locally developed/acquired senior high course...

LOCALLY DEVELOPED/ACQUIRED SENIOR HIGH COURSE

SCHOOL AUTHORITY: Calgary Board of Education

COURSE TITLE: T.E.A.M. Leadership 15, 25, 35(T.E.A.M. stands for TogetherEveryone Achieves More)

CREDITS: Level 15 – 3 and 5 creditsLevel 25 – 5 creditsLevel 35 – 5 credits

IMPLEMENTATION DATE: September 1, 2003

YEARS OFFERED: Grades 10, 11, 12

ACKNOWLEDGEMENT:

This course was jointly developed by DeeAnne S. Vonde and Mary Appleton,Leadership Teachers at Lord Beaverbrook High School.

BACKGROUND:

Since 1998, a T.E.A.M. (Together Everyone Achieves More) Leadership program hasbeen offered at Lord Beaverbrook High School and students have received credit inspecial projects 10,20 and 30 T.E.A.M. In the 2002-2003 school year the decision wasmade to have this program approved as a locally-developed course so it would beavailable for use in all CBE senior high schools beginning with the 2003-2004 schoolyear.

Students have come to realize that the Leadership program is very helpful in preparingthem for their post-secondary success and success in the world of work. The activitiesthey engage in are sought after by those reviewing scholarship applications and theirchances of acquiring scholarships are significantly higher if they have taken leadershipfor three years.

SCHOOLS OFFERING THESE COURSES:

T.E.A.M. Leadership 15, 25, 35 will be implemented at Lord Beaverbrook High School inthe 2003-2004 school year.

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PHILOSOPHY AND RATIONALE:

The T.E.A.M. Leadership program encourages students to practice the key elements ofservant leadership through peer and mentorship learning opportunities. The programis student driven. Students learn from one another. They are given the opportunityand encouraged to develop their own leadership skills and to take risks and grow inpositive, productive ways. It is experiential learning. Students identify, develop, andrefine their own positive leadership style.

Students are passionate about making a difference within their leadership class, theschool and the extended community.

Within the class, student driven team building processes develop a sense of trust,responsibility for, and commitment to each other. T.E.A.M. stands for TogetherEveryone Achieves More. This positive, non-threatening environment provides thestructure for students to be willing to take risks, giving them the confidence to make adifference in the community. This approach is unique as students are allowed to failand learn from their experience. They have the freedom to grow in safety; they are notpenalized if their idea doesn’t work. Evaluation is not based on the success of eachproject. Rather, evaluation is based on their willingness to take risks and learn from theexperiences, both successes and failures. Any set-back is evaluated and as studentsaddress their challenges they develop strategies to move forward. These are positivelearning experiences.

Also unique to T.E.A.M. Leadership is the intentional program development ofmentorship. The grade 11 and 12 students mentor the grade 10 students on eachinitiative. The grade 12 students are constantly modeling positive leadership behavior,how programs evolve, what the expectations are between school and community, andoffering encouragement. Teachers mentor students and leadership students reach outinto the community to mentor target groups.

The Key rule:

“Say what you mean, mean what you say, do what you say you are going to do.”

The Key Strategy:

Open-ended and Socratic Questioning

Teachers use questioning to give value to student’s ideas and their thought processesand to validate their perceptions. It is this process of responding to questions thatrequire reflective thought that helps shape and defines the work they do. The studentscome up with their own solutions, which they then test and evaluate.

Rather than focusing on book knowledge or being lectured on leadership theory,students experience real life contextualized learning. Learning from experience, trial

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and error, and mentorship through the trial, they reach their own internalizedunderstanding of leadership and citizenship.

Within the school and the community servant leadership is demonstrated through avariety of spirit building initiatives and community outreach mentoring programs with theelementary, junior high and senior high schools. Leadership students identifying theneed and then developing strategies to meet the need. They make a commitment tovolunteer their time to Leadership initiatives outside of class at least two hours a week.

T.E.A.M. Leadership extends the student’s sense of community, opens their eyes totheir potential, and provides opportunities for them to share their successes. Studentsbegin to see how they can shape events rather than be shaped by them.

