TEACH Rubric for Evaluation
| Success Categories | 1 Awareness | 2 Emerging | 3 Developing | 4 Accomplished |
|---|---|---|---|---|
| Initiative and Motivation | There is no evidence that structures are in place to ensure student engagement. | There is minimal evidence that structures are in place to motivate student engagement. | It is evident that there are structures in place that support student engagement across all content areas. | High levels of student engagement result in student initiated problem solving and teacher as facilitator. |
| Global Learning (Analyzing, Investigating, Planning, Organizing and Presenting Information) | There are minimal opportunities for students to analyze, investigate, plan, organize and present information. | There are some opportunities for students to analyze, investigate, plan, organize and present information. | There are multiple opportunities for students to analyze, investigate, plan, organize and present information. | Students appreciate diverse perspectives and understand the global connections. |
| Perseverance and Flexibility | There is minimal evidence of structured challenges and no evidence of time and support for the development of perseverance. | There is evidence of structured challenges being provided to students; however, time and support are lacking for the development of perseverance. | Structured challenges with time and support are provided to all students to allow students to develop perseverance. | There is evidence that students consistently practice perseverance to overcome challenges. |
| Global Communication Skills | There are minimal opportunities for verbal and written communication skill development. | There is evidence that opportunities for verbal and written communication are available across some content areas. | Multiple opportunities for verbal and written communication exist across all content areas. | Communication skills are successfully demonstrated outside the classroom to a wide variety of audiences (ie. Capstone presentations) |
| Teamwork and Collaboration | There is minimal evidence that teacher/students are expected to work collaboratively. | There is evidence that teacher/students are working in groups but not functioning as successful teams. | There is evidence across all content that teamwork and collaboration is an integral part of learning for teacher/students. | Teamwork and collaboration is student initiated to solve global issues. |