EPC 2903 Teaching Practice Booklet

Student Name: Maryam Abdulla Bin Thani Al Shehhi Student HCT ID number: H00327121
Mentor School Teacher (MST): Helen Thompson Mentor College Teacher (MCT):
Placement School: RAK Academy
This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College Teacher &refers to teaching competencies
listed below:

Semester 4 Achievement that Achievement that Achievement that Achievement that Achievement that is Achievement that is
clearly does not meet narrowly fails to meet minimally meets the satisfactorily meets significantly above outstanding relative
requirements for requirements for course requirements the course and GPA the course and GPA to the course and GPA
course with normal course with normal but may not meet the requirements requirements requirements
grading mode. grading mode. GPA requirement

Commitment to Has not grasped the Displays issues with Displays occasional Demonstrates Always demonstrates Prioritizes the needs of
the Profession importance of attendance and issues with attendance consistent attendance consistent attendance the school and students
attendance and punctuality and punctuality and punctuality and punctuality over required working
punctuality leading to hours
consistent absences
and/or lateness

Fails to demonstrate a Has difficulties Is generally prepared Is prepared & ready for Is well prepared & Consistently prepares
willingness to plan preparing for lessons & & ready for each each lesson ready for each lesson high quality materials
and prepare materials being ready on time lesson which are well
and lessons organized

Has not been involved Participates in Participates in Participates in Actively participates in Actively participate in a
in any professional professional activities professional activities professional activities professional activities range of professional
activities in the class on a very sporadic or related only to her across the school, with across the school activities across the
or school one-off basis class some encouragement school

Comments: Maryam is punctual, arriving before 7:30am each morning and uses this time to prepare and discuss lessons for the day. She has attended planning meetings after
school each week, staying later if needed. Maryam has made a variety of resources and materials, all of which have been of a high standard. There have been few opportunities
for Maryam to participate in professional activities due to her scheduling. I am sure if she was in on the appropriate day she would have supported with playground duties and
after school clubs too.

1
 EPC 2903 Teaching Practice Booklet

Planning for Has consistently failed Has inconsistently Has completed poor Has completed Has completed solid Has completed
Learning to complete adequate completed lesson plans quality lesson plans appropriate lesson lesson plans which are outstanding lesson
lesson plans which are not always plans which are printed and available plans which are
available upon request available for MST/MCT for MST/MCT upon consistently printed
upon request request and available for
MST/MCT upon request

Lessons plans Lesson plans do not Lesson plans include Lesson plans include Lesson plans include a Lesson plans include a
demonstrate a include appropriate some strategies for relevant strategies for range of relevant range of relevant &
misunderstanding of strategies for teaching/ learning but teaching/ learning and strategies for innovative strategies
what is required to teaching/learning. LOs these are not generally tasks are outlined for teaching/learning and for teaching/learning
achieve the learning are missing or are appropriate. LOs are each stage of the lesson. tasks are well described for each stage of the
objectives inappropriate. stated but are unclear LOs are clearly stated. for each stage of the lesson. LOs are clearly
lesson. LOs are clearly stated & are wholly
stated. appropriate.

Comments: Maryam has clearly thought about each section of her lesson and this is evident in her delivery. Maryam has planned creative and engaging activities for the
children and they have enjoyed them and participated fully. Occasionally, Maryam has needed to add further detail to her plan, such as explaining each differentiated activity
clearly and timings.

Managing Does not implement Attempts to implement Attempts to Implements a range of Implements a range of Implements a range of
Learning classroom routines* in classroom routines* to implement classroom effective classroom effective classroom effective classroom
any meaningful way secure a positive and routines* to secure a routines* to secure a routines* to secure a routines* to secure a
productive learning positive and positive and productive positive and productive positive and productive
environment. However, productive learning learning environment, learning environment learning environment
this is achieved environment. but tends to be reactive although some minor and appropriately
sporadically However, this is not rather than proactive issues persist responds to classroom
achieved consistently issues with confidence

*Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behaviour & an orderly environment.

Comments: Maryam has excellent class management and the children have great respect for her. She has implanted routines consistently, such as sending children to their
tables to ensure the children settle quickly. Maryam has created her own reward system in class, giving stickers during her teaching and sometimes prizes.

