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