Handouts for the Academy Development Workshop.

1. The Coach’s Guide
Your Academy Plan
Academy/School: _______________________________________________________
Participants: __________________________________
__________________________________
__________________________________
__________________________________
© 2011 Thom Markham, Ph.D.
1

2. Your Ideal Student…
What would you like to see in students?
The story of Cody…
How intelligent are your students?
What do you believe about intelligence?
Can you help students get ‘smarter?’
Does you Academy support the intellectual/emotional growth of your
students?
2

3. Your Academy Graduate…
Analyze your specific Academy. What skills, dispositions, and core competencies
do you want your academy graduates to demonstrate?
The three most important skills:
1. ______________________________________
2. ______________________________________
3. ______________________________________
The three most important dispositions:
1. ______________________________________
2. ______________________________________
3. ______________________________________
The three most important core competencies:
1. ______________________________________
2. ______________________________________
3. ______________________________________
Your 2011 – 2012 students…
For incoming or continuing students, how will you teach and train them to master
the skills, dispositions, and core competencies that you have identified as critical
to your program? Imagine your students at the end of the year. What kind of
experiences they have had that helps them become more proficient? What steps
can you take to create a high performance culture next year?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
3

4. 5. ______________________________________
6. ______________________________________
From Groups to Teams…
Discuss the tools available for teams. What tools will be most helpful to
your academy?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
How do you implement them? Do you need to write new material? Train
other teachers?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
List the most helpful resources…
___________________________________________________________
___________________________________________________________
___________________________________________________________
The Coach’s Guide and reflections on PBL…
How will it help?
How can you improve projects?
Can you identify gaps in your projects?
What projects do you want to plan for next year?
Do you want to start with a ‘Project-Project?’
4

5. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Your Action Plan for 2011 – 2012…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
5

6. Critical Friends Protocol feedback on your project…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Look back on your reflections on your ideal graduate. You’re
your plan help your students meet the ideal?
6

7. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Project Planning Form
Name of Project: Creating High Performance Culture and Traditions for AOHT Duration:
TJHS
Class(es): Principles of Hospitality and Tourism, English Semester:
Content/Curriculum Geography and World Cultures, English
areas to partner with
Project Idea
(investigation, The challenge is to build a sustainable culture of high academic and workforce performance which will
scenario, problem, yield high caliber, focused, energized and committed students.
challenge, issue, etc.)
Entry Event As class begins, teacher to give following directions:
(grabber) to launch -students with blue pens stand up
inquiry and spark -students born 1st 6 months of the year, face the windows
curiosity -students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I
speak
(You can make addl ones of the above as needed to make this fun)
Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can
make things what I want.
So we want you to think about making the Academy “your country”. Take a few moments and scribble
down everything you need to develop the culture of the Academy of Hospitality and Tourism as your
country.

8. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Entry Event:
Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals.
Next Event:
Individuals to develop personal mission statement.
The Driving
Question, Problem or
Challenge How do we create high performance culture and traditions in AOHT and AOF Academies?
Statement or Issue
Content and Skills Insert link or copy and paste on bottom of planning form
Standards addressed:
T P T P
Partnership for P21 Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural Literacy
Skills to be taught (T) Communication (oral and written) Productivity and Accountability
and practiced (P): ICT Literacy Leadership and Responsibility
Check all that apply Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy
Information Literacy Civic Literacy
Flexibility and Adaptability Health Literacy
Initiative and Self-Direction Global Awareness
Presentation

9. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Audience
Major group Personal Mission Statement; AOHT Mission Statement; Personalized Class 
Student work product(s): Portfolio (Digital or Hard Copy); Pledge; Uniform Design; School 
Community
Governance or Decorum; Signature Events; Affiliations (DECCA); Experts

Major individual Personal Mission Statement; Personalized Portfolio Web 
product(s): Other 
Rubric(s) I’ll use Collaboration/work ethic ξ Content Knowledge
(check all that apply) Critical Thinking CTE Competencies
Assessment Oral Communication Physical Education skills
& Written Communication
Reflection Visual/Performing Arts
Other assessments, Quizzes/tests Practice presentations
benchmarks & Self-evaluations Notes
checkpoints (check all Peer evaluations Checklists
that apply) On-line tests/exams Concept Maps
Reflections Survey Focus group
Discussion Learning plan
Journal write/learning log
Resources On-site personnel:

10. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Technical (equipment)
Community resources
Material resources
PROJECT TEACHING AND LEARNING GUIDE
Project: Course/Semester:
Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, community members





11. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.



P R O J E C T C A L E N D A R
Project: Start Date:
M O N D AY T U E S D AY W E D N E S D AY T H U R S D AY F R I D AY
PROJECT WEEK ONE
Grabber Event then Continue creation Create teams to work Continue product Finalize Product
Brainstorm ideas for process and make on selections and development Development
Academy culture final selections begin creation of
branding items and products
develop teams to
create items

12. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
PROJECT WEEK TWO
Present final products Present final products Gallery Walk
Present final products Present final products
PROJECT WEEK THREE
Revise based on Finalize items Final Presentations Finetuning of Culminating Event—
Gallery Walk on products and products and Induction Ceremony-
Develop Personal personal mission personal mission Unveiling Academy
Mission Statements statements statements Mission Statement;
And Present to Personal Mission
Statements--Candle
class
Lighting Ceremony;
Flag; Logo; Officers.
Parents invited. Virtual
Tour of students journey
in creating items shown
during the ceremony.

