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Teaching Practice Assessment Rubric Semester 7, 2018

Student Name: Reem Yousuf Student HCT ID number: H00298028

College: SJW Placement School: Al Amani Kindergarten %

Visit 1 14.10.18 Visit 2 4.11.2018

Visit 3 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

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
absences and/or

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

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
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

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


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

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


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

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


Visit 2:
She reminded the students of the classroom rules.
She was using a reward system.
Students were behaving well during the Halaqa time.
She called a few students to move to the table where they will be doing the activity.
Teaching Practice Assessment Rubric Semester 7, 2018
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,
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

Visit 1:
 Clear voice.
 Gave clear instructions before playing the songs.
 Excellent modelling of the song.
 Used the data show to display the story.
 Asked different questions to enhance students’ critical thinking skills.
 Print the same amount of the fruit as in the story.
 Used different ways of praising.
 Encourage all students to sing.
 Good eye contact.
 She explained the different activities students will be doing in the learning center.
 Students had to go to the playground, so Reem could not continue the lesson.

Visit 2:
Teaching Practice Assessment Rubric Semester 7, 2018
She used different voice tones.
She sang the (if you are happy, clap your hand) song for the kids. Excellent
She did a revision of letter S/A/T/ and the sound of the letters. Students knew the difference between both.
She introduced the letter N and showed students how to write it. She used a sentence (action) to teach students words starts with the letter N and its sound. (good)
She asked students to name words start with the sound /n/.
She had in the box flashcards and objects of things start with the letter N.
She asked a student to come to the board and point at the objects that start with the letteur N. (x4)
She played the video and asked students to sing with her. (work on transition as you suddenly moved from the previous activity to the song)
She showed the class an example of the second activity.
Make the materials ready for each student separately, so you do not have to spend long time distributing the pictures. (This could be prepared prior to the lesson, so once
students move from the circle to the table they can start immediately.)
Once a student completed the activity, she asked him to say the name of the pictures. (good)

What is our classroom rules = are

What will be = What will the new letter be?

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
observations and

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


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 leading to leading drawing
Teaching Practice Assessment Rubric Semester 7, 2018
reflecting on own limited practice leading to little improvement with some improvements in a effectively in theory
practice and/or improvement of improvement of practice guidance and support 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