Welcome to Leigh High School's ASB and Leighdership! In collaboration with other school departments and organizations, ASB and Leighdership plan and/or support many of Leigh High School's activities and extra-curricular opportunities. The ultimate goal of ASB and Leighdership is to foster an inclusive environment, where all students feel safe and valued, so they can contribute to building and sustaining a strong culture at Leigh High. While it is encouraged to participate in Leighdership all four years, it is not necessary. You can join Leighdership anytime from 9th-12th grade. We typically send out application and interview information (for the following year) towards the beginning of second semester. All current Leighdership students are required to interview and be selected into the class each year. A student can not run for an ASB elected office unless the student has already been accepted into Leadership for the year in which they are running.
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Leighdership is a 0 period elective that meets in the ASB room from 7a-7:50a daily. In order to be enrolled in Leighdership, every student, regardless of previous leadership experience, must interview and be selected for the class. Interview information goes out to the community around the start of the second semester.
Our Leighdership class consists of various commissions that work together to create the most welcoming and inclusive campus as possible. Listed on the right are a few videos of what we do and why. Each of our commissions are led by appointed Commissioners. Students typically meet with their commissions outside of the class for an average of 30 minutes a week. When your commission is holding an event, you might have to meet for a longer time. Overseeing all commissions are our four Executive Officers, who are elected by the general student body during the previous year. Executive Officers are either Juniors or Seniors who have served at least two years in Leighdership. The Activities Director meets every week with the four Executive Officers outside of 0 period in order to plan and provide oversight for ASB programming.
In addition to commissions, our class also consists of 9th-12th grade groupings. Students often meet in their grade level groups, which are led by Class Officers. During grade level meetings, students often plan for specific events and tasks related to their grade level. Grade level meetings take place during class.
Finally, every Leighdership student is randomly placed into one of four mixed-grade groups, called Famleighs. Each Famleigh is overseen by one specific Executive Officer. Family time is often used for goal setting, professional development, and games and icebreakers. During Famleigh time, students are able to ask their Executive Officer for clarification on any class assignments, projects, or ASB procedures. Famleigh meetings take place during class.
Leighdership students are expected to participate in student work days two to three times a semester. Each work day is two hours in length, and is meant to prepare for upcoming large events such as homecoming, dances, etc. These work days are mandatory, and students are given the dates of the work days at the start of each semester. In addition to work days, other mandatory events for Leighdership students are the District Day of Service, District Day of Learning, and 8th Grade Welcome Day. It is also required that Leighdership students attend all dances.
Please visit our "ASB Student Officers and Appointed Leaders" page under the Activities tab above to learn more about each Officer and Commissioner.
When not planning for events, and actively applying leadership theories and principles to their daily work at Leigh, Leighdership students engage in a leadership curriculum that is a hybrid model of self-paced online learning and collaborative discussions and projects. Students in Leighdership learn about various leadership models and theories, principles of emotional intelligence, and discuss overarching question such as 'are leaders born or made?'. The curriculum is divided based upon grade level, with scaffolding of leadership concepts being applied throughout a series of specific assignments from 9th up to 12th grade. The time commitment for an average student varies, but it is around 2 hours of independent work per week.
The first two years are largely focused on understanding yourself as a leader and learning frameworks for leadership theory. Here, students complete the first iteration of their personal philosophy statements, their why videos, and learn various organization and leadership skills that will set them up for success in school wide events and other areas of their lives. The focus on these years is on mindset and vision alignment as we attempt to foster self-regulation, empathy, and motivation within our student leaders. In addition, during their second year, students focus heavily on leadership through service, as they identify a community-based need, and plan and execute a service project in order to fulfill that need.
Goal-setting is also a major focus embedded within the curriculum. All students have to go through two Executive Officer led goal-setting sessions each semester. Students learn the difference between performance and organizational goals, and how they align with vision, mission, and initiatives in order to support organizational culture. Each student identifies their progress across a series of leadership standards, and use that self-evaluation to set SMART goals. Executive Officers provide students timely and specific feedback as they engage in growth-oriented discussions meant to highlight the value of goal-setting and reflection within organizations.
When students enter their third and fourth year of Leighdership, they begin to learn how to actively apply various components of the previous two year's curriculum into problem-solving within organizations. During their Junior year, students identify an organizational problem of practice within their school or community. Once identified, students learn how to apply a quasi gap-analysis to their problem of practice, identifying potential knowledge, motivational, and organizational factors that may prevent key stakeholders from achieving organizational goals. As they bridge the gap between Junior and Senior year, students are asked to gather data on their problem, and then are taught how to apply quantitative and/or qualitative data analysis in order to look for key trends that may lead them to a possible recommendation to their specific organization regarding the identified problem. In their Senior year, students finish their capstone by presenting their research, findings, and recommendations to the organization they studied.
Leigh High School ASB aims to make our school an inclusive and spirited community, proudly unified through positive experiences and relationships. We work hard to create a compassionate environment within our school and communities by modeling and encouraging communication, engagement, and integrity as student leaders and Longhorns.