13. P R E S E N T A T I O N R U B R I C
(for secondary and upper elementary grades)
Below Standard Approaching Standard At Standard Above Standard
• does not look at audience; reads notes or • makes some eye contact, or scans the room • keeps eye contact with audience most of the In addition to At Standard criteria:
slides quickly, but reads notes or slides most of the time; only reads notes or slides sometimes + keeps eye contact all the time, slowly
Eye Contact • holds things in hands nervously or keeps time • uses hands naturally, making some gestures scanning all of the audience; does not read
& Physical hands in pockets • uses a few gestures but they do not look • confident posture notes or slides
• posture does not show confidence; (fidgets, natural, or keeps hands too still to look • clothes are appropriate for the occasion + uses gestures smoothly, naturally to
Presence slouches) natural emphasize or illustrate points
• clothes are not appropriate for the occasion • posture shows some confidence, with only a + moves with purpose
little fidgeting or nervous movement
• some attempt to wear appropriate clothing
for the occasion
• mumbles or goes too fast or slow • speaks clearly some of the time; sometimes • speaks clearly; not too fast or slow In addition to At Standard criteria:
• speaks too softly to be heard too fast or slow • speaks loudly enough for everyone to hear; + adds variety to speaking style (lower or
Speaking • frequently uses “filler” words (“uh, um, so, • speaks loudly enough for some of the changes tone to maintain interest higher volume, change of pace, use of
and, like”) audience to hear, but may speak in a • rarely uses filler words character voices)
• pronounces several words incorrectly monotone • pronounces words correctly + uses pauses for dramatic effect or to let ideas
• speaks in a style that is not appropriate for the • occasionally uses filler words • speaks in a style that is appropriate for the sink in
occasion • pronounces a few words incorrectly occasion
• speaks in a style that is appropriate for the
occasion, most of the time
• does not meet requirements for what should • meets most requirements for what should be • meets all requirements for what should be In addition to At Standard criteria:
be included in the presentation included in the presentation included in the presentation + has a memorable introduction and conclusion
Organization • selects too much or too little information or • sometimes selects too much or too little • selects the right amount and kind of + connects introduction and conclusion (returns
the wrong kind of information information, or the wrong kind, about some information to present to a story, theme, or metaphor)
• gets ideas mixed up topics • states main idea & moves from one idea to + effectively uses humor, stories, or metaphors
• time is not used well; the whole presentation, • some ideas are connected, but not all the next clearly, in an order that makes sense
or several parts of it, are too short or too long • some parts feel too short or too long; too • time is well spent; no part feels too short of
• does not have an introduction and/or much or too little time is spent on one topic, too long
conclusion slide, or idea • has a clear and interesting introduction and
• has an introduction and conclusion, but they conclusion
are not clear or interesting
• does not use aids (pictures, drawings, objects, • uses aids but they do not add much to, and • aids add to the presentation In addition to At Standard criteria:
posters, maps, recordings, slides, other may distract from, the presentation • aids are easy to see and/or hear, and are neat + aids are especially creative and/or powerful
Audio/Visual electronic media, etc.) • aids are hard to read or hear, or are messy • aids are ready to use and included smoothly + shows skill in creating aids and/or using
Aids (writing or graphics are not neat or sound is into the presentation technology
not clear) + smoothly handles problems with aids and
• aids are not ready to use and are not technological glitches, if they occur
smoothly brought into the presentation
• does not address the audience’s questions; • may answer some of the audience’s • answers audience’s questions clearly and In addition to At Standard criteria:
Response to says little or goes off the topic questions, but not clearly and/or completely completely + answers questions in a way that adds details,
• may try to answer a challenging question by • when asked a question he or she does not examples, or new points to the presentation
Audience faking it know the answer to, says “I don’t know” or + smoothly handles questions that are unclear,
Questions explains how the answer could be found off the topic, distracting, or challenging
© 2011 Buck Institute for Education

14. GROUP CONTRACT
Members
Dustin, Cooney, Voudy, Jessica, Stephen, Anthony
Block
Block 3
Project
Nature of Man
Task List
John & Voudy – Filming and Video Editing
Stephen, Anthony, Jessica, Dustin– script writing
Anthony – driving
Everyone- individual research on specific philosophers
Group Constitution
Forward: This contract is a binding legal document and governs
the group until the assigned project deadline. If the group
separates, or a member is fired, the basic contract laws remain
intact for both parties. However, being fired may cause work
responsibilities to shift.
Article I: Absence Policy
a. If a group member will be absent on a day in which work is
due, they must tell another group member a day in advance and
have all work that they are responsible for turned in. All group
members must stick to the provided agenda to have the
assignments completed on time. If there will be an unexpected
absence, the group member is to complete the work from home
and email another group member to let them know they are gone
for the day.

