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Developing a foundation of trust using a shared leadership model. 

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Developing a foundation of trust using a shared leadership model. 

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1. Assessing the team’s knowledge and skills

2. Sharing your expertise and skills/areas you are working on.

3. Acknowledging team members’ competence

4. Recognizing the team’s progress

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Facilitating open discussion and reflection

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Facilitating open discussion and reflection

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1. Providing structure and routine for team meetings

2. Asking open-ended, probing questions

3. Guiding the team through self-reflection

4. Using active listening techniques

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1. Leading the team in work to identify relevant problems

2. Teaching the team to use a structured problem-solving method

3. Encouraging all team members to play a role in problem-solving

4. Sharing resources that help the team solve problems

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Modeling knowledge and skill acquisition

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Modeling knowledge and skill acquisition

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1. Modeling openness to critical feedback

2. Modeling on-going improvement of skills

3. Modeling practices for finding and retrieving relevant information

4. Modeling self-evaluation practices

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1. Contextualizing goal-setting efforts within larger scopes of on-going work

2. Guiding team discussions leading to the development of concrete, measurable goals

3. Guiding team discussions leading to the development of targets or benchmarks

4. Helping the team establish action plans, including timelines

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1. Guiding the team in discussions of goal attainment

2. Providing support for goal-related time management

3. Providing support for goal-related resource management

4. Guiding the team’s use of data for continuous progress monitoring

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1. Reflecting on the effectiveness of team meetings

2. Planning action steps directed at improving team meetings

3. Reflecting on coaching strengths and weaknesses

4. Planning strategies for improving coaching practices

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multiple levels of performance scales used that focus on one criterion at a time; can think of it as operating on the "competency" level Analytic rubrics (also known as developmental rubrics) provide a list of all assignment criteria with detailed descriptions based on performance level of the criteria. The rater evaluates each criteria and sums up the points for all criteria when assigning an overall grade.

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one performance scale that applies all criteria at the same time; can think of it as operating on the "domain" level A holistic rubric consists of a single scale with all criteria to be included in the evaluation being considered together (e.g., clarity, organization, and mechanics). With a holistic rubric, the rater assigns a single score (e.g., on a 1 to 4-point scale) based on an overall judgment of the criteria.

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a list of criteria with two levels to indicate its presence or absence; can think of it as operating on the "criteria" level Checklists are a distinct type of rubric – where there are only two performance levels possible.  Checklists tend to be longer than other types of rubrics since each aspect of performance essentially becomes its own criterion. When you are using a checklist, every decision is binary (yes/no, present/absent, pass/fail, etc.).

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I like this rubric. It allows you to see specific criteria for the mastery of each skill.

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I like this rubric. It allows you to see specific criteria for the mastery of each skill.

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Allows for detailed information to be obtained over a variety of conditions and degrees of assessment

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Allows for detailed information to be obtained over a variety of conditions and degrees of assessment

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The analytic style rubric will allow the users to be able to better identify areas of promise and areas of growth easier. I agree with the first person it will allow them to celebrate and see the changes more than just a Yes or no.

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I like this style the best because I feel that it shows that even if you are "emerging", you know what skills are needed for improvement and mastery. You could also add an evidence section (if relevant).