1. What are THREE (3) goals you would devote your time to pursuing as an Executive Officer (Exec) of Stu Gov?

a. Goal 1: Strengthening school unity and transparency

To continue to make positive changes in the school, particularly as we move to a unified Webb Schools model, it is imperative that there is unity and transparency between the student body and school faculty/administrators. To achieve this, in the role of Executive Officer, I would focus a portion of my time and effort on strengthening the communication channels and increasing transparency between administration and the student body. I believe we need greater unity and transparent dialogue between the two groups during the decision making process -as they relate to the ideas and expressed needs of the student body. It is important that students understand how and why administration makes the decisions they do related to school rules and policies. Additionally, students need to be empowered to constructively speak their minds to administration, and to express their views on these decisions. To support student empowerment and foster unity, it is critical that issues that are important to students’ be addressed by administration, and that students are able to advocate for themselves. As exec, not only would I push for this change but I would also work to bridge the gap while we work towards this goal.

b. Goal 2: Improving efficiency, accountability, and collaboration within
Student Government.
Within Student Government, I would also work to improve collaboration, accountability, and efficiency among Student Government members, at all levels.
During my time in Student Government, I’ve experienced some challenges related to event planning and experienced a few bumps in the road as I sought to organize and produce event timelines within our government. Similar to the existing Student Government group pillar structure, I think efficiency/accountability subgroups (each subgroup overseen by an exec) could help student class leaders better track their goals, as well as give younger members of Student Government an upper-class member who can provide advice and help with planning. I have one such upper-class member in Student Government, and she has given me sage advice on countless occasions which has made me a better class officer -building efficiency and greater accountability to my class in my work.

c. Goal 3: Retention of traditions and increased school spirit as part of the move to a one school model.
With the merging of schools, traditions are being examined and modified to best fit the goals under the unified school model. As an exec, I would take the views/opinions as expressed by my class, and more broadly among the entire student body, to influence school policy and events so they fit the spirit and history of our school, as opposed to just doing them because they are traditions.
With the new and changing school structure, this is an ideal time to examine the role Student Government can play (on behalf of the student body) as decisions are made to keep or modify traditions with the ultimate goal of maintaining increasing school pride.

2. Find and transcribe a quote that you believe best exemplifies your approach to leadership. Be sure to cite the person who is credited for the quotation. (Ex. “It is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is danger. Then people will appreciate your leadership.” —Nelson Mandela)

My quote is: “To lead people, walk beside them. As for the best leaders, the people do not notice their existence … When the best leader’s work is done, the people say, We did it ourselves!””Lao Tzu, Chinese philosopher

In my life, I receive gratification from being able to help others. For me, some of my most gratifying leadership moments have occurred outside of my elected leadership role.
Working with my classmates to help them complete assigned math classwork, and organizing IPC study sessions so we can all study together, are some of my most valued moments of leadership, and for me really demonstrates what community based leadership is about. On many occasions, I am not the most knowledgeable in either of these subjects, but by organizing these events the talents and skills of others shine, and as a byproduct, help the whole group improve. My leadership style is about working and collaborating with others to create something we all contributed to and are proud of.

3. List THREE (3) skills or qualities you possess that you would utilize in your work as an Exec.

a. Innovation and Problem Solving

Having experienced the four pillar structure that guides our Student Government, I’ve realized that I, along with other members of Student Government in my pillar, have a lot of innovative ideas related to how to improve the community within each of the pillar spaces.

This year, if I am elected to the executive role, not only will I work with the Student Goverment and the student body to get these changes implemented, but I will also draw upon my problem solving and negotiating skills to work towards compromises which will undoubtedly vield creative solutions.

b. Advocacy

While I am a passionate advocate outside of Student Government, I think being a strong advocate is a critical leadership skill within Student Government as well.

