NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 1: Leadership and You (Put all of your final responses on separate paper)

“The growth and development of people is the highest calling of Leadership.” -Harvey S. Firestone Goals: A. Demonstrate that you have a solid understanding of the definition of leadership B. Identify the basic styles of leadership and their application in situations C. Identify common characteristics of leaders D. Identify your personal leadership style and qualities and demonstrate your understanding of how they affect the way you lead others. Refer to the Leadership Library for: Section A, Part 1: What is Leadership, T-P Leadership Questionnaire Knowledge Builders 1.1 Explain the three primary styles of Leadership: Autocratic – Democratic – Laissez-faire – 1.2

Identify the traits for each of the following types of leaders: Telling Leader – Persuading Leader – Consulting Leader – Joining Leader – Delegating Leader –

1.3

Identify characteristics for each of the following behavior types of Situational leaders: Relationship Oriented Behavior – Task Oriented Behavior –

Demonstration of Skills and Knowledge 1.4 Write your personal definition of leadership, including its purpose and its importance with regard to a student council and in society. 1.5

Listing Your Leadership Qualities a. List the ways you have been a leader in your school and out (community, family, other) b. Identify the one leadership experience that you found to be the most satisfying and explain why c. Identify the one leadership experience that challenged you most and explain why

1.6

Explain a leadership situation where your leadership would be more effective using Relationship Oriented behaviors and one where you would be more effective using Task Oriented behaviors.

1.7

Complete a T-P Leadership Questionnaire After scoring the T-P Leadership Questionnaire, examine the results and write a brief summary of your findings, including how accurately you believe it has identified you as a certain type of leader.

End Section A, Part 1 Page 1 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 2: Goal Setting (Put all of your final responses on separate paper)

Alice asked the Cheshire Cat, “Would you tell me, please, which way I ought to go from here?” The cat replied, “That depends a good deal on where you want to go.” – Lewis Carroll, Alice’s Adventures in Wonderland Goals A. Demonstrate to your adviser that you can successfully identify and use successful goal setting practices B. Identify the common characteristics of good goals C. Explain the importance of setting goals and the basic steps used to set goals D. Utilize goal setting techniques to successfully write goals. Refer to the Leadership Library for: Section A, Part 2: Goal Setting, and Goal Setting Work Sheet Knowledge Builders 2.1 Identify 5 reasons why goal setting is important and 5 more reasons why many people don’t set goals for themselves. 2.2

Identify the parts of SMART goals S– M– A– R– T–

Demonstration of Skills and Knowledge 2.3 Identify and use the NASC 4-Step process to decide upon and write a group goal with your student council or a council committee. Step 1 – Step 2 – Step 3 – Step 4 – Discuss whether or not your group met its goal and identify keys to their success or failure 2.4

Use a goal setting worksheet and SMART components to write one short term that you can accomplish during the current school year. Write a one long term goal that reflects how you might apply leadership skills and knowledge after high school, for example, during your college years.

End Section A, Part 2

Page 2 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 3: Team Building (Put all of your final responses on separate paper)

"Coming together is a beginning. Keeping together is progress. Working together is success." - Henry Ford Goals A. Demonstrate that you can successfully identify the characteristics of effective teams and team leaders B. Develop an understanding of the benefits of utilizing a team approach in student council activities C. Recognize and understand the 4 conditions that support effective teams D. Successfully lead a team building activity

Refer to the Leadership Library for: Section A, Part 3: Building a Team, Signs Team Building is Needed

Knowledge Builders 3.1 Explain the attributes that distinguishes a team from a group 3.2

Identify 10 characteristics of effective team members and 10 characteristics of effective team leaders.

3.3

Identify 5 signs that a student council is in need of effective team building

Demonstration of Skills and Knowledge 3.4 Select and lead a team building exercise with your student council. Write a summary explaining what you observed about the participants during the activity and why you felt it was successful or not in strengthening the group as a “team”.

End Section A, Part 3

Page 3 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 4: Decision Making (Put all of your final responses on separate paper)

“Once you make a decision, the universe conspires to make it happen.” –Ralph Waldo Emerson Goals A. Demonstrate your ability to identify the steps to making decisions B. Identify and demonstrate four ways that groups make decisions C. Identify 5 steps to making solid decisions D. Identify and employ ethical decision making practices Refer to the Leadership Library for: Section A, Part 4: Decision Making, and Solid and Ethical Decision Making Knowledge Builders 4.1 Explain how decisions are made using each of these methods Autocratic – Democratic – Consensual – Laissez-faire – 4.2 For each method of decision making, identify one decision often made by student council and one that might be made in the community or by local government that is best made using that particular method Autocratic – Democratic – Consensual – Laissez-faire – 4.3 Name and explain 5 points to incorporate during the decision making process 4.4 Explain why it is important for leaders to use ethical decision making and how to evaluate whether or not a decision is ethical 4.5 Explain the advantages and disadvantages of using a consensus approach to making decisions Demonstration of Skills and Knowledge 4.6 Select a method for achieving consensus and facilitate using it to reach a decision during a council or committee meeting and evaluate and summarize the results.

