Strategic Direction
A Whole-School
Improvement Model
Leader in Me is an evidence-based, comprehensive-school improvement model—developed in partnership with educators—that empowers students with the leadership and life skills they need to thrive in the 21st century.
Early Learning Platform
What Leader in Me Schools Do?
Leader in Me schools integrate leadership principles into their existing school culture, academics, and traditions. The process helps students develop essential life skills such as goal setting, accountability, teamwork, public speaking, and problem solving.
Staff members model the principles themselves, creating an environment of trust, empowerment, and mutual respect that permeates every aspect of school life.
Core Paradigms
The 5 Core Paradigms
These foundational beliefs guide every aspect of the Leader in Me process.
Everyone Can Be a Leader
Every student has unique strengths and the ability to lead in their own way.
Everyone Has Genius
Each child possesses unique talents waiting to be discovered and developed.
Change Starts with Me
Personal responsibility is the foundation of all meaningful change.
Educators Empower
Teachers and staff create environments where leadership can flourish.
Develop the Whole Person
True education addresses the mind, body, heart, and spirit of every child.
The 7 Habits
The 7 Habits of Highly Effective People
1
Be Proactive
You're in charge. Choose your actions, attitudes, and moods.
2
Begin with the End in Mind
Have a plan. Define your mission and set goals.
3
Put First Things First
Work first, then play. Prioritize what matters most.
4
Think Win-Win
Everyone can win. Balance courage with consideration.
5
Seek First to Understand, Then to Be Understood
Listen before you talk. Understand others genuinely.
6
Synergize
Together is better. Value differences and collaborate.
7
Sharpen the Saw
Balance feels best. Take care of yourself to stay effective.
Your Child's Future Deserves the right Start
Pre-registration is now open. Seats are limited and admissions are selective.
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