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All grades  Project 8 weeks

Leadership and Belonging Matters at Taconic Hills

JODI S
Updated
CCSS.ELA-Literacy.SL.9-10.1
CCSS.ELA-Literacy.SL.11-12.1
CCSS.ELA-Literacy.SL.6.1
CCSS.ELA-Literacy.SL.8.1
CCSS.ELA-Literacy.SL.7.1
+ 11 more
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Purpose

Students investigate what culturally competent leadership looks like at Taconic Hills by listening to many voices, sharing their own experiences, and creating a public message about belonging, respect, and inclusion. Through mixed-grade discussion, short interviews, and collaborative storytelling, they practice communication, shared decision-making, and reflection in ways that fit all ages. The learning experience builds toward a student-created showcase product that highlights community perspectives and invites the wider school community to continue the conversation.

Learning goals

Students will develop age-appropriate interview, note-taking, storytelling, and research skills to gather perspectives from peers, staff, and clubs about respect, inclusion, belonging, and culturally competent leadership at Taconic Hills. They will practice collaborative discussion skills by listening closely, building on others’ ideas, using sentence stems, and speaking clearly in mixed-grade circles and feedback rounds. Students will create and revise a public-facing product for an authentic audience, using peer and community critique to strengthen message, teamwork, and audience awareness. They will reflect on how their own identity, actions, and communication choices contribute to a more inclusive school community.

Standards
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [Common Core] CCSS.ELA-Literacy.SL.11-12.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11—12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [Common Core] CCSS.ELA-Literacy.SL.6.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.SL.8.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.SL.7.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.SL.5.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.SL.3.1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
  • [Common Core] CCSS.ELA-Literacy.W.2.7 - Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
  • [Common Core] CCSS.ELA-Literacy.WHST.6-8.5 - With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
  • [Common Core] CCSS.ELA-Literacy.WHST.6-8.7 - Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
Competencies
  • Collaboration - Students co-design projects with peers, exercise shared-decision making, strengthen relational agency, resolve conflict, and assume leadership roles.
  • Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.
  • Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
  • Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
  • Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
  • Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.

Products

Students will create interview notes, circle reflection cards, and draft storyboards as working products during the project, using feedback from peers, staff, and club members to revise their ideas. By the end, mixed-grade teams will produce one of three showcase products: a short student-led video or podcast series, a collaborative slideshow or digital storybook, or a student-made Belonging Passport booklet with quotes, short stories, and leadership tips. Each product will highlight what respect, inclusion, belonging, and culturally competent leadership look like across Taconic Hills and include voices from students, staff, and clubs. Final products will be shared at a school-wide exhibition and through school or local news outlets so the wider community can engage with student thinking.

Launch

Kick off with a Belonging Passport Rally in mixed-grade teams, where students rotate through short stations led by staff, club members, and peers to hear quick stories, respond to prompts about respect and inclusion, and collect ideas for what culturally competent leadership looks like at Taconic Hills. At each stop, students complete a simple task such as leaving a positive note in a shared space, recording a one-sentence audio reflection, or adding a word or drawing to a community belonging wall. Close with a whole-group circle using sentence stems so students name one thing they learned from someone else and one agreement they want to carry into the project. End by introducing the challenge: create a student-made media piece or booklet that shows how Taconic Hills students lead with cultural competence, belonging, and respect.

Exhibition

Host a school-wide Belonging Showcase where mixed-grade teams premiere their video, podcast, digital storybook, slideshow, or Belonging Passport booklet to students, staff, families, and community members, with student emcees introducing each piece and naming the leadership skills behind it. Set up a gallery walk with QR codes, printed quotes, reflection cards, and sticky-note feedback so visitors can respond to how each product shows respect, inclusion, and cultural competence. Include a short live panel or circle in which students from different grade bands share what they learned from interviewing others and collaborating across ages. Extend the exhibition by sharing selected student work through the school website, morning announcements, district newsletter, and local news outlets so the message reaches the broader Taconic Hills community.