In many instances, voices of the underclassmen and the minority vote can be overwhelmed by those who are in larger numbers or are more experienced. As exec. I would focus on making sure the voice’s of all groups are heard and are considered equally as relevant and important.

c. Service

In my life, I care deeply about promoting positive changes in the lives of others, no matter how big or small. Service within Student Government is one of the ways I can build relationships and influence meaningful change. My love for service and impactful positive change makes me very invested in Student Government and improving the experience of Webb students.

4. The 2024-25 school year will mark the first year of the unified Webb Schools of California. In 1-2 paragraphs, describe your vision for the 2024-25 school year, specifically addressing any challenges we may face during this transitional year, and how you, as an Exec, would address these challenges? (Please note: Addressing the challenges does not mean that you are expected to resolve them.)

Having previously attended a co-ed school that had much of the same structure as Webb, including chapel and advisory, I believe that the unity between schools will come from within each of the classes. My hope is that this will unfold naturally with support from student leadership. Classes and class projects create authentic environments that allow for the two schools to interact with less reliance on what may feel like forced activities.
That said, Student Government will undoubtedly assist with this change. Through activities we host, in addition to collaborating with other leadership groups, we can help create authentic experiences for the two schools to come together. Additionally, it is imperative that our Student Government thinks about how long standing activities should/could be revised under the one school model.

5. Which of the Four Pillars of Stu Gov resonates most with you, your values, your interests, and your goals – Service, Advocacy, Joyful Engagement, or Collaboration? In one paragraph, please explain your connection with this pillar.

The pillar that resonates with me the most is Advocacy. If not clear from the earlier parts of my application, many of my goals for the greater Webb Community are focused around this pillar. I understand that a large part of Student Government is focused on planning events that help the community, but the aspects of Student Government that mean the most to me are the parts that focus on addressing the issues that students bring to me. I feel that I would be the most successful and productive in this pillar, as it resonates with my passion for service and my desire to be an instigator for positive change

6. Senator Diane Feinstein is attributed with saying. “Ninety percent of leadership is the ability to communicate something people want.” What do you believe is the greatest desire of the student body?

In my opinion, I feel the greatest desires of the student body are to be heard, understood, and accepted. In our current climate, many high school students throughout the US and at Webb, feel at times misunderstood, unaccepted, and/or unheard. Being in Student Government, our primary concern should be making everyone feel welcomed and accepted. Additionally, we must be advocates for the student body to administration, bringing student concerns and wishes to the forefront.

If you were given one school day, a budget of twenty thousand dollars, and complete authority to plan a program for the entire community.

a. What would be your goals for the day?

b. What would the agenda/schedule look like?

I would format the day like our “Unbounded’ program. My focus/goal for this program would be ‘de-stressing’; as part of a mental/personal wellbeing initiative. I would make sure that in the leadup there would be no homework to keep students engaged in the planned activity; not worried or preoccupied with the academic demands of school. The activities would include both on site and off site events, facilitated by Webb Faculty and invited external speakers.

Additionally, students would be key contributors to the selection of interactive courses available, so the experiences are tailored to their needs and wants. Depending on the length of the events, students would likely have a staggered schedule throughout the day.

Sample Schedule/Agenda

De-Stressing: Mental and Personal Well-Being Initiative (A Day in LA)

On the day of the trip, vans would leave from crossroads at 9:30am to give students time to have breakfast/sleep in. The first stop would be to visit the MOCA museum and participate in a guided tour throughout the museum. Across the street from MOCA is the Broad museum, the second stop on the visit which provides another opportunity to take in the meaning and backgrounds of artists and their work. After exploring for the morning, at 1:30pm the vans would depart for Grand Central Market, here the students would have lunch, exploring the many options and cuisines in LA. Around 3:00pm students would then walk through LA to Little Tokyo, where students would also have time to explore for roughly 2 hours, before returning to campus.

The overarching goal of this ‘A Day in LA’ option would be for students to relax and decompress while also gaining an educational experience through exploring art, culture, food, and the world around them.