Course Rubric/Final Report

Trainee Name: H00360495 Khawla Ali Ahmed Abdulla School NA Alternative

Almessabi : Sem 7 Task
MCT/MST Name: Dr Tania Al Aghar  

Semester Achievement Achievement Achievemen Achievemen Achievement Achievemen

7 that clearly does not that narrowly fai t that t that that is t that is
meet requirements ls to meet minimally satisfactory significantly outstanding
for course with requirements meets the meets the above the relative to
normal grading for course with course course and course and the course
mode.  normal grading requirement GPA GPA and GPA
mode.  s but may requirement requirement requirement
not meet the s  s  s 
GPA
requirement 

Commitmen Has not grasped the Displays issues Displays Demonstrate Always Prioritizes
t to the importance of with attendance occasional s consistent demonstrates the needs of
Profession attendance and and punctuality issues with attendance consistent the school
punctuality leading to attendance and attendance and students
consistent absences and punctuality and over required
and/or lateness punctuality punctuality working
hours

Fails to demonstrate a Has difficulties Is generally Is prepared Is well Consistently

willingness to plan and preparing for prepared & & ready for prepared & prepares high
prepare materials and lessons & being ready for each lesson ready for quality
lessons ready on time each lesson each lesson materials
which are
well
organized

Does not participate in Rarely Occasionally Participates Actively Has

school activities and participates in participates in a range of participates demonstrated
has not developed school activities in school school in a range of initiative and
relationships across the and displays activities and activities and school commitment
school, apart from the some difficult builds a few builds activities and through
MST developing positive positive builds independent
relationships relationships relationships positive involvement
across the school within the within the relationships in school
school school with a range based
of activities
stakeholders resulting in a
measurable
contribution
to the school

Does not respect Challenges Generally Accepts Accepts Accepts

school based authority school based accepts school based school based school based
structures & does not authority school based authority authority authority
accept responsibility structures and authority structures structures structures
for work-based has difficulty structures and and and
 problems accepting and has responsibilit responsibility responsibility
responsibility for some y for for resolving for
work-based difficulties resolving work-based independentl
problems, even resolving work-based problems y resolving
with support work-based problems with a work-based
problems with some growing problems
without support level of
some independenc
support e

Has not developed a Inconsistently Generally Generally Demonstrate Demonstrates

positive attitude demonstrates a demonstrates demonstrates s a positive exceptional
towards teaching and positive attitude a positive a positive attitude enthusiasm
learning towards teaching attitude attitude towards and positivity
and learning towards towards teaching and towards
teaching and teaching and learning teaching and
learning but learning learning
with some
examples of
negativity

Comments:  
 
Planning Has consistently Has Has completed Has completed Has completed Has completed
for failed to inconsistently poor quality appropriate solid lesson outstanding
Learning complete completed lesson plans lesson plans plans which lesson plans
adequate lesson adequate lesson which are not which are are printed and which are
plans plans always available for available for consistently
available upon MST/MCT MST/MCT printed and
request upon request upon request available for
MST/MCT
upon request

Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans Lesson plans
lack detail  and lack detail  and have sufficient have sufficient are well are exceptional
may not include may not include detail to detail to secure detailed to to secure
learning adequate generally satisfactory secure successful
objectives and learning secure delivery and effective delivery and
assessments objectives and effective include testable delivery and include testable
leading to assessments delivery and learning include testable learning
unsatisfactory often leading to include objectives and learning objectives and
lesson delivery unsatisfactory learning appropriate objectives and a variety of
lesson delivery objectives and assessments a variety of appropriate
some appropriate assessments
assessments assessments and tasks
and tasks

Lesson plans are Lesson plans are Lesson plans Lesson plans Lesson plans Lesson plans
inconsistently inconsistently show some are generally are usually are consistently
balanced and balanced and elements of balanced, balanced, balanced,
include no include limited balance but engaging, engaging, engaging,
student-centred student-centred include some effective and effective and effective and
activities activities student-centred student-centred student-centred student-centred
 activities

Comments:  
 
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Managin Does not use Occasionally uses Sometimes uses Uses cooperative Consistently and Consistently and
g cooperative learning cooperative learning cooperative learning learning regularly, effectively uses effectively uses a
Learning as part of their as part of their usually  with a level of cooperative learning range of cooperative
learning environment learning environment effectiveness with a high level of learning strategies
but/or uses these effectiveness with a high degree of
strategies with limited confidence
effectiveness

Does not use Attempts to use Uses appropriate Uses appropriate Uses appropriate Uses a wide range of
classroom classroom classroom classroom classroom appropriate classroom
management strategies management strategies management strategies management strategies management strategies management strategies
effectively or but these do not which generally secure to secure a safe and to consistently secure a to consistently secure a
consistently leading to generally achieve a a safe and effective effective learning safe and effective safe and effective
an ineffective and/ or safe and/ or effective learning environment environment learning environment learning environment
unsafe learning learning environment
environment

  Has not established Classroom routines Has established some Establishes and Establishes and Classroom routines
  effective classroom and transitions are classroom routines and manages classroom consistently manages and transitions are well
routines and inconsistently transitions but some routines and classroom routines and established and
transitions implemented effecting development is needed transitions transitions leading to differentiated leading
the classroom some student to significant student
environment independence independence

Comments:  

