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Slide Notes

Thank you very much for attending or listening to this webinar.

I facilitated a workshop of 50 independent school teachers recently who identified some key areas of interest and this topic was clearly identified as being on people's minds.

I appreciate CSEE's willingness to give it some time and allow us to grapple with this topic.

Likely, if you are interested in leadership, you work with young people, and you are listening to this webinar you have experienced one or more of the following situations:

- 20% of your students do 80% of the tasks identified as "leadership"
- A Prefect is no longer motivated to "lead" once he / she has the title.
- As soon as an event is over, the mildly enthusiastic Grade 11 or 12 student asks you to verify their hours or write a letter for them.

You may be left with that sinking or icky feeling that you are not developing positive leaders or change makers for the future but are reinforcing the notion that "leadership" is a box to be checked on a long list for college applications.

We are going to take some time to unpack this issue by challenging some of our assumptions, exploring our understanding of leadership, and setting the stage for a better way forward.
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Webinar #2 CSEE - Intrinsic motivation

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PRESENTATION OUTLINE

1.

Beyond the title, beyond the résumé

Developing intrinsic motivation for leaderhip
Thank you very much for attending or listening to this webinar.

I facilitated a workshop of 50 independent school teachers recently who identified some key areas of interest and this topic was clearly identified as being on people's minds.

I appreciate CSEE's willingness to give it some time and allow us to grapple with this topic.

Likely, if you are interested in leadership, you work with young people, and you are listening to this webinar you have experienced one or more of the following situations:

- 20% of your students do 80% of the tasks identified as "leadership"
- A Prefect is no longer motivated to "lead" once he / she has the title.
- As soon as an event is over, the mildly enthusiastic Grade 11 or 12 student asks you to verify their hours or write a letter for them.

You may be left with that sinking or icky feeling that you are not developing positive leaders or change makers for the future but are reinforcing the notion that "leadership" is a box to be checked on a long list for college applications.

We are going to take some time to unpack this issue by challenging some of our assumptions, exploring our understanding of leadership, and setting the stage for a better way forward.
Photo by flazingo_photos
2.

GOALS OF THIS WEBINAR

  • Explore your own or your school's definition and understanding of leadership.
  • Explore conflicting messages that you / your school may be sending.
  • Identify some strategic changes you can make moving forward
Decades of scientific research shows that intrinsic motivation is a powerful “engine” of learning and positive development. When we connect it to leadership we may feel that we are instilling in our students a sense of "doing the right thing for the right reasons." When our students are intrinsically motivated, they are finding passions and personal interests.

Psychologists call this state of motivated engagement intrinsic motivation. By “intrinsic,” they mean the activity is—or has become— motivating in and itself. It is self-motivating.

Activities that make us feel intrinsically motivated are:
- feeling challenged
- a sense of control over the activity, “I can do it”
or “we can do it.” Self or collective efficacy
- deep attention
- the experience of high motivation (interest), involves feeling energized by the activity


In this webinar, we are going to explore this idea of intrinsic motivation through the lens of student leadership development.

Explore your own or your school's definition and understanding of leadership.

Explore conflicting messages that you / your school may be sending.


Identify some strategic changes you can make moving forward
Photo by Aristocrats-hat
3.

DEFINING LEADERSHIP

  • Does your school have an articulated definition of leadership?
  • How broad or narrow is the definition?
So... to adequately develop intrinsically motivated leaders, I am going to argue...or suggest that we must re-examine our own / our school's definition of leadership.

If we define leadership in a narrow and limiting way, we do not set the stage for the conditions for IM:

Knowing that the conditions are:
- feeling challenged
- feeling that they are capable
- a sense of control over the activity
- deep attention
- the experience of high motivation (interest)

We fall into the trap of:
- telling our students what they need to do as leaders
- identifying student leaders by an antiquated model (extroverted, the best..this or the best...that), votes or a tap on the shoulder because we know they will get the job done.
- calling organizing an event like a "spirit day" leadership.

We also diminish our possibilities by recognizing leadership by: awards, Prefect titles, ties or pins.

Please take a moment now to identify the following:
1. Does your school have an articulated definition of leadership?
2. How broad or narrow is the definition?
Photo by bibendum84
4.

THE "SMUS" LEADERSHIP JOURNEY

We believe good leadership is a process of engagement moving people from understanding to action in an environment inspired by trust.


Context and Overview of the SMUS

Pillars
Service
Honesty
Respect
Courage
5.

Untitled Slide

BECKY
Transition ----- we needed to identify what our priorities were going to be to ensure that each student was being developed as a leader.

Part II: Delivery Model

We see our delivery model as a three pronged approach: Self as Leader, Opportunities, Leading Others. As we describe these, we would like you to consider how your priorities guide how your students engage in leadership development.
6.

Untitled Slide

Self as leader

Virtues at the JS
Pillars k-12
Strengths - In Grade 7 and then revisited in Grade 9
Type Coach in Grade 10 and then again in Grade 12
Photo by Verino77
7.

Untitled Slide

Goal II: Opportunities. The question we asked ourselves was, what opportunities (mix of curricular, co-curricular, extra-curricular) currently exist, how are these connected to leadership development - linking to the 5 Streams of Leadership (in order to be intentional about the offerings) and to identify gaps.
8.

LEADING OTHERS
Grade 5, WEB+, Grade 8 Conference, LINK, Prefects+, Leadership Retreats

Opportunities to lead others.
There is a huge variety and there are many ways to be considered a leader that take into consideration the various aspects of creating intrinsically motivated students.

Masters thesis - engagement.
Students were being leaders.
9.

Awards eventually lose their luster to students that get them, while often hurting the self-esteem and pride of those who don’t.

Our definition and entire leadership program is set up to include all students. We certainly have some that are more motivated than others but we are encouraging all students to explore their own personal interests.

We have many ways to recognize students formally and informally.

Recognition:
Prefects
Duke of Edinburgh Award
Heads of Houses
Pin
Ties
Year end awards.

I dislike that this is a tradition that we continue t


In short, good values have to be grown from the inside out. Attempts to short-circuit this process by dangling rewards in front of children are at best ineffective, and at worst counterproductive. Children are likely to become enthusiastic, lifelong learners as a result of being provided with an engaging curriculum; a safe, caring community in which to discover and create; and a significant degree of choice about what (and how and why) they are learning. Rewards–like punishments–are unnecessary when these things are present, and are ultimately destructive in any case. (Alfie Kohn, The Risk of Rewards)
Photo by scottfidd
10.

Think of 2-5 students who are leaders in a broader sense of the word. How could you acknowledge them
(is it necessary)?

Photo by katielips
11.

Strategic Plan

  • Identify an important goal for your own school
  • What steps need to happen for action?
  • Who needs to be involved?
  • Establish a timeline.
Photo by Mukumbura
12.

Thank you

http://youthdev.illinois.edu/wp-content/uploads/2013/10/Larson-Rusk-2011-In...

http://georgecouros.ca/blog/archives/1079

Becky Anderson