National Certified Leader

1. National Certified Leader A Student Council Leadership Program

2. National Certified LeaderRequirements • Completed Information Forms: • Student and School • Leadership Activity Profile • Activities Sign-Off Forms (pages 1-7): Dated, and initialed by your adviser • Portfolio (Sections A-D): Organized, labeled, and bound according to guidelines outlined in Regulation #6 • The portfolio is organized using the same numbering system and order as the Activities Sign-Off Forms. (Section A , Part 1 - 1.1, 1.2., 1.3, etc) • Remember to label every piece of evidence included in your portfolio to indicate the Section and Part of the activities each one represents • 2 Letters of Recommendation: Adviser and Principal (or administrator designated by the principal) • Statements of Validation: Student, Adviser, and Principal

3. Building Your Portfolio The final product of the NASC Student Leaders Program and process to earn your certification as a student leader is the creation and submission of a portfolio. A portfolio is a way to organize evidence that you have completed the required activities for your certification. All materials that you include in your portfolio should be authentic and only those that are requested. Portfolio Criteria 1. Every student seeking to become a certified student leader must submit a portfolio that contains evidence of completing the tasks and activities found in the application 2. Portfolios must be neat, legible, and assembled in order according to the outline found on the next page and on the NASC Web site. 3. Portfolios will include all application materials, writings, photos, and samples of evidence. 4. Portfolios should be bound using a report folder or notebook of appropriate size to hold all pages securely. 5. The cover page of the portfolio should contain the following information: Student NameCurrent Grade Level in SchoolSchool StateMonth, Day, and Year of Application Submission **NASC strongly encourages you to make copies or electronic archives of each piece of evidence found in your portfolio. Order of Portfolio Contents • Cover Page • Table of Contents • Completed Information forms, Activity Sign-Off forms, and Signatures page • Evidence of completed tasks • Letters of Recommendation

4. Portfolio Outline Section 1-3 The outline for the portfolio follows the parts and activities in the application. Please be sure to number your pages and include those numbers on your contents page. Section A: Leadership (Parts 1-10) • 1. Leadership and You 1.1 Explain the 3 Climates of Leadership 1.2 Identify 5 Traits of Leaders 1.3 Identify 2 Situational Leadership behavior types 1.4 Your personal definition of Leadership 1.5 List and Examine your Leadership Qualities 1.6 Explain when to use situational leadership behaviors 1.7 T-P Leadership Questionnaire • 2. Goal Setting 2.1 Identify 5 reasons to set goals and 5 reasons why people don’t set goals 2.2 Identify the parts of SMART goals 2.3 Use the NASC 4-Step process to write a group goal 2.4 Create one short and one long term goal • 3. Team Building 3.1 Explain the attributes that separates a team from a group 3.2 Identify 10 characteristics each of effective team members and team leaders. 3.3 Identify 5 signs that a student council is in need of effective team building 3.4 Select and lead a team building exercise

5. Portfolio Outline Section 4-7 • 4. Decision Making 4.1 Explain how decisions are made using each of the 4 decision making methods 4.2 Identify a decision that would be best made using each decision making method 4.3 Name and explain 5 points to incorporate during the decision making process 4.4 Ethical decision making and evaluating to determine if decisions are ethical 4.5 Explain the advantages and disadvantages of using consensus 4.6 Facilitate a group to meet consensus on decision • 5. Problem Solving 5.1 Identify and explain the purpose for each of the 7 steps to problem solving. 5.2 3 barriers that can block creative problem solving 5.3 Summarize the basic techniques to brainstorming 5.4 Leading a committee or group in a problem solving activity • 6. Group Dynamics 6.1 Identify what happens to a group in each stage of the team building process 6.2 Roles of group members in the “task” category 6.3 Roles of group members in the “maintenance” category 6.4 4 actions to maintain cooperation within a group 6.5 9 Self-Oriented roles that weaken group development 6.6 Select and lead a council group or committee through a group cooperation activity • 7. Time Management and Personal Organization 7.1 Identify 6 strategies to better manage your time 7.2 Identify 10 strategies to improve personal organization. 7.3 Identify the general signs of stress 7.4 Explain 5 strategies that can be used to deal with stress 7.5 Create a plan that incorporates strategies to improve personal organization 7.6 Create a personal calendar with a daily “To Do” list covering two weeks 7.7 Complete a Stress Test inventory; summarize results and how you will respond

