Practicum BAS 8 - EPC 4909

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:

I) Commitment to the Profession IV) Implementing Learning

II) Planning for Learning V) Assessment
III) Managing Learning VI) Reflection on Practice

Please complete this form and tick the boxes using the following criteria:

A (87-100%)=Outstanding B (86-77%)=Very good C (76-67%)=Satisfactory

D (66-60%)=Marginal F (50-59%)=Marginally unsatisfactory F (0-49%)=Unsatisfactory

1. Name of student: Amina Khalil Juma Mohamed Bin Took

2. Student’s ID number: H00298471

3. Name of school:Al Taqadom SchoolAl Taqadom School

4. Mentoring School Teacher (MST):Marlene Morgan

5. MST’s email:marlene.morgan@moe.gov.ae

6. Mentoring College Teacher (MCT):Dr Martha Banfa

7. Grade level:Year 5

8. Absence dates / reasons:1 day - Ms Amina was unwell

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9. I- Commitment to the Profession: Attendance

The student:

A (87-100%) Prioritizes the needs of the school and students over required working hours
B (86-77%) Always demonstrates consistent attendance and punctuality
C (76-67%) Demonstrates consistent attendance and punctuality
D (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 attendance and punctuality leading to consistent absences
and/or lateness

Result:A (87-100%) Prioritizes the needs of the school and students over required working hours
10. I- Commitment to the Profession: Preparation & planning

The student:

A (87-100%) Consistently prepares high quality materials which are well organized
B (86-77%) Is well prepared & ready for each lesson
C (76-67%) Is prepared & ready for each lesson
D (66-60%) Is generally prepared & ready for each 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:B (86-77%) Is well prepared & ready for each lesson
11. I- Commitment to the Profession: School-wide involvement and relationships

The student:

A (87-100%) Has demonstrated initiative and commitment through independent involvement in school
based activities resulting in a measurable contribution to the school
B (86-77%) Actively participates in a range of school activities and builds positive relationships with a
range of stakeholders
C (76-67%) Participates in a range of school activities and builds positive relationships within the school
D (66-60%) Occasionally participates in school activities and builds a few positive relationships within
the school
F (50-59%) Rarely participates in school activities and displays some difficult developing relationships
across the school
F (0-49%) Does not participate in school activities and has not developed relationships across the school,
apart from the MST

Result:C (76-67%) Participates in a range of school activities and builds positive relationships within the
school

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12. I- Commitment to the Profession: Resolving work-based problems

The student:

A (87-100%) Accepts school based authority structures and responsibility for independently resolving
work-based problems
B (86-77%) Accepts school based authority structures and responsibility for resolving work-based
problems with a growing level of independence
C (76-67%) Accepts school based authority structures and responsibility for resolving work-based
problems with some support
D (66-60%) Generally accepts school based authority structures and has some difficulties resolving
work-based problems without some support
F (50-59%) Challenges school based authority structures and has difficulty accepting responsibility for
work-based problems, even with support
F (0-49%) Does not respect school based authority structures & does not accept responsibility for
work-based problems

Result:B (86-77%) Accepts school based authority structures and responsibility for resolving work-based
problems with a growing level of independence

13. I- Commitment to the Profession: Attitude towards teaching & learning

The student:

A (87-100%) Demonstrates exceptional enthusiasm and positivity towards teaching and learning
B (86-77%) Demonstrates a positive attitude towards teaching and learning
C (76-67%) Generally demonstrates a positive attitude towards teaching and learning
D (66-60%) Generally demonstrates a positive attitude towards teaching and learning but with some
examples of negativity
F (50-59%) Inconsistently demonstrates a positive attitude towards teaching and learning
F (0-49%) Has not developed a positive attitude towards teaching and learning

Result:B (86-77%)Demonstrates a positive attitude towards teaching and learning

14. II- Planning for Learning: Producing quality lesson plans

The student:

A (87-100%) Has completed outstanding lesson plans which are consistently printed and available for
MST/MCT upon request
B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT upon
request
C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon request
D (66-60%) Has completed poor quality lesson plans which are not always available upon request
F (50-59%) Has inconsistently completed adequate lesson plans
F (0-49%) Has consistently failed to complete adequate lesson plans

