The ASCEND Classroom
ASCEND Leadership creates a climate for a broad set of goals and different dimensions of learning to overlap, interconnect, and become mutually reinforcing using 21st Century skills throughout a student's educational experience.
You can change the world! We can show you how....
TABLE OF CONTENTS
How do the next generation of leaders gain the skills to lead?
Transforming academic tools into skills for life.
Mental, emotional, and physical health and well-being as a foundation for a balanced life and effective leadership.
Personal development and growth.
Ascend Leadership provides the platform for student growth over a broad range of academic, social and physical dimensions of learning that are critical to students’ overall success from grade 4 to graduation.
Establishing successful habits and life skills within the next generation of leaders.
What We Do
ASLeaders set out on a new trajectory that transforms the way that they think, act and engage with the world around them using 21st Century knowledge and applied skill-sets.
Leadership programs are varied and unique at each SWLSB school. Ascend Leadership provides a link to enhance the progression of learning for each program by supporting the teacher and staff member.
ASL is an opportunity for young people to grow as leaders progressively from elementary to junior high, to senior school, and return as alumni mentors.
ASLeaders receive training to lead teams that plan, prepare, and execute initiatives that are evaluated.
The ASL environment fosters critical thinking skills, active communication, nurture creativity, and meaningful collaboration.
Students set objectives and evaluate outcomes as they construct life-long habits that nurture success academically, socially, and personally. Each leader is actively involved in measuring their success as they grow.
ASL provides a foundation connecting classroom knowledge with real world experiences that make learning, make sense.
ASLeadership is transformative for young people as we move students from the role of spectator, to a participant, and into a stakeholder.
In the face of an increasingly volatile, uncertain, complex and ambiguous world, education can make the difference as to whether people embrace the challenges they are confronted with or whether they are defeated by them. And in an era characterised by a new explosion of scientific knowledge and a growing array of complex societal problems, it is appropriate that curricula should continue to evolve, perhaps in radical ways.
OECD Learning Framework 2030: Education 2030: A Shared Vision, page 3; OECD 2018
The Opportunity & Challenge
ASLeadership is challenging as we require that young people take calculated risks, work on authentic relationships, explore beyond their comfort zones, and develop a core value system that is true to themselves and honest with each other.
There are three fundamentals to the educational process that ASL focuses on:
Impart Knowledge: Apply the knowledge and tools learned in the classroom to real world experiences.
Inspire Passion: Do the things that interest you, that you care about and apply your efforts to serve a need. This is the path to purpose as your capacity for influence and abilities grow.
Effective transfer of responsibility from adult to emerging adult: Students become stakeholders who share varying degrees of responsibility for outcomes on teams as a key component for the transformation of learning.
Why does ASL matter to the next generation of students and leaders?
The evidence is clear that student efficacy, levers for success, and expression of competencies must meet the increasing demands of the post-secondary world and complex work environments. Measures of success are rapidly moving beyond literature and math to a more broad understanding of the dimensions of learning and capacity of the student as they are able to express with fluidity the 4Cs of the 21st Century educational model in practical, daily life.*
We also know that students feel the most healthy emotionally and engaged when their school environment is relevant to their life goals.*
ASLeadership provides the tools and foundation for an evaluated and progressive learning process that is transformational as it enhances the student and teacher exchange throughout their elementary and secondary educational experience.
*reference material below.
Evelyn (grade 11) with her mentor, Ms. Suzanne Gagliese, Vice President, Microsoft
ASL is working to enhance the tools that align students, teaching, lessons, experiences and evaluations to support progressive modern day success.
"Leadership, like swimming, cannot be learned by reading about it." - Henry Mintzberg
ASL Classroom Dynamic
The ASL classroom is a dynamic space that promotes essential learning and innovation skills. Each SWLSB school has a unique leadership program. ASL provides a link to support growth and development.
Our goal is to offer opportunities that position students to be prepared to be successful in a complex life and work environment through the 21st century classroom by facilitating creativity, critical thinking, communication, and collaboration (Harkness Method) skills through experiential learning.
In the ASL classroom, students learn about leadership competencies in theory and in practical application. Emerging leaders begin to practice successful daily habits of CEOs, COOs, CFOs and authentic leaders as they begin to lead teams.
What is the ASL classroom?
ASLeaders begin to hone their skills early in their leadership journeys.
ASL is a support to student leadership development. In elementary schools ASL supports and provides addition opportunities for students to go deeper in leadership through their green club, leadership teams, student council, playground leaders, etc.
In junior and senior school it is a support to leadership classes, teams, as well as ECA groups. The ASL classroom is a process that encourages students to engage, learn, try, risk, work through challenges and failure in order to ultimately establish habits for life-long success.
