Leadership+and+Responsibility

// **12. Leadership and Responsibility:** // // **Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community.** //

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Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

zip code || Level, Language || Novice Proficiency Range Example || Intermediate Proficiency Range Example || Advanced Proficiency Range Example || Recommended Tools and Resources || lyons || @froggieflo || Matamata College || NZ || French senior ||  || Students teach French to younger students after creating their own resources and planning their own lesson ||   || any tools compulsory see http://learninglanguagesnz.wikispaces.com/ for example ||
 * Name || E-mail || School || City, State,
 * Florence
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern H.S. (just retired) || Batavia, Ohio 45103 || French - all levels ||  ||   || In general cooperation with an outside charitable agency,students sponsor a school class in a problem stricken area such as Haiti by raising money to send necessary supplies such as school materials and books, and by sending cards, letters and small gifts to each individual student on a regular basis. Whole class communication could also occasionally be recorded or videotaped, or skyped, etc depending on variable circumstances.(interpersonal, interpretive) ||   ||
 * Greta Lundgaard || greta.lundgaard@pisd.edu || Plano ISD || Plano, TX 75075 || all languages || Working collaboratively with learners, instructor & students develop a list of critical jobs for WL classroom (e.g., Techspert; Researcher; Meaning Maker, Proofreader, Culture King/Queen, etc). Based on timeline developed by instructor (based on personalities, talents, and diversity of classroom) instructor assigns students to roles, rotating students through roles as talents and abilities emerge. || Instructor works collaboratively with students to develop a Tutorial Cadre. This Cadre identifies learners with strengths in different proficiencies and criteria (based on District rubrics and/or ACTFL performance Guidelines). As part of course requirements, the Tutorial Cadre participates in tutorial sessions for students in lower levels and/or proficiency ranges. Instructor guides tutorial sessions, tutors, and participants in goal setting, etc. Participants complete surveys regarding process and quality of expertise of Tutorial Cadre || Instructor works collaboratively with students to develop a Tutorial Cadre. This Cadre identifies learners with strengths in different proficiencies and criteria (based on District rubrics and/or ACTFL performance Guidelines). As part of course requirements, the Tutorial Cadre participates in tutorial sessions for students in lower levels and/or proficiency ranges. Instructor guides tutorial sessions, tutors, and participants in goal setting, etc. Participants complete surveys regarding process and quality of expertise of Tutorial Cadre || ACTFL Performance Guidelines, District Writing & Speaking Rubrics ||
 * Postcards and Bookmarks by Sylvia || postcardsbysylvia@gmail.com || Schaghticoke Middle School || New Milford, CT 06776 || Beginner, Spanish || Sylvia, an 8th grader, has designed colorful bookmarks and postcards with Nicaraguan themes to benefit elementary school children in rural Leon, Nicaragua. Sylvia was inspired to help these children with her artwork and cultural knowledge. They are in need of books, maps, school supplies, shoes, and clothing. All proceeds from sales go to the Albert Schweitzer Institute at Quinnipiac University, Hamden, CT. Recently, Sylvia has expanded to include all children of the developing world, such as flood victims in Pakistan. ||  ||   || The Albert Schweitzer Institute (Quinnipiac University, 660 New Road, Hamden, CT 06518) maintains regular contact with Central America and other countries of the developing world. ||
 * Rosa Beach || rbeach@hcs.k12.ca.us || Horizon Charter Schools || Roseville, CA || Spanish, All levels || Identify or select a political figure of Spain or Latin America. Describe the person and talk about his/her accomplishments or failures. Share with class the reason for your selection. || Form small groups. Each group will identify the values and principles of a political leader/political party in Spain or Latin America. Present to the class the impact of those values to the community, to the country or to the world. || Identify or select political figures/parties of Spain or Latin America. Mock a political debate and address many issues (e.g. poverty, unemployment, the environment, education etc.) Offer solutions and pursuade the audience to vote for you. || internet search, univision.com, cnnespanol.com, elpais.com, BBC en español, Authentik en español. ||