Leadership Syllabus- Final

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Leadership Syllabus
Lindbergh High School
Instructor: Miss Sherwood
E-mail: [email protected]
Phone: 425-204-3264
Course Description: The attitudes of successful leaders can be identified and taught. The old
saying that “leaders are born and not made” does not necessarily hold true. You’re born with
personality, with your gifts and talents. However, your character you must build each day of your
life. This course is designed to give you the opportunity to learn the ways in which you can become
successful leaders in your school and community. This course will instruct you in the various
methods and techniques for planning, implementing and evaluating projects related to school
activities as well as challenge you to build your character and strive to be the best possible version
of yourself.
Course Enduring Understandings/Power Standards:
1. Leadership is the skill of influencing others to enthusiastically do your will, for the common
good, because of your personal influence.
2. Authority/Influence is a skill based on serving and sacrificing for others whereas power is
an ability based on force, position status, might, etc.
3. Love is not how you feel towards others, but behave towards others by meeting their
legitimate needs not wants.
4. You are born with your personality, but you can choose your character daily through the
thousands of choices you make daily.
5. Intentions + Actions= Will (which is a choice)
Course Materials: Students will be required to maintain a three-ring (binder) notebook, keep a
pen handy, and dress appropriately for days with physical activities.
Attendance:
No one can make you come to class. However, as a student-leader, you are responsible for your
attendance. Assisting in helping you establish lifelong habits of reliability and promptness is an
instructional objective in this particular course. Progress toward this goal will be measured,
large in part, by tracking your attendance. Therefore, your grade or credit in this class may be
adversely affected by reason of tardiness or absence. Points will be deducted for each
unexcused absence and tardy. I’m warning you now – one of my pet peeves is tardiness. Take
that into consideration.
Attendance Rubric:
4 (A) - 8 or less days absent (excused or unexcused)
3.5 (A- to B+) - 9 days absent (excused or unexcused)
3 (B to C) - 10 days absent (excused or unexcused)
2 (NTY- Not There Yet) (excused or unexcused)
1 (F) - 14 or more days absent (excused or unexcused)
Grading System:
Category
Description of Skills
Assessments
Servant Leadership, Organization, Decision
Making, Communication/Human Relationships,
Conflict Resolution, Public Speaking, Project
Planning, Self-Awareness, Group
Dynamics/Group Process, Problem Solving,
Getting to know ourselves and each other,
Reaching out to others, Taking POSITIVE risks,
Providing POSITIVE leadership for Lindbergh
High School- spirit dress up days, attending
outside events, etc.
(Each student will turn in a final portfolio in this
class, which will provide evidence of the skills
identified above.)
Daily in class assignments that cover the same
skills identified in the assessment category
Practice
Criteria
Percentage
of Grade
See Below
Grading
Description
100%
Production of
Daily Entry
Tasks, Exit
Notes, and InClass
Assignments
0%
Grading Scale:
The following grading scale will be used in this course:
Grading Scales based on percentages do not accurately reflect what you know and are able to do. So,
grades in this course will be based on a 4 point scale;
4= Exceeds Expectations (A,B)
3= Meets Expectations (C)
2= Approaches Expectations (Not there yet!) (D)
1= Far Below Expectations (F)
You will have an individual performance conference each grading period. This conference gives
you a voice in evaluating your progress, determining your grade and setting goals for improvement.
You will collect performance evidence to support your case for your grade (this will be part of your
portfolio- in your binder).
Assessment Policy:
You will have multiple opportunities to demonstrate that they have met Power Standards for this
course.
Test Taking Policy:
 Allowed, but the highest grade you can receive is “meets standards” 3.5 or higher
 It is your responsibility to obtain and turn in any required “proof of practice” prior to
retaking the assessment.
 If you are absent you will need to make arrangements to take the assessment you were
absent for within 2 school days of returning.
 All assessments must be made up within 10 school days after the original assessment date.
