Portrait of a Graduate Rubrics - Pike County Schools

Portrait of a Graduate Competency Rubrics

Think Critically

Information & Discovery

Performance Area

Critical Thinking: Information & Discovery

Indicator

CT1: I provide a thorough description of the concept, theme or problem.
CT 2: I explain why the concept, theme, or problem are relevant or necessary.
CT 3: I ask thought-provoking questions (why, what if, how, etc.) and/or organize information that builds a knowledge base for the concept, theme, or problem.
CT 4: I can conduct independent extended research using multiple, credible sources. )

Interpretation & Analysis

Performance Area

Critical Thinking: Interpretation and Analysis

Indicator

CT 5: I independently locate and use information from multiple sources to build background knowledge.
CT 6: I can identify multiple sources with differing points of view and infer why the sources have those viewpoints.
CT 7: I can clearly explain different points of view, the “why” behind the point of view, and why it challenges my point of view.
CT 8: I can identify all relevant information, and can recognize when irrelevant (i.e., unrelated; unimportant) evidence is introduced.
CT 9: I use relevant information and reasoning to solve a problem.

Reasoning

Performance Area

Critical Thinking: Reasoning

Indicator

CT 10: I explain assumptions (what I believe, but have not proven) about the about the concept, theme, or problem; I justify assumptions with documented evidence.
CT 11: I communicate inferences from the inquiry/research experience that connect to prior learning.

Problem Solving & Solution Finding

Performance Area

Critical Thinking: Problem Solving and Solution Finding

Indicator

CT 12: I can transfer my ideas to another problem or circumstance.
CT 13: When using systems thinking in problem solving, I can define if the system is in equilibrium or is changing. I can explain how the system interacts with another system.
CT 14: I reflect and refine my ideas and follow through by implementing the improvement.

Constructing Arguments

Performance Area

Critical Thinking: Constructing Arguments

Indicator

CT 15: I state my claim about the inquiry question in an articulate and convincing way.
CT 16: I select evidence that supports my claim and points out strengths and limitations of the claim in a manner that anticipates possible biases.
CT 17: I distinguish the knowledgeable claim from alternate or opposing claims.
CT 18: I establish and maintain a formal style and an objective tone.
CT 19: I establish the significance of alternate or opposing claims.
CT 20: I organize reasons and evidence in a well-organized, logically sequenced order, that avoids a formulaic style.

Self-Regulation & Reflection

Performance Area

Critical Thinking: Self-Regulation & Reflection

Indicator

CT 21: I monitor my progress/process, adjusting and using resources as necessary, or I reflect and report on ways to improve.

Solve Creatively

Idea Generation

Performance Area

Creativity: Idea Generation

Indicator

CR1: I participate in a brainstorming process that generates a high volume of ideas.
CR 2: I approach idea generation by examining ideas in unexpected ways, generating options that are unusual and novel, asking questions that lead to more questions, OR evaluating, “Is my idea really new?”

Idea Design & Refinement

Performance Area

Creativity: Idea Design & Refinement

Indicator

CR 3: I effectively use organizational techniques (categorization, prioritization, and classification, etc.) to evaluate ideas.
CR 4: I use the results of organization to select an idea and provide a clear reason for the decision.
CR 5: I review feedback, translate feedback into logical “next steps,” and make revisions that improve the quality of the idea.

Openness & Courage to Explore

Performance Area

Creativity: Openness and Courage to Explore

Indicator

CR 6: I am curious, flexible, and open to uncertainty in exploring ideas.
CR 7: I can communicate a clear vision of the end product or performance.
CR 8: I persevere until I succeed.
CR 9: I overcome a failure by showing resilience. I can use failure to learn and move forward.
CR 10: I take calculated risks, and articulate the risk/reward of my decision.

Work Creatively with Others

Performance Area

Creativity: Work Creatively with Others

Indicator

CR 11: I initiate collaboration as an “idea leader.”
CR 12: I communicate my ideas and provide feedback to others to improve the process/product.
CR 13: I connect ideas and build upon others’ ideas to generate new and unique insights.

Creative Production & Innovation

Performance Area

Creativity: Creative Production & Innovation

Indicator

CR 14: I use ideas to create a unique, original, or imaginative product or performance that is directly related to the concept, theme, or problem.
CR 15: I can explain the process I used to create my product/performance.
CR 16: My product influences an audience beyond school.

Self-Regulation & Reflection

Performance Area

Creativity: Self-Regulation & Reflection

Indicator

CR 17: I analyze and reflect upon my own creativity and innovation.

Collaborate Effectively

Leadership & Initiative

Performance Area

Collaboration: Leadership & Initiative

Indicator

COL 1: I provide leadership by helping others in the group understand the goal and importance of the group’s work.
COL 2: I lead and help organize the work, check on progress, or provide focus and direction for the task, project, or challenge.
COL 3: I share leadership. I know when to lead and when to follow.

