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Ms Kerry Robertson Monash Primary SchoolMelbourne, Victoria, Australia
The term ' leadership ' is one that is inclusive of many philosophies, ideologies and arrangements. Within the role of school principal, there is leadership in relation to the local and school communities, the school council, networks, regional sub-committees, reference groups, teachers and students. However, student leadership is an area that may not have been defined or explored to the same extent.
There are many models of student leadership across the different education sectors. Examples include Student Representative Councils, classroom representatives, Junior School Councils, Peer Support Programs, School Captains, Vice Captains, Sports Captains and Supportive Friends Programs. Each school chooses its own model of student leadership to suit its particular culture, context and purposes.
The ' Waverley Links ' group of Victorian government primary schools comprise Brandon Park, Highvale, Pinewood, Monash and Syndal South primary schools. Located in the eastern suburbs of Melbourne, in Victoria, this group of schools has a passionate and sustained history for student leadership development. The schools are all located within ten kilometres of each other and enjoy professional collegiality through joint curriculum days, student enrichment programs and social events, such as student discos.
The schools have recognised that, as with leadership roles assigned to teachers, students who are designated as leaders require very specific and tailored support, if they are to effectively fulfil their roles. The Waverley Links group of schools has been committed to an evolving student leadership program over a number of years, supporting students in their challenging roles as student leaders.
Originally, the schools clustered together due to commonality in size, location, cultural diversity and educational philosophies. In a way, the group was ahead of its time, given that the current preferred model within the Victorian state education system is now one of schools collaborating, cooperating and clustering together, in a climate of collegiality and support. Waverley Links schools have proactively and, in a most deliberate fashion, been forging strong bonds because they have recognised purposes and benefits for students and staff through such an arrangement.
' Leadership is action, not position '
(Donald McGannon)
The student leadership program takes place in Semester 1 each year. Each of the schools selects or elects their respective student leaders. The training program is conducted over two days, which may or may not be consecutive, but are within the same week. The School and Sports House Captains from each school attend the program, which caters for 50 students altogether. The students enthusiastically anticipate their involvement in the program, having been provided with information by previous participants.
In all leadership positions, it would be expected that explicit and clear responsibilities are part of the role. If we expect our students to perform leadership duties, such as public speaking, listening to and being able to clarify the issues of the student body they represent, writing articles for school newsletters, conducting, chairing and participating in formal student meetings, as well as modelling for other students the preferred values of the school, then a specific training program is needed. Some leadership capabilities may be innate for some students and may explain why these students are, in fact, have been chosen to take on leadership roles. However, all effective leaders, whatever their natural talents, need explicit instruction and focused experiences to help them identify and develop the required skills, capabilities and attributes.
One of the first experiences of the Waverley Links student leaders program is a visit to the Local Municipality and Shire Offices to meet the Mayor. Here, the young leaders learn about decision-making within local government. The students gain an appreciation of meeting protocols and the importance of open and transparent decision-making. Students recognise the importance of documenting the meeting discourse and learn the terminology required, eg minutes, attendance (in terms of recording those who are present and apologies). Exposure to their local governing body and its premises is a very new experience, which broadens the students ' knowledge about their own community.
' It is a bad plan that admits no modification. '
(Publilius Syrus)
An important component of the program is for the students to enjoy, and learn from, being part of a newly formed network of students. The shared experiences of the first day - visiting the local council, meeting the Mayor and visiting the municipal library - provide a basis for the development of common understandings. The students are transported by bus to the different venues, providing them with an opportunity to talk, discuss, share, socialise and learn from each other.
An important and formal part of the program on the first day is the workshop conducted by the School Support Officers, who work in a number of the Waverley Links schools. Over a three-hour session, the students participate in activities led by a speech pathologist and psychologist. The question of ' what makes an effective leader? ' is explored in great depth. The facilitators attempt to draw out the concepts of empathic listening, approachability, sympathy, confidence and integrity. Through a range of icebreakers, the students learn to interact with each other in a relaxed and non-threatening way. Problem solving and decision making scenarios are introduced, which help students to focus on social dilemmas they may be confronted with at school. The facilitators ensure they use a variety of stimuli, such as videos, drama, written texts and posters.
Effective communication is an area explored in great detail in the program. Students are helped to understand that good communication means being aware of their language choice. This includes use of voice in different circumstances and, in accordance with the audience, the use of body language and facial expressions. Knowledge of content is stressed and the use of visual aids encouraged. Students are also introduced to the notion of ' I ' statements to help underpin the concept of assertiveness when working with other students or, indeed, in working through their own dilemmas in relation to peer influences and pressure. This, of course, is a significant aspect of the program, given that these students are in the middle years of schooling, where peer influence becomes more pronounced.
All effective leaders need to be able to self-evaluate and reflect on the actions and decisions they have made. Developing a greater meta-cognitive awareness within the participants is essential, as this is the higher order of thinking required of leaders. The facilitators work through ways for students to reflect, by using various hypothetical scenarios that may arise within any primary school context. They ensure that the contexts set are authentic and allow students to recognise themselves within them. A number of quotes are used throughout the workshops to add further value to the program and to further support students in reflecting on the importance of their roles. Students are reminded that humility and service to others is at the core of their leadership role, and that this should be reflected in their interactions with others. Some of these quotes have been included in this paper.
' People have a way of becoming what you encourage them to be. ' (Scudder N. Parker)
By the end of the first day, students are keen to share their experiences at their own school. They look forward to the second and final day, where they travel by bus to each of the five schools. At each venue, the students play ' host ' to the other students, providing a guided tour and a two-minute speech of welcome, a self-profile and information about their role within the school. As the students have already spent a day together, the school visits, the delivery of the speeches and the guided tours are less daunting.
In preparation for the school visits, the students are able to draw on the knowledge they have gained, in addition to further support from their teacher or principal, to develop their speech and to format the school tour schedule. The students require further explicit instruction and understanding of their purpose and the audience. The school tours allow students to further network with the other student leaders by visiting each other ' s learning communities. As with teacher and principal networks, student leaders are provided a forum to network.
The program culminates in a barbecue and the presentation of certificates that recognise the students ' achievements. The students are wished well in their leadership endeavours. The Director of the Eastern Metropolitan Regional addresses the students with words of encouragement and support and acknowledges the tasks they have before them.
The Waverley Links Student Leadership Program is unique and provides an innovative approach to supporting and developing students as leaders within their schools and beyond. The many stakeholders involved are to be commended for a rich and visionary approach to supporting the development of independent, resilient and self-gauging young people.
' We don ' t work for each other; we work with each other. ' (Stanley C. Gault)
Ms Kerry Robertson is Acting Principal of Monash Primary School, in Melbourne, Victoria, Australia.
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