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1Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson #1: Introduction

Introduction to the Student Leadership Challenge

GradeLevel: 6 12

Lesson PlanTimeframe: 23 45-minute classes Program Topic: Student Leadership Challenge Intro. State:

Chapter/School:

Overview & PurposeTo provide an overview and introduction to The Student Leadership ChallengeandThe Five Practices and Ten Commitments of Exemplary Student Leadership.

Career Clusters and PathwaysAll

Lesson Plan Goals &Objectives

Identify and explore characteristics of effective leaders.Examine the Five Practices of Exemplary Leadership.Apply the Five Practices to personal experiences and real life situations.

Materials Needed

Notebook paper

Supplies:

Pen/pencil

Post It notes (several per student)

Chart paper or poster paper

Markers

Other poster making supplies

Five Practices and Ten Commitments of Exemplary Leadership overviews, one for each studentHandouts:

PP slides or handouts of each practice, one for each group


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Introduction of Subject Ask students to journal their responses to the following prompt: Think about someone in your life that youconsider to be a leader. What makes this person a leader? Discuss your experiences with this person. How doesthis person make you feel when you are involved with this person? What leadership attributes does this personexhibit? Be as detailed and specific as possible. Let students know ahead of time they will be sharing their

journals with their classmates.

After providing enough time for students to write a response, put them in groups of three to five. Ask students tobring their journal entries and provide each group with a pad of Post-It notes. Students take turns reading their

journals. Every time a leadership trait or action is mentioned, students will record the trait on a Post-It. If the traitis mentioned more than once, a slash mark can be made next to the trait each time it is mentioned.

Engage students in a whole-class discussion asking each group to take turns sticking notes in a centraldesignated location and sharing their leadership attributes list.

Possible questions for discussion: How did you decide on your leader to write about? What did you notice about the different attributes each of you shared? Are there others that came to mind after having some discussion that we should add or you wish you

would have included in your journal? Which of these attributes do you possess? Can you give an example that shows this in your own life? What attributes would you like to develop as a leader? Explain. What relationship do these leadership attributes have to your experiences as a student leader?


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Activity 1 Introduce TSLC to the students, showing the book if available (if a class set is available, distribute books to eachstudent at this time). Share that we all possess leadership attributes and this book will be a resource as weconsider what it means to be a leader, recognize what leadership traits we currently practice, and how we cancontinue to grow and develop as leaders. Kouzes and Posner have spent many years researching leadership.Through their leadership research, they discovered some common themes in practices that exemplary leadersdo. They have titled these The Five Practices of Exemplary Leadership. Introduce the Five Practices to students.Key points to address:

Leadership is learned, and everyone has the potential to be a leader.

Its not about personality; its about developing behaviors that are part of our daily practice.

Not all leaders are the same, but exemplary leaders regularly engage in five common practices:1) Model the way2) Inspire a shared vision3) Challenge the process

4) Enable others to act5) Encourage the heart

These Five Practices are the core of the student leadership challenge.

Divide students into five different groups assigning each group a different practice (or ten groups representingeach practice twice). Provide each group with an overview of a different practice. Have students create a posterthat includes:

The practice and the two commitments

What this means in students own words

A picture/image that represents this practice and encompasses both commitments

An example of this practice in action (may be an example from a personal experience or something thestudents create)

After providing sufficient work time, display the posters around the room and have each group share. Variation:Instead of presenting, students complete a gallery walk (individually walk around the room and observe eachposter) taking notes on each practice.

Activity 2 Redistribute Post-It notes from the beginning of the lesson so each student has at least one, though studentsmay have more than one. Have students categorize attributes by sticking them next to the poster that bestencompasses that attribute. Students should be prepared to justify their responses. If they feel the attribute fits inmore than one category, have them select the bestplace for it. Since multiple groups created their own lists,traits will more than likely fit in more than one category. Where students place traits and why will only lead todeeper discussion.

Share and discuss where students placed each attribute and why.


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Activity 3 Explain to students that With leadership, as with many things in life, experience can be the best teacher. Welearn to do by trying it ourselves or by watching others. The problem is that not all of whats done or observed iseffective or appropriate behavior. So its important to base our leadership practices on the best of what people door seethose times when people perform at their best as leaders or when we observe others at their best(Kouzes and Posner, 2008, p. 23).

Ask students to recall a time when they were at their very best as a leader. This experience could be somethingconnected to school, their family, their community, or workplace. Provide time for students to describe thecontext of this situation or experience. Encourage them to consider the experience itself, when it occurred, whowas involved, and what challenges they faced.

Next, ask students to look at their description and list the most important actions or behaviors they took as aleader in this situation (what things did the student do that made a difference in this situation).

Assign students a partner or a group of three. Have students share their personal best experiences and theactions and behaviors that exhibited as leaders. Encourage students to share any actions they hear that theirpartner(s) may not have identified and add that to their list. You may want to also provide an opportunity forstudents to share their personal best with the whole class.

Possible questions for discussion: What behaviors did you recognize in yourself that you already possess? What behaviors/traits do you think you could improve/build on? What did you learn f rom your peers personal best experience(s)? Why do you think its important to think about your personal best experience as a leader? How can you apply what you have learned in your daily experiences/activities? Give specific examples.

Summary/Evaluation Explain to students that leadership is everyones business and it affects all of us. It is not about position or rank,but it is about a process that anyone can understand and learn. Just like any other skill or behavior, it can bestrengthened through commitment and practice as long as we are interested in improving ourselves anddeveloping our own leadership potential (Kouzes and Posner, 2008, p. 22). Ask students to think about how theyfeel about their leadership abilities and what they can do to grow as leaders as they learn more about TSLC.

Students may be evaluated on:

Journal entry

Teamwork/collaboration

Poster activity

Personal best writing

Other Resources TSLC Chapters 1 and 2


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Additional Notes The poster activity can be executed in several different ways, students could create using standard classroomresources; scrapbook materials, magazines and craft supplies could be provided; students could complete acomputer generated poster or PowerPoint slide that could be put into a master PP presentation; or other.Teachers/advisers should select a method that works best for their students and conducive to the resourcesavailable to them.

The personal best activity can be assigned prior to the lesson as homework or conducted in class depending onhow much time is available. Teachers/advisers may also find it helpful to write their own personal best leadershipexperience to use an example with the students. As teachers complete this activity, it is also useful to savecopies of student examples to be used for future lessons. Students personal best accounts could also bedisplayed on a bulletin board or in the classroom and revisited as the class progresses through eachlesson/practice.

Source Kouzes, James and Posner, Barry. The Student Leadership Challenge. San Francisco: Jossey Bass, 2008.


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1

Copyright by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Defining Leadership

Defining Leadership

GradeLevel: 612

Lesson PlanTimeframe: 12 45-min. class periods Program Topic: Defining Leadership State:

Chapter/School:

Overview & PurposeThis lesson helps students define leadership and apply the principals to their roles,projects, and activities as students.

