Practicum BAS 6 - EPC 3903

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: Nawar Rashed Hareb Mohamed Alzaabi

2. Student’s ID number: H00349331

3. Name of school: Al Afaq

4. Mentoring School Teacher (MST): Safeeya Saley

5. MST’s email: safeeya.saley@moe.gov.ae

6. Mentoring College Teacher (MCT): Dr Tania Al Aghar

7. Grade level: Year 1

8. Absence dates / reasons: none

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 ensures that resources and the classroom environment are well
prepared and organized
B (86-77%) Ensures that classroom and lessons are well prepared & ready for each lesson
C (76-67%) Ensures the classroom and lessons are prepared & ready for each lesson
D (66-60%) Ensures the classroom and lessons are 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: A (87-100%) Consistently ensures that resources and the classroom environment are
well prepared and organized
11. I- Commitment to the Profession: School-wide involvement and relationships

The student:

A (87-100%) Actively participates in school activities outside the classroom and builds positive
relationships with a range of stakeholders
B (86-77%) Participates in school activities outside the classroom and builds positive
relationships within the school
C (76-67%) Occasionally participates in school activities outside the classroom and builds a few
positive relationships within the school
D (66-60%) Has participated in a few school activities and displays some difficulty developing
relationships across the school
F (50-59%) Rarely participates in school activities and displays some difficulty 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: A (87-100%) Actively participates in school activities outside the classroom and builds
positive relationships with a range of stakeholders

12. II- Planning for Learning: Producing complete and detailed lesson plans

A (87-100%) Lesson plans are well detailed to secure effective delivery and include testable
learning objectives and a variety of appropriate assessments and tasks
B (86-77%) Lesson plans have sufficient detail to secure satisfactory delivery and include
testable learning objectives and appropriate assessments
C (76-67%) Lesson plans have sufficient detail to secure effective delivery and include learning
objectives and some 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: A (87-100%) Lesson plans are well detailed to secure effective delivery and include
testable learning objectives and a variety of appropriate assessments and tasks

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

The student:

A (87-100%) Consistently produces outstanding detailed lesson plans which are available to
MST/MCT
B (86-77%) Often produces outstanding detailed lesson plans which are available to MST/MCT
upon request
C (76-67%) Sometimes produces detailed lesson plans, which are printed and available for
MST/MCT upon request
D (66-60%) Has completed full lesson plans which are printed and available for MST/MCT
upon request
F (50-59%) Has completed poor quality lesson plans, where the detail is greatly lacking
F (0-49%) Produces lesson plans which are inconsistently completed

Result: A (87-100%) Consistently produces outstanding detailed lesson plans which are available
to MST/MCT
14. II- Planning for Learning: Producing engaging lesson plans

A (87-100%) Lesson plans consistently engage students and encourage maximum student
participation with a level of balance and a range of learning strategies and
materials
B (86-77%) Lesson plans often engage students and encourage maximum student participation
with a level of balance and a range of learning strategies and materials
C (76-67%) Lesson plans soemtimes engage students and encourage maximum student
participation with a level of balance and a range of learning strategies and materials
D (66-60%) Some lesson plans engage students and/or encourage active student participation,
with a limited range of strategies and materials
F (50-59%) Some lesson plans engage students and/or encourage active student participation,
with a limited range of strategies and materials. Some ideas are inappropriate
F (0-49%) Lesson plans include a few activities which engage students and most strategies are
teacher centred

Result: A (87-100%) Lesson plans consistently engage students and encourage maximum
student participation with a level of balance and a range of learning strategies and materials

15. III- Managing Learning: Classroom management strategies

The student:

A (87-100%) Uses appropriate classroom management strategies to consistently secure a safe

and effective learning environment
B (86-77%) Uses appropriate classroom management strategies to secure a safe and effective
learning environment
C (76-67%) Uses appropriate classroom management strategies which generally secure a safe
and effective learning environment
D (60-75%) Attempts to use classroom management strategies but these do not generally achieve
 a safe and/ or effective learning environment
F (50-59%) Does not use classroom management strategies effectively or consistently leading to
an ineffective and/ or unsafe learning environment
F (0-49%) Has very little classroom management strategies leading to an ineffective and/ or
unsafe learning environment

Result:A (87-100%) Uses appropriate classroom management strategies to consistently secure a

safe and effective learning environment

16. III- Managing Learning: Routines & transition

The student:

A (87-100%) Establishes and consistently manages classroom routines and transitions that are
differentiated
B (86-77%) Establishes and consistently manages classroom routines and transitions
C (76-67%) Establishes and manages classroom routines and transitions, with minor issues
D (66-60%) Has established some classroom routines and transitions but some development is
needed so as not to impact the effectiveness of the lesson
F (50-59%) Has inconsistently implemented classroom routines and transitions
F (0-49%) Has not established effective classroom routines and transitions

Result: A (87-100%) Establishes and consistently manages classroom routines and transitions
that are differentiated

17. IV- Implementing Learning: Inquiry based approach

The student:

A (87-100%) Consistently uses an enquiry based approach with an effective range of question
types to support & extend student learning
B (86-77%) Sometimes uses an enquiry based approach with an effective range of question types
to support & extend student learning
C (76-67%) Demonstrates an understanding of using an enquiry based approach and how an
effective range of question types support & extend student learning
D (66-60%) Understands the need to use an enquiry based approach within a lesson, but is
limited in the range of question types used to support & extend student learning
F (50-59%) Is unable to use an enquiry based approach within a lesson, but can use a range of
question types to support & extend student learning
F (0-49%) Does not demonstrate an ability to use question types effectively and is not able to
demonstrate an understanding of an enquiry based lesson

