Peer ASB Leadership Applicant Review - Guide for Current Students to Help Assess

Have your students from your ASB class practice interview skills by being an evaluator to next year's incoming class. Each year's Leadership class takes ownership in passing down their legacy to the next generation by influencing who will replace them.

By doing "blind" reviews, where applicants names are blocked off, students evaluate applicants without bias.

• Have multiple students read each applicants
• Use the guide so that students focus on positive attributes for a great candidate.
• Students have an entire page to explain why a candidate should or should not be considered for a Leadership spot.
• Reflection page offers an integration aspect to the of the interview process

- students are tasked with creating a brief job-interview introduction that incorporates their Leadership experience and skills.

• Tally Sheet helps teacher keep track of the results.

Guide Includes:

1. List Out Leadership Qualities
2. What are applicant's goals for Leadership?
3. If the applicant were place in this current Leadership class, how would they fit in and stand out with roles and duties?
4. Do you nominate this applicant? Explain why or why not.

Reflection Questions:

1. Having done this activity, what stood out most for the applicants that you liked?
2. After reviewing applicants, where are areas of growth you will work on for your applicants?
3. Write a brief summary about why a person should hire you for a job of your choice - incorporate your Leadership skills and experience from this year.

Teaching Duration: Up to the discretion of the teacher. I often get 100+ applicants for 7th and 8th grade applicants so we review for a few days.

Students typically get through 4 to 8 applicants per class period, with the same batch of applicants being used at a table to offer up small-group discussion about various applicants.

Do Prior: The teacher will need to chart down each applicant's name to an associated number before the students read. I typically use painters-tape and will do double to triple tape over the names to ensure they cannot be read.

*Some applicants use their names in their applications, so you may need to tape over those portions as well.

CADA Leadership Standards:

Communication

Standard 2: Interviewing Skills

3. The student leader anticipates possible interview questions and rehearses potential responses.

Personal and Social Development

Standard 2: Goal Setting, Feedback, and Evaluation

6. The student leader gives feedback to peers in a positive and constructive manner.

Standard 3: Social and Emotional Learning

2. The student leader analyzes one's strengths and areas of improvement to develop self-perception, self-competence, and growth mindset.

Standard 5. The student leader establishes and maintains healthy relationships with the student leadership team, the student body, and adults.