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jamila epc 2903 rubric

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Student Name: Student HCT ID number:Jamila Placement School: Semester 4 Achievement that Achievement that Achievement that Achievement that is Achievement that is Achievement that is clearly does not meet narrowly fails to meet minimally meets the satisfactory meets the significantly above the outstanding relative to requirements for requirements for course course
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    1   Student Name: Student HCT ID number:Jamila Placement School: Semester 4  Achievement that clearly   does not meet requirements for course with normal grading mode.    Achievement that narrowly   fails to meet requirements for course  with normal grading mode.    Achievement that minimally meets the course requirements but may not meet the GPA requirement    Achievement that is satisfactory meets the course and GPA requirements  Achievement that is significantly above the course and GPA requirements    Achievement that is outstanding relative to the course and GPA requirements   Commitment to the Profession   Has not grasped the importance of attendance and punctuality leading to consistent absences and/or lateness Displays issues with attendance and punctuality Displays occasional issues with attendance and punctuality Demonstrates consistent attendance and punctuality Always demonstrates consistent attendance and punctuality Prioritizes the needs of the school and students over required working hours Fails to demonstrate a willingness to plan and prepare materials and lessons Has difficulties preparing for lessons & being ready on time Is generally prepared & ready for each lesson Is prepared & ready for each lesson Is well prepared & ready for each lesson Consistently prepares high quality materials which are well organized Has not been involved in any professional activities in the class or school Participates in professional activities on a very sporadic or one-off basis Participates in professional activities related only to her class Participates in professional activities across the school, with some encouragement Actively participates in professional activities across the school Actively participate in a range of professional activities across the school    2   Planning for Learning   Has consistently failed to complete adequate lesson plans Has inconsistently completed lesson plans Has completed poor quality lesson plans which are not always available upon request Has completed appropriate lesson plans which are available for MST/MCT upon request Has completed solid lesson plans which are printed and available for MST/MCT upon request Has completed outstanding lesson plans which are consistently printed and available for MST/MCT upon request Lessons plans demonstrate a misunderstanding of what is required to achieve the learning objectives Lesson plans do not include appropriate strategies for teaching/learning. LOs are missing or are inappropriate. Lesson plans include some strategies for teaching/ learning but these are not generally appropriate. LOs are stated but are unclear Lesson plans include relevant strategies for teaching/ learning and tasks are outlined for each stage of the lesson. LOs are clearly stated. Lesson plans include a range of relevant strategies for teaching/learning and tasks are well described for each stage of the lesson. LOs are clearly stated. Lesson plans include a range of relevant & innovative strategies for teaching/learning for each stage of the lesson. LOs are clearly stated & are wholly appropriate. Managing Learning   Does not implement classroom routines* in any meaningful way Attempts to implement classroom routines* to secure a positive and productive learning environment. However, this is achieved sporadically Attempts to implement classroom routines* to secure a positive and productive learning environment. However, this is not achieved consistently Implements a range of effective classroom routines* to secure a positive and productive learning environment, but tends to be reactive rather than proactive Implements a range of effective classroom routines* to secure a positive and productive learning environment although some minor issues persist Implements a range of effective classroom routines* to secure a positive and productive learning environment and appropriately responds to classroom issues with confidence    3   *Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behaviour & an orderly environment. Implementing Learning Does not have sufficient subject knowledge to successfully deliver the required LOs Has sufficient subject knowledge to deliver the lesson but there are gaps and/or inaccuracies Usually has sufficient subject knowledge to successfully deliver the required LOs Has sufficient subject knowledge to successfully deliver the required LOs with consistency Has sufficient subject knowledge to successfully deliver the required LOs with confidence Has sufficient subject knowledge to successfully deliver the required LOs with confidence, and can add in additional examples and/or respond to questions with accuracy spontaneity Does not implement learning centres/ student centred tasks Attempts to implement learning centers/ student centred tasks but delivery is disorganized and generally ineffective Implements learning centers/ student centred tasks but improvements are needed in aspects of organization Implements appropriate learning centers/ student centred tasks to support learning objectives & engage students, but minor adjustments are needed Implements well organized and successful learning centers/ student centred tasks to support learning objectives & engage students Learning centers/ student centred tasks are fully appropriate for the context and demonstrate creativity and sound pedagogy. Organization is outstanding.    4    Assessment   Does not complete any diagnostic assessment Attempts to design & implement a simple diagnostic assessment, suitable for the context & learning objectives, but data collected in generally invalid Designs & implements a simple diagnostic assessment, suitable to the context & learning objectives, but some data collected is inadequate &/or incomplete Designs & implements a simple diagnostic assessment, suitable to the context & learning objectives, but some minor adjustments are needed Designs & implements a simple diagnostic assessment, suitable to the context & learning objectives Designs & implements a simple yet effective diagnostic assessment, suitable to the context & learning objectives Does not complete meaningful reflections Asks some questions to guide reflections but these are limited and shallow Asks a range of appropriate questions to guide reflections on various elements of classroom practice, but these tend to be shallow Asks a range of appropriate questions to guide reflections on various elements of classroom practice Consistently asks a range of appropriate questions to guide reflections on various elements of classroom practice Asks a wide range of insightful questions to guide reflections on various elements of classroom practice leading to a deeper understanding and valuable changes in practice Students are unable to follow the instructions due to them being unclear and/or poor delivery Instructions have not been considered so are unclear The quality of instructions are inconsistent leading to some confusion amongst the children Instructions are generally clear & concise Instructions are consistently clear & concise Instructions are consistently clear, concise & delivered with clarity & confidence
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