Lakeland Technology Department
Continuum of Progress: Teaming and Collaboration
Teaming and Collaboration means cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content
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Varied Roles |
Novice |
Basic |
Proficient |
Advanced |
|
Assuming varied roles |
The student makes little or no effort to assume varied group roles. |
The student makes some effort to assume different roles in the group, but does not yet have a firm grasp of the responsibilities necessary for each. |
The student usually takes on any role assigned and has a working knowledge of most roles. |
The student readily takes on a variety of roles in the group and performs these roles with ease. |
|
Openness |
Novice |
Basic |
Proficient |
Advanced |
|
Open representation of ideas and concerns |
The student has difficulty openly sharing ideas and concerns. |
Ideas and concerns are occasionally shared, but there is still significant reticence. |
Ideas and concerns are shared openly and honestly in almost every case. |
Ideas and concerns are readily and openly discussed; consensus is constantly sought. |
|
Leadership |
Novice |
Basic |
Proficient |
Advanced |
|
Leadership |
The student almost never accepts leadership roles.
|
Very occasionally, the student is able to assume leadership with guidance and assistance. |
The student increasingly accepts leadership roles, but is still more comfortable as a follower or “team player.” |
The student is frequently identified as a leader, but readily assumes a follower role when this is in the best interest of the group. |
|
Collaborative Skills |
Novice |
Basic |
Proficient |
Advanced |
|
Application of collaborative skills |
Student does not recognize the need for collaboration, regardless of context. |
Student recognizes the need for collaboration, but is unable to determine appropriate contexts for collaboration beyond the classroom without substantial assistance. |
Student recognizes the need for collaboration in many contexts, and with minimal assistance applies collaborative skills learned in the classroom to those contexts. |
Student independently recognizes the need for collaboration even outside of classroom contexts. He/she applies collaborative skills independently and appropriately. |
|
Reflection |
Novice |
Basic |
Proficient |
Advanced |
|
Reflection on collaboration for improvement |
Student does not reflect on collaborative experiences. |
Student does reflect on collaborative experiences, recognizing success or failure, but is not able to understand what contributed to such success or failure without help.
|
Student reflects on collaborative experiences and is usually able to accurately analyze strengths and weaknesses. With some prompting, he/she is able to transfer such learning to future collaboration. |
Student continuously and accurately reflects on collaborative experiences for the purpose of improvement; he/she independently uses lessons learned to improve current and future group productivity. |
|
Shared Goals |
Novice |
Basic |
Proficient |
Advanced |
|
Commitment to shared goals and responsibilities |
The student is not able to commit to shared goals. Responsibility for tasks is avoided and, if assigned, is usually left incomplete or is completed poorly.
|
The student voices commitment to the shared goals of the group, though these are often not completely understood or adhered to. The student accepts responsibilities that are given and usually completes these tasks, though his/her focus is still on completion rather than on the quality of his/her contribution to the goal. |
The student is able to understand and commit to the shared goals of the group. Responsibilities are readily accepted and completed in a timely fashion with acceptable quality.
|
The student participates in the formulation of, and readily commits to, shared goals for the group. Responsibilities are not only accepted, but are sought out in a positive fashion. All responsibilities are completed on time and assistance is given to others as needed. |
|
Task-Matching |
Novice |
Basic |
Proficient |
Advanced |
|
Building a functioning team by matching tasks to team-member abilities |
The student is not aware of the roles others play in the team process.
|
The student is aware of the roles various team members play, but doesn’t relate these roles to the accomplishment of the team’s goals.
|
With some assistance, the student is able to conduct a task analysis of team goals and match team members to roles. However, he/she does not always recognize when it is necessary to expand team membership to meet goals. |
The student is keenly and independently aware of the roles each team member plays in accomplishing shared goals. He/she demonstrates insight in matching tasks to team member abilities and acts on that recognition when necessary (e.g., expanding the team to include those with abilities necessary for full achievement of team goals). |
|
Sharing |
Novice |
Basic |
Proficient |
Advanced |
|
Sharing personal understandings and resources |
Student does not share personal insights, experiences, or resources with the team. |
Student contributes to the group through theoretical discussions, but doesn’t yet share personal understandings or resources with the group.
|
Student’s level of trust and commitment to the group has developed sufficiently to where he/she is beginning to share personal understandings and resources with other members of the group. Sharing often takes place during 1 to 1 interactions rather than within the full group. |
Student openly and freely shares personal understandings and resources with the whole team and with individual team members. He/she contributes to the team culture of mutual trust and respect through such openness and commitment. |
|
Feedback |
Novice |
Basic |
Proficient |
Advanced |
|
Listening respectfully and responding constructively |
The student finds it difficult to attend to group discussions and either tunes out or disrupts others with inappropriate comments.
|
The student is beginning to interact with others in a mature and cooperative fashion, but there are still episodes of disengagement and/or disruption. |
The student’s interaction with the group is almost always constructive and supportive. |
The student takes great care to listen to others and accord their ideas respect. All interactions are constructive and make a major contribution to the effective functioning of the group. |
|
Iterative Design |
Novice |
Basic |
Proficient |
Advanced |
|
Iterative design and redesign of solutions |
The student is apt to accept a first iteration as an end solution. The intent is simply to get the job done.