The philosophy of this course meets the needs of the community as stated byLeadership Calgary:

“The scarce resource for the 21st Century is leadership. Businesses,governments, voluntary organizations, and communities all require experiencedand committed leaders to thrive and prosper in a rapidly changing andchallenging future. Organizations and communities without leadership will fail.They will be unable to instill trust, commitment and confidence, build teams andpartnerships, define goals and objectives, direct and manage change, anddevelop and inspire vision. In short, they will be unable to move forwardcreatively and effectively. Leadership is not an innate quality. It is acharacteristic that needs to be developed and learned. It requires experience.Leaders need to experience the challenges of leadership in a variety of settings.They need to practice.”

Students in T.E.A.M. Leadership are learning about themselves, what they are capableof and what they can accomplish when they set their mind to it. They grow as teamplayers, creative thinkers, effective communicators and capable citizens.

Students who are interested in embarking on a personal leadership journey and makinga contribution to their community are welcome in this program. Academic achievementis not a prerequisite.

T.E.A.M. Leadership 15, 25, and 35 are significantly different in their content from CTSLeadership modules because the process is student driven, servant based, guided bySocratic questioning, and grounded in experiential learning.

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GENERAL LEARNER EXPECTATIONS/OUTCOMES:

The 15, 25, and 35 courses are intended to develop ten characteristics of Leaders asdeveloped by Robert Greenleaf, adapted by Larry Spears and others. Thosecharacteristics are:

• Listening• Empathy• Humility• Awareness• Persuasion• Conceptualization• Foresight• Stewardship• Commitment to the growth of people• Building community

T.E.A.M. Leadership focuses on three areas of Learner Expectations:

1. Character and Servant Leadership Skillsa) Initiative and effortb) Commitment, responsibility and accountabilityc) Demonstrating trustworthinessd) Deportment

2. Interpersonal / Facilitation Skillsa) Communicationb) Decision making/problem solvingc) Team buildingd) Conflict management

3. Project Management / Action Skillsa) Visioningb) Planningc) Lasting legacyd) Work ethic

In addition, as students acquire these skills, the following outcomes are developed:

• Ability to develop passionate attitudes towards work that contributes to the commongood even if it falls outside of their own areas of interest.

• Ability to demonstrate compassion for others within their class, school andcommunity.

• Ability to self analyze their own strengths and the capacity to engage others whomay compensate for their own areas of needed growth to enhance the whole

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• A revolutionized understanding of the interconnections between and among manypartners in community building (schools, businesses, and community agencies) andhow they can effect change together.

• Confidence in their own abilities to effect change.• Ownership and pride in who they are – their leadership identity• Skills to initiate and sustain strong positive relationships.• Confidence and trust that the TEAM will work together towards their common goals.• Ability to demonstrate responsible, accountable, committed, and ethical behaviour

that contributes to positive civil and corporate citizenship.• Ability to act as critical thinkers and creative problem solvers.

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Specific Knowledge, Skills and Attitude Learner Expectations Scope andSequence Chart

Attitudes and values are internalized gradually over a three year involvement with theLeadership Program. In the first year students develop an understanding of the characteristicsof leadership and participate under the guidance of senior leaders. In the second year studentsdemonstrate and practice the characteristics leading to an ability in the third year to teach othersand consistently model these characteristics.

10Characteristicsof ServantLeadership

T.E.A.MLeadership 15NOVICE

T.E.A.M.Leadership 25DEVELOPING

T.E.A.M Leadership35

DISTINGUISHED

Links toGeneralLearner

Expectations

Listening Develop and learnclearcommunicationskills that allow thecontribution ofthoughts, feelingsand ideas of allparticipants.

Demonstrate clearcommunicationskills that allow thecontribution ofthoughts, feelingsand ideas of allparticipants.

Teach others clearcommunicationskills that allow thecontribution ofthoughts, feelingsand ideas of allparticipants.

2(a)2(d)

Empathy Awareness of whatempathy looks likewhendemonstrated byothers.

Development anduse ofcommunicationskills for empathiclistening andresponding.

Model and teachothers to beempathic.

2(a)2(d)

Humility Awareness ofhumility in others.

Awareness of theaffect having ahumble attitude hason the growth ofother people.Demonstrate use ofhumility inleadership.

Consistently providea model for others.

2(a)2(d)

Awareness Awareness of theexisting situationand current state ofaffairs that mayneed to change tobetter servepeople.

Defining the existingsituation and currentstate of affairs in away that allows forcreative problemsolving.

