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SCHOOL: PROJECT TITLE: THE IDEAL GRADUATE
COURSE: READY FOR IMPACT! PRODUCT / BENCHMARK: TEACHER RESIDENCY
KNOWLEDGE AND THINKING SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED ADDITIONAL CONTENT: The work is over simplified and not specific to the schools context. The work explains the graduates knowledge, skills OR attributes but is missing essential components or lacks significant detail The work explains some of the key elements of school culture that will ensure students are connected, challenged OR engaged but is missing essential information or lacks significant detail Only one set of students can find success. The work is generalized and not specific to the context of the school. The work includes a description of the schools why, or mission and purpose, but it may be unclear The work begins to explain the graduates knowledge, skills, and attributes but may lack detail The work begins to explain the key elements of school culture that will ensure students are connected, challenged, and engaged but may lack detail The work identifies pathways for some students to find success The work represents the specific context / conditions that the school staff works in The work includes a clear description of the schools why, or mission and purpose The work explains the graduates knowledge, skills, and attributes The work explains the key elements of school culture that will ensure students are connected, challenged, and engaged. The work identifies pathways for most students to find success
The work is very specific to the schools context The work refers to all three categories of the SSR as indicators of student success The work identifies pathways for all students to be successful
ORAL COMMUNICATION SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED CLARITY What is the evidence that the student can present a clear perspective and line of reasoning? Presents an unclear perspective Line of reasoning is absent, unclear, or difficult to follow Presents a general perspective Line of reasoning can be followed
Presents a clear perspective Line of reasoning is clear and easy to follow Addresses alternative or opposing perspectives when appropriate Presents a clear and original perspective Line of reasoning is clear and convincing Addresses alternative or opposing perspectives in a way that sharpens one's own perspective EVIDENCE What is the evidence that the student can present a perspective with supportive evidence? Draws on facts, experience, or research in a minimal way Demonstrates limited understanding of the topic Draws on facts, experience, and/or research inconsistently Demonstrates an incomplete or uneven understanding of the topic Draws on facts, experiences and research to support a perspective Demonstrates an understanding of the topic Facts, experience and research are synthesized to support a perspective Demonstrate an in-depth understanding of the topic USE OF DIGITAL MEDIA / VISUAL DISPLAYS
Digital media or visual displays are confusing, extraneous, or distracting Digital media or visual displays are informative and relevant Digital media or visual displays are appealing, informative, and support audience engagement and understanding Digital media or visual displays are polished, informative, and support audience engagement and understanding
COLLABORATION SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED COMMITMENT TO SHARED SUCCESS Can not describe what constitutes success in the context of the teams task Impedes teams progress by failing to completes individual tasks on time and with sufficient quality Provides no positive feedback or unhelpful negative feedback Devotes less time and effort required to ensure team benchmarks and due dates are met
Can generally describe what constitutes success in the context of the teams task Completes individual tasks on time and with sufficient quality so, but needs some prodding and reminding Provides intermittent constructive feedback to team members Devotes the time and effort required to ensure team benchmarks and due dates are met
Can clearly and specifically describe what constitutes success in the context of the teams task Completes individual tasks on time and with sufficient quality so as not to impede the team progress toward success Provides positive and constructive feedback to team members Devotes the time and effort required to ensure team benchmarks and due dates are met and that work is done to a high standard Supports others to complete necessary work and ensure the teams success In addition, Works to make sure everyone knows what needs to be done Actively encourages and motivates others to attain high levels of achievement TEAM AND LEADERSHIP ROLES Has difficulty describing the short and long-term tasks of the teams work Does not monitor individual or team progress and must repeatedly be given direction Has difficulty describing the roles and responsibilities of each team member Has difficulty taking direction from others
Can generally describe the short and long term tasks of the teams work with some confusion Monitors individual progress but is less aware of team needs and next steps Can generally describe what roles and responsibilities each member of the team is expected to perform Can effectively take direction from others, but does not play a leadership role
Can clearly and specifically describe the short and long term tasks of the teams work Monitors progress of teams efforts and is aware of team needs and next steps Can clearly and specifically describe what roles and responsibilities each member of the team is expected to perform and how they are connected Can effectively play leadership roles by managing others, but can also take direction from others In addition, Works to ensure all team members understand the short and long term tasks Provides helpful feedback to team on progress Selects and leverages the most applicable protocols or processes for team management
AGENCY SCORING DOMAIN EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED Meet Benchmarks Completes few benchmarks and class assignments and may resist or struggle to use resources and supports (i.e. study groups, teacher support, workshops, tutorials) Completes some benchmarks and class assignments; and, only when forced to, or at the last minute, uses resources and supports (i.e. study groups, teacher support, workshops, tutorials) Usually completes polished benchmarks and class assignments by using resources and supports when necessary (i.e. study groups, teacher support, workshops, tutorials) Achieves personal best work on almost all benchmarks and class assignments by setting goals, monitoring progress, and using resources and supports (i.e. study groups, teacher support, workshops, tutorials) TACKLE AND MONITOR LEARNING For a task or project, superficially identifies what is known, what needs to be learned, and how hard it will be
For a task or project, identifies what is known, what needs to be learned, and how hard it will be; but may not use a strategy to tackle the task or does not monitor how well the strategy is working For a task or project identifies what is known, what needs to be learned, and how hard it will be; uses a strategy and steps to tackle the task; and monitors how well the approach and effort are working For a task or project, identifies what is known, what needs to be learned, and how hard it will be; selects an appropriate strategy and takes steps to tackle the task; and monitors and adjusts based on how well the approach and effort are working