Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Muna Student HCT ID number:

College: SWC Placement School: Fatima Al Zahra %
Visit 1 Visit 2 16.10.18

Visit 3 Visit 4 29.10.18

Achievement Achievement that Achievement that Achievement that Achievement that is Achievement that is
that clearly does narrowly fails to meet minimally meets the satisfactory meets significantly above the outstanding relative to
not meet requirements for course course requirements the course and GPA course and GPA the course and GPA
requirements for with normal grading but may not meet the requirements requirements requirements
course with mode. GPA requirement
normal grading
mode.

Commitment to Has not grasped Displays issues with Displays occasional Demonstrates Always demonstrates Prioritizes the needs of
the Profession the importance of attendance and issues with attendance consistent consistent attendance the school and students
attendance and punctuality and punctuality attendance and and punctuality over required working
punctuality punctuality hours
leading to
consistent
absences and/or
lateness

Fails to Has difficulties preparing Is generally prepared & Is prepared & ready Is well prepared & Consistently prepares
demonstrate a for lessons & being ready ready for each lesson, for each lesson, ready for each lesson high quality materials
willingness to on time but some materials and which are well organized
plan and prepare preparation is still
materials and needed
lessons

Does not Rarely participates in Occasionally Participates in school Actively participates in Has demonstrated
participate in school activities and participates in school activities outside the school activities outside initiative and
school activities displays some difficult activities outside the classroom and builds the classroom and commitment through
and has not developing relationships classroom and builds a positive relationships builds positive consistent involvement
developed relati across the school few positive within the school relationships with a in school based activities
onships across relationships within the through range of stakeholders resulting in a positive
the school, apart school collaboration with contribution to the
from the MST school
 Teaching Practice Assessment Rubric Semester 7, 2018
others across the
school

Does not respect Challenges school based Generally accepts Accepts school based Accepts school based Accepts school based
school based authority structures and school based authority authority structures authority structures authority structures and
authority has difficulty accepting structures and has and responsibility for and responsibility for responsibility for
structures & does responsibility for work- some difficulties resolving work-based resolving work-based independently resolving
not accept based problems, even resolving work-based problems with some problems with a work-based problems
responsibility for with support problems without some support growing level of
work-based support independence
problems

Has not Inconsistently Generally demonstrates Generally Demonstrates a Demonstrates

developed a demonstrates a positive a positive attitude demonstrates a positive attitude exceptional enthusiasm
positive attitude attitude towards towards teaching and positive attitude towards teaching and and positivity towards
towards teaching teaching and learning learning but with some towards teaching and learning teaching and learning
and learning examples of negativity learning

Comments:

Planning for Does not Completes long term and Completes long term Completes long term Completes detailed Completes detailed and
Learning complete long unit plans for some units and unit plans for some and unit long term/weekly and effective long term and
term and unit covered in the units covered in the plans/weekly plans unit plans covered in unit/ weekly plans for all
plans for units placement but are placement for all units covered the placement units covered in the
covered in the ineffective and/or have in the placement that placement
placement numerous errors cover all the areas to
be addressed

Has consistently Has inconsistently Has completed poor Has completed Has completed solid Has completed
failed to completed lesson plans quality lesson plans appropriate lesson lesson plans which are outstanding lesson plans
complete which are not always plans which are printed and available which are consistently
adequate lesson available upon request available for for MST/MCT upon printed and available for
plans MST/MCT upon request MST/MCT upon request
request

Lesson plans lack Lesson plans lack Lesson plans have Lesson plans have Lesson plans are well Lesson plans are
detail and may detail and may not sufficient detail to sufficient detail to detailed to secure exceptional to secure
not include include adequate generally secure secure satisfactory effective delivery and successful delivery and
learning learning objectives and effective delivery and delivery and include include testable include testable learning
 Teaching Practice Assessment Rubric Semester 7, 2018
objectives and assessments or these include learning testable learning learning objectives and objectives and a variety
assessments do not correlate, often objectives and some objectives and a variety of appropriate of appropriate
leading to leading to unsatisfactory assessments appropriate assessments and tasks assessments and tasks
unsatisfactory lesson delivery assessments
lesson delivery

