Planning a new year

The following is simply a suggestion.  How you arrive at the final decision should be understood up front or specified within your bylaws.

1. Principles of 7 months:
Similar to the mentality of inspirements, we should start with principles that we want to teach.  I would sit down with those, youth and mentors, who feel that they really understand the seven monthly principles, and brainstorm how you want to focus on each month.  Someone may have a classic that they feel is very meaningful in a certain area and you many center your monthly theme on that aspect.  For example, someone may feel that "Little Britches" is important for them (or their youth, if they are an adult) to read that year.  "Little Britches" has a strong work and property theme, about the freedom, strength of character, and life lessons that can be learned through hard work and sacrifice.  Therefore, the "work" month could focus on that aspect of the principle.

I have typically sat down with a group of mentors, brainstormed meaningful books or classics that we want our youth to read, separate those classics into the seven themes (several times, books may discuss more than one theme), and then selected the books within the themes/principles that we wanted to focus on.
-you can now bring in poems and scriptures that fit this theme, to help round it out, although you don't need to have these in place before you move on

2. Look at the scripture in Doctrine and Covenants 88 about what we study:

 77 And I give unto you a commandment that you shall ^ateach one another the ^bdoctrine of the kingdom.

 78 Teach ye diligently and my ^agrace shall attend you, that you may be ^binstructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand;

 79 Of things both in ^aheaven and in the earth, and under the earth; things which have been, things which are, things which must ^bshortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the ^cnations, and the judgments which are on the land; and a ^dknowledge also of countries and of kingdoms—

 80 That ye may be prepared in all things when I shall send you again to ^amagnify the calling whereunto I have called you, and the ^bmission with which I have commissioned you.

Evaluate how you are going to use the lenses of art, science, and geo-conquest to bring out these points. 

Class games and techniques from the previous year should be evaluated for effectiveness and new ideas should be encouraged.  At this point, if you have lens mentors who have sound understanding of their stewardship, I would let them organize the decision making process per your group's method as outlined in your bylaws, whether by appointed committee, volunteer temporary committee, or junior mentor/lens mentor corroboration.   Then they can bring their ideas and suggestions (complete with classics, games/activities, projects) to the group or principal mentor for finalization...again, per bylaw method.

3.Come together to determine what will be studied which month. I find it easier to start with the scientific or art lens. If the person who is mentoring one of those lenses has people they would like to study, they can see if or how they fit in with the selected monthly leadership themes.  For instance, one year when we had a group of scientists that the mentor wanted to study, one of the people was Edison, famous for his work ethic.  We placed him in the month of "Work" even if he had nothing to do with the geographical theme of "Asia" that we had for that month.  Each Vanguard group can determine how effectively they want to use the lenses to coincide with the principles. The more the mentor understands the seven principles, the easier it is to make connections, and the less a student may feel like they are being fed a stream of non-related information.  Leaders make connections and bridge gaps between apparently different fields to bring things together. :)

Again, the more liberty and stewardship the mentor feels over their area, the better they are able to communicate their own passion to those they are mentoring.

4. Geography/history.  You can use this lens to help the youth focus on an area, its history and culture and understand the context of the literature, scientist, leaders, or art that they are studying in the other class(es).

Subjects may not seem to always "perfectly" complement each other, particularly in the continent of study for that month (i.e. you read a book based in Africa and study a scientist from Norway in the same month and choose to study Africa as your continent of focus). It can also be challenging to bring in leaders from the particular time period the group may be focusing on for the year, if a group chooses to organize their group in a particular time period.  However, you should keep in mind that all the material for the month should be considered lenses or angles through which the youth can study a particular truth.  The priority in choosing the continent of study should be to see, first, what the principle is, and then from there decide which continent (See post on geography and lenses.)

5. Time period.  If a group chooses to follow the pattern of time periods of other groups (like "ancient history", "medieval history," "early modern history," "later modern history"), then it is easier to facilitate multi-group events that bring out this theme (like the medieval feast two groups had last year.)  However, the needs of the particular group should take precedence.  Time periods are definitely low on the totem pole of priorities in how to structure a year.  We simply adopted this tool to help us narrow down the spectrum of focus years ago, but I have since seen how it helps to also provide more context and connections.

The brainstorming/planning for the year is best done in an open-environment, including youth and mentors that feel vested in and aware of the basic principles of Vanguard.  Synergy creates miracles, especially when including the youth mentors.  Ask them: what their needs are; how they would like to help or share their mission; how they would like to learn more about geography, science, and art; concerns, questions, and suggestions.  Specific classes and needs of youth that might not work for the whole group could be used in journeyman or master-level classes.

 With the spirit in your midst, you will be amazed at the higher truths and potential you can achieve!

Fundraising

To cover cost of location, supplies, and field trips, you can do either general fundraisers or specific ones.

The funds raised from the general fundraisers go towards supplies for games, projectors for the computers, dictionaries to use in class, scriptures for each to have there, notebooks, copies, supplies for art, etc.  The more a group can meet their needs through the general fundraisers, the cheaper you can keep the tuition. By doing a garage sale each year, we were able to keep the cost to about $20 per youth per semester.  Many of us donated or used our own supplies for a couple years, and they became worn so it helped to be able to replace those supplies.  It is nice to have things that are "just Vanguard's."  General fundraisers are best if they are things like car washes and garage sales that don't require individual sales.  Someone suggested allowing families to sign-up how they would like to help at the beginning of the year, with the understanding that they would be assigned to help in the remaining capacities, so that everyone helped.

