Evaluation Rubric |
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You will be given feedback on how you are doing throughout your week.
In addition to check-ins with your Field Instructor each day, and with your Personal Mentor each evening you will receive a final evaluation at the end of your week of Outdoor School. |
Your evaluations are tools to help you recognize your strengths and keep up on anything in which you need to improve. It is a private document between you, the staff and your high school. What it says and what you do with it is your choice. It is a great tool for self-improvement.
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Instruction
Grasp / understanding and delivery of field study information; use of materials and techniques
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6: Inspires enthusiasm in students, expands on lessons with own information, pushes students to use high level thinking skills, dynamic voice inflection, connects between field studies, innovative with difficult activities.
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5: Enthusiastic about curriculum, clear/age appropriate information, understands information and helps students draw conclusions, checks for and ensures comprehension in all students, uses open-ended questioning techniques, uses effective questioning techniques, consistently delivers appropriately paced lessons, voice inflection is appropriate to lesson, is able to make connections between activities, effectively teaches difficult activities, uses teachable moments, model teaches, needs minimal supervision.
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4: Positive, clear instruction, grasps field study concepts, uses cue cards, follows lesson plans, reviews information, uses field study notebooks, uses equipment effectively, asks questions, is aware of pacing, takes own group by end of week.
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3: Tends to lecture, teaches incorrect information, ineffectively uses cue cards, lacks review, ineffectively uses equipment, has directional difficulties on hike, avoids teaching certain activities, consistently relies on staff for basic information.
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2: Instruction unclear, follows cue cards with difficulty, does not use equipment, difficulty taking own group, can lead pieces of activity by end of week, unable to lead hike without getting lost.
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1: Unable to lead independently, refuses to teach certain activities.
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Personal Management
Self involvement; use of time; personal pacing
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6: Sets goals and attains them, sets goals without prompting, solicits feedback, takes initiative for tasks above and beyond, redirects peer behavior, initiates large group reviews during lag time, redirects students without interrupting lesson, expands on lessons with own techniques.
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5: Sets and works toward goals, applies feedback, volunteers for tasks, models behavior for peers, always on time, reviews during lag time, effectively redirects student behavior, invests self in success of group.
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4: Sets goals with prompting, open to feedback, performs tasks when asked, follows directions, appropriate behavior most of the time, on time most of the time, uses field study time for instruction, fills lag time with field study appropriate activities, incorporates redirection techniques, involves self in all aspects of field study, keeps group together and safe.
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3: Follows through on tasks most of the time, meets expectations when supervised, sometimes off task, needs frequent staff redirection, follows some directions, makes inappropriate comments to peers, often late or early, fills lag time inappropriately, inability to keep students engaged, uses negative redirection techniques or shows visible frustration, doesn’t attempt to redirect students, inappropriate positioning while teaching.
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2: Unreceptive to staff redirection, lacks follow through on tasks, does not follow directions consistently, off task often, often inappropriate, openly tells students only being a Student Leader for credit, joins in with inappropriate behavior of students, plays on fears of students about the woods, perpetually late, wastes time, doesn’t attempt to fill lag time, threatens inappropriate consequences for behavior, inappropriate voice tone at times, cannot teach appropriately even when supervised, does not know students’ names, unaware of group safety.
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1: Intentionally off topic when not supervised, comes unprepared, misses field study due to lack of pacing, uses inappropriate consequences / leaves students during hike, uses physical touch to manage students when frustrated, students come to staff about student leader behavior, unwilling to try, is afraid of role, loses self control.
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Teamwork
Dynamics with student groups and field study team; care of equipment
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6: Volunteers to take challenging groups or students with special needs, fosters team unity, incorporates expectations seamlessly into lessons, accepts challenges with enthusiasm, friendly and cheerful in adverse conditions.
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5: Fully inclusive regardless of personal characteristics, works effectively to include all people, sensitive to and effective with the needs of challenging students, elicits responses from all students, gives students options, holds students accountable for behavior, resets expectations as necessary, compensates for changes in schedule, accepts challenges, friendly and cheerful in unpleasant conditions, fixes equipment issues.
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4: Involves assigned group in activities, is comfortable with most people and willing to work with all, develops rapport with students, uses students’ names, always focused on students, receptive to student input, sets expectations, identifies with field study team, accepts changes in schedule, friendly and cheerful under normal circumstances, arrives to field study appropriately dressed, keeps equipment together, treats equipment appropriately.
