Practicum BAS 5 - EPC 3403 MST/MCT Final Assessment Report ‘This report is to be completed by the Mentoring School Teacher in consultation with the “Mentoring College Teacher. It is based on the six teaching competencies listed below: 1). Commitment to the Profession 1) Implementing Learning 1) Planning for Leaming V) Assessment Il) Managing Learning VI) Reflection on Practice Pease complete this form and tick the boxes using the following criteria A(G7-100%-Oustandng. 8 (86-77/-Very good © (76.67%)=Satistactory insatistactory F (60-59%)-Marginaly unsatstactoyy—F (049 Shaikha Abu Baker Abdulla Husaine 2 Shudent™ 1D mame 100009858 3. Name of school AL Baya Mentoring School Teacher (UST): Kweeva 5 MSPs emails caoimhe.nibhreachain@adee.ac.ae & Menioring College Teacher (ICT): Tamika Gordon 7 Grade level Grade 1 “Absence dates reasons: None‘Commitment to the Profession: Atendance ‘The student: A (87-100%) Prioritize the needs of the school and students over required working hours B (86.77%) Always demonstrates consistent attendance and punctuality (76.67%) Demonstrates consisien attendance and punctuality (66-60%) Displays occasional issues with attendance and punctuality F (50.59%) Displays issues with attendance and punctuality F (0-49%) Has not grasped the importance of atendance and punctuality leading to consistent ‘absences andior lateness Result: A (87-100% Priortizes the needs of the school and students over required working hours | 10. Commitment othe Profesion: Preparation & planning The student: A (87-100%) Consistently prepares high quality materials which are well organized 1B (86.77%) Is well prepared & ready for eack lesson (76-67%) Is prepared & ready jor éach lesson (66-60%) Is generally prepared & ready for eack lesson F (50.59%) Has difficulties preparing for lessons & being ready on time F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons Result: A (87-100%) Consistently prepares high quality materials which are well organized TI. F- Comment io the Profession: Peer Observation ‘The student: A (87-100%) Conduets a peer observation and provides oral and writen feedback which ldentifes an extensive range strengths and suggestions £8 (86-77%) Conducts a peer obseration and provides oral and writen feedback which identifies ‘arrange strengths and suggestions © (76.67%) Conducts a peer obseration and provides oral and writen feedback which identifies strengths and suggestions (66.60%) Conducts a peer observation and provides oral and written fedback but this is limited andior lacks cecuracy F (50-59%) Conduets a peer observation but feedback is uninformative and/or inappropriate F (0-49%) Does not conduct a peer abvereation Result:“A (B7-100%) Conducts a peer observation and provides oral and writen feedback which Identifies an extensive range strengths and suggestions [12 T- Planning Jor Learning: Producing qu Ty Tesson plans The student: A (87-100%) Has completed outstanding lesson plans which are consistently printed and ‘available for MST/MCT upon request | 8 (66-77%) Has compleved solid lesson plans which are printed and avatlable for MST/MCT. ‘upon request | c 6.07% Hs completed appara ssn plans which re valabe for MSTMCT upon request (66-60%) Has completed poor guality lesson plans which are not abways available upon request ($0.59) Has inconsistently completed lesson plans F (0-49%) Has consistently failed to complete adequate lesson plans Result: ‘A(87-100%) Has completed oustanding lesson plans which are consistently printed and available for MST/MCT upon request 13. Il Planning for Learning: Producing well-balanced lesson plans The student: ‘A (87-100%) Writes lesson plans which consistently demonstrate a level of balance stiistle, MA, skills te) which secures effective learning 1 (86-77%) Write lesson plans which demonstrate a level of balance (stilt, MI, skills etc) which secures effective learning (© (76.67%) Write lesson plans which demonsrate some balance but notin all the identified ways (stir/etle, MI, sills etc) ‘D (66-60%) Writs lesson plans which address the issue of Balance but some ideas demonstrate a degree of misunderstanding F (50-59%) Writes lesson plans which include limited aspects of balance F (0-49%e) Does not appear to consider the isue of balance in lesson plans Result ‘A(87-100%) Writes lesson plans which consistently demonstrate a level of balance (sti/setle, ‘Mh, skills ete) which secures effecuve learning 14. I- Planning for Learning: Planning engaging lesson plans ‘A (87-100%) Lesson plans consistently engage students and encourage maximum student participation 1B (86.77%) Lesson plans engage students and encourage active student participation C (76.67) Lesson plans engage students andior encourage active student participation | D (66-60%) Lesson plans engage students andlor