Information about Roles, responsibilities throughout the year (group leaders -> only collect books?)

Crediting of leadership (do we credit group leaders who only give and collect books?)

Duration (need to standardised)

Students with multiple roles in p4 to 6

Checklist of students' adherence to their roles

Who to decide on the roles?

Do all subjects need leaders?

Probation period for key roles?

Standardization

a. Duration of service

b. Spell out responsibilities for teaches & students (Different based on Levels) (Basic service requirements to be met in order to be given recognition)

c. Spell out selection criteria for leaders

Recognition of leaders (Cockpit)

a. Criteria (Emerging/ Acheiving)

b. Check box + Criteria given by Programme Owners?

Teachers Role: to advocate and train leaders, follow-up.

Let the child know how they can be better leader.

Place the child in the right leadership position. If they show potential, push for higher roles (incl. outside class)

Comms with parents: Giving a fair chance to all

Selection of leaders

a. Student's choice

b. Teacher's choice

c. Student's Ability for the role

Programme Owners (NE, EE, Reading, ICT, Prefects) spell out duration and expectations. Teachers and student population to be better aware.

Tracking of students leadership development over the 6 years. Cockpit team can help to tabulate for handover to next year's teacher.

Cap on student leadership. If we cap (Ex. Prefect cannot take any other responsibility), then other issues arise that we need to balance. Ex. Students who shine well in CCA but not Prefect Exco are forbidden from being a CCA leader. Review of policies for Awards. Special consideration.

All teachers and students know exactly what they have to do to get their leadership. (Clear documentation)

Program owners need to ensure students have accomplished their roles.

Can add in "emerging, achieved, exceed" along with their roles

Form teachers are able to help guide the students to better themselves to achieve their roles.