Displays confidence, integrity and commitment in the roles and responsibilities. The principal ensures that teachers receive constructive feedback through observation, coaching, and reflective teaching practices. __11.Instructional rubrics blur the distinction between instruction and assessment. Demonstrates competence in interpersonal skills, organisational skills and problem-solving skills. Adaptive Leadership Project Student’s Guide _____ The Adaptive Leadership Project is designed for you to develop and demonstrate your understand-ing of the Adaptive Leadership model through an administration application within your agency. You can use rubrics to give feedback to your students regarding their performance. The four-point rubric uses four potential points the student can earn for each area, such as 1) strong, 2) developing, 3) emerging, and 4) beginning. Leadership Rubric. Secondly, rubrics can be tailored to meet students' different levels of writing competence. (Co-Chair) Assistant Professor, Educational Leadership California State University, Long Beach Members Coco Du, M.A. with the use of rubrics, the students and parents should also see results in the form of improved student writing. The principal is adaptable and encourages innovation. • Students on an Alternative Spring Break blog or journal each day about their experiences. Work well in any group. The rubric is designed to help instructional leaders develop the type of leadership practices directly related to substantial gains in student achievement. Follow the instructions to download all VALUE rubrics at no cost. Specify the skills, knowledge, and/or behaviors that you will be looking for. ! Appendix E: AWSP Leadership Framework Rubrics APPENDICES Criterion 1 Rubric | Creating a Culture. The rubrics are intended for institutional -level use in evaluating and discussing student learning, not for grading. Rubrics are also useful as teaching tools that spell out expectations for students to follow. Hand out the rubric with the assignment so students will know your expectations and how they’ll be graded. Below is a list of the VALUE rubrics, organized by learning outcome. Score: 3 LEVEL 2 Developing Relates well with most of his peers. Use the rubric to grade student work. (2000). Champions (telling others) the character values of reliability, trustworthiness and responsibility. She found that student achievement increased with the use of these rubrics, especially when students helped create them and used them to self-assess their work. The principal provides leadership in continuous improvement planning. Other leaders credit this leader with sharing ideas, coaching, and providing technical assistance to implement successful new initiatives. 77 Massachusetts Avenue. Rubrics can improve student performance, as well as monitor it, by making teachers' expectations clear and by showing students how to meet these expectations. It also makes grading feel more objective to students (“I see what I did wrong here”), rather than subjective (“The teacher doesn’t like me and that’s why I got this grade.”). Economics MA Written Rubric – CSUEB (PDF) Economics MA Research Rubric – CSUEB (PDF) Micro-economics Rubric – CSULB (PDF) Finance Rubric – RCampus (PDF) Management Information Systems Rubric – Memorial University (PDF) Marketing Rubric – Illinois State (PDF) MBA Leadership Rubric – CSU Eastbay (PDF) Back to Main Rubrics Example Page School leadership teams regularly analyze individual student performance When asked, individual students and their parents can describe their achievement status and growth When asked, faculty can describe the different types of individual student reports available to them Score: 1 States a problem and takes the first solution that comes to mind. Admits mistakes when questioned. students' physical, social/ emotional and academic needs uses creative approaches to actively seek additional school and community resources to address individual student needs that result in positive student outcomes Accomplished The school leader works with others to create and implement processes and structures for addressing students Performance Strand 2:Shaping Culture for Learning. “Leaders ask, ‘What is essential, what needs to be done, and how can we get it Limit the characteristics to those that are most important to the assessment. Score: 4 LEVEL 3 Accomplished Consistently displays honour in words and deeds. Goals and strategies They consist of a fixed measurement scale and detailed description of the characteristics for each level of performance. If your actions inspire others to dream more, learn more, do more and become more, you are a leader. One student actually didn’t like rubrics for this very reason: “If you get something wrong,” she said, “your teacher can prove you knew what you were supposed to do!” (Marcus 1995). You might consider developing and using rubrics if: You find yourself re-writing the same comments on several different students’ assignments. Depends on teacher’s close supervision in completing a given task. By creating rubrics that describe different levels of student performance, instructors not only make it easier and quicker to grade assignments, but also better communicate expectations, encourage self-assessment, and foster engagement. formative assessment rubrics, which assist teachers to identify the actual learning level of each student based on evidence of what students know and can do and to understand what students are ready to learn next. The result is often marked improvements in the quality of student work and in learning. 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