Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Bashayer Student HCT ID number:

College: SWC Placement School: Amani KG %
Visit 1 Visit 2 21.10.18

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:
LO is very specific.
Activity could be more child-centred e.g. drawing the life cycle.
Visit 4
LOs are specific, although only the verb recognize is used. Do you want them to say the sounds and words too as this is in the activities (LA) Also identifying upper/lower case
so just ensure activities support LOs and that you have all the LOs you need.

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

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: Maintained a positive classroom atmosphere.

 Teaching Practice Assessment Rubric Semester 7, 2018
All transitions are organized calling Ss names to stand in a line
Reminded them of your expectations and what to do to get a start when back on the carpet.

Visit 4-Transition to carpet was organised as well as going to the activities. Using the routines of the class. Praising Ss sitting and listening
during haleka and giving a point and saying why you are giving a point.

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. jmeaningful and accessible and accurate,
accuracy and/or meaningfulness. Differentiation accessible to support differentiated to meaningful,
meaningfulness. Differentiation is is implemented but not student engagement and support student accessible and
rarely implemented necessarily effectively learning. Sometimes engagement and differentiated to
includes differentiation learning support student
with growing engagement and
effectiveness learning

Comments:
Some Ss doing the activity while others in the corners. Some Ss also sticking order of fruits. A few Ss did not know the order to put the pegs in and at least
one Ss did not know the names of the stages of a butterfly as she points to random pictures when you asked where the butterfly was.
Visit 4- routine songs with actions to begin. Getting Ss excited guessing what’s in the box. Using expression to do this and Ss closing eyes
making it fun. Really get Ss to say P clearly as some saying b. Matching objects (realia) to the letters. A nice activity but make this quicker so
they can go to activities sooner. This could have been an independent activity after just showing a couple of examples. Discourage shouting
 Teaching Practice Assessment Rubric Semester 7, 2018
answers e.g. sounds of the letters. Haleka was too long. The dice activity supported the LO and allowed Ss several options of words to choose
from. Could they have drawn their own objects to go with each letter? (Child-centred). Only this activity was seen during activity time. Tell ss
what they are doing in activities during haleka and they can do activities simultaneously while you are working with a group. You worked with
a group at a time.

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:
Good to see you actively assessing. Also using mastered/developing/emerging. Would be helpful to write the LO on the assessment sheet as well as what
they have to do to achieve mastered/developing/emerging.
Visit 4- assessment is included in two activities. The first assessment is assessing the LO and all Ss are doing this at the same time. The second
assessment is not assessing the LO as it is matching the upper and lowercase letters which isn’t part of the LO.

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
 Teaching Practice Assessment Rubric Semester 7, 2018
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:

Songs to reinforce language to start the lesson weather, heads and shoulders (be a little more audible when singing this song as stopped singing after first
verse.)

Asking questions for prior knowledge.

Reading the story using the whiteboard. Using props to tell the story and involving Ss with props also. Good use of intonation and expression when reading.
Retelling the story after finishing.

What did you learn from the story-caterpillar (say exactly what they learned- that caterpillars turn into butterflies who lay eggs which turn into caterpillars- life
cycle.

Another song to reinforce life cycle but talk about the life cycle as this is your LO.

The LO was seen throughout the lesson but make sure the LO is truely accurate as they are working in a linear way egg-butterfly but the life cycle continues
with the butterfly laying the egg- this didn’t seem to be mentioned.

Reviewed learning at the end. Like the way you mixed it up for them to correct.

Grammar-You a clips (you have clips)

2 caterpillar (s)

5 orange (s)