Course Rubric/Final Report

Trainee Name: H00349627 Jawaher Husain Ahmed School: NA Alternative

Ali Alwahedi Sem 7 Task
MCT/MST Dr Tania Al Aghar
Name:
Semester Achievement Achievement Achievement Achievement Achievement Achievement
that clearly do that narrowly fa that that that is that is
7
es not meet ils to meet minimally satisfactory significantly outstanding
requirements requirements meets the meets the above the relative to
for course for course with course course and course and the course
with normal normal grading requirement GPA GPA and GPA
grading mode. s but may requirements requirement requirement
mode. not meet the s s
GPA
requirement

Commitme Has not grasped Displays issues Displays Demonstrat Always Prioritizes
nt to the the importance with occasional es demonstr the needs of
Profession of attendance attendance issues with consistent ates the school
and punctuality and attendance attendance consisten and
leading to punctuality and and t students
consistent punctuality punctuality attendanc over
absences e and required
and/or lateness punctuali working
ty hours

Fails to Has difficulties Is generally Is prepared Is well Consistently

demonstrate a preparing for prepared & & ready for prepared prepares
willingness to lessons & ready for each lesson & ready high quality
plan and being ready on each lesson for each materials
prepare time lesson which are
materials and well
lessons organized

Does not Rarely Occasionall Participates Actively Has

participate in participates in y in a range of participat demonstrat
school activities school participates school es in a ed initiative
and has not activities and in school activities range of and
developed displays some activities and builds school commitmen
relationships difficult and builds a positive activities t through
across the developing few positive relationship and independen
school, apart relationships relationship s within the builds t
from the MST across the s within the school positive involvement
school school relations in school
hips with based
a range of activities
stakehold resulting in
ers a
measurable
contribution
to the
school

Does not Challenges Generally Accepts Accepts Accepts

respect school school based accepts school based school school
based authority authority school authority based based
 structures & structures and based structures authority authority
does not accept has difficulty authority and structure structures
responsibility accepting structures responsibilit s and and
for work-based responsibility and has y for responsib responsibilit
problems for work- some resolving ility for y for
based difficulties work-based resolving independen
problems, resolving problems work- tly resolving
even with work-based with some based work-based
support problems support problems problems
without with a
some growing
support level of
independ
ence

Has not Inconsistently Generally Generally Demonstr Demonstrat

developed a demonstrates demonstrat demonstrate ates a es
positive a positive es a positive s a positive positive exceptional
attitude attitude attitude attitude attitude enthusiasm
towards towards towards towards towards and
teaching and teaching and teaching teaching and teaching positivity
learning learning and learning and towards
learning but learning teaching
with some and learning
examples of
negativity

Comments:

Planning Has Has Has Has Has Has

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

Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans
lack detail lack detail have have are well are
and may not and may not sufficient sufficient detailed to exceptional
include include detail to detail to secure to secure
learning adequate generally secure effective successful
objectives and learning secure satisfactory delivery and delivery and
assessments objectives and effective delivery and include include
leading to assessments delivery and include testable testable
unsatisfactory often leading include testable learning learning
lesson to learning learning objectives objectives
delivery unsatisfactory objectives objectives and a variety and a variety
lesson and some and of of
delivery assessments appropriate appropriate appropriate
assessments assessments assessments
and tasks and tasks

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

Comments:

Managing Does not use Occasionally uses Sometimes uses Uses cooperative Consistently and Consistently and
Learning cooperative cooperative cooperative learning regularly, effectively uses effectively uses a
learning learning as part of learning as part of usually with a cooperative range of
their learning their learning level of learning with a cooperative
environment environment effectiveness high level of learning
but/or uses these effectiveness strategies with a
strategies with high degree of
limited confidence
effectiveness

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

Has not Classroom Has established Establishes and Establishes and Classroom
established routines and some classroom manages consistently routines and
effective transitions are routines and classroom manages transitions are
classroom inconsistently transitions but routines and classroom well established
routines and implemented some transitions routines and and differentiated
transitions effecting the development is transitions leading to
classroom needed leading to some significant
environment student student
independence independence

Comments:

Implementi Does not Attempts to Sometimes Generally Implements Implements a

ng Learning implement sometimes implements implements strategies wide range of
strategies implement strategies strategies which strategies which
which strategies which which continually continually
motivate which motivate motivate motivates motivates stude
students and motivates students and students students nts and
maintain an students and maintains an and and maintains an
effective maintains an effective maintain an maintains effective
classroom effective classroom effective an effective classroom
presence. classroom presence classroom classroom presence
presence, presence presence.
although
these may not
be effective

