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Leadership Rubric

River Hawk Experience Distinction Course Designation Rubric: LEADERSHIP

The dimensions identified below are qualities that we strive to cultivate in RHED Leadership students. Please evaluate the extent to which the course/course assignments give students the opportunity to demonstrate each ability or mindset as described. Please note that these outcome descriptions are aspirational; students may be called on to achieve some measure short of total mastery in any category, depending on the course aims and level.

Leadership Dimensions:Description of mastery-level performance of the outcome.To what extent does this course call upon students to demonstrate ability or achievement in each dimension?
Vision and strategic thinkingStudents demonstrate the ability to formulate, articulate, and inspire a shared vision and strategy for action or change. Students demonstrate the ability to accurately evaluate and adapt their plans to ensure continuous improvement and accommodate dynamic conditions.
  • Extensively
  • Somewhat
  • Minimally or not at all
Knowledge of frameworks for leadership and changeStudents recognize leadership theories rooted in a variety of historical and social contexts, and are able to evaluate and select frameworks that are appropriate in the relevant contexts (discipline, culture, etc.)
  • Extensively
  • Somewhat
  • Minimally or not at all
Using collaboration and teamwork to achieve goalsStudents articulate the value of teamwork. They are able to perceive and align strengths, weaknesses, and bias in themselves and others, and direct or motivate action accordingly to create an inclusive team of individuals with diverse backgrounds and viewpoints. Students demonstrate the ability to listen, attend to the needs of others, and resolve conflicts.
  • Extensively
  • Somewhat
  • Minimally or not at all
Awareness of power structures and dynamicsStudents articulate the connections between power and privilege, and demonstrate social responsibility in response to inequalities based on race, gender, class, ability, sexual orientation, and other social groups.
  • Extensively
  • Somewhat
  • Minimally or not at all
Demonstrating ethical leadershipStudents evaluate actions through ethical frameworks, evaluate the implications of their decisions, and acknowledge accountability. They consciously apply clear ethical values and priorities when faced with challenges. Students act with ethics and integrity in their leadership roles.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Effective communication
With an emphasis on public speaking
Students demonstrate a thorough understanding of context, audience, purpose, and format that is responsive to the occasion, communicating ideas clearly and appropriately.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Drawing explicit connections between co-curricular and academic experiences
Students identify or synthesize connections between classroom experiences and experiences of other kinds, deepening their understanding of their academics and broadening their points of view.
  • Extensively
  • Somewhat
  • Minimally or not at all
RHED GOAL
Reflection on skills and qualities related to the distinction
Students demonstrate self-awareness in their learning, and evaluate the changes in their knowledge, skills, or disposition in relation to the dimensions above.
  • Extensively
  • Somewhat
  • Minimally or not at all

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