Result:B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT upon
request

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15. II- Planning for Learning: Producing detailed lesson plans

A (87-100%) Lesson plans are exceptional to secure successful delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
B (86-77%) Lesson plans are well detailed to secure effective delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
C (76-67%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable
learning objectives and appropriate assessments
D (66-60%) Lesson plans have sufficient detail to generally secure effective delivery and include learning
objectives and some assessments
F (50-59%) Lesson plans lack detail and may not include adequate learning objectives and assessments
often leading to unsatisfactory lesson delivery
F (0-49%) Lesson plans lack detail and may not include learning objectives and assessments leading to
unsatisfactory lesson delivery

Result:B (86-77%) Lesson plans are well detailed to secure effective delivery and include testable
learning objectives and a variety of appropriate assessments and tasks

16. II- Planning for Learning: Producing effective & meaningful lesson plans

A (87-100%) Lesson plans are consistently balanced, engaging, effective and student-centred
B (86-77%) Lesson plans are usually balanced, engaging, effective and student-centred
C (76-67%) Lesson plans are generally balanced, engaging, effective and student-centred
D (66-60%) Lesson plans show some elements of balance but include some student-centred activities
F (50-59%) Lesson plans are inconsistently balanced and include limited student-centred activities
F (0-49%) Lesson plans are inconsistently balanced and include no student-centred activities

Result:A (87-100%) Lesson plans are consistently balanced, engaging, effective and student-centred

17. III- Managing Learning: Cooperative learning

The student:

A (87-100%) Consistently and effectively uses a range of cooperative learning strategies with a high
degree of confidence
B (86-77%) Consistently and effectively uses cooperative learning with a high level of effectiveness
C (76-67%) Uses cooperative learning regularly, usually with a level of effectiveness
D (66-60%) Sometimes uses cooperative learning as part of their learning environment but/or uses these
strategies with limited effectiveness
F (50-59%) Occasionally uses cooperative learning as part of their learning environment
F (0-49%) Does not use cooperative learning

Result:A (87-100%) Consistently and effectively uses a range of cooperative learning strategies with a
high degree of confidence

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18. III- Managing Learning: Classroom management strategies

The student:

A (87-100%) Uses a wide range of appropriate classroom management strategies to consistently secure a
safe and effective learning environment
B (86-77%) Uses appropriate classroom management strategies to consistently secure a safe and effective
learning environment
C (76-67%) Uses appropriate classroom management strategies to secure a safe and effective learning
environment
D (66-60%) Uses appropriate classroom management strategies which generally secure a safe and
effective learning environment
F (50-59%) Attempts to use classroom management strategies but these do not generally achieve a safe
and/ or effective learning environment
F (0-49%) Does not use classroom management strategies effectively or consistently leading to an
ineffective and/ or unsafe learning environment

Result:B (86-77%) Uses appropriate classroom management strategies to consistently secure a safe and
effective learning environment

19. III- Managing Learning: Routines & transitions

A (87-100%) Classroom routines and transitions are well established and differentiated leading to
significant student independence
B (86-77%) The student establishes and consistently manages classroom routines and transitions leading
to some student independence
C (76-67%) The student establishes and manages classroom routines and transitions
D (66-60%) The student has established some classroom routines and transitions but some development
is needed
F (50-59%) Classroom routines and transitions are inconsistently implemented
F (0-49%) The student has not established effective classroom routines and transitions

Result:A (87-100%) Classroom routines and transitions are well established and differentiated leading to
significant student independence

20. IV- Implementing Learning: Teaching & learning strategies

The student:

A (87-100%) Implements a wide range of strategies which continually motivate students and maintain an
effective classroom presence
B (86-77%) Implements strategies which continually motivate students and maintain an effective
classroom presence
C (76-67%) Generally implements strategies which motivate students and maintain an effective classroom
presence
D (66-60%) Sometimes implements strategies which motivate students and maintain an effective
classroom presence
F (50-59%) Attempts to sometimes implement strategies which motivate students and maintain an
effective classroom presence, although these are not necessarily effective
F (0-49%) Does not implement strategies which motivate students and maintain an effective classroom
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 presence

Result:B (86-77%) Implements strategies which continually motivate students and maintain an effective
classroom presence