15. b. Group members will contact one another if they are absent
for any amount of period during the time allotted for working on
the projects.
Article II: Work Policy
a. Any member that is mentally or physically disabled and can
prove that they cannot complete the work assigned to them
alone they may acquire assistance from other group members to
help complete it. This will only apply for work that is group work
and not individual work, and work will only be finished by that
group member, and the assisting group member will not write it.
b. Each group member will work to the best of their ability,
making sure to complete the work is up to standards, and that
they completed it with punctuality.
c. If a group member commits plagiarism, they are solely
responsible and incur the punishment on their own.
Article III: Leadership
a. At the beginning of the project, a leader will be voted upon
democratically. If a group member is absent at the time of voting,
they waive their right to participate in voting. The person who
wins the most votes becomes the leader. If there is an unclear
outcome (same number of votes for different people), the group
will have no leader until one can be chosen by a revote.
b. By being elected leader, the person must perform the
following duties:
1. Organize group meetings.
2. Create and enforce a group agenda to govern group progress.
3. Organize any out of school project efforts.
4. Provide communication between group members in order to
help individuals work towards the project goal.

16. If they fail to perform these duties, or another person is also
carrying them out, a revote may be taken to determine whether
to obtain a new leader.
c. If a leader fulfills his or her duties, they will receive the 20
extra credit leadership points at the end of the project. The
current group leader will receive these points, regardless of how
long they lead the group for. If no leader has been assigned, a
majority vote will decide who receives the leadership points.
Article IV: Work Ethics
a. If a group member does not complete work they were
assigned, the punishment for the infringement will be of
detriment solely to the group member at fault. No negative
grading shall be given to any other group members.
b. At the end of the project, ‘hard workers’ will be designated
by means of a democratic vote. The people voted as the top two
will each receive the ten bonus points. If one candidate is voted
as hard worker by a margin of 75%, they will receive 20 points. If
there is a tie, the group will discuss and come to resolution or
else no points will be granted to the disputed individuals.
Article V: Member Dismissal
a. The following conducts will result in a group member being
able to be dismissed;
i. Incomplete or missing group work.
ii. Plagiarism or any form of cheating.
iii. If group member decides to leave under his or her own
will.
b. Any group member leaving under their own will be able to
submit all their own work, while the other group members may
not. Any group member fired for breaking any of the conducts

17. under Article V-a (i-iii). will have their work taken from their
possession to be used at the discretion of the original group, but
not for the individual being fired. In addition, any fired member
may not use any work completed by other group members,
subject to punishment under Article 2-c.
c. If a group member leaves under the stipulation of Article V-
a (iv), they retain all the work they have already provided for the
group. The original group cannot use this work or it is subject to
punishment under Article 2-c.
Article VI: Signature
By signing this contract the following group members abide to
the articles above. If any member fails to abide by the articles of
this contract, they may be fired from the group given at least a
50% vote in favor of firing the individual.
Project Leader
The group has elected __________________________ as the project
leader under Article III.
Signature

18. The Coach’s Guide
Your Academy Plan
Academy/School: _______________________________________________________
Participants: __________________________________
__________________________________
__________________________________
__________________________________
© 2011 Thom Markham, Ph.D.
1

19. Your Ideal Student…
What would you like to see in students?
The story of Cody…
How intelligent are your students?
What do you believe about intelligence?
Can you help students get ‘smarter?’
Does you Academy support the intellectual/emotional growth of your
students?
2

20. Your Academy Graduate…
Analyze your specific Academy. What skills, dispositions, and core competencies
do you want your academy graduates to demonstrate?
The three most important skills:
1. ______________________________________
2. ______________________________________
3. ______________________________________
The three most important dispositions:
1. ______________________________________
2. ______________________________________
3. ______________________________________
The three most important core competencies:
1. ______________________________________
2. ______________________________________
3. ______________________________________
Your 2011 – 2012 students…
For incoming or continuing students, how will you teach and train them to master
the skills, dispositions, and core competencies that you have identified as critical
to your program? Imagine your students at the end of the year. What kind of
experiences they have had that helps them become more proficient? What steps
can you take to create a high performance culture next year?
1. ______________________________________
2. ______________________________________
3. ______________________________________
4. ______________________________________
3

21. 5. ______________________________________
6. ______________________________________
From Groups to Teams…
Discuss the tools available for teams. What tools will be most helpful to
your academy?
_______________________________________
_______________________________________
_______________________________________
_______________________________________
How do you implement them? Do you need to write new material? Train
other teachers?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
List the most helpful resources…
___________________________________________________________
___________________________________________________________
___________________________________________________________
The Coach’s Guide and reflections on PBL…
How will it help?
How can you improve projects?
Can you identify gaps in your projects?
What projects do you want to plan for next year?
Do you want to start with a ‘Project-Project?’
4

22. ___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Your Action Plan for 2011 – 2012…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
5