6. Portfolio Outline Section 8-10 • 8. Meeting Management 8.1 7 basic principles for meetings and identify 5 characteristics of good meetings 8.2 10 strategies used to facilitate a meeting 8.3 Identify and explain key actions that meeting organizers should always do 8.4 Differences between main, subsidiary, and incidental motions 8.5 Demonstrate ability to create and use a proper meeting agenda 8.6 Diagram tracking a motion from beginning to end, explain council options 8.7 Use parliamentary procedure and correct terminology in meetings 8.8 Plan, organize and run a committee or council meeting, summarize the experience • 9. Communication 9.1 4 common elements of communication, and explain the role of each 9.2 8 common influences on communication; pick 5 to explain their affects 9.3 Explain five ways that students can become better listeners 9.4 10 conditions blocking effective communications; define 5 9.5 Compose a letter or memo (or submit sample) 9.6 Compose an email or PowerPoint presentation (or submit sample) 9.7 Demonstrate your ability to effectively communicate orally 9.8 Demonstrate your ability to speak using proper stage and podium etiquette • 10. Evaluation 10.1 Provide an explanation why it is important to evaluate people, groups, governing rules, and activities 10.2 Identify 10 evaluation methods or instruments and provide examples 10.3 Name 5 characteristics of good evaluation instruments 10.4 Identify the best evaluation method for each example given 10.5 Using the 7 tips for planning evaluations, plan, perform, and report the results 10.6 Complete the Individual Leader Evaluation Form, summarize the results

7. Portfolio Outline Section B, C, D • Section B: Service B.1 Explain the role of service as it pertains to student leaders B.2 Explain Direct and Indirect service, identify strengths or weaknesses of each B.3 4 key elements of service learning and difference between it and just service B.4 Research and create a list of 5 resources at the school and 5 in the community to contact or utilize in support of student council service projects B.5 Provide evidence of participation in 2 service projects B.6 Use the 12 Ws of project planning to plan and carry out a community service project • Section C: Civic Engagement C.1 Explain what it means to be civically engaged and why it is important for students to be involved in civic-based activities C.2 Identify 4 goals of civic engagement C.3 Explain 3 types of civic engagement and activities that illustrate each one C.4 Identify 3 student council functions/activities that are civic-based and explain how C.5 Create a list of 3 community resources and 3 web sites that support civic engagement, explain how the student council can utilize each C.6 Organize and lead a committee or the student council in a civic-based activity that engages members of the student body • Section D: My Leadership Philosophy D.1 My leadership traits and style D.2 My personal philosophy about leadership (750-1,000 word essay)

8. Some of the Regulations Submit only the requested forms indicated on the Check List. No other items will be considered during the evaluation process. All submissions should be made on standard 8 ½ x 11” paper. Application materials must be bound by staple or secured in a report folder. Please do not use 3-ring binders or notebooks. Students must submit an essay that will be not less than 750 words or more than 1,000 words. Essays must be double-space typed with margins of one inch (top, bottom, and sides) Portfolios must be submitted with the application and must adhere to the following specific regulations: a. Portfolios must only include the requested samples of evidence b. Portfolio materials must be secured in a report folder or similar notebook. c. Students may include photos in portfolios to better illustrate evidence of activities and tasks. Only one photo of not more than 4x6 per application section is permitted. Students must secure and include two letters of recommendation. One must be from the principal or other administrator designated by the principal and one from the student council adviser. (Samples of letters are included on the Certified Student Leader web page) Applications missing required information, signatures, or not in compliance with the regulations will not be evaluated by NASC. All students will receive notification of the status of their application from NASC. Those that do not earn the Certified Student Leader designation will be given the results of the evaluation and may reapply after a six-month period during which time they should work to strengthen their area(s) of weakness or attain missing evidence.

