The Coach’s Guide                   Your Academy PlanAcademy/School: _____________________________________________________...
Your Ideal Student…                  What would you like to see in students?The story of Cody…    How intelligent are your...
Your Academy Graduate…Analyze your specific Academy. What skills, dispositions, and core competenciesdo you want your acad...
5. ______________________________________      6. ______________________________________From Groups to Teams…     Discuss ...
___________________________________________________________     __________________________________________________________...
Critical Friends Protocol feedback on your project…     ___________________________________________________________     __...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
P R E S E N T A T I O N                                                        R U B R I C                                ...
GROUP CONTRACTMembersDustin, Cooney, Voudy, Jessica, Stephen, AnthonyBlockBlock 3ProjectNature of ManTask ListJohn & Voudy...
b.    Group members will contact one another if they are absentfor any amount of period during the time allotted for worki...
If they fail to perform these duties, or another person is alsocarrying them out, a revote may be taken to determine wheth...
under Article V-a (i-iii). will have their work taken from theirpossession to be used at the discretion of the original gr...
The Coach’s Guide                   Your Academy PlanAcademy/School: _____________________________________________________...
Your Ideal Student…                  What would you like to see in students?The story of Cody…    How intelligent are your...
Your Academy Graduate…Analyze your specific Academy. What skills, dispositions, and core competenciesdo you want your acad...
5. ______________________________________      6. ______________________________________From Groups to Teams…     Discuss ...
___________________________________________________________     __________________________________________________________...
Critical Friends Protocol feedback on your project…     ___________________________________________________________     __...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with th...
P R E S E N T A T I O N                                                        R U B R I C                                ...
GROUP CONTRACTMembersDustin, Cooney, Voudy, Jessica, Stephen, AnthonyBlockBlock 3ProjectNature of ManTask ListJohn & Voudy...
b.    Group members will contact one another if they are absentfor any amount of period during the time allotted for worki...
If they fail to perform these duties, or another person is alsocarrying them out, a revote may be taken to determine wheth...
under Article V-a (i-iii). will have their work taken from theirpossession to be used at the discretion of the original gr...
Developing Your AcademyCreating a high performance, collaborative, PBL-friendly culture      National Academy Foundation A...
East Career & Technical Academy                                                      STUDENT: ____________________________...
Envision Schools Leadership Skills Rubric                        Think critically             Manage Projects             ...
Envision Schools Leadership Skills Rubric
National Academy Foundation Conference Workshop                ‘Developing Your Academy’                       July 18 – 1...
Tuesday, 7/198:30 – 9:30 am      The D&T culture:           Thom presents                    Opening the Year             ...
PEER COLLABORATION AND WORK ETHIC                                                                                         ...
Developing Your AcademyCreating a high performance, collaborative, PBL-friendly culture      National Academy Foundation A...
East Career & Technical Academy                                                      STUDENT: ____________________________...
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts
Upcoming SlideShare
Loading in …5
×

In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

682 views

Published on

Handouts for the Academy Development Workshop.

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
682
On SlideShare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
6
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

In Depth Workshop: Academy Development - Day 1 of 2 Day Workshop - Handouts

  1. 1. The Coach’s Guide Your Academy PlanAcademy/School: _______________________________________________________Participants: __________________________________ __________________________________ __________________________________ __________________________________ © 2011 Thom Markham, Ph.D. 1
  2. 2. Your Ideal Student… What would you like to see in students?The story of Cody… How intelligent are your students? What do you believe about intelligence? Can you help students get ‘smarter?’ Does you Academy support the intellectual/emotional growth of your students? 2
  3. 3. Your Academy Graduate…Analyze your specific Academy. What skills, dispositions, and core competenciesdo you want your academy graduates to demonstrate?The three most important skills: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________The three most important dispositions: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________The three most important core competencies: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________Your 2011 – 2012 students…For incoming or continuing students, how will you teach and train them to masterthe skills, dispositions, and core competencies that you have identified as criticalto your program? Imagine your students at the end of the year. What kind ofexperiences they have had that helps them become more proficient? What stepscan you take to create a high performance culture next year? 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 3
  4. 4. 5. ______________________________________ 6. ______________________________________From Groups to Teams… Discuss the tools available for teams. What tools will be most helpful to your academy? _______________________________________ _______________________________________ _______________________________________ _______________________________________ How do you implement them? Do you need to write new material? Train other teachers? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________List the most helpful resources… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________The Coach’s Guide and reflections on PBL… How will it help? How can you improve projects? Can you identify gaps in your projects? What projects do you want to plan for next year? Do you want to start with a ‘Project-Project?’ 4
  5. 5. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________Your Action Plan for 2011 – 2012… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 5
  6. 6. Critical Friends Protocol feedback on your project… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________Look back on your reflections on your ideal graduate. You’reyour plan help your students meet the ideal? 6
  7. 7. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Project Planning FormName of Project: Creating High Performance Culture and Traditions for AOHT Duration: TJHSClass(es): Principles of Hospitality and Tourism, English Semester:Content/Curriculum Geography and World Cultures, Englishareas to partner withProject Idea(investigation, The challenge is to build a sustainable culture of high academic and workforce performance which willscenario, problem, yield high caliber, focused, energized and committed students.challenge, issue, etc.)Entry Event As class begins, teacher to give following directions:(grabber) to launch -students with blue pens stand upinquiry and spark -students born 1st 6 months of the year, face the windowscuriosity -students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I speak (You can make addl ones of the above as needed to make this fun) Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can make things what I want. So we want you to think about making the Academy “your country”. Take a few moments and scribble down everything you need to develop the culture of the Academy of Hospitality and Tourism as your country.
