District Name: Kamloops

BA Leadership 11

District Name: Kamloops District Number: SD #73 Developed by: Sherry Stade Date Developed: April 2004 School Name: Valleyview Secondary School Principal's Name: Laura Graham Board/Authority Approval Date: 2005/05/30 Board/Authority Signature: Course Name: Leadership Grade Level of Course: 11 Number of Course Credits: 4 Number of Hours of Instruction: 120 Prerequisite(s): None

Special Training, Facilities or Equipment Required: camera, stereo, TV, computers, microphones, podium, overhead projector, art supplies.

Course Synopsis:

This course is designed to instruct students in the various methods and techniques for planning, implementing and evaluating projects related to school activities. Topics include public speaking, communication, teamwork, management skills, self-awareness, human relations, and promotion and staging of school events. An essential part of this class is active "hands on, minds on" experimental learning. In this course students will further develop the skills they currently possess and be given the opportunity to acquire new ones. It is through the activities and programs that are run by the class that the students will learn and practice the concepts and skills of leadership.

Rationale:

This course has been developed to give students the opportunity to learn ways in which they can become successful leaders in their school and community. Students will examine their own views on leadership, how they respond to the guidance of others, how people interact in groups, and how successful leaders work well with people, so that they can use the appropriate management style to get the best results from their group. Students will learn to organize themselves, their groups, and the projects they undertake. Because students in this course are put into a position of taking on overwhelming responsibilities, activities and demands for their time, they will examine signs of stress in themselves, learn how to deal with it, and discuss ways to prevent burnout. Students will explore various methods and techniques for planning, implementing, and evaluating projects related to school activities. Students will reflect on their work by evaluating their projects: they will determine if they have met their goals, provide a summary, and give constructive suggestions for the future. To help students become competent leaders, the students in this class will learn and practice effective listening and communication skills. This will occur through the exploration of the communication process and the practice of genuine listening skills. The students will learn public speaking skills that will allow them to organize their content, and present them in both an impromptu manner and a prepared speech. Students will explore various techniques to communicate information to both the student body and the community in order to create goodwill throughout the school and community. Students will keep people informed by letting them know what is happening by creating posters, bulletin boards, newsletters, showcases, making personal contact, and public address. It is through these communication skills that the students will be able to facilitate decision making for themselves and others.

Before students can work effectively with others, they will learn to understand themselves. You are what you think. Students will find out that their self-image will determine their sensitivity to the needs of others, their ability to solve problems, their ability to handle responsibility, and their judgment. Through the development of both intrapersonal skills and interpersonal skills students will strength their self-image. Through this type of personal examination students will recognize their own uniqueness and develop their special qualities and personal standards. You are what you repeatedly do.

When working with others, student leaders will be faced with the task of solving problems and making decisions. Students will learn some procedures that will help them state a problem, define that problem, and generate solutions. Students will learn that some conflict can be healthy if it is handled and resolved constructively. Students will be encouraged to use collaboration as their method for finding their solutions so that the problem is attacked, not the person.

Leadership is really about human relations. Students will support all groups in the school and try to develop a respect in our student body for differences. Students will examine how prejudice, stereotyping, racism, and discrimination affects school climate. Students will develop activities in the school to celebrate individual differences, , to increase awareness of cultural differences, and to create an environment of trust and acceptance to alienated students so they have a sense of belonging. By combining the skills of leadership, communication, teamwork, self-awareness, and human relations students in this course will try to develop school pride.

The students in the program are the ambassadors for the programs they create and promote.

Organizational Structure

Unit: Title: Time: 1 Self Awareness 30 2 Leadership Qualities and Teamwork 40 3 Communication Skills 30 4 Human Relations 20

Total: 120 Hrs.

Unit Descriptions:

Unit 1: Self-Awareness: Time: 30 hours

"Self-esteem is an inside job." In this unit students will become familiar with how they perceive themselves, who they think they are, what they think they can accomplish, and how they think others view them. Through personal analysis students will learn about their temperament types, personality traits, values, skills, interests, leadership style, stressors, and out of esteem behaviors. When students learn the mysteries of their own behavior and personality, they can make changes. Through learning about themselves, they will also learn about others. Seeing things from a different point of view will help students understand why others act the way they do.

Curriculum Organizer - Personal Traits It is expected that students will: identify their skills and talents, and think about the kind of person they want to become. become aware of their paradigms. learn to recognize their own unique blend of strengths, qualities, and preference. gather knowledge about themselves and other members of the class.

Curriculum Organizer - Improving Individual Potential It is expected that students will: create a personal vision by developing a mission statement. demonstrate the benefits of goal setting and time management. develop a strong work ethic, show confidence in new areas and experience new challenges.

