Course Code & CRN EPC 3903 Placement School Aalya School.

Student Name & HCT ID Jawaher Saeed H00303854 Date of Assessment 26/3/2021
MCT Name Kesha Oliver MST Name Fathimath Nafiha Koliyad

MCT Grade MST Grade Final Grade

A- A A

Reporting Rubric, Practicum 3B

Semester 6 Achievement that Achievement that Achievement that is Achievement that is Achievement that is
clearly does not meet Achievement that minimally meets the satisfactory meets the significantly above the outstanding relative to
requirements for course narrowly fails to meet course requirements but course and GPA course and GPA the course and GPA
with normal grading requirements for course may not meet the GPA requirements requirements requirements
mode. with normal grading requirement
mode.

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

Fails to demonstrate a Has difficulties preparing The classroom and The classroom and Classroom and lessons Consistently ensures that
willingness to plan and for lessons & being ready lessons are generally lessons are prepared & are well prepared & resources and the
prepare materials and on time prepared & ready for ready for each lesson ready for each lesson classroom environment
lessons each lesson
 are well prepared
and
organized
Does not participate in Rarely participates in Has participated in a Occasionally participates Participates in school Actively participates in
school activities and has school activities and few school activities and in school activities activities outside the school activities outside
not developed displays some difficult displays some difficult outside the classroom classroom and builds the classroom and builds
relationships across the developing relationships developing relationships and builds a few positive positive relationships positive relationships
school, apart from the across the school across the school relationships within the within the school with a range of
MST school stakeholders

Comments: Sincere work.

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

Produces lesson plans Has completed poor Has completed full Sometimes produces Often produces
which are inconsistently quality lesson plans, lesson plans which are detailed lesson plans, outstanding detailed
Consistently
completed where the detail is printed and available for which are printed and lesson plans which are produces
greatly lacking MST/MCT upon request available for MST/MCT available to MST/MCT
outstanding
upon request upon request
detailed
lesson plans which
are
available to
MST/MCT
 Lesson plans include a Some lesson plans
few activities which engage students and/or
engage students and encourage active student
most strategies are participation, with a
teacher centred limited range of
strategies and materials.
Some ideas are
inappropriate.
Comments: Well prepared lesson plans including starter, differentiation question and games.
Managing Has very little classroom Does not use classroom
Learning management strategies management strategies
leading to an ineffective effectively or consistently
and/ or unsafe learning leading to an ineffective
environment and/ or unsafe learning
environment
Has not established Classroom routines and
effective classroom transitions are
routines and transitions inconsistently
implemented effecting
the classroom
environment
Comments: Excellent in classroom management.
Some lesson plans Sometimes produces Often produces lesson Lesson plans consistently
engage students and/or lesson plans which plans which engage engage students and
encourage active engage students and students and encourage encourage maximum
student participation, encourage maximum maximum student student participation
with a limited range of student participation participation with a level with a level of balance
strategies and with a level of balance of balance and a range of and a range of learning
materials. and a range of learning learning strategies and strategies and materials
strategies and materials materials
Attempts to use Uses appropriate Uses appropriate Uses appropriate
classroom management classroom management classroom management classroom management
strategies but these do strategies which strategies to secure a strategies to consistently
not generally achieve a generally secure a safe safe and effective secure a safe and
safe and/ or effective and effective learning learning environment effective learning
learning environment environment environment
Has established some Establishes and manages Establishes and Classroom routines and
classroom routines and classroom routines and consistently manages transitions are well
transitions but some transitions, with minor classroom routines and established and
development is needed issues transitions differentiated
so as not to impact the
effectiveness of the
lesson
Implementing Does not demonstrate an Is unable to use an Understands the need Demonstrates an Sometimes uses an Consistently uses an
Learning ability to use question enquiry based approach to use an enquiry based understanding of using enquiry based approach enquiry-based approach
types effectively and is within a lesson, but can approach within a an enquiry based with an effective range with an effective range of
not able to demonstrate use a range of question lesson, but is limited in approach and how an of question types to question types to
an understanding of an types to support & the range of question effective range of support & extend support & extend
enquiry based lesson extend student learning types used to support & question types support & student learning student learning
extend student learning extend student learning

There is no differentiated Activities and materials Activities and materials A few activities and Some activities and Activities and materials
activities or materials are differentiated to are differentiated to materials within the materials within the are consistently
support some students in support student lesson are differentiated lesson are differentiated differentiated to support
the class engagement and to support student to support student student engagement and
learning, but some engagement and learning engagement and learning learning, throughout the
student needs are not whole lesson
addressed

Does not have sufficient Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject
subject knowledge to knowledge to deliver the subject knowledge to knowledge to knowledge to knowledge to
successfully deliver the lesson but there are gaps successfully deliver the successfully deliver the successfully deliver the successfully deliver the
required LOs and/or inaccuracies required LOs required LOs required LOs with required LOs with
confidence confidence and is able to
respond to queries with
spontaneity and
accuracy, perhaps
drawing links to real life
or across the curriculum

Students struggle to Sometimes grades Generally grades Grades language to Effectively grades Effectively grades
follow instructions &/or language to support language to support support student language to support language to support and
teaching due to student comprehension student comprehension of student comprehension extend student
ungraded (or inaccurate) of content and comprehension content and instructions of content and comprehension of
language instructions of content and instructions, adapting to content and instructions,
instructions individuals’ needs adapting to individuals’
needs
Comments: Good subject knowledge, encouraging the students with various activities based upon their learning level.

Assessment No formative assessment Formative assessment Formative assessment Formative assessment Detailed formative
strategies are used in the strategies are sometimes strategies are used, but data is sometimes used assessment strategies are
Formative
lesson used in the lesson the data is not used to to inform planning evident in all lesson plans
assessment
inform planning based on previous
data consistently
lessons
to
inform
planning
There is no formative Keeps some limited Keeps some formative Keeps formative and/or Keeps formative and/or Keeps detailed formative
and/or summative and/or incomplete and/or summative summative assessment summative assessment and/or summative
assessment records formative and/or assessment records records records and is able to assessment records and
summative assessment make reference to the is able to make reference
records data to the data

Comments: Previous lesson assessment are well recorded by using padlet platform.

Reflection on Reflections are often Attempts to complete Completes reflections Completes reflections Completes detailed Regularly completes
Practice limited in thoughts and reflections which which consider which consider situations reflections which detailed reflections
perspective and are not consider situations from situations, from the perspective of a consider situations from which consider situations
submitted within the the perspective of other range of stakeholders the perspective of a from the perspective of a
required/requested stakeholders but these range of stakeholders range of stakeholders,
timeframe are shallow and do not with some reference to
lead to new insights theory

Does not reflect in a Reflects on relationships Reflects on Reflects on relationships Reflects on relationships Reflects on relationships
meaningful way on her with students as part of relationships with with students as part of with students as part of with students as part of
relationships with professional practice but students as part of professional practice professional practice and professional practice and
student these reflections are professional practice uses the insights to uses the insights to
generally not congruent but these reflections improve these develop a positive
with best practice are generally shallow relationships learning environment
Comments: Detailed reflection was made.