  8. 8. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Entry Event: Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals. Next Event: Individuals to develop personal mission statement.The DrivingQuestion, Problem orChallenge How do we create high performance culture and traditions in AOHT and AOF Academies?Statement or IssueContent and Skills Insert link or copy and paste on bottom of planning formStandards addressed: T P T PPartnership for P21 Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural LiteracySkills to be taught (T) Communication (oral and written) Productivity and Accountabilityand practiced (P): ICT Literacy Leadership and ResponsibilityCheck all that apply Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy Information Literacy Civic Literacy Flexibility and Adaptability Health Literacy Initiative and Self-Direction Global Awareness Presentation
  9. 9. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Audience Major group Personal Mission Statement; AOHT Mission Statement; Personalized Class Student work product(s): Portfolio (Digital or Hard Copy); Pledge; Uniform Design; School  Community Governance or Decorum; Signature Events; Affiliations (DECCA); Experts  Major individual Personal Mission Statement; Personalized Portfolio Web  product(s): Other  Rubric(s) I’ll use Collaboration/work ethic ξ Content Knowledge (check all that apply) Critical Thinking CTE Competencies Assessment Oral Communication Physical Education skills & Written Communication Reflection Visual/Performing Arts Other assessments, Quizzes/tests Practice presentations benchmarks & Self-evaluations Notes checkpoints (check all Peer evaluations Checklists that apply) On-line tests/exams Concept Maps Reflections Survey Focus group Discussion Learning plan Journal write/learning log Resources On-site personnel:
  10. 10. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Technical (equipment) Community resources Material resources PROJECT TEACHING AND LEARNING GUIDE Project: Course/Semester: Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided to successfully complete culminating products and by the project teacher, other teachers, experts, performances, and do well on summative assessments mentors, community members    
  11. 11. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.    P R O J E C T C A L E N D A R Project: Start Date: M O N D AY T U E S D AY W E D N E S D AY T H U R S D AY F R I D AY PROJECT WEEK ONE Grabber Event then Continue creation Create teams to work Continue product Finalize Product Brainstorm ideas for process and make on selections and development Development Academy culture final selections begin creation of branding items and products develop teams to create items
  12. 12. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. PROJECT WEEK TWO Present final products Present final products Gallery Walk Present final products Present final products PROJECT WEEK THREE Revise based on Finalize items Final Presentations Finetuning of Culminating Event— Gallery Walk on products and products and Induction Ceremony- Develop Personal personal mission personal mission Unveiling Academy Mission Statements statements statements Mission Statement; And Present to Personal Mission Statements--Candle class Lighting Ceremony; Flag; Logo; Officers. Parents invited. Virtual Tour of students journey in creating items shown during the ceremony.