Measures of success are determined by the capacity with which students can express competencies that they are learning in the classroom and the efforts and resiliency that they give to the process. ASL takes into consideration the whole person as they grow.
Evaluation tools like the Harkness method conversation rubric, and the SMARTE process help to demonstrate participation, understanding, capabilities, and growth.
In elementary and high school ASLeaders use their training sessions to draft and prepare SMARTE plans that help them to learn and pracitice busniess strategies.
Students set goals that are achievable and evaluated as they focus on the who, what, where, when, how of any project, opportunity or idea.
It is through the student's work with diverse teams that SMARTEs are enacted, adapted, and worked on in order to reach their goals.
It is through supported and sustained efforts of taking calculated risks, planning, preparation, team building, evaluation, identifying and working through obstacles and failures that creates the conditions to celebrate success that can be repeated.
A variety of teachers, staff, business and community leaders invest in ASLeaders on their journey as mentors, coaches and guides.
The entrepreneurship projects, community events and initiatives, sport teams and events, participation in the arts, and school activities that students create and execute are the evidence of the preparation, hard work, time, and effort that has been invested.
Throughout each students' leadership journey they are gaining both knowledge and applied skill-sets that are imperative for authentic leaders serving their teams:
- healthy life-long habits
- mental toughness and resiliency
- effective listening and communication skills
- situational awareness
- emotional intelligence
- core values in life and business
- beliefs system
- integration of technology as outreach, engagement, and inclusion
- confidence built through a healthy self-esteem and world view
- positive character traits and that are practiced as essential and necessary qualities of authentic leaders
10% of a leader's work is see in the initiatives, events and activities. They are the evidence of the work that has been completed.
90% of a leader's work is dedicated to caring for people, planning, preparing, and evaluating.
TEAM BUILDING AND TEAM WORK
ASLeaders work on teams that are focused locally, nationally, and internationally to gain experience and to build a better world.
It is the ASLeader's responsibility to build teams, enable the team to function, captain projects, define and set objectives, and to enable individuals as they reach toward success for an intended and evaluated outcome.
ASL teams have worked on everything from school projects to collaborating on initiatives with national and international partners.
Local: charitable initiatives (Pink In The City, CITY TV Montreal, Breakfast Television, video), school events, awareness campaigns, and school board activities.
ASLeaders on the national and international stage:
- Sharing best practices about bully prevention with Japan through the Japanese national news network NHK (video).
- Creating Tedx Youth Laval events.
- ASLeaders collaborated with schools around the world to create a climate change document for the United Nations that was presented to the Canadian Senate in November 2012 and at the UN Climate Change Summit in Qatar, December 2012.
- More examples and stories of incredible student led initiatives are available 'In The NEWS' section.
UNSECO: Learning: the Treasure Within; https://unesdoc.unesco.org/ark:/48223/pf0000109590
The Danielson Group: Danielson Framework; The Framework is a vision of instructional excellence, a roadmap for pursuing it, and a set of discrete practices that describe it. https://danielsongroup.org/framework
European Journal of Psychology of Education: Students' individual and collective efficacy: joining together two sets of beliefs for understanding academic achievement: https://www.jstor.org/stable/23421904?seq=1#page_scan_tab_contents
What can the world learn from educational change in Finland. New York: Teachers College Press; see, e.g., Giddens, A. (1999). http://www.youthpolicy.org/national/Finland_2012_Child_Youth_Programme.pdf
OECD The Future of Education and Skills - Education 2030: https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf
UCHICAGO Consortium on School Research: https://consortium.uchicago.edu/equitable_learning_and_development
Harkness Method Rubrics:
- Annotation: https://drive.google.com/file/d/1B7H8h6KWPT_FOo5-XrlJLLIPLpzk3tRK/view?usp=sharing
- Conversation Mapping: https://drive.google.com/file/d/1xUXUofymO534eyHhftVyMg7Z3NdRDk_P/view?usp=sharing
President’s Committee on the Arts And the humAnities; (2011) Reinvesting in arts education: Winning our nation’s future through creative schools; https://www.giarts.org/sites/default/files/Reinvesting-in-Arts-Education-Winning-Americas-Future-Through-Creative-Schools.pdf
Conference Board; Are They Really Ready To Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce; https://files.eric.ed.gov/fulltext/ED519465.pdf
Yale School of Medicine; Child Study Center; https://medicine.yale.edu/childstudy/communitypartnerships/comer/
Yale Center for Emotional Intelligence: http://ei.yale.edu/what-we-do/teaching-emotional-intelligence/
- Community Partnerships: https://medicine.yale.edu/childstudy/communitypartnerships/ycei/projects/
- Dr. Brackett PowerPoint presentation (2015): http://ei.yale.edu/what-we-do/teaching-emotional-intelligence/