I. Professional competence.
V.Topical and cultural competence.
1. Log book
2. Diary book
3. Grading book
4. Training book
6. Programme (achievement)
1. Log book
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.
LEARNING OBJECTIVE: Read and respond to an e-
TASK:1(type) e.g. Match vocabulary to pictures
(objective) e.g. Introduce the topic / new
vocabulary or cultural information.
N.B. Previous: Continued
Displays clear aims/objectives of
the suggested types of tasks.
Dates accord with those listed in the
log book and Sts’ copybooks.
3. Grading book
Apparent grades (summative
Fair continuous assessment
(quizzes, home works, tests,
projects, and exams (formative
4. Programme (achievement)
Clear and thorough implementation of
Balance in time allocation with respect
to learning programme.
No tardiness in programme
Tests and exams are corrected on time.
samples of home works, tests,
exams with correction and
evaluation grid ( ranking Sts’
samples of projects preserved.
meetings and seminars.
Reflections on one’s
teaching methods applied.
T. uses level and age appropriate classroom lge.
T. shows a fair mastery of lge (fluent and
T. displays successful communicative abilities.
T. formulates clear instructions and checks
T. uses appropriate functional lge.
T’s speech delivery is persuasive.
T. possesses a rich linguistic repertoire.
T. sets clear(SMART) objectives for his
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
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
T. exploits the course book
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).
T. is able to transform the
learning classroom practice.
T. urges collaborative learning (pair
and group work)
T. practises and develops real life
communicative skills (bringing life
T. copes with unexpected
happenings (contingency plan).
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
T. displays good rapport with the pupils.
T. has a fair knowledge about his rights and
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