Embodiment of Affirmation, Opportunity, Integrity and Service

Ms Ruth Adams - Deputy Principal | Head of Junior School

An important and meaningful annual event was held in the Tara Chapel on Friday 17 February: the Year 6 Commissioning Service. This is a really special event and, accompanied by the Year 6 Graduation Dinner and Ceremony, ‘bookends’ the year for our oldest Junior School girls.

Led by our Chair of Council Ms Gilbert, the congregation prayed for Year 6. We were addressed by our Chaplain, Mrs Kay-Browning, drawing on the Psalms, the focus in Junior School Chapel during Term 1. Mrs Kay-Browning reminded us of that to ‘be commissioned’ means to be put into service. Using the key words of sheep, character and competence, we learned how the leadership criteria we employ as humans is quite different to God’s, who does not look at external appearance, but rather at the heart – our thoughts, intentions and motivations.

With the visual aid of an equal arm balance and the example of David’s shepherding, Mrs Kay-Browning drew our attention to the importance of balance in leadership: striking that equity between character and competence in leading our ‘sheep’. This year, through their leadership opportunities, the girls will be focusing on developing their ‘character’ by acting with integrity, kindness and trustworthiness. And at the same time, becoming more competent by becoming more reliable, skilful, and organised. Already this year in working with Year 6 I have enjoyed seeing their competence grow! Like David, they are working hard not to consider themselves too important to care for and protect Tara girls, their ‘sheep’.

Mrs Kay-Browning left us with this enduring message from Psalm 78: look out for, care for, and serve your ‘sheep’. And do it with character and competence. In a joyful and thoughtful service, it was gratifying to see the girls stand before parents, teachers, peers and Mrs Middlebrook, and declare their intention to serve the school that has served them.

In her address, Jasmine, our Elizabeth Medalist, made reference to the fact that our current Year 6 girls have been led by the Year 6 girls who went before them, and on behalf of her peers, committed to leaving the Junior School better than they found it. What a great declaration! Jasmine honoured Mrs Middlebrook and Mrs Kay-Browning in their last Junior School Commissioning.

Leadership is important in Senior Schools. After all, these are the students who are the closest to joining the non-academic sphere of their life. However, it is difficult for students to be leaders in Senior School if Junior School does not begin their training. When students start early there’s a “difference in leadership ability when they get to high school”(Checkly, 2004). Leadership in the Junior School is unique in that every girl has a role that genuinely supports and improves the experiences of girls in ELC-Year 6.

Rather than a ‘delayed gratification’ view of leadership – that somehow everything we are doing now is not actually useful now, but may be in some indeterminate future – student leadership in the Junior School is viewed as a vital skill and experience, with benefits in the ‘right here’ and ‘right now’. Students supported and affirmed in leadership are able to carry out a wide variety of self- and school- improvement projects. Student leadership is a great way to tap into student energy, to build self-respect and to create a sharing and caring school.

But for student leadership to be authentic, meaningful and connected to real life, requires schools and teachers to broaden their understanding of ‘education’ to view and appreciate students as equal participants rather than just objects in the educational process. We do that here at Tara.

For two terms a year, each House takes on a special responsibility. During one term, they ideate, plan and organise the student Assemblies. During their other term, they serve the School community through direct action: leading a service learning day; assisting our smallest girls to the playground every morning; managing the playground student noticeboard and undertaking their House leadership project.

Planning for this project starts back in Year 5 and builds on the awareness they gained on the Year 5 Learning Leadership day, planned in collaboration with The King’s School Prep and Tudor House, and hosted at Tara. People often ask me how our girls fare when confronted with a co-ed environment. Very well, is what I answer. The girls are happy and confident, and have a strong sense of their own ‘voice’, as evident in their engagement, participation and learning outcomes on these combined leadership training days.

At the end of Year 5, and supported by our Senior School leaders, the girls of each House gather to brainstorm a possible House leadership project they will lead when they are in Year 6. This year, in Term 1, Walker House is leading an art project – aptly titled Native Creative – which invites girls in the Junior School to create art works around a central theme using objects found in the natural environment. What a wonderful opportunity to grow appreciation for the beautiful environment in which Tara is situated! These leadership projects are just one example of ‘student voice’: an approach that respects the views, hopes and ideas which young children bring to their education.

There are additional acts of leadership Year 6 undertake. The Elizabeth Medalist along with the Heads of Houses have an important role in the management and stewardship of our sandpit toys and run special morning teas throughout the year for new girls and Silver Award recipients.

The Heads of Houses have met with their House Patron to prepare for the recent Swimming Carnival and will do again as we lead into the Athletics and Cross Country seasons. The Christian Service leaders have jumped in feet first, promoting Crew, and working with Mrs KayBrowning and Miss Bec to lead weekly Chapels and reviews in Assembly.

Our Creative Arts leaders have an ongoing role throughout the year across all areas of the arts: in the biennial Visual Art Walk and theatrical production, annual Performer of the Year, and Assembly items to name a few. They work quite independently to promote, encourage and engage students in the creative arts.

Finally, all Year 6 girls play a vital role in House Jams: fun, engaging and student-led ways to promote and celebrate a genuine sense of belonging in the whole community. It’s great to see the leaders (and leaders in training!) imagine, plan and implement such dynamic and enjoyable afternoons.

Leadership in the Junior School is an active demonstration of what is valued at Tara and the kind of character traits the School Community wish to see developed in the girls:

• It’s authentic and student-centred because girls are doing real life tasks, with adults in a consultancy and facilitating, rather than controlling, role. Girls generate and propose ideas, and plan and implement events. This promotes independence and risk-taking.

• It’s inclusive because in Year 6, every girl has a vital role, that should it be removed, would lessen the pastoral and operational capacity of the school.

• It’s empowering because a girl fills every leadership role. Often in schools, girls can be seen as ‘audience’ with boys as ‘actors’. In a girls’ school with a strong commitment to leadership such as Tara, we are agents to facilitate girls’ voices and creativity. Our leadership model redefines power for girls, as not power over things, but power to effect positive change.

• It’s collaborative because it requires girls to work with and alongside others on projects. The iGeneration expect that they can create, consume, remix and share information with each other. The leadership structure in the Junior School acknowledges that.

Leadership is not an easy road and does not always go to plan. There are hurdles and pitfalls. Members of a team don’t always listen to each other. We can take a while to find our groove in a new position. We may have to work closely with someone with whom we are not that close. We may feel overwhelmed, over committed, and struggling to find balance. In other words: leadership in Year 6 mirrors real life work! Every Year 6 girl has been promoted to a position that is just outside her area of expertise, but she will be spending this year working to build capacity and competency. It is not a surprise therefore, that the first Assemblies/ House Jams/Morning Teas are indicative of a ‘work in progress’. Leadership is a learning experience.

Leadership does not just ‘happen’ at Tara. We explicitly seek to teach the skills and attitudes necessary for a servant-hearted model of service to the School. It’s wonderful getting amongst the leadership culture in the Junior School. I hope you join me in praying for and supporting our Year 6 girls as they exercise student leadership at Tara.

Checkley, K. (2004). A seat at the table: tapping the power of student leadership. Educational Leadership. 7 (8).