Leading Through Service: How Brynlee Black Practices Community Leadership

At Simons Middle School, service is more than a requirement. It is a way students learn to lead, connect, and contribute to the community around them. For eighth grader Brynlee Black, service has become the clearest expression of who she is as a learner and as a leader.

Brynlee identifies Service as her strongest BRIDGE Performance Indicator, not because it is easy, but because it is meaningful. In her reflections, she explains that the hardest part of service is often “just getting up and doing it.” What sets her apart is that she chooses to serve anyway. She volunteers, knowing she will not receive anything in return, and she finds purpose in that choice.

Service Rooted in Community Responsibility

Throughout the 2024–2025 school year, Brynlee engaged in multiple service experiences that placed her in real leadership roles. From packing food at Licking Valley to working with senior citizens at a Christmas Ball, her service consistently focused on meeting community needs.

One of her most impactful experiences came through Cougar Council, when she and her peers partnered with a local pumpkin patch to support elementary students and assist a small business owner during a busy season. This was not symbolic service. It was hands-on, real work that required planning, organization, and responsibility.

Brynlee and her classmates arrived early, set up stations, and prepared to manage rotating groups of younger students. Once the children arrived, the pace intensified quickly. Each station had to function smoothly so the day could run successfully for students, teachers, and the business owner alike.

Leadership in Action Under Pressure

Brynlee was placed in charge of the painting station, working with kindergarten through third-grade students. She describes the experience as fun but stressful. Paint spilled. Clothes got messy. Groups rotated quickly, leaving little time to reset between sessions.

In her reflection, Brynlee is honest about how challenging the moment became. She noticed herself feeling flustered and overstimulated as she tried to keep everything moving. Still, she stayed engaged. She helped students, supported her peers, and continued managing her responsibilities.

“I enjoyed my time working with the students and helping the owner of the pumpkin patch,” she reflected, noting that the owner shared how much time Brynlee and her peers saved by being there. The younger students were excited to see them and looked up to them throughout the day.

This is what leadership through service looks like in real life. It is not perfect. It requires adaptability, patience, and accountability in moments that do not go as planned.

Reflection That Strengthens Growth

An important part of Brynlee’s learning is her ability to reflect honestly. After the pumpkin patch experience, she identified what she would do differently next time: remaining calmer under pressure and managing stress more effectively.

This reflection shows growth. Leadership is not defined by never struggling. It is defined by recognizing challenges and learning from them. Brynlee’s portfolio consistently demonstrates this mindset, whether she is serving in the community or reflecting on her own learning habits.

She writes about picking up trash at the Old Reservoir and noticing how much better the space looked afterward. More importantly, she noticed how service changed her. She became more patient and more aware of the needs of others around her. Service did not just improve her community; it shaped her character.

Building Skills That Extend Beyond Service

While Service is the clear anchor of Brynlee’s story, other skills developed naturally alongside it. Working with peers taught her the value of teamwork and the importance of asking for help. Communicating with younger students, adults, and peers strengthened her ability to adjust her approach based on the situation.

These skills were not practiced in isolation. They were developed through real responsibility, real pressure, and real impact. There is no single score that captures what it means to manage a room full of energetic children or support a community event under time constraints.

A Story of Readiness for Life

Brynlee’s service journey reflects Fleming County’s shift from compliance-driven accountability to a community-powered model of learning. Her portfolio shows learning that is visible, authentic, and meaningful.

As she prepares to transition into high school, Brynlee already carries habits that will serve her well: responsibility, reflection, empathy, and a willingness to step forward when others need support.

Her story shows what Vibrant Learning looks like when service becomes a pathway to leadership. In Fleming County, stories like Brynlee’s help demonstrate that readiness for life is built through action, growth, and connection to community.