| Course Code | Class Code | Assignment Title | Total Points |
| EDU-537 | EDU-537-O501 | Benchmark - Professional Development In-Service Proposal | 300.0 |
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned |
| Criteria | 100.0% |
| Roles and Responsibilities InTASC: 9(o), 10(f), 10(g), 10(i), 10(k), 10(s), 10(t)] COE: 3.1 | 30.0% | Not addressed. | Roles and responsibilities for the curriculum leader or coach are weakly addressed. Deliverables are inappropriate and do not address all categories: professional development, training, collaboration, and motivation. | Roles and responsibilities for the curriculum leader or coach are mostly defined. Deliverables based on the professional development, training, collaboration, and motivation are included, may not closely fit with the defined roles and responsibilities. | Defined roles and responsibilities for the curriculum leader or coach are clear and appropriate. Deliverables related to the professional development, training, collaboration, and motivation are clear and appropriate for the audience and task. | Defined roles and responsibilities for the curriculum leader or coach reflect the needs of the school and synthesized content from this course. Deliverables related to the professional development, training, collaboration, and motivation are clear and meaningful for the audience and task. |
| Goals | 25.0% | Not addressed. | School-wide goals do not address all required areas: professional development, training, collaboration, and motivation or address all areas ineffectively. The goals measurable outcomes are highly questionable. | School-wide goals mostly address professional development, training, collaboration, and motivation, but need further revision to be clear and feasible. The goals have some measurable outcomes. | Relevant, practical school-wide goals for professional development, training, collaboration, and motivation are clear and appropriate. Within the scope of the school, the goals are measurable. | Achievable, purposeful school-wide goals for professional development, training, collaboration, and motivation are clear and representative of the needs of all parties involved. Within the scope of the school and district, the goals are meaningful and measurable. |
| Tools ISTE-T: 2b InTASC: 6(i), 8(a), 8(g), 8(o), 9(e), 9(f), 9(k), 10(g) COE: 3.4 | 25.0% | Not addressed. | Anticipated tools and resources, including technologies, might assist the curriculum leader or coach and teachers in achieving coaching goals, but seem unnecessary in the process or a waste of resources. The tools may also be inappropriate for the tasks. The explanation of how these tools will be used seems illogical and superficial. | Anticipated tools and resources, including technologies, might assist the curriculum leader or coach and teachers in achieving coaching goals, but seem unnecessary in the process. The explanation of how these tools will be used seems far-fetched or lacking sound reason. | Anticipated tools and resources, including technologies, which will assist the curriculum leader or coach and teachers in achieving coaching goals are relevant and appropriate. The explanation of how these tools will be used is clear and logical. | Anticipated tools and resources, including technologies, which will assist the curriculum leader or coach and teachers in achieving coaching goals are efficient and demonstrate and effort to lead by example. The explanation of how these tools will be used is purposeful and meaningful. |
| Paper Format | 10.0% | Not addressed. | Appropriate section titles are used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Appropriate section titles are used, and formatting is correct; some minor errors may be present. | Appropriate template is fully used; there are virtually no errors in formatting style. | All format elements are correct. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed. | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Writer is clearly in command of standard, written, academic English. |
| Total Weightage | 100% |