COLLABORATION RUBRIC Grades 11/12 Napa Valley Unified School District

Performance Area 1 Misunderstands the duties/roles of team members. Plays a passive role; tends to be an observer rather than initiator 2 Demonstrates limited understanding of scope of teams work. Periodically helps clarify responsibilities/roles among team members, but more commonly needs clarification. Fulfills roles/responsibilities with regular prompting and coaching. Works in isolation with a fixed, inflexible perspective. Cooperation and Flexibility Contributes to group challenges/confusion by withdrawing participation and/or setting negative tone in words/actions. Accepts responsibilities with hesitation. Unwilling to help others. Rarely well-prepared for group work; consistently submits work late. Performs work often not related or is unimportant to assignment; submits incomplete work that does not meet specifications for task. Focuses on work in isolation; frequently ignores/misunderstands goals the group and roles members play in producing quality collaborative work. Displays minimal awareness of diversity of ideas, opinions, and feelings of group members. Periodically helps resolve conflict or address challenges through discussion and consensus-building. 3 (Proficient) Demonstrates clear understanding of scope of teams work; Sufficiently describes the duties and/or roles of all team members. Helps clarify roles/responsibilities among team members. Fulfills roles/ responsibilities with little prompting or coaching. Displays sufficient awareness of diversity of ideas, opinions and feelings of group. Helps resolve conflict or address challenges within group through discussion and consensus-building. Accepts responsibilities with positive attitude. Assists others. Often well-prepared for group work; completes all individual items on time. Submits high-quality products; regularly meets specifications for assigned tasks Consistently and accurately monitors individual and team progress toward goals, corrects and adjusts when needed. 4 (In addition to Level 3, student) Shows impressive ability to understand/ perform each role on team; discerns/verbalizes which team member is appropriately matched to role. Provides leadership by clearly articulating teams goals, thoughtfully organizing/ dividing work, checking progress, or providing focus/direction for project. Consistently shows respect and empathy for ideas, opinions, values, and feelings of group members. Regularly enhances group productivity by making compromises, building consensus; sets positive tone in words and actions. Shows excitement about task; inspires and motivates group. Produces large quantities of high quality individual work; connects work to work of others to improve the overall groups work. Uses safe and ethical practices when communicating electronically. Regularly employs a wide range of project management strategies that enhance groups effectiveness (e.g., creates timelines; identifies or sets goals; prioritizes and allocates tasks; organizes resource-gathering; monitors progress; keeps group on task).

Leadership and Initiative

Shows willingness to accept responsibilities. Sometimes hesitant to help others. Sometimes well-prepared for group work; completes some individual items on time. Products may lack quality; periodically meets specifications for tasks. Shows evidence of monitoring individual/team progress towards goals; makes adjustments based on status of collaborative work.

Responsibility and Productivity

Shows lack of awareness of current tech tools available for collaboration; hesitant to use tools selected by team for tasks; uses selected tools in a way that decreases team productivity. Use of Tech Tools for Collaboration Hesitant to collaborate using tech tools; uses inappropriate tone when collaborating.

Shows minimal awareness of current tech tools available; agrees to use tools selected by team to complete tasks; generally uses tools appropriately/responsibly, sometimes does so in a manner that decreases team productivity. Begins to demonstrate comfort & confidence in collaborating using tech tools; sometimes uses effective communication strategies to exchange information and read, interpret, and respond to teams work; needs coaching how to do so using appropriate tone. Begins to show confidence offering feedback to team; feedback sometimes well-received. Sometimes accepts constructive feedback; shows minimal appreciation for constructive feedback.

Shows awareness of current tech tools available for collaboration; aids in selection of most appropriate tools for tasks; uses selected tools appropriately & responsibly to enhance team productivity. When collaborating using tech tools, consistently uses effective communication to exchange information and read, interpret, and respond to collaborators work using an appropriate tone.

Shows deep understanding of the current tech tools available for collaboration by informing team about options/ways that various tools assist productivity. Supports team members using selected tools appropriately and responsively; offers guidance to increase productivity through effective use of tools.

Refrains from offering feedback. Responds to constructive feedback with a negative and/or disengaged attitude. Delivery response to constructive criticism limits groups ability to produce high quality work (e.g., becomes defensive, provides vague, confusing commentary).

Consistently provides constructive feedback; delivers feedback effectively in manner well-received by recipients. Consistently accepts and shows appreciation for constructive feedback.

Responsiveness

Shows high comfort level in providing and receiving feedback; displays curiosity about quality of work and seeks out helpful, descriptive feedback from peers, teacher, and experts involved. Provides and receives feedback in ways that advance groups ability to produce high quality work.