MILTON HIGH SCHOOL LKJSD;L KA;SLDK 2005

Why create a leadership course at MHS ?

Student Leaders Make a Difference! as positive role models by establishing expectations for behavior and achievement as initiators of conflict resolution as effective mentors by bridging communication between administrators, teachers, and students by actively using their unique skills and talents for the betterment of MHS Creating a culture of achievement within a school must involve influential student leaders. Making it “cool” to strive for academic excellence requires the same positive peer pressure that exists in any superb youth endeavor. Student leaders are a vital component of the expectation component of this initiative.

Goals and Objectives To introduce students to: prominent theories of leadership prominent leaders in the fields of public service, the military, social service and business. opportunities to identify and develop their own leadership skills To foster a culture of high academic achievement for all Milton High School students To engage student leaders in the design and implementation of procedures that effect their learning environment Creating a culture of achievement within a school must involve influential student leaders. Making it “cool” to strive for academic excellence requires the same positive peer pressure that exists in any superb Athletic program. Leadership must be assumed by those closest to the action, students and teachers; then, administrators and parents can do their jobs and provide resources and support Student leaders are a vital part of the perception component of this type of initiative.

Performance Assessment Individual Students will : identify various leadership styles including their own create a Needs Inventory design an Action Plan including a pre and post project assessment an Assessment Survey Group plan and work collaboratively

Developing new curriculum courses 1. Why?

To meet a strategically identified student need Data and professional insight, combined with the strategic planning process undergone by a school district, should drive all instruction, budget, and curriculum initiatives. We have identified both through MCAS results, report card grades, teacher questionnaires, and direct student feedback, that many students at Milton High do not have high academic expectations for themselves, or, are they concerned with their future as professionals in the work force. Boys and minorities are under represented in National Honor Society, Century club, and AP course enrollment. One purpose of a student leadership initiative is to change the culture that supports these realities. Boys can be cool, smart, and athletic. Minorities can achieve the top grades in any class at MHS. An effort to shift academic culture at MHS will require a middle-out approach to change – students must be the ones to establish the positive trends and enforce the establishment of higher standards.

2. How?

By addressing these four critical components: Student outcomes what will they know, understand, and be able to do Critical content, key concepts, and essential understandings Process and skill abilities that ensure quality performance Assessments that measure standards-driven performance

National Standards Addressed Source: ASCA National Standards for School Counseling Programs 

Standard A:  Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Standard A:  Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. A1:  Develop Career Awareness 1.Develop skills to locate, evaluate and interpret career information2.Learn about the variety of traditional and nontraditional occupations3.Develop an awareness of personal abilities, skills, interests and motivations 4.Learn how to interact and work cooperatively in teams 5.Learn to make decisions 6.Learn how to set goals 7.Understand the importance of planning 8.Pursue and develop competency in areas of interest 9.Develop hobbies and vocational interests 10.Balance between work and leisure A2:  Develop Employment Readiness 1.Acquire employability skills such as working on a team, problem-solving and organizational skills2.Apply job readiness skills to seek employment opportunities3.Demonstrate knowledge about the changing workplace4.Learn more about the rights and responsibilities of employers and employees5.Learn to respect individual uniqueness in the workplace6.Learn how to write a resume7.Develop a positive attitude toward work and learning8.Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace9.Utilize time- and task-management skills   Source: ASCA National Standards for School Counseling Programs

A1: Develop Career Awareness 1. Develop skills to locate, evaluate and interpret career information 2. Learn about the variety of traditional and nontraditional occupations 3. Develop an awareness of personal abilities, skills, interests and motivations  4. Learn how to interact and work cooperatively in teams  5. Learn to make decisions  6. Learn how to set goals  7. Understand the importance of planning  8. Pursue and develop competency in areas of interest  9. Develop hobbies and vocational interests  10. Balance between work and leisure Source: ASCA National Standards for School Counseling Programs

A2: Develop Employment Readiness 1. Acquire employability skills such as working on a team, problem-solving and organizational skills 2. Apply job readiness skills to seek employment opportunities 3. Demonstrate knowledge about the changing workplace 4. Learn more about the rights and responsibilities of employers and employees 5. Learn to respect individual uniqueness in the workplace 6. Learn how to write a resume 7. Develop a positive attitude toward work and learning 8. Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace 9. Utilize time- and task-management skills Source: ASCA National Standards for School Counseling Programs