  13. 13. P R E S E N T A T I O N R U B R I C (for secondary and upper elementary grades) Below Standard Approaching Standard At Standard Above Standard • does not look at audience; reads notes or • makes some eye contact, or scans the room • keeps eye contact with audience most of the In addition to At Standard criteria: slides quickly, but reads notes or slides most of the time; only reads notes or slides sometimes + keeps eye contact all the time, slowly Eye Contact • holds things in hands nervously or keeps time • uses hands naturally, making some gestures scanning all of the audience; does not read & Physical hands in pockets • uses a few gestures but they do not look • confident posture notes or slides • posture does not show confidence; (fidgets, natural, or keeps hands too still to look • clothes are appropriate for the occasion + uses gestures smoothly, naturally to Presence slouches) natural emphasize or illustrate points • clothes are not appropriate for the occasion • posture shows some confidence, with only a + moves with purpose little fidgeting or nervous movement • some attempt to wear appropriate clothing for the occasion • mumbles or goes too fast or slow • speaks clearly some of the time; sometimes • speaks clearly; not too fast or slow In addition to At Standard criteria: • speaks too softly to be heard too fast or slow • speaks loudly enough for everyone to hear; + adds variety to speaking style (lower or Speaking • frequently uses “filler” words (“uh, um, so, • speaks loudly enough for some of the changes tone to maintain interest higher volume, change of pace, use of and, like”) audience to hear, but may speak in a • rarely uses filler words character voices) • pronounces several words incorrectly monotone • pronounces words correctly + uses pauses for dramatic effect or to let ideas • speaks in a style that is not appropriate for the • occasionally uses filler words • speaks in a style that is appropriate for the sink in occasion • pronounces a few words incorrectly occasion • speaks in a style that is appropriate for the occasion, most of the time • does not meet requirements for what should • meets most requirements for what should be • meets all requirements for what should be In addition to At Standard criteria: be included in the presentation included in the presentation included in the presentation + has a memorable introduction and conclusion Organization • selects too much or too little information or • sometimes selects too much or too little • selects the right amount and kind of + connects introduction and conclusion (returns the wrong kind of information information, or the wrong kind, about some information to present to a story, theme, or metaphor) • gets ideas mixed up topics • states main idea & moves from one idea to + effectively uses humor, stories, or metaphors • time is not used well; the whole presentation, • some ideas are connected, but not all the next clearly, in an order that makes sense or several parts of it, are too short or too long • some parts feel too short or too long; too • time is well spent; no part feels too short of • does not have an introduction and/or much or too little time is spent on one topic, too long conclusion slide, or idea • has a clear and interesting introduction and • has an introduction and conclusion, but they conclusion are not clear or interesting • does not use aids (pictures, drawings, objects, • uses aids but they do not add much to, and • aids add to the presentation In addition to At Standard criteria: posters, maps, recordings, slides, other may distract from, the presentation • aids are easy to see and/or hear, and are neat + aids are especially creative and/or powerful Audio/Visual electronic media, etc.) • aids are hard to read or hear, or are messy • aids are ready to use and included smoothly + shows skill in creating aids and/or using Aids (writing or graphics are not neat or sound is into the presentation technology not clear) + smoothly handles problems with aids and • aids are not ready to use and are not technological glitches, if they occur smoothly brought into the presentation • does not address the audience’s questions; • may answer some of the audience’s • answers audience’s questions clearly and In addition to At Standard criteria: Response to says little or goes off the topic questions, but not clearly and/or completely completely + answers questions in a way that adds details, • may try to answer a challenging question by • when asked a question he or she does not examples, or new points to the presentation Audience faking it know the answer to, says “I don’t know” or + smoothly handles questions that are unclear, Questions explains how the answer could be found off the topic, distracting, or challenging© 2011 Buck Institute for Education
  14. 14. GROUP CONTRACTMembersDustin, Cooney, Voudy, Jessica, Stephen, AnthonyBlockBlock 3ProjectNature of ManTask ListJohn & Voudy – Filming and Video EditingStephen, Anthony, Jessica, Dustin– script writingAnthony – drivingEveryone- individual research on specific philosophersGroup ConstitutionForward: This contract is a binding legal document and governsthe group until the assigned project deadline. If the groupseparates, or a member is fired, the basic contract laws remainintact for both parties. However, being fired may cause workresponsibilities to shift.Article I: Absence Policya. If a group member will be absent on a day in which work isdue, they must tell another group member a day in advance andhave all work that they are responsible for turned in. All groupmembers must stick to the provided agenda to have theassignments completed on time. If there will be an unexpectedabsence, the group member is to complete the work from homeand email another group member to let them know they are gonefor the day.
  15. 15. b. Group members will contact one another if they are absentfor any amount of period during the time allotted for working onthe projects.Article II: Work Policya. Any member that is mentally or physically disabled and canprove that they cannot complete the work assigned to themalone they may acquire assistance from other group members tohelp complete it. This will only apply for work that is group workand not individual work, and work will only be finished by thatgroup member, and the assisting group member will not write it.b. Each group member will work to the best of their ability,making sure to complete the work is up to standards, and thatthey completed it with punctuality.c. If a group member commits plagiarism, they are solelyresponsible and incur the punishment on their own.Article III: Leadershipa. At the beginning of the project, a leader will be voted upondemocratically. If a group member is absent at the time of voting,they waive their right to participate in voting. The person whowins the most votes becomes the leader. If there is an unclearoutcome (same number of votes for different people), the groupwill have no leader until one can be chosen by a revote.b. By being elected leader, the person must perform the following duties:1. Organize group meetings.2. Create and enforce a group agenda to govern group progress.3. Organize any out of school project efforts.4. Provide communication between group members in order to help individuals work towards the project goal.