23. Critical Friends Protocol feedback on your project…
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Look back on your reflections on your ideal graduate. You’re
your plan help your students meet the ideal?
6

24. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Project Planning Form
Name of Project: Creating High Performance Culture and Traditions for AOHT Duration:
TJHS
Class(es): Principles of Hospitality and Tourism, English Semester:
Content/Curriculum Geography and World Cultures, English
areas to partner with
Project Idea
(investigation, The challenge is to build a sustainable culture of high academic and workforce performance which will
scenario, problem, yield high caliber, focused, energized and committed students.
challenge, issue, etc.)
Entry Event As class begins, teacher to give following directions:
(grabber) to launch -students with blue pens stand up
inquiry and spark -students born 1st 6 months of the year, face the windows
curiosity -students born last 6 months of the year, stay seated but make “live long and prosper sign” each time I
speak
(You can make addl ones of the above as needed to make this fun)
Wait for students to ask why their doing this? Then teacher to say this classroom is “my country” and I can
make things what I want.
So we want you to think about making the Academy “your country”. Take a few moments and scribble
down everything you need to develop the culture of the Academy of Hospitality and Tourism as your
country.

25. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Entry Event:
Class to break into groups and develop a flag and/or symbols and introductory motto that embrace ideals.
Next Event:
Individuals to develop personal mission statement.
The Driving
Question, Problem or
Challenge How do we create high performance culture and traditions in AOHT and AOF Academies?
Statement or Issue
Content and Skills Insert link or copy and paste on bottom of planning form
Standards addressed:
T P T P
Partnership for P21 Critical Thinking/Problem Solving Social Literacy and Cross/Multi-Cultural Literacy
Skills to be taught (T) Communication (oral and written) Productivity and Accountability
and practiced (P): ICT Literacy Leadership and Responsibility
Check all that apply Collaboration ξ ξ Financial, Economic and Entrepreneurial literacy
Information Literacy Civic Literacy
Flexibility and Adaptability Health Literacy
Initiative and Self-Direction Global Awareness
Presentation

26. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Audience
Major group Personal Mission Statement; AOHT Mission Statement; Personalized Class 
Student work product(s): Portfolio (Digital or Hard Copy); Pledge; Uniform Design; School 
Community
Governance or Decorum; Signature Events; Affiliations (DECCA); Experts

Major individual Personal Mission Statement; Personalized Portfolio Web 
product(s): Other 
Rubric(s) I’ll use Collaboration/work ethic ξ Content Knowledge
(check all that apply) Critical Thinking CTE Competencies
Assessment Oral Communication Physical Education skills
& Written Communication
Reflection Visual/Performing Arts
Other assessments, Quizzes/tests Practice presentations
benchmarks & Self-evaluations Notes
checkpoints (check all Peer evaluations Checklists
that apply) On-line tests/exams Concept Maps
Reflections Survey Focus group
Discussion Learning plan
Journal write/learning log
Resources On-site personnel:

27. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
Technical (equipment)
Community resources
Material resources
PROJECT TEACHING AND LEARNING GUIDE
Project: Course/Semester:
Knowledge and Skills Needed by Students Scaffolding / Materials / Lessons to be Provided
to successfully complete culminating products and by the project teacher, other teachers, experts,
performances, and do well on summative assessments mentors, community members





28. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.



P R O J E C T C A L E N D A R
Project: Start Date:
M O N D AY T U E S D AY W E D N E S D AY T H U R S D AY F R I D AY
PROJECT WEEK ONE
Grabber Event then Continue creation Create teams to work Continue product Finalize Product
Brainstorm ideas for process and make on selections and development Development
Academy culture final selections begin creation of
branding items and products
develop teams to
create items

29. Suggestions:
-Allow each Freshman class to develop its own flag, pledge, class mission statement, that move forward with them, etc.
-Expand idea of “country”-Mission statement to “citizenship oath” and develop passport/Way to place concrete structure around
it/Reflection items??/Assessment piece-criteria to assess if feel part of culture—possible pre and post surveys/tests to gauge feelings
of inclusion for evaluation—Reconsider timing of project (1st 6 weeks may not be optimal)—Do more than 3 weeks and measure
performance of efforts—reassess statement at end of semester or year—do mini projects throughout the year that reinforce—Have as
much concrete info on paper as possible—Look at what is culture, etc. with mini lessons along with why those failed or succeeded.
PROJECT WEEK TWO
Present final products Present final products Gallery Walk
Present final products Present final products
PROJECT WEEK THREE
Revise based on Finalize items Final Presentations Finetuning of Culminating Event—
Gallery Walk on products and products and Induction Ceremony-
Develop Personal personal mission personal mission Unveiling Academy
Mission Statements statements statements Mission Statement;
And Present to Personal Mission
Statements--Candle
class
Lighting Ceremony;
Flag; Logo; Officers.
Parents invited. Virtual
Tour of students journey
in creating items shown
during the ceremony.

