High School Block:

Develop and Lead 110 / 120

Develop and Lead 110 and 120 are sequential courses designed to have learners discover, explore, and reflect on leadership so that learners have opportunities to plan, organize, and administer projects within their schools and communities. Learners will experience leadership through hands-on project-based learning and reflect on experiences to build awareness and understanding, promoting deep learning and skills transfer for the future.

Regardless of previous experience or comfort level, learners will develop leadership potential in safe and inclusive spaces. Learners will explore various roles in group dynamics, including being a leader, collaborating with others, and contributing positively to learning experiences.

When learners take on leadership responsibilities, overall participation increases, and engagement improves. Leadership potential is developed when learners are provided the autonomy to create initiatives which build and reinforce leadership attributes, styles, and skills.

This course facilitates leadership experiences by capitalizing on and creating opportunities for learners to act as change agents and facilitate growth. Learners will build rapport with peers, gain valuable understanding of group dynamics through practice, and connect with service providers and community members. Participation in Develop and Lead courses result in a journey in which learners can create a positive legacy in their school and community.

The concepts and contexts, strands, big ideas and skill descriptors are, in some instances, the same in both courses. However, skills acquired in Develop and Lead 110 will be honed and refined in Develop and Lead 120. Shared achievement indicators will be demonstrated at a higher level or complexity in Develop and Lead 120.

  • In Develop and Lead 110, learners will be expected to undertake work in the context of local community. This allows the learner to experiment with a variety of leaderships styles, work in different contexts and collaborate with multiple groups. Because of the flexible nature of this experience, smaller, short term, and/or multiple projects may be preferred. For example, this may involve projects within the classroom itself, the local school community, or the community at large.
  • In Develop and Lead 120, learners will be expected to grow the work undertaken in the first experience into a larger context. This experience should allow learner to build on previously acquired skills and to build deeper relationships with team members and/or groups. In this instance, larger scale projects may be preferred. For example, this may involve a project requiring significant planning, research and/or delivery.

In both instances, learners may have to commit time beyond the regular school day and operate in settings beyond the common learning environment.

For Educators:

CONTEXTS AND CONCEPTS

Discover

Leadership Systems

  • Processes of Leadership
  • Models of leadership
  • Elements of Group Dynamics
  • “Followership”

Growth and Development

  • Growth vs. Fixed Mindset
  • Engagement
  • Becoming Autonomous

Self-Leadership and Collective Efficacy

  • Maximizing resources
  • Seeking, implementing, and providing support
  • Being a change agent
Explore

Leadership in Action

  • Planning and coordination
  • Goal setting and monitoring progress
  • Service
  • Resilience
  • Adaptability

Group Dynamics

  • Conflict resolution
  • Elements of an effective team
  • Becoming an effective team member
Reflect

Leadership Journey

  • Lifelong personal growth
  • Managing challenges
  • Celebrating successes
  • Future planning
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GRADE 11

Strand: Discover

Big Idea: Investigate Leadership Systems

Skill Descriptor: Examine leader attributes

Global Competencies: CTPS, SASM, CM

Achievement Indicators:

  • Define what it means to me to be a good leader
  • Discuss the attributes of good leadership
  • Examine the differences between “leadership” vs “management”
  • Discuss ways leaders succeed and fail using the language of attributes

Skill Descriptor: Examine leadership skills.

Global Competencies: CTPS, SASM, CL, CM

Achievement Indicators:

  • Explain effective leadership skills
  • Model active listening skills
  • Identify listening blocks and replacement behaviours
  • Discuss ways leaders succeed and fail in these skills
  • Discuss how leadership attributes and skills are connected and interdependent
  • Explore how leadership success is viewed in various cultural contexts

Skill Descriptor: Examine leadership styles.

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Differentiate between leadership styles
  • Discuss ways in which leadership can be measured
  • Connect relevant leadership styles to a variety of situations
  • Discuss ways leaders succeed and fail using the language of styles

Skill Descriptor: Examine elements and functionality of group dynamics.

