2018 Student Leaders’ Induction
We can confidently predict, based on research and our own experience, that the future leaders in a broad range of areas, including business, community, government, research, industry, will come from young people with the following leadership attribute predictors: high intelligence – both academic and emotional intelligence, are knowledgeable, critical thinkers, motivated, have good relational skills – caring and are good communicators, are open-minded, principled, reflective, and their understanding that the notion of leadership is actually a service orientation – the profile of a typical ideal Academy IB student. So we see leadership daily at QAHS where our leadership learning model for students and staff is based on Service and Relational Leadership. The underlying premise of Service Leadership is that it is less about you as a leader and all about taking care of those around you. It’s a noble and honourable way to lead and conduct your life. Relational Leadership is defined as a social process of people working together to accomplish change or make a difference to benefit the common good.
At our Leadership Assembly this morning, badges were presented to our 2018 Student Executive, comprised of Mentor Learning Community representatives and House Captains and Vice Captains. Congratulations to the following students who have the privilege of serving our community and I commend them for their commitment to the challenge of leadership.
2018 Mentor Learning Community (MLC) representatives
Year 10: Amy Dehghan, Areej Khokhar, Nikai Phillips, Annalisa Rashad, Matilda Shirley, Angie Zhou.
Year 11: Isabelle Khamsone, Siobhan Lau, Gloria Lee.
Year 12: Isobella Kruger, Italia Malik, Joshua McAllan, Natasha Rajkumar, Maria Saito.
School Council Student Representatives: Meyrick Fisher, Olivia McNab
QAHS has a “flat” rather than a hierarchical structure in relation to student leaders at the school which enables all students to experience opportunities to develop their leadership skills. Our students “step up” to leadership responsibilities across an extensive range of activities. Whilst some students will be “badged”, there is the broader group of students who also rise to the leadership challenge through CAS, academics, sport, academy and other service experiences, every day interactions in classrooms and other environments, in overt and public ways, or in subtle and understated ways. All QAHS students have the capacity for leadership and are supported in developing the attributes of an IB Learner that most certainly position students for effective leadership.
Mrs Jane Sleeman