TPA Rubrics.

Unsatisfactory Satisfactory Good Very Good Excellent

1 2 3 4 5

Questioning Teachers mainly ask Teachers ask closed, Teachers ask Teachers ask testing Teachers use
Methods closed testing open testing questions questions that are and focusing statements and mainly
questions that are & focusing questions. testing, focusing and questions but mainly enquiry questions that
What leading or genuine enquiry genuine enquiry encourage students to
questions do guess-what’s-in my Students’ answers are questions. questions. show understanding,
teachers ask? mind questions. short words or compare, guess and
sentences. Students give answers Their questions simplify.
Answers are mostly that are more than encourage students to
short words. short words. discuss ideas.

Lesson Flow Unstructured Lesson. Lessons start with a Lessons begin Lessons begin with a Teachers use a
Slow start and slow short engaging starter punctually with a short short starter activity variety of short,
How do teachers pacing. activity. starter activity. that engage all interactive starters
structure and use students. that engage all
time in lessons? Time is wasted by Parts of lessons are The main parts of students immediately.
repeating or by structured to include lessons are structured Interactive whole-
teachers spending too whole class teaching that involve a variety class teaching has a Main parts of lessons
long on administrative and individual or of activity. variety of interesting are episodic and use
tasks. group tasks. and engaging time effectively.
Teachers use plenary individual and/or
Many students spend Teachers bring to encourage students group tasks. Teachers use plenary
time in lessons not lessons to a clear to summarise key to assess and extend
engaged. end. ideas and reflect on Plenary is interactive learning, discuss
their learning. and help to common mistakes and
consolidate learning. misconceptions.
Classroom Teachers’ directions Teachers’ directions Teachers’ directions Teachers’ directions Teachers successfully
Management are not clear. are clearly understood are clearly understood are clearly understood instil a culture where
Student’s behaviour by some students. by most students. by nearly all students. the expectations of
How do teachers are not managed behaviour are well
Appropriate authority Students are well
manage students properly – wasted time Teachers’ authority is established.
are exercised, praises informed of teachers’
in learning Many students are exercised suitably.
are merited, and expectations of
activities? disengaged in the Nearly all students
rewards well chosen behaviour.
learning activities. Some students are on independent &
to reinforce the
task and engaged in Nearly all students are proactive in all
desired outcomes.
learning activities. on task and engaged learning activities.
Majority students are in all learning
on task and engaged activities.
in learning activities.
 Unsatisfactory Satisfactory Good Very Good Excellent
1 2 3 4 5
Effective Teachers do not Teachers use open as Teachers assess Teachers assess Teachers assess
Assessment assess what individual well as closed testing students through students through students through
students are learning. questions to assess asking them testing effective questioning, carefully targeted
How do teachers what students and genuine enquiry listening and questioning, listening
assess students’ They only assess are learning. questions. observing them as and observing.
learning in whether students’ they work.
lessons? answers to oral and They target questions They listen carefully to They expose common
written questions are to assess the learning students’ answers. They assess students’ mistakes and
correct or incorrect. of individual students. They assess students’ understanding and misconceptions.
oral and written work identify possible
They do not assess They occasionally for understanding reasons for errors. They identify quickly
whether students probe students’ instead of just any students who fail
understand what they answers, especially answers, by They identify quickly to understand a
are learning. incorrect answers, to routinely probing both any students who fail concept
assess understanding. correct and incorrect to master a key skill or
answers. procedure.

Self Reflection Teachers do not self- Teachers periodically Teachers frequently Teachers consistently Teachers use self-
reflect on their self-reflect on their self-reflect on self-reflect on reflection as
To what extent do professional practice. professional practice. professional practise, professional practise, professional practice
teachers update and search for update and search for to lead others in
self-reflect on Teachers make They make minimal new knowledge new knowledge designing and
their professional minimal effort to initiative to update through professional through professional promoting
practise? update existing knowledge through development. development. professional exchange
knowledge through professional with other teachers
professional development. Teachers share best Teachers initiate and within and outside
development & follow practices towards collaborate towards school.
what is given. Teachers develop and professional and professional and
design teaching and curriculum curriculum
learning activities for development to development
their own use. support emerging to support emerging
educational initiatives educational initiatives