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New Directions in Student Leadership Staff Training Modules

New Directions in Student Leadership Staff Training Modules. Outcomes. On completion of all modules, participants will: Have an understanding of the ways in which effective student leadership programs improve school life Understand DET directions and commitments to student leadership

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New Directions in Student Leadership Staff Training Modules

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  1. New Directions in Student LeadershipStaff TrainingModules

  2. Outcomes On completion of all modules, participants will: • Have an understanding of the ways in which effective student leadership programs improve school life • Understand DET directions and commitments to student leadership • Be aware of the roles and responsibilities of school staff in promoting student leadership programs • Have developed knowledge and skills to value and implement effective student leadership programs. • Have become familiar with resources that support student leadership programs

  3. Module One Student Leadership An overview

  4. ‘Vision’The value of student leadership programs • Why be involved in student leadership programs in schools? • Why actively work to support and increase student leadership & participation? • What’s your VISION – or bigger picture – of WHY the participation of young people in schools is important?

  5. Why have student leadership programs in schools? Engaging with young people and getting our views is one very important way of helping to rebuild that sense of connection between us, the school and the community in which we live. It is an opportunity to feel respected and be confident that our views are being taken seriously – Young person, World Youth Forum

  6. Student leadership permeates all aspects of school life Debating Creative & Performing Arts Peer Leadership- house captains- school captains Peer Support SRC& School Parliaments LEADERSHIP Peer Mediation Sporting Academic Cultural & Religious Leaders

  7. Student leaders need to work for the benefit of all groups Subjects Careers Education, Voc Ed. Pathways Attitudes to School… enjoy?don’t enjoy? LBOTE communities Aboriginal Special Needs School Spirit, Culture & Environment Parents & Community PARTICIPATION Socio-Economic Status Gender Equity Student -Teacher Liaison & Morale

  8. How does the Department of Education and Training support student leadership programs in schools?

  9. DET Student Welfare Policy p6 Positive school climate is enhanced by: • Maximising student participation in decision making… • Ensuring principles of equity and fairness… • … opportunities for students to demonstrate success • Development of skills in positive relationships, social responsibility, problem solving and dispute resolution • Student views incorporated into planning related to school climate and organisation • Opportunities for leadership experience through SRCs or school parliaments

  10. Other support documents • Values in Public Schools • NSW DET Priorities Statement • Charter for SRCs

  11. DET Initiatives – SRCs and Student Leadership • Conduct more Premier’s youth leadership forums for senior secondary students in their local communities • Review existing guidelines and promote an SRC Charter to cater for the needs of all schools • Encourage all schools to establish an effective SRC • Encourage more effective SRCs across school, region and state networks • Improve electronic communication between SRCs by accessing the Department’s student leadership webpage and the e-learning program • Conduct an annual forum for SRCs to consult with senior executive in the Department

  12. … from the constitution of the NSW SRC Our main objectiveis: • to take action to improve the quality of school life for all students through student leadership programs.

  13. ‘The reality’ Student Leadership in schools: • Visionary or lacking direction? • Well supported or seen as a ‘tack-on’?

  14. Student motivation depends on three key student needs To feel in control of their learning To feel competent To feel connected with others Roger Holdsworth quoting Walker and Kelly (2002) at the 2005 State SRC Conference

  15. Student leadership - Visionary A student leadership program should complement the school’s vision, management plan or school targets. Ideas • Share the same goals • Head in the same direction • Draw links between student leadership activities and the directions set by the school.

  16. Student Leadership- Challenging and meaningful? • Are our student leaders limited by the challenges we set them?

  17. Student leadership and Quality Teachingin NSW Schools • Student leadership groups, eg SRCs, can be seen as learning teams • All stages of student leadership activities are also learning experiences for the students • by providing opportunities for our student leaders to reflect on their practice, student learning outcomes can be enhanced.

  18. Intellectual quality • Problematic knowledge - ‘encourage students to address multiple perspectives and/or solutions’ • Substantive communication – encourage ‘students to regularly engage in sustained conversations about the concepts and ideas they are encountering’

  19. Quality learning environment • Engagement – most students, ‘most of the time, are seriously engaged in the activity rather than going through the motions’ • Student direction – ‘allow students to exercise some direction over the selection of activities related to their learning and the means and manner by which these activities will be done’

  20. Significance • Inclusivity – programs ‘require the participation of all students across the social and cultural backgrounds represented in the school’ • Connectedness –programs ‘apply school knowledge in real-life contexts or problems, and provide opportunities for students to share their work with audiences beyond the classroom and school’

  21. Module 2The SRC Teacher Adviser How do I manage a student leadership program?

  22. Module Two Outcomes Participants will: • Understand scaffolding theory • Discuss the roles and responsibilities of SRC teacher advisers • become familiar with SRCs: a practical guide for student leaders and teachers & the Student leadership framework for primary schools • become familiar with the SRC Toolkit in the implementation of student leadership programs

  23. What’s the difference between helping and ‘taking over’? • ‘The teacher adviser who is supposed to support us is usually too busy, so we make all these plans on our own… but we don’t always know how to make our plans work.’ – SRC student • ‘Our teacher adviser does everything! In the school other staff don’t call us the SRC, we are called Mr …’s group.’ – SRC student

  24. Naïve views of decision-making • Traditionally, the approach has been for the SRC to either pass a general decision calling on others (usually teachers) to ‘do something’. • Alternatively, SRCs have felt that they should lead on the issue themselves and initiate research or action without first checking if they are truly representing the wishes of the broader student population. • Roger Holdsworth, University of Melbourne Youth Research Centre, 2004 State SRC Conference