9. Section A, Part 1: Leadership and You Definition of Leadership:

10. Section A, Part 1: Leadership and You

11. Section A, Part 1: Leadership and You

12. Section A, Part 1: Leadership and You 1.1 Explain the 3 Climates of Leadership: Autocratic—the leader has complete authority and control Democratic—the entire group shares in decision making Laissez-faire—the leader exerts little influence or control.

13. Section A, Part 1: Leadership and You 1.2 Identify 5 Traits of Leaders: • Telling Leader – • Persuading Leader – • Consulting Leader – • Joining Leader – • Delegating Leader –

14. Section A, Part 1: Leadership and You 1.3 Identify 2 situational Leadership behavior types: • Relationship Oriented Behavior – • Task Oriented Behavior -

15. Section A, Part 1: Leadership and You 1.5 Examine your Leadership Qualities: • Write your personal definition of leadership, including its purpose and its importance with regard to a student council and in society. • Listing Your Leadership Qualities • a. List the ways you have been a leader in your school and out (community, family, other) • b. Identify the one leadership experience that you found to be the most satisfying and explain why • c. Identify the one leadership experience that challenged you most and explain why

16. Section A, Part 1: Leadership and You 1.6 Explain a leadership situation where your leadership would be more effective using Relationship Oriented behaviors and one where you would be more effective using Task Oriented behaviors. 1.7 Do the T-P Leadership Questionnaire: Make sure to write a summary of your findings.

17. Section A, Part 2: Goal Setting 2.1 Identify 5 reasons to set goals • They provide a sense of direction. • They motivate us. • They make us feel good about ourselves and what we do. • They point out strengths, which can be used to overcome obstacles, and make us aware of weaknesses so we can begin to improve them. • They help us visualize what is important, plan actions to achieve the goals, and then carry them out. • They help us make decisions. • They make us responsible for our own lives and make our group responsible for its own success or failure. • They force us to set priorities. • They make us feel committed. • They develop better group morale by giving a sense of past victories and providing a stimulus for present success. • They measure both individual and group progress. • They sharpen our leadership skills.

18. Section A, Part 2: Goal Setting Sec 2.1 …and 5 reasons why people don’t set goals • Predictability- Many people feel threatened by change and resist goal setting because it may be uncomfortable while moving out of the "rut." • Conditioning - Most of us are conditioned so that after we have done something a certain way, it becomes habit, automatic and reflexive. • Belief in Miracles- Many people sit back and wait for miracles instead of setting goals and taking action to accomplish them. • Fear of Losing- Many people do not set goals because they are afraid they will be criticized for not reaching them. • Fear of Winning- Odd as it may seem, some people do not set goals because they cannot imagine themselves being capable of handling the new behavior of success. • Over Expectations- Setting your goals too high enables you to say, "I know I can't reach that goal, so I won't even try"

19. Section A, Part 2: Goal Setting 2.2 Identify the parts of SMART goals • Specific– What you want to achieve and the standard you will use to measure your success is clearly stated • Measurable– The goal includes specific points of achievement or benchmarks that identifies the progress of the goal and when it is completed. • Attainable– The goal is challenging, but is realistic and within your reach • Rewarding – Reaching the goal will make you feel good. You should recognize that you have accomplished something by raising your level of skills or knowledge and applying them successfully. • Timely– The goal should have a time limit that is reasonable. You may want to include deadlines within the goal to help you manage and plan the work necessary to reach the goal.

