Instructors have been trained to implement a formal process that promotes discussion about student learning. Personnel indicate that collaboration causes improvement results in instructional practice and student performance. Level 2 Leaders encourage the existence of collaborative learning communities. Some of the instructors participate in collaborative learning communities that meet both informally and formally. Collaboration occasionally occurs across curricular departments and/or levels. Instructors promote discussion about student learning. Instructors express belief in the value of collaborative learning communities. Level 1 Collaborative learning communities may or may not exist. Collaborative learning communities randomly and meet informally. Collaboration seldom occurs across departments and/or levels. The professional and support personnel rarely discuss student learning. Personnel see little value in collaborative learning communities Actions: Indicator 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Types of Evidence: Samples of communications to stakeholders about grading and reporting Samples of report and progress reports Evaluation process documented, grading is based on mastery of competencies Level of Performance Evident Notes Level 4 Instructors consistently use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. The policies, processes and procedures are formally and regularly evaluated
Instructors have been trained to implement a formal process that promotes discussion about student learning. Personnel indicate that collaboration causes improvement results in instructional practice and student performance. Level 2 Leaders encourage the existence of collaborative learning communities. Some of the instructors participate in collaborative learning communities that meet both informally and formally. Collaboration occasionally occurs across curricular departments and/or levels. Instructors promote discussion about student learning. Instructors express belief in the value of collaborative learning communities. Level 1 Collaborative learning communities may or may not exist. Collaborative learning communities randomly and meet informally. Collaboration seldom occurs across departments and/or levels. The professional and support personnel rarely discuss student learning. Personnel see little value in collaborative learning communities Actions: Indicator 3.10 Grading and reporting are based on clearly defined criteria that represent the attainment of content knowledge and skills and are consistent across grade levels and courses. Types of Evidence: Samples of communications to stakeholders about grading and reporting Samples of report and progress reports Evaluation process documented, grading is based on mastery of competencies Level of Performance Evident Notes Level 4 Instructors consistently use common grading and reporting policies, processes and procedures based on clearly defined criteria that represent each student’s attainment of content knowledge and skills. The policies, processes and procedures are formally and regularly evaluated
B%20-%205%20BRIGADE%20USE%20(draft)%20-%20Army%20JROTC%20Standards%20of%20Accreditation%20Report.docx