  16. 16. If they fail to perform these duties, or another person is alsocarrying them out, a revote may be taken to determine whetherto obtain a new leader.c. If a leader fulfills his or her duties, they will receive the 20extra credit leadership points at the end of the project. Thecurrent group leader will receive these points, regardless of howlong they lead the group for. If no leader has been assigned, amajority vote will decide who receives the leadership points.Article IV: Work Ethicsa. If a group member does not complete work they wereassigned, the punishment for the infringement will be ofdetriment solely to the group member at fault. No negativegrading shall be given to any other group members.b. At the end of the project, ‘hard workers’ will be designatedby means of a democratic vote. The people voted as the top twowill each receive the ten bonus points. If one candidate is votedas hard worker by a margin of 75%, they will receive 20 points. Ifthere is a tie, the group will discuss and come to resolution orelse no points will be granted to the disputed individuals.Article V: Member Dismissala. The following conducts will result in a group member beingable to be dismissed; i. Incomplete or missing group work. ii. Plagiarism or any form of cheating. iii. If group member decides to leave under his or her own will.b. Any group member leaving under their own will be able tosubmit all their own work, while the other group members maynot. Any group member fired for breaking any of the conducts
  17. 17. under Article V-a (i-iii). will have their work taken from theirpossession to be used at the discretion of the original group, butnot for the individual being fired. In addition, any fired membermay not use any work completed by other group members,subject to punishment under Article 2-c.c. If a group member leaves under the stipulation of Article V-a (iv), they retain all the work they have already provided for thegroup. The original group cannot use this work or it is subject topunishment under Article 2-c.Article VI: SignatureBy signing this contract the following group members abide tothe articles above. If any member fails to abide by the articles ofthis contract, they may be fired from the group given at least a50% vote in favor of firing the individual.Project LeaderThe group has elected __________________________ as the projectleader under Article III.Signature
  18. 18. The Coach’s Guide Your Academy PlanAcademy/School: _______________________________________________________Participants: __________________________________ __________________________________ __________________________________ __________________________________ © 2011 Thom Markham, Ph.D. 1
  19. 19. Your Ideal Student… What would you like to see in students?The story of Cody… How intelligent are your students? What do you believe about intelligence? Can you help students get ‘smarter?’ Does you Academy support the intellectual/emotional growth of your students? 2
  20. 20. Your Academy Graduate…Analyze your specific Academy. What skills, dispositions, and core competenciesdo you want your academy graduates to demonstrate?The three most important skills: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________The three most important dispositions: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________The three most important core competencies: 1. ______________________________________ 2. ______________________________________ 3. ______________________________________Your 2011 – 2012 students…For incoming or continuing students, how will you teach and train them to masterthe skills, dispositions, and core competencies that you have identified as criticalto your program? Imagine your students at the end of the year. What kind ofexperiences they have had that helps them become more proficient? What stepscan you take to create a high performance culture next year? 1. ______________________________________ 2. ______________________________________ 3. ______________________________________ 4. ______________________________________ 3
  21. 21. 5. ______________________________________ 6. ______________________________________From Groups to Teams… Discuss the tools available for teams. What tools will be most helpful to your academy? _______________________________________ _______________________________________ _______________________________________ _______________________________________ How do you implement them? Do you need to write new material? Train other teachers? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________List the most helpful resources… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________The Coach’s Guide and reflections on PBL… How will it help? How can you improve projects? Can you identify gaps in your projects? What projects do you want to plan for next year? Do you want to start with a ‘Project-Project?’ 4
  22. 22. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________Your Action Plan for 2011 – 2012… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ 5
  23. 23. Critical Friends Protocol feedback on your project… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________Look back on your reflections on your ideal graduate. You’reyour plan help your students meet the ideal? 6
  24. 24. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Project Planning FormName of Project: Creating High Performance Culture and Traditions for AOHT Duration: TJHSClass(es): Principles of Hospitality and Tourism, English Semester:Content/Curriculum Geography and World Cultures, Englishareas to partner withProject Idea(investigation, The challenge is to build a sustainable culture of high academic and workforce performance which willscenario, problem, yield high caliber, focused, energized and committed students.challenge, issue, etc.)Entry Event As class begins, teacher to give following directions:(grabber) to launch -students with blue pens stand upinquiry and spark -students born 1st 6 months of the year, face the windowscuriosity -students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I speak (You can make addl ones of the above as needed to make this fun) Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can make things what I want. So we want you to think about making the Academy “your country”. Take a few moments and scribble down everything you need to develop the culture of the Academy of Hospitality and Tourism as your country.