Cooperation

Performance Area

Collaboration: Cooperation

Indicator

COL 4: I work to address challenges in the group through discussion and consensus-building activities.

Flexibility

Performance Area

Collaboration: Flexibility

Indicator

COL 5: I can compare and contrast diverse ideas and opinions shared by group members.
COL 6: I challenge ideas and processes by presenting alternatives.
COL 7: I consistently show a willingness to support the best idea based on the information exchanged.

Responsibility & Productivity

Performance Area

Collaboration: Responsibility & Productivity

Indicator

COL 8: I show enthusiasm about the group’s work, and motivate the group.
COL 9: I know when to help and when to allow others to solve their own problem.
COL 10: I am well-prepared for group work; I complete all individual action items on time.
COL 11: My product exceeds the requirements.
COL 12: I make sufficient corrections and adjustments to the progress when needed, and provide suggestions that can assist others in their work.

Using Digital Media

Performance Area

Collaboration: Using Digital Media

Indicator

COL 13: I show awareness of the range of current technological tools available and how they can be used for collaboration. (ISTE ad, 4b, 3c, 6a, 7a) (11-12SL2)
COL 14: I use technology selected to complete tasks and co-create digitally, increasing the group’s productivity. I confidently collaborate using technological tools. (ISTE 2b) (11-12SL2) (8W.6)

Constructive Feedback

Performance Area

Collaboration: Constructive Feedback

Indicator

COL 15: I consistently provide constructive feedback to my group. (8SL1.c) (11-12SL1.b)(ISTE 1c, 2b, 7b)
COL 16: I use constructive feedback to improve my work and the work of the group.

Self-Reflection & Group Evaluation

Performance Area

Collaboration: Self-Reflection & Group Evaluation

Indicator

COL 17: I provide leadership by helping others in the group understand the goal and importance of the group’s work.
COL 18: I provide leadership by helping others in the group understand the goal and importance of the group’s work.

Communicate Clearly

Engaging in Conversations & Discussions

Performance Area

Communication: Engaging in Conversations & Discussions

Indicator

COM 1: I utilize effective interpersonal skills (listening, questioning, body-language, feedback) during conversations to build and maintain positive working relationships with collaborators.
COM 2: I ask questions or make statements to enhance the collective understanding of the concept, theme, or problem, and help the collaborators think more deeply about the discussion topic.
COM 3: I participate in the discussion using diplomacy, without becoming argumentative or defensive.
COM 4: I deliver feedback in a respectful manner.
COM 5: I am consistently positive during collaboration. I value others’ opinions and ideas.

Using Digital Communication Tools

Performance Area

Communication: Using Digital Communication Tools

Indicator

COM 6: I consistently develop a clear and concise message when communicating digitally.
COM 7: I consistently communicate effectively using digital tools that are appropriate to task, audience, and purpose. My communication exhibits a level of professionalism and formality.

Effective Listening

Performance Area

Communication: Effective Listening

Indicator

COM 8: Through actively listening, I make logical inferences and draw conclusions that show my understanding.
COM 9: I listen actively by providing verbal or nonverbal feedback to indicate that the message was received and to show understanding.
COM 10: I follow guidelines for effective listening (e.g., listens to others with care, speaks one at a time, and “shares the air”).

Communicating in Diverse Environments

Performance Area

Communication: Communicating in Diverse Environments

Indicator

COM 11: I show respect for diverse perspectives (e.g., genders, races, cultures, religion, backgrounds).

Delivering Oral Presentations

Performance Area

Communication: Delivering Oral Presentations

Indicator

COM 12: I accurately and confidently answer questions from the audience due to my preparation.
COM 13: I communicate in a focused, clear manner with an appropriate amount of evidence.
COM 14: I use most of the verbal/nonverbal techniques that are appropriate for task, audience, and purpose. Eye Contact; Posture; Speak Clearly; Volume; Rate of Speech; Intonation; Hand Gestures; Visual Aids (utilize the slides/visual aid, not read the slides/visual aids); Appropriate vocabulary for the topic/subject.
COM 15: I incorporate digital media and/or visual aids to enhance audience understanding and add interest.

Self-Regulation & Reflection

Performance Area

Communication: Self-Regulation & Reflection

Indicator

COM 16: I consistently reflect on the success of my communication. (ISTE 3c)

Act Responsibly

Impulse Control

Performance Area

Impulse Control
Working Memory

Indicator

IC 1: I am thoughtful and considerate of others (feelings, person, belongings, and space).
IC 2: I think before acting.
IC 3: I think before speaking.
IC 4: I resist the urge to say or do something that I know is wrong.
IC 5: I do not touch anyone or anything that does not belong to me.
IC 6: I stay within my own personal space.
IC 7: I know when to listen and when to speak.
IC 8: I own my choices and behaviors.
WM 1: I use “remembering” strategies to help me recall information.

