Table 12:

RAKWC B Ed EPR Practicum 3b: MCT/MST Assessment Report

EPR Student Assessment Criteria:

This report is to be completed by the Mentoring School Teacher in

consultation with the Mentoring College Teacher and refers to teaching
competencies in the High School.
Date: 02.11.15

School:
Gems Westminster School, RAK
Saeeda Sange

Name of Student: Halima Ahmed

MCT: Garnel

Name of MST:

Name of

Please add specific comments about the student teachers observed strengths
during this teaching practicum and identify areas in which you feel further
development is necessary.
Observed Strengths: /

Areas in which further development is needed:

Innovative activities were used.

The smart board was used in effective
way.
The students were actively involved in
the activities.
Proper reinforcement was given to the
students.
Lesson plan was well prepared.

She can improve her speaking skills.

Learning objectives needs to be highlighted.

General Comments: Over all the lesson was effective with interesting activities.

Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism
1
2
3
4

Has actively worked with other staff in activities that

involve the school and/or wider community

Engages in pastoral care across the school

Shows respect for the class teacher, the principal and
colleagues.

Shows initiative and enthusiasm in the classroom

Demonstrates an understanding of the how to use ICT
to support aspects of the school curriculum

Displays a high standard of professional behaviour,

which includes punctuality, personal organization and
presentation

Interacts effectively with students and staff.

Contributes to discussions and offers ideas, ICT
support and assistance when appropriate.


Planning for learning
In partnership with the MST, apply curriculum
guidelines and instructional design principles rooted in
the practicum setting
Design and plan a sustained, integrated, thematic unit
of work that demonstrates an understanding of
teaching and learning as a progressive, developmental
process.
Create a minimum of ten differentiated lesson plans
for an entire class to incorporate one connected set of
four complete teaching sessions
Include a range of activity types for the whole class,
groups and individuals
Detail how learning objectives/outcomes, which set
appropriate challenges for the learner, will be assessed

Plans in consultation with the class teacher appropriate

ICT supported activities.

Planning for learning continued

Uses a range of ICT resources and where appropriate

the school curriculum to aid planning



Produces a range of appropriate materials and resources
for teaching produced using ICT that are appropriate to
the level of the learner



Presents/ Explains lesson/activity plans in a clear,
detailed and professional way
/
Shows a student-centred focus in the lesson plans.

Implementing and Managing Learning

Consistently applies a range of effective questioning and

elicitation techniques

Uses accurate and appropriate language, including

pronunciation, stress and intonation

Provides clear and effective models/demonstrations of
classroom tasks
Uses clear instructions and demonstrations/ modeling to
support ICT based activities

Establishes and maintains clear classroom rules and
routines to effectively manage students behaviour in
lessons.


Uses a variety of explicit, positive reinforcement
strategies
Manages smooth transitions between activities
Encourages the development of student independence
and responsibility
Uses ICT resources and equipment effectively.
(
)
Manages lesson time effectively

Effectively motivates students to participate in
activities in lessons.


Monitoring, Assessment and Evaluation

Develops and use effective monitoring strategies across

an increasing range of connected teaching sessions
including class, group, pair, and individual work
Monitors students progress effectively during lessons.

Provides ongoing feedback to students to enhance
learning during lessons.


Is flexible and modifies planning, in response to
students' needs and external factors during lessons.

Checks understanding via appropriate questioning during

lessons.


Develops and uses formative and summative assessment
instruments such as checklists, grading scales, rubrics,
tests and projects etc. to evaluate students
performance in a variety of activity types
Critical Reflection

Discusses personal reflections and classroom

observations with class teacher to inform future action
/ planning.

Actively seeks, listens to and accepts guidance and

responds constructively to feedback from the class
teacher.


Experiments with a range of teaching strategies and
identify their strengths and weaknesses
Identifies and accounts for the influence a range of
stakeholders e.g. Ministry of Education, Principal,
parents etc. through portfolio documentation
Relates teaching philosophy to classroom activities and
artifacts
Justifies classroom-based decisions drawing on theory
and experience
Identifies areas for development to be considered in
goal setting in the following semester