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Define elements and roles of group dynamics
  • Justify my role in a group project/event
  • Discuss ways leaders succeed and fail using the language of group dynamics
  • Identify practices of successful groups
  • Contribute to a positive learning/working environment

Strand: Explore

Big Idea: Doership

Skill Descriptor: Model leadership theory skills

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Differentiate between the focus of “leadership” vs “project management”
  • Explore and discuss how different leadership skills and styles are required for specific situations
  • Apply leadership skills and styles in a variety of situations and contexts
  • Model curiosity, resilience, and adaptability

Big Idea: Followership

Skill Descriptor: Model purposeful collaborative skills

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Model how to be an effective leader as a team member
  • Demonstrate understanding of my role within a group
  • Demonstrate confidence in my contribution to a project/event
  • Model strategies pertaining to team cohesion and conflict resolution when necessary

Strand: Reflect

Big Idea: Continuous reflection for improvement

Skill Descriptor: Reflect on leadership as a process

Global Competencies: CTSP, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Refine ‘good leadership’ definition
  • Reflect on personal journey as leader/follower/team member
  • Present a summary of learning including reflections for future engagement
  • Formulate a plan for future personal engagement in various educational settings, workplaces, and life situations
  • Identify leadership attributes and skills requiring growth/exploration

Skill Descriptor: Reflect on personal growth and development.

Global Competencies: CTSP, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Describe motivation(s) for engaging in projects/events
  • Describe motivation(s) for taking on a leadership role
  • Discuss how my values influence the work I chose and continue to choose
  • Describe challenges encountered, and explain my responses, and analyze the cause and effect of choices (if I could do it over, would I change something?)
  • Explore the ways my learning shapes the vision for my future
  • Define the values that are important to me.
  • Discuss how these values have changed/adapted/grown over my practice this semester
  • Hypothesize at how these values may continue to change/develop/grow
  • Reflect on the needs assessment(s) and how my actions impacted the outcome
  • Interpret intrinsic and extrinsic motivation(s) (both personal and others) for engaging in a project/event
GRADE 12

Strand: Discover

Big Idea: Investigate Leadership Systems

Skill Descriptor: Examine attributes of personal leadership

Global Competencies: CTPS, SASM, CM

Achievement Indicators:

  • Personalize my definition of a good leader
  • Justify leader attributes for specific situations
  • Recognize leader attributes requiring growth/exploration in self and others

Skill Descriptor: Model effective leadership skills with peers and teammates

Global Competencies: CTPS, SASM, CL, CM

Achievement Indicators:

  • Model effective leadership skills
  • Provide constructive feedback to peers
  • Model active listening skills
  • Investigate how leadership success is viewed in various cultural contexts

Skill Descriptor: Examine personal leadership style(s)

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Determine ways to measure efficacy of personal leadership style
  • Connect relevant leadership styles to a specific situation

Skill Descriptor: Determine and justify personal leadership style

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Justify my leadership actions/choices in a specific project/event
  • Contribute to a positive learning/working environment
  • Model and foster practices to create successful working groups

Strand: Explore

Big Idea: Doership

Skill Descriptor: Model leadership theory skills

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Adapt leadership skills and styles in a variety of situations and contexts
  • Apply leadership skills and styles in a variety of situations and contexts
  • Assess how my chosen leadership skill/style impacted outcomes
  • Model curiosity, resilience, and adaptability

Big Idea: Followership

Skill Descriptor: Model purposeful collaborative skills

Global Competencies: CTPS, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Model how to be an effective leader as a team member
  • Demonstrate understanding of my role within a group
  • Demonstrate confidence in my contribution to a project/event
  • Model strategies pertaining to team cohesion and conflict resolution when necessary

Strand: Reflect

Big Idea: Continuous reflection for improvement

Skill Descriptor: Reflect on leadership as a process

Global Competencies: CTSP, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Personalize my definition of a good leader
  • Reflect on personal journey as leader/follower/team member
  • Analyze leadership decisions for specific situations
  • Identify leadership attributes requiring growth/exploration
  • Present a summary of learning including reflections for future engagement
  • Formulate a plan for future personal engagement in various educational settings, workplaces, and life situations

Skill Descriptor: Reflect on personal growth and development

Global Competencies: CTSP, ICE, SASM, CL, CM, SGC

Achievement Indicators:

  • Describe motivation(s) for engaging in projects/events
  • Describe motivation(s) for taking on a leadership role
  • Discuss how my values influence the work I chose and continue to choose
  • Describe challenges encountered, and explain my responses, and analyze the cause and effect of choices (if I could do it over, would I change something?)
  • Explore the ways my learning shapes the vision for my future
  • Define the values that are important to me.
  • Discuss how these values have changed/adapted/grown over my practice this semester
  • Hypothesize at how these values may continue to change/develop/grow
  • Reflect on the needs assessment(s) and how my actions impacted the outcome
  • Interpret intrinsic and extrinsic motivation(s) (both personal and others) for engaging in a project/event
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