Lesson plans are Lesson plans are Lesson plans show Lesson plans are Lesson plans are usually Lesson plans are
inconsistently inconsistently balanced some elements of generally balanced, balanced, engaging, consistently balanced,
balanced and and include limited balance but include engaging, effective effective and student- engaging, effective and
include no student-centred some student-centred and student-centred centred student-centred
student-centred activities activities
activities

Comments:
Visit 4-LOs are specific and clear. All activities support the LOs, however, you are still planning for the whole class moving through one activity after another
rather than using learning centres. There are lots of nice activities and several of these could be done independently while you work more closely with Ss on
one activity. It is difficult to check all their work this way and there is a lot of waiting time before and after each activity. The second activity has been
differentiated LA finding one word to complete the sentence HA finding the whole sentence. Activities need to be more child-centred as everything has
been done by you. Good to see the Ss being involved in reading activities. Could they be writing also and implementing more child-centred activities e.g. the
Ss drawing their own prepositions and writing it underneath.
Add prepositions behind/in front of for the more able.

Managing Does not use Attempts to use Uses appropriate Uses appropriate classroom Uses appropriate Uses a wide range of
Learning classroom classroom classroom management management strategies to classroom appropriate
management management strategies which generally secure a safe and effective management classroom
strategies strategies but these secure a safe and effective learning environment strategies to management
effectively, or do not generally learning environment consistently secure a strategies to
consistently, leading achieve a safe and/ safe and effective consistently secure a
to an ineffective or effective learning learning environment safe and effective
and/or unsafe environment learning
learning environment
environment

There are no Classroom routines Some classroom routines Establishes and manages Establishes and A variety of
established and transitions are and transitions are classroom routines and consistently manages classroom routines
classroom routines inconsistently implemented transitions, with minor classroom routines and transitions are
and transitions implemented issues and transitions well established and
managed
 Teaching Practice Assessment Rubric Semester 7, 2018
Comments: Using positive reinforcement – praise, reward system. However, later in the lesson you raised your voice more and had a less positive tone. Try to maintain the
positive reinforcement. Only saw end of lesson transition which needs to be orderly and quieter.
Visit 4-reviewewd the behavior management system before starting visually (traffic lights) and verbally with a rhyme. Reinforced this e.g. holding up red signal if talking.
Then reinforced this visually with clear flashcards. Ss just got a little noisy when doing the first activity. Try not to shout instructions.
You gave points for being ready. (said they will get gift) avoid gifts.

Implementing Does not utilize the Utilizes the gradual Utilizes the gradual Utilizes the gradual Utilizes the gradual Utilizes the gradual
Learning gradual release release model with release model with some release model with minor release model with release model to
model limited effectiveness irregularities general effectiveness ensure students can
effectiveness complete the task
independently

The pacing of The pacing of The pacing of lessons may Lessons are usually paced Lessons are Lessons are paced to
lessons may result lessons may result result in some students to ensure students are consistently paced to ensure students are
in a significant in some students sometimes being appropriately engaged ensure students are appropriately
proportion of the being disengaged, disengaged, overwhelmed and challenged appropriately engaged engaged and
class being overwhelmed &/or or off task and challenged challenged and the
disengaged, off task needs of individual
overwhelmed &/or students are met
off task

Material presented Material presented Material presented may Presents material which is Presents material which Consistently presents
frequently/ may sometimes lack occasionally lack accuracy generally accurate, is accurate, meaningful, material which is
significantly lacks accuracy and/or and/or meaningfulness. meaningful and accessible accessible and accurate,
accuracy and/or meaningfulness. Differentiation to support student differentiated to meaningful,
meaningfulness. Differentiation is is implemented but not engagement and learning. support student accessible and
rarely implemented necessarily effectively Sometimes includes engagement and differentiated to
differentiation with learning support student
growing effectiveness engagement and
learning

Comments:
Check the spelling e.g. Bunny (Banny). Clear visuals with the two different families. Work in computer (the visual said ‘work on the computer)

When using the term ‘lay’ you need to say this in context ‘lay the table’. Don’t have capital letters for the vocabulary on the board e.g. tidy, lay as these are
not common nouns.
 Teaching Practice Assessment Rubric Semester 7, 2018
Pace will improve when you move away from whole class teaching.
Differentiate according to the LO. You have different activities working on different skills.
Visit 4- Showed then the LO and asked them what it means before telling them. Engaging the students and making the subject more interesting by using the
cat and magic show to demonstrated prepositions. Get the Ss to give out resources so they are being involved.
Good to see pair work and Ss using the language being taught. Check all Ss understand what to do as one pair of Ss just said one object that was in the
picture e.g table rather than say ‘the book is under the table’.

