Leadership Exploration & Art Foundation

Title:                           Leadership Exploration & Art Foundation

Reports to:                 Building Principal

Employment Status:  Regular, Exempt, GHEA Bargaining Member

Qualifications: 

• Bachelor’s degree from an accredited college or university
• Appropriate State of Ohio teaching certificate/license
• Arts credential preferred or working towards, but not required 

Position Summary

The Leadership Exploration course provides students with a unique, self-directed learning opportunity, ideal for those who want to pursue personal interests, develop professional skills, and envision potential career pathways and industry credentialing (Leadership Challenge/ Ohio Means Job/etc.). Designed as an elective course for students in grades 9-12, this class supports individual and collaborative inquiry projects and incorporates career exploration, networking, and professional shadowing experiences. Leadership Exploration provides a structured, meaningful environment for students to engage in curiosity-driven, experiential learning, preparing them for a range of post-secondary opportunities.

The Art Foundation course is a year-long investigation of art and art history focusing on initial experimentation with different mediums, an exploration of the importance of art throughout history and impact of history on art, as well as an investigation of the ways in which different societies express themselves visually. Students complete a series of art assignments as well as a choice-based sketchbook.

Leadership Exploration Course Description:

In Leadership Exploration, students will undertake a series of inquiry projects throughout the school year. Each project encourages reflection, growth, and deepened understanding, building on prior projects or standing independently. The course structure includes the following projects:

• Introductory Project: Students research a topic of personal interest and present their findings to the class.
• Follow-up Project: A continuation of the first project, reinforcing students’ confidence and skills in conducting inquiry-based research.
• Group Project: Students collaborate in teacher-assigned groups to select a topic and explore it in depth, emphasizing teamwork and cooperative learning.
• Designing Essential Questions: Students learn how to craft essential questions that will drive future research, providing a critical thinking foundation for inquiry.
• Post-High School Project: Students explore multiple potential career and life pathways, presenting their findings and insights to the class.
• Explore Fair: Students showcase a project or topic of their choice in a fair, reflecting on their learning journey and celebrating their achievements.
• Last Project of the Year: This culminating project allows students to explore a new or continuing interest, applying all the skills developed throughout the course.

Additional Features of the Course:

• Self-Awareness: Students will work to identify the underlying question of “What do you want your life to look like?”  Students will explore their characteristics and strengths as well as aptitudes that could lead to future careers.  
• Career Pathway Exploration and Networking: Students will have opportunities to research career fields of interest and connect with professionals, both in-person and virtually, to gain insights into different fields. Whenever feasible, students may arrange job-shadowing experiences in alignment with their career interests, enriching their understanding of professional environments.
• Thinking Routines and Activities: A variety of thinking routines, including Harvard’s Project Zero practices, will help make students’ thinking visible and foster critical reflection.
• Individual Check-Ins: Regular, intentional teacher-student check-ins provide essential guidance, ensuring each student progresses steadily and receives individualized support.
• Access to Experts and Mentors: Students will hear from guest speakers who share their unique career journeys and insights, inspiring students to consider diverse pathways after high school.
• Assessments: Assessments are tailored to individual growth. Students, in consultation with the instructor, will design assessments for portions of their projects, focusing on personal and academic development.

Professional Development

• Be available for education related purposes outside the instructional day when requested
• Serve on committees and participate in school related activities
• Complete an individual professional development plan according to procedures adopted by the district
• Learn and implement the administrative procedures associated with the teaching assignment

Communication and Collaboration

• Communicate regularly and work cooperatively with peers, administrators and support staff
• Effectively and clearly report to parents in a regular manner and at intervals established by the district and/or building
• Use sound judgment, tact, and diplomacy when interacting with students, parents and the community
• Maintain the confidentiality of information that is not public domain