encourage active student partielpation. ‘Some ideas are inappropriate. (50.59%) Lesson plans include e few activities which engage students and encourage active participation F (0-49%) Lesson plans are largels teacher centredResult: A (87-100%) Lesson plans consistently engage students and encourage maximum student participation "TS TIE Managing Learning: Cooperative sraegies The student: A (87-100%) Consistently incorporates a range of cooperative strategies which secure the learning objectives are achieved with the majority ofthe class 1B (86.77%) Incorporates a range of cooperative strategies which secure the learning objectives are achieved with the majority ofthe class € (76.67%) Incorporates a range of cooperative strategies which secure the learning objectives ‘are achieved ‘D (66-60%) Incorporates a range of cooperative strategies which sometimes secure the learning objectives are achieved F (50-50%) Incorporates cooperative learning but this is rare and focuses on simple strategies F (0-49% Does not incorporate meaningful effective cooperative learning Result: ‘A (87-100%) Consistently incorporates a range of cooperative strategies which secure the learning objectives are achieved with the majority 16, Il Managing Learning: Expectations & routines The student: ‘A(87-100%) Develops consistent student independence and responsibility by providing clear & | ‘consistent expectations and routines. Thee is evidence of innovative approaches to ‘lassroom management 1B (86.77%) Develops consistent student independence and responsibilty by providing clear & consistent expectations and routines. It is clear from behavior that al ofthese are working effectively inthe classroom © (76.67%) Develops student independence and responsibility by providing clear & consistent ‘expectations and routines (66-60%) Develop student independence and responsibilty by providing clear expectations ‘and routines but this is inconsistent F (50.59%) Provides expectations and routines but these are rarely enforced F (0-49%) Does nx attempt to develop student independence Result B (86.77%) Develops consistent student independence and responsibility by providing clear & consistent expectations and routines. tis clear from behavior tha all of thee are vorking ffectvelyin he dlassroom.|T7-1V- Implementing Learning: Subject knowledge The student: ‘A (87-100%) Has sfficient subject knowledge to successfully deliver the required LOs with confidence and i able to respond to queries with spontaneity and accuracy, perhaps drawing links to real life or across the curriculum B (86-77%) Has sufficient subject knowledge to successfuly deliver the required LOs with confidence (76.67%) Has suficient subject knowledge to successfully deliver the required LOs (66-60%) Usually has sufficient subject knowledge to successfully deliver the required LOs F (50-59%) Has sufficient subject knowledge to deliver the lesson but there are gaps and/or F (0-49%) Does nothave sufficient subject knowledge to successfully deliver the required LOs Result: | A (87-100%) Has sufficient subjectknowledge to succesfully deliver the required LOs with ‘confidence and is able to respond te queries with spontaneity and accuracy, perhaps drawing [inks to real ifeor across theeurricatums 18.1V- Implementing Learning: Questioning The student: A (87-100%) Esfectvely incorporates a wide range of question types in lessons to support & ‘extend student learning 1B (86-77%) Effectively incorporates a range of question types in lessons to support student learning (76.67%) Incorporates a range of question types in lessons to support student learning (66-60%) Incorporates a range of question types in lessons but with limited effectiveness F (50.59%) Incorporates information and structural (CRM) questions but rarely uses other types ‘of questions F (0-49%) Does notuse questions effectively Result: B(BB.17%) Effectively incorporates a range of question types in lessons to support student lean 19. 1V- Implementing Learnings Grading language The student: A (87-100%) Effectively grades language to support and extend student comprehension of contentandinsiructions, adapting to individual” needs1B GO-77%) Effectively grades language fo support student comprehension of content and instructions adeping to individuals” needs (76.67%) Grades languaig® to support student comprehension of content and instructions ‘D (66-60%) Generally grades language to support student comprehension of content and instructions F (50-508) Sometimes grades language to support student comprohonsion of content and instructions F (0-49%) Does not grade language. Students struggle o follow instructions &/or teaching due ‘to ungraded (or inaccurate) language Result | ‘A (87-100%) Efectivly grates language to support and extend student comprehension of ‘content and instructions adapting to individuals’ needs 20. 