Field Study Rubric
Student Leaders are evaluated on their performance on field study at the end of each week in three areas: instruction, personal management, and teamwork. A 6-level rubric is used to determine scores, and improvement is expected when Student Leaders return in future sessions. Student Leaders are also evaluated on their performance in non-field-study related responsibilities, with a separate rubric.
Instruction
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6 - Inspires enthusiasm in stu- dents. Expands on lessons with own information. Pushes students to use high level thinking skills. Dynamic voice inflection. Connects between field studies. Innovative with dif- ficult activities.
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5 - Enthusiastic about curriculum. Clear / age appropriate information. Understands information and helps students draw conclusions. Checks for and ensures comprehen- sion in all students. Uses open-ended questioning techniques. Uses effective ques- tioning techniques. Consistently delivers appropriately paced lessons. Voice inflection is appropriate to lesson. Is able to make connections between activities. Effectively teaches difficult activities. Uses teachable moments. Model teaches. Needs minimal supervision.
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4 - Positive, clear instruction. Grasps field study concepts. Uses cue cards. Follows lesson plans. Reviews information. Uses field study notebooks. Uses equipment effectively. Asks questions. Is aware of pacing. Takes own group by end of week.
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3 - Tends to lecture. Teaches incorrect information. Ineffec- tively uses cue cards. Lacks review. Ineffectively uses equip- ment. Has directional difficulties on hike. Avoids teaching cer- tain activities. Consistently relies on staff for basic inform- ation.
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2 - Instruction unclear. Follows cue cards with difficulty. Does not use equipment. Difficulty taking own group. Can lead pieces of activity by end of week. Unable to lead hike without getting lost.
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1 - Unable to lead indepen- dently. Refuses to teach cer- tain activities.
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Personal Management
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6 - Sets goals and attains them. Sets goals without prompting. Soli- cits feedback. Takes initiative for tasks above and beyond. Redirects peer behavior. Initiates large group reviews during lag time. Redirects students without interrupting lesson. Expands on lessons with own techniques.
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5 - Sets and works toward goals. Applies feedback. Volunteers for tasks. Models behavior for peers. Al- ways on time. Reviews during lag time. Effectively redirects student behavior. Invests self in success of group.
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4 - Sets goals with prompting. Open to feedback. Per- forms tasks when asked. Follows directions. Appropri- ate behavior most of the time. On time most of the time. Uses field study time for instruction. Fills lag time with field study appropriate activities. Incorporates re- direction techniques. Involves self in all aspects of field study. Keeps group together and safe.
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3 - Follows through on tasks most of the time. Meets expectations when supervised. Sometimes off task. Needs frequent staff redi- rection. Follows some directions. Makes inappropriate comments to peers. Often late or early. Fills lag time inappropriately. Inability to keep students engaged. Uses negative redirection techniques or shows visible frustration. Doesn't attempt to redirect students. Inappropriate positioning while teaching.
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2 - Unreceptive to staff redirection. Lacks follow through on tasks. Does not follow directions consistently. Off task often. Often inappropriate. Openly tells students only being a Student Leader for credit. Joins in with inappropriate behavior of students. Plays on fears of students about the woods. Perpetually late. Wastes time. Doesn't attempt to fill lag time. Threatens inappropriate consequences for behavior. Inappropriate voice tone at times. Cannot teach appropriately even when supervised. Does not know students' names. Unaware of group safety.
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1 - Intentionally off topic when not supervised. Comes unprepared. Misses field study due to lack of pacing. Uses inappropriate consequen- ces / leaves students during hike. Uses physical touch to manage students when frustrated. Students come to staff about student leader behavior. Unwilling to try. Is afraid of role. Los- es self control.
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Teamwork
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6 - Volunteers to take challenging groups or students with special needs. Fosters team unity. Incorporates expectations seamlessly into lessons. Accepts challen- ges with enthusiasm. Friendly and cheer- ful in adverse conditions.
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5 - Fully inclusive regardless of personal characteristics. Works effectively to include all people. Sensitive to and effective with the needs of challenging stu- dents. Elicits responses from all students. Gives students options. Holds stu- dents accountable for behavior. Resets expectations as necessary. Compensates for changes in schedule. Accepts challenges. Friendly and cheerful in unpleasant conditions. Fixes equipment issues.
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4 - Involves assigned group in activities. Is comfortable with most people and willing to work with all. Develops rapport with students. Uses students' names. Always focused on students. Receptive to student input. Sets expectations. Identifies with field study team. Accepts changes in schedule. Friendly and cheerful under normal circumstances. Arrives to field study appropriately dressed. Keeps equipment together. Treats equipment appropriately.
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3 - Students like being in his or her group. Only calls on people who volunteer. Sometimes distracted by other student leaders. Unreceptive to student input. Sometimes sets expectations. Sometimes Complains. Will not allow students to handle equipment. Doesn't care for equipment. Consistently returns equipment dirty or disorganized.
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2 - Leaves some students out of activities. Unable to develop rapport with students. Plays a role in dividing group. Distracts other student leaders. Doesn't set expect- ations. Frequent conflicts with others. Makes inappropriate comments about team members to peers or students. Questions and challenges changes. Complains often. Breaks equipment as a result of mishandling.
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1 - Undermines staff authority. Sets up other Student Leaders as anta- gonists. Sets up staff as antagonist. Develops inappropriate rapport with students.
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