Please tick the boxes using the scale with 5 indicating the best possible performance

Professionalism

Has actively worked with other staff in activities that involve the
school and/or wider community
Engages in pastoral care across the school
Shows respect for the class teacher, the principal and colleagues.

Shows initiative and enthusiasm in the classroom

Demonstrates an understanding of the how to use ICT to support
aspects of the school curriculum


Displays a high standard of professional behaviour, which
includes punctuality, personal organization and presentation


Interacts effectively with students and staff.

Contributes to discussions and offers ideas, ICT support and
assistance when appropriate.


Planning for learning

In partnership with the MST, apply curriculum guidelines and

instructional design principles rooted in the practicum
setting
Design and plan a sustained, integrated, thematic unit of
work that demonstrates an understanding of teaching and
learning as a progressive, developmental process.
Create a minimum of ten differentiated lesson plans for an
entire class to incorporate one connected set of four
complete teaching sessions
Include a range of activity types for the whole class, groups and
individuals
Detail how learning objectives/outcomes, which set appropriate
challenges for the learner, will be assessed

Plans in consultation with the class teacher appropriate ICT

supported activities.

Planning for learning continued

Uses a range of ICT resources and where appropriate the school

curriculum to aid planning


Produces a range of appropriate materials and resources for
teaching produced using ICT that are appropriate to the level of
the learner


Presents/ Explains lesson/activity plans in a clear, detailed and
professional way
/
Shows a student-centred focus in the lesson plans.

Implementing and Managing Learning
Consistently applies a range of effective questioning and
elicitation techniques
Uses accurate and appropriate language, including
pronunciation, stress and intonation

Provides clear and effective models/demonstrations of classroom
tasks
Uses clear instructions and demonstrations/ modeling to support
ICT based activities

Establishes and maintains clear classroom rules and routines to
effectively manage students behaviour in lessons.

Uses a variety of explicit, positive reinforcement strategies
Manages smooth transitions between activities
Encourages the development of student independence and
responsibility
Uses ICT resources and equipment effectively.
)
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Manages lesson time effectively

Effectively motivates students to participate in activities in
lessons.


Monitoring, Assessment and Evaluation

Develops and use effective monitoring strategies across an

increasing range of connected teaching sessions including class,
group, pair, and individual work
Monitors students progress effectively during lessons.

Provides ongoing feedback to students to enhance learning
during lessons.


Is flexible and modifies planning, in response to students' needs
and external factors during lessons.


Checks understanding via appropriate questioning during
lessons.

Develops and uses formative and summative assessment

instruments such as checklists, grading scales, rubrics, tests and
projects etc. to evaluate students performance in a variety of
activity types
Critical Reflection

Discusses personal reflections and classroom observations with

class teacher to inform future action / planning.

Actively seeks, listens to and accepts guidance and responds

constructively to feedback from the class teacher.

Experiments with a range of teaching strategies and identify

their strengths and weaknesses

Identifies and accounts for the influence a range of stakeholders

e.g. Ministry of Education, Principal, parents etc. through portfolio
documentation
Relates teaching philosophy to classroom activities and artifacts
Justifies classroom-based decisions drawing on theory and
experience
Identifies areas for development to be considered in goal setting
in the following semester