Last review: 9/9/13
The School is committed to developing the leadership gifts of students as appropriate.
Informal leadership development
Students are given opportunity to take servant leadership roles in classes, via assembly service and other avenues;
Formal leadership development
Buddies - Year 6 students take some responsibility for the care and orientation of Kindergarten students
House Captains (4 students) - Selected by the 2 houses. Teachers are to look to encourage these students to play a leadership role at every possible opportunity.
SRC - Students are selected by their class group to act as representatives in the SRC. This group meets monthly under the guidance of a senior staff member. Each student selected serves for one semester. A new SRC may be elected for semester two.
Prefects - 2 boys & 2 girls selected from Year 5 to serve the following year.
House Captains (4 junior secondary students) - Selected by the 2 houses. Teachers are to look to encourage these students to play a leadership role at every possible opportunity.
SRC - Students are selected to act as representatives in the SRC. This group meets fortnightly, under the guidance of a senior staff member.
School Leadership Camp - Students whose nominations to stand for Prefect are accepted attend the school?s leadership camp in late Term 3.
Other opportunities - The School seeks to give favourable response to opportunities to be involved in leadership training for whole groups. The school especially looks to these opportunities for Year 9 students when the opportunities are presented in a Christian context.
The School also nominates students for appropriate leadership and personal development opportunities provided by agencies such as Outward Bound, Rotary, and Lions clubs.
Prefects (6 students)
Students are elected by the student body and staff.
In mid-term 2, students in Years 10 & 11 are given the opportunity to express interest in having their name put forward for nomination later in the year. Students are strongly urged to allow their names come forward for consideration. At this time, a special secondary teacher meeting is held where each student who wishes to be considered is assessed by teachers in three areas: maturity, example and gift development (relative to ability). Where a teacher's concern is substantiated by the meeting, the relevant Year Advisor and any Staff members who have raised concerns are to develop a way of communicating with the student and equipping them to address the issue. To be substantiated, the issue must be perceived as significant enough to be a concern by more than 1 or 2 teachers. Note that this process does not imply that the Year Advisor or relevant staff member has to implement the intervention, but that they need to negotiate a way of developing the student so they have an opportunity to address the concern. As part of this process, any student whose nomination is under a cloud should be given specific examples of why they are in this position, and what needs to be done to address the matter. Should, in the course of these discussions, it become clear that there has been a misunderstanding or mitigating circumstances that put the issues in a new light, the matter should be raised at a teacher meeting as soon as practical so that the student's explanation is heard by all relevant teachers. Any intervention must be implemented by the end of term 2.
In mid-term 3, students nominate possible candidates and nominations are countersigned by a staff member. By countersigning a nomination, the staff member is agreeing to advocate on behalf of the student should it be necessary at the affirmation meeting. All nominees are required to attend the School's leadership camp in Term 3. After this camp, nominees are asked to affirm their suitability for the role and their willingness to stand. Nominations are affirmed by secondary teachers at a special meeting. The only situation where affirmation can be withheld is where an issue raised in term 2 has clearly not been addressed to an acceptable standard, or if there has been a more recent serious change in behaviour or attitude, particularly if there was an incident that would, in the junior school, be likely to lead to a level 2 or higher. In cases where withholding affirmation is being considered, teachers are to speak for and against affirmation. The student's teacher advocate speaks first in this process, and affirmation is given by a 2/3rds majority of teacher vote. Students whose nomination is not affirmed are to be counselled by the relevant Year Advisor and, where possible, the teacher who signed off on that student's nomination.
Once nominations are finalised, there is then an election with students and staff having the opportunity to vote. Votes are weighted so that older students, who know the candidates better, are not outvoted by the more numerous lower grades.
Prefects play roles as appropriate in AM devotions, 7-12 morning assemblies, and K-12 assemblies. Prefects have the opportunity to attend leadership training. The Secondary Prefects are allocated to different responsibilities. 2 play a leading role in the secondary camp, while a different 2 take responsibility for the SRC. The other 2 prefects are appointed as Captains.
The selection of Captains is made by staff committee (chosen by the Principal) after interviewing all interested perfects. This interview takes the form of a "job interview". Prefects wishing to be considered for captain must make a written application before the interview