30. P R E S E N T A T I O N R U B R I C
(for secondary and upper elementary grades)
Below Standard Approaching Standard At Standard Above Standard
• does not look at audience; reads notes or • makes some eye contact, or scans the room • keeps eye contact with audience most of the In addition to At Standard criteria:
slides quickly, but reads notes or slides most of the time; only reads notes or slides sometimes + keeps eye contact all the time, slowly
Eye Contact • holds things in hands nervously or keeps time • uses hands naturally, making some gestures scanning all of the audience; does not read
& Physical hands in pockets • uses a few gestures but they do not look • confident posture notes or slides
• posture does not show confidence; (fidgets, natural, or keeps hands too still to look • clothes are appropriate for the occasion + uses gestures smoothly, naturally to
Presence slouches) natural emphasize or illustrate points
• clothes are not appropriate for the occasion • posture shows some confidence, with only a + moves with purpose
little fidgeting or nervous movement
• some attempt to wear appropriate clothing
for the occasion
• mumbles or goes too fast or slow • speaks clearly some of the time; sometimes • speaks clearly; not too fast or slow In addition to At Standard criteria:
• speaks too softly to be heard too fast or slow • speaks loudly enough for everyone to hear; + adds variety to speaking style (lower or
Speaking • frequently uses “filler” words (“uh, um, so, • speaks loudly enough for some of the changes tone to maintain interest higher volume, change of pace, use of
and, like”) audience to hear, but may speak in a • rarely uses filler words character voices)
• pronounces several words incorrectly monotone • pronounces words correctly + uses pauses for dramatic effect or to let ideas
• speaks in a style that is not appropriate for the • occasionally uses filler words • speaks in a style that is appropriate for the sink in
occasion • pronounces a few words incorrectly occasion
• speaks in a style that is appropriate for the
occasion, most of the time
• does not meet requirements for what should • meets most requirements for what should be • meets all requirements for what should be In addition to At Standard criteria:
be included in the presentation included in the presentation included in the presentation + has a memorable introduction and conclusion
Organization • selects too much or too little information or • sometimes selects too much or too little • selects the right amount and kind of + connects introduction and conclusion (returns
the wrong kind of information information, or the wrong kind, about some information to present to a story, theme, or metaphor)
• gets ideas mixed up topics • states main idea & moves from one idea to + effectively uses humor, stories, or metaphors
• time is not used well; the whole presentation, • some ideas are connected, but not all the next clearly, in an order that makes sense
or several parts of it, are too short or too long • some parts feel too short or too long; too • time is well spent; no part feels too short of
• does not have an introduction and/or much or too little time is spent on one topic, too long
conclusion slide, or idea • has a clear and interesting introduction and
• has an introduction and conclusion, but they conclusion
are not clear or interesting
• does not use aids (pictures, drawings, objects, • uses aids but they do not add much to, and • aids add to the presentation In addition to At Standard criteria:
posters, maps, recordings, slides, other may distract from, the presentation • aids are easy to see and/or hear, and are neat + aids are especially creative and/or powerful
Audio/Visual electronic media, etc.) • aids are hard to read or hear, or are messy • aids are ready to use and included smoothly + shows skill in creating aids and/or using
Aids (writing or graphics are not neat or sound is into the presentation technology
not clear) + smoothly handles problems with aids and
• aids are not ready to use and are not technological glitches, if they occur
smoothly brought into the presentation
• does not address the audience’s questions; • may answer some of the audience’s • answers audience’s questions clearly and In addition to At Standard criteria:
Response to says little or goes off the topic questions, but not clearly and/or completely completely + answers questions in a way that adds details,
• may try to answer a challenging question by • when asked a question he or she does not examples, or new points to the presentation
Audience faking it know the answer to, says “I don’t know” or + smoothly handles questions that are unclear,
Questions explains how the answer could be found off the topic, distracting, or challenging
© 2011 Buck Institute for Education

31. GROUP CONTRACT
Members
Dustin, Cooney, Voudy, Jessica, Stephen, Anthony
Block
Block 3
Project
Nature of Man
Task List
John & Voudy – Filming and Video Editing
Stephen, Anthony, Jessica, Dustin– script writing
Anthony – driving
Everyone- individual research on specific philosophers
Group Constitution
Forward: This contract is a binding legal document and governs
the group until the assigned project deadline. If the group
separates, or a member is fired, the basic contract laws remain
intact for both parties. However, being fired may cause work
responsibilities to shift.
Article I: Absence Policy
a. If a group member will be absent on a day in which work is
due, they must tell another group member a day in advance and
have all work that they are responsible for turned in. All group
members must stick to the provided agenda to have the
assignments completed on time. If there will be an unexpected
absence, the group member is to complete the work from home
and email another group member to let them know they are gone
for the day.

