PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Leadership Development
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the
requirements of inter-ethnic: concepts,
content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the
requirements of equal opportunity: concept,
content, illustration, heritage, roles
contributions, experiences and achievements
of males and females in American and other
cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
NOTES
INSTRUCTIONAL MATERIALS ADOPTION: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Leadership Development
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century Tools
B.
21st Century Tools
 Problem-solving tools (such as spreadsheets, decision support, design
tools)
 Communication, information processing and research tools (such as word

processing, e-mail, groupware, presentation, Web development, Internet
search tools)
Personal development and productivity tools (such as e-learning, time
management/calendar, collaboration tools)
INSTRUCTIONAL MATERIALS ADOPTION: 21st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met
with I (In-depth) or A (Adequate) in order to be recommended.
20010-2015
Leadership Development
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet
access) materials.
2. provide a website which provides links to relevant sites as well as
lesson plans, student activities and parent resources.
3. integrate technology into the curriculum.
N
B. Scientifically-Based Research Strategies
1. provide explicit instructional strategies to present varied teaching
models including but not limited to webbing, mapping, Venn
diagrams and inverted pyramids.
2. promote writing skills and study techniques .
3. present varied teaching models with emphasis on differentiated
instruction in content, process, and product.
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills
based on Bloom’s Taxonomy.
2. promote student-generated responses.
D. Life Skills
1. address life skills (e.g., health related concepts, goal setting,
application to career oriented goals, reference tools, and
researching).
2. address habits of mind activities (e.g., literacy skills, interpersonal
communications, problem solving, and self-directional skills).
E. Classroom Management
1. include opportunities for large group, small group, and independent
learning.
2. provide classroom management suggestions.
3. provide suggestions for differentiated instruction (e.g., practice
activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1. address varied learning styles and multiple intelligences of students
by including models.
2. provide extensive and varied opportunities to practice skills.
3. provide intervention, practice, and enrichment materials.
4. continue skill or strategy instruction across several instructional
sessions to expand the applicability and utility of the skill or strategy.
5. connect previously taught skills and strategies with new content and
text.
6. cumulatively build a repertoire of multiple strategies that are
introduced, applied, and integrated throughout the course of study.
G. Assessment
1. provide opportunities for assessment based on performance-based
measures, open-ended questioning, portfolio evaluation, rubrics, and
multimedia simulations.
2. provide on-going progress monitoring.
3. provide rubric-based differentiated assessment.
INSTRUCTIONAL MATERIALS ADOPTION: CONTENT SPECIFIC EVALUATION CRITERIA
20010-2015
Leadership Development
This course is designed to provide students with basic leadership skills. Instructional areas include leadership
styles, goal setting, time management, public speaking, job skills, and interpersonal relationships. Safety instruction is
integrated into relevant activities. Teachers should provide each student with real world learning opportunities and
instruction related to selection, development, and maintenance of individual Supervised Agricultural Experience (SAE)
programs. Students are encouraged to become active members of FFA, the national youth organization for those
enrolled in agricultural education. FFA is an integral component of the program and provides curricular opportunities
that enhance student achievement. Teachers should utilize relevant FFA activities to support experiential learning.
The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content
Standards and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for
classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Standard 1: Nature of Leadership
Students will:
 demonstrate an understanding of the scope of leadership.
 demonstrate the ability to use the inquiry process to solve problems.
Standard 2: Content of Studies in Leadership
Students will:
 demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories, and models as delineated
in the objectives.
 relate the principles contained in the sciences, economics, mathematics, and language arts to leadership development.
Standard 3: Application of Knowledge and Skills Acquired Through Leadership Studies
Students will
 apply the principles of the sciences, economics, mathematics, and language arts to leadership development.
 analyze information and situations to select the best means of performing leadership tasks.
 demonstrate an ability to utilize technology in the performance of leadership tasks.
 engage in work-based learning through Supervised Agricultural Experience (SAE) programs.
Standard 4: Participation in the student organization
Students will participate in a local student organization.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
For student mastery of content standards and objectives, the instructional materials
will provide students with the opportunity to
N
A. Nature of Leadership
1. define leadership.
2. examine the relationship between personality traits and
leadership potential.
3. distinguish between and elaborate on the differences
between formal and informal leadership styles.
4. define and assess the role of charisma in leadership.
5. appraise emerging issues with leadership implications.
B. Content of Studies in Leadership
1. describe duties of officers in an organization.
2. explain the use and purposes of specific parliamentary
procedure motions.
3. categorize motions used in the conduct of business
meetings.
4. demonstrate skills and techniques used by public
speakers.
5. examine elements of goal setting.
6. characterize appropriate dress for the work place.
7. explore conflict resolution.
8. critique personal behavior as a reflection of ethics and
values.
C. Application of Knowledge and Skills Acquired Through Studies of Leadership
1. demonstrate the proper use of parliamentary law.
2. deliver a prepared public speech.
3. deliver an extemporaneous speech.
4. prepare an introduction for an invited guest speaker.
5. become involved in a controlled debate.
6. conduct small group discussions on current events.
7. select, develop, and conduct a community service project.
8. select, develop, and conduct school improvement
projects.
9. prioritize activities to make efficient use of time.
10. evaluate stress reduction practices.
11. create a cover letter and resume.
12. demonstrate proficiency in giving a personal interview.
13. prioritize activities to make efficient use of time.
14. hold a mock social gathering with adults.