End Section A, Part 4

Page 4 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 5: Problem Solving (Put all of your final responses on separate paper)

“Leaders are problem solvers by talent and temperament, and by choice.” – Harland Cleveland Goals A. Demonstrate that you can successfully identify the 7 steps to solving problems B. Identify and demonstrate proper techniques for effective brainstorming C. Recognize barriers to creative problem solving D. Explain how decision making and problem solving are used together by groups

Refer to the Leadership Library for: Section A, Part 5: Problem Solving; Brain Storming; Problem Solving Worksheets 1 & 2

Knowledge Builders 5.1 Identify and explain the purpose for each of the 7 steps to problem solving. 5.2

Select 3 barriers that can block creative problem solving and explain how a leader can resolve each one with a win-win solution

5.3

Summarize the basic steps used by groups during a brainstorming exercise

Demonstration of Skills and Knowledge 5.4 Lead a committee or group in a problem solving activity using the 7 steps - include brainstorming - record steps and decisions on a Problem Solving Worksheet - write a summary/evaluation of the activity highlighting any positive outcomes and challenges that were encountered by the group

End Section A, Part 5

Page 5 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 6: Group Dynamics (Put all of your final responses on separate paper)

“Cooperation is the thorough conviction that nobody can get there unless everybody gets there.” -Virginia Burden Goals A. Demonstrate that you can successfully identify and explain the 5 stages of group development B. Identify the basic needs of group members C. Identify the basic group roles fulfilled by its members D. Define “group think” and explain how to recognize it E. Identify “Self-Oriented” roles of group members that can jeopardize group cooperation Refer to the Leadership Library for: Section A, Part 6: Group Dynamics Knowledge Builders 6.1 Identify what happens to a group in each stage of the team building process Forming – Storming – Norming – Performing – Transforming – 6.2

Identify and explain the roles of group members that fall into the “task” category

6.3

Identify and explain the roles of group members that fall into the “maintenance” category

6.4

Explain 4 actions that leaders can take to maintain cooperation within a group

Demonstration of Skills and Knowledge 6.5 Identify 9 Self-Oriented roles that can weaken a group’s development - Select 3 and suggest strategies that a leader can use to bring about a positive change that will encourage the person to work more cooperatively with the group 6.6

Select and lead a council group or committee through a group cooperation activity - Summarize the results, identifying the different group roles that were observed

End Section A, Part 6

Page 6 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 7: Time Management & Personal Organization (Put all of your final responses on separate paper)

“Watches are so named as a reminder - if you don't watch carefully what you do with your time, it will slip away from you.” – Drew Sirtors Goals A. Demonstrate that you can successfully identify and explain 3 strategies for effective time management B. Identify strategies and create a plan to better organize yourself C. Identify signs of stress and how to manage it

Refer to the Leadership Library for: Section A, Part 7: Time Management; Personal Organization and Stress Management Knowledge Builders 7.1 Identify 6 common strategies to better manage your time. Tell which strategy works best for you and why. 7.2

Identify 10 strategies to improve personal organization

7.3

Identify the general signs of stress

7.4

Explain 5 strategies that can be used to deal with stress

Demonstration of Skills and Knowledge 7.5 Using the 10 strategies to improve personal organization, create a plan that incorporates at least three strategies. Use the plan for at least two weeks, then evaluate whether or not your plan helped. Summarize your observations and suggest what you need to do to improve your plan. 7.6

Create a personal calendar with a “To Do” of your activities covering at least 2 weeks. Explain how you used the calendar and evaluate to what extent it helped you organize your time.

7.7

Complete a Stress Test inventory; summarize your reaction to the results and explain what you do to reduce your own stress.