Curriculum Organizer - Motivation It is expected that students will: will be self-directed learners. understand and appreciate commitment and follow-through in friendship, athletics, leadership, academics, and work force. be aware of the effect of a positive and a negative input. recognize and encourage potential in others.

Curriculum Organizer - Personal Power It is expected that students will: understand and develop their personal leadership goals by identifying the traits of famous leaders. increase skills in social etiquette, social dignity, group cooperation, and communication skills. develop interpersonal and intrapersonal relationship skills.

Curriculum Organizer - Stress Management It is expected that students will: identify behaviors in self and others that causes stress and develop strategies for managing stress. be able to use appropriate means to eliminate stress in others and self. create an environment that prevents and reduces stress. understand their body's internal and external reactions to stress.

Unit 2: Leadership Qualities and Teamwork: Time: 40

Students will examine the pros and cons of various leadership styles. Leadership development training will focus on self-esteem, team building, and action planning. Students will be given exposure to a variety of decision making strategies and discuss their applications. Students will then put into action what they have learned to improve their performance in school, create better relationships with students and staff, work in cooperation toward desired results, and become effective leaders who can have a positive influence in their school. Curriculum Organizer - Time Management It is expected students will: demonstrate a practical and visual system of time management and project organization. understand the four different time quadrants: procrastinator, prioritizer, yes-man, and slacker. be able to distinguish between what is urgent or not urgent and what is important or not important.

Curriculum Organizer - Team work It is expected students will be aware of the varying roles people play while participating in a group. understand the importance of working cooperatively in a group to complete a task. understand the concepts of group dynamics and the decision making process. utilize the strengths that each individual brings to the team and over come the liabilities that each individual may bring to the team. create Team-Esteem by rewarding individuals for their positive contributions to the team.

Curriculum Organizer - Idea Generation It is expected students will: demonstrate various ways to make group decisions such as majority voting, value voting, consensus, and chance strategies. use a technique that will generate a large number of ideas in a small amount of time. generate as many ideas as possible from all members of the group by using the technique 1-3-6- which includes individual thinking, three people combining and adding ideas, and six people selecting the best ideas to present to the group. brainstorm approaches, alternative course of actions, causes and effects, options, results, and probabilities while creating projects. Curriculum Organizer - Project Planning It is expected students will: develop project planning skills of time management, task analysis, time-lining, prioritizing, and techniques using a planning board. demonstrate the value of delegation and teamwork. focus on a solution rather than a problem/excuse; be accountable/responsible rather than a victim; and be proactive rather than reactive. practice skills necessary for successful participation in fundraising, spirit weeks, dances, assemblies, workshops, pep rallies, and community service.

Unit 3: Communication Skills Time: 30 hours

Students will become familiar with the basic components of the communication process: sender, receiver, messenger, barriers, and feedback. They will learn to make various types of successful public speaking presentations such as announcements, speeches with prepared material, impromptu, MC-ing events, acting and workshop presentations. Through a public relations campaign the students will inform and involve the student body , create good will and enthusiasm, promote it's activities within the program as well as generate pride for the entire school. Students will learn to make creative visuals using the techniques of color, lettering, shape, design, theme, symbols and location. Students will also evaluate their public relations and publicity campaigns for effectiveness.

Curriculum Organizer - Speaking Skills It is expected and hoped students will: practice public speaking techniques with prepared material, impromptu, note form, and using props. develop proper microphone techniques. improve their ability to express feelings. improve self-esteem, self-concept, and speaking skills in front of groups.

Curriculum Organizer - Listening Skills It is expected students will: distinguish between the five poor listening styles of spacing out, pretend listening, selective listening, word listening, and self-centered listening. understand the impact that body language, tone/feeling, and words have on real communication. increase their awareness of the impact of non-verbal communication.

Curriculum Organizer - Public Relations It is expected students will: practice strategies for effective communication. create ways of including others in a positive manner. understand the importance of written communication in newspaper articles, memos, essays, speeches, newsletters, and effective promotional releases. improve their ability to express their ideas and relate to people of varied backgrounds. create, distribute, and analyze a school survey.

Curriculum Organizer - Creative Visuals It is expected students will: make successful posters to promote positive student activities. produce effective and creative visuals to inform, attract attention, to highlight certain features, to be inviting and easy to read, and to please the eye with color, form, and content.

Unit 4: Human Relations Time: 20 hours

Students will promote diversity by creating, planning, encouraging, and supporting activities that help students develop respect for differences. Students will be discussing and analyzing prejudice, stereotyping, discrimination, racism, and sexism. Students will also learn strategies to identify behaviors that are observed as being difficult to others and how to cope with difficult people.

Curriculum Organizer: Diversity It is expected and hoped students will: increase their awareness of social, cultural, and ethnic diversity. understand the values of positive reinforcement, trust, and honest communication. define the word judgment and be able to discuss ways students judge others. identify and overcome prejudices. take risks in expressing their opinions and ideas about tough issues.

