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Student leadership

"The pessimist complains about the wind. The optimist expects it to change. The leader adjust the sails." - John Maxwell. 

The Maryborough State High School 'Student leadership Development Program' provides aspiring Student Leaders with a supportive learning environment that develops leadership skills through character based learning opportunities. 

 

Students are challenged on all levels and are required to work cooperatively to achieve set goals, respect themselves and others, inspire and motivate their peers and promote a culture of school pride and belonging.

Students are offered various opportunities to participate in a position of leadership within the school, from Year 7 through to Year 12.   

Leadership opportunities include but are not limited to: 

 
  • Senior Leadership team - School Captains and Vice Captains
  • Student Representative Council - Junior and Senior
  • P & C Liaison
  • Creative Industries Captain
  • House Captains
  • Junior Secondary Prefects
  • Fundraising Projects/Groups
  • Environment Projects/Groups
  • Community Projects/Groups
  • Creative Industries Projects/Groups
  • Peer Mentoring
  • Class Captains
  • SEL
  • Boys and Girls Leadership 
 
 

The program is designed to integrate student leaders from all years thus enabling all students to develop the necessary skills of leadership to enact and inspire change. 

Seven Focus Areas

Student leaders from each year level participate in a minimum of one 'Leadership' lesson per term. There are seven core focus areas that have been developed based upon common practices of exemplary leaders as identified by J. Kauzes and B. Posner (2011). The Five Practices - Traits that Define Leadership. Retrieved January 10, 2012, from http://www.meridianleadershipinstuture.com. 

Group Lead Initiatives (ALL)

Effective groups have a "shared goal". Group work involves all members, working  together, towards a common goal. Leaders are naturally goal-orientated and understand the need, and the best way, to communicate the objective/s to the group. By adopting the objectives of the leader and melding them with the individual strengths of the group members. Effective team members also feel a strong sense of empathy, allowing them to better understand the individuals in their group. This factor works to bring the team together to achieve the common objective. 

Self-Awareness (Year 7)

Self-awareness is having a clear perception of your personality, including strengths,  weaknesses, thoughts, beliefs, motivation and emotions. Self-awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment. The saying 'stay true to yourself' is important advice, it's not easy to stay true to yourself if you don't know who you are. By becoming self-aware and understanding your strengths and limitations, you open up opportunities that would not be available if you do not know yourself.

Model the Way (Year 8)

In order for students to be role models and effective leaders, it is important for them to define what is important to them as individuals and as a member of Maryborough State High School. This focus area provides students with an opportunity to identify what are values and examine the various values they feel are important individually and as a member of Maryborough State High School.

Inspiring a Shared Vision (Year 9)

Inspiring a shared vision can be difficult for any leader, especially a teenager. Teens are still developing the ability to set long term goals, envision what the end result might look like and communicate that vision to empower others. Students will identify the characteristics of highly effective leaders and how leaders get others to believe in their cause.

Challenge the Process (Year 10)

In order to keep organisations moving and growing, change is necessary. This focus area helps young people recognise how to be proactive in a healthy, positive way in order to promote leadership growth and organisational development. Students will understand that effective leaders continuously seek opportunity for improvement and recognise that mistakes and failures are opportunities for growth and improvement whilst distinguishing between positive and negative risk.

Enabling Others to Act (Year 11)

In order to enable other to act, it is important to understand what it takes to get there. By analysing other's actions and engaging in collaborative activities, leaders can strengthen networks and further encourage action. We are all motivated by different things, but something nonetheless. Seeing what motivates others can also give us insight to the leadership potential of our peers.

Encourage the Heart (Year 12)

Schools and society spend a lot of time recognising individuals for outstanding accomplishments - we have awards for sport championships, beauty pageants, performing arts and other activities that recognise the big things people accomplish. Through all this, we all too often forget it's the little everyday feats that get us to that point. Young people accomplish many great things without receiving any type of recognition or without recognising others. This focus area highlights the importance of looking at the "little things."

Duty Roster

Students are expected to volunteer to complete a range of duties throughout the term. A 'Duty Roster' is prepared by the Senior Leaders and students nominate their expected area once a term to work in. The Year Coordinator/Leadership Coordinator responsible for the activity will add you to the roster and monitor progress.

Student Leadership Definition

Student leaders are responsible, fair minded, positive and caring representatives of,  and advocating for, the student body. They actively demonstrate, promote and encourage involvement in creating a positive whole school community.  

They should: 

  • initiate school and/or community activities
  • participate and encourage participation in school, cultural and community  events
  • demonstrate pride in self, school and community
  • demonstrate organisational ability

School Support Statement

The school will support student leadership through:  

  • recognition of student leadership
  • encouraging opportunities for student leadership throughout curricular, co-curricular and community activities
  • training of student leaders in a systemic way over the years of secondary schooling
  • training of teacher facilitators to manage the leadership program
 

Criteria for evaluating students for leadership level: 

 
  • demonstrated initiative in school and/or community activities
  • demonstrated participation in school, cultural and community events
  • demonstrated organisational ability
  • demonstrated involvement in training activities
  • demonstrated behaviour and attendance worthy of the position as evidenced through school records (One School) 

Overall Leadership Structure

  

The following outlines the major positions and the overall committee structure for the school leadership program.

Leadership Positions 

School Executive Leadership 

 

2 Captains, 2 Vice Captains, SRC President, Environment, Community and Fundraising Committee Chairs (11)

Prefects  

House Captains (8) 

Arts Captain (1)

 SRC Treasurer (1)

SRC Vice President (1)

  P & C Liaison (1)

Junior Secondary School Prefects (2)

 Student Council (4)

Peer Mentors

Senior Leaders (Year 11) 

Student Council (4)

Year 9 Positions 

Captains (2) 

 Vice Captains (2) 

 House Captains (8)

 Junior Prefects (as required)

Student Leaders (Year 7-10) 

Student Council - minimum 4 (each year level)

Role Statements

 

The following outlines role statements for student leaders. They are intended to be general, and will change depending on the personalities of the individuals, the needs of  the school and the discretion of the Principal. 

School Executive Leadership 

 

The role of the school executive leadership is to develop and improve the school on behalf of the student body, which they lead. They should do this through:

  • exemplary behaviour and dress standards
  • regular meetings with the Principal
  • initiating projects on behalf of students through student committees
  • regular contact with prefects and student leaders
  • representing the school at functions
  • addressing parades
  • involvement in school community activities 

Prefects

  
The prefects should work closely with School Executive Leadership to complete projects that have outlined at the beginning of Year 12. They should work to improve the  school on behalf of students. They should to this by: 
 
  • showing exemplary behaviour and dress standards
  • regular meetings with School Captains and their teams
  • chairing or attendance at school committees
  • addressing parades or other key gatherings (e.g. Awards' night)
  •  regularly liaise with form classes
  • completing at least one school community activity per term 

Senior Leaders

 

The role for Senior leaders is to work to assist other students in the school, and to  prepare for leadership roles in Year 12. They should do this by: 

  • organising events and clubs with fellow students
  • engage in mentoring from Prefects and Executive members in preparation for  roles in Year 12
  • attending student committees
  • attending appropriate training
  • addressing year level parades
  • completing at least one school community activity per term  

Student Leaders

 

The role of student leaders is to work to assist other students in the school, and to  prepare for leadership roles in Year 9 and 12. They should do this by: 

  • organising events and clubs with fellow students
  • attending student committees
  • attending appropriate training
  • addressing year level parades
  • completing at least one school community activity per term