GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017 The Global Leadership Program: Pillar Years Overview
Page | 1
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
The Global Leadership Program:
Pillar Years Overview
Page | 2
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
The Pillar Years – The Middle School Global Leadership Program
The Pickering College Middle School program, The Pillar Years, is rooted in the objective of helping our students
explore two central questions: Who am I?, and, What can I do? Informed by pedagogical research of 11-14 year olds,
the program is active and action based, with focuses on outdoor education; public speaking; service and servant
leadership; all of which are interwoven within the rich and varied academic curriculum. The program is specifically
designed to build confidence, curiosity, and skills while finding meaning and relevance in learning. The Middle Years program is delivered through a series of collaborative, interdisciplinary, authentic projects called
Pillars Pursuits. Pillar Pursuits are focused on three of the four program pillars- Adventure, Wisdom, and Community.
Each of these strands is deeply embedded into curricular and co-curricular activities, and students have a wide range of
opportunities to accumulate experiences for each one. These projects aim to help students determined their skills,
interests and abilities and they emphasize connecting the classroom to the community, both local and global. The fourth
and final pillar is called the Freedom pillar. This pillar represents the student’s choice in determining the topic and
design of their culminating project, called the Expression of Self. The Expression of Self presentation takes place at the
end of grade 8 and is a culmination of the insights and growth gained over the three year, Pillar Years, program. Teaching is innovative and interdisciplinary in the Pillar Years, and provides students with frequent opportunities to
explore authentic contexts and exhibit their work. Students are challenged with critical modes of thinking, and taught to
be reflective and self-aware. Quaker values such as consensus, social justice and acceptance are emphasized through
the exploratory work students perform. In order to help students build positive and supportive relationship and promote
personal growth they will be assigned a mentor in Grade 6. This caring adult will work with them throughout the 3 years
of the program providing them with the support and guidance they need to determine who they are and what they are
capable of achieving.
Page | 3
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
The Pillar Years Program and This We Believe.
Pillar To become a fully functioning, self-actualized person, each young adolescent should:
Adventure Recognize, articulate and make responsible, ethical decisions concerning his or her own
health and wellness needs; Be a good steward of the earth and its resources. Take risks and
develop resiliency. Engage in meaningful, experiential opportunities and participate in
challenging and authentic activities.
Wisdom Be able to think rationally and critically and express thoughts clearly; Understand and use the
major concepts, skill and tools of inquiry in the areas of Phys.Ed, LA, World languages,
math, natural and physical sciences and the social sciences. Explore, communicate, and
collaborate with the world and learn from the rich and varied resources available. Innovate,
invent and problem solve.
Community Become actively aware of the larger world, asking significant and relevant questions about
the world and wrestling with big ideas and questions for which there may not be one right
answer; Respect and value the diverse ways people look, speak, think, and act within the
immediate community and the world. Develop the interpersonal and social skills needed to
learn, work and play with others harmoniously and confidently
[Freedom] and
Expression of Self
Explore music, art and performance and recognize their importance to personal growth and
learning; Develop his or her strengths, particular skills, talents, or interests and have an
emerging understanding of his or her potential contributions to society and to personal
fulfillment.
Association for Middle Level Education. This We Believe: Keys to Educating Young Adolescents. Westerville: Association for
Middle Level Education, 2010.
Wisdom Pillar Pursuit Rubric
(T-Thinking, K-Knowledge, C-Communication, A-Application)
Emerging Competent Distinction
T ● Considers some perspectives and
opinions ● Uses the design process with some
degree of accuracy to recognize
and assess progress and failures
according to a given situation (Iteration)
● Considers multiple perspectives and opinions
● Applies design process (PS /
Creativity)model to recognize and assess progress and failures according to a given
situation (Iteration)
● Considers and critically analyzes
multiple perspectives and opinions ● Creatively applies design process (PS)
model to recognize and assess
progress and failures according to the
process
K ● Demonstrates some understanding
of essential/guiding questions ● Demonstrates some degree of
intellectual curiosity
● Demonstrates an understanding of
essential/guiding questions ● Demonstrates a considerable degree of
intellectual curiosity
● Demonstrates a thorough
understanding of essential/guiding questions
Page | 4
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
● Demonstrates a high degree of
intellectual curiosity
C ● Limited reflection on lessons /
previous knowledge to compliment
final product
● Collaborates with others and
sometimes considers the opinions of others
● Organization of final product
communicates some understanding
of concepts taught ● Applies some technology tools to
final product
● Demonstrates some oral
presentation skills including
fluency of delivery and speaking confidence
● Reflects on lessons / previous knowledge to
compliment final product
● Collaborates with others and considers
opinions
● Organization of final product communicates
understanding of concepts taught ● Applies technology tools to final product
● Demonstrates oral presentation skills
including fluency of delivery and speaking
confidence
● Actively integrates research to
compliment final product
● Confidently and actively collaborates
with others and considers multiple
opinions ● Innovatively applies technology tools
to final product
● Organization of final product
effectively communicates
understanding of concepts taught ● Demonstrates a high degree of oral
presentation skills including fluency
of delivery and speaking confidence
A ● Discusses some experiences from
activity and applies it to new
scenario [prototyping]
● Discusses experiences from activity and
applies it to new scenario [prototyping]
● Extends experiences from activity and
applies it to new scenario
[prototyping]
Adventure Pillar Pursuit Rubric
(T-Thinking, K-Knowledge, C-Communication, A-Application)
Emerging Competent Distinction
T Demonstrates some goal setting, planning and/or
problem solving skills.
Demonstrates some exploration skills and/or creativity.
Demonstrates goal setting, planning and/or problem
solving skills.