 Proof of Practice may be required based on each individual assessment for retakes.
Homework:
You will have daily homework (in class) and will be required to keep a 3-ring binder. You will not
be given required homework outside class, but are encouraged to have regular conversations with
family members and friends about the concepts and topics being learned in this class. Many times
your homework will become your outside school events you are responsible for.
Required Assignments/Work:
 Maintain a Leadership Portfolio Notebook
o This will be used as your evidence for your grade- you will want to keep this up to
date
o See rubric
 Completion of at least 3 projects per semester with reflection (See Rubric)
 Complete Service Leadership Project- Character Cards (See handout and rubric)
o Maintain a journal or Character Cards from beginning to end of semester
o Journal should include your feelings, thoughts, and details about the success and
struggle of your character journey on the back of each character card (this will be
done weekly in class)
 Attendance- We Need You Here!!!!
 Contract Events
o You will be required to complete 24 contract events throughout the year; this will
NOT include WE ACT
o Skill building opportunities
o See handout for details and sign up
 Eagle Team- Serve on an Eagle Team Committee to help bring a more positive schools
climate (See packet)
 WE ACT Events- this will be graded under contract events
 Additional Assignments will be determined
 Final grade for this class will be determined based on your 4 Standards Based Scores for
Project Completion and Reflection, Servant-Leadership Character Card Project, Attendance,
Contract Events)
Foundation of Class: Leadership begins with the will, which is our unique ability as human
beings to align our intentions with our actions and choose our behavior. With the proper will, we
can choose to love, the verb, which is about identifying and meeting the legitimate needs, not wants,
of those we lead. When we meet the needs of others we will, by definition, be called upon to serve
and even sacrifice. When we serve and sacrifice for others, we build authority or influence. When
we build authority with people, then we have earned the right to be called a leader (from The
Servant by James C.Hunter)
Leadership class will emphasize character, relationship building and learning to work from
the inside out. You as a leadership student will become more self-aware and be able to translate
that awareness into hot to deal with and perceive others. The majority of conclusion will be
reached individually.
Challenge by choices is foundational to the philosophy of this class.
Contract Events: The following pages are lists of opportunities for you for contract events.
You must complete 24 by May 2014. Select those that interest you—challenge yourself to try
something new and take a positive risk!
Contract Events
Date
Signature
Events
Make advertising signs for an event
Set up for an assembly
Clean up after an assembly
Participate in an assembly
Set up for a dance
Clean up after a dance
Assist in the planning of a dance
Assist in a lunchtime activity
Take tickets at a dance or school
related event
Make a report at a Senate meeting
Prepare or update a leadership roster,
list, crews, ect.
Clean up after a school related meeting
Attend a school board meeting (report
back to class)
Prepare a program for a concert, game
or other event
Write and submit an article related to a
student activity to the school paper
Create a Bulletin Board Display
Clean up after a school related event
Participate in a school recognition
project
Work at a sports event
Do campus litter patrol
Do parking lot litter patrol (get
permission first)
Tour a new student around LHS for
counseling center
Participate on a special committee for
ASB
Work with LHS custodial crew
Write a letter to the editor of the school
paper (in a positive, professional tone)
Run for a class or ASB office
OTHER IDEAS APPROVED BY
Assist in a school function representing
ASB leadership
Plant flowers, garden, ect. for campus
improvement
Have your parents/guardians
chaperone a school event
Work after school an hour for a staff
member
Interview a person in a leadership role
Make the honor role
Attend an ASB meeting
Speak at an ASB meeting
Volunteer/Community Service
RAK (random acts of kindness)
Write thank you notes after a school
event
Present a proposal to LHS Admin
Miss Sherwood
Course Curriculum:
Unit
Community Building
Servant Leadership
Time Spent
1 Week
8 Weeks
Personality Types
Active Listening
Assertiveness
1 Week
1 Week
3 Days
Public Speaking
1 Week
Conflict Resolution
Group Decision Making
3 Days
2 Days
Facilitation Techniques
2 Days
Feedback
4 Days
Diversity Acceptance
Values and Character Goal Setting
In-School Community Service Project
2 Days
3 Days
1 Day
Self-Evaluation Accuracy
2 Days
Potential Class Activities
Group Juggle
Human Knot
That’s Enough
Yurt Circle
The Big Ball
Helium Hula Hoop
Jump Rope
Chocolate Factory
Spider’s Web
Group sit
Team Jump Rope
Animal on the Amazon
Unit Notes/Assessments Given
Reflection Journal
1. Amazing Law of Influence
Quiz.