Standard B:  Students will employ strategies to achieve future career goals with success and satisfaction. Source: ASCA National Standards for School Counseling Programs

B1: Acquire Career Information 1. Apply decision-making skills to career planning, course selection, and career transition  2. Identify personal skills, interests and abilities and relate them to current career choice  3. Demonstrate knowledge of the career-planning process  4. Know the various ways in which occupations can be classified  5. Use research and information resources to obtain career information  6. Learn to use the Internet to access career-planning information  7. Describe traditional and nontraditional career choices and how they relate to career choice  8. Understand how changing economic and societal needs influence employment trends and future training portfolio Source: ASCA National Standards for School Counseling Programs

B2: Identify Career Goals 1. Demonstrate awareness of the education and training needed to achieve career goals  2. Assess and modify their educational plan to support career  3. Use employability and job readiness skills in internship  4. Select course work that is related to career interests  5. Maintain a career-planning Source: ASCA National Standards for School Counseling Programs

Standard C:  Students will understand the relationship between personal qualities, education, training and the world of work. Source: ASCA National Standards for School Counseling Programs

C1: Acquire Knowledge to Achieve Career Goals 1. Understand the relationship between educational achievement and career success  2. Explain how work can help to achieve personal success and satisfaction  3. Identify personal preferences and interests influencing career choice and success  4. Understand that the changing workplace requires lifelong learning and acquiring new skills  5. Describe the effect of work on lifestyle  6. Understand the importance of equity and access in career choice  7. Understand that work is an important and satisfying means of personal expression Source: ASCA National Standards for School Counseling Programs

C2: Apply Skills to Achieve Career 1. Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals  2. Learn how to use conflict management skills with peers and adults  3. Learn to work cooperatively with others as a team member  4. Apply academic and employment readiness skills in work- based learning situations such as internships, shadowing and/or mentoring experiences

Working and Contributing MHS Leadership Course will also address The Massachusetts Common Core of Learning Working and Contributing Demonstrate Personal, Social and Civic Responsibility

Study and Work Effectively Set goals and achieve them by organizing time, work space, and resources effectively. Monitor progress and learn from both successes and mistakes. Manage money, balance competing priorities and interests, and allocate time among study, work and recreation. Work both independently and in groups. Work hard, persevere and act with integrity. Source: The Massachusetts Common Core of Learning

II. Demonstrate Personal, Social and Civic Responsibility Accept responsibility for one's own behavior and actions. Know career options and the academic and occupational requirements needed for employment and economic independence. Treat others with respect and understand similarities and differences among people. Learn to resolve disagreements, reduce conflict and prevent violence. Participate in meaningful community and/or school activities. Understand the individual's rights, responsibilities, and role in the community, state and nation. Understand how the principles of democracy, equality, freedom, law and justice evolve and work in society. Analyze, develop and act on informed opinions about current economic, environmental, political and social issues affecting Massachusetts, the United States and the world. Source: The Massachusetts Common Core of Learning

Initial Target Audience (Pilot Year 1) Students who have been elected by their classmates or coaches, and thereby occupy positions of leadership in the school School Council Team Captains Club Presidents

Links: Community Service Learning School to Work Mentoring Connections to Community Service, School to Work, and the various mentoring programs at MHS will provide a variety of active outlets for leadership students.

Resources: Faculty Time Text: Case studies Guest lecturer's The 8th Habit, Stephen Covey Case studies Guest lecturer's I.e. Community officials, industry leaders, small business owners, local politicians

On-line Resources The Academy of Achievement http://www.achievement.org/autodoc/pagegen/index.html Introduction to Achievement Course http://www.achievement.org/autodoc/pagegen/keystosuccess.html Character Counts http://www.charactercounts.org/ Do Something http://www.dosomething.org/ National Youth Leadership Council http://www.nylc.org/ Learn and Serve http://www.learnandserve.org/

Profiles in Leadership Elie Wiesel: http://www.achievement.org/autodoc/page/wie0bio-1 Quincy Jones: http://www.achievement.org/autodoc/page/jon0int-1 Coretta Scott King: http://www.achievement.org/autodoc/page/kin1int-1

“We need to be the change we want to see happen. We are the leaders we have been waiting for.” – Gandhi

MILTON HIGH SCHOOL LKJSD;L KA;SLDK 2005