21. IV- Implementing Learning: Teaching & learning materials

The student:

A (87-100%) Consistently presents material which is accurate, meaningful, accessible and differentiated
to support student engagement and learning
B (86-77%) Presents material which is accurate, meaningful, accessible and differentiated to support
student engagement and learning
C (76-67%) Presents material which is generally accurate, meaningful and accessible to support student
engagement and learning. Sometimes includes differentiation with growing effectiveness
D (66-60%) Occasionally presents material that lacks accuracy and/or meaningfulness. Differentiation is
implemented but not necessarily effectively
F (50-59%) Sometimes presents material that lacks accuracy and/or meaningfulness. Differentiation is
rarely implemented
F (0-49%) Frequently presents material that significantly lacks accuracy and/or meaningfulness.
Differentiation is not implemented

Result:A (87-100%) Consistently presents material which is accurate, meaningful, accessible and
differentiated to support student engagement and learningB (86-77%) Implements strategies which
continually motivate students and maintain an effective classroom presence

22. IV- Implementing Learning: Pacing

A (87-100%) Lessons are paced to ensure students are appropriately engaged and challenged and the
needs of individual students are met
B (86-77%) Lessons are consistently paced to ensure students are appropriately engaged and challenged
C (76-67%) Lessons are usually paced to ensure students are appropriately engaged and challenged
D (66-60%) The pacing of lessons may result in some students sometimes being disengaged, overwhelmed
or off task
F (50-59%) The pacing of lessons may result in some students being disengaged, overwhelmed &/or off
task
F (0-49%) The pacing of lessons may result in a significant proportion of the class being disengaged,
overwhelmed &/or off task

Result:B (86-77%) Lessons are consistently paced to ensure students are appropriately engaged and
challenged

23. IV- Implementing Learning: Instructions

A (87-100%) Clear, concise and timely instructions are consistently given using a range of appropriate
techniques
B (86-77%) Instructions are consistently given at appropriate times within a lesson and are invariably
clear and concise
C (76-67%) Instructions are given at appropriate times within a lesson and are generally clear and
concise
D (66-60%) Instructions are usually given at appropriate times within a lesson but may not always be
clear and concise
F (50-59%) Instructions are given within a lesson but may be unclear and/or excessively wordy, resulting
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 in some confusion
F (0-49%) When instructions are given they are generally unclear and this does not effectively facilitate
learning

Result:B (86-77%) Instructions are consistently given at appropriate times within a lesson and are
invariably clear and concise

24. IV- Implementing Learning: Questioning

The student:

A (87-100%) Skillfully uses a variety of questions which appropriately fit within the lesson context and
challenges students’ thinking
B (86-77%) Uses a variety of questions which appropriately fit within the lesson context to support
learning
C (76-67%) Uses questions which generally fit within the lesson context to support learning
D (66-60%) Uses questions which fit within the lesson context but these tend to be closed and/or do not
extend learning
F (50-59%) Inconsistently uses questions which fit within the lesson context but these tend to be closed
and/or do not extend learning
F (0-49%) Generally does not use questions effectively

Result:B (86-77%) Uses a variety of questions which appropriately fit within the lesson context to support
learning

25. V- Assessment: Monitoring

The student:

A (87-100%) Consistently monitors in relation to learning and behavior, meeting individual students’
needs
B (86-77%) Monitors purposively in relation to learning and behavior
C (76-67%) Generally monitors in relation to learning and behavior some improvement is needed
D (66-60%) Monitors but it is unfocused in relation to learning and/or behavior. Improvement is needed
F (50-59%) Demonstrates little understanding or ability in monitoring in relation to learning and
behavior
F (0-49%) Fails to utilize monitoring in relation to student learning and behavior

Result:A (87-100%) Consistently monitors in relation to learning and behavior, meeting individual
students’ needs

26. V- Assessment: Formative assessment

The student:

A (87-100%) Utilizes and thoroughly understands a range of effective formative assessment strategies to
gauge student progress
B (86-77%) Utilizes a range of effective formative assessment strategies to gauge student progress
C (76-67%) Generally utilizes a range of effective formative assessment strategies to gauge student
progress
D (66-60%) Utilizes some variety of formative assessment strategies to gauge student progress
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F (50-59%) Rarely utilized formative assessment strategies to gauge student progress
F (0-49%) Fails to understand and utilize formative assessment strategies

