Professional Documents
Culture Documents
Please complete this form and tick the boxes using the following criteria:
The student:
A (87-100%) Prioritizes the needs of the school and students over required working hours
B (86-77%) Always demonstrates consistent attendance and punctuality
C (76-67%) Demonstrates consistent attendance and punctuality
D (66-60%) Displays occasional issues with attendance and punctuality
F (50-59%) Displays issues with attendance and punctuality
F (0-49%) Has not grasped the importance of attendance and punctuality leading to consistent absences
and/or lateness
Result: B (86-77%) Always demonstrates consistent attendance and punctuality
The student:
A (87-100%) Consistently prepares high quality materials which are well organized
B (86-77%) Is well prepared & ready for each lesson
C (76-67%) Is prepared & ready for each lesson
D (66-60%) Is generally prepared & ready for each lesson
F (50-59%) Has difficulties preparing for lessons & being ready on time
F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons
The student:
A (87-100%) Has already considered solutions to improve practice/ can suggest ways forward
B (86-77%) Demonstrates self-awareness when given feedback by discussing points further in a
constructive manner
C (76-67%) Demonstrates adequate self-awareness when given feedback
D (66-60%) Usually demonstrates self-awareness when given feedback
F (50-59%) Sometimes demonstrates self-awareness when given feedback
F (0-49%) Does not demonstrate self-awareness when given feedback
Result: B (86-77%) Demonstrates self-awareness when given feedback by discussing points further in a
constructive manner
The student:
The student:
A (87-100%) Has completed outstanding lesson plans which are consistently printed and
available for MST/MCT upon request
B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT
upon request
C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon
request
D (66-60%) Has completed poor quality lesson plans which are not always available upon
request
F (50-59%) Has inconsistently completed adequate lesson plans
F (0-49%) Consistently completes lesson plans which are inadequate
Result: B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT
upon request
A (87-100%) Lesson plans have sufficient detail to secure successful lesson delivery
B (86-77%) Lesson plans have sufficient detail to secure lesson delivery which is mostly
successful
C (76-67%) Lesson plans have sufficient detail to secure lesson delivery
D (66-60%) Lesson plans have sufficient detail to secure lesson delivery which is partially
successful
F (50-59%) Lesson plans generally do not have sufficient detail to secure lesson delivery
F (0-49%) Lesson plans do not have sufficient detail to secure lesson delivery
Result: B (86-77%) Lesson plans have sufficient detail to secure lesson delivery which is mostly
successful
The student:
A (87-100%) Plans student-centred activities which are effective and include more than one
learning style
B (86-77%) Plans student-centred activities which are effective
C (76-67%) Plans student-centred activities
D (66-60%) Plans student-centred activities although these do not secure sufficient learning
F (50-59%) Plans activities which are partially student-centred
F (0-49%) Does not plan student-centred activities
Result: A (87-100%) Plans student-centred activities which are effective and include more than one
learning style
The student:
A (87-100%) Successfully implements a range of CRM strategies and is able to identify the
reasons for the success
B (86-77%) Successfully implements a range of CRM strategies
C (76-67%) Attempts to implement a range of appropriate CRM strategies based on the age and
context
D (66-60%) Implements basic CRM strategies with success based on age and context
F (50-59%) Implements basic CRM strategies with limited effectiveness
F (0-49%) Does not implement any effective CRM strategies
The student:
Result: B (86-77%) Attempts more complex cooperative strategies which encourage student independence
The student:
A (87-100%) Consistently creates and presents a range of resources which reflect aspects of best
practice ie. are legible, appropriate, accurate etc.
B (86-77%) Creates and presents a range of resources which reflect aspects of best practice
ie. are legible, appropriate, accurate etc.
C (76-67%) Creates and presents resources which reflect aspects of best practice ie. are legible,
appropriate, accurate etc.
D (66-60%) Creates and presents resources which usually reflect aspects of best practice ie. are
legible, appropriate, accurate etc
F (50-59%) Creates and presents resources which sometimes reflect aspects of best practice
ie. are legible, appropriate, accurate etc.
F (0-49%) Creates and presents resources which do not reflect aspects of best practice ie. are
legible, appropriate, accurate etc.
Result: B (86-77%) Creates and presents a range of resources which reflect aspects of best practice ie. are
legible, appropriate, accurate etc
The student:
The student:
A (87-100%) Uses questioning and responds appropriately through feedback or follow up questions
B (86-77%) Effectively uses questioning as a form of assessment
C (76-67%) Uses questioning as a form of assessment
D (66-60%) Sometimes uses questioning as a form of assessment
F (50-59%) Rarely uses questioning as a form of assessment
F (0-49%) Does not use questioning as a form of assessment
The student:
The student:
A (87-100%) Is able to discuss how she views herself as a teacher (ie. key characteristics she
wants to develop or display) and provides detailed justifications
B (86-77%) Is able to discuss how she views herself as a teacher (ie. key characteristics she
wants to develop or display) and provides some justifications
C (76-67%) Is able to discuss how she views herself as a teacher (ie. key characteristics she
wants to develop or display)
D (66-60%) Is able to focus on her role as a teacher (ie what she does) rather than key chara-
cteristics of what makes a good teacher (ie who she is in the professional context)
F (50-59%) Is able to focus on her role as teacher but reflections are generally superficial,
indicating limited deep thought
F (0-49%) Reflects in a manner that lacks focus and/or is superficial, indicating a lack of deep thought
Result: A (87-100%) Is able to discuss how she views herself as a teacher (ie. key characteristics she
wants to develop or display) and provides detailed justifications
The student:
A (87-100%) Is able to identify a wide range of aspects of a well described teaching situation that
she could do differently to better effect, and successfully suggests how these could
be improved
B (86-77%) Is able to identify a wide range of aspects of well described teaching situations that
she could do differently to better effect, and suggests possible, but not always correct/
complete solutions
C (76-67%) Is able to identify some aspects of sufficiently detailed teaching situations that she
could do differently to better effect
D (66-60%) Is able to identify a few aspects of teaching situations that she could do differently to
better effect
F (50-59%) Is reluctant to accept responsibility for aspects of teaching which could be improved
F (0-49%) Does not accept responsibility for aspects of teaching which could be improved
Result: B (86-77%) Is able to identify a wide range of aspects of well described teaching situations that
she could do differently to better effect, and suggests possible, but not always correct/ complete solutions