  25. 25. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Entry Event: Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals. Next Event: Individuals to develop personal mission statement.The DrivingQuestion, Problem orChallenge How do we create high performance culture and traditions in AOHT and AOF Academies?Statement or IssueContent and Skills Insert link or copy and paste on bottom of planning formStandards addressed: T P T PPartnership for P21 Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural LiteracySkills to be taught (T) Communication (oral and written) Productivity and Accountabilityand practiced (P): ICT Literacy Leadership and ResponsibilityCheck all that apply Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy Information Literacy Civic Literacy Flexibility and Adaptability Health Literacy Initiative and Self-Direction Global Awareness Presentation
  26. 26. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Audience Major group Personal Mission Statement; AOHT Mission Statement; Personalized Class Student work product(s): Portfolio (Digital or Hard Copy); Pledge; Uniform Design; School  Community Governance or Decorum; Signature Events; Affiliations (DECCA); Experts  Major individual Personal Mission Statement; Personalized Portfolio Web  product(s): Other  Rubric(s) I’ll use Collaboration/work ethic ξ Content Knowledge (check all that apply) Critical Thinking CTE Competencies Assessment Oral Communication Physical Education skills & Written Communication Reflection Visual/Performing Arts Other assessments, Quizzes/tests Practice presentations benchmarks & Self-evaluations Notes checkpoints (check all Peer evaluations Checklists that apply) On-line tests/exams Concept Maps Reflections Survey Focus group Discussion Learning plan Journal write/learning log Resources On-site personnel:
  27. 27. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. Technical (equipment) Community resources Material resources PROJECT TEACHING AND LEARNING GUIDE Project: Course/Semester: Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided to successfully complete culminating products and by the project teacher, other teachers, experts, performances, and do well on summative assessments mentors, community members    
  28. 28. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.    P R O J E C T C A L E N D A R Project: Start Date: M O N D AY T U E S D AY W E D N E S D AY T H U R S D AY F R I D AY PROJECT WEEK ONE Grabber Event then Continue creation Create teams to work Continue product Finalize Product Brainstorm ideas for process and make on selections and development Development Academy culture final selections begin creation of branding items and products develop teams to create items
  29. 29. Suggestions:-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure aroundit/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelingsof inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measureperformance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have asmuch concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded. PROJECT WEEK TWO Present final products Present final products Gallery Walk Present final products Present final products PROJECT WEEK THREE Revise based on Finalize items Final Presentations Finetuning of Culminating Event— Gallery Walk on products and products and Induction Ceremony- Develop Personal personal mission personal mission Unveiling Academy Mission Statements statements statements Mission Statement; And Present to Personal Mission Statements--Candle class Lighting Ceremony; Flag; Logo; Officers. Parents invited. Virtual Tour of students journey in creating items shown during the ceremony.
  30. 30. P R E S E N T A T I O N R U B R I C (for secondary and upper elementary grades) Below Standard Approaching Standard At Standard Above Standard • does not look at audience; reads notes or • makes some eye contact, or scans the room • keeps eye contact with audience most of the In addition to At Standard criteria: slides quickly, but reads notes or slides most of the time; only reads notes or slides sometimes + keeps eye contact all the time, slowly Eye Contact • holds things in hands nervously or keeps time • uses hands naturally, making some gestures scanning all of the audience; does not read & Physical hands in pockets • uses a few gestures but they do not look • confident posture notes or slides • posture does not show confidence; (fidgets, natural, or keeps hands too still to look • clothes are appropriate for the occasion + uses gestures smoothly, naturally to Presence slouches) natural emphasize or illustrate points • clothes are not appropriate for the occasion • posture shows some confidence, with only a + moves with purpose little fidgeting or nervous movement • some attempt to wear appropriate clothing for the occasion • mumbles or goes too fast or slow • speaks clearly some of the time; sometimes • speaks clearly; not too fast or slow In addition to At Standard criteria: • speaks too softly to be heard too fast or slow • speaks loudly enough for everyone to hear; + adds variety to speaking style (lower or Speaking • frequently uses “filler” words (“uh, um, so, • speaks loudly enough for some of the changes tone to maintain interest higher volume, change of pace, use of and, like”) audience to hear, but may speak in a • rarely uses filler words character voices) • pronounces several words incorrectly monotone • pronounces words correctly + uses pauses for dramatic effect or to let ideas • speaks in a style that is not appropriate for the • occasionally uses filler words • speaks in a style that is appropriate for the sink in occasion • pronounces a few words incorrectly occasion • speaks in a style that is appropriate for the occasion, most of the time • does not meet requirements for what should • meets most requirements for what should be • meets all requirements