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: Aysha 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:

- Starts of the lessons in an attractive
way, making show get the sts
attention.
- A variety of activities that covered
range of skills.
- Given the chance for the students to read.
- Monitor the students who sat at the back of the
class.

General Comments:

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.
)
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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