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: 4-11-15

School: Gems Westminster School. RAK Name of MST:Mahreen Jawad

Name of Student: Fatima Name of MCT: Garnel Desravins

/
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:

She told the class about the topic they were
about to learn by an experiment.
Helped students by going on their table.
Discussed the lesson with the teacher.
Prepared resources for lesson beforehand.
Gave the students a chance to have hands on
experience by preparing small experiments for
them ( dissolving and not dissolving materials).
Class control.
Her voice was too low for the students to be heard.
Instructions at some point were not clear.
The students were lost when they had to do the small
worksheet at the end of the session. So in order to avoid
such situations the activity should be discussed and made
clear first and then the worksheet should be given to them.

General Comments: Fatima did a great work in Science lesson (dissolving materials). She prepared good experiments for the
students to learn. Only the worksheet work was not discussed before giving it to them. The lesson was finished within the
time.
.
Please tick the boxes using the scale with 5 indicating the best possible performance
Professionalism 1 2 3 4 5

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.


1 2 3 4 5
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.

1 2 3 4 5
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.

1 2 3 4 5
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 1 2 3 4 5

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 1 2 3 4 5


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