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Weekly Vocabulary Words will be posted on this page as soon as I get
the list of words and definitions, from the publisher.
Write the Chain of Command two times every evening. Those in the
Chain of Command are people in key leadership positions, from the
Battalion Commander at Zachary High School all the way to the
President of the United States. It is very important that every
Cadet know the Chain of Command.
CHAIN OF COMMAND
Commander in Chief President George W Bush
Secretary of Defense Honorable Robert Gates
Secretary of the Army Honorable Pete Geren
Army Chief of Staff Gen. George W. Casey Jr. SMA Kenneth O. Preston
TRADOC Commander Gen William S. Wallace CSM Parks
CDR Accessions CMD LTG Benjamin C. Freakley CSM King
CDR Cadet Command COL. Michael Johnson CSM Turner
CDR Western Region COL.
CDR 6th ROTC Brigade COL.
Senior Army Inst. MAJ. Stephen C. Black MSG Honeysette
CDR 9th JROTC Bn. C/LTC Maria Holliday C/CSM Ashton Gauff
The Chain Of Command can be tested without notification, and will
be graded during each progress period.
CADET CREED
I am an Army Junior ROTC Cadet.
I will always conduct myself to bring credit to my family,
country, school and the Corps of Cadets.
I am loyal and patriotic.
I am the future of the United States of America.
I do not lie, cheat or steal and will always be accountable
for my actions and deeds.I will always practice good citizenship
and patriotism.
I will work hard to improve my mind and strengthen my body.
I will seek the mantle of leadership and stand prepared to
uphold the Constitution and the American way of life.
May God grant me the strength to always live by this creed.
JROTC Inspection Questions
LET 1
Guidelines for Inspectors
Army JROTC Inspectors need to accurately determine the proficiency level of
JROTC Units and cadets. These questions will help inspectors look beyond
recitation of memorized information to examine learning results that show
how cadets understand and can apply what they are learning. These questions
are designed to be posed in the classroom or in an interview setting. Each
inspection assessment will include a question and follow-up prompt questions
(or hands-on performance requirement) and a scoring guide. The scoring
guide will spell out criteria specific to the question or performance,
general criteria for effective communication, and the possible points for
each criterion. Previously, inspectors have tended to evaluate knowledge by
asking a series of closed-ended questions. Although it takes less time and
is easier to analyze results, this questioning technique elicits either
a "yes" or "no" response, or a "regurgitation of facts" that shows a certain
level of memorization, but does not illustrate an understanding of how to
apply the knowledge to accomplish a task, solve a problem, make a decision,
or create a product. By asking open-ended questions that require cadets to
formulate a thoughtful response, inspectors will be better able to determine
if the JROTC program is actually teaching the JROTC curriculum in ways that
result in value-added learning that helps cadets develop and apply the
targeted knowledge, skills, and attitudes. By using a scoring guide to
evaluate cadet responses to questions and performance of hands-on skills,
inspectors will ensure that the questions focus on what the Army JROTC
program intends to teach. Use of the scoring guide increases consistency in
scoring from cadet to cadet and among multiple inspectors. In addition,
scoring guides make the inspection process fairer both for the cadets and
the instructors by making the assessment valid, reliable, and predictable
(no "guess what the inspector wants to hear" for the cadets). Most
importantly, scoring guides provide excellent tools for giving feedback to
the cadets so that assessment becomes part of the process for continually
improving learning and teaching.
Guidelines for Assessing Cadet Responses
Ask the cadet the main question to present the big picture.
Use the prompt questions to break the question into smaller bites,
give the cadet direction, and encourage the cadet to expand on the answer.
Total Possible Points = 10 [6 possible points awarded for cadet's
command of content/skill; 4 possible points awarded for effectiveness of
communication. Communication points are to be awarded independently of
content/skill points. A cadet who is unable to answer the content portion
or perform the skill may still receive the points for effective
communication and deportment if warranted. Likewise, a cadet who does not
exhibit effective communication skills may still receive points for the
content/skill portion of the question if warranted.
Full points= Award for commendable performance - Cadet responded to
question, meeting or surpassing the criterion without error.
Partial points = Award for acceptable performance - Cadet answered
the question without major error but may have made one or two minor errors
or omissions and/or needs to polish communication skills.
0 = Cadet's response is did not meet the criterion.
Unit ---1 - Citizenship in Action
1. Why do we honor the U.S. flag and what are some of the ways in which
we pay respect? Demonstrate one procedure for showing respect to the flag.
