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"THE LEADERSHIP CURRICULUM" - A RESOURCE KIT

Go to Leadership Curriculum Contents / Appendix for a copy of the chapter headings and subheadings. The current list of completed appendix materials is also included. This appendix is envisaged as an expanding file, available in whole or in part at set cost or cost of photocopying / postage.

by Charles L. Kingston, Bathurst High, NSW

Vice-President, National & International Affairs of P.A.S.T.A.

(The national Professional Association of SRC Teacher / Advisers)

LEADERSHIP. . . . And Citizenship . . . and Initiative . . . and Responsibility . . . and Concern for others . . . and Organisation . . . and Pride . . . and Communication . . . and Persistence . . . and . . .

Well, yes, Bookie had them all. So did Mouse. And Bookie and Mouse (their real nicknames, used with affection and respect by peers and teaching staff alike) were very different creatures. One was a boy, the other a girl. Well, that much at least was obvious. Without a sense of history, it's not obvious that they came half a generation apart, from completely different schools and communities. A glance at the records would tell you that one left without much in the way of public renown or academic qualifications at the end of Year 10, the other as School Vice-Captain with tertiary entrance qualifications. You had to know them in action as student leaders to understand their special shared gifts. They were both highly competent and dedicated student leaders - active young citizens participating in their community. Bookie, in fact, returned time and again to lead others - at regional levels yet - even after leaving Year 10. Like Mouse, he was a valued colleague for we teachers. He and she were leaders because they had learned to be through their school activities.

Like the first - 'leadership' - and the first key word in this paper's title, we all recognise it (and the others) when we see it (and them). Thus, to deliberately use such a cliche to begin what I immodestly believe to be an important paper risks the danger of all such cliches. To accept its legitimacy but ignore its reality.

Student Representative Councils are a reality. They are a service to the school and the community, a massive money-saving operation and a provider of valuable resource materials. Peer Support leaders make a real contribution to the welfare of students at school. Students on school councils, on uniform, discipline and yes, in some cases, even curriculum committees, provide valuable perspectives for principals, parents and staff on perceived student needs. Students who captain sporting teams and those who represent their school in the mock combat of debate provide positive role models for others. Student musicians and actors on stage raise the profile of the school in its community.

PUT THE CURRICULM IDEA UP FRONT

Using these arguments is all well and good. Where these programs operate effectively, all these things are true. They really happen. However, they miss a vital element if we are really to make school self-governing and participatory activities for our students more accessible and acceptable, to allow the Bookies and Mouses of the world to find themselves and develop, not just accidentally surface and, perchance, be lucky enough to cross paths with an older "colleague" who cares.

We must do what other subject areas do - use the word and the idea of curriculum up front. SRCs and other significant participatory, representational and leadership activities do involve important teaching and learning concepts. The knowledge gained, the skills acquired or refined and the attitudes engendered in the best run student leadership programs are clearly relevant not only to our students personal needs but to their chances of success at tertiary level and in the workforce.

SRCs, Peer Support and suchlike experiences are legitimate classroom experiences, even if the mode of delivery varies from normal timetable considerations. It follows therefore that that tired old cliche "you're spending too much time 'out of the classroom'" is based on a misconception. A student working on such activities may need to seek a reasonable balance, but no more so than we normally expect them to balance Maths with English with Science and the rest of the more traditionally recognised subjects. To lay this extra guilt trip on them is not only unfair but absurdly myopic. The motivated, achievement oriented students may continue to be so, at least until the dreaded and dreadful HSC mark syndrome sets them back. The rest, who need the fair go even more to make it seem worthwhile, well, forget it.

"LESSONS THAT LINGER"

Student activities in general can and do provide important elements of a school's total curriculum which both support and extend what students can learn witin more established subject fields. An article called "Lessons That Linger" from the National Association of Student Councils (USA) magazine Leadership (April, 1996) highlights five such major elements as: " * Speaking with conviction . . . * Writing with clarity . . . * organising with results . . .* leading with courage . . . *caring for the community."

