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: 2 /11/2015

School:
GEMS Westminster ;R.A.K
Dhanya Surendradas

Name of Student: Rafeeah

Garnel Desravins

Name of MST:

Name of MCT:
/

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: /

Rafeeah is always pleasant and

shows only positive attitude to
the students.
She always motivates the
students and reinforce in their
work.
She gives appraisal and
rewards whenever needed.
Rafeeah gives attention to all
students equally and gives
chance to all of them to
present their ideas.
She always prepares student
centered lessons.

Areas in which further development is needed:

Has to improve voice modulation.

Has to make differentiated lesson plans.
She can stress on certain key points by
writing on the white board.

General Comments: Rafeeah is a dedicated, talented and creative teacher. She is also
hardworking. The most important is her loving and caring attitude towards the students.

Please tick the boxes using the scale with 5 indicating the best possible performance
1
2
3
4
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

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

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

and professional way
/

Shows a student-centred 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.

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