Student Name: Student HCT ID number: Mariam

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 Achievement that is Achievement that is
satisfactory meets the significantly above the outstanding relative to
course and GPA course and GPA the course and GPA
requirements requirements requirements

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

Fails  to   Has  difficulties   Is  generally   Is  prepared  &  ready   Is  well  prepared  &   Consistently  
demonstrate  a   preparing  for   prepared  &  ready   for  each  lesson   ready  for  each   prepares  high  
willingness  to  plan   lessons  &  being   for  each  lesson   lesson   quality  materials  
and  prepare   ready  on  time   which  are  well  
materials  and   organized  
lessons  

Has  not  been   Participates  in   Participates  in   Participates  in   Actively  participates   Actively  participate  
involved  in  any   professional   professional   professional   in  professional   in  a  range  of  
professional   activities  on  a  very   activities  related   activities  across  the   activities  across  the   professional  
activities  in  the   sporadic  or  one-­‐off   only  to  her  class   school,  with  some   school     activities  across  the  
class  or  school   basis     encouragement   school    

1   1
Planning for Has  consistently   Has  inconsistently   Has  completed   Has  completed   Has  completed  solid   Has  completed  
Learning
failed  to  complete   completed  lesson   poor  quality  lesson   appropriate  lesson   lesson  plans  which   outstanding  lesson  
adequate  lesson   plans   plans  which  are  not   plans  which  are   are  printed  and   plans  which  are  
plans   always  available   available  for   available  for   consistently  printed  
upon  request   MST/MCT  upon   MST/MCT  upon   and  available  for  
request   request   MST/MCT  upon  
request  

Lessons  plans   Lesson  plans  do  not   Lesson  plans   Lesson  plans  include   Lesson  plans  include   Lesson  plans  include  
demonstrate  a   include  appropriate   include  some   relevant  strategies   a  range  of  relevant   a  range  of  relevant  
misunderstanding   strategies  for   strategies  for   for  teaching/   strategies  for   &  innovative  
of  what  is  required   teaching/learning.   teaching/  learning   learning  and  tasks   teaching/learning   strategies  for  
to  achieve  the   LOs  are  missing  or   but  these  are  not   are  outlined  for   and  tasks  are  well   teaching/learning  
learning  objectives   are  inappropriate.     generally   each  stage  of  the   described  for  each   for  each  stage  of  the  
appropriate.  LOs   lesson.  LOs  are   stage  of  the  lesson.   lesson.  LOs  are  
are  stated  but  are   clearly  stated.     LOs  are  clearly   clearly  stated  &  are  
unclear   stated.   wholly  appropriate.  

Managing Does  not  implement   Attempts  to   Attempts  to   Implements  a  range   Implements  a  range   Implements  a  range  
Learning
classroom  routines*   implement   implement   of  effective   of  effective   of  effective  
in  any  meaningful   classroom  routines*   classroom   classroom  routines*   classroom  routines*   classroom  routines*  
way   to  secure  a  positive   routines*  to  secure   to  secure  a  positive   to  secure  a  positive   to  secure  a  positive  
and  productive   a  positive  and   and  productive   and  productive   and  productive  
learning   productive  learning   learning   learning   learning  
environment.   environment.   environment,  but   environment   environment  and  
However,  this  is   However,  this  is   tends  to  be  reactive   although  some   appropriately  
achieved   not  achieved   rather  than   minor  issues  persist   responds  to  
sporadically   consistently     proactive   classroom  issues  
with  confidence  

2   2
*Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behaviour & an orderly environment.

Implementing Does  not  have   Has  sufficient   Usually  has   Has  sufficient   Has  sufficient   Has  sufficient  
Learning
sufficient  subject   subject  knowledge   sufficient  subject   subject  knowledge   subject  knowledge   subject  knowledge  
knowledge  to   to  deliver  the  lesson   knowledge  to   to  successfully   to  successfully   to  successfully  
successfully  deliver   but  there  are  gaps   successfully  deliver   deliver  the  required   deliver  the  required   deliver  the  required  
the  required  LOs   and/or  inaccuracies   the  required  LOs   LOs  with  consistency   LOs  with  confidence   LOs  with  
confidence,  and  can  
add  in  additional  
examples  and/or  
respond  to  
questions  with  
accuracy  
spontaneity  

Does  not  implement   Attempts  to   Implements   Implements   Implements  well   Learning  centers/  
learning  centres/   implement  learning   learning  centers/   appropriate  learning   organized  and   student  centred  
student  centred   centers/  student   student  centred   centers/  student   successful  learning   tasks    are  fully  
tasks   centred  tasks    but     tasks    but     centred  tasks  to   centers/  student   appropriate  for  the  
delivery  is   improvements  are   support  learning   centred  tasks  to   context  and  
disorganized  and   needed  in  aspects   objectives  &  engage   support  learning   demonstrate  
generally  ineffective   of  organization   students,  but  minor   objectives  &  engage   creativity  and  sound  
adjustments  are   students   pedagogy.  
needed   Organization  is  
outstanding.    