Career Clusters and Pathways

All


Define leadership according to the Student Leadership Challengeand analyze its meaning.Apply leadership practices to daily experiences and responsibilities.

Materials Needed8 x 14 white paperSupplies

4 x 6 (or larger) note cards (two per student)Computer and projector for leadership definition and The Five Practices of Exemplary Student LeadersDictionaries or access to electronic dictionaries, one per groupNewsprintMarkers

Leadership definition PP slide, duplicate one per studentHandouts

The Five Practices of Exemplary Leadership (use slide to present the Five Practices and print additional copies

to cut into strips. Multiple copies of each practice may be needed.)


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Introduction of Subject Distribute 8 x 14 paper and markers to students in groups of three or four. Ask students to create a borderaround the paper that describes leadershipany words, examples, actions, etc. can be used. Students may alsowant to reference attributes that were used in lesson one. Once students have completed their border, sharesome of the words/phrases students recorded.

Now ask students to consider their examples and create a definition of leadership. They should record thisdefinition in the center of their paper. Ask groups so share their definitions with the class and post them aroundthe room so they are visible throughout the remainder of the lesson.

Questions for discussion: How did you determine the traits/examples to include? How easy/difficult was it for you to create your definition? What influenced you the most in writing your

group definition?

How did your definition compare to your peers? Emphasize that no definition is right or wrong butrepresents different perspectives of leadership.

How does experience with leadership influence how we define leadership? Where do you see yourself in terms of the definition your group wrote?

Lets look at how Kouzes and Posner define leadership in TSLC.


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Activity 1 Distribute index cards (4 x 6 or larger) to each student and present the following definition (on PowerPoint) fromTSLC to the class:Leadership is the art of mobilizing others to want to struggle for shared aspirations.

Kouzes and Posner, The Leadership Challenge

Ask students to write or draw for one or two minutes on the index card about what comes to mind when theyread this definition. Encourage students to write whatever comes to mindthey can define it, question it, giveexamples, etc. Whatever they are thinking should be on the index card. Students should not worry aboutgrammar, spelling, etc. The purpose is just to get thoughts on paper.

Pair and share: Students share their note cards with the person sitting next to them before having a whole classdiscussion.

As a whole class, ask students to share their comments/illustrations and use as a springboard for discussion.Possible discussion questions:

What were the first things you thought of when you heard/read this definition? How does this compare to the definitions of leadership we wrote earlier? Are there any terms or parts of this that are confusing to you? At this point dont clarify any areas of

confusion, just give students a chance to share. These may be clarified more as the lesson progresses.At the end of the lesson revisit and clarify as needed.

What does this mean to you? Can you give some examples of what this might look like in everyday life, yours or experiences youve

observed? Can you think of any relationships between this definition and your experience with a student

organization or class you have been involved in?

Activity 2 Distribute and display the leadership definition that is broken down in segments. To guide students toward aclearer understanding, separate the terms/phrases into four groups: 1) leadership; 2) art of mobilizing others; 3)want to struggle; and 4) shared aspirations. Using dictionaries, segments of TSLC (Chapter 1), and otherresources, ask students to define the term/phrase and give examples and non-examples of each.Example: Leadershiplook up definition in the dictionary, put definition in own words, and give examples of what

leadership is and what it is not.

Provide work time before sharing and discussion.

Note: Teachers may want to divide students into small groups and each group take a term/phrase to report on,have small groups work on all terms/phrases, or have each student work individually on each term/phrase.


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4


Summary/Evaluation Exit cards (students complete and turn in before exiting class)Distribute blank index cards to students. On one side, have them complete the following sentence:I once believed ____________________ about leadership, but now I know ______________________ORI once believed ______________________________ about leadership, and today that belief was reinforced.


Participation points

Connections

Exit cards

Other Resources TSLC Chapters 1 and 2

Additional Notes The PowerPoint definition of leadership, purposes, and Five Practices can be printed in color and/or larger insize and serve as a classroom poster. It can also be duplicated for students to have their own copy.



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Leadership is the art of mobilizingothers to want to struggle for

shared aspirations.-- Kouzes and Posner

rom The Leadership Challengeby James M. Kouzes and Barry Z. Posner. Copyright 2003. Published by Jossey-Bass, anmprint of Wiley.


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Leadership is the art ofmobilizing others to want to

struggle for shared aspirations.

-- Kouzes and Posner



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The Five Pr actices o f ExemplaryLeadership

Model the WayInspire a Shared Vision

Challenge the Process

Enable Others to ActEncourage the Heart



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Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Defining Leadership

Leadership Interview Assignment

1. Select a school, family, or community leader to interview. This person should besomeone that is respected and viewed as an effective and/or exemplary leader in anorganization. Approve your leader with your teacher prior to moving to the next step.

2. Contact the leader and determine a date and time for the interview. This should be an in-person or phone interview but not an e-mail interview. It is important for there to bedialogue between both parties rather than sending a list of questions through e-mail.

3. Look at the list of questions provided and create three of your own questions you wouldlike answered. Questions should be open-ended (require more than a one word answer)and relate to the Five Practices of Exemplary Leadership, specifically enable others toact.

4. Conduct the interview and take notes. Be sure to include the date, time, and location ofthe interview.

5. Write a one-page reflection on what you learned from your leadership interview. Thisshould not be a repeat of the question/answers asked in the interview, but an overview ofwhat you learned and how you can use this information in your own leadershipexperiences.

What you will turn in: Three original questions Notes from interview (question and answer)

One-page reflection

Be prepared to share your interview and reflection in class.

Interview Questions:

What does leadership mean to you?

What strengths do you believe you have as a leader? Weaknesses?

What has been your greatest influence as a leader?

Leaders make other people feel strong and confident. What do you do to help othersfeel this way?

Do you feel its important to delegate? If so, why? When is a good time to delegate?

What are three or four actions you believe are essential to enable others to besuccessful?

What advice do you have for building relationships and trust in an organization?

Insert your questions here:


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1Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke Weekes. Lesson: Model the Way

MODEL THE WAY

GradeLevel: 6 12

Lesson PlanTimeframe: 1 45-min. class period Program Topic: TSLC: Model the Way State:

Chapter/School:

Overview & PurposeIn order for students to be role models and effective leaders, it is important for them todefine what is important to them as individuals and to their organization. This lesson

helps students examine various values they feel are important and their relationship totheir organization.

Career Clusters and Pathways

All


Examine the role of values in leadership.Identify personal values and rank in order of importance.

Materials Needed SuppliesPaperPen/pencilHighlighters or markersOverhead projector/computerPost-It notes several per student

Handouts

Values List (one per student) Note: When duplicating, print one-sided rather than two-sided so students can layhandouts side-by-side and view their list in its entirety.Copy of the school/organizations mission statement


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Introduction of Subject Post the following quote from TSLC, You cant do what you say if you dont know what you believe. And youcant do what you say if you dont believe what youre saying (Kouzes and Posner, 2008, p. 42). Give studentsseveral minutes to respond to the quote.

What does it mean? Do they agree/disagree and why? Share examples and experiences that support their position.