Material Material Material Presents Presents Consistently

presented presented presented material material presents
frequently/ may may which is which is material which
significantly sometimes occasionally generally accurate, is accurate,
lacks accuracy lack accuracy lack accuracy accurate, meaningful, meaningful,
and/or and/or and/or meaningful accessible accessible and
meaningfulne meaningfulne meaningfulne and and differentiated to
ss. ss. ss. accessible differentiate support student
Differentiatio Differentiatio Differentiatio to support d to support engagement an
n is not n is rarely n is student student d learning
implemented implemented implemented engagement engagement
but not and and learning
necessarily learning.
effectively Sometimes
includes
differentiati
on

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

When Instructions Instructions Instructions Instructions Clear, concise

instructions are given are usually are given at are and timely
are given they within a given at appropriate consistently Instructions are
are generally lesson but appropriate times within given at consistently
unclear and may be times within a a lesson and appropriate given using a
this does not unclear lesson but are times within range of
effectively and/or may not generally a lesson and appropriate
facilitate excessively always be clear and are techniques
learning wordy, clear and concise invariably
resulting in concise clear and
some concise
confusion

Generally Inconsistently Uses Uses Uses a Skillfully uses a

does not use uses questions questions variety of variety of
questions questions which fit which questions questions which
effectively which fit within the generally fit which appropriately fit
within the lesson within the appropriatel within the
lesson context but lesson y fit within lesson context
context but these tend to context to the and challenges
these tend to be closed support lesson conte students’
be closed and/or do not learning xt to thinking
and/or do not extend support
extend learning learning
 learning

Comments:

Assessment Fails to utilize Demonstrates Monitors but it Generally Monitoring Consistently

monitoring in little is unfocused monitors in purposively in monitors in
relation to understanding in relation to relation to relation to relation to
student or ability in learning learning and learning and learning and
learning and monitoring in and/or behavior some behavior behavior,
behavior relation to behavior, improvement meeting
learning and improvement is needed individual
behavior is needed students’ needs

Fails to Consistently Utilizes some Generally Utilizes a Utilizes and

understand utilized the variety of utilizes a range range of thoroughly
and utilize same formative of effective effective understands a
formative formative assessment formative formative range of
assessment assessment strategies to assessment assessment effective
strategies strategy gauge student strategies to strategies to formative
(question, progress gauge student gauge student assessment
checklists & progress progress strategies to
observations) gauge student
throughout progress
the placement

Summative Summative Implements Generally Implements Outstanding

assessment assessment summative implements valid and knowledge and
strategies are strategies are assessment valid and reliable Implementation
not completed invalid and/ or strategies but reliable summative of valid and
unreliable not always summative assessment reliable
ones that are assessment strategies, summative
valid, reliable strategies, where assessment
and/or where appropriate strategies.,
appropriate appropriate where
appropriate

Constructive Limited Constructive Constructive Constructive Constructive

feedback is feedback feedback is feedback is feedback is feedback is
not provided provided to provided to generally consistently provided in a
to students students due students provided to provided to timely and
to a lack of inconsistently. students in a students in a effective
understanding It may need to timely and timely and manner using a
be more timely appropriate appropriate range of
and/or manner. manner approaches
delivered in an
appropriate
manner
Reflection Fails to Little reflection Some reflection Reflects on Reflects on Consistently
on understand the on student on student student learning student learning reflects on
Practice importance of learning learning is in a meaningful student learning
reflecting on evident, but it is way in a meaningful
student learning quite vague and way
repetitive

Student fails to Little reflection Inconsistent and Reflects on their Consistently Consistently
understand the on their own vague own practice reflects on their reflects on their
importance of practice which reflections on leading to own practice own practice
reflecting on leads to limited their own improvement leading to leading drawing
own practice improvement of practice leading with limited improvements effectively in
and/or display practic to little guidance and in a range of theory leading
the ability to do improvement of support areas to habitual
so meaningfully practice improvement

Has failed to Has made little Sometimes Assessment Assessment Assessment

use attempt at uses data is data is used to data is
assessment using assessment generally used effectively consistently
data to inform assessment data to inform to inform inform used to
planning and data to inform planning and planning and planning and effectively
instruction planning and instruction. instruction, instruction. inform planning
&/or instruction. Assessment though not Assessment and instruction.
assessment Limited data is always data is Assessment
data is not assessment recorded but effectively. recorded in an data is
available to data is not always in Assessment organized way recorded in an
MST/MCT available for an organized data is and is organized way
MST/MCT way but is generally available for and is always
usually recorded in an MST/MCT. available for
available for organized way MST/MCT.
MST/MCT. and is usually
available for
MST/MCT.

Comments:
Comments: Please refer to lesson feedback evaluation form