20. Section A, Part 2: Goal Setting 2.3 Use the NASC 4-Step process to write a group goal 1. Brainstorm for possible goals. • Keep in mind the purpose of the group. • Discuss what the group should accomplish. • Everyone should participate. • All ideas should be recorded, no matter how unrealistic. 2. Set priorities among the goals. • Discuss the goals in relation to the group's needs—consider your strengths and weaknesses. • Rank the goals in order of importance. • Achieve consensus on a few important and specific goals that the group can commit to, rather than a "laundry list" of goals that may or may not get done. 3. Select activities/projects to help you achieve your goals. • Some goals may be accomplished in one project, while others require ongoing efforts. • Determine when activities should happen, and plan your year-long calendar. 4. Develop Action Plans • Identify specific steps to achieving the goals, projects, or activities. • Place the steps in chronological order. • Delegate responsibilities. • Set timelines.

21. Section A, Part 2: Goal Setting 2.4 Create one short and one long term goal (need two worksheets) Specificity What specifically do I want to know, do, or accomplish? I want to…. Measurability How can I know when the goal is being accomplished? I will know that I have accomplished my goal when... Complete Goal Statement A goal statement that is both specific and measurable. I will know that I have Goals should be: accomplished my goal Specific when… Attainable Measurable Moderately difficult

22. Section A, Part 3: Team Building • 3.1 Explain the attributes that distinguishes a team from a group

23. Section A, Part 3: Team Building Team vs. group A team is more than a group of assembled people. It is a collection of individuals guided by a common purpose, striving for the same goals. Because each member makes a unique contribution, a team represents a powerhouse of potential.

24. Section A, Part 3: Team Building 3.2 Identify 10 characteristics of effective team members and 10 characteristics of effective team leaders.

25. 10 characteristics of a good team member Characteristics of Effective TEAM MEMBERS • Effective team members: • > support, protect, and defend the team leader and help him/her succeed • > share ideas freely and enthusiastically • > ensure that all viewpoints are explored • > express opinions, both for and against • > act in a positive and constructive manner • > understand personal and team roles • > accept ownership for team decisions • > recognize that they each serve as a team leader • > participate voluntarily • > show loyalty to the team • > view criticism as an opportunity to learn • > give praise and recognition when warranted • > criticize ideas, not people • > avoid defensiveness when fellow team members offer criticism

26. 10 Characteristics of a good team leader Characteristics of Effective TEAM LEADERS • Effective team leaders: • > communicate • > are open, honest, and fair • > make decisions with input from others • > act consistently • > give the team members the information they need to do their jobs • > set goals and emphasize them • > create an atmosphere of growth • > give praise and recognition • > criticize constructively and address problems • > display tolerance and flexibility • > exhibit a willingness to change • > treat team members with respect • > set guidelines for how team members are to treat one another • > represent the team and fight a "good fight" when appropriate

27. Section A, Part 3: Team Building 3.3 Identify 5 signs that a student council is in need of effective team building

28. 10 signs that a group needs team building. • 1. People have opinions they do not express in the group • 2. In group discussion, opinions are often stated to which nobody responds • 3. There is confusion about assignments. • 4. The group’s plans are consistently determined by one person or by a small clique. • 5. People are more concerned with exercising powers in the group than with trying to get the job done effectively. • 6. Difference and conflicts within the group are denied, suppressed, and avoided. • 7. There are noticeable grievances and complaints among team members. • 8. There is a high degree of tension in the group • 9. There is little understanding of or commitment to the group’s goals. • 10. There is little commitment to take action on the group’s decisions.

29. Section A, Part 3: Team Building 3.4 Select and lead a team building exercise with your student council. Write a summary explaining what you observed about the participants during the activity and why you felt it was successful or not in strengthening the group as a “team”.

30. Section A, Part 4: Decision Making There are 4 ways to make decisions: 1. Autocratic • One person makes the decision on behalf of the group. Generally this is a person with the authority to do so, or he or she presumes to have that power. • Autocratic decisions are efficient and effective when the person who makes the decision has the authority and the information necessary to do so. They are not effective if the group does not go along with the decision, or the person making the decision does not have sufficient information.

