Los Angeles School of Global Studies New Applicant Rubric CRITERIA

Philosophy and Beliefs

Applicant: ___________________________ Interviewer: ______________Date: __________

Somewhat Qualified 1. Highly Qualified
Believes that the New Tech model of Project-Based Learning and group work is part of a reform model that is necessary to improve the experiences and learning of students. 2. Strong proponent of detracking and heterogeneous classes. Understands how PBL and mixed groupings enhances our students skills more than tracked AP style classes. 3. Believes that it is never too late to help a student get on track and graduate, even in spite of severe deficiencies or obstacles demonstrated by the student. 4. Minimal Ds/Fs. Believes that teachers can work together to help all students succeed. Sees the teachers role as assessing the students needs and making modifications to help each student learn and succeed. 5. Proficient and experienced in creating PBLs. Explains how he/she has successfully used PBLs and integrated technology in the past. Strongly supports PBL model over traditional teaching. 6. Demonstrates experience, success, and desire to develop innovative teaching methods that ensure the success of the vast majority of students, failing very few, if any. 7. Demonstrates experience, success, and desire to team-teach, provide interdisciplinary instruction, run an Advisory. 8. Strong desire and ability to contribute to the staff. Seeking a place that will challenge his/her practice and provide feedback. 9. Fully understands that teaching at LASGS will require dedicating more than the average amount of personal time to creating curriculum, tutoring students, home visits, etc. 10. Flexible team-member and desire to sponsor student clubs/activities, take leadership roles, and go beyond expectations. 11. Strong commitment to stay at LASGS, if hired. Enthusiastic and committed to summer training, lesson observations, and joining the team.

Not Qualified 1.

Teaching M e t h o d s

Commitment

1. Enthusiastic about the New Tech model, but Expresses reservations about the New Tech not very familiar with the specifics and not model, prefers traditional approach. Doubts that fully understanding the model as a Reform the New Tech model, or any model, can have a Movement in education. major impact on reforming education. 2. Initial reservations about detracking, not 2. Strong reservations about detracking, not offering AP/Honors classes, but understands offering AP/Honors classes. Hesitant about and embraces the rationale behind our group work and PBL. approach. Supports PBL approach. 3. Believes that students success in high school is 3. Believes that it is not too late to help the largely or completely determined by their majority of students get on track and backgrounds and past educational experiences. graduate, but feels that there are particular 4. High rate of D/Fs. Believes that students circumstances where the student is beyond grades are mostly determined by their help. motivation and extrinsic influences (parents, 4. Substantial number of D/Fs. home, community). The teacher can do little to Believes that teachers methods and change these. Avoids responsibility to change modifications impact students learning, but based on students needs and performance. that in the end there are some that we cannot help. 5. Some experience or strong desire to teach 5. Very little to no experience teaching projects. PBL. Creative ideas for PBLs and integrated Very little to no experience integrating technology. Prefers group projects to technology. Tends to teach in a traditional, traditional lecture-style teaching. direct instruction style. 6. Expresses a desire to learn how to teach in a 6. Expresses reservations about supporting the way that will support the vast majority of majority of students and having very few students, and fail very few. students fail his/her class. 7. Expresses a desire to teach with 7. Expresses reservations or does not seem another teacher, use interdisciplinary equipped to teach with another teacher, provide approaches, run an Advisory. interdisciplinary instruction, fill the role of an 8. Interested in professional Advisor. development but does not feel that he/she 8. Not enthusiastic about professional will have much to contribute. Open to development, teaching other teachers, or change. learning from peers. Defensive attitude. 9. Expresses that he/she has strong 9. Expresses a desire to devote personal time to commitments outside of school and will not be creating curriculum, tutoring students, and able to devote time outside of the regular school home visits, but has other time commitments day. that may interfere. 10. Lacks flexibility. Strong preferences 10. Some flexibility and desire to sponsor that may not work in our matrix. Unable or students clubs/activities. unwilling to sponsor student clubs/activities or 11. Wants a job with LASGS. Enthusiastic and take on school leadership roles that require committed to summer training, lesson extra time. observations, and joining the team, but future 11. Hesitant about teaching at LASGS. plans are not clear. Not sure if he/she can commit to summer training or lesson observations.

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70 - - - - - - - - - - - -80 - - - - - - - - - - - - 89

90 - - - - - - - - - - - - 9 5- - - - - - - - - - - - 100