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:

School:

Name of MST:

Name of Student:
Desravins

Name of MCT: Garnel

/

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 has a good subject knowledge. The

starter of the lesson was very exciting. The
teacher uses a variety of techniques to make
the concept clear.

Needs to work upon the proper sounds of the letters.

General Comments:

A well planned lesson.

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

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-centered 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