Criteria

Ineffective (0)

Adequate (1)

Above Average (2)

Exceptional (3)

Organization

Theoretical understanding

No evidence of organization or connection between the Whole Child Campaign and emerging knowledge from neurobiological science.

No framework or outline

No apparent sequence

Somewhat organized, but lacks cohesiveness and flow between the Whole Child Campaign and emerging knowledge from neurobiological science;

Reflects the presence of an outline and sequence for presenting new and convincing information

Well-organized with clearly-presented evidence of cohesiveness between the Whole Child Campaign and emerging knowledge from neurobiological science.
Reflects a coherent outline and sequence for presenting new and convincing information

Exceptionally well organized with clearly-presented evidence of cohesiveness between the Whole Child Campaign and emerging knowledge from neurobiological science.
Presentation reflects a coherent outline and sequence for presenting new and convincing information

 Quality & Creativity of Presentation

 Educational awareness

Group appears to have little educational awareness of the topic;  unprepared or lack communication among team members.

Poorly paced, uninspired or un-dimensional delivery of information.

Group appears to have some educational awareness of the topic;

 demonstrates basic preparation and communication among team members.

Attempts to create some interest in the topic by including visual as well as verbal information.

Creative use of hands-on materials are  interesting and provide  evidence that the team has strong educational awareness of the topic; 

Group creates interesting learning atmosphere in which audience is "hooked" and  engaged with creative, but also clear and concise delivery of information.

    Highly creative use of hands-on materials and research information provides strong evidence that the team has well-developed educational awareness of the topic; 
    Exceptional, interesting presentation promotes an  opportunity for audience to become involved in critically  thinking about the topic and its implication for their teaching and learning.

Engaged Learning Practices

 Teacher Leadership

Presentation fails to use more than one model or dimension of instruction.

Presentation addresses  least two different models or dimensions of instruction.

Uses several techniques that incorporate a variety of models or dimension of instruction thereby gearing presentation to several learning styles.

Clearly and innovatively gears presentation to a variety of learning styles by incorporating a variety of models or dimension of instruction.

Quality of information
 Presented

 Reflective practice

Erroneous, unclear, or irrelevant topic;

Unsupported information with little connection to the research/theory base

Somewhat relevant topic and information

Unclear or unsupported at times.

Topic selected is current, relevant information

Good, supportive resources

Clear presentation of information

Topic selected is current, relevant;  interesting information presented in understandable formats

Well researched with numerous sources cited

Group Effectiveness

Not cohesive/disjointed

Unequal distribution of work

All members participate but overall presentation is ineffective

Effective presentation

Good cooperative effort

Effective presentation

Evidence that all group members made significant contributions

Team Members:  ______________   _____________  _____________   Total Rubric Score:  _____ / 15