contest's rubric for class observation

8/14/2019 Contest's Rubric for Class Observation

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Elementos a considerar en la evaluacin de los docentes en la visita a clase.

a. a) Uso de la lengua Inglesa

b. b) Planificacin de la clase

c. c) Implementacin del Plan.

d. d) Desarrollo y trabajo de las distintas habilidades

e. e) Uso de recursos

f. f) Manejo de conflictos en el aula

g. g) Rapport con los estudiantes

h. h) Valoracin de los aprendizajes

Criterios para la evaluacin del concursante

Criteria Level 1 Level 2 Level 3 Level 4

Language Use Weak

pronunciation, lack

of fluency and of

appropriate

vocabulary which

hinder

communication

and/or

understanding

Achieves

communicatiion but

lacks fluency and

continuity.

Inaccurate

pronunciation and

not very rich

vocabulary.

Achieves successful

communicatiio. The

use of vocabulary,

structures and

pronunciation is

appropriate and

there are not very

frequent mistakes.

Language is clear,

coherent and fluent.

Uses a wide

vocabulary and has a

very good

pronunciation.

Planning It hasn't got a clear

aim. Focused on

teaching. Lacks

clear structure. No

cohesion among

tasks.

It hasn't got a clear

aim and is not

focused on learners'

needs / interests.

Learners loose

confidence. Varied

activities.

Well structured.

Clear aims but fails

to take into account

learners' needs.

Main focus still on

input rather than

intake.

Centred on learners'

needs and

characteristics. Clear

aims. Well structured.

Leads to learning /

acquisition.

Implementati

on of Plan

Teacher did not

follow a plan for the

class. Hit and miss

repertoire of

activities / tasks.

Instructions unclear

or messy.

Incoherent

implementation of

plan. Hit and miss

nature present.

Complex

instructions. Time

lost on unnecessary

management

issues.

Plan followed but

problems with

timing and clarity of

instructions still

present.

Management

conflicts still

present but not of a

serious nature.

Plan followed with

flexibility. Allows for

incorporation of

learner's input and

decision making. Rich

implementation in all

senses.

Skills No articulate Lacks balance in Integration present Articulate plan and


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treatment integration of skills.

Very limited use of

the skills in class.

Dwells too much on

discrete skillstreatment.

the integration of

skills but

techniques allow

learners to use

skills in a discreteway.

but cohesion still

needed for

seamless treatment

of all skills in an

appropriate way.

implementation of

skills integration

activities.

Handling of

Conflicts

Learners indifferent

/ aggressive / not

involved. Teacher

overlooks problems

or handles them

inappropriately.

Learners unwillingly

accept to

accomplish tasks.

Spurs of conflict

arise constantly

and teacher tries to

handle them,

although

unsuccessfully.

Learners work

cooperatively but

management issues

interfere with

learning activities.

Teacher still needs

to get a grip on this

issue.

Learners work

collaboratively paying

attention and

negotiating meaning

with their classmates.

Use of

resources

Resources are not

adequate to tasks set

or topic and / or their

use has been messy

and disorganized.

Resources were not

used to their full

potential or are of

dubious suitability to

the task and topic set.

Resources are both

adequate and relevant

to the task and topic.

They have been used

correctly.

Resources are of

outstanding quality

and have been used

creatively and

accurately.

Rapport with

Learners

Teacher not willing to

help. Sticks to plan.

Teaches "the class"

but fails to establishrapport with learners.

Learners their work it

is done in a

mechanistic way

without really

reflecting on the

issues.

Teacher's attemptes at

establishing rapport

are sporadic. Learners

fail to connect toteacher's teaching

style or tasks set. Is

not systematically

taken into

consideration.

Assessment tasks are

given "for the record".

Adequate

communication with

learners. Ready to

help when asked.Encourages autonomy

and procces taken into

account to evaluate

and make decisions

regarding course

planning.

Very good

communication with

learners. Both teacher

and learners enjoy theclass and each other's

company.

The processes and

products of both teaching

and learning are

systematically assessed.

Assessment

No feedback on

performance given to

learners.

Insufficient,

inadequate feedback.

Excessive corrections.

Untimely feedback.

Assessment given

mostly on products.

Little attention paid to

process. Learners

unaware of their

strengths /

weaknesses.

Timely assessment on

process and product,

strengths and

weaknesses constantly

given.

La entrevista

El Tribunal entrevistar al aspirante despus de cada clase sobre los siguientes aspectos:


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a. a) la clase presenciada.

b. b) una situacin relativa al ejercicio del cargo.

c. c) criterios relativos a la coordinacin de la asignatura.

d. d) nuevas tendencias de la disciplina y su didctica.

Cada entrevista se puntuar de 1 a 10 y tendr coeficiente 10.

contest's rubric for class observation

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