Ann Brock, Charlotte Latin SchoolMicela Leis and Preston Yarborough,

Center for Creative Leadership

Why guess if you don’t have to? Measuring student leadership in K-12 settings

Ann BrockDirector of Leadership DevelopmentCharlotte Latin School abrock01@charlottelatin.org

Micela LeisResearch ScientistCenter for Creative Leadershipleism@ccl.org

Preston YarboroughSenior FacultyCenter for Creative Leadershipyarboroughp@ccl.org

90% said before age 18

At what age should youth leadership development begin?

90% of respondents believed it should begin before age 18.

Van Velsor, E. & Wright, J. (2012) Expanding the Leadership Equation [White paper]. Center for Creative Leadership.

84% said ALL youth should have access

Should all youth have access to leadership development?

Van Velsor, E. & Wright, J. (2012) Expanding the Leadership Equation [White paper]. Center for Creative Leadership.

84% of respondents believed leadership development should be available to all youth.

Charlotte Latin’s Relationship with Youth Leadership Development

CLS determined that student leadership development would be an important part of our strategic planning process.

A few essential questions remained:

How do we as a school community define leadership?How do we make it accessible to all students?

Open Ended Questionnaire

Thematic Coding

Scale Writing

Scale Pilot

Factor Analysis

1,067 youth from 1 school

Example Item:

923 youth from 3 schools

7,914 youth from 35 schools

Development of the Student Leadership Scale

Leading Self

Deep understanding of yourself and your own behavior

Leading Academically

Belief that learning is important and valuable

Leading with Others

Working effectively with others

Changing Your World

Working to make a positive impact in Your world (acts as a change agent)

Student Leadership Framework

Integrity

Accountable

Resilient

Self-Aware Values School

Participative

Attentive

Communicative

Visionary

Motivating

Encouraging

Confident

Accepting

Active Listener

Respectful

Considerate

Collaborative

Leadership Framework Attributes

Leading SelfLeading Academically

Leading With Others

Changing Your World

Dimensions Attributes Definitions

Leading Self Self-Aware Can describe what makes them who they are.

Leading Self Accountable Takes responsibility for their actions.

Leading Self Resilient Keeps trying if they fail at an important goal.

Leading Self Integrity Stands up for what they believe in.

Leading Academically Values School Thinks it is important to do well in school.

Leading Academically Participative Participates in class discussions.

Leading Academically Attentive Pays attention when the teacher is speaking.

Leading with Others Collaborative Cooperates with others effectively.

Leading with Others Communicative Expresses ideas clearly and effectively (including giving and

receiving feedback).

Leading with Others Active Listener Listens carefully to what others have to say.

Leading with Others Considerate Thinks about how their actions make other people feel.

Leading with Others Respectful Treats other people the way they want to be treated.

Leading with Others Accepting Respects the views of others.

Changing Your World Visionary Inspires others to follow their vision.

Changing Your World MotivatingUnites a group of people to work together towards a common

goal.

Changing Your World Encouraging Encourages others to take on leadership roles.

Changing Your World Confident Steps up and take charge when it is needed.

Leadership Framework Attributes

Relationship between Student Leadership and Outcomes

Higher levels of leadership, as measured by CCL’s four dimensions, are related to higher student engagement, higher grades, and increased sense of belonging.

Student Engagement

GradesSense of

Belonging

CCL Student Leadership

Competencies

Charlotte Latin Leads with HonorCLS Mission Statement: Our mission is to encourage individual development and civility in our students by inspiring them to learn, by encouraging them to serve others, and by offering them many growth-promoting opportunities.

CLS Student Leadership Mission Statement: “We believe that each Charlotte Latin student possesses the capacity for leadership and can make a positive difference in the life of our School and in service of others.”

Learning to Honor Others:

8th Grade fort building

How do we help schools understand where to focus student leadership development efforts?

Reserves Assets

Developmental Opportunities

Key Gaps

Leadership Indicator for Students

What kind of information is provided in the LIS report?

Reflection Questions:• Are there differences between how students rate themselves (Self) and how observers rate students?

(All Observers, Peers, and Teachers)? Why do you think these differences exist?• What would school culture look like if students were highly competent in each leadership dimension?

Importance of Attribute

Skill

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Reserves Assets

Developmental Assets

Key Gaps

Questions?

Ann BrockDirector of Leadership DevelopmentCharlotte Latin School abrock01@charlottelatin.org

Micela LeisResearch ScientistCenter for Creative Leadershipleism@ccl.org

Preston YarboroughSenior FacultyCenter for Creative Leadershipyarboroughp@ccl.org