Bachelor of Education, Primary Education (EPR) EPC3903

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: 27- Oct - 2015

School: RAKAAG

Name of MST: Aseil Saeed Al Ashik

Name of Student: Maryam Mahmood

Desravins

Name of MCT: Garnel

/

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: /

Areas in which further development is needed:

1234-

Providing a lesson plan.

Stating the lesson objectives on the board.
Activities were clear.
The teacher was observing and assisting the
students.
5- Teacher used ICT resources.
6- Teacher use group work strategy.
7- Teacher involved many students to participate.

1- She needs to work on her English specially grammar.

2- The teacher mentioned that the frog lived in the sea instead
of pond
3- She has to work more on time management.
4- She needs to work on following her lesson plan and
objectives in order eg. She started with the target lesson
discussion and then she moved back to discuss the calendar.

General Comments:

Maryam is a hard work student teacher, who respects her tutors, and has been kind with my little students. Wish her all the
best in her future life

Please tick the boxes using the scale with 5 indicating the best possible performance
1
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.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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 behavior, 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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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-centered 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.

TP Guide for EPC3903 (EPR) Practicum 3b
Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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: 3- Nov- 2015

School: RAKAAG

Name of MST: Aseil Saeed Al Ashik

Name of Student: Maryam Mahmood

Desravins

Name of MCT: Garnel

/

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: /

Areas in which further development is needed:

8- Starting the lesson with a song.

9- Reviewing prevised concepts with the students
10- She used circle time strategy and introducing
the new concept by storytelling.
11- Teacher used variety of teaching materials and
brought real object (frog), and gave the chance
to students to observe.
12- Teacher use group work strategy.

5- She needs to work on her English specially grammar.

6- The teacher mentioned that the frog lived in the sea instead
of pond
7- She has to work more on time management.
8- She needs to work on following her lesson plan and
objectives in order eg. She started with the target lesson
discussion and then she moved back to discuss the calendar.

General Comments:

Maryam is a hard work student teacher, who respects her tutors, and has been kind with my little students. Wish her all the
best in her future life

Please tick the boxes using the scale with 5 indicating the best possible performance
1
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

TP Guide for EPC3903 (EPR) Practicum 3b
Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Demonstrates an understanding of the how to use ICT to support aspects of

the school curriculum

Displays a high standard of professional behavior, 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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Presents/ Explains lesson/activity plans in a clear, detailed and professional

way
/

Shows a student-centered 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 behavior 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.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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: 3- Nov- 2015

School: RAKAAG

Name of MST: Aseil Saeed Al Ashik

Name of Student: Maryam Mahmood

Desravins

Name of MCT: Garnel

/

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: /

Areas in which further development is needed:

13- Starting the lesson with a song.

14- Reviewing past concepts with the students
15- She used circle time strategy and introducing
the new concept by storytelling.
16- Teacher used variety of teaching materials and
brought real object (frog), and gave the chance
to students to observe.
17- Teacher use group work strategy.

9- She needs to work on her English specially grammar.

10- The teacher mentioned that the frog lived in the sea instead
of pond
11- She has to work more on time management.
12- She needs to work on following her lesson plan and
objectives in order eg. She started with the target lesson
discussion and then she moved back to discuss the calendar.

General Comments:

Maryam is a hard work student teacher, who respects her tutors, and has been kind with my little students. Wish her all the
best in her future life

Please tick the boxes using the scale with 5 indicating the best possible performance
1
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

TP Guide for EPC3903 (EPR) Practicum 3b
Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

10

Bachelor of Education, Primary Education (EPR) EPC3903

Presents/ Explains lesson/activity plans in a clear, detailed and professional

way
/

Shows a student-centered 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 behavior 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.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

11

Bachelor of Education, Primary Education (EPR) EPC3903

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

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

12