SERVANT-HEARTED LEADERSHIP As students embark on their sixth form studies the explicit aim is to see each one become a servant leader, building on the foundation of the Emmanuel College Award Scheme and particularly the programme in Year 10, which provides students with opportunities to develop their understanding of service. At Emmanuel, a leader is defined as: “someone who can see the right way to go and who, motivated by love, spends himself or herself persuading others to go that way.” Servant-hearted leadership is a concept rooted in the teaching and example of Jesus Christ, and it is this example we seek to follow at Emmanuel. We aim to equip students to become the leaders of tomorrow, creating the space for many to discover their potential to make a lasting impact on the world. Leaders are change agents. Jesus Christ explained to his followers that their practice of leadership was to be distinctly different to the self-seeking, self-serving and domineering style of leadership often found in the world: “Whoever would be first among you must be servant of all.” (Mark 10:42-44) Good leadership motivates and mobilises others to accomplish a task or to think with creativity, vision, integrity and skill for the benefit of all concerned. It serves others by investing in their development and well being for the common good.
Criteria not quota
In a traditional sixth form leadership model a quota of prefects is filled by staff nomination as well as Principal decision. This is the method by which Head Prefects and House Captains are appointed at Emmanuel, but for all other positions students are invited to apply, indicating their aspirations during the final months of Year 11. Staff nominations are accepted for all whole College leadership responsibilities to assist in the processing of student applications, particularly where there is over subscription. There are many areas in which leadership can be exercised in a large school such as Emmanuel, and sixth formers are invited to choose a role on the basis of where their skills and interests lie. Each leadership role has a clearly demarcated area of responsibility. A job specification explains each role, the work involved and the typical outcomes expected. Application for a leadership position is made to the member of staff overseeing the role in question; together with senior staff that member of staff will make the appointment, provide training and hold the student accountable.
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LEADERSHIP RESPONSIBILITIES The Sixth Form Leadership Scheme In donning the black blazer, a sixth form student opts into a challenging environment where character development and leadership reflecting a Biblical understanding of adulthood are central to their personal growth. The oldest students in College seek to be good role models, fully aware that increased freedoms and privileges bring with them greater responsibilities. Sixth form students are an example to younger students in College and all are held to account as they develop a love of learning and the self-discipline to undertake independent study. Each sixth form student is expected to commit to one or more of the following four leadership opportunities: 1. 2. 3. 4.
College Student Leader The Duke of Edinburgh Award Community Sports Leaders Award Community Service
Specific College Student Leadership Responsibilities These are positions for which students apply that give them opportunities to serve others and lead younger students. Each specific leadership position has a clearly demarcated responsibility and recognised point of accountability. The “job specification” describes the primary areas of responsibility and the typical outcomes expected. A number of specific functions and roles exist in College for students to develop a sense of empathy, compassion and humility. It is foundational to have a concern beyond self. These opportunities don’t only exist within College but may also provide scope to serve the wider community. These roles will require vision, commitment, determination and the ability to persuade and influence others. The following positions are currently available or may become available. Other positions may also be worth consideration. (Figures in parentheses represent notional numbers) Mentor • Reading and Maths Mentors (24) • Homework Mentors (10) • Pastoral Mentors (8) • Emmanuel College Award Scheme Mentors (10) Extracurricular Leader • Sports Team Coach (12) • Sports Team Captains (10) • Club President (10) • Orchestra leader (2) Event Coordinator • Charity Coordinators (4) • Activities Week Coordinator (8) • Enterprise Coordinator (4) 4
Specialist Leader • Production Assistants (5) • Subject Assistants (18) • Food Champion (4) • Environmental Champion (4) • Gateshead Youth Assembly representative (2) • Charity committee (4) • Audiovisual Technician (3) • Assembly Music Coordinator (4) • Librarians (6) • Network Assistant (4)
Whole-College Student Leader These roles are more significant, carrying with them whole-College responsibility; hence a badge is worn. As with specific leadership responsibilities, students are invited to apply for the majority of these positions. These are designated roles where the office iinvolves upholding College’s standards. Accepting this office is recognition of a willingness to serve the whole school through one’s duties and responsibilities. The following whole-College Student Leadership positions are open for application: • • •
Publications Editors (2) College Tutor Prefects (14) Year 6 Tutor Prefect (2)
The most significant leadership positions are not applied for; here students would rightfully not nominate themselves. Those appointed to these roles have earned very significant respect from staff, peers and the Principal through their character and leadership qualities. The most senior Student Leader positions are: • •
Head Boy and Head Girl (2) House Captains (6)
The overarching title for all the above roles is College Student Leader. It is not anticipated that 100% of students take such a role, but all those who do not (either because they do not apply or because they are unsuccessful) must take part in at least one of the remaining three areas of leadership opportunity (Duke of Edinburgh, Community Sports Leader Award or Community Service).
