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Student Leadership
Student Voice
Equipping Young People to Lead
JFord Equips provides programs, training, and support designed to teach youth the critical skills necessary to navigate life with confidence, courage and character. These programs powerfully equip youth to lead themselves and others and to make a difference in their home, at school and in their community.
Student Leadership/Student Voice Institute
“Student Voice” describes how students give their input to what happens within the school and classroom. JFord Equips’ Student Leadership/Student Voice Institute utilizes John Maxwell’s methods of leadership with Student Voice research and strategies to engage students in the problem-solving process and gives them a sense of empowerment and ownership in their academic outcomes. The ultimate goal is improving the learning culture and closing achievement gaps.
Groups of 8-12 students (with a teacher or school leader) train together and are equipped with a process to engage as partners in every facet of their school culture and to strengthen their commitment to education and community. Students gain the ability to influence decisions regarding policies and programs and take charge of their learning. Engaging students as leaders and educational decision-makers leads to invested interest in their own educational outcomes and for the broader school community.
Resources include:
Leading from the Lockers
This course will help youth understand how they can be leaders now. They will be challenged to develop the habits, practices, and mindset of a transformational leader. Students will not only learn, but will also be challenged and held accountable to applying what they learn.
21 Indispensable Qualities of a Leader
This course teaches teens how to build character traits. They will learn to take responsibility for themselves and their actions, express themselves, and handle problems and decisions when they arise. Teens will learn the 21 qualities for themselves as well as learn how to facilitate group studies, peer coaching partnerships and workshops with this content.
Sometimes You Win, Sometimes You Learn for Teens
Another resource by John Maxwell written just for youth, Sometimes You Win, Sometimes You Learn, may be used by certified youth members to facilitate Masterminds for Lunch & Learn series to help their peers learn healthy, responsible ways to deal with failure.
Everyone Communicates, Few Connect
According to John C. Maxwell, “Connecting is the ability to identify with people and relate to them in a way that increases your influence with them, and the ability to communicate and connect with others is a major determining factor in reaching your potential. To be successful, you must work with others. To do that at your absolute best, you must learn to connect.”
Students who complete this course successfully will be able to develop the 5 connection principles and practices:
Maxwell DISC Profile Assessment for Youth
Every young person has a unique style of learning and growing that is impacted by their personality. The Maxwell DISC assessment will help youth identify their specific personality, understand the personalities of their peers, and learn ways to maximize their natural strengths to add value to others.
Leadership Experience for Youth
Contact me for further information on Student Leadership / Student Voice
Reduce your office referrals; increase your scores
The success of Time To Teach has been published in Leadership magazine. Read Order in the Classroom, a published article written by Kelly Graham, National Director at the Center for Teacher Effectiveness and Elsbeth Prigmore, high school principal. Time To Teach is a consistent classroom management system that saves instructional time and improves school climate.
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“During my first two years as principal of Clark Street Elementary School, we experienced over 300 office referrals and over 150 out-of-school suspensions! This year we implemented Rick’s strategies and so far we have only had two office referrals in six weeks!”
John Hargrove, Principal, Clark Street Elementary, North Carolina
“Lawton Public Schools is a lower socioeconomic school district in Oklahoma that services 17,000 Pre-K through 12th grade students, over half of which are minority. Twenty-nine of our thirty-five schools were trained using the Time To Teach strategies, affecting more than 11,000 children. Following training, we experienced a 16% decrease in suspensions and office referrals and a dramatic decrease in pupil enrollment for Behavior Intervention and Behavior Disorder classes. We have also seen a 9% increase in test scores and none of our schools are on the school improvement list for No Child Left Behind.”
Billy Davis, Executive Director Elementary Education, Lawton Public Schools, Oklahoma
“We have used the Time To Teach strategies for eighteen years! These strategies allowed me to get into the classrooms and help teachers instead of having to deal with a line of students awaiting discipline intervention. Time To Teach truly delivers on its promise to gain back valuable teaching time that is so often lost to matters of discipline.”
Lynette Hedden, Retired Principal, Richland, Washington
“The number of student referrals in our middle school has dropped 30% on average, every year over the past three years. It is because of Time to Teach that I can say with pride, “Every day I teach!”
Keith Johnson, Teacher/Technology Director, Reading Community Schools, Michigan
“I have seen some of my students move up from Special Education and Title Programs to achieve at grade level performance. My referrals have been eliminated. Students that were never able to do so before are now meeting benchmark standards and making dramatic gains in reading and writing fluency. After 19 years as an educator, I finally have Time To Teach with care and compassion.”
Libba Sager, Elementary Teacher, Toledo Elementary, Oregon
“I have seen a 15 point gain in math and science scores on the state standardized test, which helped our school meet its AYP/API, and I have not sent a single student to the office all year. Time To Teach has helped me successfully teach second language learners, children with ADD, ADHD, Tourettes, learning disabilities, disenfranchised youth, and impoverished students.”
James Turner, Middle School Teacher, Lompoc, California
“At Lompoc Valley Middle School, the referral numbers for class disruption were reduced by 62% using Time to Teach strategies, and Lompoc High School’s referral numbers were lower than those of the rival high school for the first time ever.”
Carrie Chase, High School Counselor, Lahainaluna High School, Hawaii
“Pioneer Continuation High School has our district’s highest number of at-risk 11th and 12th grade students. Using the Time to Teach blueprint, we saw school suspensions drop from 39% to 18% over a three-year period, in-house suspensions cut in half, and significant increases in passing rates on the California High School Exit Exam and other student achievement measures. Overall, the school has experienced a positive, systemic cultural change.”
Elsbeth Prigmore, Principal, Pioneer Continuation High School, California
