Reflection
I wanted to design a curriculum that moved away from the token titles and one-off workshops that often characterise student leadership programs. When a program lacks a clear structure, younger and older students end up with identical parameters of responsibility, and relying on external facilitators to run the sessions sidelines our faculty and misses the chance to build lasting internal capacity.
To solve this, I designed Vector: a tiered operational matrix that embeds development directly into the daily life of the school, steadily expanding a student's autonomy and responsibility as they progress.
I built this framework by shifting my focus from formal authority to quiet influence, keeping a core question at the center of the process: How do we design for teacher agency? I deliberately kept the material simple enough for a busy teacher to pick up instantly, while structuring the milestones to ensure students retain the authority to make real decisions. I intentionally left clear room for productive struggle within the progression. If we step in to resolve every challenge for our students or teachers, we rob them of growth; the design must provide the clear scaffolding, but the actual work of leading must belong to them.