Reflections of Havergal: 1994-2019

first leadership training course in an Ontario high school. It was offered to Grade 12 students on a voluntary basis, taking place [after school] during the winter term. The majority of those eligible attended. The impressive turnout was ample evidence that students understood that assuming a formal leadership role was not the only way to contribute the life of the school and beyond. The training course was eventually folded into the curriculum of the Physical Education and Health department, and its value was further underscored when the newly formed TA groups in the Upper School studied the set of leadership benchmarks that arose from the 2000–03 Strategic Directions. The leadership skills students develop manifest themselves in all facets of school life through opportunities the school provides—and many they seek out themselves.

Recent years have seen the creation of the Student Engagement Team (SET), which comprises Junior School and Upper School faculty and staff leaders who “work directly with students at every grade” to provide opportunities to develop meaningful partnerships that contribute to the greater good. One key aspect of the team’s work is helping students understand that leadership can take many forms. They have identified five domains, from the Five Domains of Student Leadership, that are of particular relevance to students:  • formal leadership (students taking on formally elected roles); • intellectual leadership (scholars leading in the classroom); • leadership of the self (students taking the initiative to develop self-awareness and reflection, decision- making and goal-setting skills); • informal or “quiet” leadership (students drawing on leadership skills “behind the scenes”); and  • leadership in the community (students giving back to the Havergal community and beyond). The SET encourages students to take action when they identify a need, with the knowledge that faculty and staff will provide the necessary support. Deep learning often comes from well-considered risk taking, and as made clear in the 2009 BTI article “Failure is a Smashing Success” by Shivani Kalra, often the best learning comes from failure: failure makes us pay attention: Do not fret; this failure is actually one of the greatest tools for your future success. Although you may argue that failure is taking a step back from your goal, it gives an ideal opportunity to learn and improve. Not only does it allow you to explore you imagination, but it also allows you to find your interests and passions and motivates you in future endeavours. It is important that the Havergal

Student Leaders

Leadership Torch , Fall 2005

“We need you to play your part as leaders now and in the future. Remember that one of the surest ways to know the real leader is to sense her quiet determination to live by her ideals.” —Dr. Catherine Steele 1928

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