Here is a display of how I have demonstrated the CADA Leadership Standards throughout my life.
Communication
- Standard 1: Written Communication - Semester 1
- 1.10: The student creates eye-catching, effective posters and flyers.
- Explanation: All throughout Homecoming week, I would help make and put up posters around school. These posters would contain information about spirit days and Homecoming activities, and would be made for rallies or other Homecoming events. Additionally, I make posters weekly to to convey information about upcoming events, for DogPound, or simply just to beautify the school. I try to make them neat and creative in order for the posters to stand out and serve their purpose. Some events include the College & Career Fair, Back to School Week, and Senior Nights.
- 1.10: The student creates eye-catching, effective posters and flyers.
- Standard 7: Interpersonal Skills - Semester 2
- 7.1: The student leader acknowledges the value of teamwork and consensus building in all aspects of student leadership
- Explanation: In the coming weeks leading up to Tracy High's Unity Week, we had ICC meetings in which all club presidents would discuss ideas, plan, and execute everything we wanted to see for the week. During these meetings, other presidents and I created and finalized ideas for the spirit days, events during the Unity Week fair, and how we plan on involving the most student body possible. Part of these ideas included a Cultural Fashion Show, a Henna Booth, and many more. Our plans were executed very smoothly during the fair, thanks to our teamwork and collaboration, and we saw an amazing turnout. During the event many groups of different cultures, religions, etc. showed their talents and informed the student body about themselves. All of this was done in hopes of making our campus much more inclusive and welcoming.
- 7.1: The student leader acknowledges the value of teamwork and consensus building in all aspects of student leadership
Personal & Social Development
- Standard 2: Goal Setting, Feedback, and Evaluation - Semester 1
- 2.2: The student leadership team sets attainable goals to improve school culture and climate
- Explanation: Within my leadership class my council, Team Blue, and I created a list of ideas in order to make our campus a more spirited and engaged school. We did so to try and get our student body more involved in activities and excited to be a Bulldog. When thinking of ideas, we wanted to ensure that these were goals that we could easily achieve, but also make a big difference. Currently, we are working to put these goals in action.
- 2.2: The student leadership team sets attainable goals to improve school culture and climate
- Semester 2 - Reflection With Chitwood
Civic & Service Learning
- Standard 1: Civic and Community Engagement - Semester 2
- 1.4: The student leader analyzes different forms of civic activism and ways in which citizens can effect change in society.
- Explanation: In Leadership this year we have been working towards gaining the Outstanding Leadership Program Award (OLPA). This is a distinguished honor that CADA and CASL work to give, and means that the leadership class has proven that all "student leaders grow as ethical, responsible, and servant-minded architects of change" (OLPA Guidebook). Each council was assigned a section of the application to finish. Within one week each councilmember worked with each other to finish the requirements. I was part of Team Blue and we answered questions such as "What is a courageous moment your leadership team faced this year?" and "How did you measure your program's success this year?" Doing so showed allowed us to reflect on how we have worked together in our class to make a change in our school's society.
- 1.4: The student leader analyzes different forms of civic activism and ways in which citizens can effect change in society.
- Standard 3: Community Service - Semester 1
- 3.2: The student leader participates in a service activity or project to serve a specific need of others.
- Explanation: Last year and this year, Voices for Diversity club, which I am Vice President of, created a project called Project R.E.A.D. This stands for representation, equity, acceptance, and diversity. Within this club, we identify books that younger children are in need of, such as more books about certain races, jobs, and other areas of diversity. So far, we have visited a couple elementary schools and have had the ability to donate them books too! We plan to continue doing this and expanding to the rest of the school district.
- 3.2: The student leader participates in a service activity or project to serve a specific need of others.
Government
- Standard 1: Authority & Governance - Semester 1
- 1.3: The student leader learns the chain of command that exists within their school and their student body organization.
- Explanation: With this year being my first year in leadership, I was not as familiar with the chain of command that was present in our leadership class. Throughout this semester, I have learned who to go to when I have questions about certain things. For instance, I know that I have to talk to my Senior Class President, Bellamia Miceli, regarding senior activities, or to ask my council about everyday things. I also know to talk to the ASB President, Emerson Leiske, when I have broader questions and have requests for her to fulfil.
- 1.3: The student leader learns the chain of command that exists within their school and their student body organization.
- Standard 2: Procedures - Semester 2
- 2.3: The student leader follows the established chain of command protocol for the student leadership team, the school, and the school district.
- Explanation: For our school, there are 5 main Instagram accounts, each of which has a specific person managing them within our leadership team. In order to get the most participation I could on 5-Star for one of the senior events, I asked Elise, who runs the Class of 2023 Instagram, to post that people could check-in for the event to get points. By doing this, I followed the chain of command, and made sure to ask in an appropriate manner. Altogether, this effort helped to increase participation for the event, and allowed Elise and I to demonstrate our roles in the leadership team.
- 2.3: The student leader follows the established chain of command protocol for the student leadership team, the school, and the school district.
Business & Finance
- Standard 4: Advertising - Semester 1
- 4.6: The student leader experiments with different displays/product placement to produce optimal interest and results.
- Explanation: With my position as 5-Star Commissioner, my co-commissioner and I work to make our section of the student store as neat and eye-catching as possible. Our display cabinet contains items that incite the student body to use 5-Star and redeem their points. Throughout the year, my co-commissioner and I have displayed different items and used different tactics to make our cabinet stand out from the rest of them. Along with our display cabinet, we make sure to keep our supply cabinet organized and tidy.
- 4.6: The student leader experiments with different displays/product placement to produce optimal interest and results.
- Standard 6: Business Law - Semester 2
- 6.2: The student leader researches and tracks legislative bills and legal proceedings/judgements that may influence student body activities, participation, procedures/codes, fundraising, or accounting.
- Explanation: Our school had an assembly with #ICANHELP, in hopes of changing our lives in regards to making better choices online, mainly on social media. In addition to attending the informative and encouraging assembly, our Leadership class had the honor to have a training with the co-founder and speaker, Kim Karr. During this training we all learned more in depth on how our actions, no matter how small they are, can have big impacts. Kim encouraged us to pay closer attention to our privacy and how to help others online as well. We did so by evaluating choices and creating actions plans. We were also taught basic laws about our rights for privacy, how minors need to be treated, and media app laws, like Instagram. The plans we made were mainly tailored to our school campus and student body, and how to fix issues we have. After the assembly and training I made sure to manage my digital identity with a lot more attention and to make sure I know the effects of my actions. This meant that I tried to change my actions as much as possible to positively influence participation in our student body events, like rallies or spirit weeks.
- 6.2: The student leader researches and tracks legislative bills and legal proceedings/judgements that may influence student body activities, participation, procedures/codes, fundraising, or accounting.
Technology & Digital Citizenship
- Standard 1: Digital Workspace & Collaboration - Semester 1
- 1.1: The student leader demonstrates a working knowledge of word processing, spreadsheets, presentations, online forms, and desktop publishing as it relates to their role on the leadership team.
- Explanation: I have created and updated this website as a demonstration of this standard. This website serves to provide a glimpse of my life and what I do in leadership as a commissioner and student in general. Updating this website shows how I am able to use my technological skills to create a positive digital footprint of myself. If you have any questions about my website or its content, please feel free to contact me!
- 1.1: The student leader demonstrates a working knowledge of word processing, spreadsheets, presentations, online forms, and desktop publishing as it relates to their role on the leadership team.