Needs Improvement (0-1)

Satisfactory (2-3)

Excellent (4-5)

Score

Perspective, Understanding, Empathy

• Has difficulty considering others’ ideas from their perspective

• Often able to consider others’ ideas from their perspective

• Carefully and respectfully listens to understand and/or empathize with the speaker’s perspective/ideas

Attention, Safety, Support, Interest

• Never or rarely makes eye contact with speaker
• Phones, computers, other people, etc. distract listener
• Sometimes conveys a disinterest in the speaker or his/her ideas or is pretending to listen
• Sometimes conveys a judgemental view of the speaker
• Sometimes reacts defensively
• Speaker feels the listener does not care OR is trying to to score points, win or get what they want

• Mostly appropriate level of eye-contact
• Distractions (phones, computers, other people, etc.) mostly minimized
• Mostly conveys an interest (curiosity) in speaker or their thinking
• Mostly conveys a nonjudgmental view of the speaker
• Speaker feels the listener is trying to help, even if help of limited value

• Appropriate eye-contact
• Distractions (phones, computers, other people, etc.) minimized as much as possible
• Conveys an interest (curiosity) in speaker and their thinking nonverbally and/or verbally
• Conveys a nonjudgmental view of the speaker (understands how the verbal and nonverbal feedback might be received)
• Speaker feels the listener is trying to help/support, not win or get what they want, and the feedback (see below) is well received

Content of Conversation

• Never or rarely able to repeat what others have said or only able to repeat generalities of what was said
• Mostly ignores or misunderstands nonverbal cues
• Hijacks the conversation to their own needs/interests

• Able to accurately paraphrase speaker’s ideas
• Seeks to understand nonverbal cues
• Lets the speaker drive the conversation (never hijacks the conversation) at least until initial conversation is done

• Listens to the verbal and nonverbal content to understand the content of the conversation AND the speaker’s related emotions and feelings
• There is a natural ebb and flow to who drives the conversation

Feedback, Conversation, Dialog, Critique

• Interrupts speaker before they have completed their thought

        – Or –

• Never adds to the conversation

        – Or –

• Listens only to identify disagreements, errors in reasoning, or to prepare a curt, cutting or overly critical response vs a constructive critique (see Critique Rubric)

• Finds a few opportune moments to: encourage further details or clarifications; ask questions; compare/contrast with own thinking; offer an opinion; synthesize with own thinking (two-way dialog, though somewhat one sided)
• Differences of opinion are somewhat glossed over, avoided, or perfunctorily addressed (see Critique Rubric)
• Sometimes asks questions of the speaker that steer the conversation toward the listeners needs rather than the speakers.

• Listens attentively to others ideas and finds opportune moments to: encourage further details or clarifications; ask gentle but probing open-ended questions; compare/contrast with own thinking; offer an opinion; synthesize with own thinking (active, two-way dialog - interdependence)
• Differences in thought or opinion addressed politely and thoughtfully (not an attack on the person, but a constructive critique or exploration of an idea)
• P.U.S.H.ed the speaker’s thinking (see Critique Rubric)

Intra and Interpersonal Metacognition

• Occasionally able to read and manage their own motivations and behaviors

• Usually able to read and manage their own motivations and behaviors.

• Able to read and manage their own and others' emotions, motivations, and behaviors.
• Knows when and how far to push each individual speaker. Knows when to back off or apologize.

Metaphor

• Wall? Closed Door? One-Way Mirror?

• Sponge

• Trampoline

Comments:

Overall