Re-framing theexisting situationand current state ofaffairs to allowothers to creativelyproblem-solve.

1(a)

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Specific Knowledge, Skills and Attitude Learner Expectations Scope andSequence Chart (continued)

PersuasionUnderstandingthat demonstratinginitiative, effort,commitment,responsibility,accountability anddeportmentcontribute to one’sability to leadothers.

Developing ability topersuade others byshowing initiative,effort, commitment,responsibility,accountability anddeportment.

Modeling anddemonstrating the abilityto persuade and lead inothers.

3(d)1(a)1(b)1(c)1(d)

Concept-ualization

Ability to creativelythink about realproblems andvision morepositive solutionsthan currentlyexist.

Use their creativethinking to visionalternativepathways to thesame result.

Teach others to takerisks, problem-solve,and think creatively in avariety of situations.

3(a)

Foresight Ability toparticipate inplanning forwardthinking to ensuresuccess.

Develop plans anddistributeresponsibility toensure success ofany event, project orinitiative.

Demonstrate the abilityto develop alternativeplans and assessviability of plans madeby others.

3(b)

Stewardship Awareness offactors thatcontribute to thesustainability ofany idea, programor initiatives.

Contribute to thelegacy andcommitment toprojects started byothers and seen tobe valuable.

Securing theircontributions in thelegacy of the programby developing plans forsustainability.

3(c)

Commitmentto theGrowth ofPeople

Understand thatpeople are themost importantthing.

Recognize variety offactors thatcontribute to thegrowth of others.

Impart to others theknowledge that they areworthwhile, valued andhave things tocontribute.

2(b)2(c)2(d)

BuildingCommunity

Understand thatbuildingcommunity is aworthwhileendeavor.

Understand 4 waysin which communitydevelops:community ofkinship, mind, placeand memory.

Valuing the nature ofcommunity anddemonstratecommitment to buildingthis kind environmentnow and in the future.

3(c)

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ANTICIPATED ENROLLMENT

Since 1998, a T.E.A.M. Leadership program has been offered at Lord Beaverbrook HighSchool and students have received credit in special projects at the 10, 20 and 30 level.Three sections have been offered in the Fall Semester each year and two sections inthe Spring Semester. In l998, 10 students were enrolled in the class. By the 2002-2003school year it had expanded (and limited) to 150 students annually. The number ofapplicants far exceeds this number.

For the 2003 – 2004 school year, we anticipate the same trend of more applicants thanwe can accommodate. The multi-aged class allows for total flexibility of numbersbetween grades.

SPECIAL FACILITIES

A large enough space is required for the whole class to meet regularly and then to beable to break out into multi-task student groups to accomplish all the activities they workon.

CONTROVERSIAL/SENSITIVE COURSE COMPONENTS – none

LEARNING RESOURCES

Approved Learning resources that meet criteria for promotion of leadership, toleranceand understanding.Scope and Sequence Chart for T.E.A.M. Leadership 15, 25 , 35. (p.5,6)Leadership Skill Development Rubric (appendix)Leadership Marking Rubric (appendix)

Vonde, D., & Appleton, M., (2002). T.E.A.M. Leadership: Leadership Resource Manual,Calgary Board of Education and Petro-Canada.

9

References

Alberta Learning.(http://www.learning.gov.ab.ca/k12/curriculum/bysubject/cts/cartran).July, 2002.

Apacki, C. (1991). Energize. Energizers and other great cooperative activities for allages. Ontario Lions-Quest Canada.

Barlow, D. (l999, November). Learning service learning. The Education Digest. 65(3)38-41

Barlow, D. (2002, February). Building moral intelligence: the seven essential virtues thatteach kids to do the right thing. The Education Digest. 67(6) 75-77.

Belenardo, S.J. (2001, October). .Practices and conditions that lead to a sense ofcommunity in middle schools. National Association of Secondary School Principals,NAASP Bulletin. Reston.

85(627) 33-45.

Bender, P.U.(1997). Leadership from within. Toronto. Stoddard.

Bennis, W. (l989). On Becoming a Leader. Reading, MA: Addison-Wesley.

Burrell, B., Wood, S.J., Pikes, T, & Holliday, C. (2001). January-February) Studentmentors and proteges learning together. The Council for Exceptional Children.33(3), 24-29.

Calgary Board of Education. (2001). Assessing and communicating studentachievement of quality learning outcomes. Calgary. Calgary Board of Education.