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3: Students like being in his or her group, only calls on people who volunteer, sometimes distracted by other student leaders, unreceptive to student input, sometimes sets expectations, sometimes complains, will not allow students to handle equipment, doesn’t care for equipment, consistently returns equipment dirty or disorganized.
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2: Leaves some students out of activities, unable to develop rapport with students, plays a role in dividing group, distracts other student leaders, doesn’t set expectations, frequent conflicts with others, makes inappropriate comments about team members to peers or students, questions and challenges changes, complains often, breaks equipment as a result of mishandling.
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1: Undermines staff authority, sets up others as antagonists, develops inappropriate rapport with students.
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Leadership
Leadership of small and large group activities; role modeling; participation
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6: Shows consistent, positive and engaged presence in all program areas, takes initiative in all program areas, displays confident attitude, is aware of personal and student needs and paces self accordingly, evaluates and reflects on goals, is aware of personal learning styles and students’ needs and works to meet those needs.
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5: Shows consistent, positive and engaged presence in the cabin area and some program areas, works cohesively with cabin partner and other student leaders, is organized and has an idea of the big picture / some vision, has a confident attitude, takes initiative in program areas most of the time, works towards goals, is able to pace self through the week.
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4: Plays an active role in all cabin activities, has consistently positive and engaged presence in the cabin area only, takes initiative some of the time, is able to pace self throughout the week, sets quantifiable specific goals, is a good role model, is organized.
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3: Displays responsibility, takes initiative in cabin activities only, attempts to pace self by using breaks that are offered, sets goals.
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2: Burns out mid week (too much too soon), sleeps during cabin activities, develops inappropriate rapport with students, is afraid of role, does not take responsibility and blames others for actions.
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1: Negatively leads students, subverts staff directions, sets staff up as antagonists, repeatedly initiates unsafe and / or inappropriate activities after staff redirection, is unwilling to lead cabin.
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Communication
Use of verbal and non-verbal communication; listening; asking for help
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6: Communicates openly and clearly with staff, students, student leaders and teachers, asks for feedback from staff, uses enforceable statements, understands and utilizes appropriate verbal and non-verbal communication, is aware of how students are communicating.
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5: Communicates openly and clearly with cabin partner and students, incorporates feedback from staff, is practicing using enforceable statements, asks for help or suggestions when dealing with problem situations.
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4: Communicates openly and clearly, always uses a positive voice tone, is responsive to feedback, uses appropriate voice tone according to activity, gives students choices, communicates effectively during problem situations, listens and checks in with students.
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3: Communicates with others, uses a positive voice tone, reports problems to staff some of the time, understands and utilizes verbal communication, listens attentively.
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2: Shares no communication of problems in the cabin area, initiates and engages in inappropriate conversations, uses inappropriate voice tones, reinforces negative behaviors, talks down to students, gives students commands / ultimatums.
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1: Uses inappropriate language (swears, yells), complains openly, consistently maintains a negative attitude, initiates and engages in inappropriate conversations even after redirection.
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Problem Solving
Child management; asking for assistance from staff; flexibility and adaptability
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6: Consistently and completely solves problems and works to prevent potential problems, is a resource for others, adapts to needs of students and program, supports all students throughout the week to achieve goals, keeps all students engaged, initiates large group activities, assesses and adapts activities to fit specific (group) needs, helps reinforce expectations among peers.
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5: Has success with challenging situations, follows through on plans, uses resources (meetings, notes, teachers, other SL’s), uses creative methods to set expectations and support students, keeps students active and engaged in all program areas, assesses specific needs for a variety of students (ELL, special needs, behavior), uses advanced redirection techniques to prevent potential problems, communicates effectively during problems situations.
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4: Uses problem solving skills and strategies, asks for help / resources, adapts to changes and schedule positively, reinforces and follows through on appropriate consequences some of the time, keeps all students active and engaged, recognizes specific needs, uses positive redirection.
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3: Recognizes potential problems, does not take advantage of resources, follows instructions, sets expectations and guidelines for week, keeps some students in group engaged sometimes, uses redirection ineffectively.
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2: Does not redirect students, does not set expectations, uses inappropriate consequences, takes no initiative to solve problems, sixth graders come to staff with concerns about student leader, does not engage students in activities, is easily frustrated.
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1: Encourages aggressive behavior by students, uses physical touch to manage students after staff redirections, overreacts to problems.
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