Evaluation Rubric

You will be given feedback on how you are doing throughout your week. In addition to check-ins with your Field Instructor each day, and with your Personal Mentor each evening you will receive a final evaluation at the end of your week of Outdoor School. Your evaluations are tools to help you recognize your strengths and keep up on anything in which you need to improve. It is a private document between you, the staff and your high school. What it says and what you do with it is your choice. It is a great tool for self-improvement.

Below are skills you may be evaluated on. You will not be asked to work on (or evaluated on) all of these skills in one week! Your Field Instructor and Personal Mentor will give you a few skills to concentrate on at a time.

Leadership

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
leading activities	relies on others to lead activities most of the time	takes advantage of opportunities to practice leading activities safely	confidently leads structured activities with appropriate timing, safety, and inclusion
role- modeling	needs reminders to wear appropriate clothing / needs support to follow rules in front of students	role models appropriate clothing and behavior for students	encourages appropriate clothing and behavior in students at all times
leading cabin	is seen by students as a cabin-mate rather than a leader of the cabin	is developing comfort with taking charge in the cabin	is recognized as a leader in the cabin / directions are readily followed by students
student focus	is often focused on peer interactions over student needs	sometimes distracts / is distracted by peers during transition times	remains focused on keeping students appropriately engaged when peers are present
atmosphere / inclusion	encourages antagonism between students or peers	makes cabin atmosphere warm and inviting	fosters inclusion of student language / heritage / abilities / identities within cabin community
large-group activities	distracts from / hesitant to participate in large group activities	assists peers leading large group activities through positive participation and background support	takes initiative to keep large / site-wide groups engaged with appropriate activities
role- modeling	subverts staff directions / inspires peers to subvert staff	role models conduct expectations among peers	reinforces expectations by example and through positive gentle reminders
voice / dominance	relies on input primarily from experienced peers / frequent need to make own voice heard	recognizes the value of experience / voices from a variety of sources	balances own dominance with allowing space for the voices / leadership of others
collaboration / mentorship	needs support to balance leadership of an activity with peers	collaborates with peers to share facilitation of activities	empowers others to lead through preparation / stepping back / background support
meetings	is visibly bored or off-task during meetings / trainings	participates positively during meetings and trainings / takes notes / listens with intention to learn	offers measured experience and support to / learns from peers during meetings / trainings
schedule	needs support to remember schedule / often late or early	aware of overall schedule / works with urgency to accomplish timeliness	offers tools / motivates students to accomplish tasks in a timely fashion
breaks / energy levels	needs support to use break times responsibly / burns out / loses energy before the end of the week	takes advantage of break times appropriately for rest / personal needs	collaborates with peers / staff to manage differences in energy levels / abilities throughout the week
embracing role	complains about / unwilling to participate in some aspects of Student Leader role	willingly participates in / accomplishes all aspects of Student Leader role	participates in role with enthusiasm / inspires enthusiasm in others
setting goals	needs support to set realistic goals / does not set goals / does not complete goals or tasks	works toward accomplishing own goals or goals set by staff / completes tasks appropriately	consistently follows through on goals and tasks / takes advantage of organizational tools provided by staff
personal biases	unaware of / perpetuates biases / stereotypes	recognizes own bias / aware of how own assumptions may inform interactions with others	reflects on personal biases / practices being mindful of the effect of bias in decisions