Demonstrates exploration skills and/or creativity.
Demonstrates a high degree of goal setting,
planning and/or problem solving skills.
Demonstrates a high degree of exploration skills and/or creativity.
K Demonstrates some knowledge/self-confidence and practice/preparation.
Demonstrates knowledge/self-confidence and practice/preparation.
Demonstrates a high level of knowledge/self-confidence and practice/preparation.
C Takes some initiative and/or communicates with some effectiveness in a collaborative setting.
Demonstrates honesty and some positive thinking.
Takes initiative and/or communicates in a collaborative setting.
Demonstrates honesty and positive thinking.
Takes initiative and communicates effectively in a collaborative setting.
Demonstrates honesty a high level of positive
thinking.
A Demonstrates some progression and/or
adaptability of skills. Demonstrates some determination and
perseverance.
Demonstrates a progression and/or an adaptability
of skills. Demonstrates determination and perseverance.
Demonstrates a significant progression and/or a
high degree of adaptability of skills. Demonstrates a high level of determination and
perseverance.
Community Pillar Pursuit Rubric
(T-Thinking, K-Knowledge, C-Communication, A-Application)
Emerging Meeting Expectations Distinction
T ● Demonstrates some awareness of
ethical issues and is starting to
appreciate the complexities of interrelated issues
● Demonstrates an awareness of ethical
issues and grasps the complexities of
interrelated issues
● Clearly demonstrates an awareness of
ethical issues and grasps the
complexities of interrelated issue
Page | 5
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
● Demonstrates some ability to think
critically and apply limited problem
solving strategies to formulate informed decisions
● Demonstrates the ability to think
critically and apply some problem
solving strategies to formulate informed decisions
● Demonstrates the ability to think
critically and apply problem solving
strategies to formulate informed decisions
K ● Asks questions that relate to the
world or community ● Demonstrates some awareness of
local and global issues
● Asks relevant questions that relate to the
world or community ● Demonstrates an awareness and
understanding of local or global issues
● Asks meaningful and relevant questions
that relate to the world or community ● Demonstrates a deep awareness and
understanding of local or global issues
C ● Communicates an understanding of
local and global issues with a limited degree of effectiveness
● Demonstrates some ability to
describe how local or global issues
may affect individuals or communities
● Communicates an understanding of local
and global issues ● Demonstrates an ability to reflect and
describe how local or global issues may
affect individuals or communities
● Communicates a thorough
understanding of local and global issues ● Demonstrates the ability to thoroughly
reflect and describe how local or global
issues may affect individuals or
communities
A ● Reluctantly participates in socially
focused activities
● Demonstrates some respect and
acceptance for others
● Demonstrates some ability to act on
beliefs or values ● Demonstrates some ability to
advocate for a cause.
● Participates in socially focused activities
● Demonstrates respect and acceptance for
others
● Acts on beliefs and values
● Demonstrates the ability to advocate for
a cause.
● Confidently and actively participates in
socially focused activities
● Demonstrates a high level of respect and
acceptance for others
● Consistently acts on beliefs and values
for a positive change ● Demonstrates the ability to effectively
advocate for a cause.
The Expression of Self – Freedom Pillar
The Pillar Years program is rooted in the objective of helping students figure out who they are and what they are
capable of achieving. The program is specifically designed to build confidence, curiosity, and skills while finding
meaning and relevance in learning.
The fourth and final pillar of the program is called the Freedom pillar. This pillar represents the student’s choice in
determining the topic and design of their culminating project, called the Expression of Self; a culmination of the insights
and growth gained over the three year Pillar Years program. The Expression of Self is presented at the end of Grade 8
and represent the student’s ability to identify, develop and communicate their passions and interest in order to answer
the question "Who am I and what can I do?”.
In order to prepare for the Expression of Self, monthly Mentor meetings and classroom workshops are tailored to help
develop the knowledge and skills necessary for success in the program. Mentor meetings are designed to promoting
individual growth, self-awareness, leadership skills and build positive relationships across the middle school grades. The
faculty mentors and peers help guide the student in their journey of gaining a more complete understanding of their
learning styles and their passions. These mentor groups offer students the opportunity to develop their voice and to
broaden their perspective within a small and supportive community. In the classroom, students participate in guided
learning activities and engage in language arts and multimedia workshops. Through these sessions students gain
concrete public speaking skills, learn to communicate their message using mixed media and Photoshop and begin taking
responsibility for their development as a learner.
Page | 6
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
Freedom Pillar Pursuit Rubric
Expression of Self (EOS) Presentation - Self-Assessment
Guidelines:
❖ Speaking time is between 2 and 4 minutes
❖ Student must share a slide combining their picture and 6-word memoir (additional pictures are optional)
Achievement Chart Category Emerging Meeting
Expectations
Distinction
Knowledge (Clearly articulated 6-Word Memoir. Student has a thorough
understanding of their EOS topic.)
Thinking (Student develops a clear connection between the EOS topic and who
they are. Student shows critical awareness in explaining how the EOS has
impacted their life, especially in terms of personal growth)
Communication (Smooth Pace & timing, effective vocal modulation, clear diction,
and eye contact. Student has an organized/clearly road-mapped presentation.
Student supplements oral presentation with a relevant digital image. )
Application (Student speaks for at least two-minutes. Student connects their digital
image/s and 6-word memoir to their EOS.)
Self-Assessment
· “I am proud...”
· “I could have...”
· “Next time I will...”
Pillar Pursuits Tracking Chart
Page | 7
GLOBAL LEADERSHIP PROGRAM – TEACHER GUIDE 2016-2017
*Electives are available to Grade 8 students