Curriculum Organizer: Difficult People It is expected and hoped students will: identify behaviors that are observed as being difficult. understand and be able to tell the difference between responsibility to themselves and responsibility to a group. use a positive strategy to deal with a difficult person.

Curriculum Organizer: School Climate Projects It is expected and hoped students will: create activities to maximize the number of students involved in school events. increase school pride and improve school climate through the posting of student events and accomplishments.

Instructional Component

To promote cooperation, collaboration, problem solving, and critical thinking, the main teaching strategy used in this course will be active learning. Active learning focuses on the process rather than the outcome. Students will be given an introduction of facts, then become involved in some type of activity where they physically become a part of the lesson. Examples of this would be role-playing, simulations, debates, demonstrations, problem solving, skits, discussions, games, and collecting data. Students will explore actions and consequences during the activity. After completion of an activity, students will debrief or discuss the process that took place during the activity relating general principles to specific life applications.

Other instructional components include: direct instruction research and note taking written assignments interactive instruction independent instruction brainstorming group work analysis of stories, magazine articles, and videos modeling data collection

Assessment Components:

Student's evaluation is an accumulation of assignments, tests, projects, and activities. The formula used will be the combination of student self- evaluations and teacher overall evaluation of the student's attitude, effort, and abilities. For example:

15% Notebook and Journal 20% Leadership Training 20% Ice Breaker Activities 20% Public Speaking 25% Project Completion

Projects will be evaluated to determine: if the objectives of the group have been reached if improvements are needed in projects the direction of projects for future progress what went well and what did not work in a project leadership growth with continual feedback of information to help students make decisions participation and improved public relations by asking opinions of the students and teachers direction and planning for the next leadership class

Project Evaluation:

The leadership class as a group will be evaluated in terms of reaching their goals and objectives. Individual activities will be evaluated throughout the year in terms of achievement of established goals.

Students will evaluate themselves in terms of performance.

Procedures will be evaluated in terms of effectiveness and involvement.

Group members in project work will be evaluated in terms of their individual contributions and the responsibilities they undertake, as well as their effectiveness in carrying out their tasks.

Group leaders will be evaluated in terms of their job descriptions and effectiveness.

Approach:

Two approaches will be used to evaluate the success or failure of the leadership program and activities it supports. Ongoing evaluation (formative 70%) will be used to help change the program while it is developing so that changes can be made to meet the needs of the group. End of project evaluation(Summative 30%) will be used to examine what was done and how well, and to learn what could be done differently in the future. The following techniques will be used to evaluate projects: questionnaires, interviews, checklists, progress reports, observation forms, reports, and group discussions.

Learning Resources

Books and Manuals The following books can be purchased from The Advisor's Store in Michigan. Tom Heethuis is the contact person:

Phone: (810) 792-2429 Fax: (810) 792-9270 e-mail: [email protected]

Valuable Leadership Books:

7 Habits of Highly Effective Teens Activities That Teach - 60 Hands on Activities More Activities That Teach Still More Activities That Teach Building Leaders For Life Focus - 36 Ten Minute Lesson Plans How To Step Up As a Teen Leader Initiatives, Games and Activities Looking Inward, Reaching Outward, Stretching Project Planning Skills of Leaders Starting in the Middle Survival Guide for Club and Class Advisors Andy and Stu's Making Care Contagious Creating a Positive School Climate Miniversity I Meetings That Matter Robert's Rules of Order Secrets of Fundraising Sky High Spirit Spirit Works Bob Burton's 99 Nuggets Initiatives, Games and Activities Barnga CASAA Leadership Handbook CASAA Student Activity Sourcebook Public Relations and Publicity Teen Power Two Teen Power- A Treasury of Gold Advice Teen Em-Power Time Management for the Creative Mind

Videos

The following films are excellent examples of character development and leadership training. Some of these films are motivational or inspirational showing students that individuals can make a difference. These films are uplifting and confidence building:

Apollo 13 Rudy Hoosiers October Sky Remember the Titans Lean on Me Second Hand Lions

Newsletter: ABOVE AND BEYOND The Newsletter For Advisors and Student Leaders Across Canada

This newsletter is published three times a year by the CANADIAN ASSOCIATION OF STUDENT ACTIVITY ADVISORS . It is an excellent resource which provides articles on what's happening in other schools across the country:

www.casaa-resourses.net [email protected] Fax: 519 821 0035 Conferences:

The best way to get resource material is to attend any one of the following Conferences.

Canadian National Student Leadership Conference usually hosted at the end of September or beginning of October.

Provincial Leadership Conference usually hosted early in November.

Advisor's Conference always hosted in Vancouver in January.

"Reaching Beyond" Leadership Seminar is held early May in Kelowna, Lower Mainland, Vancouver Island and Prince George.