SEPEP Role Deliberation & Rarely contributed to the Occasionally contributed to Consistently contributed to the Teacher Observation Checklist Participation management and the management and management and operation of (SEPEP Role Participation section) operation of the unit via the operation of the unit via the the unit via the undertaken SEPEP undertaken SEPEP role. Poor undertaken SEPEP role. role. Excellent motivation to motivation to partake in the Satisfactory motivation to partake in the opportunity to opportunity to experience partake in the opportunity to experience multiple roles multiple roles. experience multiple roles Application of questioning Assertiveness and Use of negotiating skills in the and listening skills to skills to articulate allocation of roles according to explore the attributes of all personal attributes when team requirements team members when allocating roles; for example allocating roles having the self-confidence to take on new roles Communication Skills within a Deficient communication Reasonable communication Effective communication skills Teacher Observation Checklist Team Environment skills regarding SEPEP role skills regarding SEPEP role regarding SEPEP role allocation. (Interpersonal Development allocation. Insignificant input allocation. Adequate input Quality input into the discussion of section) into the discussion of into the discussion of allocation of roles tailored for the allocation of roles tailored allocation of roles tailored for team requirements for the team requirements the team requirements Use of strategies for Use of strategies when Collaborative, solution-focused exploring different creating ideas and solving approaches to maximising perspectives and ideas problems performance and achieving team goals Motivation and Leadership Mediocre enthusiasm and Acceptable enthusiasm and Exceptional enthusiasm and Teacher Observation Checklist within a team dynamic direction provided to the direction provided to the direction provided to the team (Interpersonal Development toward a common goal team environment team environment environment throughout the SEPEP section) throughout the SEPEP throughout the SEPEP tournament phase of the unit. tournament phase of the tournament phase of the unit. Outstanding drive to achieving unit. Poor drive to achieving Sufficient drive to achieving identified team goals. identified team goals. identified team goals.
SEPEP Role Deliberation & Participation Rarely contributed to the management and operation of the unit via the undertaken SEPEP role. Poor motivation to partake in the opportunity to experience multiple roles. Occasionally contributed to the management and operation of the unit via the undertaken SEPEP role. Satisfactory motivation to partake in the opportunity to experience multiple roles Consistently contributed to the management and operation of the unit via the undertaken SEPEP role. Excellent motivation to partake in the opportunity to experience multiple roles Teacher Observation Checklist (SEPEP Role Participation section) Application of questioning and listening skills to explore the attributes of all team members when allocating roles Assertiveness and skills to articulate personal attributes when allocating roles; for example having the self-confidence to take on new roles Use of negotiating skills in the allocation of roles according to team requirements Communication Skills within a Team Environment Deficient communication skills regarding SEPEP role allocation. Insignificant input into the discussion of allocation of roles tailored for the team requirements Reasonable communication skills regarding SEPEP role allocation. Adequate input into the discussion of allocation of roles tailored for the team requirements Effective communication skills regarding SEPEP role allocation. Quality input into the discussion of allocation of roles tailored for the team requirements Teacher Observation Checklist (Interpersonal Development section) Use of strategies for exploring different perspectives and ideas Use of strategies when creating ideas and solving problems Collaborative, solution-focused approaches to maximising performance and achieving team goals Motivation and Leadership within a team dynamic toward a common goal Mediocre enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Poor drive to achieving identified team goals. Acceptable enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Sufficient drive to achieving identified team goals. Exceptional enthusiasm and direction provided to the team environment throughout the SEPEP tournament phase of the unit. Outstanding drive to achieving identified team goals. Teacher Observation Checklist (Interpersonal Development section)