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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: 14-10-2015

School:
Gems Western school
Mrs. Paramprit

Name of MST:

Name of Student: Anood AlShehhi


MCT: Garnel Desravins

Name of
/

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: /

The teacher started with


a rhyme which has
related to the topics.
The class was
acceptable with more
engagement of the
children

Areas in which further development is needed:


The teacher needs to apply


some procedures to control the
discipline of the classroom.
She can give a differentiated
work for the lower abilities.

General Comments:

Very talented teacher who process high potentiality.


The teacher gave a challenging activity to the children and they could
work well as independently.

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-centred 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

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