Learning Task 14 Writing Contingency Lesson Plans/Learning Plans

My Performance Tasks
Performance Task 1 As teachers, we must always be ready to respond to the special
educational needs of learner’s in difficult circumstances
(geographic, isolation, urban resettlement or disasters, child abuse and
child labor).
Cite situations on how you have addressed any of the given educational
needs of learners.
Geographic Isolation

- Implementing online or distance learning programs to reach students in remote areas.

- Utilizing mobile learning apps or platforms to provide access to educational resources.

- Connecting communities to learning centers in local community centers or libraries.

Urban Resettlement or disasters

- Culturally competent curricula which accommodate and celebrate the various experiences of students.

- Provision of language support services for students who do not speak the dominant language.

- Fostering partnerships with local organizations to offer additional resources and support.

Child Abuse and Child Labor

- Create safe and confidential reporting and grievance mechanisms for students.

- Providing education on healthy relationships, boundaries, and self-care.

- Cooperating with Local Authorities and support services in order to ensure that students receive the
necessary assistance.

Performance Tasks 2 Conduct any one of these activities:

 Observation on the strategies which are used for these types of
learners. Write your insights.
 Research on teaching strategies that are inclusive of learners from
indigenous groups
 Interview a teacher in- charge of indigenous groups
 Watch a film or video of teaching in an indigenous group.

Strategies Used Insights

Culturally Responsive Teaching Introduce culturally relevant content that incorporates
the histories, languages and cultures of indigenous
communities into the curriculum

Performance Task 3 The use of mother tongue emphasizes the development of the skills in
speaking, reading and writing from Grades 1 to 3. As a medium of
instruction, mother tongue is used in a learning areas from
kinder to Grade 3 except in Filipino and in the English subjects.

A. Research/Observe the teaching strategies used in teaching Mother Tongue.

Language Experience Approach - Using students' own experiences and stories as a basis for language
learning. It connects language learning to personal relevance and encourages expression.

.
B. What are the problems encountered by teachers in implementing Mother Tongued-
based instruction?

___________________ ___________________

____________________ ___________________

____________________ ___________________
Learning task 15 Constructing Various Assessment tools

My Performance Tasks

Performance Task 1 Get one sample each of the following: diagnostic formative and
summative tests.
Performance Task 2 Interview your Cooperating Teacher or any teacher and ask the following
questions.
A. Why is there a need to monitor and evaluate learner’s progress?
 B. Research on the fifty (50) ways to praise a child.
(ref.mps.milkwaukee.k12.wi.us)

Performance Task 3
A. What strategies are used by your cooperating school to communicate learner needs,
progress and achievement?
 B. What assessment data are used by your cooperating teacher to improve student
performance?

Learning Task 16 Participating in the School’s Learning Programs and

Activities
PPST Domain 4 Curriculum and Planning

Strands 4.3.1 Demonstrate knowledge in the implementation of relevant and

responsive learning programs.
Program Outcomes 6.2.d Develop innovative curricula, instructional plans, teaching
of Teacher Education approaches, and resources for diverse learners.

CFSAT Competency 3. B.4 Promote students’ participation and collaboration

Framework for 10.J.3 Share the responsibility of educating student with the community
Southeast Asian 10.J.4 Participate actively in socio-civic events of the community
Teacher for the 21st 11.J.3 Share the responsibility of educating students with the community
11.J.4 Participate actively in socio–civic events of the community

Desired Learning Outcomes

  Identify the relevant and responsive learning program and activities in my Cooperating
School
 Give the benefits of participating in the school’s learning program
 Demonstrate knowledge in the implementation pf relevant and responsive learning
programs

Essential Questions
 What are the benefits of participating in the school’s learning program?
 What are the relevant and responsive learning programs in my cooperating school?

