Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Reem Student HCT ID number:

College: Placement School: Amani KG %
Visit 1 Visit 2 5.11.18

Visit 3 Visit 4 11.11.18

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: LOs are clear but should they be saying the phoneme too when learning the letter. Ensure the activities support the LO fully. LO is writing the
letter n but the activity is making it with clay which is not writing it. One activity does (identifying the letter n but the second doesn’t. You have included a
letter formation activity in the closing but it needs to be done during the activity time as the closing is to recap/review. This was also done after the lesson
time finished.

Visit 4-LO is mostly specific but check your grammar and what will they be doing in the review (recognizing the grapheme and saying the phoneme?). Try to
plan more child-centred activities as haleka activities were very teacher- centred. Some Ss became disengaged as sitting watching one Ss at a time come to
the board to point to a word (passive). Could you do this activity where each Ss is selecting the word and so they are all actively engaged. Ensure the
activities are in the appropriate place on the LP e.g. in the group work you have the whole class activities.
Differentiation is shown on the LP but not sure of the difference between HA/MA as sounds as though they are doing the same.

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:
Reminding them of the rules and referring to the reward system and wanting to move up the chart. One Ss asked what the rules are after saying them. Asked Ss to raise their
hand to say the letter name and sound. You need to quicken the pace of this and get all Ss involved rather than only one Ss at a time as this slows don the pace. This should
be a quick Asked Ss to do the rhyme. Threatened a Ss he would go down the reward chart if he didn’t do the action (Mansour).Ss lose interest when the pace is slow. Had to
remind them of voice volume during the revision and getting them to put hands up/down as disengaged during the revision. You need to keep learning fun. The revision can
be done playing games.
Ensure you are monitoring all Ss in the class as one boy was throwing the ball around the class (in the role play area).
Ss ringing the bell during tidy up time. Keep the volume of the music down as this became quite noisy. Follow up on the tidying up and be there for ss on the carpet. Need to
have time to recap the learning.
Your MST used positive reinforcement of Ss sitting nicely. You need to do the same as you threatened to move Ss down again.
Visit 4- reminded them of the rules. Also songs for beginning routine. Several Ss were disengaged during haleka e.g. turned and talking to each other, one turned his back to
you and looking at the wall. Address this e.g. praise the Ss who are sitting nicely rather than ignoring it.
When they transitioned back to the carpet the MST sang a song “I like the way ___is sitting’ Use this in your praise too.

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

Comments: You generally have a nice manner with the Ss but you need to focus on the positive reinforcement rather than threatening with ‘moving down’ in the reward
chart. Good to see you asking a Ss the sound of the letter when she had completed the letter identification worksheet.
You did say pure sound but then immediately follow with nuh. Use the lower case letter when teaching the letter the word nice needs a lower case letter. A video was shown
but this was capital N. Did air writing. The lower case n was not shown at all.
Visit 4- say the p sound carefully as at times sounds like b. Showing upper and lower case, use the round a in your visuals. This was used in the
video. Reviewing the letters should be a quick activity.
You showed them the activities while they were on the carpet. Good to see you sitting with a group. Only one group did the revision activity.
Could other reinforcement activities be put in other areas of the classroom? Could a group have played the eye spy game during activities.

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: how are you monitoring which Ss are doing which activities? Only three Ss did the identification activity.
Visit 4 Good to see you asking Rashid and other Ss the questions after sticking the letters and pictures down. You focused on the name of the letter but
focus more on the sound. You had a piece of paper in front of you but it was blank- actively assess and document the learning (we talked about this last
time). Rashid was not sure of at least 2 of the letters so this needs to be recorded and added to future planning or give the information to the MST.
Assessment needs to be more specific on the LP as only mentioned at the end (questioning) you need to say exactly what you are assessing and how.
 Teaching Practice Assessment Rubric Semester 7, 2018
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
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:

You have one hands-on activity (clay) but this needs to focus on the lower case letter. You need to move away from worksheets- how could they
have achieved this LO to recognise the letter without using a worksheet. Actively assess the Ss during activity time.

Grammar

I have an activities for you.

Can you give me word (a word)

Do we wear jacket (a jacket)