Practicum BAS 5 - EPC 3403

MST/MCT Final Assessment Report

This report is to be completed by the Mentoring School Teacher in consultation with the
Mentoring College Teacher. It is based on the six teaching competencies listed below:

I) Commitment to the Profession IV) Implementing Learning

II) Planning for Learning V) Assessment
III) Managing Learning VI) Reflection on Practice

Please complete this form and tick the boxes using the following criteria:

A (87-100%)=Outstanding B (86-77%)=Very good C (76-67%)=Satisfactory

D (66-60%)=Marginal F (50-59%)=Marginally unsatisfactory F (0-49%)=Unsatisfactory

1. Name of student:
Nawar Al Zaabi
2. Student’s ID number:
H00349331
3. Name of school:
Raha International School
4. Mentoring School Teacher (MST):
Michelle Francois
5. MST’s email:
mfrancois@ris.ae
6. Mentoring College Teacher (MCT):
Fatema Al Mansoori
7. Grade level:
FS2
8. Absence dates / reasons:
N/A

9. I- Commitment to the Profession: Attendance

The student:

A (87-100%) Prioritizes the needs of the school and students over required working hours
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B (86-77%) Always demonstrates consistent attendance and punctuality
C (76-67%) Demonstrates consistent attendance and punctuality
D (66-60%) Displays occasional issues with attendance and punctuality
F (50-59%) Displays issues with attendance and punctuality
F (0-49%) Has not grasped the importance of attendance and punctuality leading to consistent
absences and/or lateness

Result:
A (87-100%) Prioritizes the needs of the school and students over required working hours
10. I- Commitment to the Profession: Preparation & planning

The student:

A (87-100%) Consistently prepares high quality materials which are well organized
B (86-77%) Is well prepared & ready for each lesson
C (76-67%) Is prepared & ready for each lesson
D (66-60%) Is generally prepared & ready for each lesson
F (50-59%) Has difficulties preparing for lessons & being ready on time
F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons

Result:
A (87-100%) Consistently prepares high quality materials which are well organized
11. I- Commitment to the Profession: Peer Observation

The student:

A (87-100%) Conducts a peer observation and provides oral and written feedback which
identifies an extensive range strengths and suggestions
B (86-77%) Conducts a peer observation and provides oral and written feedback which identifies
a range strengths and suggestions
C (76-67%) Conducts a peer observation and provides oral and written feedback which identifies
strengths and suggestions
D (66-60%) Conducts a peer observation and provides oral and written feedback but this is
limited and/or lacks accuracy
F (50-59%) Conducts a peer observation but feedback is uninformative and/or inappropriate
F (0-49%) Does not conduct a peer observation

Result:
N/A (Not Applicable - Not Assessed)

12. II- Planning for Learning: Producing quality lesson plans

The student:

A (87-100%) Has completed outstanding lesson plans which are consistently printed and
available for MST/MCT upon request
B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT
upon request
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C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon
request
D (66-60%) Has completed poor quality lesson plans which are not always available upon
request
F (50-59%) Has inconsistently completed lesson plans
F (0-49%) Has consistently failed to complete adequate lesson plans

Result:
A (87-100%) Has completed outstanding lesson plans which are consistently printed and
available for MST/MCT upon request
13. II- Planning for Learning: Producing well-balanced lesson plans

The student:

A (87-100%) Writes lesson plans which consistently demonstrate a level of balance (stir/settle,
MI, skills etc) which secures effective learning
B (86-77%) Writes lesson plans which demonstrate a level of balance (stir/settle, MI, skills etc)
which secures effective learning
C (76-67%) Writes lesson plans which demonstrate some balance but not in all the identified
ways (stir/settle, MI, skills etc)
D (66-60%) Writes lesson plans which address the issue of balance but some ideas
demonstrate a degree of misunderstanding
F (50-59%) Writes lesson plans which include limited aspects of balance
F (0-49%) Does not appear to consider the issue of balance in lesson plans

Result:
A (87-100%) Writes lesson plans which consistently demonstrate a level of balance (stir/settle,
MI, skills etc) which secures effective learning
14. II- Planning for Learning: Planning engaging lesson plans