for what should be In addition to At Standard criteria: be included in the presentation included in the presentation included in the presentation + has a memorable introduction and conclusion Organization • selects too much or too little information or • sometimes selects too much or too little • selects the right amount and kind of + connects introduction and conclusion (returns the wrong kind of information information, or the wrong kind, about some information to present to a story, theme, or metaphor) • gets ideas mixed up topics • states main idea & moves from one idea to + effectively uses humor, stories, or metaphors • time is not used well; the whole presentation, • some ideas are connected, but not all the next clearly, in an order that makes sense or several parts of it, are too short or too long • some parts feel too short or too long; too • time is well spent; no part feels too short of • does not have an introduction and/or much or too little time is spent on one topic, too long conclusion slide, or idea • has a clear and interesting introduction and • has an introduction and conclusion, but they conclusion are not clear or interesting • does not use aids (pictures, drawings, objects, • uses aids but they do not add much to, and • aids add to the presentation In addition to At Standard criteria: posters, maps, recordings, slides, other may distract from, the presentation • aids are easy to see and/or hear, and are neat + aids are especially creative and/or powerful Audio/Visual electronic media, etc.) • aids are hard to read or hear, or are messy • aids are ready to use and included smoothly + shows skill in creating aids and/or using Aids (writing or graphics are not neat or sound is into the presentation technology not clear) + smoothly handles problems with aids and • aids are not ready to use and are not technological glitches, if they occur smoothly brought into the presentation • does not address the audience’s questions; • may answer some of the audience’s • answers audience’s questions clearly and In addition to At Standard criteria: Response to says little or goes off the topic questions, but not clearly and/or completely completely + answers questions in a way that adds details, • may try to answer a challenging question by • when asked a question he or she does not examples, or new points to the presentation Audience faking it know the answer to, says “I don’t know” or + smoothly handles questions that are unclear, Questions explains how the answer could be found off the topic, distracting, or challenging© 2011 Buck Institute for Education
  31. 31. GROUP CONTRACTMembersDustin, Cooney, Voudy, Jessica, Stephen, AnthonyBlockBlock 3ProjectNature of ManTask ListJohn & Voudy – Filming and Video EditingStephen, Anthony, Jessica, Dustin– script writingAnthony – drivingEveryone- individual research on specific philosophersGroup ConstitutionForward: This contract is a binding legal document and governsthe group until the assigned project deadline. If the groupseparates, or a member is fired, the basic contract laws remainintact for both parties. However, being fired may cause workresponsibilities to shift.Article I: Absence Policya. If a group member will be absent on a day in which work isdue, they must tell another group member a day in advance andhave all work that they are responsible for turned in. All groupmembers must stick to the provided agenda to have theassignments completed on time. If there will be an unexpectedabsence, the group member is to complete the work from homeand email another group member to let them know they are gonefor the day.
  32. 32. b. Group members will contact one another if they are absentfor any amount of period during the time allotted for working onthe projects.Article II: Work Policya. Any member that is mentally or physically disabled and canprove that they cannot complete the work assigned to themalone they may acquire assistance from other group members tohelp complete it. This will only apply for work that is group workand not individual work, and work will only be finished by thatgroup member, and the assisting group member will not write it.b. Each group member will work to the best of their ability,making sure to complete the work is up to standards, and thatthey completed it with punctuality.c. If a group member commits plagiarism, they are solelyresponsible and incur the punishment on their own.Article III: Leadershipa. At the beginning of the project, a leader will be voted upondemocratically. If a group member is absent at the time of voting,they waive their right to participate in voting. The person whowins the most votes becomes the leader. If there is an unclearoutcome (same number of votes for different people), the groupwill have no leader until one can be chosen by a revote.b. By being elected leader, the person must perform the following duties:1. Organize group meetings.2. Create and enforce a group agenda to govern group progress.3. Organize any out of school project efforts.4. Provide communication between group members in order to help individuals work towards the project goal.
  33. 33. If they fail to perform these duties, or another person is alsocarrying them out, a revote may be taken to determine whetherto obtain a new leader.c. If a leader fulfills his or her duties, they will receive the 20extra credit leadership points at the end of the project. Thecurrent group leader will receive these points, regardless of howlong they lead the group for. If no leader has been assigned, amajority vote will decide who receives the leadership points.Article IV: Work Ethicsa. If a group member does not complete work they wereassigned, the punishment for the infringement will be ofdetriment solely to the group member at fault. No negativegrading shall be given to any other group members.b. At the end of the project, ‘hard workers’ will be designatedby means of a democratic vote. The people voted as the top twowill each receive the ten bonus points. If one candidate is votedas hard worker by a margin of 75%, they will receive 20 points. Ifthere is a tie, the group will discuss and come to resolution orelse no points will be granted to the disputed individuals.Article V: Member Dismissala. The following conducts will result in a group member beingable to be dismissed; i. Incomplete or missing group work. ii. Plagiarism or any form of cheating. iii. If group member decides to leave under his or her own will.b. Any group member leaving under their own will be able tosubmit all their own work, while the other group members maynot. Any group member fired for breaking any of the conducts