Task Initiation

Performance Area

Critical Thinking: Information & Discovery CT 1
Critical Thinking: Problem Solving & Solution Finding CT 12
Communication: Effective Listening COM 9
Communication: Delivering Oral Presentations COM 12
Collaboration: Leadership & Initiative COL 2
Collaboration: Leadership & Initiative COL 3
Task Initiation (7-10)
Emotional Control (11-13)

Indicator

CT 1: I clearly define the concept, theme or problem.
CT 12: I explain ideas about how to best understand/solve the concept, theme, or problem. I describe why my ideas make sense and how my ideas can be put into action.
COM 9: I listen actively by providing verbal or nonverbal feedback to indicate that the message was received and to show understanding.
COM 12: I have adequately prepared and rehearsed for the presentation. I feel ready for my presentation.
COL 2: I play an active role in creating the group’s goals and deadlines/timelines.
COL 3:I fulfill my role and my responsibilities.
TI 1: I am a self-starter. I begin a task without prompting.
TI 2: When directed, I stop a previous task and begin a new task.
TI 3: I recognize that something needs to be done.
TI 4: If I’m stuck, I ask for help.
EC 1: I recognize when I’m starting to lose control of my emotions.
EC 2: When I experience difficulty, I know how to “get back on track” and move forward.
EC 3: I maintain emotional control when others act inappropriately.

Sustained Attention

Performance Area

Sustained Attention

Indicator

SA 1: I maintain focus by ignoring distractions (internal or external).
SA 2: I maintain focus until there is an appropriate break time.

Organization

Performance Area

Organization

Indicator

ORG 1: I can keep track of my own things.
ORG 2: I have an effective system to organize and access my things.
ORG 3: I respect shared spaces and follow rules for my personal belongings.
ORG 4: I know what to keep and what to throw away.

Planning & Prioritization

Performance Area

Creativity: Openness and Courage to Explore
Planning & Prioritization

Indicator

CR 7: I can communicate a clear vision of the end product or performance.
PL 1: I create a plan to complete a task and follow through.
PL 2: I choose the best idea and go with it.
PL 3: I come to class prepared (materials, homework, additional supplies, etc.).
PL 4: I come to class on time.
PL 5: I identify a starting place for my assignments/projects.
PL 6: I use a calendar/agenda to help prioritize and plan activities and studying.

Time Management

Performance Area

Time Management

Indicator

TM 1: I create a plan to complete a task and follow through.
TM 2: I estimate the correct amount of time it takes to complete a task.
TM 3: I break long assignments into chunks.
TM 4: I schedule adequate time to prepare for future tests & assessments.
TM 5: I know my extracurricular life / schedule and plan ahead of time to study or complete work.
TM 6: I prepare for the unexpected and don’t procrastinate.
TM 7: I use appropriate amounts of time to complete assignments and do my best work.

Goal-Directed Persistence

Performance Area

Goal-Directed Persistence

Indicator

GDP 1: I independently maintain focus while working to complete a task.
GDP 2: I create a checklist to complete a goal.
GDP 3: I persist and get a “job” done well. It is my best work.
GDP 4: I show grit, perseverance, and work ethic while working toward a goal.
GDP 5: I complete a goal on time.

Flexibility

Performance Area(s)

Communication: Engaging in Conversations & Discussions
Collaboration: Flexibility
Creativity: Openness and Courage to Explore
Flexibility

Indicator

COM 1: I utilize effective interpersonal skills (listening, questioning, body-language, feedback) during conversations to build and maintain positive working relationships with collaborators.
COL 5: I can listen to and consider ideas and opinions expressed by group members that are different from my own.
COL 6: I challenge ideas and processes, not people.
COL 7: I identify points of agreement and disagreement; I can look at ideas from multiple perspectives.
CR 6: I am comfortable with uncertainty in exploring ideas.
FLX 1: I am able to overcome setbacks and disappointments.
FLX 2: I accept changes in schedules and plans.
FLX 3: I accept constructive feedback from others.

Metacognition & Self-Monitoring

Performance Area

Metacognition & Self-Monitoring

Indicator

MSM 1: I review expectations and directions for the assignment before beginning work.
MSM 2: I review expectations for the assignment and / or correct any mistakes before turning in my work.
MSM 3: I engage in a revision or redesign process.
MSM 4: I ask for help when needed.
MSM 5: I ask clarifying questions when I’m confused.
MSM 6: I pace myself to complete my work.
MSM 7: I reflect on my performance — what I did well, what I could have done better, and what I will do next time to improve.
MSM 8: I am aware of my own thoughts, feelings, intentions, and actions.
MSM 9: I know what I do and say affects others.
MSM 10: I recognize that my choices affect myself and others. I avoid bad choices and act accordingly.
MSM 11: I am able to admit that I don’t know something.
MSM 12: When exposed to new information, I consider prior knowledge and experiences.

Portrait of a Graduate Competency Rubrics

Think Critically

Solve Creatively

Collaborate Effectively

Communicate Clearly

Act Responsibly

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