|
The student is beginning to engage in honest debate and discussion as the solution to the team challenge unfolds. He/she is still inclined to stop work when minimal standards are met, ignoring or discounting the reactions of others. |
As the solution evolves, the student’s interaction with the group is constructive and supportive. With some prompting, he/she takes on a proactive role in further research and development beyond the initial work. |
The student contributes to the iterative design and redesign of team solutions. He/she is committed to a high quality product and actively contributes to evolving solutions through reflection, research, and honest discussion. |
/groups/lakelandtechnologydepartment/search/index.rss?sort=modifiedDate&sortDirection=reverse&tag=Technology Supportlist/groups/lakelandtechnologydepartment/search/?sort=modifiedDate&sortDirection=reverse&tag=Technology SupportTechnology Support ResourcesCustomTagSidebarCustomTagSidebar?sort=modifiedDate&sortDirection=reverse&tag=Technology Support0/groups/lakelandtechnologydepartment/sidebar/CustomTagSidebarmodifiedDate5CustomTagSidebarreverseTechnology SupportTechnology Support Resourcescustom/groups/lakelandtechnologydepartment/search/index.rss?tag=hotlist/groups/lakelandtechnologydepartment/search/?tag=hotWhat’s HotHotListHot!?tag=hot82/groups/lakelandtechnologydepartment/sidebar/HotListgnowosadGlenn Nowosad2012-05-01 17:30:39+00:002012-05-01 17:30:39updated5Added tag - faith and technologygnowosadGlenn Nowosad2012-05-01 17:10:30+00:002012-05-01 17:10:30addTag4Added tag - digital citizenshipgnowosadGlenn Nowosad2012-05-01 15:40:48+00:002012-05-01 15:40:48addTag3Added tag - hotgnowosadGlenn Nowosad2012-05-01 15:40:40+00:002012-05-01 15:40:40addTag2First createdgnowosadGlenn Nowosad2012-05-01 15:40:35+00:002012-05-01 15:40:35created1weblog2012-05-01T17:30:39+00:00groups/lakelandtechnologydepartment/weblog/f4135FalseCCSA Digital Citizenship and Catholic Schools Presentation/groups/lakelandtechnologydepartment/weblog/f4135/CCSA_Digital_Citizenship_and_Catholic_Schools_Presentation.htmlGlenn Nowosad5 updatesCCSA Digital Citizenship and Catholic Schools Presentation
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Presented by Tom Hickey - Consultant - Religious
Education and Family Life
403-500-2836
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http://www.fusionio.com/platforms/iofx/
[Download file "FIO_DS_ioFX.copy1.pdf"]
New Fusion ioFX memory tier bridges the gap between creative ...Falsegnowosad2012-04-27T15:57:26+00:00gnowosadGlenn Nowosad2012-04-27 15:49:25+00:002012-04-27 15:49:25updated5Added tag - hotgnowosadGlenn Nowosad2012-04-27 15:49:23+00:002012-04-27 15:49:23addTag4Added tag - apple traininggnowosadGlenn Nowosad2012-04-27 15:49:20+00:002012-04-27 15:49:20addTag3Added tag - professional developmentgnowosadGlenn Nowosad2012-04-27 15:49:15+00:002012-04-27 15:49:15addTag2First createdgnowosadGlenn Nowosad2012-04-27 15:48:24+00:002012-04-27 15:48:24created1weblog2012-04-27T15:49:25+00:00groups/lakelandtechnologydepartment/weblog/f7f12FalseApple's Motion Inservice - May 11-12th /groups/lakelandtechnologydepartment/weblog/f7f12/Apples_Motion_Inservice__May_1112th_.htmlGlenn Nowosad5 updatesApple's Motion Inservice - May 11-12th
AJSH Technology Motion Inservice May 11 - 12th
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Witz Trainer - Nick Harauz - Will be pro...Falsegnowosad2012-04-27T15:49:25+00:00gnowosadGlenn Nowosad2012-03-28 16:02:50+00:002012-03-28 16:02:50updated3Added tag - hotgnowosadGlenn Nowosad2012-03-28 16:02:24+00:002012-03-28 16:02:24addTag2First createdgnowosadGlenn Nowosad2012-03-28 16:02:20+00:002012-03-28 16:02:20created1weblog2012-03-28T16:02:50+00:00groups/lakelandtechnologydepartment/weblog/7badeFalseION Air Pro Video Camera/groups/lakelandtechnologydepartment/weblog/7bade/ION_Air_Pro_Video_Camera.htmlGlenn Nowosad3 updatesION Air Pro Video Camera
http://www.engadget.com/2012/03/28/ion-air-pro-hands-on/
ION Air Pro POV camera: shoot on the piste, upload to the cloud, we go hands-on (video)
...Falsegnowosad2012-03-28T16:02:50+00:00hot/groups/lakelandtechnologydepartment/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/lakelandtechnologydepartment/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/lakelandtechnologydepartment/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search
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