Prompt Questions
a. Describe at least three things we do to pay respect to the U.S.
flag. (1 point)
b. Demonstrate one protocol for paying respect to the U.S. flag,
explaining the rules and steps as you perform them. (2 points)
c. Why do we pay respect to our flag? What is the significance of the
colors and parts of the U.S. flag? (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet listed at least three ways in which we show respect
to the flag. [Content Notes: Answers should include at least three of the
protocols they have learned - saluting the flag, properly folding the flag,
raising and lowering the flag correctly, displaying the flag correctly (day
and night and indoors/outdoors), reciting the Pledge of Allegiance,
presenting the flag correctly as member of a color guard, or properly
disposing of the flag.
_____2. (2 points) Cadet demonstrated proper protocol (and explained the
steps and rules) for doing one of the following: saluting the flag in
uniform, raising and lowering the flag, folding the flag, or reciting the
Pledge of Allegiance.
_____3. (3 points) Cadet explained that the flag is the most notable symbol
of our nation (and may elaborate on that idea). Cadet accurately described
the colors (one symbol for each color) and fields of the flag. [Content
Notes: Color - Red stands for hardiness and valor; white represents hope,
purity, and innocence; blue symbolizes reverence to God, loyalty, vigilance,
perseverance, and justice. The blue rectangle is called the "union" and is
an emblem for unity. The fifty stars represent the fifty states. The
thirteen red and white stripes represent the first 13 colonies.]
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
Unit ---2 - Leadership Theory and Application
1. How does sexual harassment and sexual assault affect individuals and
organizations?
Prompt Questions
a. What is sexual harassment? What is sexual assault? (1 point)
b. What are the potential consequences of sexual harassment/assault for
those involved? (2 points)
c. If you were a commander, what steps would you take to prevent sexual
harassment/assault in your unit? Have you created anything in class that you
would use? (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet defined and differentiated between sexual harassment
and sexual assault.
_____2. (2 points) Cadet described the consequences of sexual
harassment/assault for everyone involved. (Content Notes: Cadet answers
include the possible consequences for the victim including physical harm,
fear, anxiety, stress and the inability to accomplish daily activities.
Consequences for the perpetrator could include legal, personal, and social
consequences. Possible effects on the unit could include fear, distrust,
low morale and a decrease in participation.)
_____3. (3 points) Cadet explained steps that he or she would take to
prevent sexual harassment in their unit. (Content Notes: Cadet should
refer to Prevention Plan created in class, and can also include the
following: 1) Set an example for proper behavior in a unit; 2) Issue a
policy letter defining sexual harassment/assault, describing the procedures
of investigating, and describing the consequences of each; 3) Provide
recurring training on sexual harassment/assault prevention; and 4) Provide
resources to victims of sexual harassment/assault.
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
2. How does a leader’s style affect the performance of the unit?
Prompt Questions
a. What are the three leadership styles? (1 point)
b. When would you apply each of the leadership styles? (2 points)
c. What leadership style best describes your style? Why? Can you give
me an example of when you applied that style? (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet lists the directing, participating and delegating
leadership styles.
_____2. (2 points) Cadet described different situations requiring
application of the 3 leadership styles. (Content Notes: The directing
leadership style is applied when time is short and the leader knows how to
perform the task, or when subordinates lack experience performing a task.
The participating leadership style is applied when subordinates have some
experience performing the task and the leader wants to develop leadership
skill or team building. The delegating leadership style is applied when
subordinates are very experienced in performing a task and little or no
supervision is necessary. The leader is still responsible for the actions
of the subordinates no matter which leadership style is applied.)
_____3. (3 points) Cadet explained why he or she feels most comfortable
applying one of the leadership styles and gives an example of when they
applied it.
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
Unit ---3 - Foundations of Success
1. How have the "Winning Colors" helped you and other cadets work
together more effectively?
Prompt Questions
a. Describe your winning color profile and at least 2 personal
strengths that relate to your color. (1 point)
b. Compare your winning color strengths with those of two other cadets.
(2 points)
c. Give an example of how the similarities and differences in a group
of cadets with whom you have worked have helped to solve a problem or
complete a task. (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet described her/his winning color profile, identifying
at least 2 personal strengths, and relating them to his/her Winning Color
Profile. [Content Notes: Winning colors describe personal strength in terms
of behavior, communication, and attributes. Each individual has aspects of
all four colors, but the profile will show dominant strengths. Green is
Fox/Planner = Creative Thinking; Red is Tiger/Adventurer = Action; Brown is
= Bull and Bear/Builder = Leadership; and Blue is Dolphin/Relater = Team
Building.]
_____2. (2 points) Cadet summarized the similarities and differences between
his winning colors profile and the winning color profiles of at least two
other cadets.
