Project Planning: From Thought to Action

Unit Task IDC 4U/4O

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School Event Plan

Unit Culminating Task Overall Expectations Addressed by this Task
TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities. PMR1 be able to plan for research, using a variety of strategies and technologies; PMR2 be able to access appropriate resources, using a variety of research strategies and technologies; IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies; IEIC2 evaluate the quality of interdisciplinary endeavours (leadership and mentorship), using a variety of strategies; IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; IEIC4 analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers.

Task Rationale
Leadership requires action. Students will use an established model (The Check Model) to imagine, plan and implement a school event for the grade 9 population.

Task Description
You will plan an event for the grade 9s with your Link leader team using The Check Model. The event must take place before the end of the semester. You will be evaluated on how well you plan, execute and reflect upon your event.

Required Resource
The Check Model For Event Planning: A Guide to Student Led, Advisor Ensured Event Planning by Micah Jacobson and Abbey Levine, Boomerang, 2012.

Potential Events
Sporting Eventmust be one that does NOT occur on a regular basis Fashion show Theatrical Production Concert Academic Conference Comedy Festival Cultural Event (i.e. food festival, dance festival, etc.)

Project Planning: From Thought to Action

Unit Task IDC 4U/4O

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MARKING RUBRIC FOR SCHOOL EVENT PLAN

Overall Expectations THINKING/INQUIRY
PMR1 be able to plan for research, using a variety of strategies and technologies; IEIC2 evaluate the quality of interdisciplinary endeavours (leadership and mentorship), using a variety of strategies IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; IEIC4 analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers.

Look Fors Effective Planning

Level 4 Student Initiated Leader initiates and plans event independently with minimal teacher involvement Leader debriefs event with insight, and identifies multiple areas for improvement and extensions Leader identifies multiple and rich ways in which the grade 9 population was impacted Leader demonstrates significant and authentic personal growth, and identifies ways in which he/she will use this learning

Level 3 Teacher Supported Leader develops plan with some teacher involvement to clarify details Leader debriefs event with clarity and identifies two or more areas for improvement Leader identifies three significant ways in which the grade 9 population was impacted Leader makes connections between the event and his/her personal growth and recognizes the value of this growth

Level 2 Teacher Directed Leader develops plan in response to teacher questioning and prompting Leader debriefs event with some clarity and offers one area for improvement Leader identifies two ways in which the grade 9 population was significantly impacted Leader describes his/her feelings and can make some connections to personal growth

Level 1 Teacher Initiated Leader follows plan initiated by the teacher and requires a great deal of assistance Leader debriefs event superficially and does not identify areas for improvement Leader identifies one way in which the grade 9 population was impacted.

R Leader does not meet expectations at a passing level

Debriefing Process

Leader does not meet expectations at a passing level

Impact on Grade 9 Population

Leader does not meet expectations at a passing level

Personal Growth

Leader describes his/her feelings related to the event.

Leader does not meet expectations at a passing level

Project Planning: From Thought to Action

Unit Task IDC 4U/4O

Page 3 of 3 Clarity of responses Leaders responses display logical and insightful organization of ideas; no additional clarification is required; few or no spelling and/or grammar errors are present Leaders responses are organized but not necessarily insightful; minimal clarification is required; few or no spelling and/or grammar errors are present Leaders responses are not consistently and/or clearly organized; clarification is required frequently; some spelling and/or grammar errors are present Leaders responses are superficial and disorganized; much clarification is needed; grammar and/or spelling errors detract from communication of information Leader does not meet expectations at a passing level

COMMUNICATION
IEIC3 analyse and describe the impact on society of interdisciplinary approaches (leadership and mentorship) and solutions to real-life situations; TI/C IEIC4 analyse and describe how interdisciplinary skills (leadership and mentorship) relate to personal development and careers. TI/C

APPLICATION
IEIC1 implement and communicate information about leadership and mentorship, using a variety of methods and strategies; TF4 demonstrate the skills and strategies used to develop leadership and mentorship products and activities PMR2 be able to access appropriate resources, using a variety of research strategies and technologies;

Use of Check Model

Problem Solving

Leader follows Check Model independently and precisely throughout the entire process Leader solves problems effectively and independently Leader independently troubleshoots unexpected events and pre-emptively makes alternative arrangements Leader independently accesses multiple sources of information to carry out the event

Leader follows Check Model with some teacher assistance

Leader follows Check Model inconsistently and requires teacher intervention Leader requires teacher assistance to solve problems Leader troubleshoots unexpected events with teacher assistance and makes no contingency plans Leader requires teacher assistance to access sources of information to carry out the event

Contingency Planning

Accessing information

Leader solves problems with minimal teacher intervention Leader troubleshoots unexpected events and imagines a contingency plan but doesnt necessarily make the arrangements Leader requires minimal teacher assistance to access sources of information to carry out the event

Leader requires teacher to guide him/her through the use of the Check Model Leader relies on teacher to solve problems. Leader relies on teacher to troubleshoot unexpected events and make contingency plans

Leader does not meet expectations at a passing level

Leader does not meet expectations at a passing level Leader does not meet expectations at a passing level

Leader requires teacher to access sources of information to carry out the event

Leader does not meet expectations at a passing level