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This report is to be completed by the Mentoring College Teacher in

consultation with the Mentoring School Teacher with reference to 3 formal


MST and 2 MCT observations, Practicum 3b TP competences and
documentation illustrating wider planning, including activities designed in
core courses.
Date: November 21, 2016

School: RAKAAG

Name of Student: Noora


MCT:

Name of MST: Faten Matar



Name of
/

Please tick the boxes using the scale with 5 indicating the best possible performance during this
lesson
PROFESSIONALISM
2
4
Comments or
1
3
5
Explicitly linked to the rubric in 5. Subject
reasoning:

knowledge; 9. Collaborative professional working.


Displays a high standard of professional
behaviour, which includes punctuality,
personal organization and presentation


Interacts effectively with students and staff .

Shows respect for the class teacher, the


principal and colleagues.

Shows initiative and enthusiasm in the
classroom

Contributes to discussions and offers ideas,
ICT support and assistance when appropriate.


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



Has worked with other staf in activities that
involve the school and/or wider community
Engages in pastoral care across the school
does she actively engage students and take the
initiative to monitor and manage student
behaviour outside of the classroom

NA

Communicates clearly and in a timely manner


to address issues.

SI/DWC/2015-16

Is prepared to teach and participate in school


meetings/responsibilities.

Ensures that the classroom is set-up to


maximize learning and is also a safe place for
learning.
PLANNING FOR LEARNING

Explicitly linked to the rubric in 5. Subject


knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Comments or
reasoning:

Follows curriculum guidelines and effective


design principles in planning for learning.

Has designed and planned a sustained,


integrated, thematic unit of work that
demonstrates an understanding of teaching and
learning as a progressive, developmental
process.

Has created a minimum of ten diferentiated


lesson plans for an entire class, which
incorporates one connected set of four
complete teaching sessions

Includes a range of activity types for the whole


class, groups and individuals in planning.

Details 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.


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


SI/DWC/2015-16

Presents/ Explains lesson/activity plans in a


clear, detailed and professional way
/

Shows a student-centred focus in lesson plans.



IMPLEMENTING AND MANAGING LEARNING

Explicitly linked to the rubric in 5. Subject


knowledge; 8. Experimentation/ Exploration of
ideas; 16. Delivery/Performance; 18a. Spoken
language

Consistently applies a range of efective


questioning and elicitation techniques

Uses accurate and appropriate language,


including pronunciation, stress and
intonation

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

Gives written and oral feedback to students in


a timely manner
Encourages the development of student
independence and responsibility

Experiments with a range of teaching


strategies and identifies their strengths and
weaknesses

Uses ICT resources and equipment


efectively.
)
(
SI/DWC/2015-16

Comments or
reasoning:

Manages lesson time efectively


Eff ectively motivates students to participate


in activities in lessons.


MONITORING AND ASSESSMENT

Explicitly linked to the rubric in 5. Subject


knowledge; 8. Experimentation/ Exploration of
ideas; 9. Collaborative professional working.

Develops and use efective 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

SI/DWC/2015-16

Comments or
reasoning:

Collects, tracks and uses student data to


inform teaching

CRITICAL REFLECTION

Explicitly linked to the rubric in 5. Subject


knowledge; 7. Reflection; 9. Collaborative
professional working.

Comments or
reasoning:

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.

Identifi es and accounts for the influence of a


range of stakeholders e.g. Ministry of Education,
Principal, parents etc. through portfolio
documentation

NA

Relates teaching philosophy to classroom


activities and artifacts

Justifies classroom-based decisions drawing on


theory and experience

SI/DWC/2015-16

Identifi es areas for development to be


considered in goal setting in the following
semester

SI/DWC/2015-16

Specifi c comments about the student teachers observed strengths during


this teaching practicum and for further development.
Observed Strengths: /

Areas in which further development is


needed:

Nora is a hard worker. She sets goal for


herself and works with the teacher to
achieve her goals.
She is responsive to feedback and
always willing to learn new strategies
that might help her improving her
practices.

To set short and achievable objectives


for each lesson.

To share the lesson objective with


students at the beginning of the lesson
and at the end as well.

To assess understanding of each goal


immediately before moving to the next
goal

To use variety of activities that helps


improving students independent
thinking and understanding rather than
depending only on group activities

She volunteers to help out with


teaching and learning process, such as
preparation, marking, group or
individual class activities.

She tries to take her lesson to the next


level by looking for new activities or
resources about the topic she will
teach.

To use more strategies or methods to


reinforce the concepts taught in each
lesson

To manage class time effectively

She can understand the students


needs quickly and is able to plan
accordingly.

To set class rules and consequences,


discuss those rules with children, then
apply them consistently.

She is always well prepared for the


lessons with its various stages.

To get more background knowledge


about the topic being taught and be
ready to answer students questions

She is very respectful, professional,


and cooperative with students and
teachers.

To use variety of assessment tools and


give feedback for students that helps
them evaluate their learning and set
goals for the next lesson

General Comments:

SI/DWC/2015-16

SI/DWC/2015-16

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