We are currently in the process of selecting rising seniors to be part of the Community Leadership Team (CLT). This program, which will be marking its tenth year at CA, has been a feature of the Upper School since its inception in 2006 when Liza Skipwith and I created it. (We had both been part of similar programs at our previous schools and were eager to share that experience with the CA community.) The primary role of a CLT senior is to work with a specific 9^th grade advisory group throughout the year; the relationships that these older mentors have with their younger peers has been essential to establishing a stronger community in the school.

Following a rigorous application process involving an average of 55 students, the CLT faculty leaders select 20-22 senior students at the end of junior year. These students are trained by the program’s faculty/staff advisors, including Liza Skipwith, Steven Hammer, Meg Hill, Gabe Bernstein and Peter Horsch. In the CLT advisory groups, the seniors lead discussions on issues of contemporary adolescent interest, ranging from academic (such as time management) to social (friendships and peer relations) to psychological (healthy body image). Because of their natural inclinations towards helping others and also because of the training they will receive, these senior leaders are also peer supporters to whomever they encounter through their routine interactions in their daily lives. The commitment is significant and involves a substantial amount of time and energy, but in turn benefits the entire community.

 

As we put the final group together, we gather input from current CLT students, faculty members, coaches and advisors. We are always interested in building a good team in which a wide range of interests and backgrounds are represented, so that in turn these students can serve an array of students and student interests.

 

Qualities that we look for in candidates include trustworthiness, openness, honesty, and empathy. We expect such a student to be regarded by others as a positive role model and to be known as dependable and responsible, someone with good listening skills and who respects confidentiality. Ideal candidates should not judge people or try to change them, put people down or ridicule others, or gossip about what is said in confidence.

 

This program is built around several concepts:

 

 

Gabe Bernstein, the senior class dean, says that “it is essential to work closely with many of the grade's strongest leaders on various school issues throughout the year. Being a part of CLT this year has given me the opportunity to forge strong relationships with this group of seniors and has allowed me to share in their experience as they strengthen their leadership and group facilitating skills through their work with our 9th grade advisory groups.  Those students’ collective growth in the areas of self-awareness, group dynamics and peer mentoring can be directly attributed to the CLT experience.”

 

One of the applicants this year spoke volumes about the value of the program: “My CLTs were great.  They tackled each discussion topic with both a serious and lighthearted attitude that helped them convey their message, without having to lecture us.  They did such a good job as CLTs that they’re the reason I want to become one and I hope that I can be as effective as an influence on freshmen’s lives as they were on mine.”

 

Quite a legacy. Here’s to another ten years of this signature program!