Each member of a leadership course has a job description that outlines the expectations to be met. Accountability must be held by an Activities Director because the actions of our young leaders support an entire student body either creating a negative environment or a positive school culture. Grading members of a leadership course is always a topic that many ADs ask in developing their program and curriculum. “How do I go about grading students in my course?”
In the work force, employers must evaluate their employees to make sure that customer service is positive, quotas are being met, and of course, money is being made. In this environment, employees are evaluated in various formats, either one on one, a small panel, or perhaps by a large party of stakeholders. So, why are we not simulating that environment, the very atmosphere we expect them to become a part of in their future, within our own programs? Why are we not giving our students the tools now in order to face their future employers and meet the demands and deadlines set forth in the business world?
Within my A-G approved leadership course, students are evaluated quarterly on their job description, their interaction with peers, ability to delegate, levels of respect, timelines being met, expectations in other classes remain positive, and more. I begin this process by completing a formal evaluation form on each student within the program. As I complete this task, I also have my ASB President complete an evaluation of his/her peers from the perspective as a student leader. The point value of each differs as the ADs is worth more than the ASB President. Together both evaluations combined take up 40% of the weighted grade in the program. Sidenote: The members of the class equally evaluate the ASB President the job done as the head leader of the program.
From there, individual meetings are set up with the AD, ASB President, and the student in the course. We have a sit down meeting together to discuss the positive aspects of the job done and behavior in the course. Likewise, there is constructive criticism given in order to improve leadership qualities. It is important to discuss both avenues of an evaluation so that improvement can be made, yet sharing the knowledge that a job was well done. No one leader is perfect and each leader can work to get better at the job that they hold and the positive characteristics we expect from these leaders.
There is a need to simulate this evaluative environment. Students must learn and be able to handle being assessed on the jobs that they hold. Expectations must be met and if they are not fulfilled then perhaps that student should not hold that job title or be in the leadership course. The ultimate goal is to create a culture where leaders are successful and a team player.