COT Rubric

 Revised rubric – Clean version

Competence	Very good	Good	Somewhat good	Not good	Not apply
1.     LESSON PREPARATION
1.1. The teacher is well prepared for the lesson	All materials needed for teacher and student to implement the Lesson Plan are prepared and organized.	All materials needed for the teacher and student to implement Lesson Plan are prepared.	Most materials needed for teacher and student to implement Lesson Plan are prepared.	Materials needed for teacher and student to implement Lesson Plan are not prepared.	The Lesson plan does not need to use learning materials.
2.     INSTRUCTION
2.1. The teacher facilitates the lesson effectively	Teacher clearly explains the lesson objectives and establishes success criteria – How will you know if you have met the lesson objectives?	Teacher explains the lesson objectives to students and how they link to activities.	Teacher explains lesson objectives, but explanation is not clear, or teacher fails to link them to each activity.	Teacher does not explain the lesson objectives.
	Teacher explicitly and clearly relates the content of the lesson with the real world and/or relates it to students’ daily lives.	Teacher relates the content of the lesson with student’s daily lives or real-world context.	Teacher relates the content of the lesson with students’ daily lives or real-world, but the relationship is confused and unclear.	Teacher does not relate the content of the lesson with students’ daily lives nor contextualize learning in the real-world.
	Teacher uses the LoI indicated in the lesson plan and effectively switches the language, so all students understand.	Teacher uses the LoI indicated in the lesson plan and switches the language to support student’s understanding.	Teacher uses the LoI indicated in the lesson plan and sometimes switches the language to support student understanding	Teacher uses the LoI but does not use alternative languages needed to facilitate the students’ understanding.	The language of instruction is understood by all students, so code switching is not required.
	Teacher uses range of effective strategies to support literacy  development including at least two of the following: i.       Ensures students have sufficient time for talking or listening or reading or writing ii.      Uses modelling, explicit teaching or small group instruction to support literacy (e.g. Guided reading, modelled reading, choral reading) iii.     Gives students opportunities for independent reading and writing iv.     Organizes students into small groups based on their literacy needs i.         Explicitly facilitates transfer of literacy learning across subjects	Teacher uses effective strategies to support literacy development including two of those listed in the column beside.	Teacher uses some strategies to support literacy development including one of the strategies listed in the very good column.	Teacher does not use strategies to support literacy development.	Every lesson should include aspects of literacy, even if the lesson is not a language lesson.
	Teacher uses a range of strategies to support numeracy development including at least two of the following when appropriate:    i.     Gives students practice time (multiple exposures) to consolidate understanding of numeracy concepts (number, spatial understanding, data and graphs, proportion, magnitude)   ii.     Organizes students into small groups based on their numeracy needs  iii.     Uses modelling (worked examples), concrete materials, explicit teaching or small group instruction to consolidate numeracy understanding  iv.     Explicitly facilitates transfer of numeracy learning across subjects	Teacher uses effective strategies to support numeracy development when appropriate including two of those listed in the beside.	Teacher makes reference to numeracy concepts (such as number, geometry or data) when appropriate.	Teacher does not use strategies to support numeracy development when appropriate.	Not all lessons will include aspects of numeracy development.
2.2 The teacher employs appropriate and effective pedagogy / teaching strategies	Teacher applies a range of appropriate teaching methods which support the learning objectives such as: i.       Providing clear explanations or explicit teaching and/or modelling ii.      Questioning (open and closed) iii.     Giving examples iv.     Using gestures and pictures v.      Giving practice tasks to consolidate learning vi.     Using collaborative strategies (turn and talk to a partner, think-pair-share, class discussions, group work) vii.   Giving feedback on understanding	Teacher applies various teaching methods to facilitate student learning, including at least three of those provided in the column	Teacher applies teaching methods to support student learning but there is a lack of variety.	Teacher uses a limited number of teaching methods to support student learning such as relying on a teacher-centred approach.
	Teacher provides feedback to students to identify their correct and incorrect understandings and skills that is: i.       Timely ii.      Specific iii.     Accurate iv.     Positive	Teacher provides feedback to students to progress their learning which has two of the characteristics listed in the column beside.	Teacher applies only one characteristics of effective feedback described in the very good column.	Teacher does not give any comments to the students
	Teacher uses a range of effective strategies to promote critical thinking such as:    i.     Ask open questions for the students to interpret.   ii.     Ask questions that require students to explain or describe their ideas.  iii.     Give specific activities to the students that ask them to analyse.  iv.     Use real-world problems   v.     Use analogies	Teacher uses strategies to promote critical thinking, including at least two of those described in the column beside.	Teacher uses at least one strategy described in the very good column to promote critical thinking.	Teacher does not use strategies that support students to analyse or think critically.
2.3. The teacher employs a range of appropriate assessments	Teacher uses a range of methods to check student’s understanding and uses this information to adjust their teaching to advance student learning        I.         Ask open and closed questions to group/individual       II.          Give exercises      III.          Give time to the students to ask questions to clarify understanding      IV.          Give students opportunities to explain their understanding	Teacher checks student’s understanding using the methods described in the column beside:	Teacher checks the student’s understanding using only one or two methods described in the very good column.	Teacher does not check the student’s understanding about the lesson
3.      IMPLEMENTATION OF THE LESSON PLAN CONTENT
3.1. The teacher is able to provide an appropriate introduction to the lesson	Teacher clearly introduces the lesson, explaining the content and links it to the previous lesson and to prior learning.	Teacher introduces the lesson and links it to the previous lesson.	Teacher introduces the lesson but does not link it to the previous lesson, and if they do, explanation lacks clarity.	Teacher does not introduce the lesson or revise the previous lesson.
