This essay focuses on mastering specific knowledge and skills. learners to discover and develop their talents. To challenge students, write a cluster
The complexity of the leadership talent goal and performance of understanding could just as appropriately target other cross-domain aptitudes such as creativity or insight and domain-specific humanities aptitudes such as resourcefulness or communication. Clustering several aptitudes in a goal provides more opportunities for learners to discover and develop their talents. To challenge students, write a cluster goal. Leadership Cluster Goal Demonstrate leadership, insight, and communication by influencing others to adopt and implement a plan for community redevelopment. Assessing the Leadership Aptitude The talent goal and corresponding performance.
focus on developing leadership in the context of mastering specific knowledge and skills. You can assess evidence of leadership using the developmental Talent Aptitude Learning Progressions (teacher and student versions) to compose rubrics (see Figure 4.13). The assessment process is described in detail in Chapter 7. In addition to the aptitude rubrics, you’ll develop your own formative assessments for evidence as to whether students have mastered the specific knowledge and skills in the content standard and learning objective.
Learning Progressions Leadership Emerging Progressing Advancing Teacher Rubric When provided with the goals, can follow a plan of action and work with others to achieve it. Sets goals and creates a plan of action to achieve them; influences others to participate in the plan. Casts a vision and develops a plan of action; motivates and organizes others to participate and bring the vision into reality. Student Rubric I can work with others to follow a plan of action to achieve a goal. I can set goals and work with others to achieve a plan of action. I have a vision for what I want to achieve and can persuade others to participate in my plan of action.
Firstly, be keen
Secondly, be creative