3   3
 Students  are  unable   Instructions  have   The  quality  of   Instructions  are   Instructions  are   Instructions  are  
to  follow  the   not  been  considered   instructions  are   generally  clear  &   consistently  clear  &   consistently  clear,  
instructions  due  to   so  are  unclear   inconsistent   concise   concise     concise  &  delivered  
them  being  unclear   leading  to  some   with  clarity  &  
and/or  poor  delivery   confusion  amongst   confidence  
the  children  

Assessment Does  not  complete   Attempts  to  design   Designs  &   Designs  &   Designs  &   Designs  &  
any  diagnostic   &  implement  a   implements  a   implements  a  simple   implements  a  simple   implements  a  simple  
assessment   simple  diagnostic   simple  diagnostic   diagnostic   diagnostic   yet  effective  
assessment,  suitable   assessment,   assessment,  suitable   assessment,  suitable   diagnostic  
for  the  context  &   suitable  to  the   to  the  context  &   to  the  context  &   assessment,  suitable  
learning  objectives,   context  &  learning   learning  objectives,   learning  objectives   to  the  context  &  
but  data  collected  in   objectives,  but   but  some  minor   learning  objectives  
generally  invalid   some  data   adjustments  are  
collected  is   needed  
inadequate  &/or  
incomplete  

Does  not  complete   Asks  some  questions   Asks  a  range  of   Asks  a  range  of   Consistently  asks  a   Asks  a  wide  range  of  
meaningful   to  guide  reflections   appropriate   appropriate   range  of  appropriate   insightful  questions  
reflections   but  these  are   questions  to  guide   questions  to  guide   questions  to  guide   to  guide  reflections  
limited  and  shallow   reflections  on   reflections  on   reflections  on   on  various  elements  
various  elements  of   various  elements  of   various  elements  of   of  classroom  
classroom  practice,   classroom  practice   classroom  practice     practice  leading  to  a  
but  these  tend  to   deeper  
be  shallow   understanding  and  
valuable  changes  in  
practice  

4   4
Reflection on Does  not  complete   Reflects  on   Reflects  on   Produces  reflections   Produces  reflections   Produces  reflections  
Practice
meaningful   classroom  situations   classroom   which  identify   which  identify   on  classroom  
reflections   but  does  not  accept   situations  and   personal   personal   situations  which  
personal   starts  to  accept   responsibility  for   responsibility  for   accept  personal  
responsibility  where   some  responsibility   classroom  situations   classroom  situations   responsibility  but  
this  is  required   for  issues  but  does   with  growing   with  growing   also  recognizes  
not  follow  through   complexity  &   complexity  &   others’  roles  and  
with  any   implements  some   actively  acts  on   includes  appropriate  
effectiveness   changes     these  insights   suggestions  for  
leading  to   improvements  
improvements  of   across  the  
practice   stakeholders  leading  
to  improvements  in  
practice  

Comments:
Smiling at the beginning shows you want to be there. LO written on the board and given verbally.
Nice quick recap of letters with clear visuals. Stepped difficulty with pictures then without and increasing more difficult phonemes.
Child-centred approach getting children to brainstorm, although changed your mind and showed the flash cards. Good to clarify the sound in cartain words e.g.sphere which
are more difficault to say. Before writing the 10 words you might have given a clear instruction that they can write any they know rather than remembering the ones seen,
especially for the more able. Two groups give word cards to help.

Rather than raising your voice to get their attention try an auditory signal and wait for them to be quiet before starting. You did do this later in the lesson.\
When writing Philippines remind them it has a capital letter as it is a proper noun. (also Philips)
Good to write the words up after so children can check spellings. Remind them this is an opportunity to check spellings and see how close they were.
Use language they are used to ‘sound buttons’ did say this later otherwise there might be confusion.
Use correct vocabulary as said if it’s 2 words/1 words 1 dot or 2 dots rather than talking about the phoneme.

I liked they way the children had to write their own words for Bingo- further reinforcing the words (again you might remind them to check the spellings on the board to do
this) you did say this to one child later who didn’t know the end of a word.
Giving time checks to keep the pace up.
On the planning all grouos are doing the same activity so just say all groups doing the same work.

5   5
 The lesson progressed smoothly building on the skills throughout up to writing sentences.
Good to see model writing. But elephant does not have a capital E as it is a common noun. Nice to see tham swapping work to read others and highlight their ph words.
Remember to highlight differentiation e.g scaffolding to less able (giving word cards to help when writing ph words. Also, allowing more able children to do more sentences so
saying as many as you can and also not just two words with ph in a sentence but really challenge them and say as many as you can as long as it makes sense. You did allow
them to writie more when a child asked.
The last activity didn’t fit a particular activity, either change the activity to support the LO e.g. given them longer to write sentences or add another LO e.g. identify where the
ph is in a word (beg/mid/end). They did not have time to do the last activity so you might have let them have longer on the previous activity and extend theor writing. You
recapped the LO at the end quickly.

84

6   6