GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE … · Page | 3 GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017 The Pillar Years Program and This We Believe. Pillar To become a fully

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GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017

The Global Leadership Program:

Pillar Years Overview

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The Pillar Years – The Middle School Global Leadership Program

The Pickering College Middle School program, The Pillar Years, is rooted in the objective of helping our students

explore two central questions: Who am I?, and, What can I do? Informed by pedagogical research of 11-14 year olds,

the program is active and action based, with focuses on outdoor education; public speaking; service and servant

leadership; all of which are interwoven within the rich and varied academic curriculum. The program is specifically

designed to build confidence, curiosity, and skills while finding meaning and relevance in learning. The Middle Years program is delivered through a series of collaborative, interdisciplinary, authentic projects called

Pillars Pursuits. Pillar Pursuits are focused on three of the four program pillars- Adventure, Wisdom, and Community.

Each of these strands is deeply embedded into curricular and co-curricular activities, and students have a wide range of

opportunities to accumulate experiences for each one. These projects aim to help students determined their skills,

interests and abilities and they emphasize connecting the classroom to the community, both local and global. The fourth

and final pillar is called the Freedom pillar. This pillar represents the student’s choice in determining the topic and

design of their culminating project, called the Expression of Self. The Expression of Self presentation takes place at the

end of grade 8 and is a culmination of the insights and growth gained over the three year, Pillar Years, program. Teaching is innovative and interdisciplinary in the Pillar Years, and provides students with frequent opportunities to

explore authentic contexts and exhibit their work. Students are challenged with critical modes of thinking, and taught to

be reflective and self-aware. Quaker values such as consensus, social justice and acceptance are emphasized through

the exploratory work students perform. In order to help students build positive and supportive relationship and promote

personal growth they will be assigned a mentor in Grade 6. This caring adult will work with them throughout the 3 years

of the program providing them with the support and guidance they need to determine who they are and what they are

capable of achieving.

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The Pillar Years Program and This We Believe.

Pillar To become a fully functioning, self-actualized person, each young adolescent should:

Adventure Recognize, articulate and make responsible, ethical decisions concerning his or her own

health and wellness needs; Be a good steward of the earth and its resources. Take risks and

develop resiliency. Engage in meaningful, experiential opportunities and participate in

challenging and authentic activities.

Wisdom Be able to think rationally and critically and express thoughts clearly; Understand and use the

major concepts, skill and tools of inquiry in the areas of Phys.Ed, LA, World languages,

math, natural and physical sciences and the social sciences. Explore, communicate, and

collaborate with the world and learn from the rich and varied resources available. Innovate,

invent and problem solve.

Community Become actively aware of the larger world, asking significant and relevant questions about

the world and wrestling with big ideas and questions for which there may not be one right

answer; Respect and value the diverse ways people look, speak, think, and act within the

immediate community and the world. Develop the interpersonal and social skills needed to

learn, work and play with others harmoniously and confidently

[Freedom] and

Expression of Self

Explore music, art and performance and recognize their importance to personal growth and

learning; Develop his or her strengths, particular skills, talents, or interests and have an

emerging understanding of his or her potential contributions to society and to personal

fulfillment.

Association for Middle Level Education. This We Believe: Keys to Educating Young Adolescents. Westerville: Association for

Middle Level Education, 2010.

Wisdom Pillar Pursuit Rubric

(T-Thinking, K-Knowledge, C-Communication, A-Application)

Emerging Competent Distinction

T ● Considers some perspectives and

opinions ● Uses the design process with some

degree of accuracy to recognize

and assess progress and failures

according to a given situation (Iteration)

● Considers multiple perspectives and opinions

● Applies design process (PS /

Creativity)model to recognize and assess progress and failures according to a given

situation (Iteration)

● Considers and critically analyzes

multiple perspectives and opinions ● Creatively applies design process (PS)

model to recognize and assess

progress and failures according to the

process

K ● Demonstrates some understanding

of essential/guiding questions ● Demonstrates some degree of

intellectual curiosity

● Demonstrates an understanding of

essential/guiding questions ● Demonstrates a considerable degree of


● Demonstrates a thorough

understanding of essential/guiding questions

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● Demonstrates a high degree of


C ● Limited reflection on lessons /

previous knowledge to compliment

final product

● Collaborates with others and

sometimes considers the opinions of others

● Organization of final product

communicates some understanding

of concepts taught ● Applies some technology tools to

final product

● Demonstrates some oral

presentation skills including

fluency of delivery and speaking confidence

● Reflects on lessons / previous knowledge to

compliment final product

● Collaborates with others and considers

opinions

● Organization of final product communicates

understanding of concepts taught ● Applies technology tools to final product

● Demonstrates oral presentation skills

including fluency of delivery and speaking

confidence

● Actively integrates research to

compliment final product

● Confidently and actively collaborates

with others and considers multiple

opinions ● Innovatively applies technology tools

to final product

● Organization of final product

effectively communicates

understanding of concepts taught ● Demonstrates a high degree of oral

presentation skills including fluency

of delivery and speaking confidence

A ● Discusses some experiences from

activity and applies it to new

scenario [prototyping]

● Discusses experiences from activity and

applies it to new scenario [prototyping]

● Extends experiences from activity and

applies it to new scenario

[prototyping]

Adventure Pillar Pursuit Rubric


Emerging Competent Distinction

T Demonstrates some goal setting, planning and/or

problem solving skills.

Demonstrates some exploration skills and/or creativity.

Demonstrates goal setting, planning and/or problem

solving skills.

Demonstrates exploration skills and/or creativity.