32. b. Group members will contact one another if they are absent
for any amount of period during the time allotted for working on
the projects.
Article II: Work Policy
a. Any member that is mentally or physically disabled and can
prove that they cannot complete the work assigned to them
alone they may acquire assistance from other group members to
help complete it. This will only apply for work that is group work
and not individual work, and work will only be finished by that
group member, and the assisting group member will not write it.
b. Each group member will work to the best of their ability,
making sure to complete the work is up to standards, and that
they completed it with punctuality.
c. If a group member commits plagiarism, they are solely
responsible and incur the punishment on their own.
Article III: Leadership
a. At the beginning of the project, a leader will be voted upon
democratically. If a group member is absent at the time of voting,
they waive their right to participate in voting. The person who
wins the most votes becomes the leader. If there is an unclear
outcome (same number of votes for different people), the group
will have no leader until one can be chosen by a revote.
b. By being elected leader, the person must perform the
following duties:
1. Organize group meetings.
2. Create and enforce a group agenda to govern group progress.
3. Organize any out of school project efforts.
4. Provide communication between group members in order to
help individuals work towards the project goal.

33. If they fail to perform these duties, or another person is also
carrying them out, a revote may be taken to determine whether
to obtain a new leader.
c. If a leader fulfills his or her duties, they will receive the 20
extra credit leadership points at the end of the project. The
current group leader will receive these points, regardless of how
long they lead the group for. If no leader has been assigned, a
majority vote will decide who receives the leadership points.
Article IV: Work Ethics
a. If a group member does not complete work they were
assigned, the punishment for the infringement will be of
detriment solely to the group member at fault. No negative
grading shall be given to any other group members.
b. At the end of the project, ‘hard workers’ will be designated
by means of a democratic vote. The people voted as the top two
will each receive the ten bonus points. If one candidate is voted
as hard worker by a margin of 75%, they will receive 20 points. If
there is a tie, the group will discuss and come to resolution or
else no points will be granted to the disputed individuals.
Article V: Member Dismissal
a. The following conducts will result in a group member being
able to be dismissed;
i. Incomplete or missing group work.
ii. Plagiarism or any form of cheating.
iii. If group member decides to leave under his or her own
will.
b. Any group member leaving under their own will be able to
submit all their own work, while the other group members may
not. Any group member fired for breaking any of the conducts

34. under Article V-a (i-iii). will have their work taken from their
possession to be used at the discretion of the original group, but
not for the individual being fired. In addition, any fired member
may not use any work completed by other group members,
subject to punishment under Article 2-c.
c. If a group member leaves under the stipulation of Article V-
a (iv), they retain all the work they have already provided for the
group. The original group cannot use this work or it is subject to
punishment under Article 2-c.
Article VI: Signature
By signing this contract the following group members abide to
the articles above. If any member fails to abide by the articles of
this contract, they may be fired from the group given at least a
50% vote in favor of firing the individual.
Project Leader
The group has elected __________________________ as the project
leader under Article III.
Signature

35. Developing Your Academy
Creating a high performance, collaborative, PBL-friendly culture
National Academy Foundation Annual Conference
July 18 – 19, 2011
San Francisco, CA
Thom Markham, Ph.D.
thom@thommarkham.com
www.thommarkham.com
© Thom Markham 2011

36. East Career & Technical Academy STUDENT: ____________________________
Work Ethic Rubric ~
BLOCK/PERIOD: _______
EMERGING STANDARD MASTERY
Criteria Weight
(1) (2) (3)
The student is The student is The student is NEVER
FREQUENTLY late to SOMETIMES LATE to late to class.
class (two of the five days class (once biweekly)
bi-weekly) The student ALWAYS
The student USUALLY comes to class with the
The student comes to class with the required materials (paper,
FREQUENTLY (3 out required materials (paper, pen or pencil, homework,
of five days bi-weekly) pen or pencil, homework, etc)
comes to class etc) 80% of the time or 4
WITHOUT required of the 5 days bi-weekly. The student is focused
Work Ethic 100 points materials (paper, pen or throughout class (at least
pencil, homework, etc) The student is 90% of the time) and
USUALLY focused on DOES NOT distract
The student turns in their work (roughly 80% from the learning of other
LESS THAN 70% of of the time), but has a students.
their work in on time. tendency to become off
task and distract others. The student turns in ALL
work on time.
The student turns in 80%
of their work on time.
0-------------50-----------69 70-----------80------------89 90-----------95-----------100
*Adapted from New Technology High School & New Technology Foundation