In this country, even a brief look at the recent discussion surrounding national competencies for the future direction of education - irrespective of one's view of the relevance of the details of that debate - reminds us that the "competencies" identified therein are implicit in any definition of relevant curriculum. Until it's pointed out specifically however, our colleagues, be they administrators or classroom teachers - even alas, our students and their parents - often appear to fail to see that, when supported by adequately resourced training, they are: "collecting, analysing and organising information; communicating ideas and information; planning and organising activities; working with others and in teams; using mathematical ideas and techniques; solving problems; using technology; developing cultural understanding".

Staff must be persuaded to acknowledge this - and in the process be less resistant to time taken by our student leaders "out of the classroom". When viewed in the light of SRC and Student Leadership being one of the NSW Department of Education's priority areas for 1996/97, the notion of this being an "extra-curricular" activity is ludicrous. More importantly, it leads to inefficiencies in our SRCs and heartaches for both students and staff advisers. As professionals, we must make every effort to assure this does not continue to happen.

"An SRC provides a mechanism for students to actively participate in their education. It can help young people develop the skills, maturity and independence to communicate, organise and be responsible for decisions they make and actions they take. Student involvement and participation in decision making about their education can become a vital part of the school curriculum." ("Student Representative Council Kit" - Department of School Education, NSW 1988)

MAKE FUTURE POSSIBILITY A PRESENT REALITY

"Can". But is it? This embracing statement, the published position of the NSW Department of School Education for now nearly ten years, seems still to be in the realm of future possibility rather than present reality. Policy, however well-intentioned, is still mere policy, not reality. It too is a cliche, a dangerous one which fails to acknowledge the very real education experiences these activities are capable of providing.

Studies both here and abroad, as well as what we as teacher/advisers and student participants/leaders know from experience, show that involvement in participatory activities which extend beyond the normal subject areas - sports, dramatic and musical presentations, debating, mock trials, student parliaments, community fund-raising activities, socials, student governance structures, joint adult-student committees, leadership workshops, peer support, peer mediation, assemblies, public speaking contests, school newspapers and student run radio stations, the production of school yearbooks, art exhibitions, science fairs, multicultural days, student exchanges, clubs and excursions of many sorts are valued and memorable activities for our students.

Indeed, for we adults as well. And in particular for we adults who were once students, which is what our students are soon to become. Dr. Al Mammary, in his work on the quality school, asks us to consider, amongst other things that "students rarely say they have quality experiences in most classrooms but do have them in extra - and co-curricular activities like sports, music or driver's training." While he uses this to suggest the quality of experiences in the classroom needs improvement, I am adding that these activities are already a part of the larger classroom of the school and therefore should not have to continue to justify their existence. Their success with students already does that.

ACTIVITIES "THE SINGLE MOST COMMON FACTOR OF UNIVERSITY SUCCESS"

But it's a lot more than that. A major USA survey as far back as 1977 found these activities were far more significant than just fond memories. Tertiary institutions concluded emphatically that the single most common factor of success at university was previous involvement in student activities. Not academic grades, not exam results, but active participation in what was then diplomatically called "other-curricular activities".

For those students not pursuing further academic study, to add that most employers are looking first and foremost for those employees who are responsible, well-presented, organised and articulate rather than those who merely have high test results is both reality and common sense. When both the fulfillment of tertiary ambitions and job prospects combine, we discover the happy outcome of satisfied former students (names and current fulfilling jobs happily supplied upon request) who openly credit their earlier involvement in student participation activities for their success.

And is it any wonder? The very fine book containing scores of graded activities called "Leadership 3" (published by what was then the Metropolitan West Region of NSW government schools in 1994 / 95) lists each sample activity in terms of its relative level of attainment, cross-referenced against an ample list of leadership outcomes. So you may not wish to speak about 'competencies' anymore or find American references too 'culturally biased', well, then, how about these 'outcomes': "* analysing documents . . . * assertiveness . . . * communication . . . * conflict resolution . . . * consultation . . . * co-operation . . . * debating . . . * decision making . . . * empathising . . .* evaluating . . . * goal setting . . . * group confidence (social skills) . . . * group work . . . * knowledge of school (or workplace) . . .* lateral thinking . . . * leadership . . * listening . . . * lobbying . . . * managing . . . * managing change . . . * meeting Principal (or "the boss") . . . * mind mapping . . . * negotiating . . . * organising . . . * participation . . . * planning . . . *preparing responses . . . * problem solving . . . * promoting . . . * public speaking . . . * relating . . . * representing . . . * responsibility . . . * reviewing . . . * role statements . . . * self confidence . . . * self discipline . . . * stress (and time) management . . . * team work . . . * writing."