Understandings
Schools have various learning programs. These Programs provide opportunities for
teachers and learners to develop the values of cooperation, teamwork and unity. They also
reinforce the lessons taught in the classroom and provide the learners to apply what they have
learned in real world context. Participation in these learning programs also increases student
engagement and leads to success in schools.
Learning progress varies according to school profile, culture and characteristics. The
participation of the learners also varies according to students’ needs, background interest and
abilities.

My Performance Tasks
Performance Task 1 List down the relevant school programs celebrated by your Cooperating
School. Complete the matrix below:

School Programs/ Activities Learning Outcomes

Performance Task 2 What are other learning programs designed by the school to assist
students in their academic success?

Academic Programs Desired learning Outcomes

How do these programs impact student learning?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Performance Task 3 Design a learning program using then given template.

I. TITLE of the learning Program ____________________________________________

II. Rationale __________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

III. Specific Objectives _________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

IV. Conditions which prompted you to design the program

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. Persons Responsible / Duties and Responsibilities

Person Responsible Duties / Responsibilities

VI. Program of Activities ___________________________________________________

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

VII. Evaluation Instrument (Formulate your instrument to gauge the effectiveness of the
program).

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which benefits are derived from participating in school’s learning program?
 A. Enriches classroom instruction.
B. Enhances the sense of pride.
C. Provides unity, teamwork and cooperation.
D. Allows the learners to apply what was learned in real context.

2. Which programs aid in helping learners cope with academic deficiencies?

A. Curricular programs
B. Academic programs
C. Extra curricular activities
D. Special learning programs

3. Which programs are done after classes that fall outside the realm of regular curriculum
and is voluntary in nature?
A. Special program
B. Curricular programs
C. Academic programs
D. Extra curricular programs

4. Which activities refer to activities and programs that complement the content areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra curricular programs

5. Which special learning program aids in developing the skills of students who can’t read.
A. Literacy program
B. Reading program
C. Iterative program
D. Language program

My Learning Artifact (s)

Make a collage of the school’s learning programs and activities where you participated.
 ____________
__INSIGHTS__

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence
 CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers.
The piece/s of The piece/s of The piece/s of The piece/s of evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 17 Executing My Demonstration Learning Plan

PPST Domains 1 and 2 Domain 1: Content, Knowledge and Pedagogy
 Domain 2: Learning Environment
Strands 1.4.1 Demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills
2.3.1 Demonstrate knowledge of managing classroom structure that
engages learners, individually or in a groups, in meaningful
exploration, discovery and hands-on activities within the available
physical learning environments
Program Outcomes of 6.2.b Demonstrate mastery of subject matter/discipline
Teacher Education 6.2.c Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments
6.2.d Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to
promote quality, relevant, and sustainable educational
practices

CFSAT Competency 3.B.1 Acquire mastery of the subject matter

Framework for 3.B.2 Employ strategies that cater to students’ learning styles and
Southeast Asian to elicit active learning
Teachers for the 3.B.3 Communicate at learners’ level
21st Century 3.B.4 Promotes students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.2 Formulate specific learning objectives incorporating
knowledge, skills, attitudes, and values, if applicable

Desired Learning Outcomes

 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills
 Demonstrate knowledge of managing classroom structure that engages learners, individually or
in groups, in meaningful exploration, discovery and hands-on activities within the available
physical learning environments

Essential Questions
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 individually?
2.2 in groups?
 What strategies may be designed for meaningful exploration, discovery and hands on activities
within the available physical learning environment?

