| How do you measure the success of a training or | | | | Some students feel isolated and some |
| teaching program? There are many measures | | | | don’t take the chance to learn from their |
| you can use including; focusing on learning | | | | peers. Help them feel supported and provide a |
| outcomes, behavioural change, student | | | | process for group learning by establishing a |
| engagement and even efficiency of delivery. | | | | leadership team in its own right. |
| An effective leadership program can achieve all of | | | | 4. They don’t provide ongoing support |
| the above and more. As you plan your training | | | | Make sure you meet a regular basis throughout |
| program for 2005 following are some mistakes | | | | the year to discuss problems, organise events |
| that I have seen some schools make when | | | | and help them develop their roles. |
| conducting their leadership training program. | | | | 5. They fail to focus on developing communication |
| Seven common mistakes that some schools | | | | skills |
| make that YOU can AVOID: | | | | Leadership is a test of communication skills. How |
| 1. They don’t provide a leadership model | | | | students communicate with students and staff on |
| for leaders to refer to. | | | | a one-to one basis and how they deliver a |
| Presenting a leadership model for students and | | | | message to a group will impact on their |
| staff to refer to has many benefits. It allows | | | | effectiveness. A focus on good personal and |
| teachers to grow the program consistently rather | | | | public communication needs to be central to your |
| than put together an ad hoc list of activities. It | | | | program. |
| provides assistance to analytical learners who love | | | | 6. They neglect to develop a Code a Conduct for |
| a model to guide them and helps ensure program | | | | student leaders |
| consistency over a number of years. | | | | How are your student leaders expected to |
| 2. They don’t give leaders job descriptions | | | | behave? How does a student know if his |
| for different roles. | | | | behaviour is out of step with the school’s |
| The second most common complaint that student | | | | expectations? Schools generally have a Code of |
| leaders make is that they don’t know | | | | Conduct for general school behaviour but it is |
| what to do. So if you don’t have job | | | | useful to have a Code of Conduct for student |
| descriptions yet it maybe time to get them on | | | | leaders that reflects both acceptable school |
| paper. For an easy guide go to the downloads | | | | behaviour and also the school’s values. |
| page on [ and download the Leadership Role | | | | Student leaders are ambassadors for a |
| Sheet. (Be patient if it is the first time the | | | | school’s values. |
| computer you access it from has been to that | | | | Go to for a sample Code of Conduct that I use. |
| site. A blue screen will come up first before a | | | | 7. They forget to start a leadership diary or |
| colourful graphic picture. It will quick next time you | | | | journal |
| use it.) | | | | To assist with ongoing personal development |
| By the way, the most common complaint that | | | | students should begin a journal or a diary that |
| student leaders make is that they don’t | | | | serves as a record of their activities and also |
| have any real leadership tasks to do! | | | | provides an opportunity to reflect on their |
| 3. They don’t form a leadership team | | | | progress. |
| Being a student leader is not all fun and games. | | | | |