2. Law of the Harvest Quiz
3. Agape’ vs. Storge’ Quiz
4. Power vs Influence Quiz
5. Servant Triangle Quiz
6. 8 Essentials Mid-Term Paper
Personality Type Assessment
Active Listening Check-Off
Assertiveness Scenerio
Assessment.
Public Speaking Assessment
with Rubric.
Conflict Styles Resolution Quiz
Group Decision Making Scenario
Quiz.
Group Decision Making Scenario
Quiz
Feedback Technique/Active
Demonstration Assessments
Diversity Sensitivity Check-Off
Character Card Evidence
Verification Form with
Signature and Reflection
Teacher/Student Conference
with Course Rubric.
Egg Drop
Fall From Height
Webbie Handshakes
Wagon Wheel question circle/get to know your
classmates
Name memorization
Hula Hoop Pass
Racoon Circles w/webbing
The challenge puzzle
Spotting
Willow in the Wind/to Levitation
Airplane crash
Brown Eyes / Blue Eyes
Webby Loops
Key Lessons in Leadership ClassLearning Names
Personality Inventory-Red, Yellow, Blue, Green
Red - see the big picture, has vision, determined, focused, decisive, likes control.
Yellow – fun-loving, open, direct, spontaneous, interacting, flexible, likes stimulation.
Blue – open, likes close relationships, pleasant, harmonizer, slow and easy, support feelings
Green – structured, organized, systematic, accurate, support thoughts, precise, deliberate
The Amazing Law of Influence – pinkie wiggle, you influence the world even by doing nothing.
You matter. What will you choose?
The Servant Leader – upside-down triangle: Will, Love, Service and Sacrifice, Influence and
Authority, and Leadership. These things work better as opposed to Power leadership.
Will - Your intentions plus acting on those intentions equals your will. Your intentions with no
action equal squat or nothing!
Love – meeting the legitimate needs, not wants, of people by the act or acts of extending yourself
for others. Love is a verb. ..Patience, kindness, humility, respectfulness, selflessness, forgiveness,
honesty, commitment. Seeking the greatest good for others.
Service and Sacrifice – both are required to truly love. These are the actions behind the
intentions. You meet others needs by serving and sacrificing. Servant leaders always look for ways
to meet needs of others.
Influence – influence is what you build with others as you make deposits in their lives by serving
and sacrificing. People don’t care how much you know until they know how much you care. You
show care by serving and sacrificing. This leads to influence.
Radio the movie – the law of influence, love, sacrifice, service, kindness, integrity, leader model.
Conflict Styles – there’s a right time for all of these.
Compete, Collaborate, Compromise, Accommodate, Avoid – Do these always in love.
Hoosiers the movie – 8 Keys, Conflict Styles, Leadership Techniques, How Groups Form, Love,
Leader model.
Synergy – The whole is greater than the sum of the parts.
Airplane Crash Survival, Apollo 13, Animal on the Amazon
12 Angry Men – 8 Keys, Conflict Styles, Synergy, The Heart, Compassion, Commitment, Leader
model.
Brad Henning video – Definition of Love, Differences Between Men and Women, Sex and
Relationships, Choosing the Highest Good, Appointment With Love reading.
Perceptions – Brown Eyes/Blue eyes, Remember the Titans, Fall from Height
ABC- Act on what you Believe to be true regardless of the Circumstances.