Share and discuss. Explain that this quote is talking about values. Values according to TSLC are enduringbeliefs about how things should be accomplished (Kouzes and Posner, 2008, p. 32). They are the moralcompass of how we live our daily lives. Have some discussion about how values are shaped and whatinfluences our values.

Possible discussion questions: Where do values come from? What shapes/determines our values?

How/why might values change over time? Are there times when we value something but our actions do not necessarily show it? Explain. Why do

you think this happens?

Lets examine values more closely in terms of our own lives and what it means in terms of leadership.

Activity 1 Distribute the list of values to each student. Ask them to review the list. Clarify the meanings of any terms thatare unclear to the students. They may also add any values to the list that have not been included. Have studentscomplete the tasks in the following order:

Put a check mark next to their top 25 values

Highlight their top ten (or underline if highlighters are not available)

Rate their top ten with 10 being the least important and 1 being the most important

Explain their top five values

Do a quick share of some of the students top values.Possible discussion questions:

Did anyone add any values to the list? If so, what? How easy/difficult was it to rank your values? Think back to your personal best leadership experience. What values were represented? Are there areas in your own leadership experiences that you feel your values are more apparent than

others? Explain.


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Activity 2 Explain to students that leadership isnt just about what we believe, but about having shared values and puttingthose values into action.

Review the school/organizations mission statement.

Distribute several Post-It notes to students and ask them to write down three to f ive values from their list thatthey have seen represented in the organization. Have students connect their examples to the mission and postthem accordingly. Give students a chance to read the values others have posted. Students can stay in smallgroups for a small group discussion or return to seats for a whole class discussion.

Possible discussion questions: What observations can you make about the values posted? What are the similarities between your top five values and those posted? Differences?

Are there any values that were posted that you disagree with either their placement or their role in ourschool/organization? Why?

Are their values you notice have been forgotten or missed? How do these values influence what we do as members of this particular school/organization? How would the organization be different if we did not have a mission? How can/do leaders demonstrate these values/beliefs? Give specific examples.

Emphasize that these documents and principles represent the shared values of leaders involved in theschool/organization.

Activity 3 Leaders live and act by their values. They have clarity in what they believe, and they align their actions with theirvalues. Refer back to the connection that values are like a compass because they provide direction and focus.

Ask students to write their own analogies and then share them with the c lass.Complete the following phrases:Values are like _________________________________ because _______________________________

Teachers/advisers may want to post these or create a bulletin board to display students work. For an additional

challenge, students may create a reverse analogy.Values are not like _______________________ because______________.

Summary/Evaluation Ask students to summarize what it means to model the way in their own words and why it is important inleadership. Remind them that leadership is about doing, but it is also about purposeful and consistent actionsbased on shared values and how we demonstrate those values through our actions. Its not just about us asindividuals, but who/what we represent.


Values handout

Analogies

Participation in discussion


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Other Resources TSLC Chapter 3

Additional Notes

Source Kouzes, James, and Posner, Barry. The Student Leadership Challenge. San Francisco: Jossey Bass, 2008.


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1Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Model the Way

Values List

1.Check 25 mostimportant values

2.Highlight top 10 fromthe list of 25

3.Rank top 10, with 1 being themost important

______________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

AchievementAutonomyBeautyCaringCautionChallengeCommunicationCompetenceCompetitionCooperationCourageCreativityCuriosityCustomer focusDecisiveness

DependabilityDeterminationDisciplineDiversityEffectivenessEmpathyEqualityFairnessFamilyFamily timeFlexibilityFreedomFriendship

FunGrowthHappinessHarmonyHealthHonesty and IntegrityHopeHuman relationshipsHumorIndependenceIndividualismInnovationIntelligenceInvolvementLearningLove and affectionLoyaltyOpen-mindednessOrganizationPatiencePowerProductivityProfitability

______________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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2Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Model the Way

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Prosperity and WealthQualityQuantityRecognitionRespectResponsibilityRisk-takingSecurityService to othersSimplicitySpeedSpirituality and faithStrengthTask focusTeamworkTrustTruthUniquenessVarietyWinningWisdom

__________________________________________________________________________________________________________________________________________________________________________________________________________________

Other Values that are not listed but are important to you

Provide an explanation for why you chose your top five values:

1.

2.

3.

4.

5.


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Lesson: Inspire a Shared Vision

DREAM BIG

(Ryan Shupe & The RubberBand)

When you cry, be sure to dry your eyes,'Cause better days are sure to come.

And when you smile, be sure to smile wide,And don't let them know that they have won.And when you walk, walk with pride,And don't show the hurt inside,Because the pain will soon be gone.

(Chorus)And when you dream, dream big,As big as the ocean, blue.'Cause when you dream it might come true.But when you dream, dream big.

And when you laugh, be sure to laugh out loud,'Cause it will carry all your cares away.

And when you see, see the beauty all around and in yourself,And it will help you feel okay.And when you pray, pray for strength to help to carry on,When the troubles come your way.

(Chorus)And when you dream, dream big,As big as the ocean, blue.'Cause when you dream it might come true.But when you dream, dream big.

(Dream big.)(Dream big.)

When you cry be sure to dry your eyes,cause better days are sure to come.And when you smile be sure to smile wide, anddon't let them know that they have one.And when you laugh be sure to laugh out loud,'Cause it will carry all your cares away.And when you see, see the beauty allaround and in yourself, and it will help you feel okay.And when you pray, pray for strength tohelp to carry on when the troubles come your way.

Chorus 2x


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1Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Inspire a Shared Vision

Mapping Your Path

GradeLevel: 6 12

Lesson PlanTimeframe: 1 3 45-min. periods Program Topic: TSLC: Inspire a Shared Vision State:

Chapter/School:

Overview & PurposeInspiring a shared vision can be difficult for any leader, especially a teenager. Teensare still developing the ability to set long term goals, envision what the end result

might look like and communicate that vision to empower others.



Clarify the meaning of inspire a shared vision.Identify characteristics of leaders who inspire action.Create a visual representation of the process for achieving a project goal.

Materials Needed SuppliesWriting toolPaperCollage paperMagazinesGlueScissorsMarkersCD player/projector/computer

CD or YouTube of Dream Big by Ryan Shupe and the RubberBand

HandoutsMapping Your Path one per studentDream Big Lyrics -- one per student


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Introduction of Subject Ask students to think about people, past and present, who have inspired others to work toward a common goal.These might be activists, coaches, political figures, or people in their own lives such as family members, peers,religious figures or coaches.

Possible subjects could include: Martin Luther King Jr., Winston Churchill, President Barack Obama, HerbBrooks (hockey coach for the U.S. 1980 Olympic hockey team), Susan B. Anthony, Maya Angelou, PrincessDiana, or others.

Now ask students to generate a second list, but this time focus on people they see in their day-to-day lives intheir families, school, and community. Think about people who have a vision of where they want to go or takepeople and how they have inspired others toward that vision. These could be peers, school/organization leaders,family member, religious figures, community members, etc.