_____3. (3 points) Cadet gave at least one example of how the similarities
and differences of a group of cadets have been valuable in working as a team
to solve a specific problem or accomplish a specific task.
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
2. Describe your plan for personal growth.
Prompt Questions
a. Tell me about two personal skills that you are targeting for
improvement. (1 point)
b. What types of resources and activities do you plan to use (or have
you used) to help you improve these skills? How are you (or have you)
recorded your progress? (2 points)
c. Describe the progress you have made to date in improving these two
personal skills. What areas still need improvement? (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet described at least two personal skills that he/she
is targeting for improvement. [Content Notes: Cadet should refer to one or
more key emotional skills from the Success Profiler Personal Skills Map
assessment. There are five skill dimensions: Intrapersonal (self-esteem),
Interpersonal (interpersonal assertion, interpersonal awareness, and
empathy), Career/Life (drive/motivation, decision-making, time management,
leadership/sales orientation, commitment ethic), Personal Wellness (stress
management, physical wellness), Problematic Behaviors (interpersonal
aggression/anger management and interpersonal deference/fear management),
and Personal Change Orientation (motivation and willingness to change).]
_____2. (2 points) Cadet showed evidence of having a plan for improving
these skills by giving examples of resources and activities that he/she will
use or has used and by explaining how she/he has recorded (or will record)
progress.
_____3. (3 points) Cadet described the progress she/he has made to date in
improving the target personal skills and identified areas that still need
improvement. Cadet's answer showed that the cadet is taking responsibility
for carrying out the plan and evaluating personal progress.
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
3. What have you done to improve your personal study habits?
Prompt Questions
a. Tell me about a study skill that you have targeted for improvement.
(1 point)
b. Describe the results you achieved when you applied this improved
study skill in a specific course or to an assignment. (2 points)
c. Give an example of how you personally use what you have learned
about learning styles or multiple intelligences to increase your learning
success. (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet identified at least one study skill that he/she has
targeted for improvement. [Content Notes: Cadet should be able to identify
a critical thinking, note-taking, active listening, test-taking, time
management, or reading strategy she/he has added to his/her repertoire or
worked to improve. They may talk about Thinking Maps - eight specific
structured graphics that support defining in context, describing qualities,
comparing/contrasting, classifying, analyzing structure (part/whole),
sequencing, analyzing cause and effect, and seeing analogies.]
_____2. (2 points) Cadet gave an assessment of the results of applying the
improved study skill in a specific course or to an assignment.
_____3. (3 points) Cadet described her/his learning style preference OR
multiple intelligence strength and gave one example of how he/she has used
this self-awareness to improve his/her personal learning success. [Content
Notes: Cadet should answer in terms of ONE of these frameworks - VAK
(visual - see it, auditory - hear it, kinesthetic - touch it or do it); OR
Processing Strengths (Analytic = processes information by breaking it down
bit-by-bit and arranging it logically; prefers detail, predictability and
order; Global = processes information by organizing it into groups to create
the big picture; prefers to address the purpose and larger ideas; impatient
with minutiae, schedules, and rules.); OR Multiple Intelligences
(bodily/kinesthetic, visual/spatial, logical/mathematical,
verbal/linguistic, musical/rhythmic, naturalist); OR Dunn and Dunn
(environmental preferences, emotional preferences, sociological preferences,
physical preferences, psychological preferences). No one style, preference,
or intelligence is more desirable than another. Each has it own strengths
and weaknesses.]
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
4. Describe your current involvement in a service learning project.
Prompt Questions
a. What is the goal of service learning? (1 point)
b. How does your service learning project relate to the JROTC
curriculum? (2 points)
c. How are you evaluating the effect of your service learning project
on the community? What products have you created or used to show how the
project is being evaluated? (3 points)
Criteria for Scoring Cadet Response
_____1. (1 point) Cadet explained the purpose and goals of service learning
[Content Notes: Answers should include that service learning enhances
learning and allows cadets to gain experience while providing a service to
their community.]
_____2. (2 points) Cadet described the lessons and/or competencies from the
JROTC curriculum and how they are being applied in the service learning
project.
_____3. (3 points) Cadet explained how the service learning project is being
evaluated. [Content Notes: Cadets should be able to show some of the
following products: a Learning Log with activities performed; a four-
quadrant model showing an evaluation of the project; reflection comments
showing how the project has affected the cadet's life; and reports or
presentations showing the results of the project.]
_____4. (2 points) Cadet looked you in the eye and used respectful tone,
language, and demeanor. Cadet asked questions of clarification and/or
checked for accuracy if there was a need.
_____5. (2 points) Cadet answered with confidence, using standard English
grammar and speaking clearly so that you could understand.
_____ Total points for this Question
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