You are on page 1of 7

Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Mahra Student HCT ID number:


College:SWC Placement School: Al Darari %
Visit 1 Visit 2 15.10.18

Visit 3 6.11.18 Visit 4

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: Need to have a clear focus in the LOs (concept and language) at the moment this is this is trying to cover too many concepts- colours, size, feelings.
The activities were adding and colouring but these should reinforce the LO. When showing the colouring you need to say that there are objects from the story and name
them. Activities need to be hands-on and child-centred.
Visit 3
Good to see you pre-teaching the fruit that will be in the story.
LO is clear although you have two verbs with the same meaning. Do you want them to be able to name them too or just identify them as we want Ss to be
using the language. Ensure activities are fully supporting the LO (identify fruits) one activity is about colours.
Ensure you are using the correct place on the planning sheet for group work as you have put an activity with a teacher in the ‘independent Experience’
section (this would ‘guided Experience’).
On the LP you have stated that there’s no closing time, why is this?- always recap/review the LO it only needs to be brief. There was just over 10 minutes for
activities. There was no signal of ending the lesson at all.
You need to include student-centred activities (they did these when having free choice only) how could you implement this with the guided activity?

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
Teaching Practice Assessment Rubric Semester 7, 2018
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

Comments:

Started with positive reinforcement ‘wearing crown’. You reinforced this later in haleka when some ss were calling out.
Transition was mostly organized but then a group of Ss were left sitting on the carpet with no direction. They then watched a video and were not engaged with any of the
activities .
Manage transitions to get bags for home in a more organized and quiet manner as this got a little noisy.
Visit 3 be proactive in your approach and say the behaviours you expect to see rather than waiting to react to behaviours you don’t want. You did say you were choosing a Ss
(Omar) because he was sitting nicely. Due to sitting so long on the carpet the Ss were restless and disengaged e.g. one Ss drawing on another with a pen and the behavior
management became negative.
Transition to activities was mostly organized but make sure you transition all Ss as you left the carpet and several Ss were still there.
You must always be monitoring the rest of Ss in the class when you are working with a group. Sitting in the alcove did not allow you to do this as you couldn’t see them and
left the behavior management to the MST. You are the teacher . It was very noisy in the class.

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,
meaningfulness. to support student differentiated to meaningful,
Teaching Practice Assessment Rubric Semester 7, 2018
accuracy and/or Differentiation is Differentiation engagement and learning. support student accessible and
meaningfulness. rarely implemented is implemented but not Sometimes includes engagement and differentiated to
necessarily effectively differentiation with learning support student
growing effectiveness engagement and
learning

Comments: Visit 3 it was a nice idea to describe the fruits and guess them as well as showing them the inside of the fruit but the pace was very slow and several Ss were
disengaged. You have spent far too long on the class 30 minutes. Could you have just done one or two examples and done the rest as a guided group activity as Ss get restless
when they are not actively involved and just watching. You need to recognize this and move on more quickly to the activities. There was very little time for the activities.
You had all the lovely real fruits but the activity was a cut and paste of only 3 fruits matching inside to the outside of the fruit. You have tried to
differentiate.

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:
It is good to see you actively assessing but the assessments need to support the LO. Assessment questions are asked in haleka but these are about feelings
which although have been stated in the LO have not been a focus of the lesson.
: Visit 3 assessments have been shown on the LP and who is doing them at which activity but you need to say exactly what is being assessed. It was good to see you asking
the names of the fruits but they were only asked the 3 that they were working on. Many Ss could not name the fruits in English.

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 effectively in theory
Teaching Practice Assessment Rubric Semester 7, 2018
practice and/or improvement of improvements in a leading to habitual
display the ability to practice range of areas improvement
do so meaningfully

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 a song/rhyme- good to reinforce language.

Have the LP ready

Reading the story- you might pre-teach the vocabulary you are focusing on.

Telling them what they are doing in activity time during haleka. Using objects to reinforce counting and size.(big/small) then bigger.

Only a few Ss were engaged in the activities planned. And then they went and joined the other Ss on the carpet to watch the video whilst you
gave them hats to wear.

Try to use active hands-on activities rather than work sheets.

Very little active learning occurred during this lesson. Activities did not reinforce the Los.

You now need to have a very clear and specific LO that it completely supported by the activities and assessed with a clear outcome.
Visit 3
Please give me the correct time for the beginning of the lesson.
Teaching Practice Assessment Rubric Semester 7, 2018
LO is clear although you have two verbs with the same meaning. Do you want them to be able to name them too or just identify them as we want Ss to be
using the language.

You need to quicken the pace of the introductory activities and spend more time doing the activities. Included more child-centred activities and have a closing
to review the LO.

Grammar

I see mango (a mango) you did this for each piece of fruit

An orange, a tangerine, an avocado, a passion fruit