New Directions in Student Leadership

Staff TrainingModules

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

Module One

Student Leadership

An overview

‘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

How does the Department of Education and Training

support student leadership programs in schools?

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 2The SRC Teacher Adviser

How do I manage a student leadership

program?

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)

ScaffoldingHigh 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 ThreeEffective

Practice

&

The Charter

for SRCs

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