Result: A (87-100%) Consistently uses an enquiry based approach with an effective range of
question types to support & extend student learning

18. IV- Implementing Learning: Differentiation

A (87-100%) Activities and materials are consistently differentiated to support student

engagement and learning, throughout the whole lesson
B (86-77%) Some activities and materials within the lesson are differentiated to support student
engagement and learning
C (76-67%) A few activities and materials within the lesson are differentiated to support student
engagement and learning
D (66-60%) Activities and materials are differentiated to support student engagement and
learning, but some student needs are not addressed
F (50-59%) Activities and materials are differentiated to support some students in the class
F (0-49%) There is no differentiated activities or materials

Result: A (87-100%) Activities and materials are consistently differentiated to support student
engagement and learning, throughout the whole lesson

19. IV- Implementing Learning: Subject knowledge

The student:

A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with
confidence and is 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 successfully deliver the required LOs with
confidence
C (76-67%) Has sufficient subject knowledge to successfully deliver the required LOs
D (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
inaccuracies
F (0-49%) Does not have sufficient subject knowledge to successfully deliver the required LOs

Result: A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs
with confidence and is able to respond to queries with spontaneity and accuracy, perhaps
drawing links to real life or across the curriculum
20. IV- Implementing Learning: Grading language

The student:

A (87-100%) Effectively grades language to support and extend student comprehension of

content and instructions, adapting to individuals’ needs
B (86-77%) Effectively grades language to support student comprehension of content and
instructions, adapting to individuals’ needs
C (76-67%) Grades language to support student comprehension of content and instructions
D (66-60%) Generally grades language to support student comprehension of content and
instructions
F (50-59%) Sometimes grades language to support student comprehension of content and
instructions
F (0-49%) Is unsuccessful in this area: children struggle to follow instructions &/or teaching
due to ungraded (or inaccurate) language

Result: A (87-100%) Effectively grades language to support and extend student comprehension
of content and instructions, adapting to individuals’ needs

21. V- Assessment: Using formative assessment to inform planning

A (87-100%) Detailed formative assessment strategies are evident in all lesson plans based on
previous lessons
B (86-77%) Formative assessment data is consistently used to inform planning
C (76-67%) Formative assessment data is sometimes used to inform planning
D (66-60%) Formative assessment strategies are used, but the data is not used to inform
planning
F (50-59%) Formative assessment strategies are sometimes used in the lesson
F (0-49%) No formative assessment strategies are used in the lesson

Result: A (87-100%) Detailed formative assessment strategies are evident in all lesson plans
based on previous lessons

22. V- Assessment: Keeping assessment records

The student:

A (87-100%) Keeps detailed formative and/or summative assessment records and is able to make
reference to the data
B (86-77%) Keeps formative and/or summative assessment records and is able to make reference
to the data
C (76-67%) Keeps formative and/or summative assessment records
D (66-60%) Keeps some formative and/or summative assessment records
F (50-59%) Keeps some limited and/or incomplete formative and/or summative assessment
records
F (0-49%) There are no formative and/or summative assessment records
Result: A (87-100%) Keeps detailed formative and/or summative assessment records and is able
to make reference to the data

23. VI- Reflection on Practice: Producing quality reflections

The student:

A (87-100%) Regularly completes detailed reflections which consider situations from the
perspective of a range of stakeholders, with some reference to theory
B (86-77%) Completes detailed reflections which consider situations from the perspective of a
range of stakeholders
C (76-67%) Completes reflections which consider situations from the perspective of a range of
stakeholders
D (66-60%) Completes reflections which consider situations
F (50-59%) Attempts to complete reflections which consider situations from the perspective of
other stakeholders but these are shallow and do not lead to new insights
F (0-49%) Produces reflections that are often limited in thoughts and perspective and are not
submitted within the required/requested timeframe

Result: A (87-100%) Regularly completes detailed reflections which consider situations from the
perspective of a range of stakeholders, with some reference to theory

24. VI- Reflection on Practice: Reflecting on student teacher relationships

The student:

A (87-100%) Reflects on relationships with students (children) as part of professional practice

and uses the insights to develop a positive learning environment
B (86-77%) Reflects on relationships with students (children) as part of professional practice
and uses the insights to improve these relationships
C (76-67%) Reflects on relationships with students (children) as part of professional practice
D (66-60%) Reflects on relationships with students (children) as part of professional practice but
these reflections are generally shallow
F (50-59%) Reflects on relationships with students (children) as part of professional practice but
these reflections are generally not congruent with best practice
F (0-49%) Does not reflect in a meaningful way on her relationships with students (children)

Result: A (87-100%) Reflects on relationships with students (children) as part of professional

practice and uses the insights to develop a positive learning environment
25. Observed Strengths: Nawar plans highly effective Lessons which meet the required
outcomes.
26. Areas for Development: Pacing/Time limits on activities.

27. General/additional comments (optional): Nawar displayed a highly professional and

enthusiastic attitude. She planned herself well. She achieved required outcomes and the goals
that she had set in her planning. She utilised well planned resources which engaged her learners
well. She showed deep concern and built an effective relationship with the learners in which they
felt safe and comfortable to approach her at all times.

28. Final grade: A