Calgary Urban Vibe. (http://www.Calgaryurbanvibe.ca) July, 2002

Canadian Cancer Society-British Columbia & Yukon Division-Northern Region.“P.I.T.S.” (Pack in those smokes)-Youth smoking cessation program. PrinceGeorge, B.C., Cancer Society.

Canadian Intramural Recreation Association. (1999) HIP-Health in perspective, Peerleader’s

guide. 2nd. edition. Ottawa. Health Canada.

Coloroso, B. (1994). Kids are worth it. Toronto. Penguin.

Conference Board of Canada. Employability skills. (1999). Ottawa. Government ofCanada.

Covey, S. R. (1991) Principle-centered leadership. New York. Summit.

10

Csikszenlmihalyi, M. (l996). Creativity. New York, Harper.

DuFour, R., Eakes, R. (1998). Professional learning communities at work . Bestpractices for enhancing achievement. Bloomington, Indiana. National EducationService.

Ellis, J. (1997). Volunteer mentorship programs to prevent and respond to troubledbehavior. Alberta Journal of Educational Research, 39(1), 53-56.

Fertman, C.I., van Linden, J.A. (l999, December). Character education for developingyouth leadership. The Education Digest. 65(4), 11-16.

Greenleaf, R. The power of servant leadership. (1998). San Francisco. Berrett-Koehler.

Jones, D. C., ed. (1995). The spirit of teaching excellence. Calgary. Detselig.

Kinsley, C.W., Southworth, A. Boston, B. (1999, September). Service-learning: Aneducation strategy for preventing school violence. Issue paper. EducationCommission of the States. Denver, Colorado.

Lantieri, L., ed. (2001). . Schools with spirit. Boston, Beacon.

Maxwell, J.C. (l993). Developing the leader within you. Nashville. Nelson.

Miller, G.M., Neese, L.A., (l997, December). Self –esteem and reaching out:Implications for service learning. Professional School Counseling. 1(2), 29-32.

Palmer, P.J. (1998). The courage to teach. San Francisco. Jossey-Bass

Pipher, M. (1994). Reviving Ophelia. Saving the selves of adolescent girls. New York.Random House.

Pipher, M. (1996). The shelter of each other. New York. Ballantine.

Pollack, W. (l998). Real boys. New York. Holt.

Pollack, W. (2000) Real boys voices. New York. Holt.

Rutger, C.M., Engels, E., ter Bogt, T. (2001, December). Influences of risk behaviors onthe quality of peer relations in adolescence. Journal of Youth and Adolescence.New York, 30(6), 675-695.

Ryan, K., Bohlin, K. (2001, November). Now more than even, help kids build character.The Education Digest. 67(3), 8-15.

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Scales, P.C., Blyth, D.A., Berkas, T.H., & Kielsmeier, J.C. (2000, August). The effectsof service-learning on middle school students’ social responsibility and academicsuccess. The Journal of Early Adolescence. 2(3), 332-358.

Scales, P.C. (2000, Nov/Dec). Building students’ developmental assets to promotehealth and school success. The Clearing House. 74 (2) 84-88.

Schondel, C.K., Boehm, K.E, (2000, Summer). Motivational needs of adolescentvolunteers. Adolescence, 35 (138), 335-343.

Search Institute. (1997) The asset approach. Minneapolis. Search Institute

Sergiovanni, T.J.(1994) Building community in schools. San Francisco. Jossey-Bass.

Sergiovanni, T.J.(2000). The lifeworld of leadership. San Francisco. Jossey Bass.,

Smith, C.J. (2000, Summer). The lifeworld of leadership: Creating culture, community,and personal meaning in our schools. American Secondary Education. BowlingGreen. 28(4)39-41.

Spears, L. (1999). Servant leadership and theGreenleaf legacy. Power of servantleadership. New York. Wiley.

Vonde, D., & Appleton, M., (2002). T.E.A.M. Leadership: Leadership Resource Manual,Calgary Board of Education and Petro-Canada.

Ziegler, W. (2001, November). Putting your community into school learning. TheEducation Digest. 67 (3 )51-55.

