Inter-Community School’s approach to Student Leadership

Lydia Eckstein, Service Learning Co-ordinator for MYP at ICS, details how and why the school overhauled the organisation of its student representative groups to provide better models for leadership.

Author and position: Lydia Eckstein, Character Education Researcher, Coordinator of Service Learning in the MYP, DP Self-Taught Languages and Round Square Coordinator 

School: The Inter-Community School Zürich is a private, independent, international, co-educational, day school and offers the full IB programme in English to children from the ages of 3 to 18 

Introduction 

Our conversations at ICS around the principles of leadership began a few years ago when the school initiated the process of developing a vision of collaboration and inclusion. Focusing on the importance of relationship building, ICS began its journey away from traditional organisational structures towards a learning organisational structure that allowed us to build upon each other’s’ strengths. Our leadership groups within the school (in this case Round Square, Student Council and House) provided us with the opportunity to communicate this understanding and encourage students to view leadership as a collaborative, learning process. The case study below is just one of the examples of how we have worked to translate our leadership vision to action within ICS. 

Round Square student meetings had always operated differently from other student leadership bodies in our school. The Round Square Action Groups were easy-to-access, non-hierarchical and allowed students to volunteer for activities of interest to them.  

In contrast, the Student Council and House leadership teams followed a more traditional and formal structure with elections to student leadership posts and activities delegated according to a fixed hierarchy led by a Student Council President,  Treasurer, or House Captain.  

These three student leadership groups co-existed in our school, often uncomfortably so. On occasion, it was felt that the groups competed against each other for student attention and time, which meant that some enthusiastic students were tired and overstretched. And even though some students had a role on all three bodies, there was very little engagement between the groups to share plans, ideas and workload.  

A chance opportunity put the spotlight on the difference between the student groups. The Secondary Principal happened to visit a Grade 9 Round Square Action Group meeting to ask for feedback on a school matter. She found the small meeting room heaving with over 20 students and bustling with activity: a stark contrast, at the time, to other student leadership bodies, who were struggling to recruit members. In conversations after the meeting we found ourselves questioning why there was such a significant difference in participation between the leadership groups.  

In comparing the student groups, we also saw how Round Square attracted a different type of student to its meetings. We began exploring how the traditional election process for leadership in the Student Council gave opportunity for those more charismatic and extrovert personalities to flourish.  Individuals who were good at speeches, confident in large groups, and charismatic and popular in school were being recognised as leaders. However, whilst these students thrived in the public formalities of the role, they were not always as committed to taking effective, sustained action. 

Our Round Square Action Groups, in contrast, were seen as more accessible, attracting students who were quieter and more introverted by nature but who were inspired to make a difference and affect positive social change.  

It was clear that the structures that we had used to recruit students to our Student Council played to the strengths of extrovert leaders and overlooked the introverted leaders.    

In reflecting on the character development architecture that we had put in place through the use of hierarchical leadership structures, we realised that negative character traits were being developed.  Whilst hierarchical models provide some opportunities for leadership, the election process was more likely to expose students to coercion, bullying, and unhealthy competition based on superficial popularity. As a conduit for learning, the election process and exclusivity of the leadership groups clearly had limitations and even negative repercussions. 

Planning  

We decided to challenge our existing models of student leadership and invite the students to define a new ICS leadership model that captured their interpretation of leadership based on common leadership models. Through a workshop format, we welcomed members of each leadership team (House, Round Square and Student Council) to join Grade 11 student and teacher mentors in a exploration of positive leadership attributes. By giving ownership to our students and putting them at the heart of the envisioning process, we hoped to find a solution that not only resonated with students but also gave them agency and voice within the school. 

• We invited the students to think about who inspires them and to list the attributes connected to the people they had identified. This activity helped them move away from the word “leadership” and their preconceived beliefs and move towards the essence of leadership, which is inspiration, inclusion and positive action.   

• Students were then asked to explore how they connected with the different styles of leadership that had been showcased. They compared hierarchical, charismatic and positional leadership models, social- change based leadership and strength-based leadership models. Students identified the advantages and disadvantages of each model and shared which ones resonated with them in our ICS context.  

• Drawing on the Social Change Model of Leadership development, we explored the importance of individual, group and citizenship values and the impact of different leadership models in terms of affecting social change. We discussed the importance of group values, the need for collaboration, common purpose and the space for controversy with civility (being open to disagreement). We also drew upon the ‘Seven Rules of Collaboration’ to facilitate and deepen conversations on leadership.  

• Students were then invited work in smaller groups, comprising of members from each leadership group at ICS, and synthesize what they had learned to create their own visual model for the secondary school. As they created their models, their conversations were guided by Grade 11 mentor students who ensured that all views were captured.   

• The session concluded with a gallery walk that showcased their shared visions of leadership, which were defined as: inclusive, strength-based, collaborative and supportive. We recognised that as a community we draw on others’ strengths and support others’ challenges in times of need.  

• In a summative discussion, the students teased out common elements of the models showcased.  

• A sub-group was tasked with creating an illustration of our new leadership model to help convey the elements of our philosophy (see the plant pot image below).  

• The image was painted onto the school chalk wall in the Diploma Studies Centre and onto the large display window in the Middle School for the community to see and reflect upon.  

Providing a visual summary of our leadership model was important to us as we recognise that young people’s minds have shifted to a visual dominance in interpreting and retaining information and having a concept attached to the idea made it easier to digest and ensure that our leadership groups were seen as value-based, supportive and interconnected.  

