Graduation Performance System (GPS)

Grade 10 Global Leadership Performance Outcomes

INVESTIGATE THE WORLD
Students initiate investigations of the world by framing questions, analyzing, and synthesizing relevant
evidence, and drawing reasonable conclusions about globally focused issues.
LEAD09-10.INV1. Identify and describe a locally, regionally, or globally focused issue and explore
relevant questions about it.
LEAD09-10.INV2. Use multiple international and domestic sources to identify relevant evidence
that addresses a globally focused question.
LEAD09-10.INV3. Analyze and integrate evidence collected to construct a response to a globally
focused question.
LEAD09-10.INV4. Develop a position that considers multiple perspectives in response to a
globally focused question.

RECOGNIZE PERSPECTIVES
Students recognize, articulate, and apply an understanding of different perspectives (including their own).
LEAD09-10.PERS1. Describe a personal perspective on situations, events, issues, or
phenomena.
LEAD09-10.PERS2. Identify and describe the perspectives of other people, groups, or schools of
thought.
LEAD09-10.PERS3. Identify and describe the way in which perspectives influence how people
interpret and respond to different situations, events, issues, or phenomena.
LEAD09-10.PERS4. Draw on an understanding of more than one perspective and/or context in
interpreting and communicating information about situations, events, issues, or phenomena.

COMMUNICATE IDEAS
Students select and apply appropriate tools and strategies to communicate and collaborate effectively,
meeting the needs and expectations of diverse individuals and groups.
LEAD09-10.COMM1. Identify the expectations and perspectives of diverse audiences and apply
that understanding to address the audiences needs.
LEAD09-10.COMM2. Communicate/collaborate successfully using appropriate verbal and
nonverbal strategies.
LEAD09-10.COMM3. Use appropriate resources technology, media, and/or world languages
to communicate/collaborate successfully with diverse individuals and groups.
LEAD09-10.COMM4. Reflect on audience response and/or feedback and revise communication
choices: message, strategies, and/or resources.

TAKE ACTION
Students translate their ideas, concerns, and findings into appropriate and responsible individual or
collaborative actions to improve conditions.
LEAD09-10.ACT1. Identify and create opportunities for individual action to improve a situation,
event, issue, or phenomena.
LEAD09-10.ACT2. Assess options and plan actions based on evidence that indicates the
potential for impact.
LEAD09-10.ACT3. Act individually or collaboratively in responsible ways to contribute to
improvement locally, regionally, or globally.
LEAD09-10.ACT4. Reflect on one's own actions/advocacy for improvement.

2012 Asia Society 1.

 Graduation Performance System (GPS)
Grade 10 Global Leadership Rubric

Scoring Dimension Emerging Developing Proficient Advanced

INVESTIGATE THE How effectively does the student initiate investigations of the world by framing questions, analyzing and synthesizing relevant
WORLD evidence, and drawing reasonable conclusions about globally focused issues?

LEAD9-10.INV1. Identifies a local, regional,
or globally focused issue.
LEAD9-10.INV2. Uses a single source to
identify evidence that
addresses a globally
focused question.
LEAD9-10.INV3. Restates or summarizes
evidence collected to
address a globally focused
question.
LEAD9-10.INV4. Adopts an existing position
in response to a globally
focused question.
Identifies and describes a
locally, regionally, or
globally focused issue.
Uses few international and
domestic sources to identify
evidence that addresses a
globally focused question.
Restates or summarizes
with some analysis,
evidence collected to
address a globally focused
question.
Develops a position in
response to a globally
focused question.
Identifies and describes a locally,
regionally, or globally focused
issue and explores relevant
questions about it.
Uses multiple international and
domestic sources to identify
relevant evidence that addresses
a globally focused question.
Analyzes and integrates evidence
collected to construct a response
to a globally focused question.
Develops a position that
considers multiple perspectives in
response to a globally focused
question.
Identifies, describes, and frames
questions about an issue
and explains how that issue
is locally, regionally, and/or
globally focused.
Uses a variety of international and
domestic sources to identify and
weigh relevant evidence that
addresses a globally focused
question.
Analyzes, integrates, and
synthesizes evidence to formulate
a coherent response to a globally
focused question.
Develops a position that
considers multiple perspectives,
addresses counter arguments,
and draws reasonable
conclusions in response to a
globally focused question.

2012 Asia Society August 2012

 Graduation Performance System (GPS)
Grade 10 Global Leadership Rubric

Scoring Dimension Emerging Developing Proficient Advanced

RECOGNIZE How effectively does the student can recognize, articulate, and apply an understanding of different perspectives
PERSPECTIVES (including his/her own)?

LEAD9-10.PERS1. Adopts another persons
perspective on situations,
events, or phenomena.
Describes a perspective on
situations, events, issues, or
phenomena.
Describes a personal perspective
on situations, events, issues, or
phenomena.
Expresses his/her personal
perspective on situations, events,
issues, or phenomena and
identifies influences on that
perspective.

