Mission Possible: Vision-Driven Decisions

Learning Goals & Products

Learning Goals

Students will be able to analyze school mission statements, anchor texts, and real school scenarios to distinguish engaging, equipping, and student-centered decisions.

Students will be able to justify a position on whether a school decision aligns with mission and vision using credible evidence and reasoning.

Students will be able to collaborate to revise a 60-second commercial script that persuades a school audience by connecting mission language, real examples, and a clear call to action.

Products

individual

Individual Mission-Alignment Evidence Log and Position Statement

Each participant creates an evidence log with credibility notes, then writes a concise position statement arguing whether a selected school practice reflects the mission and vision. The product must include a fair counterargument, rebuttal, and cited evidence from mission statements, anchor texts, and school scenarios.

team

Team 60-Second E3 Commercial and Oral Defense

Teams produce a polished 60-second commercial script with an optional shot list or simple visuals, then present it in a showcase with a brief oral defense explaining how the choices reflect mission and vision. The team must synthesize each member’s evidence to show why their message is the strongest recommendation for the school community.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Effective Communication	I can listen and respond to peers’ ideas during the gallery walk by adding specific, evidence-based sticky-note feedback about what I notice in mission-driven moments (engaging, equipping, or student-centered action).	I can clearly communicate my team’s thinking by explaining how our example sorting and draft definition connect to mission and vision using specific references from mission statements, anchor texts, and school scenarios.	I can present a persuasive 60-second E3 commercial script by using an audience-aware tone and structure (hook, message, call to action) that demonstrates empathy and connects daily decisions to mission-driven student ownership.	I can refine and justify my communication through feedback and revision, using Ike Box reflections and audience/viewing-guide notes to strengthen clarity, credibility, and actionability in what we share with others.
Deeper Learning Competencies	Collaboration	I can contribute ideas during team discussions and share my role in planning the commercial by using turn-taking norms and using teammates’ suggestions to improve our shared work.	I can co-design our team’s storyboard and script by building on peers’ ideas, using evidence from mission scenarios to make shared decisions, and checking for consensus on what we will include and why.	I can lead collaboration by facilitating discussion, incorporating diverse perspectives, and resolving disagreements constructively (e.g., proposing options, seeking common ground, and revising our script based on team feedback).	I can assume responsibility for the team’s impact by organizing next steps, leveraging peer strengths to strengthen clarity and student-centered alignment, and refining decisions through feedback so our final commercial consistently reflects a shared mission-driven vision.
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can identify the mission- and vision-aligned purpose of a school scenario and choose one action that would most likely engage and equip students, explaining my reasoning with evidence from the exemplars or mission statements.	I can compare multiple scenario options and explain tradeoffs to justify the daily decision I select for our commercial, using specific evidence from the texts, gallery walk notes, and the team’s shared definition.	I can generate and refine a mission-driven solution by evaluating audience impact (clarity, persuasiveness, and student-centeredness), then revise our script choices based on feedback and identified gaps in what we intended to show.	I can independently create and defend a sophisticated, mission-anchored message by anticipating possible misinterpretations, addressing them through the storyboard/script, and using evidence and feedback to improve problem-solution alignment across the full 60-second commercial.
Deeper Learning Competencies	Content Expertise	I can use mission statements, exemplar texts, and provided school scenarios to identify specific elements of engaging, equipping, and student-centered practice and explain them with evidence from the materials.	I can apply the shared working definition to new scenarios by selecting relevant moments and details that match our mission and vision, and I can describe the skill-building purpose behind those choices in my team’s script or storyboard.	I can independently refine my team’s message by evaluating multiple pieces of evidence (quotes, scenarios, and anchor texts) and choosing the most convincing content that clearly shows mission-driven decisions and student ownership.	I can create and justify a polished, persuasive 60-second E3 commercial by accurately integrating mission/vision alignment with strong, scenario-based examples, including clear call-to-action language that demonstrates expert-level command of the practice we defined.
Deeper Learning Competencies	Self Directed Learning	I can use feedback and reflection prompts to revise one part of my 60-second commercial script (e.g., a line, scenario choice, or call to action) and explain what I changed and why it better reflects the mission and vision.	I can independently monitor my progress toward the shared definition of engaging, equipping, and student-centered practice by making targeted revisions across my script/storyboard based on gallery-walk notes, Ike Box reflections, and audience/viewing guide feedback.	I can take initiative to direct my learning by identifying the most confusing or missing mission-driven decisions in my team’s work, proposing improvements, and justifying revisions using evidence from mission statements, anchor texts, and specific school moments.	I can lead my own learning through iterative goal setting and refinement—using feedback proactively to strengthen clarity, empathy, and persuasion in our commercial—then reflect on how my daily decision-making aligns with the mission and commit to a next-step action.