Understandings
Literacy Skills are those gained through reading as well as using social media technology. The
new ways to read and write have also introduced new skills:
- Consuming information
- Producing information
Numeracy skills – using numbers to perform calculating and estimating tasks, such as handling
cash, budgeting, measuring and analyzing.
Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy

 Entry pass  Independent Reading  Using number line

 Exit pass  Think Aloud Time  Looking for patterns

 First liner  Writing Reading  My Think Board

 Jigsaw  Challenge Log  A Hundred Plus Chart

 Inquiry chart  Matching Books to Phonics  Using Reflection Sheets

 Listen Read Discuss  Alphabet Matching  Using Conversion

(LRD) Tables
 Anticipation Guides
 Partner Reading  Assessment Checklist
 Concept Sort
 Reading Guide  Using Cards
 Concept Maps
 Reciprocal Teaching  Using Numerical
 Directed Reading Charts/Diagrams
 Story Maps
 Thinking Activity  Strike It Out
 Story Sequence (DRTA)
 12 Pointed Star Game
 Visual Imaging  Question the Author
 Dicey Operation
 Reading Guide
 Teachers employ varied strategies to cater to diverse types of learners. Some
learners work best when working alone, while others find joy working with others. These are
the advantages of individual and group work for students.

Individual Work Group Work

 Gain independence to think  Listening to and respecting other

through their own ideas

 Improve confidence in working  Thinking about one’s problem in

through problem, even when they variety of ways
don’t feel certain about every step
 Getting to a deeper level
 Work at their own level rather understanding through having to
than having to adapt to suit their explain a perspective and discuss
group members it with others with different
perspectives

 Practice self-control-both in  Sharing knowledge/abilities to get

staying focused on tasks at hand a better hold on a problem that
to avoid turning to a classmate or they could do individually
asking teacher for the answer

 Get more comfortable taking  Holding group members

actions on their own accountable in return

 Gain creativity and effective

thinking processes that can apply
to problem solving across a range
of subjects and types of issues

The following teaching strategies may be used for group activities:

  Think Pair Share  Stir the Teams
 Group Mapping Activities  Circle the Sage
 Team Games Tournament (TGT)  Numbered Heads Together (NHT)
 Simple Round Robin Brainstorming  Round table
Session
 Simultaneous Round Robin  Milling Around
Brainstorming
Session  Jigsaw
 Agreement Circle  Tea Party
 Round robin

These are some strategies which shall be best for individual activities.
 Monologue
 Story telling
 Puppetry
 Newscast
 Sketch to stretch

 Letter writing
 Reflection log
 Diary
 Poetry writing
 Essay writing
Hands-on activities – provide the learners to explore and discover learning and keep
them actively engaged in the activities. Through these activities they retain the
information longer and accurately remember the things they learned. They also find the
activities more meaningful, enjoyable and rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe,
human knot game, verbs relay race, toss and blend, scavenger hunt, multiplication table
games, sight words memory game and the like.

My Performance Tasks
Performance Task 1 Write your Learning Plan for your demonstration lesson using the
Daily Lesson Plan format prescribed by DepEd. Make sure to
incorporate the strategies that will promote literacy and
numeracy skills. Employ individual and group
activities to ensure learner engagement. Provide hands-on
activities to make the class more enjoyable.
Performance Task 2 Write your BEFORE, DURING, and AFTER teaching
strategies that you will do in your demonstration lesson.
Teaching Strategies

BEFORE
 DURING

AFTER

Performance Task 3 Execute your Learning Plan. You will be rated by your
Cooperating Teacher, College Supervisor.
Pre – Service Teacher’s Actual Teaching Observation and Rating sheet
(For use of College Supervisor, Cooperating Teacher, Peer and the Student Intern)