Is it any wonder these kids get jobs? Do well at university? Think when they vote?

We need to focus on student participation. We need to raise the consciousness of the very real teaching and learning aspects of what we do (and have done for years!). We need to check and check and recheck to see if legitimate and skilled student reps are in fact being consulted in timely, well-supported and clearly acknowledged ways.

1 UNIT STUDENT LEADERSHIP COURSE FOR YEARS 11 & 12

One example of where this acknowledgement is being offered is at Bathurst High School in the Central West of NSW. There, since 1995, a 1 Unit Board of Studies Approved School Based Course in Student Leadership has been in operation. Copies of the syllabus are available as an extra to this paper, as are several other items related to the field. The broad catergories of the course content are: "developing a personal profile . . . developing group cohesion . . . communication skills . . .decision making . . . leadership . . . problem solving . . . conflict resolution and organisation and planning." The course assessment breaks down broadly into a 60% independent projects / 40 % other evaluations, including an essay, a test and, most importantly, self, peer and teacher observation. It is offered to both Year 11 and 12, but also, as negotiated through the system by Year 9 student Greg Arrow in its first year, available to younger students as an advanced placement course. A few students from other schools have also accessed it.

Such courses are a start towards greater academic recognition. They are however only one avenue. We need to 'plug into' the current funded and well-publicised Civics curriculum initiatives underway nationally. At the 1995 ACSA Conference in Melbourne, Professor Stuart McIntyre, then Chair of the National Committee on Civics and Citizenship Education, was deemed important enough to be one of the keynote speakers. Enlightening and entertaining as he was, there still was little mention of any real student involvement in that Committee's deliberations. This gap in the consultation process he has kindly acknowledged in letters since. Other groups working on various aspects of civics education pay lip service to the concept, but find obstacles within the schools themselves when it comes to sustaining such student involvement.

Or, as in the Civics and Citizenship Education Benchmark Project in NSW, to which PASTA, our Professional Association of SRC Teacher / Advisers, has been invited to contribute, they on present form appear content with measuring in merely quantitative terms (i.e. multiple choice testing seems currently popular) what knowledge students have from a diverse range of different "subject areas" rather than giving credence in qualitative terms as well to the skills and attitudes demonstrated in active ways by our young citizens who take hold of the opportunities available to them in the programs mentioned here. That these opportunities still remain limited, both in number and in their ability to fully reach the majority of students, is not the fault of the programs but of the limited vision of those controlling and influencing what is and is not relevant curriculum.

CIVICS AND CITIZENSHP EDUCATION NEEDS AN ACTIVE APPROACH

Professional Associations such as ACSA, PASTA and RAE (Researchers Affecting Education), and Departments of Education in real ways through the active participation of their students and concerned teaching staff must have a real input into this. Large amounts of money have been allocated nationally and within individual states, presumably to develop a 'new' civics curriculum. Or at least to publically acknowledge its importance. There are three key points to make about this:

a. SRCs - like many of the other student activities suggested in this paper - are and have been for years pursuing 'civics' in an active way. To the best of my knowledge, little if any understanding or recognition of this has been done. Seems to be in the "too hard" basket for those in authority or in academic life.

b. The link between student leadership and curriculum takes on a larger dimension if we consider this potentially 'new' civics curriculum area, content-wise so aligned to it. We have to ask, and put it to the planning committees, whether students will really gain from another 'book-oriented' course (or written assessment of knowledge gained in 'bookish ways') studying the theory and structure of government as distinct from practising government within the context of their daily lives - the school.

c. The February, 1996 issue of CONNECT carried extracts of articles by David Owen from the University of Tasmania. It makes for excellent and relevant reading. We need to ask, however, who is doing the reading:

"If, however, our concept of citizenship goes beyond the legal status and focuses on the array of roles that individuals can play in forming, maintaining and changing their communities, then young people are already valuable, and valued, citizens to the extent that they participate in those roles . . ." A USA . . . "study suggests, very forcibly indeed, that it is how we run our schools, rather than what we teach in them, that will determine levels of active citizenship. . . ."