How Groups Form- Forming, Storming, Norming, Performing
The Undivided Life (Integrity)- The Rosa Parks Story.
4 Steps of Skill Development- unconscious/unskilled, conscious/unskilled, etc.
S.O.F.T.E.N. – Model of Listening
Active Listening – Providing Silence, Paraphrasing, Asking clarifying questions, using the
“click-on” strategy
Standards Rubric for Final Course Grade
A Student Performing at a Specific Level…
Content
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4--Exceeds Expectations
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3--Meets Expectations
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Defines the elements of the servant triangle w/ evidence /
examples from outside sources and own life experiences.
Accurately articulates how the relationship between will
and intentions, agape love, service and sacrifice, and
authority and influence, results in leadership
Identifies and defines the 8 essentials of agape love from
a variety of sources and provides justification
Articulates the difference between power and authority
and connects understanding to current and historical
figures
Accurately explains the behaviors required to produce
leadership in terms of the 7+ of the 8 “Keys of
Leadership”
Clearly articulates The Amazing Law of Influence and its
role in the world around them
Easily articulates The Law of the Harvest and its role in
the world around them
Accurately describes the difference between agape and
eros love and gives evidence and examples from own life
Accurately describes the difference between personality
and character, the role of praxis in building character,
how these concepts relate to paradigm creation and
change
Identifies how the four personality types can be assets to
group dynamics
Articulates when it is appropriate and not appropriate to
use the 5 conflict resolution styles
Lists 3+ group decision-making processes and explains
how they work
Accurately articulates how the relationship between will
and intentions, agape love, service and sacrifice, and
authority and influence, results in leadership
Defines the elements of the servant triangle
Identifies and defines the 8 essentials of agape love
Describes the difference between choices and feelings,
and how these concepts relate to paradigm creation and
change
Articulates the difference between power and authority
Accurately explains the behaviors required to produce
leadership in terms of the 6 of the 8 “Keys of
Leadership”
Accurately recites The Amazing Law of Influence
Accurately recites The Law of the Harvest
Accurately describes the difference between agape’ and
storge’ love
Accurately describes the difference between personality
and character, and the role of praxis in building character
Articulates what a paradigm is
Articulates the 5 different conflict resolution styles
Lists 2 group decision-making processes and explain how
they work
Application
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Consistently / always
Shows Active Listening using the (SOFTEN) listening
model during all phases of classroom instruction.
Shows consistent discipline with time-management. All
assignments are turned in on time and no tardies.
Demonstrates poise in giving and receiving feedback.
Shows sensitivity to social, cultural, gender, and ethnic
diversity by being inclusive and encouraging participation
from all members.
Demonstrates the public speaking traits of time
management, eye contact, poise, voice and appropriate
message.
Uses assertiveness as an effective communication tool.
Uses managerial skills including group decision making
tools and 5 of the 10 quality facilitator traits during the
semester.
Student self-evaluation and teacher evaluation aligns.
Writes goals that align with the 8 essentials of agape love.
Documents a minimum of 10 hours of community service
outside of school.
Demonstrates conflict resolution techniques appropriate
to the situation.
*For each of the above students will be able to provide at least
one piece of evidence from out of class experiences.
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Usually / frequently
Shows Active Listening using the (SOFTEN) listening
model during most phases of classroom instruction.
Shows consistent discipline with time-management.
Assignments are turned in on time (no more than 2 late)
and 1 or less tardies.
Demonstrates poise in giving and receiving feedback.
Shows sensitivity to social, cultural, gender, and ethnic
diversity by being inclusive and encouraging participation
from all members.
Demonstrates the public speaking traits of time
management, eye contact, poise, voice and appropriate
message.
Uses assertiveness as an effective communication tool.
Uses managerial skills including group decision making
tools and 3 of the 10 quality facilitator traits during the
semester.
Student self-evaluation and teacher evaluation aligns.