Demonstrates a high degree of goal setting,

planning and/or problem solving skills.

Demonstrates a high degree of exploration skills and/or creativity.

K Demonstrates some knowledge/self-confidence and practice/preparation.

Demonstrates knowledge/self-confidence and practice/preparation.

Demonstrates a high level of knowledge/self-confidence and practice/preparation.

C Takes some initiative and/or communicates with some effectiveness in a collaborative setting.

Demonstrates honesty and some positive thinking.

Takes initiative and/or communicates in a collaborative setting.

Demonstrates honesty and positive thinking.

Takes initiative and communicates effectively in a collaborative setting.

Demonstrates honesty a high level of positive

thinking.

A Demonstrates some progression and/or

adaptability of skills. Demonstrates some determination and

perseverance.

Demonstrates a progression and/or an adaptability

of skills. Demonstrates determination and perseverance.

Demonstrates a significant progression and/or a

high degree of adaptability of skills. Demonstrates a high level of determination and

perseverance.

Community Pillar Pursuit Rubric


Emerging Meeting Expectations Distinction

T ● Demonstrates some awareness of

ethical issues and is starting to

appreciate the complexities of interrelated issues

● Demonstrates an awareness of ethical

issues and grasps the complexities of

interrelated issues

● Clearly demonstrates an awareness of

ethical issues and grasps the

complexities of interrelated issue

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● Demonstrates some ability to think

critically and apply limited problem

solving strategies to formulate informed decisions

● Demonstrates the ability to think

critically and apply some problem

solving strategies to formulate informed decisions

● Demonstrates the ability to think

critically and apply problem solving

strategies to formulate informed decisions

K ● Asks questions that relate to the

world or community ● Demonstrates some awareness of

local and global issues

● Asks relevant questions that relate to the

world or community ● Demonstrates an awareness and

understanding of local or global issues

● Asks meaningful and relevant questions

that relate to the world or community ● Demonstrates a deep awareness and

understanding of local or global issues

C ● Communicates an understanding of

local and global issues with a limited degree of effectiveness

● Demonstrates some ability to

describe how local or global issues

may affect individuals or communities

● Communicates an understanding of local

and global issues ● Demonstrates an ability to reflect and

describe how local or global issues may

affect individuals or communities

● Communicates a thorough

understanding of local and global issues ● Demonstrates the ability to thoroughly

reflect and describe how local or global

issues may affect individuals or

communities

A ● Reluctantly participates in socially

focused activities

● Demonstrates some respect and

acceptance for others

● Demonstrates some ability to act on

beliefs or values ● Demonstrates some ability to

advocate for a cause.

● Participates in socially focused activities

● Demonstrates respect and acceptance for

others

● Acts on beliefs and values

● Demonstrates the ability to advocate for

a cause.

● Confidently and actively participates in

socially focused activities

● Demonstrates a high level of respect and

acceptance for others

● Consistently acts on beliefs and values

for a positive change ● Demonstrates the ability to effectively

advocate for a cause.

The Expression of Self – Freedom Pillar

The Pillar Years program is rooted in the objective of helping students figure out who they are and what they are

capable of achieving. The program is specifically designed to build confidence, curiosity, and skills while finding

meaning and relevance in learning.

The fourth and final pillar of the program is called the Freedom pillar. This pillar represents the student’s choice in

determining the topic and design of their culminating project, called the Expression of Self; a culmination of the insights

and growth gained over the three year Pillar Years program. The Expression of Self is presented at the end of Grade 8

and represent the student’s ability to identify, develop and communicate their passions and interest in order to answer

the question "Who am I and what can I do?”.

In order to prepare for the Expression of Self, monthly Mentor meetings and classroom workshops are tailored to help

develop the knowledge and skills necessary for success in the program. Mentor meetings are designed to promoting

individual growth, self-awareness, leadership skills and build positive relationships across the middle school grades. The

faculty mentors and peers help guide the student in their journey of gaining a more complete understanding of their

learning styles and their passions. These mentor groups offer students the opportunity to develop their voice and to

broaden their perspective within a small and supportive community. In the classroom, students participate in guided

learning activities and engage in language arts and multimedia workshops. Through these sessions students gain

concrete public speaking skills, learn to communicate their message using mixed media and Photoshop and begin taking

responsibility for their development as a learner.

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Freedom Pillar Pursuit Rubric

Expression of Self (EOS) Presentation - Self-Assessment

Guidelines:

❖ Speaking time is between 2 and 4 minutes

❖ Student must share a slide combining their picture and 6-word memoir (additional pictures are optional)

Achievement Chart Category Emerging Meeting

Expectations

Distinction

Knowledge (Clearly articulated 6-Word Memoir. Student has a thorough

understanding of their EOS topic.)

Thinking (Student develops a clear connection between the EOS topic and who

they are. Student shows critical awareness in explaining how the EOS has

impacted their life, especially in terms of personal growth)

Communication (Smooth Pace & timing, effective vocal modulation, clear diction,

and eye contact. Student has an organized/clearly road-mapped presentation.

Student supplements oral presentation with a relevant digital image. )

Application (Student speaks for at least two-minutes. Student connects their digital

image/s and 6-word memoir to their EOS.)

Self-Assessment

· “I am proud...”

· “I could have...”

· “Next time I will...”

Pillar Pursuits Tracking Chart

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*Electives are available to Grade 8 students

Documents

GLOBAL LEADERSHIP PROGRAM TEACHER GUIDE … · Page | 3 GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017 The Pillar Years Program and This We Believe. Pillar To become a fully