Student Leadership

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in partnership with
and supported by
Student Leadership
Sue Barnes, National Manager, University of the
First Age Sue Collins, Consultant Leader, NCSL
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The purpose of the workshop

• To explore the value of student leadership
• To look at the Student Leadership programme
  (developed through London Challenge)
• To discuss key questions relating to student
  leadership
• To consider future action

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Investing in student leadership

• An investment in student leadership means a
  commitment to examine the culture of the
  school/organisation in order that students/young
  people can exercise and develop leadership skills
  and practice
• and
• An investment in leadership development training
  and support for the young people and the adults
  with whom they will be interacting

4
Student leadership Why ?

• It lies at the heart of building community in
  school and the heart of building school in the
  community.
• It engages students in the systems, processes and
  learning culture of an organisation or community
• It promotes self efficacy self and social
  awareness/resilience
• It can build trust within the organisation/communi
  ty
• Students can be a powerful resource in the
  development of school and community partnerships.
• Investing in student leadership potential is a
  direct long term investment in the community.
• It is a direct investment in growing leadership
  potential

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Student leadership activity can include

• Student councils/Young People Forums
• Student/Young People on appointment boards
• Students/Young People participating in strategy
  and change for the future.
• Students working to improve the school and the
  community
• Students/Young People mentoring/tutoring/buddying
  others

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NCSL Student Leadership Growing Future Leaders

• Developing and enhancing the skills of students
  to enable them to be proactive leaders in their
  schools and community.
• 6 Modules based on the National Standards for
  Headteachers
• Modules co-developed with KS3 students for KS3
  students
• Being developed in partnership with the
  University of the First Age and supported by
  London Challenge though the programme will be
  made available nationally

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Underlying values and philosophy

• We base our work on the beliefs that
• Young people have the right to be listened to and
  involved
• Leadership is learnable
• Young people should act as ambassadors for
  learning in their school, local community and
  beyond
• Young people are part of the learning
  relationships and knowledge transfer which is at
  the heart of (networked) learning communities
• Involving young people in this way will increase
  their probability of success

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Where are we..

• Foundation Module Understanding self and
  others co-developed (Haringey) and piloted
  (Hackney)
• Module 2 Shaping the Future co-developed
  (Southwark)
• Module 3 Leading Learning and Teaching
  co-developed (Lambeth)
• Students attending Conferences and co-hosting
  NCSL Hot Seat discussion

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DEMOSLearning centred leadership

• Student engagement / voice / leadership
• Makes a difference to attainment when
• Sustained focus
• Backed by senior leaders
• Authentic and strategically integrated
• Is this true in community settings?
• How can we make this a lever in the community?

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Levels of engagement - Levels of learning

• Student initiated adults as equal partners
• Adult initiated shared decision making with
  students
• Students consulted and informed opinions
  treated seriously
• Tokenism apparent voice but little choice in
  subject, style of communicating it, or
  involvement in organisation
• Decoration take part / no ownership
• Manipulation take part / do or so what adults
  want but with no understanding of issues

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• What empowers children to feel they have a voice
  in running the school and encourages them to make
  suggestions on how they can make the school a
  better place?
• How do we demonstrate that we are listening to
  and valuing the contributions of our students?

• How do you provide opportunities for establishing
  and maintaining a positive school environment for
  all?
• How do assertive and enthusiastic teachers get
  the best out of their school councils without
  taking over?

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• Assuming children elected some members of the
  School Council who were not interested in
  responsibly representing their classmates, and
  were to prove a disruptive influence, at what
  point would you step in? Does intervention
  destroy the democratic process?
• What do student council members want of their
  attached teachers?

• I think time is what stops a lot of schools
  running leadership in schools. Do you think it
  can be self running or will it always need to be
  overseen by staff?
• If students feel a school pays lip service only
  to democratic systems then they will lose
  interest and who can blame them?