Practicum BAS 7 - EPC 4403

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: Bahja Hadi Ali Hadi Al Shaikh

2. Student’s ID number:H00269742

3. Name of school:Al Salam Cycle One

4. Mentoring School Teacher (MST):Shawntae Royal

5. MST’s email:Shawntae.Royal@moe.gov.ae

6. Mentoring College Teacher (MCT):Dr Martha Banfa

7. Grade level:Year 1

8. Absence dates / reasons:17/4/2019- not feeling well

9. I- Commitment to the Profession: AttendanceA (87-100%) Prioritizes the needs of the school and
students over required working hours

The student:

A (87-100%) Prioritizes the needs of the school and students over required working hours
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:
10. I- Commitment to the Profession: Preparation & planningA (87-100%) Consistently prepares high
quality materials which are well organized

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, but some materials and preparation is still
needed
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:

11. I- Commitment to the Profession: School-wide involvement and relationshipsA (87-100%) Has
demonstrated initiative and commitment through consistent involvement in school based activities
resulting in a positive contribution to the school

The student:

A (87-100%) Has demonstrated initiative and commitment through consistent involvement in school
based activities resulting in a positive contribution to the school
B (86-77%) Actively participates in school activities outside the classroom and builds positive
relationships with a range of stakeholders
C (76-67%) Participates in school activities outside the classroom and builds positive relationships within
the school through collaboration with others across the school
D (66-60%) Occasionally participates in school activities outside the classroom and builds a few positive
relationships within the school
F (50-59%) Rarely participates in school activities and displays some difficult developing relationships
across the school
F (0-49%) Does not participate in school activities and has not developed relationships across the school,
apart from the MST
Result:

12. I- Commitment to the Profession: Resolving work-based problemsA (87-100%) Accepts school based
authority structures and responsibility for independently resolving work-based problems

The student:

A (87-100%) Accepts school based authority structures and responsibility for independently resolving
work-based problems
B (86-77%) Accepts school based authority structures and responsibility for resolving work-based
problems with a growing level of independence
C (76-67%) Accepts school based authority structures and responsibility for resolving work-based
problems with some support
D (66-60%) Generally accepts school based authority structures and has some difficulties resolving
work-based problems without some support
F (50-59%) Challenges school based authority structures and has difficulty accepting responsibility for
work-based problems, even with support
F (0-49%) Does not respect school based authority structures & does not accept responsibility for
work-based problems

Result:

13. I- Commitment to the Profession: Attitude towards teaching & learningA (87-100%) Demonstrates
exceptional enthusiasm and positivity towards teaching and learning

The student:

A (87-100%) Demonstrates exceptional enthusiasm and positivity towards teaching and learning
B (86-77%) Demonstrates a positive attitude towards teaching and learning
C (76-67%) Generally demonstrates a positive attitude towards teaching and learning
D (66-60%) Generally demonstrates a positive attitude towards teaching and learning but with some
examples of negativity
F (50-59%) Inconsistently demonstrates a positive attitude towards teaching and learning
F (0-49%) Has not developed a positive attitude towards teaching and learning

Result:

14. II- Planning for Learning: Long term planningA (87-100%) Completes detailed and effective long
term and unit/ weekly plans for all units covered in the placement

The student:

A (87-100%) Completes detailed and effective long term and unit/ weekly plans for all units covered in
the placement
B (86-77%) Completes detailed long term/weekly and unit plans covered in the placement
C (76-67%) Completes long term and unit plans/weekly plans for all units covered in the placement that
cover all the areas to be addressed
D (66-60%) Completes long term and unit plans for some units covered in the placement
F (50-59%) Completes long term and unit plans for some units covered in the placement but are
ineffective and/or have numerous errors
F (0-49%) Does not complete long term and unit plans for units covered in the placement

Result:

15. II- Planning for Learning: Producing quality lesson plansA (87-100%) Has completed outstanding
lesson plans which are consistently printed and available for MST/MCT upon request

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
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:

16. II- Planning for Learning: Producing detailed lesson plansA (87-100%) Lesson plans are exceptional
to secure successful delivery and include testable learning objectives and a variety of appropriate
assessments and tasks