Name of Mentee __________________ Name of Mentor ____________________________

Subject Taught ____________________ Date________________ Time _________________
School ___________________________
Legend 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvement
4 3 2 1
I. TEACHERS PERSONALITY
A. The teacher is neat and well- groomed
B. The teacher is free from mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well - modulated voice.
 II. LESSON PLANNING
A. Lesson plan is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject matter.
B. Is able to relate lesson to actual life situations
C. Keeps abreast of new ideas and understanding in the
field.
D. Gives sufficient and concrete examples to create
meaningful learning experiences.
IV. TEACHING METHODS
A. Method/s used was/ were suited to needs and
capabilities of the students.
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test
results during teaching.
V. CLASSROOM MANAGEMENT
A.The teacher had a systematic way of checking:
1. attendance
2. assignment / Homework / Agreement
3. practice exercises
4. group work / projects
5. passing in and out of the room
6. correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom.
C. Instructional materials were within easy reach of the teacher
during his / her teaching.
A. QUESTION SKILLS
The teacher’s questioning skill such as the following stimulates
discussion in different ways:
1. probing for learner’s understanding
2. helping students articulate their ideas and thinking
process
3. promoting risk – taking and problem solving
4. facilitating factual recall
5. encouraging convergent and divergent thinking
6. stimulating curiosity
7. helping students to ask questions
Source: Experiential Learning Courses Handbook: A Project of the Teacher Education Council (TEC)
Department of Education (DepEd) Commission on Higher Education (CHED), 2007.

Performance Task 4 Answer the following briefly.

A. After the demonstration lesson, I
felt_________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
____________________

B. Complete the matrix by checking the areas you need to improve on:

Improve
 Learning outcomes
 Learning environment
 Strategies
 Instructional Materials
 Modes of assessment
 Others (pls. specify) ____________
Enrich
 Knowledge
 Skills
 Other (pls. Specify) _______________

Experiment
 New strategies
 Instructional materials
 Differentiated activities
 Other (pls Specify)
 Modify
 Attitudes
 Expectations
 Other (pls. Specify) ___________
Learn
 New subject matter.
 Varied learning styles of learners
 New innovations
 Current issues
 Other pls. specify __________

My Assessment Tasks
Encircle the letter of the correct answer
1. Which activities promote the use of numbers through estimating
A. Media
B. Literacy
C. Numeracy
D. Information

2. Which activities develop reading as well as the use of media and

technology?
A. Media
B. Literacy
 C. Numeracy
D. Information

3. Which activities allow the learners to explain and discover the

learning concepts through its application in the real, world context?
A. Musical activities
B. Performance tasks
C. Hands – on activities
D. Real work activities

4. Which strategies include group work and collaboration?

A. Team teaching
B. Team work strategies
C. Cooperative strategies
D. Collaboration strategies

5. Hands- on activities are provided to learners in order to _______.

A. To develop self – esteem
B. To promote independence
C. To ensure teamwork and unity
D. To let them enjoy and learn at the same time

My learning Artifacts(s)
Make a photo collage of the demonstration lesson yo0u have conducted
in your cooperating school. Make a reflection journal, too.
My learning Artifacts (s) - cant’
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standar
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptio
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
 g
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers.
The piece/s of The piece/s of The piece/s of The piece/s of eviden
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after th
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum
Supervisor

Learning Tasks 18 Articulating My Personal Philosophy of

Teaching
PPST Domain 7 Personal Growth and Professional Development

Strands 7.1.1 Articulate a personal philosophy of teaching that is learner-

centered 7.2.1 Demonstrate behaviors that uphold the dignity of
teaching as a profession by exhibiting qualities such as caring
attitude, respect and integrity 7.3.1 Seek opportunities to establish
professional links with colleagues
7.5.1 Demonstrate motivation to realize professional development goals
Based on Philippine Professional Standards for Teachers
Program Outcomes of 6.2.g Practice professional and ethical teaching standards sensitive to
the local,
Teacher Education national, and global realities
6.2.h Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities

CFSAT Competency 7.G.1 Internalize teachers’ professional code of ethics as specified in one’s
country
Framework for 7.G.2 Uphold and model teachers’ professional code of ethics
Southeast Asian 7.G.3 Educate learners and co-teachers with ethics and moral values
Teacher for the
21st Century

Desired Learning Outcomes

 Articulate a personal philosophy of teaching that is learner-centered.
 Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity
 Seek opportunities to establish links with colleagues
 Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers (PPST)?

