Pupil Leadership in Prep School
Pupil Leadership in Prep School Developing leadership skills in a prep school environment is a complex undertaking as the children are at different levels of development and maturity. At Bridge House, we believe in creating opportunities to allow our children to grow and develop skills associated with Leadership. Some may assume the role of captain in a sports team while others may take the lead in cultural undertakings. Below is a brief overview of two of our Leadership initiatives: Leadership Camp In Grade 7, the Leadership Camp which takes place at the beginning of the year gives pupils the opportunity to develop group leadership skills. The whole experience is facilitated by trained camp councilors who put the children through a myriad of activities which present the pupils with both physical and mental challenges. Learning for Life Leadership Programme The Learning for Life Leadership programme, which was developed by Chris Storey the previous Head of the Prep, is largely based on the President's Award which has been embraced by the College. The programme promotes high levels of initiative, self motivation and accountability, and through the year the pupil will need to meet the minimum requirements as laid out by the programme. What is integral to the success of the programme, is that all arrangements must be made by the child, which makes this a fairly challenging project for a 13 year old. The following document is a brief overview of a paper delivered at the ISASA (Independent Schools Association of South Africa) annual conference in 2002 by Chris Storey. True Leadership in a Prep School - An Alternative to Traditional Pupil Leadership Systems 'Whole school attitude' has to be present to deal with the business of developing leadership effectively. For a school to adopt any new form of pupil leadership, it must first ensure that the system being considered is congruent with the systems present in the rest of the school. If not, it is unlikely to be considered as a system of worth or integrity by the pupils. Some questions to consider when considering school leadership systems are: Who is chosen? Who chooses who will participate? What is the role of the participants? What about those who are not chosen? Is the system there for the individual or the school? Is there a particular aspect missing from the system? The shortcomings in traditional systems seem to revolve to a large extent around the issue of selection. What are you saying about those not chosen? Have they no leadership potential? Other systems choose everyone (monitor style). This then simply becomes a chore and the children know it. It is not real leadership. The role the child plays in the system was also questioned. To carry out some of the duties performed by the staff does not necessarily display leadership. I argue that true leadership is based on an individual's ability to take initiative. To make decisions. To consider risks. In other words a 'Learning for Life' Leadership Programme. Aims of the Learning for Life Programme:
- To encourage the development of leadership by allowing individuals to take initiative, this will impact on both their own lives, as well as the lives of others.
- To provide a vehicle for children to live out the values of our school by being of service to members of our communities, in a generous, open and honest manner
- To allow and encourage individuals to develop and grow so that what was previously thought impossible, becomes achievable.
- To develop role-models in our school environment which will encourage younger pupils to learn from and respect senior pupils.
- To encourage children to take risks. To teach children how to manage risk taking and come to terms with both success and failure. To participate in the programme children have to be involved in each of the following four areas. Their particular personalities, strengths and weaknesses are considered and challenged. The four components are: 1) Service An offering of community service needs to be undertaken where committed time is given to a particular cause, or number of causes, both within and outside of the school community. The aim is to learn what it means to give of oneself in service to others. In some instances it will allow children to develop insight into the lives of others. The spirit in which this service is undertaken is as important as the service itself. 2) Development of Self This involves the establishment, or development, of an area of competency in an individual. It may be self-taught, developed through course work, or be as a result of instruction. It should result in a broadening of experience and ability, in that it culminates in an individual being empowered to do something which was not possible before. 3) Physical Development This involves the identification of a goal which one strives to achieve in the sporting or physical domain. It is aimed at stretching an individual to achieve more, by harnessing extra effort and determination. For some this may mean selection to a provincial team, while for others it may be achieved by consistent effort in a practice situation. The input of coaches or trainers will be important in some cases. 4) Development of Organizational Skills and Responsibilities An action needs to be initiated where the development of organisational skills and responsibility is evident. This may take the form of an outdoor experience or the arrangement of a function or event. The most important factor is that the individual takes responsibility for all the organisational aspects involved and that planning is both thorough and effective. The programme co-ordinator keeps accurate records in consultation with the pupils. When they have completed all 4 areas they qualify for an award which is made at the end of the year. The award is simply a symbol that acknowledges that the pupil has met the minimum requirements of the programme. The programme is open to all Grade 7 pupils in the Prep School. Most importantly, we as adults must realise that this programme allows children the space to take risks and perhaps experience failure. It is after all sometimes through failure that we learn the most.