After a list has been brainstormed, discuss qualities and traits that these charismatic leaders had/have incommon.Possible discussion questions:

What is/was their cause/purpose? How do/did they get others to believe in their cause? Why do/did these leaders have the impact they did? How do/did they communicate their aspirations? What were peoples reactions?

Variation: Break students into groups and each group takes a person from the list. Students discuss in smallgroups and report back to the class. Record common themes and ideas on the board. Or split the class in halfand one group generates the first list and the other group generates the second list.

Share with students that the second practice of the five leadership practices is Inspire a Shared Vision.According to TSLC, leaders believe in the future and the possibilities it brings. They also inspire others to believein a common goal and work toward accomplishing great things. Each of the leaders we have discussed todayhave done just that. They were passionate about a vision they had for the future and inspired others to take

action.


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Activity 1 Before they can inspire others, leaders need to have a clear, purposeful vision. We often consider our goals andthink about our dreams, but we dont spend time really thinking about what they look and feel like. In order tobring clarity to ones vision, its not only important to consider the end result but also what its going to take to getthere. Professional athletes do this all the time. Before a game or a match, they often visualize what thatcompetition is going to look like from beginning to end, focusing on how to get to the victory. They play themental what if game, imagining all possibilities of what its going to take in order to reach their victory. Thesame exercise can be equally as effective in working toward accomplishing our own personal victories.

Ask students to close their eyes and lead them through a visual imagery exercise. Use the following prompts toguide students to not only think about but also to visualize their goals, futures, and dreams. Be careful to pausebetween prompts in order to give time for students to create visual pictures and really imagine the possibilities.

Think of a goal or dream you want to accomplish. This might be something you are currently working onor something for the future. Maybe something youve considered but havent really focused on lately.

Imagine the day you accomplished your goal. Picture yourself in that environment. What do you looklike? What are you saying and doing? Who else is there? Imagine the environment; what does it looklike? Smell like? Sound like? How do you feel?

Now think back to what it took for you to get to this point. How long did it take you? What sacrifices didyou have to make? What were the little victories you were able to celebrate along the way? What werethe victories that you knew were bringing you that much closer to your goal?

What did that road look like? Was it smooth and uneventful or bumpy and turbulent? What obstacles didyou encounter? How did you work through these obstacles? Consider the time it took to get through toeach one.

Now picture yourself today and think about the route you are going to take to get from here to there.

Ask students to open their eyes and take 5 minutes to journal what they envisioned (this could be writing,pictures or a combination of both). Provide an opportunity for sharing.


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Activity 2 Now that we have taken some time to visualize our goal/dream, lets take some time to bring even more clarity tothis vision.

Ask students to consider a dream or goal they want to accomplish. This could be something personal likegraduate high school or college, a dream job or career they are working toward, or something that involves agroup or organization they are working with such as winning a state championship or completing a schoolproject.

Now take a minute to identify a concrete object or activity that could serve as a metaphor for your goal. Someexamples to help students generate ideas could include: ______ is like a marathon, climbing a mountain, or ship(Kouzes and Posner, 2008, p. 70).

Pass out the Mapping Your Path handout and review the guidelines and expectations. Students will create a

collage representation of their goal. Note:Teachers/advisers may need to adapt the collage activity to meet theneeds of students. If layering is too complicated or there are too many components, adjust so that it ismeaningful to the level of learner you are working with.

Students could present their collages to the class and then post them as a reminder throughout the semester,trimester, or school year.

Connect back to the introductory activity about charismatic leaders who inspired others through their passion andcommitment to their cause. How might students inspire others to work toward a common goal? (If their collagerepresented a personal goal, how might they apply this process to a group setting/aspiration?)Possible discussion questions after presentations:

What observations can be made about peoples goals, dreams? Which goals were personal/individual goals and what goals were related to a group? As a school leader, what happens if others do not see your vision or agree with your vision? Now that weve created a vision, how can we take this one step further to inspire others? Explain that part of the process of inspiring a shared vision is listening. What did you learn about each

other as you listened to students presentations?

What themes/common ideas were shared among each other? If we were to complete a class project, what are some ideas we could take from listening to each other?

Activity 3 Play the song, Dream Big by Ryan Shupe and the RubberBand and distribute the lyrics so students can followalong. If YouTube is accessible, there are also several versions of videos that could be shown. Repeat the songa second time for students to think about what the lyrics mean.

Ask students to pick a line or phrase in the song that they can connect to their collage/goal and its relationship toinspiring others. Allow time for each student to share his/her connection.


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Summary/Evaluation Explain that is important for leaders to be clear in their vision before they can expect others to follow. Whether itsworking on a group project or leading an organization, a shared vision needs to exist to give purpose anddirection to the experience. As an organization/school do we have a shared vision? If not, should we? Whatshould that vision look like? How can we make that vision more apparent and inspire others?

Students can be evaluated on:

Metaphor collage

Participation


There are several websites that have copies and/or clips of speeches for reading, viewing, and listening. Somesuggested sites are:

Famous Speeches and Speech Topics: www.famous-speeches-and-speech-topics.info/ Time magazine, The Top 10 Speeches of all time:

www.time.com/time/specials/packages/article/0,28804,1841228_1841749,00.html

American Rhetoric: www.americanrhetoric.com/top100speechesall.html

Famous Quotes & Speeches: www.famousquotes.me.uk/speeches/

Additional Notes The lesson could be expanded and deepened through further analysis of historical leaders and their impactsthrough speech. Students could be assigned a leader/speech, research the speech, and present an analysis ofthe leader and his/her impacts. Students could also role play and present the analysis as if they were that leader.

Students could also use the collage process to create a plan of action to practice inspiring a shared vision orimplement steps toward reaching that vision. Teachers/advisers could set a time table for completing the plan several weeks, a grade period, a semester, or other, and provide class time for students to work. This would be agreat place to select and implement a service learning project. As part of the follow-up component of the project,have students connect back to how they inspired others with their vision.

Source

(If applicable, cite anypublished or copyrightedmaterials used in this lessonplan.)

Kouzes, James and Posner, Barry. The Student Leadership Challenge. San Francisco: Jossey Bass, 2008.
http://www.famous-speeches-and-speech-topics.info/http://www.time.com/time/specials/packages/article/0,28804,1841228_1841749,00.htmlhttp://www.americanrhetoric.com/top100speechesall.htmlhttp://www.famousquotes.me.uk/speeches/http://www.famousquotes.me.uk/speeches/http://www.americanrhetoric.com/top100speechesall.htmlhttp://www.time.com/time/specials/packages/article/0,28804,1841228_1841749,00.htmlhttp://www.famous-speeches-and-speech-topics.info/


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1Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Inspire a Shared Vision

Mapping Your Path

Before they can inspire others, leaders need to have a clear, purposeful vision. We often considerour goals and think about our dreams, but we dont spend time really thinking about what theylook and feel like. In order to bring clarity to ones vision, its not only important to consider theend result but also what its going to take to get there.

