Why guess if you dont have to? Measuring student leadership in K-12 - - PowerPoint PPT Presentation

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Oct 19, 2023 357 likes •540 views

Why guess if you dont have to? Measuring student leadership in K-12 settings Ann Brock, Charlotte Latin School Micela Leis and Preston Yarborough, Center for Creative Leadership Ann Brock Director of Leadership Development Charlotte Latin

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Ann Brock, Charlotte Latin School Micela Leis and Preston Yarborough, Center for Creative Leadership

Why guess if you don’t have to? Measuring student leadership in K-12 settings

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Ann Brock

Director of Leadership Development Charlotte Latin School abrock01@charlottelatin.org

Micela Leis

Research Scientist Center for Creative Leadership leism@ccl.org

Preston Yarborough

Senior Faculty Center for Creative Leadership yarboroughp@ccl.org

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90% said before age 18

At what age should youth leadership development begin?

90% of respondents believed it should begin before age 18.

Van Velsor, E. & Wright, J. (2012) Expanding the Leadership Equation [White paper]. Center for Creative Leadership.

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84% said ALL youth should have access

Should all youth have access to leadership development?

Van Velsor, E. & Wright, J. (2012) Expanding the Leadership Equation [White paper]. Center for Creative Leadership.

84% of respondents believed leadership development should be available to all youth.

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Charlotte Latin’s Relationship with Youth Leadership Development

CLS determined that student leadership development would be an important part of our strategic planning process. A few essential questions remained:

How do we as a school community define leadership? How do we make it accessible to all students?

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Open Ended Questionnaire Thematic Coding Scale Writing Scale Pilot Factor Analysis

1,067 youth from 1 school

Example Item:

923 youth from 3 schools 7,914 youth from 35 schools

Development of the Student Leadership Scale

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Leading Self Deep understanding

f yourself and

your own behavior Leading Academically Belief that learning is important and valuable Leading with Others Working effectively with others Changing Your World Working to make a positive impact in Your world (acts as a change agent)

Student Leadership Framework

Integrity Accountable Resilient Self-Aware Values School Participative Attentive Communicative Visionary Motivating Encouraging Confident Accepting Active Listener Respectful Considerate Collaborative

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Leadership Framework Attributes

Leading Self Leading Academically Leading With Others Changing Your World

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Dimensions Attributes Definitions Leading Self Self-Aware Can describe what makes them who they are. Leading Self Accountable Takes responsibility for their actions. Leading Self Resilient Keeps trying if they fail at an important goal. Leading Self Integrity Stands up for what they believe in. Leading Academically Values School Thinks it is important to do well in school. Leading Academically Participative Participates in class discussions. Leading Academically Attentive Pays attention when the teacher is speaking. Leading with Others Collaborative Cooperates with others effectively. Leading with Others Communicative Expresses ideas clearly and effectively (including giving and receiving feedback). Leading with Others Active Listener Listens carefully to what others have to say. Leading with Others Considerate Thinks about how their actions make other people feel. Leading with Others Respectful Treats other people the way they want to be treated. Leading with Others Accepting Respects the views of others. Changing Your World Visionary Inspires others to follow their vision. Changing Your World Motivating Unites a group of people to work together towards a common goal. Changing Your World Encouraging Encourages others to take on leadership roles. Changing Your World Confident Steps up and take charge when it is needed.

Leadership Framework Attributes

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Relationship between Student Leadership and Outcomes

Higher levels of leadership, as measured by CCL’s four dimensions, are related to higher student engagement, higher grades, and increased sense of belonging.

Student Engagement Grades Sense of Belonging CCL Student Leadership Competencies

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Charlotte Latin Leads with Honor

CLS Mission Statement: Our mission is to encourage individual development and civility in our students by inspiring them to learn, by encouraging them to serve

thers, and by offering them many

growth-promoting opportunities. CLS Student Leadership Mission Statement: “We believe that each Charlotte Latin student possesses the capacity for leadership and can make a positive difference in the life of our School and in service of others.”

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Learning to Honor Others:

8th Grade fort building

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How do we help schools understand where to focus student leadership development efforts?

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Reserves Assets Developmenta l Opportunities Key Gaps

Leadership Indicator for Students

What kind of information is provided in the LIS report?

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Reflection Questions:

Are there differences between how students rate themselves (Self) and how observers rate students?

(All Observers, Peers, and Teachers)? Why do you think these differences exist?

What would school culture look like if students were highly competent in each leadership dimension?

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Importance of Attribute Skill in Applying Attribute

Reserves Assets Developmental Assets Key Gaps

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