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iRubric: Spring 2020 EM Application Assignment rubric

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Spring 2020 EM Application Assignment Spring 2020 SC Application Assignment Rubric Code: C2XX2BC Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: (none)

Spring 20 EM Application Assignment Descriptions
	Exceeds 4 pts	Proficient 3 pts	Developing 2 pts	Novice 1 pts
Stakeholder Participants (2x) 8 pts REPA 5.8 - developing family and community partnerships that increase access to resources (e.g., classroom volunteers, funds, equipment), as long as they clearly align with & do not distract from the school’s goals for student growth and achievement NELP Components 3.2, 5.1, and 5.2	Exceeds The Remick Leader provides a detailed description of the stakeholders at the session and fulfills the guidelines for stakeholder representation.	Proficient The Remick Leader provides a description of the stakeholders at the session and meets the guidelines for stakeholder representation.	Developing The Remick Leader provides a limited description of the stakeholders at the session and/or somewhat meets the guidelines for stakeholder representation.	Novice The Remick Leader provides an insufficient description of the stakeholders at the session and/or does not meet the guidelines for stakeholder representation.
Strategic Priorities (2x) 8 pts REPA 2.1 - cultivating commitment to and ownership of the school's instructional vision, mission, values, and organizational goals, and ensuring that all key decisions are aligned to the vision NELP Component 1.1	Exceeds The Remick Leader provides a comprehensive analysis of the common themes that surfaced in the session, articulating high level, strategic priorities for the school, and demonstrating a clear effort to consider the broad level, big picture view of the school	Proficient The Remick Leader provides an analysis of the common themes that surfaced in the session, articulating strategic priorities for the school, and demonstrating an effort to consider a broad view of the school.	Developing The Remick Leader provides a limited analysis of common themes, and/or articulates narrow priorities for the school, and/or struggles to demonstrate a broad view of the school.	Novice The Remick Leader provides a limited analysis of the session, failing to cite common themes and articulating narrow priorities for and an individual- specific view of the school.
Reflection (2x) 8 pts REPA 3.5 - using reflection, self-awareness, ongoing learning, and resiliency to increase effectiveness in leading school improvement efforts NELP Components 2.1 and 7.3	Exceeds The Remick Leader provides a compelling personal reflection of the experience, demonstrating self-awareness, humility, and an ongoing desire to learn how to effectively engage in the strategic planning process.	Proficient The Remick Leader provides a personal reflection of the experience, demonstrating self-awareness, humility, and an ongoing desire to learn how to effectively engage in the strategic planning process.	Developing The Remick Leader provides a limited personal reflection of the experience that may not show self-awareness or a consideration of effectively engaging in the strategic planning process.	Novice The Remick Leader struggles to provide a personal reflection of the experience.
Writing Quality (1x) 4 pts REPA 3.1 - modeling professional, ethical, and respectful behavior at all times and expecting the same behavior from others NELP Component 2.3	Exceeds The Remick Leader displays academic professionalism with a high degree of clarity and efficiency; there are few to no errors in citations, mechanics, grammar, tone, and readability.	Proficient The Remick Leader displays some academic professionalism with writing that is mostly clear and efficient; there are several errors in citations, mechanics, grammar, tone, and readability.	Developing The Remick Leader displays limited academic professionalism with writing that may be wordy or unclear; there may be many errors in citations, mechanics, grammar, tone, and readability.	Novice The Remick leader struggles to model academic professionalism with significant errors in citations, efficiency, clarity, mechanics, grammar, tone, and readability.

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