Communication

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
student needs	is unaware of student needs / does not effectively communicate student needs with staff / cabin partners	communicates with staff / cabin partners about the needs of students in their cabin	communicates clearly and frequently with staff / cabin partners about the needs of students in their cabin
cabin happenings	is dishonest / fails to communicate effectively what is happening with the cabin	divulges complete information about the state of the cabin when asked	is open and honest in communicating with staff / cabin partners / offers information without prompting
asks for help	does not ask staff to help with problems in the cabin	seeks staff assistance for problems-in-progress	asks for help from staff as problems begin to arise
feedback	ignores feedback or reacts negatively	acknowledges written or verbal feedback maturely	accepts written or verbal feedback maturely and works toward applying it / successfully applies it
mistakes	makes excuses for or denies mistakes	takes responsibility for mistakes	uses past mistakes to inform future goal setting
voice tone	uses negative language or a negative voice / tone	uses neutral / generic / mixed language with a positive voice / tone	uses positive voice / tone / phrasing / inclusive language
appropriate	uses inappropriate language at times / discusses inappropriate topics	engages in conversation with vocabulary / subjects far above or below students’ academic or social level	uses appropriate language & topics when speaking with students
non-verbal	relies solely on verbal communication	incorporates some non-verbal cues into interactions with students	often uses non-verbal communication effectively
volume / projection	does not project voice enough to be heard / can be heard over others during announcements	does not distract when others are leading / is practicing voice projection	uses appropriate volume / projection for group size and activity
interventions / consequences	gives all students identical consequences regardless of individual needs / differences	considers equity and individual student needs to inform decisions	maintains positive rapport / sense of fairness throughout direct interventions
individual check-ins	checks in with individual students when problems arise	checks in with students individually regularly throughout the week	checks in with each student daily, and more often as needed
approachable	is found by students to be intimidating / unapproachable	is welcoming in response to being approached by students	is approachable to students in responses / expression / physical position
inclusion / diversity	indifferent to / unaware of diverse ways of living / being	displays empathy in conversations with students	incorporates considerations that are inclusive of diverse ways of living / being
group conversations	speaks mostly about self in conversations with students	conducts the direction and flow of conversations with students	facilitates / allows students to carry conversation
conflicts / restorative circles	encourages aggressive behavior / sets others up as antagonists / ignores conflict	works through group conflicts within the cabin community as they arise	builds intentional community by regularly facilitating restorative circles

Problem Solving

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
program goals / site rules	undermines staff expectations / rules / program goals	follows all site rules / role models respectful participation in all activities	effectively communicates program goals in partnership with staff
expectation setting	does not set expectations	sets some expectations before each activity	sets expectations / clear boundaries / norms / logical consequences before each activity / re-sets as necessary
enforceable statements	presents unrealistic / punitive consequences	is developing skill with using enforceable statements	uses enforceable statements regularly
attention / engagement	struggles to engage students / keep their attention	effectively uses attention-getters to refocus students as needed	consistently keeps students engaged during cabin / transition times
behavior management	is still learning to implement behavior management strategies	uses group behavior management strategies to prevent problems	uses individualized behavior management strategies to prevent problems
last-minute changes	resists changes / reacts negatively to changes	is flexible with last-minute changes	adjusts community norms to accommodate last-minute changes
basic needs checks	ignores / is unaware of students’ basic needs	assesses if students’ basic needs are being met	leads with compassion / empathy when investigating the root of a problem / conflict
emerging conflicts	is unaware of potential conflicts until they occur	is aware of / attentive to potential emerging conflicts between students	adjusts activities / accommodates group or individual needs to prevent potential emerging conflicts
redirection	slow to redirect or does not redirect off-task students	promptly redirects students who are not following expectations	effectively redirects students as necessary
student-to-student communication	allows inappropriate student-to-student communication to happen	stops inappropriate student-to-student communication	steers student-to-student communication toward appropriate topics
managing situations	avoids acknowledging or dealing with problems	willing to work through problem situations	takes confident control of problem situations
demeanor	uses physical touch to redirect student / shows visible frustration or anger	redirects students verbally and works to keep their frustration hidden	communicates with control and kindness / calm demeanor
offering choices	engages in power struggles / problems result in an impasse	offers appropriate choices / consequences for conflicts or behavior	discusses appropriate consequences with kindness and compassion
strategies	forgets / does not use strategies learned in meetings / trainings	seeks staff expertise when dealing with challenging situations	uses strategies learned in meetings / trainings to work through problems
communication about problems	moves on after problem situations without reflection / discussion	discusses / debriefs problem situations after they occur	communicates effectively during problem situations

