Studio to School

The Dreaded Rubric Pilot Project Reflection by Lindsey Gillette

Reflection #11

What was the rubric process like for your team?
The process was akin to paying quarterly taxes at the same time your taxes from last year were due.  This project came amidst spring break, 3 day K-12 OST Learning Community Rendezvous, our Spring Show (Red Gold), the first farmers’ market, and S2S Rendezvous.  It was literally impossible to get the gang together so Gina Angelique (Lead Educator) and I spent 2.5 hours after the K-12 OST program to work and Kenny Houck (IVCDO), Scott Polen (Principal) and I spent a focused hour last week to collect their points of view.  I spent another 2 hours or so cleaning up and now I’m writing this reflection just before the deadline.

When you came together to talk about the rubric, was there agreement among team
members? What differences, if any, surfaced through this process?
Once the process of using the rubric was explained, the team worked step by step through the boxes.  At first it was just like playing Trivial Pursuit with adults when you were 10.  There were questions that vaguely made sense and if you got lucky and answered it right, you put the pie shaped piece into the game piece the wrong direction and it got stuck like that forever.  It seemed like our team had opinions of our program, but sometimes they were thrown out there as general knowledge and didn’t fit into the rubric’s form.  We generally agreed on what box we were in, but often, statements were made without hard evidence to back it up.  We had to balance “just getting it done cause we have no time” with “getting it done correctly.”

Did filling out the rubric help you reflect on your project’s progress?
Somewhat.  It mostly made us dream of how awesome our program could be if we lived in a community with fewer economic restraints.  “Wouldn’t it be great if we had a van that could transport students to more performance opportunities?” “Can you imagine Cave Junction with a performing arts center?”  “What if each member of our audience had a chair to sit in!” “The chairs could be padded instead of metal!” “And we wouldn’t have to compete with the buzz of the milk cooler!”

The reflection piece that was most helpful was picking out the places in which we were aligned in the 20/20 Vision.  Remembering that the plan was created with broad community participation is useful evidence when claiming that the community supports our program.

What, if any, new insights about your project did filling out the rubric generate?
That our student led approach may be innovative.

What, if any, aspects of your project did you identify that could use improvement/more
attention?
Perhaps the balance of commitments.  In what ways can we further engage the school district as a stakeholder?  Also, how to stabilize so that the program wouldn’t fail if any one of the partners had to back out.

What feedback do you have about the rubric or the pilot process?
It was very time consuming.  We didn’t know exactly what to put as evidence.

What, if any, changes to the rubric itself or the process of using it would you
recommend?
It was a challenge to work on without printing and I couldn’t print the blank rubric because of sizing.
We’re not sold on all of the rubric criteria.  Some seem extraneous (seem notes in our rubric).  Others seem to disqualify programs with fewer economic resources.

 

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