Step 1: Take some time to consider a goal you are working to accomplish. This might besomething short term such as competing in an event or completing a project, or itmight be something more long term such as graduating from high school, goingto college, or focusing on a certain career.

My goal is ______________________________________________________

Step 2: Identify a concrete object or activity that could serve as a metaphor for your goal.For example, accomplishing _______________ is like running a marathon,climbing a mountain, or sailing a ship (Kouzes and Posner, 2008, p. 70). Becreative!

Step 3: Create a three-layer metaphorical collage that serves as a visual representationof your goal.

The first layer is your background. This should represent the scenery fromyour metaphor. Using the examples from step 2, a marathon might berepresented by a map or street route, a mountain climb would bedemonstrated by the terrain, and a sail would be represented by a body ofwater.

The second layer illustrates the route you will take to achieve your goal. Is ita straight path, a hilly terrain, or a sea of waves? Also include three possibleobstacles or set-backs you might encounter along your way and twostrategies for overcoming each obstacle.

The third and final layer includes words, phrases and/or quotes that arestrategically placed on the route to inspire and encourage commitment.

Include at least five.

Step 4: Write a one- to two-page description of your collage describing your path fromstart to finish, including the possible obstacles and strategies. Be sure to explainwhy you chose the words/phrases/quotes and why they were placed as theywere.

Step 5: Present your collage.


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2Copyright 2010 by John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Inspire a Shared Vision

Name_______________________________________________________ Date__________Class_____

Mapping Your Path Grade Sheet

Accomplished4

Not Quite2

Developing/Missing

0Collage

Goal is clear

Layer 1: Background pictures fill all spaceof paper

Layer 2: Route from start to finish is clearlyvisibleLayer 2: 3 obstacles or set-backs arerepresented

Layer 2: 2 relevant strategies for eachobstacle is includedLayer 3: at least 5 motivational words,phrases are quotes are includedLayer 3: placement of motivational phrasesare relevant and purposeful

Collage is a true collage with overlappingwords and pictures in the order assignedCollage is well thought out

Metaphor is clear and consistent

Written description

1 2 page paper

Explanation is clear and specific

Essay explains why you chose the images

Essay describes how the images representyour goal and the steps to accomplishthemEssay completely explains purpose andplacement of motivational phrases/quotes

Total __________________________ / _____60______

Comments:


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Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke Weekes 1Lesson: Challenge the Process

Case Scenarios

Scenario 1:

You just received your math mid-term, and the grade on your paper was much lower than whatyou expected. You studied extremely hard for this exam and thought you were well prepared. You

dont understand why you missed some of the problems you did or how the final grade wasdetermined.

If you challenged the process, what would that look like?

What is the best that could happen?

What is the worst that could happen?

Should you challenge the process? Why or why not?

How would you go about it (what would you say, what would you do, how would you act)?


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Scenario 2:

Your school has just instituted a new policy on fundraising, and your student organization is onlyallowed one fundraiser a year. Your group counts on several fundraisers throughout the year tosupport activities, community service projects, and funding students attendance at local, state,and national conferences. You are worried this new policy is going to have a negative impact onyour organization.







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Scenario 3:

As a senior, you are starting to receive admittance letters from the colleges you applied to. Youhave been accepted to a couple of local schools, but the college you have had your heart set onfor the past four years has denied you.







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Scenario 4:

You have been dating your girlfriend/boyfriend for several months now, and you really enjoyspending time with this person. It seems like lately, s/he has to know where you are at all hours ofthe day. If you are not with this person, s/he is calling or texting asking where you are and whatyou are doing.







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Scenario 5:

You just learned your employer is going to have to cut back due to the recent economic issues.You are saving money for a spring break trip with your friends family and wont be able to go ifyou lose your job. You are not sure if your hours will be cut back or if you will be let go altogether.







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Scenario 6:

You feel like your parents have been busier than ever recently, and even though you enjoy yourindependence you miss spending time with them. You use to eat dinner together on a regularbasis, and now you feel lucky if you see each other in the mornings before you race out the door.







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1Copyright by John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Challenge the Process

THINK OUTSIDE THE BOX

GradeLevel: 6 12

Lesson PlanTimeframe: 1 - 2 45-min. class periods Program Topic: TSLC: Challenge the Process State:

Chapter/School:

Overview & PurposeIn order to keep organizations moving and growing, change is necessary. This lessonhelps youth recognize how to be proactive in a healthy, positive way in order to

promote leadership growth and organizational development.



Create meaningful strategies for effectively solving problems.Examine the role of consequences in problem-solving and decision-making.Differentiate between healthy and unhealthy risks.

Materials Needed SuppliesPaperPen/pencilDifferent colored pens, pencils or markers

HandoutsCase scenarios (one per group or one per student depending on how activity is executed)Exit slips (one per student)


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Introduction of Subject Draw nine dots in the shape of a box (see below) on the board and challenge the students to connect the dotsusing only four straight lines that go through the middle of each dot without picking up the tip of their pencil.Students may start from any point, but once the first line is drawn they should not lift their pencil.Hint: The end of the first line will be the start of the second line and so on. Each line may be as long or short asstudents would like and the lines may cross each other.

Go to www.brainstorming.co.uk/puzzles/ninedotsnj.htmlfor a demonstration of the solution or see the solutionbelow from www.permadi.com/fpcgi/9dots/solution.html.

Provide time for students to work out the puzzle. If a student thinks theyve found a solution ask them todemonstrate. After several minutes, share the solution if no one has solved it. Ask students why this may havebeen challenging? Discuss the pros and cons of staying in the lines and how this applies to leadership. Explainthat sometimes we have to look outside of the norm to find a solution or address an issue. We might have to

involve other perspectives and think outside the box and challenge what has traditionally been tried to find amore meaningful and workable solution.

Challenge: Solution:
http://www.brainstorming.co.uk/puzzles/ninedotsnj.htmlhttp://www.permadi.com/fpcgi/9dots/solution.htmlhttp://www.permadi.com/fpcgi/9dots/solution.htmlhttp://www.brainstorming.co.uk/puzzles/ninedotsnj.html


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Activity 1 Ask students to write a journal response to the following:Describe a time in the past when you have learned a life lesson from a mistake you made. Examples may relateto friends/relationships with others, preparing/executing a school project, or others. Encourage students to thinkabout meaningful experiences with lessons they still remember and think about today. How did you feel at thetime? What were the consequences of that mistake? Looking back, what lessons did you learn from thatmistake? If you had the opportunity to change the situation, would you? Why or why not?

Ask for volunteers to share their journals. Emphasize that mistakes are a common part of our daily lives, but itsthe lessons we learn and the growth that occurs thats important to focus on.

Introduce the third practice, Challenge the Process. Explain to students that leaders are always looking for waysto be innovative in order to change, grow, and improve. They feel safe to experiment, take healthy risks, and seemistakes/challenges as an opportunity to learn. They also provide opportunities for those around them to feel

that same safety net. However, challenge the process doesnt mean take unhealthy risks or just challenge theprocess for the sake of the challenge. Leaders are able to critically analyze the situation and recognize whatneeds to be changed and what should stay the same.

