Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Jawaher Student HCT ID number:

College: SWC Placement School: Al Darari %
Visit 1 Visit 2 14.10.18

Visit 3 22.10.18 Visit 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 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:
Visit 2 L O needs to be more detailed e.g. understand the concept of growing up. How will they show their understanding of this? E.g. order the people according to age.
Show how the children will be reinforcing the language in the plan. Be really specific when linking the LO and assessments. Questions are listed under the assessments but
you need to say clearly what you are assessing.
Visit 3 Again the verb ‘understand’ has been used in the LO. How will you know they understand? You have also added identify which is more specific Make the verb more
specific but choose a more specific verb than ‘understand’. There is an activity where they have to ‘classify’ shapes as either big or small. This should be in the LO. If they can
classify correctly then you can see if they understand the concept.

Try to include more child-centred activities e.g. could they think about and draw big objects and small objects? This is also assessment of the LO.

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
implemented and transitions are
 Teaching Practice Assessment Rubric Semester 7, 2018
classroom routines inconsistently transitions, with minor classroom routines well established and
and transitions implemented issues and transitions managed

Comments: Visit 2Using throw away the key after locking mouth to make them listen to instructions.
Transition was well organizsed. Make sure you know all Ss names.
Visit 3 firm management of behavior. Transitions organized, quick and quiet.

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

Comments:
Visit 3 visuals in the presentation are very clear and represent the concept. Reviewed the concept after seeing the slides. They did the classifying on the carpet one by one.
You need to think about how all Ss can be involved e.g. holding up a big or small sign or using whiteboards (assessment) only do a few examples as this could have been an
activity that you assessed (classify) to assess understanding of the concept. There was lots of sitting/waiting time during this activity (passive).Ensure activities accurately
support the LO and the assessment aligns with this. You have attempted differentiation but align this with the LO. Differentiate appropriately.
 Teaching Practice Assessment Rubric Semester 7, 2018
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: Visit 3 think about assessments being done during hands-on activities e.g. classifying shapes rather than worksheets.
The LO is based on big/small but the assessment is based on biggest/smallest. Assess exactly what you are teaching.

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
 Teaching Practice Assessment Rubric Semester 7, 2018
Comments:

Visit 2
Singing the song at the beginning of the lesson with action , need to show enthusiasm in your face as looking bored!
Reviewed previous vocabulary using drawing on board. Draw arms correctly as they came from the head and neck.
Verbally told the Ss what the lesson is about.. Introduced math language naturally comparing Ss and doll/baby and further reinforcing the language of body parts when looking
at differences.
I like the way you were pre-teaching the vocabulary before singing the ‘Heads/shoulders’ song. Good to be using songs to teach vocabulary.
Think about how the Ss are using/reinforcing the language in the activities.
Reviewing vocabulary visually with words and pictures. Nice to add a picture of you at different agea. Using the language while looking at the pictures.
Make sure Ss wear aprons when painting.
Good to see you reinforcing the language after they made the face. This is assessing their knowledge of the vocabulary and has been included in the assessment questions but is
not part of the LO.
You have thought about a lot of the language but ensure this is the case for all activities e.g. youngest/oldest to help the Ss when ordering the ages. This would have been an
assessment for your LO. It might have been easier for them to see if they had to put them in order e.g. cut the figures.
Check grammar- ‘how are you student (s) plural.
Rather than saying not kabeera say yes and then reinforce in English as they had the concept right but need support with the language.
We talk(ed) about – add past tense.
Say p more clearly when saying puzzles as sounds like a b.

Visit 3

Maintaining the classroom routines e.g. morning song- as mentioned before smile and show you are enthusiastic when singing.

Standing aside the screen so Ss could clearly see it.

Reinforcing math shapes also using the Arabic name.

Could there have been an app on this concept to use on the ipads?

Try and include a closing to reinforce the concept.

Grammar-Say 22nd of rather than 22 of …

Mice is the plural of mouse (so don’t need to say mices)

All of this are (all of these are mountains)

Teaching Practice Assessment Rubric Semester 7, 2018