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APPLICATION AND APPOINTMENT TO LEADERSHIP PROGRAMME Applications for all leadership roles will occur in two rounds. The first round of applications is advertised shortly after the February half-term and culminates in the appointment of College Tutor Prefects on the final school day prior to Year 11 study leave. The further appointment of House Captains and the Assistant Head Boy and Girl will also be made at this time but will not involve an application, as previously described. The role of Tutor Prefects includes duties around the site and the support of a younger tutor group, in recognition of which a badge will be awarded. Tutor Prefects are accountable for the performance of their responsibilities to their respective House Captains, and House Captains are accountable to the Head Boy and Girl. All other College leadership positions are to be applied for in Round Two, in which appointments are made during the first half term in September. Students are asked to indicate their aspirations with respect to possible leadership positions at the point of the Sixth Form/Post 16-Preference Interview with a member of the Senior Board. Following enrolment in August students will then complete a full application for up to three positions. Thereafter staff holding responsibility for each of the designated roles will discuss suitable candidates and make recommendations to the Principal. Where it is deemed helpful for the performance of the requisite duties (Sports Team Captain and librarian, for example) an appropriate badge will be awarded, but otherwise the black jacket is regarded as sufficient to convey status. A badge does not in itself imply seniority over non-badgewearers. Should a student apply for a second or subsequent role, their application will be considered on its merit. No student should be overloaded , but there is no reason why a House Captain (for example) might not also be a rugby coach, etc.
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ACCOUNTABILITY 1.
Expectations
1. 2. 3. 4. 5.
Never ask anything of others which you are not prepared to ask of yourself Fulfil all academic expectations of the course of study Act as a positive role model in regard to courtesy, appearance, attendance and punctuality Demonstrate a commitment to the community by an active involvement in College life Maintain personal integrity within College and beyond.
2.
Training
By taking on the responsibility for a specific or whole-College leadership position students recognise that they are expected to lead by example, and this requires that the following five expectations are upheld throughout their term of office.
The model of training is one of ‘internship’ under the direction of the responsible member of staff and those already in a role in the upper sixth form. During the two years in the sixth form, academic knowledge and professional skills are developed while habits are formed to serve the community. Community includes the family, College, local or national business or the national community in which we find ourselves. This overall ethos is one of servant-hearted leadership, which is optimistic in seeking positive change and ignores the worldly motivation of self interest and greed. “Religion that God our Father accepts as pure and faultless is this: to look after orphans and widows in their distress and to keep oneself from being polluted by the world.” (James 1:27) During each academic year six Wednesday assemblies in the Autumn term cover the subject of leadership. This material sets the strategic direction for the sixth form as they lead the rest of the student body. This is on a two-year rotation providing an introductory platform and an overall guiding ethos. More detailed generic leadership training will be given to the wider body of students in single year group Guidance lectures. Where appropriate, the House Captains and Head Prefects will contribute to the training and team-building games. In the case of specific leadership responsibilities, time and space is given for specific training, for example, librarians or sports coaches. Students will be accountable to designated members of staff who will manage their training and development.
3.
Outcome
The most relevant outcome for students is a strong reference and personal statement, whether the student intends going to university or not. The person responsible for the reference is the Academic Tutor, who is best placed to review a student’s academic, extracurricular and leadership contributions. The academic diary provides convenient pages to record evidence of involvement which will ultimately be used in the personal statement. To assist students to evaluate their involvement and their learning a reflective journal using Its Learning is kept. Questions include: What have I learned so far? What skills am I developing? What do I enjoy? Where did I struggle? What surprised me? What would I do differently next time? This information is collated across the year group and ensures there is an electronic copy of a student’s involvement to support a reference and personal statement.
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