2
 EPC 2903 Teaching Practice Booklet

Implementing Does not have sufficient Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject
Learning subject knowledge to knowledge to deliver subject knowledge to knowledge to knowledge to knowledge to
successfully deliver the the lesson but there are successfully deliver successfully deliver the successfully deliver the successfully deliver the
required LOs gaps and/or the required LOs required LOs with required LOs with required LOs with
inaccuracies consistency confidence confidence, and can add
in additional examples
and/or respond to
questions with accuracy
spontaneity

Does not implement Attempts to implement Implements learning Implements Implements well Learning centers/
learning centres/ learning centers/ centers/ student appropriate learning organized and student centred tasks
student centred tasks student centred tasks centred tasks but centers/ student successful learning are fully appropriate for
but delivery is improvements are centred tasks to centers/ student the context and
disorganized and needed in aspects of support learning centred tasks to demonstrate creativity
generally ineffective organization objectives & engage support learning and sound pedagogy.
students, but minor objectives & engage Organization is
adjustments are needed students outstanding.

Students are unable to Instructions have not The quality of Instructions are Instructions are Instructions are
follow the instructions been considered so are instructions are generally clear & consistently clear & consistently clear,
due to them being unclear inconsistent leading to concise concise concise & delivered
unclear and/or poor some confusion with clarity &
delivery amongst the children confidence

Comments: Maryam has taught a variety of lessons, including guided reading, literacy, phonics and numeracy. She delivers her lessons with confidence and gives clear
instructions throughout the lesson so the children understand what they need to do. She uses a range of questions and uses responses from the children as she is
demonstrating, such as in literacy shared writing. Maryam is a very creative teacher and the children have really enjoyed the games and activities she has planned for them.

Assessment Does not complete any Attempts to design & Designs & implements Designs & implements a Designs & implements a Designs & implements a
diagnostic assessment implement a simple a simple diagnostic simple diagnostic simple diagnostic simple yet effective
diagnostic assessment, assessment, suitable to assessment, suitable to assessment, suitable to diagnostic assessment,
suitable for the context the context & learning the context & learning the context & learning suitable to the context
& learning objectives, objectives, but some objectives, but some objectives & learning objectives
but data collected in data collected is minor adjustments are
generally invalid inadequate &/or needed
incomplete

3
 EPC 2903 Teaching Practice Booklet

Comments: Maryam has reflected on feedback given during her practice and has worked hard to develop the plenary of her lesson to allow all children to show what they have
learnt. She has implemented group assessments for the end of the lesson to show understanding. Also, from feedback given by MCT, Maryam used a simple tick assessment to
assess understanding during a phonic session.

Does not complete Asks some questions to Asks a range of Asks a range of Consistently asks a Asks a wide range of
meaningful reflections guide reflections but appropriate questions appropriate questions range of appropriate insightful questions to
these are limited and to guide reflections on to guide reflections on questions to guide guide reflections on
shallow various elements of various elements of reflections on various various elements of
classroom practice, classroom practice elements of classroom classroom practice
but these tend to be practice leading to a deeper
shallow understanding and
valuable changes in
practice

Reflection on Does not complete Reflects on classroom Reflects on classroom Produces reflections Produces reflections Produces reflections on
Practice meaningful reflections situations but does not situations and starts to which identify personal which identify personal classroom situations
accept personal accept some responsibility for responsibility for which accept personal
responsibility where responsibility for classroom situations classroom situations responsibility but also
this is required issues but does not with growing with growing recognizes others roles
follow through with complexity & complexity & actively and includes
any effectiveness implements some acts on these insights appropriate
changes leading to suggestions for
improvements of improvements across
practice the stakeholders
leading to
improvements in
practice

Comments: I have enjoyed working with Maryam as she is always trying to improve her practice. She listens thoughtfully to feedback given and quickly
implements these suggestions. Maryam has reflected on her own teaching too after each lesson, discussing strengths and improvements. She has adjusted her
teaching, such as using pointing sticks in her next guided reading lesson to keep children focused. She has worked hard throughout her practice.

MST Signature: Helen Thompson Date: 31/10/17

MCT Signature: Date: _______