Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Fatima Bilal Student HCT ID number: H00328662

College: SJW Placement School: Asma School %

Visit 1 15.10.18 Visit 2

Visit 3 12.11.18 Visit 4 14.12.18

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 others across the school
school
 Teaching Practice Assessment Rubric Semester 7, 2018
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
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 assessments assessments and tasks assessments and tasks
 Teaching Practice Assessment Rubric Semester 7, 2018
unsatisfactory leading to unsatisfactory appropriate
lesson delivery lesson delivery assessments

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:

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
Classroom strategies strategies but these secure a safe and effective learning environment strategies to management
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

Routines and There are no Classroom routines Some classroom routines Establishes and manages Establishes and A variety of
Transitions 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:
Visit 1:
 Stayed silent until all students were quite.
 Reminded the students that she is going to select the two quietest students to be her helpers. She needs that as she is teaching a large group. Well done.
 Do not explain the activity until all students are listening.
 Eyes on me.
 Clap for students.
 Teaching Practice Assessment Rubric Semester 7, 2018
 Remind students to clean up before they leave the room.

Visit 3:
She started the lesson with greetings.
The quiet girl will get a sticker. She gave one student a sticker.
Excellent recognition of the best groups.
The red chair for the mis-behaving student.
‘Eyes on me’ strategy.
Used the bell so students stop working on the first activity and listen to the teacher.
Once she wears the red hat, students know that the teacher is angry, and they have to set quietly and listen to the teacher. Good
She told students that she will count to five and then they have to stop drawing.

Visit 4:
Excellent focus on those students setting quietly.
She asked students to go back quietly to their places. She focused on the best groups.
She counted to five and then asked students to stop working on the task.
When students were making noise, she asked everyone to go back to their groups, and she called one student to come to the front of the class to describe her character.

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
Gradual Release effectiveness complete the task
Model independently

Pace of the The pacing of The pacing of The pacing of lessons may Lessons are usually paced Lessons are Lessons are paced to
lesson 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

Learning Material presented Material presented Material presented may Presents material which is Presents material which Consistently presents
Materials 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,
meaningfulness. to support student differentiated to meaningful,
 Teaching Practice Assessment Rubric Semester 7, 2018
accuracy and/or Differentiation is Differentiation engagement and learning. support student accessible and
meaningfulness. rarely implemented is implemented but not Sometimes includes engagement and differentiated to
necessarily effectively differentiation with learning support student
growing effectiveness engagement and
learning

Comments:
Visit 1:

 Called all students to the front of the class, made a big circle and sang the Hello How are you song.
 She needs to be more active when modelling the song.
 Show your face for me = Show me your faces.
 Brown bread is healthy = healthier
 Did a quick revision of the previous lesson (Family)
 We have different types of Food and fruits (These are not to separate categories.)
 Divide students equally into groups when they are working in groups.
 Why do not all students have the same amount of pictures for the first activity?
 She went around and gave immediate feedback. Good.
 She gave clear instructions for the second activity.
 Took very long time to distribute the pictures for the second activity.
 What is the main objective of the second activity?

Visit 3:
She has nearly 30 students in her class.
She asked all students to make a big circle. (Why one student was not joining the whole class?)
She played the ‘make a circle’ sound. All students were singing.
She asked all students to set on the carpet.
Students went back to their groups.
The flashcards were clear and appropriate for the students’ level.
She introduced the first activity. She asked students to work in pairs; one student describe the picture; the other student has to guess which animal it is.
“If you have finished from the game set quietly.” (work on differentiation)
Why do each group have only two pictures?
She asked a student to come to the front of the class to explain what they did in the previous activity.
Each group will draw an animal on the sheet, and then, they will come to the front of the class to explain it.
She went around the class to check students’ progress.
Excellent idea to ask students to come to the front of the class to share drawings with the whole class.
She did not have a closing for the lesson.

Where is the quiet groups = are

Can Ms. Fatima talks = talk
 Teaching Practice Assessment Rubric Semester 7, 2018
Where is my files = are
Each group have = has
Have you listen = Did you hear what they said?

Visit 4:
She had a box, and asked students to guess what is inside it.
Most students thought she has an animal in the box, linking it to yesterday’s less.
She had different types of clothes in the box. An excellent introduction to the lesson.
She used flashcards to introduce the new words. Clear and appropriate size flashcards.
She introduced the first activity. She gave each group a file and asked them to work individually. All materials were well organized. The activity was good.
Most students were confused and did not know which clothes to choose for the character as she was big and all clothes were small on her!
She asked students to come to the front of the class once they are done.
She asked one student to describe her character. (To make it faster, you could just say all students with the same clothes make a group.
She asked students to name a type of cloth they learned in today’s class.
She introduced the next activity. It is a bingo game. (Is this is how we play bingo?)
Most students could complete the task effectively.
She needs to work on differentiation as all students were working on the same activities during the lesson.
She did a quick revision of the lesson by asking groups to name the clothes they see on the screen.

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 formative assessment strategies strategies which are valid formative assessment range of formative
Assessment 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:
 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: