Renamed Strategies for Success Class - Leadership 21 and ...



Leadership for the 21st Century

Course Syllabus

2013-2014

Course Description

This nine week long, district-required course is designed to provide the foundation for 9th grade students to become 21st century global leaders and citizens through a comprehensive study of leadership, presentation skills, and career exploration. Life and learning skills such as time and project management, use of technology, financial literacy, and digital literacy are integrated within the context of these three major areas.

Instructional Philosophy

Using various types of technology and multiple learning strategies to personalize learning, students will participate in a variety of project- and problem-based learning activities designed to help them become self-directed, collaborative, caring, and reflective leaders; creative and pragmatic problem solvers; global thinkers; and effective communicators. Classroom activities will include hands-on exploration, participation in a variety of scenarios designed to promote leadership and problem-solving, Socratic discussions, reading, research, projects and presentations. Students will often work collaboratively, but will be expected to complete individual assignments in relation to the team’s work. Students will be held to high expectations regarding the quality of their work, time and project management, leadership, personal integrity, and ethical behavior. Due to the nature of this class, it is expected that students will exhibit the qualities of leadership including but not limited to commitment and initiative in completing all assignments at high quality levels. Assessment methods will include quizzes; oral and written research project/presentations demonstrating information; thoughtful reflections on reading and class assignments, video presentations; self-assessments; presentations; and projects.

Power Standards/Course Goals

1. Develop, apply, and analyze leadership skills within the context of multiple organizational structures (family, school, teams, community organizations, professions, and society), while discovering the idea that leadership flows from the identity and integrity of the individual and is laden with skills that can be learned, practiced, and continually strengthened.

2. Use an educational, interactive process to explore career and life options that support individual interests, needs, and skills.

3. Assess the impact of one’s personal financial and digital literacy on one’s ability to make sound personal, emotional, professional, and social financial decisions.

4. Apply skills and demonstrate confidence to communicate effectively with a variety of audiences—one-on-one, small group, and large groups—using appropriate mediums.

5. Use technology and a variety of resources to broaden understanding of leadership qualities and principles and to assess personal and professional practices routinely exhibited by leaders.

Assessments and Grading Practices

Due to the content of this course, most of the assessments are authentic in nature, i.e., they are performance or project-based, presentations, or observed tasks. Periodically there will be tests, quizzes, essays, written reports, and homework. Please see the attachment on Grading Practices for a description of how this course will be graded using formative and summative grades. This course has been broken down into three units. Grades will be computed as follows:

1. Summative Grades (Projects/Presentations): 100%

2. Formative Grades (Reflections, Quizzes, Homework, Journals, Classwork, etc). Students do not receive a grade for formative work because they are allowed to practice during the learning process before the summative assessment. Feedback on formative assessments appears in the grade book as one of the following codes to provide meaningful information about the progress students are making in the class.

|Code |Explanation |

|1 |No evidence submitted |

|2 |Insufficient progress |

|3 |Progressing |

|4 |Meets standard |

3. Final Presentation Project – “What’s Next in the Life I Will Lead”: 20%

(Counts as final exam for the course)

Grading Scale:

A=100-93 B=92-85 C=84-77 D=76-70 F=69-0

*This is in conjunction with the South Carolina Uniform Grading Scale.

Units for Leadership 21 Course

Unit 1: Leadership Theories, Qualities, and Laws (Lessons 1 – 15)

1. Formative Assessments: Evaluation, Magazine Cover, Group Guided Presentations, Compass Points, Self- Assessments, Community Service, Gallery Walks, License Plates, Final Word, etc

2. Summative Assessments: Qualities (Leader) Presentation, Laws Presentation, Community Service 3 hrs

Unit 2: Careers and College Readiness (Lessons 16 - 26)

1. Formative Assessment: Resume, Virtual Shadowing, Virtual Tour of College, Practice Interviews, Job Applications

2. Summative Assessments: Interview, Career Presentation, and Labor Market Presentation

Unit 3: Financial and Digital Literacy (Lessons 27 - 36)

1. Formative Assessments: Modules in NEFE books, Jeopardy Game, Wordsalad app, Video reflections & notes

2. Summative Assessments: Personal Budget Assessment and Digital Literacy Presentation

Course Assignments and Projects

Final Presentation – Lesson 17: (What’s Next in the Life I Lead) – Students will prepare and present a final presentation which reflects their personal definition and philosophy of leadership, their perceived professional/career goal to be attained by age 30, a public service announcement that reflects their passion for a community service organization or cause, examples of generosity and servanthood they plan to demonstrate in their lives by the age of 30, add an additional quality and law of leadership, create a new Minute with Maxwell word on iMovie, and a personal reflection of the course. A rubric will be provided.

Minute with Maxwell Reflections (formative assessment) – Students will write daily reflections based on leadership topics assigned by author John Maxwell.

Community Service (summative assessment) – Each student will provide documentation of having completed a minimum of three (3) hours of community service during the semester. Community service is defined as service provided to a non-profit organization or a not-for-profit business.

Participation in a Class Community Outreach Project (formative assessment) – Students will work collaboratively with classmates to support a community outreach project.

Recommended and Required Readings

Students may read two books from the following list or may select another book with teacher approval.

The Leadership Challenge by James M. Kouzes and Barry Z. Posner

The 21 Irrefutable Laws of Leadership by John C. Maxwell

The 21 Indispensable Qualities of A Leader by John C. Maxwell

Leadership 101: What Every Leader Needs to Know by John C. Maxwell

You Don’t Need a Title to be a Leader by Mark Sanborn

Encouraging the Heart by James M. Kouzes and Barry Z. Posner

Seven Habits of Highly Effective Teens by Sean Covey

The Six Most Important Decisions You’ll Ever Make by Sean Covey

The Last Lecture by Randy Pausch Online from ABC News

Seven Summits: Nurse’s Guide to Mountaineering and Life by Patrick Hickey

Financial Peace by Dave Ramsey (Finance)

The Power of Small by Linda Thaler and Robin Koval

The Exceptional Presenter by Timothy Koegel (Presentation Skills)

Real Leaders Don’t Do PowerPoint! By Christopher Witt

Eat Mor Chikin: Inspire More People by S. Truett Cathy

High School 101 Freshman Survival Guide by Dawn Burnette

Who Stole My Cheese by Ilene Hochberg

Danica – Crossing the Line by Danica Patrick and Laura Morton

Extra Help Opportunities

Great leaders recognize that there is no shame in asking for or receiving extra help to promote understanding and development of skills. Students are encouraged to seek extra help from their peers, their teacher, or others who have the knowledge or skill to assist. Teachers will post times they are available before, during or after the school day, as well as ways they may be accessed through email to provide electronic support and assistance; it is the student’s responsibility to communicate that additional help is needed.

The Zone Expectations:

o Actively Participate in the Learning Community

o Be a Good Digital Citizen

o Respect Every Member of GHS

o Strive for Excellence

Teachers:

Suzanne Halloran shalloran@ 821-1963 Rm 130 Planning 4th block

Stewart Kennerly skennerly@ 821-1909 Rm 132 Planning 4th block

Course Syllabus

Leadership 21 Grading Practices

Assessments

A pre-assessment (a non-graded assessment that guides the instructional choices for the unit, usually 4-5 questions that focus on priority standards only) is given at the beginning of each unit of instruction. Both teacher and students use this information to inform the learning process.

The teacher’s grade book entries reflect the progress students are making toward mastery of standards within a unit of study. As part of the district’s plan for gradual release of responsibility, students are encouraged to monitor their achievement in the course by keeping a record of their own performance.

Students in this course continually receive descriptive feedback on their progress in class and are expected to complete all instructional assignments whether they are given as classwork or as homework. It is important to remember that feedback may occur after several assignments critical to learning are completed and not necessarily after each individual assignment.

Assessments will be divided into two categories: formative and summative. Formative should be considered “practice” and summative should be considered the “end performance”. Formative and summative assessments focus on standards-based learning targets.

• Formative assessments occur during the process of learning or the development of a product. Formative assessments include observations, quizzes, initial drafts, homework, responses to teacher questions, minor labs, and practice assignments. Students use the information gained from these assessments to enhance learning. All formative assessments are related to the standards for the course and are administered to help students practice the skills they need to master before the summative assessment is given.

• Summative assessments are used to determine the degree of success at the end of a unit of instruction. The goal is to evaluate student competency as it relates to the set of standards addressed in instruction. Summative assessments may include tests, exams, final drafts, projects, major labs, research papers, and presentations. The information gained from these assessments will be recorded in the grade book and determine the nine weeks and final grade for the course. All summative assessments are aligned to the standards for the course.

Grading

Formative marks: It is important that students complete their formative assessments on time so that both the teacher and the student have an accurate indication of progress. During this process, the teacher provides constructive feedback to students. Students do not receive a grade for formative work because they are allowed to practice during the learning process before the summative assessment. Feedback on formative assessments appears in the grade book as one of the following codes to provide meaningful information about the progress students are making in the class.

|Code |Explanation |

|1 |No evidence submitted |

|2 |Insufficient progress |

|3 |Progressing |

|4 |Meets standard |

1 = No Evidence Submitted: Student has not attempted to demonstrate progress toward meeting the standard.

2 = Insufficient Progress: Based on what has been taught and assessed, progress toward meeting the standard is not evident.

3 = Progressing: Based on what has been taught and assessed, progress toward meeting the standard is evident.

4 = Meets Standard: The student has met the standard.

Summative grades: Five to eight summative grades are earned during a nine weeks period. Students receive constructive feedback from the teacher after each summative assessment and during the process of a major project or research paper. If a student wishes to have an opportunity to improve a test grade, he/she must complete and submit the necessary formative assignments (practice) related to the test within five school days after receiving the test results. The additional attempt to demonstrate learning (limited to one time per summative assessment) is then scheduled; the grade only counts if it is higher than the original test grade. The second attempt may be an alternate form of the same assessment, an alternate assessment limited to standards not mastered, or a comparable assessment that is in a different format. This process only applies to unit tests (not the midterm, final exam, projects, major labs, research papers, presentations, senior project, etc.).

The lowest grade recorded in the grade book is a 55. The actual grade (if below a 55) is noted as a comment. This process does not pertain to the final exam grade or the final course grade.

Late Summative Assessments: All summative assessments are expected to be completed as assigned and on time. In the event that circumstances prevent students from meeting a deadline for any summative assessment (except for tests, exams, and senior project), they may request an extension. In this event, extension contract agreements will be available. Students who request an extension contract must provide the following information:

• Description of missed work assignment

• Demonstration of the amount of work completed to date

• Explanation or reason why the work was not completed when assigned.

If the summative assessment is submitted by the approved revised due date, no penalty for lateness is reflected in the grade. If the summative assessment is not submitted by the revised due date, a 55 is automatically entered into the grade book.

Leadership 21 Extension Contract Agreement

Student Name _____________________________ Date______________________

Course___________________________________

Description of assignment not submitted:

So far I have completed (student may be asked to present work to teacher):

I am applying for an extension because:

Original Due Date___________________________________

New Due Date _____________________________________

Student Signature ___________________________________

Parent Signature ____________________________________

Teacher Signature___________________________________

Leadership for 21st Century Class

Check List for Policies and Procedures and Statement

Please check beside the number and sign at the bottom, indicating you have read each form included in the Leadership for 21st Century packet of information. Please keep the packet and return only this form. Thank you for your assistance.

1. _____ Leadership for 21st Century Syllabus

2. _____ Grading Practices (Formative and Summative Assessment)

Student’s Name (Print) _______________________________________________________

Student Signature: ______________________________________________ Date: _______

Parent’s Name (Print) _______________________________________________________

Parent Signature: _______________________________________________ Date: ________

Parental E-Mail: __________________________________@__________________________

Parental Phone or Cell phone: __________________________________________________

STATEMENT: Please give a brief description about how your child learns best, any limitations, and how we can help your child be successful in our class. (Use the back if needed)

_______________________________________________________________________________________________________________________________________

PARENT SIGNATURE: __________________________________DATE:_______

**RETURN TO TEACHER SIGNED**

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