Action Research Project John Quirk Cr CT 693

Action Research Project John Quirk – Cr. CT 693 Work In-Progress Presentation

The Topic To evolve an approach for developing effective student leadership.

Who cares about this? The School, which identifies it as a core learning element. Students, who express deep appreciation for successful leadership opportunities AND intense frustration for failed or unproductive experiences. The Faculty, which consistently identifies successful examples of student leadership as personally satisfying (mentoring) and even prize-worthy. I DO!!

BUT… There is a sense of under-achievement in this area, and occasionally a feeling that there is success mostly with students who are “just good at it. ” Seniors often perceive this under-achievement as they prepare for graduation.

Evaluation and Inquiry ► Illuminating the background and getting to know something about past or current relevant actions through focused engagement in the topic: Survey of recent, current, and potential student leaders, and of significant portion of the faculty.

Goal: To determine levels of success and/or failure within current system of student leadership at school; To better understand the culture of student leadership, its goals within the school, and the level of motivation of the faculty.

Evaluation and Inquiry ► Illuminating the background and getting to know something about past or current relevant actions through focused engagement in the topic: Research other environments (educational or otherwise) that feel they have been effective in this area.

Goal: To understand the variety of systems of leadership and to get a handle on approaches and methods of assessment; To measure a variety of options in a variety of environments.

Evaluation and Inquiry ► Illuminating the background and getting to know something about past or current relevant actions through focused engagement in the topic: Conduct discussion or dialogue groups with interested students (current and potential leaders) and interested faculty members.

Goal: To evolve through consensus a workable (within the school environment) definition of student leadership; To begin to build engaged and invested constituent groups; To promote a spirit of collaboration between faculty and students; To establish and build upon collaborative motivation.

Evaluation and Inquiry ► Illuminating the background and getting to know something about past or current relevant actions through focused engagement in the topic: Research developmental and sociological aspects of adolescents and leadership.

Goal: To understand developmental or social forces that may be at work in the area of student leadership, both as potential impediments and possible enhancers of an approach.

Evaluation and Inquiry ► Illuminating the background and getting to know something about past or current relevant actions through focused engagement in the topic: Examine internal school programs not specifically related to student leadership.

Goal: To seek sensible overlaps between a proposed leadership initiative and other programs, in order to minimize competition for resources; To build constituents and/or support from disparate parts of the school; To lay a foundation for a cultural or atmospheric approach towards character learning.

Evaluation and Inquiry Where the rubber began to hit the road (or…where I have made the most progress thus far): Research other environments (educational or otherwise) that feel they have been effective in this area.

Interesting and Thought-Provoking Approaches Fountain Valley School Gardner-Carney Leadership Institute Inter. ACTION! Project – University of Oregon Shady Side Academy Student Leader Program Michael Weber Suffield Academy Character Pillars

A Slight Change of Direction The programs that most interested me, and which seemed to offer the best chances for success, were generally focused on some form of character mentoring – often identified as the “teachable moment. ” As a result a new and exciting direction has evolved:

To evolve approaches aimed at maximizing the effectiveness of "teachable moments, " such that personal progress in one or more character areas (leadership, tolerance, ethics, etc. ) might be viewed, measured and eventually enculturated.

Reflection and Dialogue Epicycle While continuing my research, which has really only just begun, I look forward to spending more time in epicycles of reflection and dialogue. I expect this part of the work, which will necessarily be highly collaborative, to be the most fun part of the project. I also expect it to be significant in building strong constituent groups.

Planning and Proposing I am not yet prepared to make a proposition, though I feel the seeds of a plan. I do expect that the ultimate proposal will be the result of the collaborative efforts of the faculty and student leaders. THIS MAY NEED TO BE A “BOTTOM-UP” PLAN (which would be cool)