Instruction

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
grasp of info	avoids certain activities / has directional difficulties on hike / relies on staff for basic information	willing to learn new curriculum / can teach most activities independently by the end of the week	has a solid understanding of the material / confidently answers most student questions correctly
flow / structure / pacing / level	tends to lecture / move too quickly through concepts / finishes early	teaches at a level academically / socially appropriate for 6th graders	uses varied academic engagement strategies for eliciting responses throughout each lesson
application / context	teaches each station or activity as a self-contained lesson	makes connections between activities within the field study curriculum	connects to concepts from other field studies
personalization	is working on developing comfort with the material / boredom or struggle apparent	genuine enjoyment of teaching the material is apparent to students	builds upon existing curriculum / procedures with own knowledge / ideas
model teaching / learning process	disengages when paired with others to teach	takes advantage of opportunities to learn from peers / team teaches	effectively model teaches for / team teaches with less-experienced peers
cue cards	does not use / ineffectively uses cue cards	uses curriculum materials effectively for background information and questions	uses cue cards as a prompt to effectively guide complete lessons
field study notebooks	does not use field study notebooks with students	uses field study notebooks effectively at specific stations / activities	guides students through the use of their field study notebooks throughout the day
specimens / equipment	does not allow students to use equipment / mishandles or breaks equipment	allows students to handle equipment appropriate to their ability / self-control	incorporates equipment and specimen care / safety / equitable use into lessons
down time	fills down-time inappropriately / does not fill down-time	fills down-time with appropriate instruction or field study activities	uses down-time constructively to extend previous lessons
transitions	does not maintain student focus during transition times	keep students focused during transition times / gives students choices	uses predictable transition strategies to maintain consistency for students
student interest directed	does not allow deviations from a rigid lesson plan	encourages discovery, takes advantage of teachable moments	allows students’ enthusiasm / interest to direct instruction, relates difficult concepts to students’ experience
questioning techniques	relies on direct questions with specific correct answers	uses a mix of open-ended and leading questions to achieve positive participation	uses sequential questions to break down complex concepts, engages students beyond fact recall
responses to incorrect answers	responds negatively to incorrect answers / students feel unintelligent when wrong	checks for comprehension, offers kind / positive responses to incorrect answers	draws out quieter students, checks for comprehension in all students with care
review / higher level thinking	does not review information, tends to lecture	reviews during lag times / asks students to define, describe, identify, list, observe, scan	promotes rigorous academic talk / asks students to analyze, group, compare, contrast, infer, sequence, synthesize
physical level	unaware of positioning, frequently talks down to students or turns back to students	aware of positioning, frequently positioned as apart from or lecturing students	positions group in a way that facilitates sharing, is typically at student level

Personal Management

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
goal setting / follow through	sets goals unrelated to field study, unsuccessful at meeting self-set goals or goals set by staff	sets specific, measurable, attainable, realistic, and timely goals (SMART)	able to consistently meet goals set by staff or self
feedback / asking for help	unreceptive to staff feedback or reacts negatively	is maturely receptive to written or verbal feedback	accepts written or verbal feedback maturely and consistently applies it in a timely manner
flexibility	unadaptable to changes in scheduling or negatively receptive	responds positively to last-minute changes	adapts lessons to accommodate last-minute changes
self-advocacy	unable to maintain energy, misses field study because of burnout	effectively utilizes breaks to rest / take care of personal needs / communicates personal needs to staff	works with staff and peers to mitigate differences in energy levels and abilities throughout the week
effort / requesting challenges	unmotivated to improve or learn field study information	motivated to improve field study knowledge	successfully leads challenging groups / asks for help as needed
timing	wastes field study time / is frequently late or early	usually on time, most activities are appropriately paced	appropriately paces field study activities, is consistently back on time, links activities together
equipment	breaks / mishandles / misplaces equipment	handles equipment appropriately with correct procedures	leaves equipment and learning spaces in good condition / organized, alerts staff about equipment issues
use of space	unsure of locations of learning spaces / unaware of other groups or next steps	keeps distance from other groups to mitigate distractions	demonstrates big-picture awareness / willing to alter plans if spaces are occupied
safety	makes choices that put group more at risk / loses track of students / unaware of how many students in group	keeps group together and safe most of the time / aware of environmental risks	consistently keeps group together and safe, staff are aware of safety concerns
preparation	models inappropriate dress / frequently unprepared for field study	comes to field study appropriately dressed and with necessary supplies most of the time	consistently well-prepared, present, and on time for field study
choices / consequences	offers unreasonable choices or no choices / does not hold students accountable	offers choices / holds students accountable	enforces consequences with appropriate tone and empathy
redirection	redirects off-task students inconsistently or not at all	practices redirection with prompting	uses positive redirection without prompting
boundaries / leadership role	joins in with inappropriate behavior of students / redirects with physical touch	understands and maintains appropriate boundaries	positions self as a leader, redirects inappropriate behavior and language
presence / mood	complains about role in front of students / consistently negative or disinterested tone	uses appropriate language and maintains a positive tone under typical circumstances	displays enthusiasm about role and maintains consistent positive tone and language
confidence / initiative	unwilling to participate / distracts students and peers in transitions and large-group instruction	engaged with students during transitions and large-group instruction, sometimes distracted by peers	supports peers in leading lag-time activities / participates actively in all parts of field study