1V- Implementing Learning: Differentiation The student | A (87-100%) Consistently insludes a range of successful differentiated tasks. Baer) ec) & retry nes diferente tas C(te47a)Icads meothhl irntated sh some cess 1 (ovat Aap diferente ts bt wih ied sce P hy) atempa ota iferontd nk bu hi nace rah purpose (woes a atempo goa any aeretatan Result: A (87-100%) Consistently includes a range of sucessful differentiated tasks ‘21 V-Assesiment: Formative Assessment ‘The students A (87-100%) Consistently incorporates formative assessment using strategies beyond ‘questioning, asks & observations B (86.77%) Consistently incorporates formative assessment (questioning, tasks & observations) (76.67%) Incorporate formative assessment (questioning, tasks & observations) D (66-60%) Sometimes incorporates formative assessment (questioning, asks & observations) F (50-59%) Rarely incorporates formative assessment (questioning, tasks & observations) F (0-49%) Does not conductany meaningful formative assessment Result: | (76-67% Incorporates formative assessment (questioning, tasks & observations) 22. V- Assessment: Keeping assessment records ‘A (87-100%) Keeps detailed & effective assessment records based on a range of formative ‘assessment activities 1B (86.77%) Keeps detailed & effective assessment records based on formative assessment (C(76.67%) Keeps simple bu effective assessment records based on formative assessment (66-60%) Keeps simple assessment data records. Some aspects may not be effective and/or completeF EDI Reps Une] scsment eon: Pese may al be dsrgeneed (0-495) Does no keep any meaningful asesment records NA Non entice Result NA Non applicable BV. Avcesament: Welng Jorma The student: A (87-100%) Uses formative assessment data to provide oral and writen feedback to students & oiher stakeholders (as appropriate) 1B (86-77%) Uses formative assessment data to provide oral and written feudBack to students (76.67%) Frequently uses formative assessment data to provide oral feedback to students D (66-60%) Sometimes uses formative assessment data to provide oral feedback to students (50.59%) Rarely uses formative assessment data to provide oral feedback to students F (0-49%) Does not provide oral feedback to students formative assessment daca wo provide oral and writen feedback to students 24. Vie Reflection on Practice: Producing quality reflections A (87-100%) Regularly complete detailed reflections which consider situations from the perspective ofa range of stakeholders 1B (86-77%) Completes detailed reflections which consider situations from th perspective of @ ‘range of stakeholders | C (76-67%) Completes reflections which consider situations from the perspective ofa range of stakeholders | D (66-60%) Occasionally completes reflections which consider situations from the perspective of ‘other stakeholders. (50.59%) Attempts to complete reflections which consider situations from the perspective of | ‘other stakeholders but these are shallow and do not lead o new insights | (0-49%) Does not consider situation from the perspective of other stakeholders Result: ‘A(87-100%) Regularly completes detailed reflections which consider situations from the perspective of asange of stakeholders 25. Vie Reflection on Practice: Reflecting on student-teacher relationships ‘The student A (87-100% Rejlets on relationships with students as part of professional practice andl uses the insights to develop a positive learning environment 1 (86-77%) Reflects on relationships with students as part of profesional practice and uses the Iinsigts to improve these relationships _C (76-67%) Reflects on relationships with students as part of professional practice D (66-60%) Refleets on relationships with students as part of professional practice but these ‘reflections are generally shallow F (50-59%) Reflects on relationships with students as part of professional practice bu these ‘reflections are generally not congruent with Best practice F (0-49%) Does not reflect in a meaningful way on her relationships with students Resul ‘A (87-100%) Reflects on relationships with students as part of profesional practice and uses the Insights to develop a positive learning environment 26 Observed Sirens Shaibha fable abserve and immediatly ilstrate growth and reflection. She i profesional tint pote with students and her MST. Lesion plans rein pth aa sources are age fppropriate as well as prepared in advance. The centers used are creative and diferente for ‘den levels that allow for cooperative leaning. 27. Areas for Development: Infusing assessments for leaning to drive future instruction. Behavior management is good but can be improved through consistent use ofa system. ‘Wi. Ganeraladiional comments (optional): 29. Final grader a