Activity 2 Distribute case scenarios and have students analyze them in small groups by answering each question.Students should write responses directly on the papers. After providing time to work, have students exchangepapers. Students read the new scenario, analyze the responses made by the group before them and then addtheir own comments. If students do not think anything different should be done, then they need to write why theyagree with the previous group. Remind students that they are thinking outside the box, and there is no one rightanswer. The more ideas, the better. Teachers may want students to designate their group with a number ordifferent color ink.

Variation:Put students in groups with each person in the group having a different scenario. Students respond toeach scenario individually rather than as a group.

When everyone has seen and responded to each scenario, bring the group back together. Possible discussionquestions:

What did you notice about the approaches to the different challenges? What did you learn f rom the different approaches/perspectives that were brought to the discussion? Where there any situations discussed today that you thought should not be challenged? Explain. How do you determine when a process should be challenged? What can you do if you know something is not working well, but you do not know what to do about it? How can you apply this to a leadership experience? Think about the 9 dots activity at the beginning of class. What lesson(s) can we apply from that activity to

the case scenarios? What lessons can we apply to apply in our daily experiences?


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Activity 3 Distribute exit slips and have students complete them as their ticket out the door.

Summary/Evaluation As leaders its important to continuously seek opportunities for change and growth. Leaders look at mistakes andfailures as opportunities for growth and change rather than setbacks. Think about how you can grow andimprove as a leader and challenge yourself to take a positive risk. Be proactive in looking for chances to stretchyourself and learning something new. Consider how you can supply those same opportunities and support toothers you are working with (Kouzes and Posner, 2008, p. 94).


Journal entries

Questions and interactions to the scenarios Exit slips

Other ResourcesTSLC Chapter 5

Additional Notes



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EXIT SLIP Name

Topic: Challenge the Process Date:

1. In your own words, describe what it means to challenge the process.

2. What is something in your own life that you feel could be challenged? Why do you think change is needed?

3. What results would you like to see?

4. How might you initiate this change?

EXIT SLIP Name

Topic: Challenge the Process Date:

1. In your own words, describe what it means to challenge the process.

2. What is something in your own life that you feel could be challenged? Why do you think change is needed?

3. What results would you like to see?

4. How might you initiate this change?


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If I have seen farther than others,it is because I was standing on the

shoulders of giants.

-Isaac Newton

Lesson: Enable Others to Act


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The small, brave act of

cooperating with another person,of choosing trust over cynicism,

generosity over selfishness, makes

the brain light up with joy.

-Natalie Angier



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He that speaks, sows; he that

hears, reaps

-Turkish proverb



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To say my fate is not tied to yourfate is like saying, your end of the

boat is sinking.

-Hugh Downs



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Gettin good players is easy.Gettin em to play together is the

hard part.

-Casey Stengel



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In organizations, real power and

energy is generated through

relationships. The patterns ofrelationships and the capacities to

form them are more important

than tasks, functions, roles and

positions.-Margaret Wheatley



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I must follow the people. Am I not

their leader?

-Benjamin Disraeli



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Confidence is going after Moby

Dick in a rowboat and taking the

tartar sauce with you.

-Zig Ziglar



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Any human anywhere will

blossom in a hundred unexpectedtalents and capacities simply by

being given the opportunity to do

so.

-Doris Lessing



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1Copyright John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Enable Others to Act

EMPOWERING OTHERS

GradeLevel: 6 12

Lesson PlanTimeframe:

3 or more 45-min. classperiods Program Topic: TSLC: Enable Others to Act State:

Chapter/School:

Overview & PurposeIn order to enable others to act, it is important to understand what it takes to get there.By analyzing others actions and engaging in collaborative activities, leaders can

strengthen networks and further encourage action. We are all motivated by differentthings, but something nonetheless. Seeing what motivates others can also give usinsight to the leadership potential of our peers.



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Define what it means to enable others and identify strategies to enable action.Engage in team-building exercises and examine the roles involved.Examine the relationship between motivation and leadership.

Materials Needed SuppliesProjector/computerMasking tapeMisc. supplies for students to complete projects

HandoutsPost the quotes on enabling others around the room (print from the PowerPoint) with a piece of chart paperposted next to each quote.

Introduction of Subject Ask students to take a few minutes and take a quote walk. Take time to read each quote, select one thatconnects with you, and stand by it. Suggestions for students to think about: something they find interesting, theyagree/disagree with, something theyre reminded of, etc. Once in groups, have students share with each otherwhat they think it means and why they chose they quote they did. Choose one reporter from each group tosummarize the discussion.

Note: if there are too many students in a group, teacher/adviser may want to distribute students more evenly.

Explain to students that the fourth practice in TSLC is to enable others to act. Leaders enable action by involvingothers and recognizing the power of collaboration. Leaders need to provide choices and support the decisions ofothers; they are active listeners and foster cooperative and collaborative relationships in order to buildleadership.

Ask students to think more deeply about the quote they selected and answer the following questions on the chartpaper.

What does this quote mean in terms of leadership, specifically the fourth practice of enabling others to

act? Give an example of what this might look like in our everyday lives. Create a visual that further illustrates the example.

Have students share out or circulate around the room to view each others response.


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Activity 1 Read an excerpt (or have students read if books are available for each student) from TSLC, p. 95 98(Jaspreets experience, stop before the section begins on Foster Collaboration). Ask students to consider thefollowing questions as you read:

Give examples/situations where Jaspreet felt strong and confident. Give examples/situations where Jaspreet felt powerless or weak, or where things did not go as

anticipated. What was the turning point for Jaspreet when things started to move more smoothly and successfully? How did Jaspreet enable others to act?

After reading the excerpt, have students share their responses with a partner and then report out as a largegroup. Continue the large group discussion by asking students:

Have you ever been in a situation similar to Jaspreets? Share. What does it meant to delegate? Give some examples when someone has delegated to you or you have

delegated a task to someone else. What are some barriers to delegating/enabling others? In other words, why wouldnt someone delegate? What are some fears about sharing jobs/tasks/responsibilities? How can trust be built in an organization? How do you know when to delegate and who to delegate to? What does it mean to empower versus overpower? What lessons can be learned f rom Jaspreets experience?

Discuss with students that delegating can be challenging for any leader but enabling others to act is aboutempowering others rather than taking control or overpowering. Its important to build trust in an organization inorder for everyone involved to be an active contributor and feel valued in the organization.


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Activity 2 One way leaders can learn more about leadership, delegating, and building trust is to learn from othersexperiences. Explain to students that they will be conducting a leadership interview. Brainstorm a list of potentialleaders they might choose to interview. Some examples could include, but are not limited to:

coach

club/organization/student government president

principal, teacher, or other school leader

project manager, director, or business leader

city council member

school board member

sports/performing arts team captain

otherOnce a complete list has been generated, review the interview guidelines.

