Junior Leadership Training

1. Junior Leadership Training Welcome to “Principle Mindset Leadership Academy”

2. P.M.L.A. Packet Review • Syllabus…………………………………….....…..…p. 3 • Upcoming Homework Assignments..…...p. 5 • Daily Expectations…………………….....……p. 6

3. Member Introduction (2-minute prep) • Individually, stand in front of your classmates and answer the following questions in 1 to 2 minutes: • What is your name? • Why are you here? • Of all the units we’ll cover, which are your two favorites? • What is your favorite song of all time? • What is your definition of the word leadership? • What makes a great leader? • Who are some leaders you look up to and why?

4. Principle Mindset Leadership Academy • “Encouraging and inspiring others to envision more, learn more, do more, and become more.” • With emphasis on... • Self • Others • Community

5. P.M.L.A. Core Values • Everyday Non-negotiables (Junior Leadership Training and Senior Leader) • Professionalism • Social/Emotional Intelligence • Character • Interpersonal Skills • Self-discipline • Leadership Theories into Practice

6. Everyday Non-negotiables during Jr. Leadership Training 1. Be early and prepared Arrive to class no more than 5 minutes after the bell standing in your designated line prepared for call and response, to lead warm-ups, or to lead the lesson. Prepare a minimum of 2 lessons in correct format on any physical activity (see lesson plan format online) and be prepared to present your lesson at any given time. 2. As a Trainee, communicate with me • If you have any questions, see me in H406 or email me (I’ll respond within the hour). • If you’re going to miss a class, email me and I’ll respond within the hour with your responsibility. 3. Master WHW What will you say? (know your content) How will you say it? (deliver your content with conviction) What will you do while saying it? (demonstrate and participate competently with exceptional kinesics) 4. Know your classmates by name

7. The Four P.M.L.A. Everyday Non-negotiables as a Senior Leader • Be early and prepared • As a Senior Leader, communicate with the teacher (every day) • Greet the teacher before class • “Good morning/good afternoon Mr./Ms. ___________, how may I assist you today?” • Debrief with the teacher after class • “Mr./Ms. _______________, thank you for the opportunity to allow me to assist you. Is there anything else you’d like for me to do or to have prepared for tomorrow? Have a great day.” • Email or call your cooperating teacher (or me) if there are any questions or concerns • Master WHW • What will you say? (know your content) • How will you say it? (deliver your content with conviction) • What will you do while saying it? (demonstrate and participate competently with exceptional kinesics) • Know your students by name (ask for a class roster) and the students’ skill set (know students’ limitations and have realistic expectations).

8. Respect Always treat people the way you’d want to be treated. Respect yourself and your family name, value others, and be considerate of your impact on your community. Responsibility/Accountability Know what you’re supposed to do and CONSISTENTLY DO IT! Adaptability Make no excuses. Always have a plan “B.” Prepare for the unexpected. Appearance Make sure your uniform is fully equipped and presentable You will be judged by your actions. Your everyday actions will determine how people percieve you. How people percieve you WILL determine your fate. Communication Maintain consistent contact with your teacher—in-person, phone, email. Always greet and never retreat without closure. Organization/Preparation The key to success in everything you do in life is simple—have a thorough plan and be ready to execute. Professionalism

9. Professionalism • A Senior Leader Must….

10. Emotional aptitude is ones’ ability to express and deal with a variety of feelings in a constructive way (Roscoe, 2009). Emotionally competent people have high self-awareness. They recognize their emotions, emotional patterns, and tendencies and know how to generate and use emotions such as joy and enthusiasm to motivate learning in themselves and others. They have a realistic understanding of their capabilities and recognize their emotional strengths and weaknesses. Emotional (intrapersonal) Intelligence

11. Emotional Intelligence • In reference to emotional competency, a Senior Leader must be able to…

12. To develop into citizens who possess honorable principles to thrive in a social setting—to be conscientiously thoughtful of how actions positively and negatively impact others. Social competence consists of an individual’s ability to positively interact with others while contributing to the good of his/her surroundings. Milliren and Messer (2009) observed thirty-six components that help to describe someone’s character; the most noteworthy are (1) the ability to be able to live with the choices and the consequences of each choice and (2) to be open to learning from the positive and negative experiences. Character (social aptitude)

13. Interpersonal intelligence is intelligence about others. Individuals who have considerable capacity in this intelligence are characterized by abilities to cooperate in groups, be instinctively sensitive to the feelings of others, have good communication skills with a variety of people and naturally make distinctions between people easily (Dr. Howard Gardner). Interpersonal Skills

14. Interpersonal Skills • Someone with exceptional interpersonal skills is able to…

15. “The bridge between goals and accomplishments is self-dicipline.”—Anonymous -Self-discipline is the ability to get yourself to take action regardless of your emotional state continuing to push forward despite adversity. Self-discipline

16. Principle Mindset Leadership Academy • “Encouraging and inspiring others to envision more, learn more, do more, and become more.” • With emphasis on... • Self • Others • Community

17. Leadership Teams • Innovators (team 1) • Visionaries (team 2) • Strategizers (team 3) • Motivators (team 4) • Collaborators (team 5) • Managers (team 6)

18. Leadership Theories into Practice • Tranformational Leadership (Innovators) • Transactional Leadership (Visionaries) • Trait Leadership (Strategizers) • Behavioral Leadership (Motivators) • Laissez-faire or Passive Leadership (Collaborators) • The Five Factor Model and Ethical Leadership (Managers)

19. Instructions • With your leadership team members, present an 8 to 10 minute educational seminar on your assigned leadership theory. Incorporate WHW and address the following questions: • What is the theory? (an overview) • How is the theory relevant to the P.M.L.A. philosophy? Elaborate • Advantages and disadvatages of the theory. Why? • Famous leaders who practice or practiced the theory. How? In what context? • How will you keep your audience engaged throughout the presentation?

20. Grading Rubric • Time Management (Presentation was very organized and completed in the allotted time——8 to 10 minutes.) ____/20 • Group Participation (All group members contributed equally to the presentation. Group members worked collectively as a team) ____/20 • Presentation (Group members had excellent voice clarity and projection. Group members expressed enthusiasm and conviction when presenting. Group members had excellent body language and eye contact—kinesics) ____/20 • Content Reliability (Information was accurate and relevant. Information was sufficient and appropriate) ____/20 • Creativity (Overall presentation was well thought out and original. Group members made presentation interesting, unique, and unlike any other group) Themes, visuals, and enthusiasm help. ____/20 Total Score______/100