37. Envision Schools Leadership Skills Rubric
Think critically Manage Projects Express themselves Communicate effectively Solve problems
Collaborate productively
Effectively creatively and persuasively resourcefully
Breakthrough
Reasoning is clear, logical, • Advanced • Integrates concepts in • Self and ideas “come • Initiates opportunities • Identifies relationships
and thorough; interprets or understanding and previously unimagined alive” to audience for collaboration between problems
calculates information use of project planning ways • Ideas are complex • Manages and resolves • Invents new tools for
accurately and creatively; skills • Employs media and creative conflicts to achieve solving problems
Excellent supports statements with • Meets goals in innovatively • Communication is consensus • Proposes and
evidence advance of deadlines • Evokes emotional clear and well • Inspires groups to evaluates multiple
Includes all of • Acquires and uses response from the organized increase their potential solutions
the criteria effectively original audience • Work is accurate and • Assumes leadership
included in information. complete with roles
capable, and: • Evaluation provides consistent and
new insights to project superior development;
management and shows attention to
leanring detail
• Almost no language
errors are evident
Reasoning is clear and • Demonstrates an • Develops and • Student effectively • Works well in diverse • Approaches problem
logical; interprets or understanding of and expresses a point of presents self and groups creatively and flexibly
calculates information uses project-planning view, opinion, or idea ideas to audience • Employs personal • Identifies and
accurately; supports skills. in a unique way • Ideas are complex strengths and skills for organizes needed
statements with explanation • Sets goals and • Employs artistic • Communication is the team information
developed strategies processes and skills clear and organized • Assumes some • Proposes reasonable
to meet those goals in using appropriate • Work is accurate and leadership roles and workable
Capable a timely manner. media fully developed solutions
• Acquires and use • Though minor
information and language errors are
resources to evident, ideas are
implement their understandable
strategies.
• Evaluates the
effectiveness of their
approach.
Reasoning is unclear, • Demonstrates lack of • Produces work that is • Student needs greater • Participates minimally • Approaches problems
illogical, or superficial; understanding and unoriginal awareness of the and superficially from only one
interprets or calculates struggles to use • Does not develop audience • Rarely utilizes perspective
information inaccurately; project-planning skills processes and skills • Ideas are not contributions of others • Does not take
makes statements with little • Project misses complex; copies • Struggles to define advantage of available
Emerging explanation deadlines others collaborative role resources
• Does not access • Communication is • Proposes limited or
sufficient information disorganized impractical solutions
• Fails to evaluate • Work needs to be
effectiveness of more accurate and
approach complete
• Errors in language
make ideas difficult to
understand
Unacceptable

38. Envision Schools Leadership Skills Rubric

39. National Academy Foundation Conference Workshop
‘Developing Your Academy’
July 18 – 19, 2011
Agenda
Time Task Activity
Monday, 7/18
9:30 – 10:15 am Welcome/Agenda/Teams The story of Cody
10:15 – 10:30 am The Academy Plan What do you believe?
Need to Knows
10:30 – 10:45 am Break
10:45 – 11:15 am The D&T culture: Thom presents
Education, Youth
Development, and PBL Team exercise
11:15 – 12:15 pm The Academy Plan: Identify your vision
Core skills
Draft a Graduate Profile Core dispositions
The 2011 – 2012 student
12:15 – 1:15 pm Lunch
1:15 – 2:15 pm Share your goals Teams/whole group
2:15 – 2:45 pm The D&T culture: Review tools:
Norming to performing
Creating a collaborative, Groups to teams
high-performing culture Contracts and norms
Skills rubrics
2:45 – 3:00 pm Break
3:00 – 4:00 pm The Academy Plan: Review Coach’s Guide
Resource Hunt
Decide/adapt tools

40. Tuesday, 7/19
8:30 – 9:30 am The D&T culture: Thom presents
Opening the Year
How PBL fits
Project Planning Process
9:30 – 10:15 am The Academy Plan: Teams
(includes break) Project Planning
10: 15 – 11:00 am The D&T culture: Thom
Increasing performance Tools
11:00 – 12:00 pm The Academy Plan: AOHT sample
The ‘Open the Year’ Plan
The ‘Project-Project’
Spiraling projects
12:00 – 1:00 pm Lunch
1:00 – 1:30 pm The Academy Plan: Teams
Finalize plan
1:30 – 2:30 pm The Academy Plan: Teams
Protocol and debrief
2:30 – 2:45 pm Break
2:45 – 3:15 pm The Academy Plan:
Protocol and debrief
3:15 – 4:00 pm Action planning Thom/teams

41. PEER COLLABORATION AND WORK ETHIC NAME OF PERSON BEING EVALUATED
CRITERIA WEIGHT UNSATISFACTORY PROFICIENT ADVANCED
LEADERSHIP 25% Group member played a passive role, Group member played an active role in generating In addition to the “Acceptable” qualities, the group
generating few new ideas; tended to only do new ideas, took initiative in getting tasks organized member provided leadership to the group by
what they were told to do by others, or did and completed and sought help when needed. thoughtfully organizing and dividing the work,
not seek help when needed. checking on progress, or providing focus and
direction for the project.
0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25
EXAMPLE:
FACILITATION AND 25% Group member seemed unable or unwilling Group member demonstrated willingness to help In addition to the “Acceptable” qualities, the group
to help others, made non-constructive other group members when asked, actively listened member would actively checked with others to
SUPPORT criticisms toward the project or other group to the ideas of others, and helped create a positive understand how each member was progressing and
members or was distracted other members. work environment. how he or she may be of help.
0 - - - - - - - - - - - - 5 - - - - - - - - - - - - 15 17 - - - - - - - - - - - - 19 - - - - - - - - - - - - 21 23 - - - - - - - - - - - - 24 - - - - - - - - - - - - 25
EXAMPLE:
CONTRIBUTIONS AND 50% Group member was often off task, did not Group member was prepared to work each day, met In addition to the “Acceptable” qualities, the group
complete assignments or duties, or had due dates by completing assignments/duties, and member made up for work left undone by other
WORK ETHIC attendance problems that significantly worked hard on the project a most of the time. If group members, demonstrated willingness to spend
impeded progress on project. May have absent, other group members knew the reason and significant time outside of class/school to complete
worked hard but on relatively unimportant progress was not significantly impeded. the project.
parts of the project.
0 - - - - - - - - - - - - 15 - - - - - - - - - - - - 30 34 - - - - - - - - - - - - 38 - - - - - - - - - - - - 42 44 - - - - - - - - - - - - 46 - - - - - - - - - - - - 50
EXAMPLE:
PROJECT INFORMATION ADDITIONAL COMMENTS:
PROJECT NAME:
COURSE:
TEACHER:
DATE: / /

