MST/MCT Final Assessment Report

This report is to be completed by the Mentoring School Teacher in consultation with the
Mentoring College Teacher and refers to teaching competencies listed below.
Name of student:

Khulood Al Jenaibi

Name of preschool / school:

Al Dhabianiah

Mentoring School Teacher: Daniela

Trnik

Email: Daniela.trnik@adec.ac.ae
Absence dates / reasons:
MST/MCT Final Grade

Course: Practicum
Grade:

1b

Mentoring College Teacher:

Melissa McMinn

no absent dates

B+/A- .

E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Please tick the boxes using the scale with 5 indicating the best possible performance
I - Professionalism

Take the lead and use initiative both inside the classroom and outside
e.g. the playground
Actively participate in meetings and professional development training

II - Planning for Learning (including Knowledge and Understanding

of Content)

Use a lesson-planning template to design and plan in consultation with

the MST, a minimum of three, individual complete teaching sessions
with an entire class
Design and plan each lesson to include differentiated activities and
support and effective behaviour management strategies which
demonstrate an awareness of strategies that promote a more inclusive
curriculum e.g. that take into account childrens development and
cultural, physical and social factors

US

US

III - Implementing and Managing Learning (including behaviour

management, language and delivery)

Demonstrate ability to manage transitions between activities

Employ various questioning and elicitation techniques more effectively
Anticipate and apply appropriate strategies to manage student
behaviour
Use a variety of effective teaching/learning techniques
Apply a range of strategies to maintain an orderly classroom
atmosphere
Maintain consistently effective time management strategies.
Uses appropriate body language, eye contact and gestures to maintain
an effective classroom presence
Use a range of resources creatively to extend teaching and learning
opportunities both inside and outside the classroom as appropriate

IV - Monitoring, Assessment and Evaluation

Suggest explanations for personal and MSTs, classroom-based

decisions.
Predict the outcome of actions drawing on knowledge and theory
Review documentation required for successful management of lessons
and offer suggestions for improvement
Start to develop a personalised teaching philosophy with reference to
learning theories
Identify, apply and reflect on strategies, which will support professional
development in specified areas.

US

US

US

Develop and apply appropriate monitoring strategies for full teaching

sessions including class, group, pair, and individual work
Apply effective monitoring techniques which could include constructive
written feedback in a timely manner
Use assessment instruments employed by the MST to evaluate
student work

V - Critical Reflection

During her short time in the grade 4 classroom, Khulood

demonstrated an eagerness to help and get involved in the students
learning. She took initiative in learning about the different groups,
student levels, topics and learning outcomes; she consistently assisted,
observed and encouraged students at all different levels. She took
control of the class routines and managed well independently. Khulood
developed a positive relationship with the students and they responded
very well to Khulood, giving her their full attention when she was
teaching full or partial lessons, or when she worked with different groups.
Khulood demonstrated very good English language skills and showed
that she was very capable in understanding and delivering the content in
all 3 subject areas by familiarizing herself with the topics and background
information independently. As well, she was open to ideas and
Observed Strengths:

suggestions from the MST and applied them readily. An example of this
is Khuloods improvement in her questioning techniques. She gave
thought to her questioning and created more open-ended questions in
her lessons and gave appropriate thinking time for students. Khuloods
activities included, hands-on, creative, kinesthetic, independent and
group work. She used quided questioning when needed and a gradual
release. She provided ample practice time and checked for student
understanding before moving on. She used a lovely and effective
technique for review and understanding by drawing a girl cartoon on the
board and changing the girls frown to a smile as students explained their
learning and were able to help the cartoon understand topics. Students
identified with this and were able to show and reinforce their learning this
creative way. Khulood has a calm, patient and approachable manner that
even shy students responded to positively. Khulood was a good role
model for the students and a pleasure to work with us in the classroom.
Areas for Development: Next

steps would be to focus more on how Khulood can

differentiate to meet the needs of lower learners and extend or challenge
the high achievers, as well as early finishers. Classroom management is
another area that will get better with putting the learned strategies into
practice. Im sure Khulood s confidence in managing the whole group will
grow as she has more chances to apply any MST techniques/strategies or
create some of her own to put to practice. I am confident she will
continue to do a great job with more practicum opportunities down the
road.
General Comments:

Khulood was well prepared for all lessons that she taught and showed a
willingness and enthusiasm to get involved in all lessons and aspects of
teaching. She took initiative and performed a variety of duties in the
class: Supervision; Entry/Exit/Transition routines; marking test papers,
review and practice of spelling words with students, giving and taking up
spelling tests, teaching several partial lessons (Math perimeter,
symmetry, English spelling & vocabulary, sentence writing, Science- life
cycles) and 1 full lesson (Science- Butterfly life cycle). As well, she
conducted introductions, reviews and plenary to topics in Math and
English. Khulood also created several bilingual flashcards for our science
topic, which proved very useful for the students.

I found Khulood to be a natural in the way she creatively conducted

explanations with the students. I think this underscores her ability to
understand the topic and the learners need as well.

Overall Assessment Level Descriptors

A
A-

B+
B

C+
C

EXCELLENT / OUTSTANDING
To be assessed as excellent the student teacher will demonstrate a high
standard of achievement in all competency areas. An excellent student teacher
should differ from the other student teachers by an increased ability to
demonstrate initiative and independence.

GOOD
To be assessed as good, the student teacher will demonstrate a high standard of
achievement in most competency areas and proficiency in all.

SATISFACTORY
To be assessed as satisfactory, the student teacher will demonstrate proficiency
in most competencies and meet the minimum requirements of all.

MARGINAL
To be assessed as marginal, the student teacher will meet the requirements in
some competencies, but may need further development in others. The student
teacher must show progress in the areas of lesser achievement.

FAIL
To be assessed as unsatisfactory, the student teacher will not meet the
requirements in the majority of competencies.