31. Section A, Part 4: Decision Making 2. Democratic • The group participates in the decision by voting to resolve their differences. Each member has an equal say in the outcome. • The process involves the group to a larger extent than in the autocratic mode. Members provide input so that the decision is more informed. However, the resolution by vote creates a majority and a minority. Thus, a proportion of the group is overruled. A win/lose situation has been created that leaves a disgruntled minority of losers. This leads to tension in the group, and decision making becomes competitive within the group.

32. Section A, Part 4: Decision Making 3. Consensual • After thorough discussion the group arrives at a resolution that each member can endorse. • The widest possible interest and ownership for the most members is achieved. An individual member may not see the final decision as his or her favorite, but it is a good one that he or she will support. However, the process takes time.

33. Section A, Part 4: Decision Making 4. Laissez-faire • Decision making is left to the initiative of the group. If they choose to make a decision, they will. If not, they will not. • The group may choose a variety of methods for making the decision. Laissez-faire invests the wisdom and power in the group to know when and how to make decisions. Participation may or may not be full. The risks are that the group will not rise to the occasion or that individual members will emerge to dominate the process.

34. Section A, Part 4: Decision Making 4.1 Explain how decisions are made using each of these methods • Autocratic – • Democratic – • Consensual – • Laissez-faire –

35. Section A, Part 4: Decision Making 4.2 For each method of decision making, identify one decision often made by student council and one that might be made in the community or by local government that is best made using that particular method • Autocratic – • Democratic – • Consensual – • Laissez-faire –

36. Section A, Part 4: Decision Making 4.3 Name and explain 5 points to incorporate during the decision making process • 1. Start by defining the decision. State what must be decided, then ignore unimportant bits of information and focus on the main decision at hand. • 2. Review your values and the resources you have available. Your values direct your behavior and what you desire will control how you act. The resources you can access can determine how you proceed and the limitations you may have.

37. Section A, Part 4: Decision Making 5 points to incorporate during the decision making process…continued. • 3. Identify more than one solution. Considering all options gives you choices and alternatives that may be needed should you find you cannot pursue your first choice. • 4. Pick the solution that makes the most sense for the situation. To find this solution, start by eliminating any other solution that could be troublesome, lead to additional problems, and any that don’t hold up to your values. • 5. After making your decision, review it periodically to make sure you continue on the right course and to determine if you need to make any adjustments.

38. Section A, Part 4: Decision Making 4.4 Explain why it is important for leaders to use ethical decision making and how to evaluate whether or not a decision is ethical

39. Section A, Part 4: Decision Making Decisions that you make should also be lawful and not put students or others in situations that would jeopardize their health, safety, or create a legal situation. In most cases, you will intuitively know when a decision or solution you are considering is wrong, because you conscience will start waving a red flag in your head, telling you, “no”. Other times, the right decision may not be as clear. For those times, consider three simple questions. • 1. Is it legal? Will my decision violate any policy or law? • No decision should compromise the integrity of others who support it or coerce them to abandon their values or participate in illegal activities. • 2. Is it a balanced? Does it promote a win-win situation? • Decisions should be fair and rational. Those would result in a “big winner” or “big loser” should be avoided. • 3. How will it make you feel about yourself? Would your family be proud of your decision? • If you make a decision and would be embarrassed to have it published for others to read about it, that decision is probably not the one you should make.

40. Section A, Part 4: Decision Making 4.5 Explain the advantages and disadvantages of using a consensus approach to making decisions

41. Section A, Part 4: Decision Making • Potential advantages of using the consensus approach: > Through the sharing of information all members will know the other members' feeling on the issues, which will promote unity and greater understanding. > Members can all have a sense of ownership in the decision and will therefore work harder to carry out the decision. > Since all members have a say in the final outcome, the decision will usually be of a much higher quality. • Potential disadvantages of using the consensus approach: > Consensus reaching can be time-consuming. > Consensus reaching can place a great demand on the group leader to be facilitator, communicator, listener, and moderator to make sure discussion is not dominated by a few members.