Tool Kit - Samples D: Leadership Rubric

© Calgary Board of Education and Petro-CanadaPermission granted to reprint

D: Leadership Rubric

Interpersonal / Facilitation Skills

Criteria Excellent Proficient Adequate Limited AbsentClearly andeffectively

communicatesinformation with

vivid detail

Clearlycommunicatesinformation withsuitable support

and detail

Communicatesimportant

information, but isnot clear overall

Communicatesinformation asisolated pieceswith insufficient

detail and support

Does notcommunicate

Takes initiative tocommunicate with

everyoneconcerned

Demonstratesinitiative to

communicate witheveryone in most

situations

Demonstratesinitiative with

limited assistance

Needs constantreminders or

relies on others topass on

information

Does not take anyinitiative to initiate

contact withothers

Com

mun

icat

ion

Regularly is selfmotivated to takerisks and connect

with others

Frequently isopen to taking

risks andconnecting with

others

Frequently withteacher

persuasion takesrisks and tries

new things

Minimal risktaking onoccasion

Uninterested andunwilling to take

risks

Personal,SpecificExample

Identifiesplausible

solutions tosituations, andsuccessfullyaddresseschallenges

Proposessolutions that

appear plausible,and addressesmost important

challenges

Proposesalternative

solutions, butdoes not takeownership for

implementation

Little problemsolving and does

not takeownership for

implementation

Fails to makesdecisions orimplement

Demonstratesforesight and

thought in thinkingahead

No thinking ahead

Dec

isio

n M

akin

g /

Pro

ble

m S

olv

ing

Ability to acceptand processconstructive

suggestions forimprovement from

peers andteachers

Inability toeffectivelyprocess

constructivecriticism

PersonalSpecificExample



Interpersonal / Facilitation Skills

Criteria Excellent Proficient Adequate Limited AbsentUses a teamapproach in

brainstormingsolutions to

problems, workstoward consensus

Attempts to use ateam approach infinding solutions

to problems, findsit difficult to reach

a consensus

Selectivelychooses peopleand solutions to

problems withoutreaching a

consensus with allthe participants

Independentdecision maker

with littleconsultation withaffected parties

Independentdecision maker

with noconsultation withaffected parties

Fully aware ofgroup dynamics

and works tomake everyone

feel included

Recognizes groupdynamics and

attempts to makeeveryone feel

included

Working towardsrecognizing group

dynamics

Unaware orignore the needsof group members

Chooses to workindependently at

all times

Tea

m B

uild

ing

Consistentlyrecognizes,listens and

encourages theskills that eachperson in thegroup brings

Skills brought byeach person are

identified andused efficiently

Usuallyrecognizes,listens and

encourages theskills that eachperson in thegroup brings

Skills brought byeach person are

identified andused efficiently

Ability to identifyskills brought bygroup membersbut these skillsare not always

utilized fully

Under-utilized theresources andtalents of otherteam members

Fails to recognizeskills brought to

the group by eachmember


Willing andflexible in working

with variety ofdifferent people

Usually willingand flexible inworking with a

variety of differentpeople

Strong tendencyto work with the

same people all ofthe time

Unwillingness orinability to

address differentpersonality styles

Refuses to workwith people on

numerousoccasions

Skill inrecognizing

potential conflictsbetween peopleand pro-activelyaddressing them

Skill inrecognizing

potential conflictsand attempts to

resolve them

Often involved inconflict situations;some attempt ismade to resolvethese problems

Unwilling torecognize the

signs of potentialconflict and hasdifficulty reading

them

Refuses or avoidsresolving conflicts

Co

nfl

ict

Man

agem

ent

Demonstrateappropriate ways

of handlingconflict and

solving itpositively

Proposes andinitiates behaviorin an attempt tohandle conflict ina positive manner

Identifies someappropriate ways

of handlingconflict in a

positive manner

Difficulty inreaching positive

resolutions ofconflict

Unable to resolveconflict in a

positive manner




Project Management / Action Skills

Criteria Excellent Proficient Adequate Limited AbsentWillingness andAbility to identify

school andcommunity needs

Usually willingand able toidentify schooland communityneeds.

Sometimeswilling and ableto identifyschool andcommunityneeds.