3.2. The teacher follows the activities set out in the lesson plan	Teacher clearly and accurately explains the content of the lesson with confidence and authority.	Teacher explains the content of the lesson with confidence.	Teacher explains the content of the lesson, but the explanation lacks clarity	Teacher does not explain the content of the lesson, and if they do, the explanation is unclear and confusing.
	Teacher clearly shows and explains to students how to use learning materials.	Teacher shows to the students how to use learning materials.	Teacher either shows the learning materials to students, or they explain how to use them, but does not do both.	Teacher does not show or explain to the students how to use the learning materials.	The Lesson plan does not require the use of learning materials
	Teacher follows the sequence of activities described in the lesson plan well but makes appropriate adjustments to ensure all students learn.	Teacher follows the sequence of activities described in the lesson plan.	Teacher generally follows the sequence of activities in the lesson plan but skips some activities.	Teacher does not follow the sequence of activities in the lesson plan and/or skips several activities.
3.3. The teacher concludes the lesson appropriately	Teacher clearly concludes the lesson, gives homework and clear instructions about preparation for the next lesson	Teacher concludes the lesson, gives homework and clear instruction about preparation for the next lesson	Teacher concludes the lesson and gives homework but does not signal how it relates to learning in the next lesson.	Teacher does conclude the lesson or give homework.
4.     CLASSROOM MANAGEMENT & POSITIVE BEHAVIOUR
4.1. The teacher creates an inclusive classroom environment	Teacher applies the following practices to promote an equal and inclusive environment:    i.     Gives equal opportunity to female/male.   ii.     Integrates and facilitates support for students with disabilities or difficulties in learning and those whose first language is not the language of instruction.  iii.     Uses inclusive language	Teacher creates an equal and inclusive environment by applying two practices from those mentioned in column beside.	Teacher creates an environment that is equal or inclusive by applying only one practice listed in the very good column.	Teacher does not create an equal and inclusive environment.
	Teacher walks around the class and applies the following manners to support learning and engagement    i.     Encourage the students to do the tasks, either individually or in groups   ii.     Provide assistance to groups/individual so they can complete tasks iii.     Provide assistance to the students with disabilities or students who need small group / one-on-one support	Teacher walks around the class and applies two manners described in column beside to support learning and engagement.	Teacher walks around the class to support learning and engagement but applies only one manner described in the very good column.	Teacher walks around the class but does not support students or remains at the front of the class for the lesson.
	Teacher applies the following manners:    i.     Gives time to all students to speak.   ii.     Listens when the student speaks  iii.     Acknowledges and values student responses	Teacher applies two manners described in column beside.	Teacher applies only one manner described in the very good column.	Teacher does not give opportunity to the students to freely express their knowledge.
4.2 The teacher promotes positive behavior	Teacher successfully promotes positive classroom behaviours and manages challenging behaviours through:    i.     Modelling desirable behaviours (talking calmly, showing patience, respect and good deeds)   ii.     Praising desirable behaviours and focusing on rewards rather than punishment  iii.     Managing challenging behaviour by establishing and negotiating clear expectations with students and addressing discipline issues promptly, fairly and respectfully.	Teacher promotes positive classroom behaviours and manages challenging behaviours by using two of the strategies listed in the column beside.	Teacher promotes positive classroom behaviours and manages challenging behaviours by using one of the strategies listed in the very good column.	Teacher models negative behaviours, such as through expression of anger and shouting.
5.     SOCIO-EMOTIONAL ABILITY
5.1. The teacher encourages and supports collaboration and equal participation	Teacher organizes classroom into groups when required by the lesson activity by:    I.     Dividing students into groups   II.     Considering group composition (mixed ability, like ability, gender balance depending on purpose)  III.     Clarifying guidelines for group work, such as clear instructions about role-taking and interaction between group members so that all students are involved  IV.     Naming of groups are identified	Teacher organizes classroom into groups when required by applying three of the practices listed in the column beside.	Teacher organizes classroom into groups when required by applying two of the practices listed in the very good column.	Teacher does not organize classroom into groups when required by the lesson activity.	Content of lesson does not support the use of group work
	Teacher effectively distributes opportunities for student participation in discussion and gives equal opportunity for students to lead group work and present group discussions regardless of gender or ability.	Teacher distributes opportunities for student participation in discussion and gives equal opportunity for students to lead group work and present group discussions regardless of gender or ability.	Teacher gives opportunities for some students to participate in discussions and lead group work and discussions.	Teacher does not give equal opportunity for students to participate in discussions or lead group work or discussions but relies on a few students to participate.
5.2. The teacher encourages and supports student perseverance and motivation	Teacher develops student perseverance using the following strategies:    i.    Talks with the students to support them to connect to the content   ii.    Always asks questions to the students to help them understand  iii.    Encourages students to give attention to activities, even if they have struggled  iv.    Praises effort over intelligence   v.    Celebrates success or growth in understanding, no matter how small	Teacher develops student perseverance using three manners described in column beside.	Teacher develops student perseverance using two manners describe in column beside	Teacher does not use any strategies to support perseverance, or only uses one strategy listed in very good column.
	Teacher creates a classroom environment where everyone is respected and valued. In this environment the following is evident:         i.          Listening to each other         ii.         Respecting each other        iii.         Working together well in group/pair	Teacher develops two from interpersonal ability of the students described in column beside.	Teacher develops one from interpersonal ability of the students described in the very good column.	Teacher does not develop the interpersonal ability of the students in the classroom.