Inclusion

	DEVELOPING You might start your week here - to improve, try the emerging skill	EMERGING What you should work on as you strive toward your goal	PROFICIENT Your goal - highly skilled Student Leaders can do these things
eliciting responses from all	does not require or encourage participation from students	encourages participation and responsiveness from students	consistently elicits responses from all students
different abilities / ways of learning	does not review material or check for comprehension	checks for comprehension throughout each lesson and reviews / adjusts as needed	differentiates instruction / directs questions of different levels to specific students
language / culture / ways of knowing	is unaware of diverse ways of knowing / shuts down culturally unfamiliar examples and language	listens to students’ unique perspectives, teaches primarily using those in own comfort zone	is responsive to diverse ways of expression / learning
basic needs / compassion	shows visible frustration with challenging students / lacks compassion for students’ situational needs	responds to challenges with patience / compassion / basic needs check, works to learn all students’ names	is sensitive to / effective with the needs of challenging students, knows all students’ names early
individualized redirection	uses similar redirection techniques for all students	recognizes students’ unique redirection needs and works to accommodate them	consistently uses individualized redirection techniques according to student needs
multiple ways to participate	limits student participation to one learning style	sometimes offers students options of ways to participate / fulfill prompts	consistently offers students multiple equivalent ways to participate / fulfill prompts
expectations / boundaries	does not set expectations / expectations are contradictory or not enforceable	sets expectations during most activities and transitions	uses enforceable statements / sets boundaries and expectations before each activity
inclusive / student-friendly	does not use models or analogies / uses analogies that are irrelevant or inaccessible to students	practices incorporating analogies and models into lessons	uses examples and analogies that are academically and culturally appropriate for their students
drawing in periphery	does not keep group together / on task	responds appropriately when a student physically or mentally wanders	consistently keeps group physically and academically engaged
student voice	speaks mostly about self / shows little interest in student voices	asks students questions / gives students time to speak	facilitates group conversation and encourages discussion between students
team meetings	is disengaged / off-task, or distracting during meetings	is attentive during meetings and participates with intent to learn	contributes to team meetings with advice or questions, actively listens to and learns from peers
identify / work with team / team unity	unwilling to work with some members of the team, makes comments about peers to others	identifies with the field study team, comfortable with most / willing to work with all peers	fosters team unity, draws in peers on the periphery, facilitates positive interactions
bias assessment	perpetuates biases and stereotypes / is unaware of own biases	aware of unconscious bias and how it may inform interactions with students, attempts redirection of harmful topics	reflects on personal biases and speaks out against forms of bias
affirming diversity	critical of diversity / sees expressed language or culture as an inconvenience	recognizes the value of diverse perspectives / lived experiences within a team / learning setting	develops respectful relationships that affirm diversity with students / peers
belief that all students can learn	believes some students do not have the capacity to learn part or all of the material	believes all students can learn	works with each student’s needs and learning styles to ensure learning

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