Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Nada Student HCT ID number:

College:SWC Placement School: Al Hanan %
Visit 1 Visit 2 24.10.18

Visit 3 5.11.18Visit 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 across the school few positive within the school relationships with a in school based activities
relationships relationships within the through collaboration range of stakeholders resulting in a positive
across the school, school with others across contribution to the
apart from the the school school
 Teaching Practice Assessment Rubric Semester 7, 2018
MST

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 and authority structures and
authority has difficulty accepting structures and has and responsibility for 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 positive Demonstrates

developed a demonstrates a positive a positive attitude demonstrates a attitude towards exceptional enthusiasm
positive attitude attitude towards towards teaching and positive attitude teaching and learning and positivity towards
towards teaching teaching and learning learning but with some towards teaching and 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 long Completes detailed and
Learning complete long unit plans for some units and unit plans for some and unit term/weekly and unit effective long term and
term and unit covered in the placement units covered in the plans/weekly plans plans covered in the unit/ weekly plans for all
plans for units but are ineffective placement for all units covered placement units covered in the
covered in the and/or have numerous in the placement that placement
placement 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 detail Lesson plans have Lesson plans have Lesson plans are well Lesson plans are
detail and may and may not include sufficient detail to sufficient detail to detailed to secure exceptional to secure
not include adequate learning generally secure secure satisfactory effective delivery and successful delivery and
learning objectives and effective delivery and delivery and include include testable include testable learning
objectives and assessments or these include learning testable learning learning objectives and objectives and a variety
 Teaching Practice Assessment Rubric Semester 7, 2018
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 activities some student-centred and student-centred centred student-centred
student-centred activities
activities

Comments: Be very specific with your LO ‘how will they demonstrate an understanding?’ Good to see pre/while/post reading activities. The sticking activity supports the LO
but using the real life experience of planting a seed would have been very valuable and this activity could have been used to reinforce what they had done. Check the
intention of the activity for ‘low’ group as they are colouring and tracing. There is no ordering as this has already been done with the numbers but were the Ss aware of how
the wheel worked as the instructions wee to colour and trace. When Ss are engaged in the activity really reinforce the language and get the Ss to use the language as much as
possible.
Visit 3- LO are very clear and specific. Ensure the Ss are meeting the lOs fully.

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 environment
learning
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

Comments: transition from carpet was quick, orderly and quiet. There were 3 other staff in the room. Using an audio technique to stop Ss to tidy up.
Visit 3 Doing the morning routine and including counting. You moved Ss forward to see the book although make sure those at the back can see as several Ss kneeing in front of
other Ss.
 Teaching Practice Assessment Rubric Semester 7, 2018
Transition to activities very orderly Ss by Ss and groups.

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 effectiveness irregularities general effectiveness ensure students can
complete the task
independently

The pacing of The pacing of The pacing of lessons may Lessons are usually paced Lessons are consistently Lessons are paced to
lessons may result lessons may result result in some students to ensure students are paced to ensure ensure students are
in a significant in some students sometimes being appropriately engaged 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, meaningful,
accuracy and/or meaningfulness. Differentiation is to support student differentiated to accessible and
meaningfulness. Differentiation is implemented but not engagement and learning. support student differentiated to
rarely implemented necessarily effectively Sometimes includes engagement and support student
differentiation with learning engagement and
growing effectiveness learning

Comments: using songs in the morning routine. Had a visual representation of the sequence of ordering. Using a story to reinforce the concept.
Good to see you moving the Ss forward when reading a small story. Make sure Ss are sitting on their bottom when reading the story as those at the back couldn’t see.
Retelling the events in the story when finished reading.
When Ss finish the activity get them to tell you about it rather than just say yes that’s right as you want them to use the language.
Only 3 Ss were doing each activity. As soon as one Ss finishes get another to do the activity so you get through as many Ss as possible. One boy sat down to do the activity but
you didn’t get him to do it. So only 6 Ss actually did the activities and only 3 worked on the LO.
Review the learning at the end but ensure all Ss are involved rather than one only at a time.
Visit 3-Good to see you sitting with a group doing a guided experience .the activities are somewhat supporting the LOs although you need to state which group is doing which
LO as the LA are not writing the numbers –could they write them?
You need to challenge Ss more as they are only doing 2 cards each they need to try all of the numbers so that you can see what they can do and what the gaps are. So Ss are
not writing and counting numbers to 10 but only 2 numbers to 10.
 Teaching Practice Assessment Rubric Semester 7, 2018
Prepare Ss more for the LO and activity during haleka e.g. they are to write the numbers so you might reinforce writing the numbers correctly e.g. air writing so everyone can
do it . You have tried to differentiate but really need to prepare well and also adapt to Ss needs.

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 had a checklist when doing the activities.

Visit 3- good to see you assessing but this needs to be more comprehensive to fulfil the LO requirements. Also have scaffolding resources to support Ss e.g. numbers to help
them identify them.

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

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
 Teaching Practice Assessment Rubric Semester 7, 2018
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:

Glad you said the bean was a seed too.

You now need to ensure the activities fully support the LO (real experiences where possible) and differentiate to do this. Also, quicken the pace of
Ss doing the set activities so that more Ss are working toward the LO. Also plan for and implement student-centred activities.

This is flower- (this is a flower)

What do you see in the cover (on the cover)

Visit 3- activities still need to fully support LOs. Ss need to be challenged as not doing enough and you are only getting partial assessment information. Assessments need to fully
coverthe LO. Planned activities need to be more child-centred. Ss are choosing freely when not doing the planned activity.

Grammar

This caterpillar (this is a caterpillar)

how many apple (s) you said the plural for the other fruits.

Sit very nice (nicely)

Pronunciation

Cocoon (say the long oo sound)

She eat (she ate)

Teaching Practice Assessment Rubric Semester 7, 2018