MST/MCT Final Assessment Report

This report is to be completed by the Mentoring School Teacher in consultation with the
Mentoring College Teacher and refers to teaching competencies listed below.
Name of student: Salama Saif

Course: Practicum 1b

Name of preschool / school: Al Dhabianeya

Grade: 3

Mentoring School Teacher: Sharon Osei-Tutu

Mentoring College Teacher:

Email: sharon.oseitutu@adec.ac.ae

Melissa McMinn

Absence dates / reasons: 7th and 14th March 2016 / Unwell

MST/MCT Final Grade: Good
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US = Unsatisfactory

Please tick the boxes using the scale with 5 indicating the best possible performance
I - Professionalism

Take the lead and use initiative both inside the classroom and outside
e.g. the playground
Actively participate in meetings and professional development training

II - Planning for Learning (including Knowledge and Understanding

of Content)

Use a lesson-planning template to design and plan in consultation with

the MST, a minimum of three, individual complete teaching sessions
with an entire class
Design and plan each lesson to include differentiated activities and
support and effective behaviour management strategies which
demonstrate an awareness of strategies that promote a more inclusive
curriculum e.g. that take into account childrens development and
cultural, physical and social factors

US

US

III - Implementing and Managing Learning (including behaviour

management, language and delivery)

Demonstrate ability to manage transitions between activities

Employ various questioning and elicitation techniques more effectively
Anticipate and apply appropriate strategies to manage student
behaviour
Use a variety of effective teaching/learning techniques
Apply a range of strategies to maintain an orderly classroom
atmosphere
Maintain consistently effective time management strategies.
Uses appropriate body language, eye contact and gestures to maintain
an effective classroom presence
Use a range of resources creatively to extend teaching and learning
opportunities both inside and outside the classroom as appropriate

IV - Monitoring, Assessment and Evaluation

US

US

US

Develop and apply appropriate monitoring strategies for full teaching

sessions including class, group, pair, and individual work
Apply effective monitoring techniques which could include constructive
written feedback in a timely manner
Use assessment instruments employed by the MST to evaluate
student work

V - Critical Reflection

Suggest explanations for personal and MSTs, classroom-based

decisions.
Predict the outcome of actions drawing on knowledge and theory
Review documentation required for successful management of lessons
and offer suggestions for improvement
Start to develop a personalised teaching philosophy with reference to
learning theories
Identify, apply and reflect on strategies, which will support professional
development in specified areas.

Observed Strengths:
Used different resources to engage students.
Used positive behavior management rewards to manage student behavior.
Has a good rapport with students.
Willingness to help and take on responsibilities within the classroom.
Used different learning activities in lessons to make the lesson more interesting or fun.
An enthusiastic attitude.
Areas for Development:
Completing lesson plans in sufficient time before the lesson is to be taught.
General Comments:
It has been a pleasure having Salama in the classroom. The students and I have benefitted from having
her support and we wish her all the best.

Overall Assessment Level Descriptors

A
A-

B+
B

C+
C

EXCELLENT / OUTSTANDING
To be assessed as excellent the student teacher will demonstrate a high
standard of achievement in all competency areas. An excellent student teacher
should differ from the other student teachers by an increased ability to
demonstrate initiative and independence.

GOOD
To be assessed as good, the student teacher will demonstrate a high standard of
achievement in most competency areas and proficiency in all.

SATISFACTORY
To be assessed as satisfactory, the student teacher will demonstrate proficiency
in most competencies and meet the minimum requirements of all.

MARGINAL
To be assessed as marginal, the student teacher will meet the requirements in
some competencies, but may need further development in others. The student
teacher must show progress in the areas of lesser achievement.

FAIL
To be assessed as unsatisfactory, the student teacher will not meet the
requirements in the majority of competencies.