Note: teachers may want to have students partner up and/or sign up for a specific person so a variety of leadersare interviewed rather than one or two people. This is also a good opportunity to consider the previous practicesof leaders and remind students to consider leaders that demonstrate these qualities. A list of questions isprovided; however, you may want to generate a class list of questions or have students come up with all theirown questions.

After completing the interview have students share who they interviewed and what they learned from theinterview. How can they apply what they learned to what they do as school leaders?


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Activity 3 Explain to students that they are going to have an opportunity to put what they learned into action. Put studentsin groups of 4 or 5 and give each group a paper bag of supplies this could be a variety of materials (string,glue, paper clips, popsicle sticks, tape, paper, tin foil, pipe cleaners, etc.), but each group should have equalmaterials. Explain to students their team challenge:

Groups will have 20 minutes to create a sculpture that defines leadership.

They can only use the supplies provided to them.

Prior to creating the sculpture, they will need to assign each group member a role and a title for that role(for example: time keeper keeps members on task, cheerleader motivates group, etc.). Students candefine their own roles, but each role must have a job description and each role must have an equal partin the challenge.

When time is up, students will be asked to present their sculpture to the class and will need to justifywhy they chose the design/structure they did.

Teachers/advisers should keep time and monitor the group. When time is up have each group present his/her

sculpture.

Possible discussion questions: Who emerged as the group leader? Explain. How were your roles determined and tasks delegated? What challenges did you encounter? How did you overcome them? How would your results be different if you were to do this on your own (considering all conditions stayed

the same)? What worked really well for your group? What would you change if you repeated this process? How does this experience apply to experiences when you are working/leading an organization? How can you use what you learned to enable others to act?

Summary/Evaluation(Assign Homework, or Reflect onthe Outcomes)

Play the story of Rick and Dick Hoyt from YouTube (http://www.youtube.com/watch?v=64A_AJjj8M4). Note:there are several versions of this story that would be relevant for this lesson. If YouTube access is not available,the story is available in print at http://www.teamhoyt.com/

Ask for students reactions to the Hoyts story and explanations of how they represent the fourth practice. Explainthat there is a clear partnership of trust between this father/son team. Rick uses his strengths to empower hisson and vice versa. Bring students to the point that enabling others to act is about liberating people to use thepower and skills they already have, expanding their opportunities to use themselves in service of a common andmeaningful purpose (Kouzes and Posner, 2008 p. 110).


Participation in the quote walk

Interview assignment

Team challenge/reflection questions.
http://www.youtube.com/watch?v=64A_AJjj8M4http://www.teamhoyt.com/http://www.teamhoyt.com/http://www.youtube.com/watch?v=64A_AJjj8M4


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Additional Notes



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1Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Encourage the Heart

ITS THE LITTLE THINGS THAT COUNT

GradeLevel: 6 12

Lesson PlanTimeframe: 1 week plus 1 2 45-min.

class periodsProgram Topic: TSLC: Encourage the Heart State:

Chapter/School:

Overview & PurposeSchools and society spend a lot of time recognizing individuals for outstandingaccomplishments we have awards for state championships, beauty pageants,performing arts, and other activities that recognize the big things people accomplish.Through all this, we all too often forget its the little everyday feats that get us to thatpoint. Many youth accomplish many great things without receiving any type ofrecognition or without recognizing others. This lesson brings the focus to looking atthe little things.



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Lesson Plan Goals &Objectives Indentify strategies to encourage and support others.

Create unique ways to encourage and support individual differences, abilities, and strengths.Examine the impact of recognition on others esteem and performance.

Materials Needed SuppliesPaperPen/pencilVarious supplies for students to complete projects

HandoutsNames of each student in the class for drawingRecognizing What Counts project description (one per student)

Introduction of SubjectThe Charles Schultz Philosophy from www.rogerknapp.com/inspire/schultzphilosophy.htm(Note: This has beencoined the Charles Schultz Philosophy though there is no evidence to substantiate this. Also note that CharlesSchulzs name is misspelled on this website.)

Ask students to get out a blank sheet of paper and answer the following questions:1. Name the five wealthiest people in the world.2. Name the last five Heisman trophy winners.3. Name the last five winners of the Miss America Pageant.4. Name ten people who have won the Nobel or Pulitzer Prize.5. Name the last six Academy Award winners for best actor and actress.6. Name the last decades worth of World Series winners.

Now, answer these questions:1. List a few teachers who aided your journey through school.2. Name three friends who have helped you through a difficult time.3. Name five people who have taught you something worthwhile.

4. Think of a few people who have made you feel appreciated and special.5. Think of five people you enjoy spending time with.

How did you do? The point is none of us remember the headliners of yesterday. These are no second-rateachievers. They are the best in their fields. But the applause dies. Awards tarnish. Achievements are forgotten.Accolades and certificates are buried with their owners. The lesson: The people who make a difference in yourlife are not the ones with the most credentials, the most money, or the most awards. They are the ones thatcare.
http://www.rogerknapp.com/inspire/schultzphilosophy.htmhttp://www.rogerknapp.com/inspire/schultzphilosophy.htm


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Activity 1Explain to students that the fifth practice of the Five Practices is encourage the heart. Encouraging the heart isabout recognizing and appreciating the contributions of those around us and celebrating each victory, no matterhow big or small.

Ask students if they have ever worked hard at something and been recognized for it. How did it make them feel?Have they ever worked hard or accomplished something they were proud but no one else noticed? How did thatmake them feel? Explain that we should not be motivated by reward, but as leaders we can encourage thosearound us by recognizing others contributions and achievements.

Activity 2As a class we are going to take some time getting to know each other and recognizing each other. DistributeRecognizing What Counts to each student and review the project guidelines.

Have students draw names. They are to observe this student for the next couple weeks (or designated amount oftime) paying attention to their abilities, strengths, and interests. Towards the end of the first week, students willconduct an interview of their partner.

You may want to generate a class list of questions that would be appropriate to ask in the interview and providetime for students to conduct their interviews.

Activity 3Have an awards ceremony and have students present their awards to each other.

Debrief and reflect on the process. Possible discussion questions: How difficult/easy was it to create the award? What did you learn about yourself/your peers in this process? How did you feel about what your partner recognized you for? How can you apply this to your work/role in school or organization?

Summary/Evaluation(Assign Homework, or Reflect on

the Outcomes)

As leaders its important for us to recognize the day-to-day things that those around us contribute. While in this

exercise we created an award to acknowledge the little things and award isnt always necessary orappropriate. How can we increase our awareness of the daily contributions and recognize these contributionssincerely? Think about how you can incorporate this as a part of your daily leadership practices.


Achievement Award

reflection

Other ResourcesTSLC chapter 7


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Additional Notes Class time will depend on how much time is designated for students to work in class versus homework.



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Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Encourage the Heart

Recognizing What Counts

Recognition is about acknowledging good results and reinforcing positive performance, shaping anenvironment in which everyones contributions are noticed and appreciated (Kouzes and Posner, 2008).It is not uncommon for people to receive recognition for outstanding accomplishments such as winning astate championship or a contest, but often we fail to recognize the smaller, everyday accomplishmentsthat are equally important, those things that contribute to larger accomplishments.

