BA Leadership 11
District Name:
District Number:
Developed by:
Date Developed:
School Name:
Principal's Name:
Board/Authority Approval Date:
Board/Authority Signature:
Course Name:
Grade Level of Course:
Number of Course Credits:
Number of Hours of Instruction:
Prerequisite(s):
Kamloops
SD #73
Sherry Stade
April 2004
Valleyview Secondary School
Laura Graham
2005/05/30
Leadership
11
4
120
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:
1
Title:
Self Awareness
Time:
30
2
3
4
Leadership Qualities and Teamwork
Communication Skills
Human Relations
40
30
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%
20%
20%
20%
25%
Notebook and Journal
Leadership Training
Ice Breaker Activities
Public Speaking
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: theethuis@aol.com
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
Hoosiers
Remember the Titans
Second Hand Lions
Rudy
October Sky
Lean on Me
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
info@casaa-resources.net
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.