It is nice to also have the option of specific fundraisers for those who need help paying for books, tuition, and extra outings (like the COPE course or the end of the year outdoor adventure).  In the case of the specific fundraisers, the funds raised would need to be kept in individual accounts for the students relative to what they sold.  Examples of these kinds of fundraisers are bake sales, car washes, and selling pizza cards.  Some people just don't need the fundraiser, and then they wouldn't have to worry about it, but those who needed it or want to use it to teach their children about raising money would be able to participate in it.

The youth Treasurer could be in charge of planning and organizing these events, supported by an adult mentor who would coach the youth before hand, discussing before hand what needs to be done, etc.
People have suggested using the parent mentor meetings as a platform to form temporary "committees" within our mentor board.  For instance, the youth Treasurer could say at one meeting, "I need to form a committee to help with the upcoming fundraiser.  Who would be willing to help out?"  Then people could volunteer to help, enabling the youth (with their mentor) to delegate better.

The youth and the mentor would then work on some type of documenting system to keep track of the funds that go in and out.

Youth Presidency and Mentor roles defined

 Below is a sample of what one group has done to clarify on the potential of these positions in the class.  You may incorporate as much or as little as you'd like of these descriptions.  Be mindful that with the position should come responsibility, stewardship, and accountability so it is truly a learning/leadership experience.  The youth can tell if it is just a waste of time or an empty office.

Thanks, Karen and Julie for the following!
"Please read the following descriptions of the offices that we need to fill for next year before considering if you would like to run or who you would like to nominate or vote for.  The positions available are in bold. Remember, you may not hold the same position two years in a row.  (Thank-you to those who contributed in putting the vision of these positions into words)

Youth presidency responsibilities:
-Leading the youth of Vanguard. 
-Know and have a vision of the purpose of vanguard. 
-Be engaged in participating both at vanguard classes and outside activities. 
-Become friends with each of the youth in the group and get their input. 
-Demonstrate a level of involvement in at least one master class and journeyman in all other areas. 
-Be actively engaged in their studies to set a good example for the other students. 
-Be willing to be in front of the group and to be an example of what a leader is. 
-Run vanguard and be to meeting where things are discussed regarding the running of vanguard
-Be seeking to learn how to lead a group, deal with problems as the arise during class time and talk about how to help specific youth feel more involved.

President:
-The responsibilities listed above
-Leads and Vanguard and youth leadership meetings, makes assignments and follows up.
-Meets with the adult mentors after Vanguard each week to give their input in the "start-stop" meeting.
-Assigns weekly devotionals
-Attends parent mentor meetings

Vice President:
-The responsibilities listed above
-Supports and advises president
-Plans service events (temple, service projects)
-Works with adult service advisor

Secretary:
-The responsibilities listed above
-Responsible for calling and reminding members of
different activities and assignments (calling tree)
-Manages blog and helps with newsletter
-Works with adult secretary

Historian:
-The responsibilities listed above
- Responsible for recording events, classes through notes, pictures, and video.
-Presents the recording of events to the families at the end of the year

Treasurer:
-The responsibilities listed above
-Plans and organizes fundraising activities for the group.
-Assists adult treasurer in managing funds.
-Works to represent the needs of the youth in fundraising activities by getting and relating their input
-Works with adult secretary

Game Chief:
-The responsibilities listed above
-Plans Social events (Game nights, movie nights, family nights).
-Works with adult mentors when needed in planning games used at Vanguard.
-Works to represent the needs of the youth in social events by getting and relating their input
-Works with adult social advisor

Outdoor Specialist:
-The responsibilities listed above
-Plans with an adult outdoor mentor all outdoor adventures
-Works to represent the needs of the youth in outdoor activities by getting and relating their input

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(Mary's note: these will typically be older youth familiar with Vanguard already.)
In addition to the youth presidency, we will need four youth mentors to assist in mentoring the each of the four schools of thought in Vanguard:
1)Leadership/Principles of Freedom;
2)Math/Science;
3)History/Geography; and
4)Arts/Literature

In other words, we need the following youth mentors:

Leadership/Principles of Freedom Youth Mentor

Math/Science Youth Mentor

History/Geograpy Youth Mentor

Arts/Literature Youth Mentor

Youth mentor responsibilities:
-Need to show effort, passion, and a desire to do the extra work for the area they will be mentoring
-Be willing to do the master level inspirements in their subject.
-Work to understand and train on how to mentor a group
-Meet and plan with the adult mentors about how to teach and inspire in their area.
-Help lead the master level book discussions
-Help prepare presentations and activities for the core Vanguard class
-Help individual youth engage in their studies
-Attend parent mentor meetings

Please prayerfully consider what area of leadership will be of most value to you in your development and scholarship next year.  If you are interested in a position, it may be of value to prepare a short speech about why the class should consider you for that role."

As youth get older...

It is both exciting and scary as the youth get older and seek to take more ownership in the group as they stretch their growing wings of leadership.  This is what we want, right?

Yet, it can be a little scary for a few reasons:
-less control--when you turn something over to someone else, it will look different
-less predictability--youth and new mentors might not know yet how to use the time, and you might have to deal with unexpected "over" and "under" time in class.
-your youth might "fail" in a public setting :).  Ouch :).

The safe environment that should be present in each Vanguard Youth group is an ideal environment for people to practice leadership and safely "fail."  They will learn from their mistakes and they will bring new ideas and perspectives.  If all are following the Spirit, the Spirit will orchestrate the class in unexpected, yet transformational ways.

As the youth begin to step into increasingly more responsible roles in Vanguard, one resource the adult leaders can use to help them understand their new role is the "shadow leadership" method of the Boy Scouts of America.  This is ideally a technique where the youth stands in the front of the group as a physical leader, while the adult watches, supports, and then mentors the youth before and after, giving suggstions and ideas and support.

As you start the new year and have youth, I feel that for it to be a true leadership education academy, you must solicit their help and input in what to include in the year.  (See post on "Planning a new year")