Grace Church Children s Ministry Highly Effective Team Rubric Spring 16

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1 Arriving & Service Prep All team members arrive on time. Team leader arrives first and sets a positive tone in the room. Team leader welcomes all workers as they arrive and is sensitive to individual needs. Everyone understands their role in preparing for the service and they are actively engaged in doing it. Preparations are complete prior to parents arriving. It is clear that workers have prepared in advance for the service today and have arrived this morning with a plan for their time with the kids. The atmosphere among team members is peaceful and focused. All team members arrive on time. Team leader arrives first. Team leader welcomes all team members. Workers seem to understand their role in preparing for the service. Most team members are involved in preparing the room and materials for the service. The team seems mostly ready for the service. Some last minute decisions and preparations are being made. Though busy, team members seem generally prepared and at peace. Some team members arrive late. Team leader may also be late. Interactions among team members are limited. Some team members are unsure or unaware of how they can help to prepare for the service. As a result, they are not engaged in preparations. Much of the focus is on making decisions and final preparations that could have been made before this Preparation for the program has been limited. As a result, the team seems a little rushed. A majority of team members arrive late. Team leader may also be late. Interactions among team members are limited and self-focused. Preparations for the service are primarily done by 1-2 people. Team members don t seem to know their role in preparing for the service. Focus of team interactions is on figuring out what the program will look like today. It is clear that very little preparation or forethought has gone into to preparing for the service this es:

2 Pre-Service The team has an opportunity to sit down for some meaningful time together before the kids arrive. The leader takes a few moments to look at passage of Scripture with the team that he/she has prepared ahead of time. Group members are open and honest about prayer or confession needs. The team takes time to settle their hearts and pray together. Communication about program details is done in a peaceful, clear, and settled way. Pre-service time is done before kids and families arrive. The team gathers together for a pre-service time. The team leader takes some time to encourage their team from the Scripture. Some group members share prayer or confession needs. The team takes a few minutes to pray together. Prayer may be limited to the leader, or someone whom the leader designates. Communication about program details is efficient and clear. Pre-service time is finished before kids and families arrive. The team pulls together briefly to touch base before the program begins. The team leader makes an effort to encourage their team. Some scripture may be referenced. The sharing of prayer needs or confession is limited. Because time is limited, preservice is very brief. Much of the focus is on practical details related to serving today. Someone in the group prays. Communication about program details seems to be focused on bringing people up-to-speed on the plan for the day. Pre-service ends just before or during the arrival of kids and families. The team does not have a chance to pull together and talk before the program. Conversations between team members are limited to program specifics. Due to a lack of time or the need to prepare materials for the program, time for personal conversation may be limited or non-existent. A short prayer may be said. Pre-service ends just before or during the arrival of kids and families. es:

3 Opening Registration es: All parents are greeted by eager and friendly workers. All CM workers are wearing a CM shirt, nametag, and a smile. All sign-in materials are on the registration counter and easily accessible to parents. Registration counter is clean and free of clutter. Workers greet all parents and children by name. Plan is in place for a CM worker to spend intentional time greeting new families and this is done consistently.* Teamwork throughout registration is evident. CM workers initiate brief Spirit-led conversations with parents about concerns and needs of the child. Today s Scripture is posted along with today s theme. All workers are actively engaging with the kids. Team leader plays a prominent role in ensuring that registration goes smoothly. Most parents are greeted by eager and friendly workers. All CM workers are wearing a CM shirt, nametag, and a smile. Sign-in materials are on the registration counter and easily accessible. Registration counter is clean and free of clutter. Workers greet all children and many parents by name. A plan is in place for a CM worker to spend intentional time greeting new families but this is inconsistently carried out.* The team generally works well together to make registration go smoothly. CM workers initiate brief conversations with parents about concerns and needs of the child. Most workers are interacting with kids. Team leader plays an important role during registration. Some parents are greeted by eager and friendly workers Most CM workers are wearing a CM shirt, nametag, and a smile. Sign-in materials are on the counter, but may be hard to see because of clutter on the registration area. Workers greet most children and a few parents by name. A plan is in place for greeting new families, but team members don t seem to be aware of the it.* Some teamwork during registration is evident. At times, CM workers initiate conversations with parents about concerns and needs of the child. Some team members are interacting with kids while others may be engaged in conversations with other workers or parents. Team leader s role during registration is limited. Very few parents are greeted by the CM workers in the room. Most CM workers are not wearing a CM shirt or nametag, and few seem happy to be there. Sign-in materials are not available and parents have to wait for them to be found. Workers don t greet parents and children by name because they don t seem to know them. There is no plan for greeting new families. As a result, new families may not be acknowledged by the team.* Teamwork throughout registration is limited. Very few conversations take place between CM workers and parents about concerns and needs of the child and if they occur, workers seem disinterested/disengaged. *For more information about our values for engaging new families, please see the attached New Family Experience Values Document.

