadership principles through effective communication and mutual respect. ○ The school community is able to see leadership in the physical environment, hear leadership through the common language of the 7 Habits, and feel leadership through a culture of caring, relationships, and affirmation. ○ Leadership is shared with students through a variety of leadership roles and student voice leads to innovations within the school. ○ Schoolwide, classroom, family and community leadership events provide authentic environments to celebrate leadership, build culture, and allow students to practice leadership skills. ○ The school utilizes The 4 Disciplines of Execution process to identify and track progress toward the high priority goals of the school, classroom, and staff members. ○ Students lead their own learning with the skills to assess their needs, set appropriate goals, and carry out action plans. They track progress toward goals in Leadership Notebooks and share these notebooks with adults in student-led conferences. ○ Teacher planning and reflection, trusting relationships, and student-led learning combine to create environments for highly engaged learning81.