 
Implementi Does not Attempts to Sometimes Generally Implements Implements  a
ng implement sometimes implements implements strategies which wide range of
Learning strategies implement strategies strategies continually strategies which
which motivate strategies which which motivate which motivates continually
students and motivates students and motivate students and motivates studen
maintain an students and maintains an students and maintains an ts and maintains
effective maintains an effective maintain an effective an effective
classroom effective classroom effective classroom classroom
presence. classroom presence classroom presence. presence
presence, presence
although these
may not be
effective

Material Material Material Presents Presents Consistently

presented presented may presented may material material which presents material
frequently/ sometimes lack occasionally which is is accurate, which is
significantly accuracy and/or lack accuracy generally meaningful, accurate,
lacks accuracy meaningfulness.   and/or accurate, accessible  and meaningful,
and/or Differentiation is meaningfulnes meaningful differentiated to accessible and
 meaningfulnes rarely s.   and support student differentiated to
s.   implemented Differentiation accessible to engagement and support student
Differentiation is support learning engagement and
is not implemented student learning
implemented but not engagement
necessarily and
effectively learning.
Sometimes
includes
differentiati
on

The pacing of The pacing of The pacing of Lessons are Lessons are Lessons are
lessons may lessons may lessons may usually consistently paced to ensure
result in a result in some result in some paced to paced to ensure students are
significant students being students ensure students are appropriately
proportion of disengaged, sometimes students are appropriately engaged and
the class being overwhelmed being appropriatel engaged and challenged and
disengaged, &/or off task disengaged, y engaged challenged the needs of
overwhelmed overwhelmed and individual
&/or off task or off task challenged students are met

When Instructions are Instructions are Instructions Instructions are Clear, concise
instructions are given within a usually given are given at consistently and timely
given they are lesson but may be at appropriate appropriate given at Instructions are
generally unclear and/or times within a times within appropriate consistently
unclear and excessively lesson but may a lesson and times within a given using a
this does not wordy, resulting not always be are lesson and are range of
effectively in some clear and generally invariably clear appropriate
facilitate confusion concise clear and and concise techniques
learning concise

Generally does Inconsistently Uses questions Uses Uses a variety of Skillfully uses a
not use uses questions which fit questions questions which variety of
questions which fit within within the which appropriately fit questions which
effectively the lesson context lesson context generally fit within the appropriately fit
but these tend to but these tend within the lesson context to within the lesson
be closed and/or to be closed lesson support learning context and
do not extend and/or do not context to challenges
learning extend learning support students’
learning thinking

Comments:  
 
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Assessmen Fails to utilize Demonstrates little Monitors but it is Generally  monitors in Monitoring Consistently monitors
t monitoring in relation understanding or unfocused  in relation relation to learning and purposively in in relation to learning
to student learning ability in monitoring to learning and/or behavior some relation to learning and behavior, meeting
and behavior in relation to learning behavior, improvement is needed and behavior individual students’
and behavior improvement is needs
needed

Fails to understand Consistently utilized Utilizes some variety Generally utilizes a Utilizes a range of Utilizes and
 and utilize formative the same formative of formative range of effective effective formative thoroughly
assessment strategies assessment strategy assessment strategies formative assessment assessment strategies understands a range of
(question, checklists to gauge student strategies to gauge to gauge student effective formative
& observations) progress student progress progress assessment strategies
throughout the to gauge student
placement progress

Summative Summative Implements Generally implements Implements valid and Outstanding

assessment strategies assessment strategies summative assessment valid and reliable reliable summative knowledge and
are not completed are invalid and/ or strategies but not summative assessment assessment strategies, Implementation of
unreliable always ones that are strategies, where where appropriate valid and reliable
valid, reliable and/or appropriate summative assessment
appropriate strategies., where
appropriate

Constructive feedback Limited feedback Constructive feedback Constructive feedback Constructive feedback Constructive feedback
is not provided to provided to students is provided to students is generally provided to is consistently is provided in a timely
students due to a lack of inconsistently. It may students in a timely and provided to students and effective manner
understanding need to be more appropriate manner. in a timely and using a range of
timely and/or appropriate manner approaches
delivered in an
appropriate manner

Has failed to use Has made little Sometimes uses Assessment data is Assessment data is Assessment data is
assessment data to attempt at using assessment data to generally used to used to effectively consistently used to
inform planning and assessment data to inform planning and inform planning and inform planning and effectively inform
instruction &/or inform planning and instruction. instruction, though not instruction. planning and
assessment data is not instruction. Limited Assessment data is always effectively. Assessment data is instruction.
available to assessment data is recorded but not Assessment data is recorded in an Assessment data is
MST/MCT available for always in an generally recorded in organized way and is recorded in an
MST/MCT organized way but is an organized way and available for organized way and is
usually available for is usually available for MST/MCT. always available for
MST/MCT. MST/MCT. MST/MCT.

Comments:  
 
Reflectio Fails to understand the Little reflection on Some reflection on Reflects on student Reflects on student Consistently reflects
n on importance of student learning student learning is learning learning in a on student learning in
Practice reflecting on student evident, but it is quite meaningful way a meaningful way
learning vague and repetitive

Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects Consistently reflects
understand the their own practice reflections on their practice leading to on their own practice on their own practice
importance of which leads to limited own practice leading improvement with leading to leading drawing
reflecting on own improvement of to little improvement limited guidance and improvements in a effectively in theory
practice and/or display practic of practice support range of areas leading to habitual
the ability to do so improvement
meaningfully

Comments:  Please refer to lesson feedback evaluation forms

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