  34. 34. under Article V-a (i-iii). will have their work taken from theirpossession to be used at the discretion of the original group, butnot for the individual being fired. In addition, any fired membermay not use any work completed by other group members,subject to punishment under Article 2-c.c. If a group member leaves under the stipulation of Article V-a (iv), they retain all the work they have already provided for thegroup. The original group cannot use this work or it is subject topunishment under Article 2-c.Article VI: SignatureBy signing this contract the following group members abide tothe articles above. If any member fails to abide by the articles ofthis contract, they may be fired from the group given at least a50% vote in favor of firing the individual.Project LeaderThe group has elected __________________________ as the projectleader under Article III.Signature
  35. 35. Developing Your AcademyCreating a high performance, collaborative, PBL-friendly culture National Academy Foundation Annual Conference July 18 – 19, 2011 San Francisco, CA Thom Markham, Ph.D. thom@thommarkham.com www.thommarkham.com © Thom Markham 2011
  36. 36. East Career & Technical Academy STUDENT: ____________________________Work Ethic Rubric ~ BLOCK/PERIOD: _______ EMERGING STANDARD MASTERY Criteria Weight (1) (2) (3) The student is The student is The student is NEVER FREQUENTLY late to SOMETIMES LATE to late to class. class (two of the five days class (once biweekly) bi-weekly) The student ALWAYS The student USUALLY comes to class with the The student comes to class with the required materials (paper, FREQUENTLY (3 out required materials (paper, pen or pencil, homework, of five days bi-weekly) pen or pencil, homework, etc) comes to class etc) 80% of the time or 4 WITHOUT required of the 5 days bi-weekly. The student is focused Work Ethic 100 points materials (paper, pen or throughout class (at least pencil, homework, etc) The student is 90% of the time) and USUALLY focused on DOES NOT distract The student turns in their work (roughly 80% from the learning of other LESS THAN 70% of of the time), but has a students. their work in on time. tendency to become off task and distract others. The student turns in ALL work on time. The student turns in 80% of their work on time. 0-------------50-----------69 70-----------80------------89 90-----------95-----------100*Adapted from New Technology High School & New Technology Foundation
  37. 37. Envision Schools Leadership Skills Rubric Think critically Manage Projects Express themselves Communicate effectively Solve problems Collaborate productively Effectively creatively and persuasively resourcefullyBreakthrough Reasoning is clear, logical, • Advanced • Integrates concepts in • Self and ideas “come • Initiates opportunities • Identifies relationships and thorough; interprets or understanding and previously unimagined alive” to audience for collaboration between problems calculates information use of project planning ways • Ideas are complex • Manages and resolves • Invents new tools for accurately and creatively; skills • Employs media and creative conflicts to achieve solving problems Excellent supports statements with • Meets goals in innovatively • Communication is consensus • Proposes and evidence advance of deadlines • Evokes emotional clear and well • Inspires groups to evaluates multipleIncludes all of • Acquires and uses response from the organized increase their potential solutions the criteria effectively original audience • Work is accurate and • Assumes leadership included in information. complete with rolescapable, and: • Evaluation provides consistent and new insights to project superior development; management and shows attention to leanring detail • Almost no language errors are evident Reasoning is clear and • Demonstrates an • Develops and • Student effectively • Works well in diverse • Approaches problem logical; interprets or understanding of and expresses a point of presents self and groups creatively and flexibly calculates information uses project-planning view, opinion, or idea ideas to audience • Employs personal • Identifies and accurately; supports skills. in a unique way • Ideas are complex strengths and skills for organizes needed statements with explanation • Sets goals and • Employs artistic • Communication is the team information developed strategies processes and skills clear and organized • Assumes some • Proposes reasonable to meet those goals in using appropriate • Work is accurate and leadership roles and workable Capable a timely manner. media fully developed solutions • Acquires and use • Though minor information and language errors are resources to evident, ideas are implement their understandable strategies. • Evaluates the effectiveness of their approach. Reasoning is unclear, • Demonstrates lack of • Produces work that is • Student needs greater • Participates minimally • Approaches problems illogical, or superficial; understanding and unoriginal awareness of the and superficially from only one interprets or calculates struggles to use • Does not develop audience • Rarely utilizes perspective information inaccurately; project-planning skills processes and skills • Ideas are not contributions of others • Does not take makes statements with little • Project misses complex; copies • Struggles to define advantage of available Emerging explanation deadlines others collaborative role resources • Does not access • Communication is • Proposes limited or sufficient information disorganized impractical solutions • Fails to evaluate • Work needs to be effectiveness of more accurate and approach complete • Errors in language make ideas difficult to understandUnacceptable