A (87-100%) Lesson plans consistently engage students and encourage maximum student
participation
B (86-77%) Lesson plans engage students and encourage active student participation
C (76-67%) Lesson plans engage students and/or encourage active student participation
D (66-60%) Lesson plans engage students and/or encourage active student participation.
Some ideas are inappropriate.
F (50-59%) Lesson plans include a few activities which engage students and encourage active
participation
F (0-49%) Lesson plans are largely teacher centred

Result:

A (87-100%) Lesson plans consistently engage students and encourage maximum student
participation

15. III- Managing Learning: Cooperative strategies

The student:

A (87-100%) Consistently incorporates a range of cooperative strategies which secure the

learning objectives are achieved with the majority of the class
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B (86-77%) Incorporates a range of cooperative strategies which secure the learning objectives
are achieved with the majority of the class
C (76-67%) Incorporates a range of cooperative strategies which secure the learning objectives
are achieved
D (66-60%) Incorporates a range of cooperative strategies which sometimes secure the learning
objectives are achieved
F (50-59%) Incorporates cooperative learning but this is rare and focuses on simple strategies
F (0-49%) Does not incorporate meaningful/ effective cooperative learning

Result:
B (86-77%) Incorporates a range of cooperative strategies which secure the learning objectives
are achieved with the majority of the class
16. III- Managing Learning: Expectations & routines

The student:

A (87-100%) Develops consistent student independence and responsibility by providing clear &
consistent expectations and routines. There is evidence of innovative approaches to
classroom management
B (86-77%) Develops consistent student independence and responsibility by providing clear &
consistent expectations and routines. It is clear from behavior that all of these are
working effectively in the classroom
C (76-67%) Develops student independence and responsibility by providing clear & consistent
expectations and routines
D (66-60%) Develops student independence and responsibility by providing clear expectations
and routines but this is inconsistent
F (50-59%) Provides expectations and routines but these are rarely enforced
F (0-49%) Does not attempt to develop student independence

Result:

B (86-77%) Develops consistent student independence and responsibility by providing clear &
consistent expectations and routines. It is clear from behavior that all of these are working
effectively in the classroom

17. IV- Implementing Learning: Subject knowledge

The student:

A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with
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 confidence and is able to respond to queries with spontaneity and accuracy, perhaps
drawing links to real life or across the curriculum
B (86-77%) Has sufficient subject knowledge to successfully deliver the required LOs with
confidence
C (76-67%) Has sufficient subject knowledge to successfully deliver the required LOs
D (66-60%) Usually has sufficient subject knowledge to successfully deliver the required LOs
F (50-59%) Has sufficient subject knowledge to deliver the lesson but there are gaps and/or
inaccuracies
F (0-49%) Does not have sufficient subject knowledge to successfully deliver the required LOs

Result:
A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with
confidence and is able to respond to queries with spontaneity and accuracy, perhaps drawing
links to real life or across the curriculum
18. IV- Implementing Learning: Questioning

The student:

A (87-100%) Effectively incorporates a wide range of question types in lessons to support &
extend student learning
B (86-77%) Effectively incorporates a range of question types in lessons to support student
learning
C (76-67%) Incorporates a range of question types in lessons to support student learning
D (66-60%) Incorporates a range of question types in lessons but with limited effectiveness
F (50-59%) Incorporates information and structural (CRM) questions but rarely uses other types
of questions
F (0-49%) Does not use questions effectively

Result:
B (86-77%) Effectively incorporates a range of question types in lessons to support student
learning
19. IV- Implementing Learning: Grading language

The student:

A (87-100%) Effectively grades language to support and extend student comprehension of

content and instructions, adapting to individuals’ needs
B (86-77%) Effectively grades language to support student comprehension of content and
instructions, adapting to individuals’ needs
C (76-67%) Grades language to support student comprehension of content and instructions
D (66-60%) Generally grades language to support student comprehension of content and
instructions
F (50-59%) Sometimes grades language to support student comprehension of content and
instructions
F (0-49%) Does not grade language. Students struggle to follow instructions &/or teaching due
to ungraded (or inaccurate) language

Result:B (86-77%) Effectively grades language to support student comprehension of content and
instructions, adapting to individuals’ needs
20. IV- Implementing Learning: Differentiation

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The student:

A (87-100%) Consistently includes a range of successful differentiated tasks

B (86-77%) Effectively & regularly includes differentiated tasks
C (76-67%) Includes meaningful differentiated tasks with some success
D (66-60%) Attempts differentiated tasks but with limited success
F (50-59%) Attempts to include differentiated tasks but this is unsuccessful or lacks purpose
F (0-49%) Does not attempt to incorporate any differentiation

Result:
A (87-100%) Consistently includes a range of successful differentiated tasks
21. V- Assessment: Formative Assessment

The student:

A (87-100%) Consistently incorporates formative assessment using strategies beyond

questioning, tasks & observations
B (86-77%) Consistently incorporates formative assessment (questioning, tasks & observations)
C (76-67%) Incorporates formative assessment (questioning, tasks & observations)
D (66-60%) Sometimes incorporates formative assessment (questioning, tasks & observations)
F (50-59%) Rarely incorporates formative assessment (questioning, tasks & observations)
F (0-49%) Does not conduct any meaningful formative assessment

Result:
B (86-77%) Consistently incorporates formative assessment (questioning, tasks & observations)
22. V- Assessment: Keeping assessment records

The student:

A (87-100%) Keeps detailed & effective assessment records based on a range of formative
assessment activities
B (86-77%) Keeps detailed & effective assessment records based on formative assessment
C (76-67%) Keeps simple but effective assessment records based on formative assessment
D (66-60%) Keeps simple assessment data records. Some aspects may not be effective and/or
complete
F (50-59%) Keeps limited assessment records. These may also be disorganized
F (0-49%) Does not keep any meaningful assessment records
N/A - Non applicable

Result:

C (76-67%) Keeps simple but effective assessment records based on formative assessment

23. V- Assessment: Using formative assessment to give feedback

The student:

A (87-100%) Uses formative assessment data to provide oral and written feedback to students
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 & other stakeholders (as appropriate)
B (86-77%) Uses formative assessment data to provide oral and written feedback to students
C (76-67%) Frequently uses formative assessment data to provide oral feedback to students
D (66-60%) Sometimes uses formative assessment data to provide oral feedback to students
F (50-59%) Rarely uses formative assessment data to provide oral feedback to students
F (0-49%) Does not provide oral feedback to students

Result:
B (86-77%) Uses formative assessment data to provide oral and written feedback to students
24. VI- Reflection on Practice: Producing quality reflections

A (87-100%) Regularly completes detailed reflections which consider situations from the
perspective of a range of stakeholders
B (86-77%) Completes detailed reflections which consider situations from the perspective of a
range of stakeholders
C (76-67%) Completes reflections which consider situations from the perspective of a range of
stakeholders
D (66-60%) Occasionally completes reflections which consider situations from the perspective of
other stakeholders.
F (50-59%) Attempts to complete reflections which consider situations from the perspective of
other stakeholders but these are shallow and do not lead to new insights
F (0-49%) Does not consider situations from the perspective of other stakeholders

Result:
C (76-67%) Completes reflections which consider situations from the perspective of a range of
stakeholders
25. VI- Reflection on Practice: Reflecting on student-teacher relationships

The student:

A (87-100%) Reflects on relationships with students as part of professional practice and uses the
insights to develop a positive learning environment
B (86-77%) Reflects on relationships with students as part of professional practice and uses the
insights to improve these relationships
C (76-67%) Reflects on relationships with students as part of professional practice
D (66-60%) Reflects on relationships with students as part of professional practice but these
reflections are generally shallow
F (50-59%) Reflects on relationships with students as part of professional practice but these
reflections are generally not congruent with best practice
F (0-49%) Does not reflect in a meaningful way on her relationships with students

Result:
A (87-100%) Reflects on relationships with students as part of professional practice and uses the
insights to develop a positive learning environment

26. Observed Strengths:

Nawar can easily create engaging activities that ALL students will love and benefit from. She
focuses heavily on reaching the low students in hope to bring them up. She is caring and using
good discipline techniques to foster positive classroom management.

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27. Areas for Development:
I would suggest Nawar, bring up her energy level because students will match her. Also
assessment can and should be tracked in more detail so she can give students oral feedback
about their next steps and what they can work on independently or at home.

28. General/additional comments (optional):

Overall, Nawar is a great student. She always asked what she could do to help and plan for
future lessons. She was an asset to our class and she will be missed.

29. Final grade:

A-