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iRubric: Project Two: Application of Leadership Practice for Respons rubric

iRubric: Project Two: Application of Leadership Practice for Respons rubric

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Project Two: Application of Leadership Practice for Respons 
Identifying Leadership Practice
Use evidence-based literature and research to support your claim or argument for the specific leadership practice for leading responsive change.
Rubric Code: LX3WB32
By robertbish
Ready to use
Public Rubric
Subject: Education  
Type: Writing  
Grade Levels: Graduate

Powered by iRubric Reflection Rubric
Reflections allow students the opportunity to think about their experiences and "get the learning out" of these experiences. Through reflection, students develop their understaning of assignements, connections to learning goals, explore problems and solutions encountered during their learning process, and connect their experiences to their learning goals. Reflections are an important part of the feedback loop between the student and their instructor.
  Beginning

30 pts

Progressing

40 pts

Proficient

60 pts

Exemplary

70 pts

Introduction

Brief overview of the organization, name the leader or leadership team, any important details, background, demographics are presented.
Beginning

The student identifies a basic introduction with little or no detail.
Progressing

The student occasionally makes reference details that introduce the subject leader in the interview.
Proficient

The student adequately makes reference to details that introduce the subject leader in the interview and outlines next steps in pushing their work forward.
Exemplary

The student thoroughly makes reference to details that introduce the subject leader in the interview, outlines next steps in pushing their work forward.
Description of Adaptive Challenge

Define the challenge or Responsive Change. Provide history, context.
Beginning

The student identifies a basic understanding of adaptive challenge/responsive change.
Progressing

The student occasionally makes reference to understanding of adaptive challenge/responsive change and provides some history and context.
Proficient

The student regularly refers to to understanding of adaptive challenge/responsive change and provides adequate history and context and outlines next steps in pushing their work forward.
Exemplary

The student regularly refers to their understanding of adaptive challenge/responsive change and provides a detailed and clear history and context, and outlines next steps in pushing their work forward.
Applying Adaptive Challenge

Connection to experiences related to adaptive challenge and/or responsive change or immunity to change.
Beginning

Student reflects on experiences, however connections the course content of adaptive challenge or immunity to change is absent.
Progressing

Student reflects on experiences and makes some connections to the course content as related to adaptive challenge or immunity to change.
Proficient

Reflections include analyzing the connections between specific experiences and the course content of adaptive challenge or immunity to change.
Exemplary

Reflections include analyzing the connections between specific experiences and the course content of adaptive challenge or immunity to change, and provides insight to behaviors/decisions based on their analysis (“Next time,…”).
Elements of Leadership Practice

The elements: leaders, followers, work focus, artifacts, proximal/distal goals, are placed into the context of the responsive leadership challenge presented.
Beginning

Elements of Leadership Practice are missing or lacking.
Progressing

There is some reference or usage of the elements of leadership practice in the context of the responsive change presented.
Proficient

There is regular reference to the elements of leadership practice and demonstration of understanding in the context of the responsive change presented.
Exemplary

There is regular reference to the elements of leadership practice and demonstration of deep understanding in the context of the responsive change presented, and outlines next steps in pushing their work forward.
APA Style, grammar and mechanics

appropriate use of language, vocabulary, and grammar
Beginning

Demonstrates a lack of control over language including vocabulary, and grammar. Reflection is not in an organized structure. Errors disrupt the flow of communication.
Progressing

Demonstrates inconsistent control of language including vocabulary, and grammar. Organization of the reflection's structure may or may not be evident. Errors detract from communication.
Proficient

Demonstrates control of language including vocabulary, and grammar within an organized structure. Errors do not interfere with communication.
Exemplary

Demonstrates control of language including vocabulary, and grammar within an organized structure. Few if any errors. Intention of thought is clearly communicated.






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