The Student Leadership Committee IS led by Ms Adeline Chen as Head of Department/ Student Leadership and Aesthetics (Int). The department is also supported by Mr Ho Wei Heng as Year Head/ Lower Sec and Mr Clarence Lee as the Student Leadership Coordinator.
VISION AND PHILOSOPHY
In line with the school’s vision of “Dynamic Thinkers • Inspiring Leaders • Contributing Citizens • One Learning Community”, the Greenridge Student Leadership philosophy captures the distinctive attributes of the exemplary Greenridgean:
“A value-centric leader who is constantly striving for excellence and is committed to making a difference by serving the school community, nation and the world.”
Leadership is a developmental process that can be taught and learned. In GSS, we view leadership development as an integral part of the total school experience that we provide for every Greenridgean. As such, we provide a breadth of experiences and opportunities in which our students learn to shoulder responsibilities, demonstrate initiatives and exercise sound judgement and responsible decision-making. Through authentic leadership moments, including activities initiated and led by students themselves, Greenridgeans can discover their passions and strengths, and contribute their gifts and talents to the betterment of the community at large.
Above all, our students will develop character and resilience, as the continuum of authentic experiences allow them to develop, reflect upon and apply the values, mindset, knowledge and skills that are necessary for them to thrive in a dynamic future.
STUDENT LEADERSHIP FRAMEWORK
To implement the holistic model for student leadership development, we take
into consideration the school’s vision and our guiding principles for designing
meaningful learning experiences for our student leaders.
IMPLEMENTATION CONSIDERATIONS: GUIDING PRINCIPLES, LEADERSHIP DEVELOPMENT APPROACH AND ASSESSMENT FOR LEARNING
To implement the holistic model for student leadership development, we take into consideration the guiding principles for designing learning experiences, the possible learning approaches to adopt and the focus of assessment.
Guiding Principles for Designing Learning Experiences
In designing authentic learning experiences, we follow three key guiding principles:
a) Whole School Approach: The task of forming and developing student leaders lies on every staff in GSS. Teachers of different departments collaborate to identify opportunities for the infusion of leadership development in the formal and informal curricula. Our team of administrative support staff also assist in creating and sustaining viable environments for different events and programmes.b) Every teacher as a student developer: Teachers are role models of the values, mindsets and skill-sets of an effective leader. In Greenridge, every teacher has the responsibility to support leadership development in our students by looking into areas where they can learn and grow.
c) Breadth of experiences and progression in learning:We are committed to providing a holistic and multi-faceted leadership education that includes CCA programmes, House activities as well as level-wide and school-wide events, all of which serve as platforms for our student leaders to expand their capacity for leadership. In addition, student leaders experience a progression in their learning as they are given greater challenges each year to sharpen and hone their leadership skills.
GSS STUDENT LEADERSHIP DEVELOPMENT APPROACH
GSS seeks to develop Greenridgeans who excel in serving and leading by example, through the provision of OTE2R2
Assessment for Learning
As the school believes that leadership can be taught and learnt, we believe that it can and should also be assessed. Adapting The Five Practices of Exemplary Leadership and the Student Leadership Practices Inventory (Student LPI) created by leadership educators James M. Kouzes and Barry Z. Posner, the Student Leadership Committee devised a 20-questions review to assess our Student Leaders’ leadership skills. Using these questions, students go through a process of self-assessment, peer assessment and reviewing with teachers three times a year. With this assessment for learning that provides clear feedback, our student leaders can constantly seek improvements and become more effective leaders. In addition, our student leaders will be encouraged to keep a portfolio of their reflections for involvements and evidence of achievements. This portfolio not only serves as a good tool that can aid their applications to post-secondary institutions, it also helps our student leaders understand their progress, identify the challenges they are experiencing and suggest how they can further improve in various aspects of their leadership.
GSS STUDENT LEADERSHIP DEVELOPMENT APPROACH
Students in Greenridge have endless opportunities to develop their leadership skills. There are three key leadership groups available for students to practice what they have learnt and stretch their potential in areas that they are interested and competent in. Together, these three leadership areas allow 30% of Greenridgeans to be in an appointed formal student leadership position.
The Student Council leads the whole student body by organizing, managing and carrying out school programmes, initiating activities to improve the school community and representing the school for external activities.
CCA Leaders and their committee lead their CCA teammates by organising their CCA trainings, setting and achieving goals, promoting teamwork in their CCAs and assisting their teachers with CCA matters.
Class leaders and the respective subject representatives lead their class in class matters, ensuring safety, encouraging their classmates to seek improvement and participate actively in school activities.
Student Initiators are leaders who are keen on initiating activities that are not offered in school. These activities can be long-term projects or ad-hoc activities that involves servicing the school or the community.