Assessment Rarely develops and Rarely develops and Develops and implements Develops and implements Develops and Develops and
implements implements some formative formative assessment implements a range of implements a wide
formative formative assessment strategies strategies which are valid formative assessment range of formative
assessment assessment and reliable strategies which are assessment strategies
strategies strategies and is valid and reliable which are valid and
generally reliant on reliable
questioning,
observations and
products

Does not develop Develops a Develop a summative Develop a summative Develop a valid and Develop an
any summative summative assessment task for a unit assessment task for a unit reliable summative outstanding
assessment tasks assessment task for of work with some errors of work which is generally assessment task for a summative
a unit of work which and omissions. effective unit of work assessment task for a
has limited unit of work which is
effectiveness valid and relevant

Comments: You were actively assessing Ss. Sit with a group of Ss concentrating on one activity so that you can assess all Ss effectively. It a little random at the moment.
Assess one thing consistently rather than try to do too much and not finish any of them. Assessment needs to be systematic to be effective.

Reflection on Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects on Consistently reflects
Practice understand the their own practice reflections on their own practice leading to their own practice on their own practice
importance of which leads to practice leading to little improvement with some leading to leading drawing
reflecting on own limited improvement of practice guidance and support improvements in a effectively in theory
practice and/or improvement of range of areas leading to habitual
display the ability to practice improvement
do so meaningfully
 Teaching Practice Assessment Rubric Semester 7, 2018
Fails to understand Little reflection on Some reflection on Reflects on student Reflects on student Consistently reflects
the importance of student learning student learning is learning learning in a meaningful on student learning in
reflecting on evident, but it is quite way a meaningful way
student learning vague and repetitive

Reflections are Reflections are Reflections are done Reflections are conducted Reflections are Outstanding
rarely conducted inconsistently inconsistently but are and recorded most of the conducted and reflections are
and/ or are not conducted, are accessible to the MST and time and are accessible to recorded consistently conducted which are
readily accessible to ineffective and/ or MCT the MST and MCT and are accessible to very organized,
the MST and MCT are not readily the MST and MCT consistently done and
accessible to the are accessible to the
MST and MCT MST and MCT

Comments:

Using puppet also song. Ss knew the song and joined in. Good to see you joining in and modelling this. Getting Ss joining in when answering the
characters. Good to see you changing your voice for the different characters. Put the lights on though as they couldn’t see. (MST told you to do
this after a while). I liked the transition from the show back to class (closing eyes/bell). Reviewed what they learned from being introduced to
the two families.

Be positive if Ss didn’t give the answer you expected e.g. she said ‘colour’ when you were reviewing the learning. Thank her for her answer and
yes, they were different colours but emphasis the size in the other answers.

Whole class teaching is being used for each activity and so there is waiting time. Think about organizing the learning in different ways e.g.
centres where Ss move through the activities at their own pace.

The first activity ‘writing the verbs’ not all Ss understood this e.g. one Ss wrote what you said ‘my father’ rather than writing the verb. Another Ss
wrote backwards and another wrote the words in the wrong order e.g. computer work.

You need to move away from whole class teaching to use child-centred activities as well as differentiation and active assessments.

You do not need to translate the first activity in Arabic. You could have modelled it in English.

Grammar-Say goodbye for Jack (to Jack)

When asking Ss to read the words silently you might have pointed to the words and asked them to read aloud to check they could read them.
 Teaching Practice Assessment Rubric Semester 7, 2018
Need to teach another lesson a day as only teaching 25%.

Visit 4 You have shown improvement in behaviour management strategies since the last observation and the pace of the lesson is fairly quick,
.Activities support the LOs although there are many activities. Think about the way you are organising the learning in the classroom and try to
implement centres (this is why we wanted to use a classroom with the tables in groups. When rushing through so many activities it is difficult to
see if all Ss are able to understand. If you sit with one group and allow the others to work independently then you will have a much better
understanding of the Ss understanding and better able to assess thoroughly.