Benchmark Assignment - Professional Development Plan- Price is Firm!!!!!

1 Unsatisfactory 0.00%

2 Less than Satisfactory 74.00%

3 Satisfactory 79.00%

4 Good 87.00%

5 Excellent 100.00%

70.0 %Content

20.0 % Self-Reflection on Current Leadership Capabilities (Competency 1.2: Practice methods of self-reflection that contribute to the development of character required by effective leaders.)

Plan does not include a self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field.

Plan provides an incomplete or insufficient self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.

Plan provides an elemental self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Some subject knowledge is evident.

Plan provides a self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Detailed examples and evidence are included. Subject knowledge is competent.

Plan provides a thorough and fully developed self-reflection on current leadership capabilities, including what has been learned in the course and methods for developing and improving in order advance in the field. Plan offers detailed evidence that justifies conclusions about personal leadership development. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.

15.0 % Project Vision of Student as Leader in 3-5 Years

Plan does not project a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become.

Plan projects an incomplete or insufficient a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.

Plan projects an elemental vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Some subject knowledge is evident.

Plan projects a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Detailed examples and evidence are included. Subject knowledge is competent.

Plan projects a thorough and fully developed self-reflection on a vision of student as a leader in 3-5 years, including where student wants to be and what kind of leader student wants to become. Plan offers detailed evidence that justifies conclusions about this vision. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.

15.0 % Five-Eight Leadership Goals/Objectives as Specified in the Assignment

Plan does not develop five to eight leadership goals/objectives as specified in the assignment or explain how each goal/objective will help achieve the qualities of professional excellence and integrity.

Plan develops an incomplete or insufficient explanation of five to eight leadership goals/objectives as specified in the assignment. Plan does not include justification of how each goal/objective will help achieve the qualities of professional excellence and integrity. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.

Plan provides an elemental explanation of five to eight leadership goals/objectives as specified in the assignment, including justification of how each goal/objective will help achieve the qualities of professional excellence and integrity. Some subject knowledge is evident.

Plan provides an explanation of five to eight leadership goals/objectives as specified in the assignment, including justification of how each goal/objective will help achieve the qualities of professional excellence and integrity. Detailed examples and evidence are included. Subject knowledge is competent.

Plan provides a thorough and fully developed explanation of five to eight leadership goals/objectives as specified in the assignment, including justification of how each goal/objective will help achieve the qualities of professional excellence and integrity. Plan offers detailed evidence that justifies conclusions about these goals/objectives. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.

20.0 % Development and Evaluation of a Plan to Achieve Stated Goals/Objectives (Competency 1.1: Evaluate qualities of professional excellence and integrity that characterize inspiring and effective leadership.)

A plan is not developed to achieve stated goals/objectives or does not include researching professional development activities available to help achieve goals. Plan does not provide a method for evaluating, self-reflecting, and tracking development towards the goals.

An incomplete or insufficient plan to achieve stated goals/objectives is developed, including researching professional development activities available to help achieve goals. Plan does not provide a method for evaluating, self-reflecting, and tracking development towards the goals. Evidence to justify conclusions is vague or irrelevant. Subject knowledge is unclear or inconsistent.

An elemental plan to achieve stated goals/objectives is provided and includes researching professional development activities available to help achieve goals. Plan does provide a method for evaluating, self-reflecting, and tracking development towards the goals. Some subject knowledge is evident.

A plan to achieve stated goals/objectives is provided and includes researching professional development activities available to help achieve goals. Plan does provide a method for evaluating, self-reflecting, and tracking development towards the goals. Detailed examples and evidence are included. Subject knowledge is competent.

A thorough and fully developed plan to achieve stated goals/objectives is provided and includes researching professional development activities available to help achieve goals. Plan does provide a method for evaluating, self-reflecting, and tracking development towards the goals. Plan offers detailed evidence that justifies conclusions about the plan and its implementation. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.

20.0 %Organization and Effectiveness

7.0 % Thesis Development and Purpose

Paper lacks any discernible overall purpose or organizing claim.

Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.

Thesis and/or main claim are apparent and appropriate to purpose.

Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.

Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.

20.0 %Organization and Effectiveness

8.0 % Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses non-credible sources.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

20.0 %Organization and Effectiveness

5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use)

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.

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

Writer is clearly in command of standard, written, academic English.

10.0 %Format

5.0 % Paper Format (Use of appropriate style for the major and assignment)

Template is not used appropriately or documentation format is rarely followed correctly.

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

Appropriate template is used. Formatting is correct, although some minor errors may be present.

Appropriate template is fully used. There are virtually no errors in formatting style.

All format elements are correct.

5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

Sources are not documented.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

100 % Total Weightage