End Section A, Part 7

Page 7 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 8: Meeting Management (Put all of your final responses on separate paper)

“Effective leadership is putting first things first. Effective management is discipline, carrying it out.” –Stephen Covey Goals A. Demonstrate that you can successfully identify 7 principles for meetings B. Identify and create a complete meeting agenda C. Demonstrate a working knowledge of basic parliamentary procedure D. Demonstrate proficiency in scheduling, planning, and chairing a council or committee meeting E. Demonstrate the ability to record accurate minutes for a meeting Refer to the Leadership Library for: Section A, Part 8: Meeting Management; Parliamentary Procedure Knowledge Builders 8.1 Explain the 7 basic principles for meetings and identify 5 characteristics of a good meeting 8.2

Identify 10 strategies that leaders should use when facilitating a meeting; select five from that group and explain how each one is important to use during meetings

8.3

Identify and explain key actions that meeting organizers should always do Before a meeting – During a meeting – After a meeting –

8.4

Identify the differences between main, subsidiary, and incidental motions and explain how each is correctly handled

Demonstration of Skills and Knowledge 8.5 Create use an agenda for a committee or council meeting that is in the proper order and includes the basic meeting agenda parts. Report on its effectiveness during the meeting, any problems that developed from its use and how they were resolved, or any problems avoided by using your agenda. 8.6

Create a step-by-step diagram that tracks a motion from its introduction to a student council until it is acted upon, and explain the options that councils have in how they deal with the motion

8.7

Demonstrate your ability to properly use parliamentary procedure and terminology to put forth a motion and carry out other business during a committee or council meeting. Include a copy of the meeting minutes showing your participation.

8.8

Plan, organize and run a committee or council meeting, then summarize the experience highlighting pre-meeting preparations, purpose of the meeting, outcomes, and follow-up actions.

End Section A, Part 8 Page 8 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 9: Communication (Put all of your final responses on separate paper)

“Good communication does not mean that you have to speak in perfectly formed sentences and paragraphs. It isn't about slickness. Simple and clear go a long way.”- John Kotter Goals A. Satisfy your adviser that you can successfully identify the 4 common elements of communication and explain each one B. Identify influences that affect communication C. Identify and demonstrate 10 guidelines to be an effective speaker D. Identify 10 rules to be an effective listener E. Identify conditions that disrupt or block effective communications F. Demonstrate your ability to effectively communicate in print, electronic, and verbal forms G. Satisfy your adviser that you understand and can demonstrate proper stage and podium etiquette Refer to the Leadership Library for: Section A, Part 9_Communication, Stage and Podium Etiquette Knowledge Builders 9.1 Identify the 4 common elements of communication, and explain their roles in the communication process 9.2

List the 8 common influences on communication; select 5 and explain how they affect the way we communicate

9.3

Explain five ways that students can become better listeners

9.4

Identify 10 conditions that can block effective communications, select 5 to define and suggest strategies to address them

Demonstration of Skills and Knowledge 9.5 Submit a letter or memo you created for use in your current or past council role to demonstrate your ability to communicate effectively in print 9.6

Submit a printout of an email or short PowerPoint presentation you created for use in your current or past council role to demonstrate your ability to communicate effectively in electronic form

9.7

Demonstrate your ability to effectively communicate orally during a council meeting or activity while speaking from a podium using proper stage and podium etiquette Adviser Observation Checklist: † Dresses appropriately for presentation † Finishes within allotted time † Avoids filler words (uh, um, ah) † Maintains forward posture to the audience

† Is prepared – practiced and has organized notes † Speaks with acceptable volume and enunciation † Makes appropriate eye contact with audience † Uses acceptable stance and body movements

End Section A, Part 9 Page 9 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section A, Part 10: Evaluation (Put all of your final responses on separate paper)

“The only man who behaves sensibly is my tailor; he takes my measurements anew every time he sees me, while all the rest go on with their old measurements and expect me to fit them.” -George Bernard Shaw Goals A. Demonstrate that you can successfully explain the general purpose of evaluation and identify 5 reasons why student councils should evaluate B. Identify 10 simple methods that can be used to carry out evaluations C. Identify 5 common characteristics of a good evaluation instrument D. Successfully select and perform project and personal evaluations, and report findings Refer to the CSL Leadership Library for: Section A, Part 10_Evaluation; Council Evaluation Form; and Self Evaluation Form Knowledge Builders 10.1 Provide an explanation why it is important to evaluate each - People who hold leadership positions - Groups such as student councils - Rules of governance such as bylaws - Activities and projects 10.2 Identify 10 evaluation methods or instruments and provide an example of how to apply each appropriately 10.3 Name 5 characteristics of good evaluation instruments Demonstration of Skills and Knowledge 10.4 Identify what you believe is the best evaluation method or instrument for each of the following examples and explain why you selected each one: - Your student council constitution - A recent council project or activity - The work of a committee - A student council officer 10.5 Using the 7 tips for planning evaluations, plan, perform, and report the results of an evaluation - Select the method of evaluation - Create the evaluation instrument - Prepare the evaluation report 10.6 Complete the Individual Leader Evaluation Form and summarize the results

