From student to captain: journeying students through levels of leadership

Premise

So often, a student leader is given their role because they are:

• the most popular student
• interested in leadership
• a talented student
• well-behaved.

This doesn’t necessarily mean that they will be an effective student leader at school.

Overview

It is common for schools to desire their students to be leaders. However, expecting all students to have an equivalent leadership influence is unrealistic. Expecting a student to lead beyond their capacity will have a negative effect on the student and the school. This brief paper looks at how to progress the right students to different levels of leadership. When at the right level, the student leader will benefit, as will the whole school.

Diagram of ‘levels’ and ‘prerequisites’ in student leadership

 

Breaking down the levels

Student. This refers to all students at the school. It includes those that have no present or future interest in leadership, and even those that have a negative perspective towards leadership.

Helper. This level refers to the students that are willing to volunteer to be a part

of extracurricular or non-compulsory activities from time to time. They may or may not have evident leadership ability, but they have an enthusiasm that separates them from others.

Team Member. This level refers to the students that are willing to commit to working in a team and achieving something, instead of just participating in something. They are also content to taking a long term approach. These students may work on committees or help senior leaders with portfolios or longer projects.

Leader. These students possess the ability to guide and lead ‘team members’. They have the ability to work autonomously if necessary, follow through on tasks and are convicted in their beliefs and values. They are normally part of the senior leadership group and oversee a particular portfolio or group.

Captain. This level if for the students highly respected by staff and students. They have the ability to positively influence all kinds of people in numerous ways, and to represent the school well.

Breaking down the prerequisites

Advance from student to helper by displaying an interest in leadership.

Expecting all students to ‘help’ with extra responsibilities can be damaging. Some may poorly fulfil the role and then set a low standard for others in the future. However when a student displays or expresses an interest in having extra responsibility, a safe place to observe and develop them is as a ‘helper.’ The student may come forward of their own accord, or possibly after hearing a general call for helpers. Alternatively, a staff member may observe leadership qualities in a student and ask them if they would be ‘interested’ in helping with something additional.

Advance from helper to team member by displaying commitment.

If a student contributes to the school as a ‘helper’ on an ongoing basis they will most likely display commitment. This would demonstrate that they are ready to contribute in a more formalised way to a team committee, or student group. Without displaying the prerequisite of commitment, this student may have a negative effect on a formal team.

Advance from team member to leader by displaying discipline and responsibility.

While being a ‘team member’ the student has the luxury of more senior leaders to guide them and keep the group accountable to their goals. This means that the ‘leader’ of a team must demonstrate the prerequisite of discipline, as others will be counting on this ‘leader.’ The prerequisite of responsibility is also essential, as ‘leaders’ are often the most senior person in a group or of a project. Demonstrating responsibility ensures that the ‘leader’ has the capacity to take others in a direction, not just themselves.

Advance from leader to captain by displaying loyalty and authority.

Particular ‘leaders’ will stand out even within a leadership group. However, before promoting them to a position such as school captain it is important that the leader displays loyalty. This is best assessed by observing a student at the level of ‘leader’ for a long period of time. The prerequisite of authority is something much harder to teach. Leaders who carry authority are those who have a commanding presence and who, by their nature, influence those around them. Without the prerequisite of authority, a school captain is little more than a token figurehead.

How many students can fit into this level?

Encouraging students to participate in different levels of leadership is a positive step. There are no set amounts for each level. However as a guide, the following suggestions are based on a secondary school size of 500 students.

Students: 500

Helpers: 200-400 (*Approx 20% of students would have an adverse effect if they were to have extra responsibility expected of them.)

Team members: 60-150

Leaders: 20-40

Captains: 2-4

How to make this model work for your school

Schools are not encouraged to aim simply to get students to fill the levels of leadership. Instead, recognise the students that have displayed the prerequisites and promote these students through the levels of leadership. It may take many years to develop a student into a leader of influence.

Consider running special programs or intentional curriculum to develop the prerequisite skills. Not all students will demonstrate the prerequisite to the level required, but all students will benefit in some way.

More information

Visit www.impactleadership.org.au for more information about Impact Leadership, or the “Impact Student Leadership Conferences” for primary and secondary student leaders.

ABOUT THE AUTHOR

Mr Ronan McGinniss is the founder and Director of Impact Leadership, a non-profit organisation in New South Wales, Australia, that specialises in training students with the practical skills required for school leadership. Ronan has a wealth of experience and a breadth of knowledge that stems back since his role as Head Boy of Chisholm College, in Perth. Since then he has completed a Management Degree and worked with teenagers in various capacities. When Ronan’s old school invited him back to train their newly elected leaders, he had no idea what would come from this. Impact Leadership was formed soon after and three years later the team now trains 10,000 student leaders each year, from almost 1000 primary and secondary schools at 50 conferences in all States of Australia. For more information about Impact Leadership, visit: www.impactleadership.org.au.

 

Go to top of page     Go to online discussion