  38. 38. Envision Schools Leadership Skills Rubric
  39. 39. National Academy Foundation Conference Workshop ‘Developing Your Academy’ July 18 – 19, 2011 Agenda Time Task ActivityMonday, 7/189:30 – 10:15 am Welcome/Agenda/Teams The story of Cody10:15 – 10:30 am The Academy Plan What do you believe? Need to Knows10:30 – 10:45 am Break10:45 – 11:15 am The D&T culture: Thom presents Education, Youth Development, and PBL Team exercise11:15 – 12:15 pm The Academy Plan: Identify your vision Core skills Draft a Graduate Profile Core dispositions The 2011 – 2012 student12:15 – 1:15 pm Lunch1:15 – 2:15 pm Share your goals Teams/whole group2:15 – 2:45 pm The D&T culture: Review tools: Norming to performing Creating a collaborative, Groups to teams high-performing culture Contracts and norms Skills rubrics2:45 – 3:00 pm Break3:00 – 4:00 pm The Academy Plan: Review Coach’s Guide Resource Hunt Decide/adapt tools
  40. 40. Tuesday, 7/198:30 – 9:30 am The D&T culture: Thom presents Opening the Year How PBL fits Project Planning Process9:30 – 10:15 am The Academy Plan: Teams(includes break) Project Planning10: 15 – 11:00 am The D&T culture: Thom Increasing performance Tools11:00 – 12:00 pm The Academy Plan: AOHT sample The ‘Open the Year’ Plan The ‘Project-Project’ Spiraling projects12:00 – 1:00 pm Lunch1:00 – 1:30 pm The Academy Plan: Teams Finalize plan1:30 – 2:30 pm The Academy Plan: Teams Protocol and debrief2:30 – 2:45 pm Break2:45 – 3:15 pm The Academy Plan: Protocol and debrief3:15 – 4:00 pm Action planning Thom/teams
  41. 41. PEER COLLABORATION AND WORK ETHIC NAME OF PERSON BEING EVALUATED CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED LEADERSHIP 25% Group member played a passive role, Group member played an active role in generating In addition to the “Acceptable” qualities, the group generating few new ideas; tended to only do new ideas, took initiative in getting tasks organized member provided leadership to the group by what they were told to do by others, or did and completed and sought help when needed. thoughtfully organizing and dividing the work, not seek help when needed. checking on progress, or providing focus and direction for the project. 0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE: FACILITATION AND 25% Group member seemed unable or unwilling Group member demonstrated willingness to help In addition to the “Acceptable” qualities, the group to help others, made non-constructive other group members when asked, actively listened member would actively checked with others to SUPPORT criticisms toward the project or other group to the ideas of others, and helped create a positive understand how each member was progressing and members or was distracted other members. work environment. how he or she may be of help. 0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25 EXAMPLE: CONTRIBUTIONS AND 50% Group member was often off task, did not Group member was prepared to work each day, met In addition to the “Acceptable” qualities, the group complete assignments or duties, or had due dates by completing assignments/duties, and member made up for work left undone by other WORK ETHIC attendance problems that significantly worked hard on the project a most of the time. If group members, demonstrated willingness to spend impeded progress on project. May have absent, other group members knew the reason and significant time outside of class/school to complete worked hard but on relatively unimportant progress was not significantly impeded. the project. parts of the project. 0 - - - - - - - - - - - - 15 - - - - - - - - - - - - 30 34 - - - - - - - - - - - - 38 - - - - - - - - - - - - 42 44 - - - - - - - - - - - - 46 - - - - - - - - - - - - 50 EXAMPLE:PROJECT INFORMATION ADDITIONAL COMMENTS: PROJECT NAME: COURSE: TEACHER: DATE: / /
  42. 42. Developing Your AcademyCreating a high performance, collaborative, PBL-friendly culture National Academy Foundation Annual Conference July 18 – 19, 2011 San Francisco, CA Thom Markham, Ph.D. thom@thommarkham.com www.thommarkham.com © Thom Markham 2011
  43. 43. East Career & Technical Academy STUDENT: ____________________________Work Ethic Rubric ~ BLOCK/PERIOD: _______ EMERGING STANDARD MASTERY Criteria Weight (1) (2) (3) The student is The student is The student is NEVER FREQUENTLY late to SOMETIMES LATE to late to class. class (two of the five days class (once biweekly) bi-weekly) The student ALWAYS The student USUALLY comes to class with the The student comes to class with the required materials (paper, FREQUENTLY (3 out required materials (paper, pen or pencil, homework, of five days bi-weekly) pen or pencil, homework, etc) comes to class etc) 80% of the time or 4 WITHOUT required of the 5 days bi-weekly. The student is focused Work Ethic 100 points materials (paper, pen or throughout class (at least pencil, homework, etc) The student is 90% of the time) and USUALLY focused on DOES NOT distract The student turns in their work (roughly 80% from the learning of other LESS THAN 70% of of the time), but has a students. their work in on time. tendency to become off task and distract others. The student turns in ALL work on time. The student turns in 80% of their work on time. 0-------------50-----------69 70-----------80------------89 90-----------95-----------100*Adapted from New Technology High School & New Technology Foundation

×