Leadership education is a prominent component of youth programming. In their efforts to promote leadership development, most youth programs promote character development and teach…
Abstract
Leadership education is a prominent component of youth programming. In their efforts to promote leadership development, most youth programs promote character development and teach interpersonal skills but fall short in teaching leadership because they fail to encourage the use of authority. In this paper, we present the stories of five late adolescent exemplars as a case study of youth leadership emergence through volunteerism. These youth demonstrated leadership by transitioning from participating in community service activities to becoming organizers of their own beneficent efforts. Through a qualitative analysis of interviews with these adolescent leaders, we present themes that were important to their emergence as leaders. We then discuss how these findings should be used to inform youth development programs that are designed to encourage youth leadership through volunteerism.
Michael Cosenza, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Krystal Goree, Drew Polly, Donnan Stoicovy and Kristien Zenkov
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a…
Abstract
Purpose
The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.
Design/methodology/approach
Policy statement.
Findings
NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”
Practical implications
For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.
Originality/value
This policy statement articulates how the Nine Essentials are the foundation of PDS work.