Assessment
Rubric for Full Performance Level Benchmark Competency:
Module 330: Leading Interpreters: Training and Coaching
The
submission product demonstrates the certification requirements
if it communicates that, through application of specific
training and coaching methods, the submitter:
- has provided opportunities that enable other interpreters
to help visitors make intellectual and emotional connections
with the meanings and significance in the resource(s)
being interpreted.
Descriptors:
Training and coaching methods and techniques are used
effectively
Uses
coaching contacts to reinforce interpretive training
concepts where appropriate
Indicates
sensitivity to developmental levels and situational
needs of the interpreters they coach
Demonstrates
the ability to provide constructive, substantive,
specific feedback for interpretive growth/improvement
of others
Indicates
an ability to use evaluative feedback and self-assessment
to gauge effectiveness of training and coaching methods
Uses
the principles and concepts of the Interpretive Curriculum
as foundational material for training and coaching
contacts
Effectively
communicates to others through training, coaching
and modeling, an understanding how to facilitate interpretive
opportunities
The
submission product approaches the certification requirements
if it communicates that, through application of specific
training and coaching methods, the submitter:
- has not provided clear opportunities that enable
other interpreters to help visitors make intellectual
and emotional connections with the meanings and significance
in the resource(s) being interpreted.
Descriptors:
Training
and coaching methods and techniques are used inappropriately
or ineffectively
Does
not use coaching contacts to reinforce interpretive
training concepts
Indicates
lack of sensitivity to developmental levels and
situational needs of the interpreters they coach
Does
not demonstrate the ability to provide constructive,
substantive, specific feedback for interpretive
growth/improvement of others
Does
not indicate an ability to use evaluative feedback
and self-assessment to gauge effectiveness of training
and coaching methods
Does
not use the principles and concepts of the Interpretive
Curriculum as foundational material for training
and coaching contacts
Ineffectively
communicates to others through training, coaching
and modeling, an understanding how to facilitate
interpretive opportunities