When we widen our perspective to include what I have been calling the "leadership curriculum", that multitude of activities as outlined earlier that can and do occur within and associated with schools, we must conclude that we already have within our school structures the potential for a very real and enlighted citizenry to be citizens now and to develop into real community assets by their involvement after they leave school. There is an invaluable "curriculum" there, however selectively utilised and poorly recognised by the school system, by many teacher colleagues and by parents and students themselves.

Al Mammary , again: "Most staff (here also insert students) will be committed to school quality if they are invited, involved, and have a genuine voice in the planning and decision making." And quality schooling depends on the recognition and resourcing of a quality curriculum, one in which students are actively involved in creating.

LOCATION - LOCATION - LOCATION

As it currently exists, such participatory activities which enable, require, sustain and evaluate student initiative, goal-setting, planning, organisation, communication, persistence, responsibility, interpersonal relationships, decision making, problem solving, evaluating and, in a word, leadership is available in one or many forms in most schools. To make it both accessible and attractive to those who need it most, it needs far greater public legitimacy. It needs the kind of approval and associated support from the Boards of Studies, the various Departments of both public and private education, from parent bodies, unions, business enterprises, politicians and the media. And, of course, from organisations intimately concerned with matters of curriculum such as ACSA.

At Bathurst High, the School Council (made up of parents, staff and community members as well as student representatives) some years ago formally endorsed that idea this way: We " . . . go on record in support of students and teachers involved in student participation and student leadership projects. We recognise and support the fundamental curriculum aims and strategies of student participation projects. We reject the term 'extra - curricular' activities and favour an attitudinal change on the part of staff, parents and students which accepts such organisations and activities as a fully legitimate part of the total curriculum of the school. As a group, we will endeavour to promote and develop welfare programs and student organisations which emphasise the legitimate place of student leadership, decision-making and participation in the affairs of the school."

Mouse was a part of that School Council. Bookie could have been had he lived in more enlightened times. Their support was my support in trying to keep the light on at this time.

Student participation, representation and leadership activities needs - and richly deserves - the kind of support which is granted to those subject areas which have, many likewise after decades in the wilderness seeking recognition, at long last been given subject status. No longer merely an "extra", not even perhaps a "co", but most substantially a curricular area with the requisite staff and student time and accreditation to do its teaching and learning effectively.

"SOME BRIEF ASPECTS OF THE PASTA SUBMISSION TO THE HSC REVIEW IN NSW"

(Full six page submission made in August, 1996)

A resource kit dealing with the multiple aspects of the student leadership curriculum in our schools is in the process of being updated for publication by PASTA and the student participation magazine CONNECT in conjunction with Bathurst High School. Additional material for this is still very much welcome.

The kit consists of a basic text of 15 chapters discussing what is and can be meant by "the leadership curriculum", descriptions of a multitude of programs which either fully or partially engage in it in an active way and detailed explanations of a range of programs and organsations of a state, national and international nature in this field. This is followed by an extensive appendix including items such as sample SRC constitutions, training programs for peer support, leadership course outlines, recommendations from state SRC conferences over many years, excerpts from CONNECT and the NASC's LEADERSHIP magazine and group leader guidelines for running successful conferences. Some videotapes and posters related to various programs will also be part of some 10 reference copies of the complete kit available from various organisations and schools once it is completed.

Go to Leadership Curriculum Contents / Appendix for a copy of the chapter headings and subheadings. The current list of completed appendix materials is also included. This appendix is envisaged as an expanding file, available in whole or in part at set cost or cost of photocopying / postage. Other material will be incorporated in the text if at all possible.

Though based fundamentally on the experiences, current situation and future prospects of various programs at Bathurst High and in the Bathurst District schools, this focus has been selected for three main reasons: