Grade 9 Day
Wednesday, November 27th
EVENT PARTICIPATION:
I was the Point Person for his event, and was heavily involved from start to finish.
Before the Event:
- Created and posted forms for team members to choose roles and brainstorm ideas.
- Led all group meetings and assigned roles.
- Suggested appointing ‘mini-point people’ for subgroups to streamline grade 9 day event coordination.
- Communicated with teachers, including coordinating marketing and promotional efforts with Mr. Lee and corresponding via email with Ms. Rioux.
- Drafted and sent a leadership message to teachers about grade 9 day details.
During the Event:
- Sent reminders via TEAMS about roles, requirements, and leadership shirt guidelines.
- Supported marketing and promotional tasks, including recording announcements efficiently.
- Sold tickets for the after-school sundae bar in the foyer on Thursday, Friday, and Monday.
- Floated between stations during lunchtime and after-school events to ensure smooth operations.
After the Event:
- Gathered feedback from team members and reflected on areas of success and improvement.
EVIDENCE + CURRICULAR COMPETENCIES:
My course goal was to become more involved with event planning, logistical navigation, and coming up with creative solutions. As the point person for this event, I was able to touch on all these goals.
Alignment with Course Goals:
- Strengthened event planning and logistical navigation skills.
- Enhanced ability to find creative solutions to challenges.
- Actively contributed to leading and managing teamwork dynamics.
The following are specific examples that relate to selected curricular competencies. I have linked each specific example with a competency.
Example 1:
Action: Created and posted forms to organize roles and ideas, and also distributed and changed roles where necessary.
Connection to Competency: Theme 5: Project Planning
Recognize/understand that all members of a team or group are important to the overall success of that team or group.
Explanation:
This demonstrated strong organizational and logistical planning skills, ensuring that all team members were clear on their responsibilities and could contribute effectively. Also, allowing students to submit what role they wanted was part of acknowledging that different people have different strengths, and allowing them to step in and take/choose a role that they feel they can do well in. I also pushed Justin to be a mini point person for the after school event, and later encouraged him to sign up to be a proper point person for the Winter Formal.
Example 2:
Action: Led meetings and acted as the main communicator between the Gr. 9 Day group, subgroups and teachers.
Connection to Competency: Theme 2: Self-Awareness and Personal Leadership
Be a visible and confident leader within the school/community.
Explanation:
Showcased my ability to lead and coordinate complex projects, maintaining communication across multiple platforms to avoid misunderstandings or delays. I was vigorous in communicating, whether that was with emailing to have posters or reels sent, or the near non-stop messages I was sending on TEAMS, which consisted of roles and duties, and reminders for leaving classrooms and wearing leadership shirts. I also directed people in person, informing them of how to accomplish their tasks as effectively as possible (an example is when I sent out members from security to walk around in ESS and inform Gr. 9’s of what was going on).
Example 3:
Action: Assisted with announcements and ticket sales for the sundae bar.
Connection to Competency: Theme 2: Self-Awareness and Personal Leadership
Take on increasingly demanding leadership roles.
Explanation:
Highlighted my willingness to support team efforts and my familiarity with school systems to ensure tasks were completed efficiently. I wanted to ensure that I was there so that things could run as smooth as possible, and I was the one filing out the form on Thursday, Friday, and Monday. The only day I wasn’t there was Tuesday, but I made sure that the person who took over knew what to do.
Example 4:
Action: Floated during the event to address issues and provide support where needed.
Connection to Competency: Theme 2: Self-Awareness and Personal Leadership
Utilize different leadership styles to complete tasks
Explanation:
Demonstrated adaptability and the ability to handle unexpected challenges, ensuring the event’s success while reinforcing my leadership presence. I had my fingers in many pies, so I was scurrying around doing things. For example, in the middle of the lunchtime event, I ran downstairs to make an emergency and hasty announcement over the P.A. I also ended up working in the assembly line during the after school event as the person who was handing out spoons.
PHOTO EVIDENCE:
^After School Sundae Bar
^TEAMS messages
^Selling tickets for sundae bar at lunch
^TEAMS messages
^Lunchtime Group Trivia