Activity 

Round Square student bodies at ICS are now known as ‘Action Groups’. There is open admission for students from Grades 5 to 12 and no pressure to attend: if they are available, they come! If they are drawn to a particular project, they come! The principles on which they are run are relational, non-hierarchical, matrix-like and inclusive. Each of our three student bodies shares the same model of leadership.  

Students are encouraged to ‘look in and look out’: to think about what they are doing and its relevance to other areas in the school. This enables us to capitalise on the enthusiasm of students who want to be involved in all three groups by taking responsibility for sharing what’s going on, to help delegate the leadership and create links. 

There are no named positions and instead we adopt a project management, matrix model. Students are invited to volunteer for roles on different projects and this allows us to mix-up social groups and draw on a variety of strengths.  

We are mindful of not over extending the students; there are peaks and troughs to their contributions, and their work flexes according to their other commitments.  

The students have put their new leadership model into practice through activities large and small. They lead on communications around their projects which gives them a sense of ownership, agency, voice and accountability for outcomes. They now run their own assemblies and tell us what they want to say, the structure they want to have, who they want to talk. If an individual does not want to present on stage, there are always other ways they can participate, perhaps through creating the slides in the presentation or helping with the behind-the-scenes needs. 

Our charity colour run is another example of where the project-based approach to leadership is working. This is a student-run fundraising event for 11th graders where students are in charge of all logistical aspects. Such a practical example teaches them some important life lessons: inputting into a project may mean that you do a lot of work but do not necessarily get the label or badge of recognition for that work. However, even in this matrix, they learn that there are occasions where it is necessary to make executive decisions, for example, where an urgent decision is required or a deadline is imminent. The important piece is that they communicate to their team and work as a unit. 

We have shared our philosophy on character education with parents through our school magazine ‘Connections’ and by holding workshops at parent coffee mornings. These opportunities allow us to explain the rationale behind our approach whilst highlighting the benefits to their children, such as the development of key character traits that lead to individual and community growth. These skills are ones that are for life and will support our students to flourish in whichever path they choose in the future.   

Challenges 

The change in our leadership model has been a paradigm shift for some of our students who are used to more hierarchical systems of leadership. We can see that they are struggling with this greater fluidity, and feel safer with more rigid certainties. More experienced students and teachers take time to share our leadership learning process and explore the advantages of a leadership structure that is built on relationships and strength-building. 

There is inevitably a period of time involved in weaning students and staff away from age-old styles of communication and hierarchy. It takes a concerted effort from staff to remind the students that they should be running and driving their activities. I’m conscious in meetings of taking a back seat and if I find myself talking too much, I remind the students that my role is as a mentor who elicits their views and input. I also ask them to remind me if I make that move from mentor to positional leader during the projects. It is not an easy process! 

A matrix structure means that meetings can be messy! The students are bubbly and full of ideas, like atoms bouncing ideas off each other. There are often several projects happening at once and you need to be prepared for such an atmosphere and carve out a structure regardless.  

Impact

We have a lot more engagement from the students, particularly in the Middle School, and have seen greater collaboration between students of different ages, with older and more confident students mentoring the younger ones.  

Two years ago our ICS Sparkle Malawi Colour Run was organised by two very driven girls who have since graduated. When inviting students to volunteer to run the project at the beginning of this academic year, we were overwhelmed by the response. Instead of choosing leaders, we asked volunteers to work as a team and divide up responsibilities amongst themselves. The only thing we as Round Square mentors asked was that there were two lead communicators who would share out the information to us so that we could facilitate where needed.  

It is particularly rewarding to see the impact of our changes on those individuals who might have been overlooked through previous leadership models. Students with different skill sets now have the opportunity for personal growth through leadership.   

For example, with the Sparkle Malawi Colour Run volunteers were invited to share what they hoped to bring to the project, and what they hoped to gain. One of those students described himself as shy and not very good at taking initiative. He wanted to be involved in the project as he wanted to develop those key attributes for his own personal growth as well as supporting the venture. Throughout the project he became completely engaged and handled the leadership demands brilliantly. At the end of the event, he reflected that he had volunteered expecting to send just a few emails but instead had been instrumental in pulling students into the event, involving all faculties and organising logistics in and outside of school. He also reflected that he had set out to develop his initiative and communication skills and this he did perfectly. He wouldn’t be the type of student to traditionally “lead” on a project of this nature, but by creating an inclusive environment that encouraged his interest, we were able to hook him into the opportunity and support him in his growth in skills and confidence. 

The Future 

We are working as a connected group of mentors across the leadership groups and take every opportunity to reinforce our ICS leadership identity. Focusing on character development and moving away from negative leadership models has brought about a more inclusive feel to the groups. With students now feeling included, they are more confident to affect positive change not only in international settings, but also within our own school community.  

Advice 

• Identify the staff members who support the change and get them involved in some blue sky thinking – Everyone has their own understanding of leadership, but it is important to “reach out and reach in”. I researched several leadership trends, models and styles, along with my Secondary Principal. It’s important to draw upon a variety so that when these are shared with the students, they are given an authentic choice.
• Get the students to own it – Put the framework in place and massage their thinking through brainstorming sessions, retreats and workshops.
• Revisit your conclusions – With a new group of students each year, one is able to revisit and review the models again and find a common identity that fits the students’ needs.
• Be prepared for bumps in the road – Work hard to give the students an authentic voice and the agency to make a positive difference in their communities.