Listens to groupvisioning

discussion withlittle input orcontribution

Unable to identityschool and

community needs

Activelybrainstorms

solutions and thesetting of goals toaddress the needs

Proposes goodideas during

brainstormingsessions andassists in goal

setting

Acts as a followerduring

brainstormingsessions; adds

minor suggestions

Listens to groupvisioning

discussion withlittle input orcontribution

Unable tobrainstorm

solutions or setgoals to address

the needsNegativityV

isio

nin

g

Encourageseveryone to

contribute to thevisioning process

Encouragesmost people to

contribute to thevisioningprocess

Tends torecognize the

contributions of afew select friends

Observes othersbut limited input

Worksindependently on

all occasions


Develops a wholeplan Including goals,

approvals,implementation

strategies,delegating,

evaluation andfollow-up

Identifies mostof the

componentsnecessary for a

whole plan

Identifies themajor

components for awhole plan

Difficulty indeveloping aworkable plan

Demonstrationsan inability to

develop aworkable/

realistic plan

Keeps an excellentrecord of projectimplementation

Keeps verygood records of

projectimplementation

Maintains anadequate record

of projectimplementation

An attempt ismade to record

the projectimplementationbut results are

difficult todecipher

No records of theproject aremaintained

Pla

nn

ing

Excellent followthrough on allaspects of theproject plan

Very good followthrough on mostaspects of theproject plan

Satisfactory followthrough on mostaspects of theproject plan

Follow through isinadequate

leading to majorproblems

No follow-up iscompleted on the

project




Project Management / Action Skills

Criteria Excellent Proficient Adequate Limited Absent

Ownershipself directedwork, takesownership

fails to take anyresponsibility forprojects


Effective,complete

evaluation ofproject uponcompletion

Post-evaluationof the project is

very good

Post-evaluation ofthe project issatisfactory

Post-evaluation ofthe project isunsatisfactory

Future studentswill be unable tobenefit from theevaluation of the

project

Las

tin

g L

egac

y

FilingAppropriaterecords in

portfolios andLeadership

Success Binder

Record of theproject is difficultto find/access inthe LeadershipSuccess Binder

No record of theproject is placedin the LeadershipSuccess Binder


Effectivelymanages time

Occasionallyfinds time

management achallenge

Frequently findstime management

a challenge

Always finds timemanagement a

challenge

Leadershipactivities are

never completed

Copes well withmulti-taskingand stress

Usually copeswell with multi-

tasking andstress

Sometimes findsmulti-tasking and

stress to be achallenge

Frequentlystruggles to copewith multi-tasking

and stress

Inability to workon more than oneactivity or handle

related stress

Wo

rk E

thic

Gives their all toany endeavorthey take on

Usually givestheir full effort

Sometimes givestheir full effort

Frequently givesa “half hearted”

attempt

Insufficienteffort




Character Skills / Servant Leadership

Servant Leadership as defined by Robert K. Greenleaf in his book “the Servant asLeader”

“It begins with the natural feeling that one wants to serve, to serve first. Then conscious choicebrings one to aspire to lead. The difference manifests itself in the care taken by the servant – first tomake sure that other people’s highest-priority needs are being served. The best test is: Do thoseserved grow as persons; do they, while being served, become healthier, wiser, freer, moreautonomous, more likely themselves to become servants?”

Criteria Excellent Proficient Adequate Limited AbsentAlways comes up

with ideas andinitiates projects

Often comes upwith ideas and

initiates projects

Sometimescomes up with

ideas and initiatesprojects

Listens to othersbut does little to

add to ideas

Absence of ideasand effort, no selfinitiated projects.

Looks for projectsto be involved in

or assist others in

Often looks forprojects to beinvolved in orassist others in.

Sometimeslooks forprojects to beinvolved in orassist others in.

Often sits backwaiting for othersto come to them

with projects

Never seeks outother projects to

complete

Init

iati

ve a

nd

Eff

ort

Works hard andalways, willingly,completes tasks

they havecommitted to

Most often workshard and

completes tasksthey have

committed to

Usually workshard and

completes tasksthey have

committed to

Tends to “goofoff” until the lastpossible moment

Always fails tocomplete

assigned tasks,takes no

ownership for anytasks


Always punctual Regularlypunctual

Generallypunctual

Occasionallylate

Always late

Attends allclasses or at

anotherleadershipfunction

Attends mostclasses

Occasionallymisses classesfor othercommitments

Frequently missesclasses.