Essential Questions
 What is your personal philosophy of teaching?
 What behaviors must be exhibited by professional teachers?
 How do we establish professional links with colleagues?
 How can you concretize the professional development goals based on the
Philippine Professional Standards for Teachers (PPST)?

Understandings
A personal teaching philosophy is a statement of beliefs and attitudes relative to
purpose of education and role of teaching.
According to Stephen Brookfield in his book The Skillful Teacher (1990) the
development of teaching philosophy can be used for several purposes.
 Personal Purpose – A clean picture of why you are doing what you are doing
that you can call up at points of crisis. This is crucial to your personal sanity and
morals.
 Pedagogical Purpose – Knowing clearly what kind of dent/riche you want to
make in the world that you must continually ask yourself. The fundamental
evaluative questions of all: “What effect am I having on students and their
learning?”
TIPS ON WRITING Personal Teaching Philosophy
 There is no required content or set format.
 It is 1-2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell” in the
classroom.
 Make it memorable and unique.
 Own your philosophy.

Source Brookfield, s. (2006). The skillful teacher, San Francisco: Jossey – Bass.
Ucat.osu.edu

Things to Remember When Writing a Philosophy Statement

 Reasons why you want to become a teacher
 Duties and responsibilities of an effective teacher
 Beliefs about how students learn
 Approaches methods and strategies which are needed in effective
teaching
 Views of different stakeholders in teaching and Learning
 Theories or philosophies of teaching and learning that are similar to
your ideas
 Reasons why teaching is the most important profession
 Challenges/obstacles of teaching which you want to overcome

Source: Wiltz, Nancy W. et al. (2013). Developing and presenting a

professional portfolio in early childhood Educ. Pearson Educ. Inc.

My Performance Tasks

Performance Task 1
 Observe your cooperating teacher for several weeks and months.
How does she/he exhibit the qualities of caring, respect integrity?

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________________________________

As a teaching intern, how did you exhibit the qualities of caring,

respect and integrity. Cite specific situations or instances.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________________________________

Performance Task 2
 A. Cite specific instances on how you establish professional links with
your colleagues.

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
____________________________________________________

B. Interview your CT, ask him/her how she/he establishes professional

links with colleagues.

 _____________________________________________
____
 _________________________________________________________________
_______

 _________________________________________________________________
_______
Performance Task 3
A.) Read the Philippine Professional Standards (PPST) for Beginning
Teachers. Explain how you will realize the professional development
goals using these standards.
My Assessment Tasks

Encircle the letter of the correct answer.

1. Which is a personal statement of your objectives and ideas of
teaching?
A. Philosophy of learning C. Philosophy of teaching
B. Philosophy of education D. Philosophy of
instruction

2. Why is it important for you as a teacher to have a philosophy of

education?
I. To guide you in your career
II. To make you reflective in the field of education
III. To identify your beliefs in the teaching profession

A. I only B. II only C. III only D. I, II, and III

3. From where does one’s philosophy of statement evolve?

A. The learning outcomes
B. The facilities / resources
C. The different educational curriculum
D. The different theories of teaching and learning

4. Which PPST domain includes five strands that emphasizes on the

management of the teaching-learning processes, resources and
professional collaboration among teachers?
A. Diversity of learners
B. Learning environment
C. Curriculum and planning
D. Content, knowledge and pedagogy

5. Which are seven domains and thirty seven (37) indicators that
embody the standards to ensure effective measures of professional
learning, competent practice and effective engagement?
 A. National Competency Based Teachers Standards (NCBTS)
B. Philippine Professional Standards for Teachers (PPST)
C. Competency Standards for Professionals (CSP)
D. Standards for Pre-Service Teachers (SPST)

My Learning Artifact(s)

Write your personal philosophy of teaching.

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standar
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptio
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers.
The piece/s of The piece/s of The piece/s of The piece/s of eviden
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after th
before the deadline. deadline. after the deadline. deadline.
 MY TOTAL SCORE

____________________________