A (87-100%) Lesson plans are exceptional to secure successful delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
B (86-77%) Lesson plans are well detailed to secure effective delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
C (78- 67%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable
learning
D (66-60%) Lesson plans have sufficient detail to generally secure effective delivery and include learning
objectives and some assessments
F (50-59%) Lesson plans lack detail and may not include adequate learning objectives and assessments
or these do not correlate, often leading to unsatisfactory lesson delivery
F (0-49%) Lesson plans lack detail and may not include learning objectives and assessments leading to
unsatisfactory lesson delivery

Result:
17. II- Planning for Learning: Producing effective & meaningful lesson plansA (87-100%) Lesson plans
are consistently balanced, engaging, effective and student-centred

A (87-100%) Lesson plans are consistently balanced, engaging, effective and student-centred
B (86-77%) Lesson plans are usually balanced, engaging, effective and student-centred
C (76-67%) Lesson plans are generally balanced, engaging, effective and student-centred
D (66-60%) Lesson plans show some elements of balance and include some student-centred activities
F (50-59%) Lesson plans are inconsistently balanced and include limited student-centred activities
F (0-49%) Lesson plans are inconsistently balanced and include no student-centred activities

Result:

18. III- Managing Learning: Classroom management strategiesA (87-100%) Uses a wide range of
appropriate classroom management strategies to consistently secure a safe and effective learning
environment

The student:

A (87-100%) Uses a wide range of appropriate classroom management strategies to consistently secure a
safe and effective learning environment
B (86-77%) Uses appropriate classroom management strategies to consistently secure a safe and effective
learning environment
C (76-67%) Uses appropriate classroom management strategies to secure a safe and effective learning
environment
D (66-60%) Uses appropriate classroom management strategies which generally secure a safe and
effective learning environment
F (50-59%) Attempts to use classroom management strategies but these do not generally achieve a safe
and/ or effective learning environment
F (0-49%) Does not use classroom management strategies effectively, or consistently, leading to an
ineffective and/or unsafe learning environment

Result:

19. III- Managing Learning: Routines & transitionsA (87-100%) Effectively establishes and manages a
variety of classroom routines and transitions

The student:

A (87-100%) Effectively establishes and manages a variety of classroom routines and transitions
B (86-77%) Establishes and consistently manages classroom routines and transitions
C (76-67%) Establishes and manages classroom routines and transitions, with minor issues
D (66-60%) Implements some classroom routines and transitions
F (50-59%) Implements classroom routines and transitions but does so inconsistently
F (0-49%) Does not establish classroom routines and transitions

Result:

20. IV- Implementing Learning: Gradual release modelA (87-100%) Utilizes the gradual release model
to ensure students (children) can complete the task independently

The student:

A (87-100%) Utilizes the gradual release model to ensure students (children) can complete the task
independently
B (86-77%) Utilizes the gradual release model with general effectiveness
C (76-67%) Utilizes the gradual release model with minor irregularities
D (66-60%) Utilizes the gradual release model with some effectiveness
F (50-59%) Utilizes the gradual release model with limited effectiveness
F (0-49%) Does not utilize the gradual release model

Result:

21. IV- Implementing Learning: PacingA (87-100%) Lessons are paced to ensure students are
appropriately engaged and challenged and the needs of individual students are met

A (87-100%) Lessons are paced to ensure students are appropriately engaged and challenged and the
needs of individual students are met
B (86-77%) Lessons are consistently paced to ensure students are appropriately engaged and challenged
C (76-67%) Lessons are usually paced to ensure students are appropriately engaged and challenged
D (66-60%) Lessons are sometimes paced to ensure students are appropriately engaged and challenged
F (50-59%) The pacing of lessons may result in some students being disengaged, overwhelmed &/or off
task
F (0-49%) The pacing of lessons may result in a significant proportion of the class being disengaged,
overwhelmed &/or off task

Result:

22. IV- Implementing Learning: Teaching & learning materialsA (87-100%) Consistently presents
material which is accurate, meaningful, accessible and differentiated to support student engagement and
learning

The student:

A (87-100%) Consistently presents material which is accurate, meaningful, accessible and differentiated
 to support student engagement and learning
B (86-77%) Presents material which is accurate, meaningful, accessible and differentiated to support
student engagement and learning
C (76-67%) Presents material which is generally accurate, meaningful and accessible to support student
engagement and learning. Sometimes includes differentiation with growing effectiveness
D (66-60%) Presents material that may occasionally lack accuracy and/or meaningfulness.
Differentiation is implemented but not necessarily effectively
F (50-59%) Presents material that may sometimes lack accuracy and/or meaningfulness. Differentiation
is rarely implemented
F (0-49%) Presents material that frequently/ significantly lacks accuracy and/or meaningfulness.