In an effort to focus on the little things, each person will get a partner. Spend some time getting to knowyour partner through interactions and observation. After spending some time getting to know your partner,create and design an award for this person. The focus on this award could be related to a personalitytrait, an accomplishment such as something that was difficult or took great effort to achieve, an event thatwas overcome, etc. The award should be for a personal accomplishment that would not typically berecognized by society or the school.

Create a name for the award that represents what the award stands for.

Design a shape for the award that signifies something about the award. Design and create the award to represent this person and his or her achievement.

Include the persons first name visibly on the award.

Place the title or name of the award in a prominent place on (or above/below) the award.

Present the award in class at our Awards Ceremony by explaining the accomplishment, the

name, chosen shape, and significance of the items, and the traits represented.


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Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke WeekesLesson: Encourage the Heart

Recognizing What CountsScore Sheet

YourAward: Score: Score:

Appropriate achievement event. 5 ______

Name of award is visible, creative, and suitable to achievement. 5 ______

Shape is suitable, creative, and representative of achievement. 10 ______

Design includes visual representation of items/traits helpful to and/orresulting from or involved in your achievement. 5 ______

First name is visible on front of award. 5 ______

Neatness smooth/even edges, clean/no smudges, etc. 5 ______

Presentation:

Identifies/explains achievement 10 ______

Identifies/explains name of award. 5 ______

Identifies/explains shape of award. 5 ______

Explains visuals in relation to traits represented. 10 ______

TOTAL: 65 __________


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1Copyright 2010 John Wiley and Sons, Inc. Prepared by Brooke Weekes Lesson: Interpreting the Student LPI

INTERPRETING MY SLPI

GradeLevel: 6 12

Lesson PlanTimeframe: 1 45-min. class period Program Topic: Understanding SLPI scores State:

Chapter/School:

Overview & PurposeOnce students take the Student LPI and review their scores, they may not be clear onwhat they mean or how they can use this information to grow in their own leadership

development. This lesson walks students through the analysis process in order tounderstand their scores and its implications.



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Analyze and evaluate the Student LPI score report.Determine strategies for developing leadership potential.Connect individual Student LPI scores to roles and responsibilities as a leader.

Materials Needed SuppliesPen/pencil

HandoutsPoem Pretty Good (one per student or just one for the teacher/adviser)Student LPI report (each students individual report)Student LPI analysis (one per student)Suggestions for Meeting the Leadership Challenge (one per student)

Introduction of Subject Read the poem Pretty Good by Charles Osgood.

Ask for students thoughts and reactions. How do they think this connects with TSLC? After students shareresponses, explain that the Student LPI is a tool to help students get a picture of their leadership attributes where their strengths are and where areas for improvement are. It is a tool for students to use so they cancontinue to grow and develop to their full potential and go beyond pretty good.

Activity 1 After students have taken the Student LPI, distribute their score reports. Teachers/advisers may want to have asample to project for students to follow along with. Walk students through their score reports. Key points tohighlight:

There is a summary page and then each practice is broken down individually.

For each practice, there is another summary page and a bar graph.

The self column shows how the student scored him/herself. The average column shows the averages ofstudents scores combined with the average observers scores, and then each observer score is brokendown.

After the summary page, the statements are also provided in case students want to go back and look ata particular score.

Students do not have to show their scores to anyone else. This is private. It is OK to disagree with an observers rating and normal to feel bad, upset, or even mad about a

score(s).

Take some time to review your profile and consider how you can use this information to grow anddevelop

Provide time for students to ask questions


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Activity 2 Distribute the analysis worksheet and have students complete the form individually.

Ask for volunteers to share. Teachers/advisers should be cognizant of students who choose not to share as thisis personal and students should have the option.

Provide a brief explanation of these Frequently Asked Questions:1. How reliable and valid is the Student LPI?

This is time tested and proven reliable and valid. Research supports that the more frequently leadersengage in each practice, the more effective they are as leaders

2. What are the right answers?There are no right answers, but there are some answers that result in a higher score than others. Themore frequently these behaviors/actions are practiced, the more they are observed.

3. Should my perceptions be consistent with the ratings other people give me?

You may not be perceived the same way by the same people all the time, and peoples expectationsmay differ depending on your roles and relationships. Different ratings from different observers willnaturally result in a variation of scores. Students tend to see themselves more positively than others do.How consistent or inconsistent your scores are can give you an indication to how you are perceived.

4. Can I change my leadership behavior?Receiving feedback and learning how to use that feedback for growth can contribute to change. Butchange will only occur if there is a strong, genuine interest to change and make a difference.

Activity 3 Distribute the handout Suggestions for Meeting the Leadership Challenge. As a class or in small groupsbrainstorm additional ways students may meet the leadership challenge. Students may want to reference thequestions from the inventory to brainstorm ideas.

Summary/Evaluation(Assign Homework, or Reflect onthe Outcomes)

The SLPI can be a powerful tool in helping students recognize what their strengths are as leaders and theirpotential for growth. It not only allows us to view our perceptions but also how others perceive us as leaders.


SLPI Analysis

Other Resources The Student LPI Student WorkbookThe Student Leadership Planner

Additional Notes

Source Kouzes, James and Posner, Barry. Student Leadership Practices Inventory: Student Workbook. San Francisco:Jossey Bass, 2006.

Kouzes, James and Posner, Barry. The Student Leadership Challenge. San Francisco: Jossey Bass, 2008.


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Pretty Good

by Charles Osgood

There was once a pretty good student,Who sat in a pretty good classAnd was taught by a pretty good teacher,Who always let pretty good pass.

He wasn't terrific at reading;He wasn't a whiz-bang at math;But for him education was leadingStraight down a pretty good path.

He didn't find school too exciting,But he wanted to do pretty well,And he did have some trouble with writing,And nobody had taught him to spell.

When doing arithmetic problems,Pretty good was regarded as fine;Five and five needn't always add to be 10,A pretty good answer was nine.

The pretty good student was happyWith the standards that were in effect,And nobody thought it was sappyIf his answers were not quite correct.

The pretty good class that he sat inWas part of a pretty good school,And the student was not an exception;

On the contrary, he was the rule.

The pretty good school that he went toWas right there in a pretty good town.And nobody there ever noticedHe could not tell a verb from a noun.

The pretty good student, in fact, wasA part of a pretty good mob.And the first time he knew what he lacked wasWhen he looked for a pretty good job.

It was then, when he sought a position,He discovered that life can be tough,And he soon had a sneaky suspicionPretty good might not be good enough.

The pretty good town in our storyWas part of a pretty good stateWhich had pretty good aspirationsAnd prayed for a pretty good fate.

There once was a pretty good nation,Pretty proud of the greatness it had,But which learned much too late,If you want to be great, ...Pretty good is, in fact, pretty bad.

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