  25. Scaffolding to build capacity in student leaders High challenge Engagement zone - new learning occurs here can lead to frustration Low support High support simple repetitive tasks become boring Easy to remain in the comfort zone Low challenge Mariani (1997)

  26. Scaffolding Mariani (1997) High challenge Student leaders involved with school community in decisions regarding 'real' issues Students attempt to change whole school policy independently Low support High support a kindly teacher does nearly everything for the student leadership group simple task performed fairly independently by a small group of students Low challenge

  27. Scaffolding – How do we raise the bar for SRCs? • Effective learning tasks should be ahead of the students’ abilities to complete them alone but within their ability to complete when scaffolding is provided (Mercer 1994) • Sees both teachers and students as active participants in learning process

  28. Scaffolding The Apprenticeship Model • SRC adviser assists students to accomplish tasks and develop understandings they can’t manage on their own • Student leaders are pushed beyond their current abilities and levels of understanding so that new learning can occur

  29. ScaffoldingSRC teacher advisers provide support: • at the point of need • to help students learn not only what to think and do but how to think and do • Gradually withdrawn • To ultimately enable students to act independently

  30. Module Three Effective Practice & The Charter for SRCs

  31. Module Three Outcomes Participants will: • come to an understanding of the benefits of student leadership programs and in particular SRC programs • Gather ideas regarding successful projects • Gain ideas and action plan local student leadership initiatives

  32. What resources exist to support student leadership programs in schools? • www.schools.nsw.edu.au/studentsupport • The Charter for SRCs • SRCs: a practical guide for student leaders and teachers (1998, reprinted 2002) • Student leadership framework for primary schools(2001) • Just Like Us(2001) • Student Welfare Policy (2001) • SRC Toolkit (2003/04) Professional Support: PASTA (Professional Association of SRC Teacher Advisers) http://hsc.csu.edu.au/pta/pasta/

  33. Who are the people that support student leadership programs in schools? At school • School principal • Head Teacher/Coordinator Welfare or executive member of staff • Welfare Committee • SRC teacher adviser In the region • Regional or inter-school SRC coordinator (if applicable) • Student welfare consultant Across the state • the Student Wellbeing Unit • Leader, Values and Student Leadership 92465504 • Coordinator, Student Leadership and SRCs 92465533

  34. The Charter for SRCs Involved students Students should be active citizens of the school community and have their ideas and opinions routinely sought and respected.

  35. Effective Practice Involved students • Parliamentary model – cabinet meets with the principal each fortnight • Student leadership program links to school values statement • Time for student consultation is built into the school timetable • Secondary student leaders assist in Year 6 Orientation • A student action team is established to address access to playground areas • Student involvement in staff committees and community forums

  36. The Charter for SRCs Making real decisionsStudents from Kindergarten to Year 12 are encouraged to contribute to and participate in decision-making in their school.

  37. Effective Practice Making real decisions • Students collect and use data, eg surveys, to inform decisions about school life • Students work with staff in a ‘school construction project’ • Students control and access SRC budget to finance own projects • Students are involved in policy development eg, school uniform and healthy canteen food. • Student leadership teams co-manage focus areas in the school, eg, ‘School Environment Team’ & ‘Sports Forum’.

  38. The Charter for SRCs In many placesRepresentative students can inform decision-making throughout the Department of Education and Training and in the wider community.

  39. Effective Practice In many places • Stage 5 student leaders assist Stage 3 students in learning tasks • Primary and High School SRCs link together for regular meetings • Student Forums discuss local issues • SRC representatives attend School Council meetings

  40. Inter-school SRC Networks • In many places • All regions are encouraged to run inter-school SRC networks. • Inter-school networks provide opportunities for students to share ideas and develop projects with other students from nearby schools

  41. The Charter for SRCs For everyoneOpportunities for participation and leadership must be inclusive of gender, special needs, cultural background, sexuality, socio-economic status and geographically remote circumstances.

  42. Effective Practice For everyone • All Year 6 are prefects for 3 weeks • Student leadership model involves all students in Year 6 on a rotational basis • Multiple participation and leadership opportunities, eg sport, creative arts, debating • Aboriginal student leadership programs • Schools encourage a range of leadership styles, eg peer support, mentoring

  43. The Charter for SRCs Chosen fairlyThe methods used to involve students in decisions affecting their lives should model Australian democratic and representative practices

  44. Effective Practice Chosen fairly • Staff and student leaders educate the student body in the election process • Criteria for election published • Democratic election processes used – writing expressions of interest, making speeches • Students measure their capacity to lead against the school values statement • SRC elections conducted in consultation with local officials of the Australian Electoral Commission

  45. The Charter for SRCs Well supportedStudents will be prepared for and supported in their leadership and decision-making roles through all aspects of the curriculum, in classroom, whole school and out-of-school activities

  46. Effective Practice Well supported • SRC meets fortnightly with principal • All class teachers involved in election processes • Regular student forums. Staff ‘scaffold’ student participation • Year 6 student leaders supported through transition to high school • Principal, Head Teacher Student Welfare and counsellor attend and participate regularly at SRC meetings

  47. Good Practice - Secondary Well supported • Regionally • Students attend inter-school leadership meetings and events • State • NSW SRC – the peak student leadership consultative and decision-making forum • State SRC Conference Working Party which plans and conducts the annual State SRC Conference

  48. The Charter for SRCs Appropriately recognisedThe skills, values, knowledge and attitudes that students learn from participation in school life are vital to their future role as citizens of a democratic society

  49. Effective Practice Appropriately recognised • SRC website • Student leadership awards at annual presentation Day ceremony • Student run assemblies • Representative status for student leaders equates with status given to students displaying sporting success • Student leadership acknowledged in school reports and references

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