4 Opening Activities The activities for kids to play with as they arrive are decided ahead of time and clearly tie into the lesson. Materials for activities are fully prepared and ready before Sunday Workers have a good working knowledge of the activity they are supervising and how it ties into the day s lesson. Workers are personally engaged with the kids and inviting other kids to be a part of the activity. Activities and games are age-appropriate, safe, and engaging. Classroom atmosphere is orderly and peaceful. There are an appropriate number and variety of activities available for the kids to play with. The kids all seem to be drawn to at least one of the activities. Activities are decided ahead of time, and most tie into the lesson. Materials for activities are prepared prior to Sunday There are a few details that need to be finalized during pre-service. Workers understand the activity they are supervising and seem to know how it ties into the day s lesson. Most workers are engaged with the kids and seeking to include others. Most activities are ageappropriate, safe, and engaging. The atmosphere of the classroom is generally orderly and peaceful. The number and variety of activities is satisfactory. Most of the kids are interested in the activities that are available. Several activities do not tie into the lesson and are mostly limited to the standard collection of games kept in storage. Materials for activities have been thought through and are prepared on Sunday Workers supervise activities but are not personally invested. They don t seem to understand their connection to the day s lesson. Some workers are engaged with kids while others seem disengaged. Some activities are ageappropriate, safe and engaging. The atmosphere is manageable, but some chaos exists. There are either too many activities available, or not enough to keep the kids interest and attention. Activities appear to be very random. There has been little to no thought in preparing activities. Little to no preparation of materials has been done prior to Sunday Activities are largely unsupervised and thus the kids seemed confused and a little overwhelmed. Workers are present but not engaged. Activities are not ageappropriate, safe, or engaging. Workers are not in control mutiny! There are not enough activities to keep the kids engaged they are bored. es:

5 Programming Elements All elements of the program are related to the key concept. Team has thought through all parts of the program. All team members gifts and abilities are consistently utilized during each of the programming elements. The flow of the program is purposefully thought through. Times for fun and games are balanced with times of peacefulness and quiet. Workers are sensitive to time requirements for the activities and program elements but allow room for the Spirit to move and redirect. Communication with other teams and age groups regarding programming elements (quiet times, loud times, etc.) has happened prior to Sunday Most of the programming elements are related to the key concept. Team has thought through the majority of the program. Several team members are able to use their gifts while some have just been assigned tasks. The order of the program has been thought through in advance. There is a plan for how today s program will flow from start to finish. The program incorporates time for quiet reflection. Workers have an awareness or sensitivity to time requirements, but some elements may go a little long. Communication about the flow of the program is done within the team and with other age groups on Sunday Some programming elements are related to the key concept. Someone has thought through the order of the program. The other team members are not prepared. Talents and gifts of team members are utilized some of the time. Some of elements of the program have been placed at strategic times. There is some sensitivity to time requirements, but programming elements are often too long or too short. Communication about the different programming elements and how they all fit together happens primarily on Sunday Programming elements may or may not relate to key concept. Very little preparation has been done prior to Sunday. One person is in charge of most of the programming. No evidence that the programming elements have been purposefully thought through. Team members don t seem to have a sense for how long each programming element should take. It is clear that very little communication between team members has happened either in advance or once they arrived Sunday es:

6 es: Lesson It is evident that the teacher has spent ample preparing for the lesson. The teacher has incorporated prayer throughout the process of preparing the lesson. The teacher has studied the text being taught and has a strong grasp of the context of the passage. It s clear that the teacher has prepared thoroughly for the lesson today. The teacher has practiced presenting the lesson or sought feedback from another person. Props and visuals are organized and available. Technology has been checked and tested and is in working order. The teacher is confident with how everything works. Teacher uses examples and demonstrates that he/she has been applying the teaching to his/her own life. The length of the lesson is appropriate for this age group. It is evident that the teacher has spent adequate time preparing for the lesson. The teacher has taken time during the process of preparing for the lesson to pray about what God would have them share this The teacher has studied and has a grasp of the context of the passage of Scripture being taught. The teacher is confident in their plan for the lesson. Props and visuals are organized and available. Technology has been tested and is in working order. Teacher share examples during the lesson that demonstrate that he/she has been applying the teaching to his/her own life. The length of the lesson is generally appropriate for this age group. It may be a little too long or too short. It s evident that the teacher has spent some time preparing for the lesson, The teacher has prayed at some point this week in preparation for the lesson today. The teacher has some idea of the context of what is being taught. The teacher is mostly confident in what he/she is sharing. Props and visuals may not be organized or available. Technology may not have been checked and or is not in working order. Few to no examples are shared about the ways that he/she is applying the teaching to his/her own life. The length of the lesson is not appropriate for this age group. It is either too short or too long. The teacher s preparation for the lesson is visibly lacking. The teacher may pray at times about the lessons they are teaching. The teacher may be teaching out of context because of lack of study. The teacher is not confident in what he/she is sharing. Props and visuals are lacking and may not be organized or available. Technology has not been checked or is not in working order. No examples of life application. The teacher seems to be unaware that the lesson also applies to them. The lesson is not an appropriate length for this age group. *For more information about what we expect from our teachers, please see the attached What We Expect from Our Teachers document.

7 Time Management The team works together to make seamless transitions between each programming element. Everyone knows the order of events and the amount of time that each programming element should take. There is an intentional plan for 1 hour and 15 minutes of programming. Workers have 2 or 3 backup ideas if the service goes long. Team leader clearly and effectively communicates with the team regarding adjustments to the agenda once the program has started. Team members offer input about shifts or changes to the agenda that may be necessary. Activities have a clear starting and ending time that has been determined in advance. Most workers assist in the transition between programming elements. Transitions between each programming element are smooth. Most team members are aware of the order of programming elements and the amount of time that each element should take. There is a plan for 1 hour and 15 minutes of programming. If the service goes long, the back-up activities are limited to worksheets, coloring pages, or familiar games (i.e. Duck, duck, goose). Activities have a general starting and ending time that has been decided in advance. Only the leader is aware of when transitions are happening. Some team members are not aware of their role in transition from one programming element to the next. The leader seems to be the only one who is aware of the order of events. There is a plan for the service, but there are intervals, especially at the beginning and the end, where there are large chunks of open time. At least a third of the program is unstructured time. A few ideas have been communicated to the team in case the service is long, but nothing additional has been prepared. Activities have a very casual beginning and ending time. No real plan seems to be in place. Decisions about what s happening next are made during the program. There is no real plan in place for order of events. Because there is no plan in place, different groups finish the same activity at very different times. Less than half of the program is structured time. The starting and ending time for each activity has not been determined in advance. es:

8 Closing Registration & Parent Interaction All workers are aware that the service has ended and clearly shift gears in preparation for closing registration. All team members are either engaged with kids or interacting with parents. Every team member plays a role in making the parent pick-up process as smooth and efficient as possible. The team leader plays a prominent role in making sure that registration is done well. All workers have a positive attitude and seem to have enjoyed their time in C.M. Parents are acknowledged as they approach the registration counter and assured that their child is on their way. Every effort is made to get kids connected with their parents quickly. Interactions with parents are positive and peaceful. Concerns about a child are communicated to parents in a caring and effective way. All workers are aware that the service has ended. Team members are either engaged with the kids or interacting with parents. Some team members may not be aware of the ways that their help would make the closing registration process go a little more smoothly. The team leader plays a significant role in making sure that registration process goes smoothly. Most workers have a positive attitude and seem to have enjoyed serving today. Parents are acknowledged as they approach the registration counter. Most kids are connected with their parents quickly. Interactions with parents are positive. Concerns about a child s behavior are shared in a caring way. Some workers are aware that the service has ended. Many team members are not aware of their role in helping to make closing registration go smoothly. Some team members are having conversations with friends or other families to the detriment of other needs in the room. The team leader is doing his/her best to round up the kids as parents arrive, but the support of other team members is limited. Workers seem a little bit tired and ready to go home. Most parents are acknowledged as they arrive, but interaction with them is limited. Some parents have to stand and wait for their kids for an extended period of time. Concerns about a child s behavior are communicated without a lot of sensitivity for how parents may receive it. There is no real sense of awareness or urgency about the importance of this segment of the program. Most team members are doing very little to closing registration to go smoothly. The team leader may be distracted by other interactions or conversations. Workers seem like they re just happy the service is finally over. Interaction with parents is limited and ineffective. Several parents have to stand and wait for an extended period of time for their kids. Conversations with parents lack a sense of love and awareness for parents needs. es:

9 Post-Service Time All team members stick around until all of the kids have been picked up. All team members are aware of their responsibilities once the kids are gone. The team works together quickly and efficiently to clean up the room and put materials away. Team leader is actively engaged in the post-service time and looking for ways to help and serve. The team takes a few minutes to celebrate wins from the program today and to talk about or address any challenges. Team leader does everything they can to make sure that team members are able to leave as quickly as possible. Team leader is actively shepherding and leading until all team members have left and the room is prepared for the week. All team members stick around until all of the kids have been picked up. All team members are aware of the work that needs to be done in order to wrap up the The team works together to clean up the room and put away materials. All workers help with the clean up process. Team leader is engaged in the post-service time. The team takes a few minutes to talk about how the program went this Team leader is aware of the need to wrap up the day s activities so that team members are able to leave. They look for ways to make the post-service time go more quickly. Most team members stick around until all of the kids have been picked up. Team members are aware that the room needs to be clean and materials need to be put away before they leave. The majority of the room clean up is done by a few people. Some team members may be talking with others instead of helping the team wrap up the The team talks a little about the program today as they clean up. Team leader is aware of post-service needs, but may lack a sense of urgency in finishing things up so that team members are able to go. A few team members stick around until all of the kids have been picked up. Team members seem to be more focused on leaving than on cleaning up and putting things away. 1-2 team members do the majority of cleaning and organizing after the service. Many team members have already checked out before post-services needs have been met. The team does not take time to talk about how the program went this Team leader helps to wrapup the morning, but does not lead their team effectively during this time. es:

10 Team Love For/ Walk with God Team members love for God is evident in all that they do. Team demonstrates consistency in abiding in the Spirit and practicing spiritual disciplines. Team members pray individually and/or with others on a daily basis. Team members demonstrate authenticity & transparency in their relationships. Team members study the Bible regularly. Team members lives show consistent evidence of spiritual growth and maturity. Team members are confident that they hear and respond to the Spirit s leading on a regular basis. Team members are able to articulate the victories and struggles in the lives of their teammates. Team members lives are defined by love, obedience, and the joy of the Lord. Team members love for God plays a central role in their lives. Team members are growing in abiding in the Spirit and practicing spiritual disciplines. The team is growing in openness and team members are mostly transparent. Team members pray individually and/or with others on a regular basis. Team members desire to grow and their lives show regular evidence that they are growing over time. Team members hear and follow the Spirit s leading. Team members lives show regular evidence of spiritual growth and maturity. Team members know the victories and struggles in the lives of their teammates. Team members are growing in lives of love, obedience, and the joy of the Lord. Team members have a desire to abide in God, but show little follow-through. Team is guarded in their relationships. The prayer life of team members may be inconsistent. Team members lives show little evidence of spiritual growth over time. Team members have some understanding about the victories and struggles in the lives of their teammates. Team members desire to live lives of love and obedience, but are easily drawn away or distracted from their relationship with God. Team members seem to have very little desire to abide in God and practice spiritual disciplines. Team members lives are closed to one another. Team members rarely pray on their own or with others. Team members lives show no evidence of spiritual growth. Team members have very little knowledge of the victories and struggles of other team members. Team members lives show little or no fruit. Most team members don t seem to desire a relationship with God. es:

11 Team Engagement with the Kids CM workers engage with kids immediately as they arrive. The workers make an effort to connect with all of the kids in a meaningful way. Workers engage kids in personal conversations that reflect a sincere interest in the child s family or life circumstances. All CM workers are actively engaged with children throughout the entire program from registration to pick-up. CM workers look for ways to relate and interact on the kids level. Workers encourage children to participate during each element of the program. Workers are real with children in age-appropriate ways. They share their struggles and victories with the kids. There is a clear sense that workers understand that their purpose here is to connect with kids in a meaningful way. CM workers engage with kids early in the program. They look for ways to connect with all of the kids. Workers engage kids in personal conversation. CM workers make efforts to connect with kids at several different points throughout the program. CM workers seek to interact on the kids level. Workers encourage children to participate during many parts of the program. Workers make an effort to be real with children in an age-appropriate ways. It is clear that the workers understand the importance of connecting with kids in a meaningful way. Workers engage with some children during the program but not all workers seem to be aware of how important it is to make these efforts. Workers engage some kids in personal conversation. CM workers make efforts to connect with kids at a few different points throughout the program. CM workers try to interact on the kids level with limited success. Workers inconsistently encourage kids to participate during the program. Workers find it hard to be age-appropriately real with children. Workers make limited efforts to connect with kids in a meaningful way. Workers engage with a few kids during the program. Workers don t seem to value this very much. Workers engage very few kids in personal conversation. CM workers don t seem to understand what it looks like to engage in a way that will be meaningful for kids. Workers rarely encourage children to participate and most elements of the program seem to be more of a lecture than a conversation. Workers fail to open up and be real with children. Workers make very little effort to connect with kids in a meaningful way. es:

12 Team Energy & Cohesion Every team member plays an important role. Team members are well known by others on this team. The team works well together and the sense of unity and commitment to each other is palpable, even to an outside observer. Communication amongst team members is thoughtful and healthy. Team members desire accountability from one another and it is clear that they are helping each other to be more like Christ. When needed, the team is comfortable speaking truth to each other. The team seems to really enjoy serving together. The team s relationships go beyond functional interactions for the sake of the program. The team has a real love for each other and a genuine desire to be together. Most team members play an important role on this team while the role for others is limited. Most team members are well known by others on this team. The team works well together. Communication amongst team members is positive and considerate. Most team members desire accountability. Team members are willing to speak truth to each other when needed. The team holds each other accountable both as team members and as followers of Jesus. Team members seem to like each other. The team interacts well together. They know the important aspects of one another s lives, though personal interactions are somewhat limited at times. Some team members play key roles on the team while others are much less involved. Some team members work well together and seem to really enjoy each other. Communication among team members is positive, but team interactions tend to be surface level. The team provides some accountability for some team members, but a significant portion of the team have their relational needs met in other places. It feels a little bit like the team is primarily here to get the job done on Sunday Most team members seem to like each other. The team s relationships are limited to functional interactions for the sake of the program and the occasional How ya doin? Very few team members feel as though their role on the team is important. One person seems to be doing everything. The team works together, but they don t seem enjoy each other. Communication among team members is limited. Accountability amongst team members is very minimal. The team s interactions are limited to Sunday mornings and what is necessary to accomplish the program. es:

13 Team Preparedness All materials are printed or written out prior to Sunday All supplies needed for the program are prepared and are on hand prior to preservice. All team members know the kids and their needs well. Team leader is ready to handle unique situations that may arise in a Spiritled way. The team is physically, emotionally, and spiritually prepared to fully engage together in serving opportunities. The team has been thoroughly trained in how all the technology in their ministry room works. Team members at able to troubleshoot problems. The team prepares in a way that allows them to be completely free and focused on the kids when they arrive. Most materials are printed or written out prior to Sunday All materials are ready by the time the service starts. All supplies needed for the program are prepared before the service starts. Most team members know the kids and their needs. Team leader seems ready to handle unique situations that may arise. The team makes a conscious effort to get materials prepared and details figured out before the kids arrive. The team has been adequately trained in how the technology in their room works. Some team members are able to troubleshoot problems. The team prepares in a way that allows them to focus on the kids when they are here. Some materials are ready by the time the service starts. Others are being created or printed on the morning of the program. Much of the teams prep for the service happens once they arrive on Sunday Some team members know the kids and are aware of their needs. Because the team leader is finishing final details, it is uncertain if he/she would be ready to handle unique situations that may arise. Some team members have been trained in how the technology in their room works. The team sees opening registration and activities as an opportunity to make final preparations for the program. Materials are being prepared as the service starts. Supplies are not ready when the program starts. Team members are not very familiar with the kids and their needs. The team leader may not be aware of, or ready for, unique situations that may arise because they are distracted by solving many last-minute problems. The team has a very limited understanding of how the technology in their room works. Materials are being organized and prepared throughout the program. es:

14 Team Discipline & Classroom Management All CM workers have a clear understanding of their role as an authority and are empowered to act as such. All children have a clear understanding of the rules and expectations. All CM workers and children know the consequences for not following the rules. All CM workers consistently, firmly, and lovingly enforce the rules and expectations of their ministry room. When expectations are not met, workers consistently communicate calmly and clearly with the child about the type of behavior that is expected. Rules are enforced with a clear intent to help kids develop and grow. The plan for discipline is clear and consistent across age groups. The team has established ministry rules and routines and reviews them every week with the kids. Most CM workers understand their role as an authority and act as such. Children seem to understand the rules and what is expected of them. CM workers and children seem to know the consequences for not following the rules. The majority of CM workers frequently enforce consequences. When expectations are not met, workers regularly communicate calmly and clearly with the child about the type of behavior that is expected. Rules are enforced with a clear intent to help kids develop and grow. The plan for discipline is fairly consistent across age groups. The team has established ministry rules and routines and reviews them regularly with the kids. CM leaders understand their role as an authority and act as such but few other Team Members engage in this way. Some children seem to understand the rules and what is expected of them. Leaders determine consequences for not following the rules in the moment. CM workers inconsistently enforce consequences. When expectations are not met, workers occasionally communicate calmly and clearly with the child about the type of behavior that is expected. Rules are enforced with a sense of intensity or frustration that sometimes seems a little overboard. There is little awareness of how behavior issues are dealt with in other age groups. The team has established rules and routines and reviews them with the kids inconsistently. No one seems to understand their role as an authority. Very few children understand the rules and what is expected of them. If there are any consequences for not following rules, they are sporadic, spur of the moment, and inconsistently enforced. Correction seems to be done in anger or desperation at times rather than in love. There is no awareness of how behavior issues are dealt with in other age groups. The team has established rules and routines but rarely reviews them with the kids. es:

15 Team Communication All team members feel that they receive ample communication. (Effective) Information about team gatherings and programming details are sent well in advance. (More than 7 days ahead of time, when possible.) (Timely) Team leader and team members anticipate needs and regularly look for ways to communicate in advance about them. (Proactive) Team communications clearly outline all of the pertinent information in a way that keeps everyone on the team on the same page. (Clear) Team members offer regular input and feedback about important ministry details and decisions and share the responsibility of communicating with each other. (Shared) All team members feel that they receive adequate communication. All Information about team gatherings and programming details are sent in advance. (5-7 days ahead of time, whenever possible.) Team leader and team members anticipate needs and often look for ways to communicate in advance about them. Team communications provide enough detail so that all team members feel that they understand the information being communicated. Team members offer input and feedback about ministry details and decisions. Most team members feel that they receive adequate communication. Information about team gatherings and programming details are not sent in a timely fashion. (1-4 days ahead of time.) Team leader and team members communicate with each other when necessary, but often times this is done at the last minute. Team communications provide some important information, but may be brief or incomplete at times. Team members are not given regular opportunities to give input and feedback about ministry details and decisions, or may simply choose not to give input when asked. Some team members feel that they receive adequate communication. Some important information about team gatherings and programming details are sent out to team members. At times, important information is overlooked or missed. Communication among team members is extremely limited and ineffective. It does not maintain unity and clarity amongst team members. Team communications are incomplete and lacking important information and details. Team members have very few opportunities to give input and feedback. Many do not see their input as necessary or valuable. es:

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