new directions in student leadership staff training modules
Post on 19-Dec-2015
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TRANSCRIPT
Outcomes On completion of all modules, participants will:• Have an understanding of the ways in which effective
student leadership programs improve school life • Understand DET directions and commitments to
student leadership• Be aware of the roles and responsibilities of school
staff in promoting student leadership programs• Have developed knowledge and skills to value and
implement effective student leadership programs.• Have become familiar with resources that support
student leadership programs
‘Vision’The value of student leadership
programs• Why be involved in
student leadership programs in schools?
• Why actively work to support and increase student leadership & participation?
• What’s your VISION – or bigger picture – of WHY the participation of young people in schools is important?
Why have student leadership programs in schools?
Engaging with young people and getting our views is one very important way of helping to rebuild that sense of connection between us, the school and the community in which we live. It is an opportunity to feel respected and be confident that our views are being taken seriously – Young person, World Youth Forum
Student leadership permeates all aspects of school life
SRC& School
Parliaments
Peer Leadership- house captains- school captains
Peer Mediation
Debating
Peer Support
Cultural & Religious Leaders
Creative & Performing
Arts
Sporting Academic
LEADERSHIP
Student leaders need to work for the benefit of all groups
Aboriginal
Special Needs
Socio-Economic
Status
Attitudes to School… enjoy?
don’t enjoy? LBOTE communities
Parents & Community
Student -Teacher
Liaison & Morale
Subjects Careers
Education, Voc Ed.
Pathways
School Spirit, Culture &
Environment
Gender Equity
PARTICIPATION
DET Student Welfare Policy p6
Positive school climate is enhanced by:• Maximising student participation in decision
making…• Ensuring principles of equity and fairness… • … opportunities for students to demonstrate
success• Development of skills in positive relationships,
social responsibility, problem solving and dispute resolution
• Student views incorporated into planning related to school climate and organisation
• Opportunities for leadership experience through SRCs or school parliaments
• Values in Public Schools
• NSW DET Priorities Statement
• Charter for SRCs
Other support documents
DET Initiatives – SRCs and Student Leadership
• Conduct more Premier’s youth leadership forums for senior secondary students in their local communities
• Review existing guidelines and promote an SRC Charter to cater for the needs of all schools
• Encourage all schools to establish an effective SRC• Encourage more effective SRCs across school, region
and state networks• Improve electronic communication between SRCs by
accessing the Department’s student leadership webpage and the e-learning program
• Conduct an annual forum for SRCs to consult with senior executive in the Department
… from the constitution of the NSW SRC
Our main objective is:
• to take action
to improve the
quality of school
life for all students
through student
leadership programs.
‘The reality’
Student Leadership in schools:
• Visionary or lacking direction?
• Well supported or seen as a ‘tack-on’?
Student motivation depends on
three key student needs
To feel connected with others
To feel competent
To feel in control of their learning
Roger Holdsworthquoting Walker and Kelly (2002) at
the 2005 State SRC Conference
Student leadership - Visionary
A student leadership program should complement the school’s vision, management plan or school targets.
Ideas
– Share the same goals
– Head in the same direction
– Draw links between student leadership activities and the directions set by the school.
Student Leadership- Challenging and meaningful?
• Are our student leaders limited by the challenges we set them?
Student leadership and Quality Teaching in NSW Schools
• Student leadership groups, eg SRCs, can be seen as learning teams
• All stages of student leadership activities are also learning experiences for the students
• by providing opportunities for our student leaders to reflect on their practice, student learning outcomes can be enhanced.
Intellectual quality
• Problematic knowledge
- ‘encourage students to address multiple perspectives and/or solutions’
• Substantive communication
– encourage ‘students to regularly engage in sustained conversations about the concepts and ideas they are encountering’
Quality learning environment• Engagement – most students, ‘most of the time, are
seriously engaged in the activity rather than going through the motions’
• Student direction – ‘allow students to exercise some direction
over the selection of activities related to their learning and the means and manner by which these activities will be done’
Significance• Inclusivity – programs ‘require the participation of all
students across the social and cultural backgrounds represented in the school’
• Connectedness –programs ‘apply school knowledge in real-
life contexts or problems, and provide opportunities for students to share their work with audiences beyond the classroom and school’
Module Two Outcomes
Participants will:• Understand scaffolding theory • Discuss the roles and responsibilities of SRC
teacher advisers• become familiar with SRCs: a practical guide for
student leaders and teachers & the Student leadership framework for primary schools
• become familiar with the SRC Toolkit in the implementation of student leadership programs
What’s the difference between helping and ‘taking over’?
• ‘The teacher adviser who is supposed to support us is usually too busy, so we make all these plans on our own… but we don’t always know how to make our plans work.’ – SRC student
• ‘Our teacher adviser does everything! In the school other staff don’t call us the SRC, we are called Mr …’s group.’ – SRC student
Naïve views of decision-making
• Traditionally, the approach has been for the SRC to either pass a general decision calling on others (usually teachers) to ‘do something’.
• Alternatively, SRCs have felt that they should lead on the issue themselves and initiate research or action without first checking if they are truly representing the wishes of the broader student population.