End Section A, Part 10 Page 10 of 13

2008 NASC Certified Student Leader Step-by-Step Task Outline

Section B: Service (Put all of your final responses on separate paper)

“Without community service, we would not have a strong quality of life. It's important to the person who serves as well as the recipient. It's the way in which we ourselves grow and develop.” - Dorothy I. Height Goals A. Demonstrate that you can understand and can explain the importance of service as a key role of student leaders and the basic types of service projects typically performed by students B. Identify school and community resources that can assist student council to identify school and community needs C. Identify the difference between service and service learning; and the 4 main parts of service learning D. Identify and apply the 12 Ws of project planning to the planning and implementation of a service project E. Lead a student council committee or group to plan and carryout a service project that will benefit the school or community Refer to the Leadership Library for: Section B_Service; 12 W’s of Project Planning Knowledge Builders B.1 Explain the role of service as it pertains to student leaders B.2 Explain Direct Service and Indirect Service, including any strengths or weaknesses of each. Which type of service (direct or indirect) do you feel is better for students to participate in and why? B.3 Explain the difference between service and service learning - Identify the 4 key elements of service learning and explain what occurs during each one Demonstration of Skills and Knowledge B.4 Research and create a list of 5 resources at the school (and district) and 5 in the community that can be contacted or utilized to assist with or support student council service projects - Summarize how each one could be used or what information it could provide B.5 Provide evidence of your active participation in two service projects within the last two years. B.6

Using the 12 Ws of project planning, lead a committee or your council to plan and carry out a community service project - Create a timeline for the project - Keep a daily/weekly journal the project from start to finish - Produce a summary that explains what need was identified, how the project would address the need, and the outcomes - Include a sample of a completed evaluation form used to evaluate the project

End Section B Page 11 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section C: Civic Engagement (Put all of your final responses on separate paper)

“Young people say, 'What can one person do? What is the sense of our small effort?' They cannot see that we can only lay one brick at a time, take one step at a time; we can be responsible only for the one action of the present moment.” - Dorothy Day Goals A. To understand what it means for students to have a voice in school and community issues. B. To understand what civic engagement means C. Identify student council functions and activities that are civic-based D. Understand how the “system works” in order to have input or to effect change. E. Identify community and online civic resources and define how they can be used in planning a civicbased activity F. Assume the lead on a civic-based activity designed to engage members of the student body Refer to the Leadership Library for: Section C_Civic Engagement Knowledge Builders C.1 Identify 2 types of school issues and 2 types of community issues for which students should have input and explain why C.2 Explain what it means to be civically engaged and why it is important for students to be involved in civic-based activities C.3 Identify 4 goals of civic engagement C.4 Explain the following types of civic engagement and identify 3 activities that illustrates each one: Interacting – Monitoring – Influencing – Demonstration of Skills and Knowledge* C.5 Explain a civic process that could be used to affect positive change in a school C.6 Create a list of 3 community resources and 3 online sites that support civic engagement - Explain how the student council can utilize each one C.7 Organize and lead a committee or the student council in a civic-based activity that engages members of the student body - Explain the activity and identify if it is Interacting, Monitoring, or Influencing - Keep a journal of the activity and prepare a short report of the outcomes *If your student council is participating in the NASC Raising Student Voice & Participation program and you are on the RSVP Leadership Team, you may substitute evidence of your participation in place of parts C.4-C.7. End Section C Page 12 of 13

NASC Student Leaders Program Step-by-Step Task Outline

Section D: My Leadership Philosophy (Put all of your final responses on separate paper)

Goals A. Articulate your personal philosophy about leadership B. Identify your traits and characteristics that have served you as a leader and explain how you used them C. Identify and explore how both successes and failures have affected your development and growth as a leader Demonstration of Skills and Knowledge D.1 Create a list of your leadership traits and identify the style of leadership that you most often use.

D.2 In an essay of 750 to 1,000 words, discuss your personal philosophy about leadership. In your essay, cite examples of applying your leadership traits, skills and characteristics and what you have learned about yourself (as a leader) as you have worked through the process to become an NASC Distinguished Student Leader.

Congratulations! You have completed the final steps of the NASC Student Leaders Program to become an NASC Distinguished Student Leader. From this point, you will finalize your portfolio and meet with your principal or his/her designated administrator and your adviser for your presentation of evidence. Should you receive their affirmation of your achievement, you may submit your application and portfolio to NASC for final evaluation. Good luck! - NASC

End Section D

Page 13 of 13