Final: Individual Local Issue: 1619 PROJECT
Each student will write a synthesis paper on the issue identified. The issue is a concern that the faculty (or other groups) are currently discussing, i.e., anything where you have people on opposing sides. The student will self-lead the issue resolution process in writing the paper by using the same format used with issues covered in class. The project paper must include:
- A definition/description of the issue
- A list of all pros and cons of the issue gathered from interviewing individuals and noting numbers supporting and not supporting the current practice. (You must find at least 2 – 3 persons on each side of the issue).
- A final poll of support or non-support for your recommended resolution
- A brief narrative describing the process used and time spent
- A brief description of leadership skills used in the process. This MUST include knowledge/use/impact of the following skills: Vision, decision making, communication, leading groups, power/style, motivation, culture/climate, change, and evaluation.
- A reflection on your thinking about the resolution process, as opposed to the beliefs on either side of the issue.
Rubric for Local Issue Project
–Demonstrates ability to lead resolution process up to 25 points
–Narrative and reflection demonstrate knowledge of process up to 20 points
–Reflection on skills shows knowledge and competence up to 20 points
–Recommended actions are logical and address pros and cons up to 15 points
–Clearly defines both side of the issues w/ pros and cons up to 10 points
–Exhibits graduate level writing/APA and organization up to 10 points
100 pts total
Signature Assignment Rubric
| Levels/Criteria | Approaching – 1 pt | Meets – 3 pts | Exceeds – 5 pts | Score/Level |
| 1.2(R) Program completers understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. | Program completers do not yet understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. | Program completers adequately understand and demonstrate the capacity to lead improvement processes that include data use, design, implementation, and evaluation. | Program completers excel in their understanding and demonstration of the capacity to lead improvement processes that include data use, design, implementation, and evaluation. | |
| 2.1(R) Program completers understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. | Program completers do not yet understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. | Program completers adequately understand and demonstrate the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. | 2.1 Program completers excel in their understanding and demonstration of the capacity to reflect on, communicate about, cultivate, and model professional dispositions and norms (i.e., fairness, integrity, transparency, trust, digital citizenship, collaboration, perseverance, reflection, lifelong learning) that support the educational success and well-being of each student and adult. | |
| 2.2 (R) Program completers understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. | Program completers do not yet understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. | Program completers adequately understand and demonstrate the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. | Program completers excel in their understanding and demonstration of the capacity to evaluate, communicate about, and advocate for ethical and legal decisions. | |
| 3.1 (A) Program completers understand and demonstrate the capacity to use data to evaluate, design, cultivate and advocate for a supportive and inclusive school culture | 1Program completers do not yet understand and demonstrate the capacity to use data to evaluate, design, cultivate and advocate for a supportive and inclusive school culture | 1Program completers adequately understand and demonstrate the capacity to use data to evaluate, design, cultivate and advocate for a supportive and inclusive school culture | 1Program completers excel in their understanding and demonstration of the capacity to use data to evaluate, design, cultivate and advocate for a supportive and inclusive school culture | |
| 3.2 (A) Program completers understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. | Program completers do not yet understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. | Program completers adequately understand and demonstrate the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. | Program completers excel in their understanding and demonstration of the capacity to evaluate, cultivate, and advocate for equitable access to educational resources, technologies, and opportunities that support the educational success and well-being of each student. | |
| 4.1 (A) Program completers understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. | Program completers do not yet understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. | Program completers adequately understand and can demonstrate the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. | Program completers excel in their understanding and demonstration of the capacity to evaluate, develop, and implement high-quality, technology-rich curricula programs and other supports for academic and non-academic student programs. | |
| P4.4 (A) Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. | Program completers do not yet understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. | Program completers adequately understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. | Program completers excel in their understanding and demonstration of the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. | |
| 5.1 (A) Program completers understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. | Program completers do not yet understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. | Program completers adequately understand and demonstrate the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. | Program completers excel in their understanding and demonstration of the capacity to collaboratively engage diverse families in strengthening student learning in and out of school. | |
| 6.1 (A) Program completers understand and demonstrate the capacity to evaluate, develop and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission of the school | Program completers do not yet understand and demonstrate the capacity to evaluate, develop and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission of the school | Program completers adequately understand and demonstrate the capacity to evaluate, develop and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission of the school | Program completers excel in their understanding and demonstration of the capacity to evaluate, develop and implement management, communication, technology, school-level governance, and operation systems that support each student’s learning needs and promote the mission of the school |