Skipping

Co

mm

itm

ent

Res

po

nsi

bili

ty /

Acc

ou

nta

bili

ty

Always attendsmeetings you are

committed to

Occasionalsubstitution ofanother andfollow-up on

results

Limitedcontribution to

originalcommitment, miss

meetings




Character Skills / Servant Leadership

Follows throughwith excellenceon projects you

are committed to

Follows throughon projects you

are committed towith limited needfor improvement

Meets projectdeadlines but

does not alwaysfollow through onall aspects of the

plan

Fails to completeprojects

Does everythingin a timely fashion

with excellence

Does everythingin a timely fashion

with room forimprovement

Late in completingnecessary tasks

Dem

on

stra

tin

gT

rust

wo

rth

ines

s

Willingly Assistsother students in

meeting theirresponsibilities,

Willing to meetoutside of school

Offers someassistance to their

peers

Will help otherstudents once

their own work iscompleted

Offers littleassistance to their

peers

Never assiststheir peers


Promotes apositive image ofthe program andthe school to the

community

In most cases,student will

present a positiveimage of the

program and theschool to thecommunity

Uses leadershipposition to

misrepresentobligations,

themselves andthe class

Fails to maintain apositive image on

1 or moreoccasions

Dep

ort

men

t

Conducts self in amanner that is

appropriate andreflects positively

at all times

Usually conductsself in a manner

that is appropriateand reflects

positively at alltimes

Requiresreminders tobehave in anappropriate

manner

Does not get introuble but doesnot contribute to

the programspositive image

Gets in trouble inany class or anyprogram on or off

campusSuspended or

expelled for anyreason




Volunteering Commitment

Excellent Good Satisfactory Minimal NoneUsually volunteers foractivities within andoutside the school.

Weekly contribution tovolunteer activities.

Always followsthrough on their

commitment

Good weeklyparticipation inevents in andoutside of theschool, above

and beyond classtime.

Monthlycommitment to

time some eventsoutside of school

Participation duringclass timeSome time

volunteering forschool activitiesoutside of class

time

Participation duringclass time only,

nothing outside ofclass time

Summary of Volunteer Hours – hours I have contributed outside of class time

September/February

October/ March

November / April

December / May

January / June

Sample Leadership Evaluation Rubric – compiled jointly by students and teacher.

GradeRange

Qualities/Characteristics

< 50% • Does not communicate or take initiative to make contact with others• Fails to make decisions or implement suggestions• Chooses to work independently or select people at all times• Refuses or avoids resolving conflicts• Insufficient effort; tardiness; lack of attendance• Consistently does not complete required volunteer hours

50-60% • Completes one out of two required volunteer hours; lacks the initiatives to complete thevolunteer hours

• Is not able to communicate their opinions• Lacks self motivation• Lacks the quality of foresight and does not pursue new things to get involved in• Tardiness and attendance may be a definite issue• Does not follow the class motto, “Say what you mean, mean what you say, and do what you

say you’re going to do.”60-70% • The quality of foresight is weak and does not consistently pursue new things to get involved in

• Is not consistently addressing the needs of all the members of the group• Is not able to effectively resolve conflict or able to see both sides of a conflict• May take on more things than they can effectively handle• Is inconsistent in completing the required volunteer hours• Tardiness and attendance may sometimes be an issue• May not consistently follow the class motto, “Say what you mean, mean what you say, and do

what you say you’re going to do.”70-80% • Exhibits an optimistic viewpoint and is enthusiastic about class projects and activities

• Takes on things they can handle• The quality of foresight is satisfactory and exhibits foresight on projects• Completes their projects successfully and is prompt in the completion• Consistent with their volunteer hours and has full participation in the required time• Is willing to incorporate other members ideas• Tardiness and attendance is most often not an issue• Participates consistently in class discussions• Consistently follows the class motto, “Say what you mean, mean what you say, and do what

you say you’re going to do.”80-90% • Exhibits a definite willingness to go beyond expectations

• Is able to incorporate other members ideas and resolve conflicts effectively• Consistently finishes their own projects and then helps others with existing projects• Is consistently self-motivated and well organized• Tardiness and attendance is not an issue• Is able to balance various commitments of the class, other classes and extra-curricular activities• Is an adaptable individual and can work well with various personalities• Is able to initiate and direct class discussion• IS a strong representative of the class and Lord Beaverbrook High School• Consistently follows and enforces the class motto, “Say what you mean, mean what you say

and do what you say you’re going to do.”

locally developed/acquired senior high course...

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