4. 1. Log book
Appropriately administered
Legible handwriting
Apparent lesson headings
Units begin with project profile
Dates accord with those listed in the diary book,
Sts’ copybooks (compare the existing timetable
and the calendar)
A separate file is conserved for assessment tools,
quizzes, home works, tests and exams.
5. Project:……………………….
UNIT:……………………….
SEQUENCE:…………………….
RUBRIC:………………………
LEARNING OBJECTIVE: Read and respond to an e-
mail
TASK:1(type) e.g. Match vocabulary to pictures
(objective) e.g. Introduce the topic / new
vocabulary or cultural information.
TASK:2(type)…………………………….
(objective)……………………..
N.B. Previous: Continued
7. 3. Grading book
Apparent grades (summative
assessment)
Fair continuous assessment
(quizzes, home works, tests,
projects, and exams (formative
assessment)
8. 4. Programme (achievement)
Clear and thorough implementation of
the programme.
Balance in time allocation with respect
to learning programme.
No tardiness in programme
implementation.
Tests and exams are corrected on time.
9. 5.Portfolio
samples of home works, tests,
exams with correction and
evaluation grid ( ranking Sts’
results) preserved.
samples of projects preserved.
11. II)Disciplinary competence
T. uses level and age appropriate classroom lge.
T. shows a fair mastery of lge (fluent and
accurate).
T. displays successful communicative abilities.
T. formulates clear instructions and checks
understanding.
T. uses appropriate functional lge.
T’s speech delivery is persuasive.
T. possesses a rich linguistic repertoire.
12. III)Pedagogical competence
T. sets clear(SMART) objectives for his
lesson.
T. stages the lesson appropriately
through the PDP processing.
T. creates a smooth transition between
the different stages of the lesson.
T. selects and uses a variety of
appropriate activities to meet the
learning objective.
13. The transition from one stage to another
is governed by Sts’ achievements.
The set of questions are designed
through Bloom’s taxonomy.
T. promotes interaction among learners.
T. sets and respects the right timing
throughout the different stages.
T. creates a relaxing atmosphere.
T. assigns homework as follow up
activity.
14. IV)Didactic competence
T. exploits the course book
professionally.
T. selects and uses suitable teaching aids
to meet learners’ needs/learning styles.
T. applies the principles of the CBA.
T. urges learners’ autonomy and critical
thinking (learner centeredness).
15. T. is able to transform the
curriculum(progressions) into
learning classroom practice.
T. urges collaborative learning (pair
and group work)
T. practises and develops real life
communicative skills (bringing life
to lge).
T. copes with unexpected
happenings (contingency plan).
16. V)Topical and cultural competence
T. possesses rich and relevant information
about the communicated topic.
T. is able to vary the resources (books,
websites, e learning, etc.)
T. shows readiness for learning and
improvement.
T. displays good rapport with the pupils.
T. has a fair knowledge about his rights and
duties.