Result:B (86-77%) Utilizes a range of effective formative assessment strategies to gauge student progress

27. V- Assessment: Summative assessment

A (87-100%) Outstanding knowledge and implementation of valid and reliable summative assessment
strategies, where appropriate
B (86-77%) The student implements valid and reliable summative assessment strategies, where
appropriate
C (76-67%) The student generally implements valid and reliable summative assessment strategies, where
appropriate
D (66-60%) The student implements summative assessment strategies but not always ones that are valid,
reliable and/or appropriate
F (50-59%) Summative assessment strategies are invalid and/or unreliable
F (0-49%) Summative assessment strategies are not completed

Result:B (86-77%) The student implements valid and reliable summative assessment strategies, where
appropriate

28. V- Assessment: Feedback

A (87-100%) Constructive feedback is provided in a timely and effective manner using a range of
approaches
B (86-77%) Constructive feedback is consistently provided to students in a timely and appropriate manner
C (76-67%) Constructive feedback is generally provided to students in a timely and appropriate manner
D (66-60%) Constructive feedback is provided to students inconsistently. It may need to be more timely
and/or delivered in an appropriate manner
F (50-59%) Limited feedback provided to students is due to a lack of understanding
F (0-49%) Constructive feedback is not provided to students

Result:B (86-77%) Constructive feedback is consistently provided to students in a timely and appropriate
manner

29. V- Assessment: Assessment data

A (87-100%) Assessment data is consistently used to effectively inform planning and instruction.
Assessment data is recorded in an organized way. It is always available for MST/MCT.
B (86-77%) Assessment data is used to effectively inform planning and instruction. Assessment data is
recorded in an organized way and is available for MST/MCT.
C (76-67%) Assessment data is generally used to inform planning and instruction, though not always
effectively. Assessment data is generally recorded in an organized way and is usually available
for MST/MCT.
D (66-60%) The student sometimes uses assessment data to inform planning and instruction. Assessment
data is recorded but not always in an organized way but is usually available for MST/MCT.
F (50-59%) The student has made little attempt at using assessment data to inform planning and
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 instruction. Limited assessment data is available for MST/MCT
F (0-49%) The student has failed to use assessment data to inform planning and instruction &/or
assessment data is not available to MST/MCT

Result:B (86-77%) Assessment data is used to effectively inform planning and instruction. Assessment
data is recorded in an organized way and is available for MST/MCT.

30. VI- Reflection on Practice: Reflecting on student learning

The student:

A (87-100%) Consistently reflects on student learning in a meaningful way

B (86-77%) Reflects on student learning in a meaningful way
C (76-67%) Reflects on student learning
D (66-60%) Engages in some reflection on student learning, but reflection is quite vague and repetitive
F (50-59%) Engages in very little reflection on student learning
F (0-49%) Fails to understand the importance of reflecting on student learning

Result:B (86-77%) Reflects on student learning in a meaningful way

31. VI- Reflection on Practice

The student:

A (87-100%) Consistently reflects on her practice, drawing effectively from theory and leading to habitual
improvement
B (86-77%) Consistently reflects on her practice leading to improvements in a range of areas
C (76-67%) Reflects on her practice leading to improvement with limited guidance and support
D (66-60%) Engages in inconsistent and vague reflections on her own practice leading to little
improvement of practice
F (50-59%) Engages in little reflection on her own practice which leads to limited improvement of
practice
F (0-49%) Fails to understand the importance of reflecting on her own practice and/or fails to display the
ability to do so meaningfully

Result:B (86-77%) Consistently reflects on her practice leading to improvements in a range of areas

32. Observed Strengths:Ms Amina plans well for students with different learning abilities. She puts a lot
of effort in making sure she has challenging / interesting activities for group work activities. She works
as part of a team with the rest of the staff and will help out anywhere and at anytime.

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33. Areas for Development:Ms Amina should just be mindful of the pacing of her lessons in order to be
able to finish on time.

34. General/additional comments (optional):IT has been an absolute pleasure to have Ms Amina with us.
She has been a hard working member of staff from day one and liked by both colleagues and students
alike.

35. Final grade:B+

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