42. Developing Your Academy
Creating a high performance, collaborative, PBL-friendly culture
National Academy Foundation Annual Conference
July 18 – 19, 2011
San Francisco, CA
Thom Markham, Ph.D.
thom@thommarkham.com
www.thommarkham.com
© Thom Markham 2011

43. East Career & Technical Academy STUDENT: ____________________________
Work Ethic Rubric ~
BLOCK/PERIOD: _______
EMERGING STANDARD MASTERY
Criteria Weight
(1) (2) (3)
The student is The student is The student is NEVER
FREQUENTLY late to SOMETIMES LATE to late to class.
class (two of the five days class (once biweekly)
bi-weekly) The student ALWAYS
The student USUALLY comes to class with the
The student comes to class with the required materials (paper,
FREQUENTLY (3 out required materials (paper, pen or pencil, homework,
of five days bi-weekly) pen or pencil, homework, etc)
comes to class etc) 80% of the time or 4
WITHOUT required of the 5 days bi-weekly. The student is focused
Work Ethic 100 points materials (paper, pen or throughout class (at least
pencil, homework, etc) The student is 90% of the time) and
USUALLY focused on DOES NOT distract
The student turns in their work (roughly 80% from the learning of other
LESS THAN 70% of of the time), but has a students.
their work in on time. tendency to become off
task and distract others. The student turns in ALL
work on time.
The student turns in 80%
of their work on time.
0-------------50-----------69 70-----------80------------89 90-----------95-----------100
*Adapted from New Technology High School & New Technology Foundation

44. Envision Schools Leadership Skills Rubric
Think critically Manage Projects Express themselves Communicate effectively Solve problems
Collaborate productively
Effectively creatively and persuasively resourcefully
Breakthrough
Reasoning is clear, logical, • Advanced • Integrates concepts in • Self and ideas “come • Initiates opportunities • Identifies relationships
and thorough; interprets or understanding and previously unimagined alive” to audience for collaboration between problems
calculates information use of project planning ways • Ideas are complex • Manages and resolves • Invents new tools for
accurately and creatively; skills • Employs media and creative conflicts to achieve solving problems
Excellent supports statements with • Meets goals in innovatively • Communication is consensus • Proposes and
evidence advance of deadlines • Evokes emotional clear and well • Inspires groups to evaluates multiple
Includes all of • Acquires and uses response from the organized increase their potential solutions
the criteria effectively original audience • Work is accurate and • Assumes leadership
included in information. complete with roles
capable, and: • Evaluation provides consistent and
new insights to project superior development;
management and shows attention to
leanring detail
• Almost no language
errors are evident
Reasoning is clear and • Demonstrates an • Develops and • Student effectively • Works well in diverse • Approaches problem
logical; interprets or understanding of and expresses a point of presents self and groups creatively and flexibly
calculates information uses project-planning view, opinion, or idea ideas to audience • Employs personal • Identifies and
accurately; supports skills. in a unique way • Ideas are complex strengths and skills for organizes needed
statements with explanation • Sets goals and • Employs artistic • Communication is the team information
developed strategies processes and skills clear and organized • Assumes some • Proposes reasonable
to meet those goals in using appropriate • Work is accurate and leadership roles and workable
Capable a timely manner. media fully developed solutions
• Acquires and use • Though minor
information and language errors are
resources to evident, ideas are
implement their understandable
strategies.
• Evaluates the
effectiveness of their
approach.
Reasoning is unclear, • Demonstrates lack of • Produces work that is • Student needs greater • Participates minimally • Approaches problems
illogical, or superficial; understanding and unoriginal awareness of the and superficially from only one
interprets or calculates struggles to use • Does not develop audience • Rarely utilizes perspective
information inaccurately; project-planning skills processes and skills • Ideas are not contributions of others • Does not take
makes statements with little • Project misses complex; copies • Struggles to define advantage of available
Emerging explanation deadlines others collaborative role resources
• Does not access • Communication is • Proposes limited or
sufficient information disorganized impractical solutions
• Fails to evaluate • Work needs to be
effectiveness of more accurate and
approach complete
• Errors in language
make ideas difficult to
understand
Unacceptable

45. Envision Schools Leadership Skills Rubric