Teamwork Requirement

How Do Students Meet The Teamwork Requirement?

This manual includes a form you should use to ask a coach, teacher, club leader, employer or other adult to evaluate you on Teamwork. (Click here for the form.) When you take the form to the person you select, it is OK to remind those adults of how long you have been on the team or worked at the job. It is OK for you to say, “I thought of asking you because you told me what a good leader I am,” or some other remark that will help the adult remember some times when you showed teamwork. But it is up to this adult to actually fill out the form and sign it. After the adult signs and dates the completed rating form, you need to read the rating and sign that you have read it and understand it.

The following might be team activities some students could use in looking for an adult outside of school to evaluate teamwork for the CIM:

  • Taking a leadership role in an event, such as coaching a team sport for younger students;
  • Helping a club or youth group come to consensus about a new policy or activity;
  • Organizing a volunteer project or service learning activity for your community.
  • Being publicly applauded for your level of teamwork in a job, club, activity, musical or theatrical group, or community event;
  • Helping a work group or club to resolve a conflict or negotiate some action needed;
  • Offering training or support to team members who are learning what to do, such as in a musical group, sport, service learning project or school play.
These are not the only places where you could show teamwork. Think about what you do every day or every week and go over the evaluation form to see what is being evaluated--do you see a match to something they are doing in the community, at school or at home?
 

Scoring Rubric: Teamwork

This area requires as documentation at least one independent rating sheet signed by an adult observer, from an activity or class inside school or from outside school, plus a reflection by the student.

For extra credit, a student could add to the CIM Work Habits chapter:

  • At least one evaluation form or other adult acknowledgment of the student’s ability in this area must be attached to a picture, product, or printed program that shows the student participating in a team activity outside of school. This activity could be in athletics, volunteer work, the arts, a paid job, a service learning project, or other setting.
  • A reflection by the student.
Element 3 Exceeds Standard 2 Meets standard 1 Emerging
Contributes to team  Consistent long-term sharing of ideas, tasks, constructive feedback  Offers views, shares ideas and also builds on others ideas and offers constructive feedback; takes on team tasks 
Shares when prompted, gives some feedback, inconsistent building on others’ ideas, tasks
Communicates effectively in team setting  Consistent pattern of consensus-building through selective listening/Speaking Redirects team conversation by knowing when to speak, when to listen, negotiating differences   Inconsistent evidence of knowing when to speak, to listen, to negotiate
Takes on different roles as needed  Shows flexibility in leading/ supporting across several different settings  Rises to lead as needed but can support others’ leadership in one major role setting  Attempts to take on different roles in at least one setting

            No evidence = 0