LEAD9-10.PERS2. Recognizes that other
people, groups, or schools
of thought have a
perspective different from
his/her own.
LEAD9-10.PERS3. Recognizes that
perspectives affect how
people react to different
situations, events, issues, or
phenomena.
Identifies the perspectives
of other people, groups, or
schools of thought.
Identifies how perspectives
affect how people react to
different situations, events,
issues, or phenomena.
Identifies and describes the
perspectives of other people,
groups, or schools of thought.
Identifies and describes the way
in which perspectives influence
how people interpret and respond
to different situations, events,
issues, or phenomena.
Explains the perspectives of other
people, groups, or schools of
thought and identifies possible
influences on those perspectives,
including access to information
and resources.
Explains how perspectives
influence human interactions,
affecting peoples understandings
of situations, events, issues, or
phenomena.

LEAD9-10.PERS4. Identifies the role his/her
own perspective plays in
interpreting and
communicating information
about situations, events,
issues, or phenomena.
Uses an understanding of
perspective and/or context
in interpreting and
communicating information
about situations, events,
issues, or phenomena.
Draws on an understanding of
more than one perspective and/or
context in interpreting and
communicating information about
situations, events, issues, or
phenomena.
Applies an understanding of
multiple perspectives and/or
contexts in interpreting and
communicating information about
situations, events, issues, or
phenomena.

2012 Asia Society August 2012

 Graduation Performance System (GPS)
Grade 10 Global Leadership Rubric

Scoring Dimension Emerging Developing Proficient Advanced

COMMUNICATE How effectively does the student select and apply appropriate communication and collaboration tools and strategies, meeting the
IDEAS needs and expectations of diverse individuals and groups?

LEAD9-10.COMM1. Identifies the expectations
and perspective of an
audience.
Identifies the expectations
and perspectives of diverse
audiences.
Identifies the expectations and
perspectives of diverse audiences
and applies that understanding to
address the audiences needs.
Identifies and understands the
expectations and perspectives of
diverse audiences and applies
that understanding to meet the
audiences needs.

LEAD9-10.COMM2. Attempts to Communicates/collaborates Communicates/collaborates Communicates/collaborates

communicate/collaborate using verbal and nonverbal
using verbal and nonverbal strategies.
strategies.
LEAD9-10.COMM3. Attempts to use resources Uses resources
technology, media, and/or technology, media, and/or
world languages to world languages to
communicate with diverse communicate with diverse
individuals and groups. individuals and groups with
limited success.
LEAD9-10.COMM4. Attempts to reflect on Reflects on audience
audience response and/or response and/or feedback
feedback. and attempts to revise
communication choices:
message, strategies, and/or
resources.
successfully using appropriate
verbal and nonverbal strategies.
Uses appropriate resources
technology, media, and/or world
languages to
communicate/collaborate
successfully with diverse
individuals and groups.
Reflects on audience response
and/or feedback and revises
communication choices:
message, strategies, and/or
resources.
effectively using appropriate
verbal and nonverbal strategies,
and identifies how he/she
selected and applied those
strategies to meet the needs of
the audience or collaborators.
Selects and applies appropriate
resources technology, media,
and/or world languages to
communicate and collaborate
effectively with diverse individuals
and groups.
Reflects on audience response
and/or feedback and successfully
revises communication choices
based on the impact of
communication.

2012 Asia Society August 2012

 Graduation Performance System (GPS)
Grade 10 Global Leadership Rubric

Scoring Dimension Emerging Developing Proficient Advanced

TAKE ACTION How well does the student translate his/her ideas, concerns, and findings into appropriate and responsible individual or collaborative
actions to improve conditions?

LEAD9-10.ACT1. Recognizes the need for
improvement to a situation,
event, issue, or
phenomena.
LEAD9-10.ACT2. Plans actions based on the
perceived potential for
impact.
LEAD9-10.ACT3. Recognizes an opportunity
to act, individually or
collaboratively, to contribute
to improvement locally,
regionally, or globally.
LEAD9-10.ACT4. Attempts to reflect on
his/her actions/advocacy for
improvement.
Identifies opportunities for
individual action to improve
a situation, event, issue or
phenomena.
Plans actions based on
limited evidence or the
perceived potential for
impact.
Acts, individually or
collaboratively, to contribute
to improvement locally,
regionally, or globally.
Reflects minimally on
his/her actions/advocacy for
improvement.
Identifies and creates
opportunities for individual action
to improve a situation, event,
issue, or phenomena.
Assesses options and plans
actions based on evidence that
indicates the potential for impact.
Acts individually or collaboratively
in responsible ways to contribute
to improvement locally, regionally,
or globally.
Reflects on one's own
actions/advocacy for
improvement.
Identifies collaborators across
disciplines and industries and
creates opportunities for
individual or collaborative action
to improve a situation, event,
issue, or phenomena.
Assesses options and plans
actions based on evidence that
indicates the potential for impact,
taking into account previous
approaches, varied perspectives,
and/or potential consequences.
Acts, individually or
collaboratively, in creative and
responsible ways to contribute to
improvement locally, regionally,
and/or globally and assess the
impact of the action.
Reflects on his/her
actions/advocacy for
improvement and considers
implications for future
actions/advocacy.

2012 Asia Society August 2012