• Roger Holdsworth, University of Melbourne Youth Research Centre, 2004 State SRC Conference
Scaffolding to build capacity in student leaders
High challenge
Low challenge
High support Low support
Mariani (1997)
Scaffolding – How do we raise the bar for SRCs?
• Effective learning tasks should be ahead of the students’ abilities to complete them alone but within their ability to complete when scaffolding is provided (Mercer 1994)
• Sees both teachers and students as active participants in learning process
Scaffolding The Apprenticeship Model
• SRC adviser assists students to accomplish tasks and develop understandings they can’t manage on their own
• Student leaders are pushed beyond their current abilities and levels of understanding so that new learning can occur
ScaffoldingSRC teacher advisers
provide support:• at the point of need• to help students learn not only
what to think and do
but how to think and do• Gradually withdrawn• To ultimately enable students
to act independently
Module Three Outcomes
Participants will:
• come to an understanding of the benefits of student leadership programs and in particular SRC programs
• Gather ideas regarding successful projects
• Gain ideas and action plan local student leadership initiatives
What resources exist to support student leadership programs in
schools?• www.schools.nsw.edu.au/studentsupport• The Charter for SRCs• SRCs: a practical guide for student leaders and teachers
(1998, reprinted 2002)
• Student leadership framework for primary schools (2001)
• Just Like Us (2001)
• Student Welfare Policy (2001)
• SRC Toolkit (2003/04)
Professional Support: PASTA (Professional Association of SRC Teacher Advisers) http://hsc.csu.edu.au/pta/pasta/
Who are the people that support student leadership programs in
schools?At school• School principal• Head Teacher/Coordinator Welfare or executive member of staff• Welfare Committee• SRC teacher adviserIn the region• Regional or inter-school SRC coordinator (if applicable)• Student welfare consultantAcross the state• the Student Wellbeing Unit• Leader, Values and Student Leadership 92465504• Coordinator, Student Leadership and SRCs 92465533
The Charter for SRCs
Involved students Students should be active citizens of the school community and have their ideas and opinions routinely sought and respected.
Effective Practice
Involved students• Parliamentary model – cabinet meets with the principal
each fortnight• Student leadership program links to school values
statement• Time for student consultation is built into the school
timetable• Secondary student leaders assist in Year 6 Orientation• A student action team is established to address access
to playground areas• Student involvement in staff committees and community
forums
The Charter for SRCs
Making real decisionsStudents from Kindergarten to Year 12 are encouraged to contribute to and participate in decision-making in their school.
Effective Practice
Making real decisions• Students collect and use data, eg surveys, to inform
decisions about school life• Students work with staff in a ‘school construction project’• Students control and access SRC budget to finance own
projects• Students are involved in policy development eg, school
uniform and healthy canteen food. • Student leadership teams co-manage focus areas in the
school, eg, ‘School Environment Team’ & ‘Sports Forum’.
The Charter for SRCs
In many placesRepresentative students can inform decision-making throughout the Department of Education and Training and in the wider community.
Effective Practice
In many places
• Stage 5 student leaders assist Stage 3 students in learning tasks
• Primary and High School SRCs link together for regular meetings
• Student Forums discuss local issues
• SRC representatives attend School Council meetings
Inter-school SRC Networks
In many places • All regions are encouraged to run inter-school SRC networks.• Inter-school networks provide opportunities for students to share ideas and develop projects with other students from nearby schools
The Charter for SRCs
For everyoneOpportunities for participation and leadership must be inclusive of gender, special needs, cultural background, sexuality, socio-economic status and geographically remote circumstances.
Effective Practice
For everyone• All Year 6 are prefects for 3 weeks• Student leadership model involves all students in
Year 6 on a rotational basis• Multiple participation and leadership
opportunities, eg sport, creative arts, debating• Aboriginal student leadership programs• Schools encourage a range of leadership styles,
eg peer support, mentoring
The Charter for SRCs
Chosen fairlyThe methods used to involve students in decisions affecting their lives should model Australian democratic and representative practices
Effective Practice
Chosen fairly• Staff and student leaders educate the student
body in the election process• Criteria for election published• Democratic election processes used – writing
expressions of interest, making speeches• Students measure their capacity to lead against
the school values statement• SRC elections conducted in consultation with
local officials of the Australian Electoral Commission
The Charter for SRCs
Well supportedStudents will be prepared for and supported in their leadership and decision-making roles through all aspects of the curriculum, in classroom, whole school and out-of-school activities
Effective Practice
Well supported• SRC meets fortnightly with principal• All class teachers involved in election processes• Regular student forums. Staff ‘scaffold’ student
participation Year 6 student leaders supported through
transition to high school Principal, Head Teacher Student Welfare and
counsellor attend and participate regularly at SRC meetings
Good Practice - Secondary
Well supported • Regionally
– Students attend inter-school
leadership meetings and events
• State– NSW SRC – the peak student leadership
consultative and decision-making forum
– State SRC Conference Working Party which plans and conducts the annual State SRC Conference
The Charter for SRCs
Appropriately recognisedThe skills, values, knowledge and attitudes that students learn from participation in school life are vital to their future role as citizens of a democratic society
Effective Practice
Appropriately recognised• SRC website• Student leadership awards at annual
presentation Day ceremony• Student run assemblies• Representative status for student leaders
equates with status given to students displaying sporting success
• Student leadership acknowledged in school reports and references