Marking Rubrics (IPT) TE309 TEIP7319

Marking Rubrics

Marking Rubric for Observation Learning Log (TE307)

SECTION A: CLASSROOM TEACHING (use this rubric to assess each task in Section A)

1. Teacher’s action zone (10 marks)

2. Use of board work (10 marks)
3. Questioning and ‘wait time’ (10 marks)
4. Giving instructions (10 marks)
5. Evaluating written work (10 marks)

Unsatisfactory Developing Competent Proficient Distinguished Marks

Score 0-2 3-4 5-6 7-8 9 - 10
Criteria Responses are Some responses have A fair attempt made to A complete response A well-formed response
incomplete and lack been omitted but there respond to the tasks but but lacks some insights that is comprehensive,
depth of observation are indications that responses are abrupt that would influence insightful and well
and engagement with purposeful observation without purposeful their teaching. documented.
the process. has occurred. intent.
1. Teacher’s action zone /10
2. Use of board work /10
3. Questioning and ‘wait time’ /10
4. Giving instructions /10
5. Evaluating written work /10
TOTAL /50

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Marking Rubrics (IPT) TE309 TEIP7319

SECTION B: SCHOOL MANAGEMENT SYSTEMS (use this rubric to assess each task in Section B)
1. Attendance policies (10 marks)
2. Organisational structure (10 marks)
3. Interview with the principal/deputy principal (10 marks)

Unsatisfactory Developing Competent Proficient Distinguished Marks

Score 0-2 3-4 5-6 7-8 9 - 10
Criteria No or little attempt to Responses are Answers are complete Well-constructed A clear and
engage in any incomplete and hurried but are superficial and answers that portray comprehensive answer
meaningful with no real lack real insight. authentic observation that highlights
understanding of school understanding of and a strong learning important points that
systems. schools and related experience. underpin effective
operational systems. schools. Sincere
answers that influence
the way schools are
perceived.
1. Attendance policies /10
2. Organisational structure /10
3. Interview with the principal/deputy principal /10
TOTAL /30

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Marking Rubrics (IPT) TE309 TEIP7319

Marking Rubric for Teaching Experience Learning Log (TE308)

Part B – ICT Integrated Lesson Plan

MARKS
Not yet coping Emerging teaching Developing skilled teaching Capably skilled teaching Thoughtful, insightful
competence competence competence teaching competence
(0 - 2) (3 - 4) (5 - 6) (7 - 8) (9 - 10)
LESSON PLAN
Vaguely written or generic Some consideration given to A complete lesson plan but A skilled entry of all aspects of Artful writing up of all
write up of the lesson plan. the lesson design but missing lacks detail and is somewhat an effective lesson with good elements with precise
Incomplete in some regard certain elements to ensure a generic. reference to CAPS. Detailed reference to CAPS.
and possibly incorrect meaningful lesson plan. and well considered plan. Meaningful lesson objectives
information. and a sincere understanding
of the requirements of
lesson planning. /10
CHOICE OF ICT TOOL
Basic choice of ICT tool. Commonly used tool with A well-chosen ICT tool that An innovative choice of ICT An innovative choice of ICT
some add-ons. showcases the developing tool that showcases the skills tool that showcases the skills
skills of a 21st Century of a 21st Century teacher. of a 21st Century teacher
teacher. and develops the ICT skills of
the learners themselves. /10
INTEGRATION OF ICT TOOL TO ENHANCE THE ACQUISTION OF NEW KNOWLEDGE
Choice of ICT does not Unsuitable choice of ICT tool ICT tool is well suited for the A well-chosen ICT tool that ICT fully supports the
support the acquisition of that does not consistently content with limited added maps well to the content and acquisition of new
new knowledge. work in favour of the content. value to learning. the acquisition of new knowledge and/or skills. The
There may be limited success. knowledge, enabling students chosen tool enhances and
to be active participants in promotes Teaching and /10
learning. Learning and active
participation.
CREATIVITY IN ICT TOOL DESIGN
ICT tool lacks creativity in its ICT tool shows some ICT tool is creative and ICT tool is creative, ICT tool is exciting and
design. creativity in design but still visually appealing in its multisensory and interactive inspiring, meeting all the
lacks visual appeal. design. in its design. criteria of a creative, visually
appealing, multisensory and
interactive design. /10

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Marking Rubrics (IPT) TE309 TEIP7319

Part C – Reflections on Teaching Experience

Task 1: Teaching Philosophy

Unsatisfactory Developing Competent Proficient Distinguished

Criteria 0-2 3-4 5-6 7-8 9 - 10
A poorly written An attempt to explore Shows some commitment Well written with depth Insightful, focussed and
Philosoph
Teaching

philosophy, or just their views on teaching to the profession, with of thought and evidence passionate about
y

copying the thoughts of but lacks depth and elements of their vision of a passion for teaching. teaching. Authentic and
others without originality. authenticity. explored. resonates.

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Marking Rubrics (IPT) TE309
Task 2: Reflections in Teaching Experience
Unsatisfactory
Criteria 0-2
Summary of Findings
No or little evidence of a
summary of findings
Criteria 0-2
No or little evidence of an
Action Plan
action plan
Criteria 0-2
No or little evidence of a
development plan
Development Plan
Developing
3-4
A poorly written summary of
findings that lacks
meaningful reflection and
does not highlight any
commonalities across
lessons taught in the first 3
weeks of TE.
3-4
A poorly developed action
plan that fails to draw on the
commonalities highlighted in
the summary of findings.
3-4
Fails to consider the
successes and challenges of
teaching experience or
reflect on the
implementation of the
action plan. Lacks evidence
of engagement in the cycle
of reflection.
Competent
5-6
A fairly written summary of
findings that shows some
depth of thought and
evidence of meaningful
reflection in drawing
conclusions and highlighting
commonalities across
lessons taught in the first 3
weeks of TE.
5-6
A fair attempt at developing
an action plan that draws on
commonalities highlighted in
the summary of findings and
lists at least three (3) steps
to be taken in order to
achieve a specific goal.
5-6
Shows some engagement in
the cycle of reflection and
produces a fair attempt at a
development plan that
evidences a focus for growth
in Teaching Experience.
Proficient
7-8
A well written summary of
findings with depth of
thought and evidence of
meaningful reflection in
drawing conclusions and
highlighting commonalities
across lessons taught in the
first 3 weeks of TE.
7-8
A well written action plan
that draws on
commonalities highlighted in
the summary of findings and
lists at least three (3) steps
to be taken in order to
achieve a specific goal.
7-8
A well-written development
plan that highlights the
successes and challenges of
teaching experience, reflects
on the implementation of
the action plan and
evidences focus for growth
in Teaching Experience.
TEIP7319
Distinguished
9 - 10
An insightful and focused
summary of findings that
evidences meaningful
reflection in drawing
conclusions and highlighting
commonalities across
lessons taught in the first 3
weeks of TE.
9 - 10
A realistic and concise action
plan that draws on
commonalities highlighted in
the summary of findings and
lists at least three (3) steps
to be taken in order to
achieve a specific goal.
9 - 10
A concise and insightful
development plan that
highlights the successes and
challenges of teaching
experience, reflects on the
implementation of the
action plan and evidence
focus for growth in Teaching
Experience. Student has
clearly engaged in all steps
of the cycle of reflection.