Result:

23. IV- Assessment: Formative AssessmentA (87-100%) Develops and implements a wide range of
formative assessment strategies which are valid and reliable

The student:

A (87-100%) Develops and implements a wide range of formative assessment strategies which are valid
and reliable
B (86-77%) Develops and implements a range of formative assessment strategies which are valid and
reliable
C (76-67%) Develops and implements formative assessment strategies which are valid and reliable
D (66-60%) Develops and implements some formative assessment strategies
F (50-59%) Rarely develops and implements formative assessment strategies and is generally reliant on
questioning, observations and products
F (0-49%) Rarely develops and implements formative assessment strategies

Result:

24. IV- Assessment: Summative AssessmentA (87-100%) Develops an outstanding summative assessment
task for a unit of work which is valid and relevant

The student:

A (87-100%) Develops an outstanding summative assessment task for a unit of work which is valid and
relevant
B (86-77%) Develops a valid and reliable summative assessment task for a unit of work
C (76-67%) Develops a summative assessment task for a unit of work which is generally effective
D (66-60%) Develops a summative assessment task for a unit of work with some errors and omissions
F (50-59%) Develops a summative assessment task for a unit of work which has limited effectiveness
F (0-49%) Does not develop any summative assessment tasks
N/A Non Applicable

Result:
25. V- Reflection on PracticeA (87-100%) Consistently reflects on her own practice leading drawing
effectively in theory leading to habitual improvement

The student:

A (87-100%) Consistently reflects on her own practice drawing effectively on theory leading to
habitual improvement
B (86-77%) Consistently reflects on her own practice leading to improvements in a range of areas
C (76-67%) Reflects on her own practice leading to improvement with some guidance and support
D (66-60%) Engages in inconsistent and vague reflections on her own practice leading to little
improvement of practice
F (50-59%) Engages in little reflection on her own practice which leads to limited improvement of
practice
F (0-49%) Fails to understand the importance of reflecting on own practice and/or fails to display the
ability to do so meaningfully

Result:

26. V- Reflection on Practice: Reflecting on student learningA (87-100%) Consistently reflects on

student learning in a meaningful way

The student:

A (87-100%) Consistently reflects on student learning in a meaningful way

B (86-77%) Reflects on student learning in a meaningful way
C (76-67%) Reflects on student learning
D (66-60%) Engages in some reflection on student learning, but reflection is quite vague and repetitive
F (50-59%) Engages in little reflection on student learning
F (0-49%) Fails to understand the importance of reflecting on student learning

Result:

27. VI- Reflection on Practice: Producing quality reflectionsA (87-100%) Outstanding reflections are
conducted which are very organized, consistently done and are accessible to the MST and MCT

A (87-100%) Outstanding reflections are conducted which are very organized, consistently done and are
accessible to the MST and MCT
B (86-77%) Reflections are conducted and recorded consistently and are accessible to the MST and MCT
C (76-67%) Reflections are conducted and recorded most of the time and are accessible to the MST and
MCT
D (66-60%) Reflections are done inconsistently but are accessible to the MST and MCT
F (50-59%) Reflections are inconsistently conducted, are ineffective and/ or are not readily accessible to
 the MST and MCT
F (0-49%) Reflections are rarely conducted and/or are not readily accessible to the MST and MCT

Result:

28. Observed Strengths:Ms.Bahja, always start her Math lessons by asking students to recall infromation
from previous lesson. The students were always engaged with the whole group lessons because she allow
students to come to the board and practice solving problems. The differentiation of the Math centers are
another strength of Ma. Bahja.Ms.Bahja, always start her Math lessons by asking students to recall
infromation from previous lesson. The students were always engaged with the whole group lessons
because she allow students to come to the board and practice solving problems. The differentiation of the
Math centers are another strength of Ma. Bahja.

29. Areas for Development:The wait time for struggling students to answer a question is to long. When
students start to struggle act as if you heard someone say the anwer and give them the answer.

30. General/additional comments (optional):

31. Final grade:B+