42. Section A, Part 4: Decision Making 4.6 Select a method for achieving consensus and facilitate using it to reach a decision during a council or committee meeting and evaluate and summarize the results.

43. Section A, Part 5: Problem Solving 5.1 7 steps to problem solving 1. State Problem The purpose is to understand what you or the group wants to do but can't and to identify deficits. 2. Define Problem The Purpose isto clarify and make a general deficit specific. Method: Ask yourself, "What does it mean that I (or we) can't do something? How will I know when the problem is solved? What can I observe that will show problem solution?"

44. Section A, Part 5: Problem Solving 7 steps to problem solving continued 3. Generate Solutions The Purpose is to gather information, to expand ideas and alternatives that answer the question: "How can we. . . ." Methods: Brainstorming and research, tradition, advice from students, teachers, administrators, etc.

45. Section A, Part 5: Problem Solving 7 steps to problem solving continued 4. Select Solutions The Purpose is to choose between alternatives by using decision-making processes. Methods: • a. Individual Decision: To make a quick choice, especially when added information is unavailable or unnecessary. • b. Group Decision: To make a choice based on the input of others; encourage others to participate in the decision-making process. • c. Values Clarification: To choose between alternatives based on what is most important to those making the decision.

46. Section A, Part 5: Problem Solving 7 steps to problem solving continued 5. Develop Program The purpose isto develop a step-by-step process to work toward accomplishing the selected solution. Methods: Examine the Program Development Worksheet as one possible model of program development. Time lines for the accomplishment of a task are also an example of a method of program development. 6. Implement Program The Purpose is to take action and complete the program developed. Methods: Follow the worksheet, timeline, or whatever method of program development you have chosen.

47. Section A, Part 5: Problem Solving 7 steps to problem solving continued 7. Evaluation The Purpose is toexamine the entire process to uncover what went well and what needed improvement. Evaluation can be formative and work toward program improvement during implementation, or it can be summative and work toward making future programs more effective.

48. Section A, Part 5: Problem Solving 5.2 Barriers that can block creative problem solving are: • Barriers in perception; badmouthing others' ideas • Lack of self-confidence, information, energy, effort, humor, positive outlook, rewards for innovative behavior • Old ways of doing things (force of habit); overlooking the obvious • Conformity, clock pressure, close-mindedness, cutting down ideas • Killer statements, keeping a closed mind • Self-imposed boundaries, fear of being wrong or laughed at, self-complacency, subservience to authority.

49. Section A, Part 5: Problem Solving 5.2 continued: Ways to solve barriers with a win-win solution are:

50. Section A, Part 5: Problem Solving 5.3 Summary of the basic steps used by groups during a brainstorming exercise: • 1. Set a time limit for the activity. Depending on the issue, the average time for discussion would be 10-20 minutes. • 2. If the group is larger than 12-15 people, form two or more sub groups. Try to get a mixed representation in each one. For instance, all officers should not be in the same group. • 3. Be sure that everyone knows about the issue or topic to be addressed. A brief review of the topic may be needed. • 4. Focus on one issue at a time. If a group moves away from the issue or topic, the facilitator should ask them to refocus. • 5. Each group should record all responses on newsprint, chalkboard, or another way that allows each member of the group to see the responses. Key words and phrases should be written. It is not necessary to write word for word what was said. • 6. Split up close friends. Allowing them to sit together could encourage agreement, which inhibit the flow of ideas. • 7. Do brainstorming when people are not rushed for time. • 8. Encourage group members to avoid reacting to group suggestions verbally or using body language. This includes showing agreement or disagreement through facial expressions. • 9. If a group has a member or two who have a tendency to dominate discussions, begin the session by taking 5 minutes to have everyone write down their suggestions on paper, and then proceed with the verbal portion asking members to first share the ideas they wrote.