KEVIN ARGUETATYLER BOZZER

JOARY CASEYTIARA JACKSON

BRITTNEY WILKINS

Deep Change

Synopsis

The program we identified was an initiative in our local community

The initiative was called “Book Buddies”“Book Buddies” is a reading/teaching initiative that

was founded at the University of VirginiaThe program is comprised of interpersonal interaction

between the tutor and the studentTutors mentor and coach students that are at risk of

developing reading or learning disabilities

Background Information

“Book Buddies” was conducted at Oak View Elementary School in Fairfax, VA

“Book Buddies” was performed once per weekEach tutor was assigned the same student throughout

the duration of the assignment The initiative and curriculum was systematically

outlined by the reading specialist at Oak View Elementary School (Ms. Trieber)

The students consisted of first and second graders

Oak View Elementary School

Composition

“Book Buddies” was a one-on-one reading session between the tutor and the student

The duration of the session was one hourThe curriculum was comprised of the following

methods: The actual reading of books Flash card scenarios Word pronunciations Homework assignments (homework readings with parents) Word Banks Writing

“Book Buddies” Goals

There were two goals associated with our leadership group project

The first goal consisted of giving back and involving ourselves with our community, specifically Oak View Elementary School

The second goal consisted of providing and delivering needed assistance to students who were at risk of developing reading and learning disabilities

The emphasis was transformational and focused on process and desired outcomes

Community Involvement

PartnershipLeadership

CRS

Leadership Elements

Throughout the duration of our group project, we utilized various forms of leadership theories

The first leadership theory that our group utilized was courage

Courage is the power to let go of the familiar and forge ahead into new territory The “Deep Change” group forged ahead into new territory by

conquering the unfamiliar. Prior to the group project, our team members had never reached out to the community and tutored underdeveloped students. “Deep Change” successfully conquered the unfamiliar and developed courage

Leadership Elements Continued

The second leadership theory that our group utilized was generosity

“Deep Change” put the community and the underdeveloped students “first”

Our group disregarded money as a resource. We volunteered our time and used the experience as a motivator.

The hard work, commitment, and time, enabled the group to develop a thorough understanding of generosity.

Leadership Elements Continued

The most important and prevalent leadership theory that was utilized throughout the group project was: The Four Options Available to a Leader Model

Telling: unable and unwilling followers• Leader directs task accomplishments

Selling: unable but willing followers• Leader provides explanation and clarification

Participating: able and unwilling followers• Leader requests input for making decisions

Delegating: able and willing followers• Leader provides explanation and clarification

Leadership Elements Continued

Five Components of Emotional Intelligence

Self Awareness Ability to recognize and understand your moods, emotions, and drives and their effect on others

Self Regulation Ability to control or redirect disruptive impulses and moods

Motivation A passion to work for reasons that go beyond money or status

Empathy Ability to understand the emotional makeup of other people

Social Skill Proficiency in managing relationships and building

The second most prevalent and common leadership element that our group utilized was the five components of emotional

intelligence:

“Book Buddies”

Generosity and Courage

Classroom Experiences

Throughout the leadership project we encountered numerous classroom experiences that proved to be extremely rewarding

Kevin gave his student continuous positive reinforcement through consistent encouragement. Kevin’s praise and collaboration made a true difference.

Tiara shared numerous readings and stories with her student April. The experience allowed Tiara to remember her gratefulness and generosity she was rewarded.

Classroom Experiences Continued

Joary’s encouragement and patience allowed her student Amari to pay closer attention to detail. Amari learned to read and write more accurately.

Brittney’s personal interaction with her student proved to be extremely rewarding and beneficial. Brittney felt that she had a made a true difference in the student’s life.

Goals

The ultimate goal of “Deep Change” was to make a true difference in our student’s lives

Our group planned, and succeeded at transforming underdeveloped student’s into developing or developed readers and writers

Our group was successful at implementing and achieving our strategic goal/priority

Through commitment, teamwork, and leadership, we successfully formed a partnership with our community, that resulted in an ultimate transformation

Conclusion

Our group leadership project was a true reward that provided our team members with psychic income

The focal points and main objectives that we learned from this group project and initiative are:

Teamwork Leadership Commitment Trust Ethics Vision/Goal (that was ultimately conquered)

Appendix

"Book Buddies" Lesson Plan

QUESTIONS?