MCT Final Assessment

Feedback to student teacher

Student teachers name: Layla
E

US

A: Professionalism and Understanding

X
B: Planning for Learning
X
C: Implementing and Managing Learning
X
D Monitoring and Assessment of Learning
X
E: Critical Reflection
X
Overall Strengths
Well organized. Works hard to be fully prepared.
Connections to outside learning.
Accepts constructive feedback and noticeably attempts to adopt changes
based on feedback.
Adapts quickly to difficulties that arise. Was quick to change her approach
when a technique wasnt working.
Encouraged students to work for themselves; didnt fall for the trap of
doing the work for the students.
Self-reflection was critical and demonstrated a clear attitude towards
improvement.

Areas for Development:

Teacher Talk Time is still a little high.
Clarity of activities and directions needs some work. Layla needs to
ensure that she plans what she wants to lay out direction wise for the
students.
Some classroom management techniques, in particular those that
encourage future good behavior, like calling on seated students, need to
be fostered.
In Planning for learning, Layla needs to ensure that first time lessons are
fully scaffolded for student understanding.
E = Excellent,

G = Good,

S = Satisfactory,

M = Marginal,

US = Unsatisfactory

Final Overall Teaching Practicum Grade: __83 ________

MCT: Christine Jones
Date: May 2014

Competency Areas
Professionalism and Understanding
Professional growth
Shows commitment to the teaching profession and personal growth as a
teacher and learner

Shows initiative, enthusiasm, active participation and engagement in the

classroom and school

Displays willingness to work collaboratively and cooperatively with

mentors, peers and colleagues in a sensitive and effective manner

Displays a high standard of professional behavior, which includes

punctuality, personal organization

Communicates effectively with mentor teachers

Planning for Learning

Planning activities and lesson aims

Presents lesson plans in a clear, detailed and professional way

Produces materials for teaching have accurate language and are

appropriate to the level of the learner

Plans in consultation with MST and MCT to meet the needs of individuals
and groups of students

Plans clear language aims

Includes appropriate activities which are designed to help achieve the

lessons aims.

Begins to consider:
o the different functions of language and the specific abilities
related to the development
of the four skill areas (e.g. guessing from context, reading for
detail)
o the language patterns students will be expected to produce
(speak or write)
o the language patterns students will be expected to read or listen
to
o the vocabulary (known and new) students will use in the lesson
o planning learner centered activities and lessons

Makes use of the course book and teachers book used by the school

Makes use of the resources available at the college and the library.

Implementing and Managing Learning

Language and delivery
Begins to use accurate and appropriate language, including pronunciation,
stress and intonation

Tries out a range of learner-centered activities, e.g. individual, pair work,

group work and whole class tasks

Tries out a variety of interaction patterns

Tries out a variety of teaching-learning activities, e.g. drills, information

gap, role play etc.

Shows an initial ability to use instructions and demonstrations/modeling to

introduce classroom tasks

Models written and spoken target language accurately and effectively

Attempts to grade own language to the level of the learners

Begins to use various questioning and elicitation techniques

Classroom management
Begins to use positive strategies, including rules and routines, to manage
student behavior

Begins to use strategies to encourage and maintain student participation

Uses resources and equipment effectively and safely (e.g. realia, ICT, AV,
big books etc.)

Uses classroom space and furniture effectively and safely

Communication skills
Shows a caring, positive relationship with children

Builds rapport through interaction with students

Uses body language, eye-contact, gestures and voice to create a

classroom presence
Monitoring and Assessment

Monitors students work during teaching stages

Begins to identify the range of abilities present in the class

Works with the MST to assess students work

Gives positive feedback to students

Reflection

Demonstrates a growing ability to reflect, record and discuss observations

of children and teaching

Seeks, listens to and accepts guidance and respond constructively to

feedback from mentors

Evaluates own teaching in discussion with school-based and collegebased mentors

Shows commitment to professional development through reflection

Observes and reflects on teaching and learning