Practicum BAS 7 - EPC 4403

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 Taqaddom

4. Mentoring School Teacher (MST): Marlene Morgan

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

6. Mentoring College Teacher (MCT): Ebtesam Alzahmi

7. Grade level: Year 5

8. Absence dates / reasons: 1 day - 23rd October 2018. Ms Amina was not feeling well.

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, but some materials and preparation is still
needed
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 consistent involvement in school
based activities resulting in a positive contribution to the school
B (86-77%) Actively participates in school activities outside the classroom and builds positive
relationships with a range of stakeholders
C (76-67%) Participates in school activities outside the classroom and builds positive relationships within
the school through collaboration with others across the school
D (66-60%) Occasionally participates in school activities outside the classroom 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:

B (86-77%) Actively participates in school activities outside the classroom and builds positive relationships
with a range of stakeholders

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:
A (87-100%) Demonstrates exceptional enthusiasm and positivity towards teaching and learning

14. II- Planning for Learning: Long term planning

The student:

A (87-100%) Completes detailed and effective long term and unit/ weekly plans for all units covered in
the placement
B (86-77%) Completes detailed long term/weekly and unit plans covered in the placement
C (76-67%) Completes long term and unit plans/weekly plans for all units covered in the placement that
cover all the areas to be addressed
D (66-60%) Completes long term and unit plans for some units covered in the placement
F (50-59%) Completes long term and unit plans for some units covered in the placement but are
ineffective and/or have numerous errors
F (0-49%) Does not complete long term and unit plans for units covered in the placement

Result:

B (86-77%) Completes detailed long term/weekly and unit plans covered in the placement

15. 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 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

16. 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 (78- 67%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable
learning
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
or these do not correlate, 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:
C (78- 67%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable learning

17. 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 and 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:

B (86-77%) Lesson plans are usually balanced, engaging, effective and student-centred

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

The student:

A (87-100%) Effectively establishes and manages a variety of classroom routines and transitions
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%) Implements some classroom routines and transitions
F (50-59%) Implements classroom routines and transitions but does so inconsistently
F (0-49%) Does not establish classroom routines and transitions

Result:
A (87-100%) Effectively establishes and manages a variety of classroom routines and transitions

20. IV- Implementing Learning: Gradual release model

The student:

A (87-100%) Utilizes the gradual release model to ensure students (children) can complete the task
independently
B (86-77%) Utilizes the gradual release model with general effectiveness
C (76-67%) Utilizes the gradual release model with minor irregularities
D (66-60%) Utilizes the gradual release model with some effectiveness
F (50-59%) Utilizes the gradual release model with limited effectiveness
F (0-49%) Does not utilize the gradual release model

Result:

A (87-100%) Utilizes the gradual release model to ensure students (children) can complete the task
independently

21. 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%) Lessons are sometimes paced to ensure students are appropriately engaged and challenged
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:
C (76-67%) Lessons are usually paced to ensure students are appropriately engaged and challenged

22. 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%) Presents material that may occasionally lack accuracy and/or meaningfulness.
Differentiation is implemented but not necessarily effectively
F (50-59%) Presents material that may sometimes lack accuracy and/or meaningfulness. Differentiation
is rarely implemented
F (0-49%) Presents material that frequently/ significantly lacks accuracy and/or meaningfulness.

Result:
B (86-77%) Presents material which is accurate, meaningful, accessible and differentiated to support
student engagement and learning

23. IV- Assessment: Formative Assessment

The student:

A (87-100%) Develops and implements a wide range of formative assessment strategies which are valid
and reliable
B (86-77%) Develops and implements a range of formative assessment strategies which are valid and
reliable
C (76-67%) Develops and implements formative assessment strategies which are valid and reliable
D (66-60%) Develops and implements some formative assessment strategies
F (50-59%) Rarely develops and implements formative assessment strategies and is generally reliant on
questioning, observations and products
F (0-49%) Rarely develops and implements formative assessment strategies

Result:

B (86-77%) Develops and implements a range of formative assessment strategies which are valid and
reliable

24. IV- Assessment: Summative Assessment

The student:

A (87-100%) Develops an outstanding summative assessment task for a unit of work which is valid and
relevant
B (86-77%) Develops a valid and reliable summative assessment task for a unit of work
C (76-67%) Develops a summative assessment task for a unit of work which is generally effective
D (66-60%) Develops a summative assessment task for a unit of work with some errors and omissions
F (50-59%) Develops a summative assessment task for a unit of work which has limited effectiveness
F (0-49%) Does not develop any summative assessment tasks
N/A Non Applicable

Result:
B (86-77%) Develops a valid and reliable summative assessment task for a unit of work

25. V- Reflection on Practice

The student:

A (87-100%) Consistently reflects on her own practice drawing effectively on theory leading to
habitual improvement
B (86-77%) Consistently reflects on her own practice leading to improvements in a range of areas
C (76-67%) Reflects on her own practice leading to improvement with some 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 own practice and/or fails to display the
ability to do so meaningfully

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

26. V- 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 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

27. VI- Reflection on Practice: Producing quality reflections

A (87-100%) Outstanding reflections are conducted which are very organized, consistently done and are
accessible to the MST and MCT
B (86-77%) Reflections are conducted and recorded consistently and are accessible to the MST and MCT
C (76-67%) Reflections are conducted and recorded most of the time and are accessible to the MST and
MCT
D (66-60%) Reflections are done inconsistently but are accessible to the MST and MCT
F (50-59%) Reflections are inconsistently conducted, are ineffective and/ or are not readily accessible to
the MST and MCT
F (0-49%) Reflections are rarely conducted and/or are not readily accessible to the MST and MCT

Result:
B (86-77%) Reflections are conducted and recorded consistently and are accessible to the MST and
MCT
28. Observed Strengths:
Fatima is punctual and well organised. She shows great initiative and has planned some good lessons.
She prepared her own resources when needed and always came to school prepared. She has
demonstrated good classroom management and developed a good relationship with the students.

Ms Amina has the ability to change lessons as she is teaching according to students' performance. If a
lesson is not going according to plan she will stop and do something else that works better in order for
lesson objection to be reached. She works hard and works well as a member of a team and individually.

29. Areas for Development:

Long term planning.

Volume of voice when teaching.

Ms Amina was at times nervous while being observed or when another teacher came in while she was
teaching. We remedied this by asking colleagues to come sit in during her lessons and she learnt to be
calm and carry on as usual.

30. General/additional comments (optional):

I have thoroughly enjoyed mentoring Fatima. She has been an asset to my classroom and I wish her the
best of luck with her career.

The students and I loved having her with us and we look forward to her comimg back. She puts a lot of
effort into everything she does and will not stop until she is happy with lesson delivery and student
performance. She is an educator with a soft , gentle nature and all the students felt very at ease with her.
31. Final grade:
B+