Writes goals that align with the 8 essentials of agape love.
Documents a minimum of 8 hours of community service
outside of school.
Demonstrates conflict resolution techniques appropriate
to the situation.
2--Approaches Expectations
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1--Far Below Expectations
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Articulates how the relationship between will and
intentions, agape love, service and sacrifice, and authority
and influence, results in leadership with limited evidence
and detail.
Lists the elements of the servant triangle
Identifies the 8 essentials of agape love
Can define what paradigm means.
Can give an example of power and authority leadership in
real life.
Accurately explains the behaviors required to produce
leadership in terms of the 5 of the 8 “Keys of
Leadership”
Recites The Amazing Law of Influence with some
mistakes.
Can name the 4 types of love but struggles in articulating
the difference between agape’ and storge’ love.
Struggles to describe the difference between personality
and character, and the role of praxis in building character
Struggles to articulates the 5 different conflict resolution
styles
Lists 1 group decision-making processes and explain how
they work
Occasionally/ sometimes
Cannot articulate how the relationship between will and
intentions, agape love, service and sacrifice, and authority
and influence, results in leadership with limited evidence
and detail.
Cannot list all elements of the servant triangle.
Cannot identify the 8 essentials of agape love.
Cannot define what a paradigm is.
Cannot give an example of power and authority
leadership in real life.
Can explain the behaviors required to produce leadership
in terms of the 4 or less of the 8 “Keys of Leadership”
Cannot recite The Amazing Law of Influence.
Can name 2 or less types of love but and cannot articulate
the difference between agape’ and storge’ love.
Cannot describe the difference between personality and
character, and the role of praxis in building character
Cannot articulates the 5 different conflict resolution
styles.
Lists 1 group decision-making processes and explain how
they work
Rarely / never
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Shows Active Listening using the (SOFTEN) listening
model during most phases of classroom instruction.
Shows discipline with time-management. Assignments
are turned in on time (no more than 3 late) and 2 or less
tardies.
Demonstrates poise in giving and receiving feedback.
Shows sensitivity to social, cultural, gender, and ethnic
diversity by being inclusive and encouraging participation
from all members.
Demonstrates the public speaking traits of time
management, eye contact, poise, voice and appropriate
message.
Uses assertiveness as an effective communication tool.
Uses managerial skills including group decision making
tools and 3 of the 10 quality facilitator traits during the
semester.
Student self-evaluation and teacher evaluation aligns.
Writes goals that align with the 8 essentials of agape love.
Documents a minimum of 6 hours of community service
outside of school.
Demonstrates conflict resolution techniques appropriate
to the situation.
Shows Active Listening using the (SOFTEN) listening
model during phases of classroom instruction.
Shows discipline with time-management. Assignments
are turned in late on a regular basis (4 or more) and has
been tardy 3 or more times.
Demonstrates poise in giving and receiving feedback.
Shows sensitivity to social, cultural, gender, and ethnic
diversity by being inclusive and encouraging participation
from all members.
Demonstrates the public speaking traits of time
management, eye contact, poise, voice and appropriate
message.
Uses assertiveness as an effective communication tool.
Uses managerial skills including group decision making
tools and cannot demonstrate the qualities of a good
facilitator during the semester.
Student self-evaluation and teacher evaluation aligns.
Writes goals that align with the 8 essentials of agape love.
Documents 5 or less hours of community service outside
of school.
Demonstrates conflict resolution techniques appropriate
to the situation.
Syllabus Confirmation Sheet
(PLEASE RETURN ASAP to Miss Sherwood…____________)
Student Name:
Parent Name (print):
Student Best Phone Number to Contact After School: (
Parent Best Phone Number to Contact At Day & Night: (
)
)
(
)
Parent E-mail:
*I have read the student syllabus and have written down any questions I have about the
course or grading system for this Leadership Class
_________________________________________________________________ (Signed) ____________________ (Date)
Questions or Comments:
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