EPC 2903 Teaching Practice Booklet

Student HCT ID number:

Mentor School Teacher (MST): Miss C Boston Mentor College Teacher (MCT):
Placement School: RAK Academy. Year 1.
This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College Teacher &refers to teaching competencies listed below:

Semester 4 Achievement that Achievement that Achievement that Achievement that Achievement that is Achievement that is
clearly does not meet narrowly fails to meet minimally meets the satisfactorily meets the significantly above the outstanding relative to
requirements for requirements for course course requirements course and GPA course and GPA the course and GPA
course with normal with normal grading but may not meet the requirements requirements requirements
grading mode. mode. GPA requirement

Commitment to Has not grasped the Displays issues with Displays occasional Demonstrates consistent Always demonstrates Prioritizes the needs of
the Profession importance of attendance and issues with attendance attendance and consistent attendance the school and students
attendance and punctuality and punctuality punctuality and punctuality over required working
punctuality leading to hours
consistent absences
and/or lateness

Fails to demonstrate a Has difficulties preparing Is generally prepared & Is prepared & ready for Is well prepared & ready Consistently prepares
willingness to plan and for lessons & being ready ready for each lesson each lesson for each lesson high quality materials
prepare materials and on time which are well organized
lessons

Has not been involved Participates in Participates in Participates in Actively participates in Actively participate in a
in any professional professional activities on professional activities professional activities professional activities range of professional
activities in the class or a very sporadic or one- related only to her class across the school, with across the school activities across the
school off basis some encouragement school

Comments: During the length of the placement Fatema demonstrated clear commitment to her time in school. If the placement was longer she would have been able to participate in
a range of professional activities across the school.

Planning for Has consistently failed Has inconsistently Has completed poor Has completed Has completed solid Has completed
Learning to complete adequate completed lesson plans quality lesson plans appropriate lesson plans lesson plans which are outstanding lesson plans
which are not always which are available for printed and available for which are consistently

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lesson plans available upon request MST/MCT upon request MST/MCT upon request printed and available for
MST/MCT upon request

Lessons plans Lesson plans do not Lesson plans include Lesson plans include Lesson plans include a Lesson plans include a
demonstrate a include appropriate some strategies for relevant strategies for range of relevant range of relevant &
misunderstanding of strategies for teaching/ learning but teaching/ learning and strategies for innovative strategies for
what is required to teaching/learning. LOs these are not generally tasks are outlined for teaching/learning and teaching/learning for
achieve the learning are missing or are appropriate. LOs are each stage of the lesson. tasks are well described each stage of the lesson.
objectives inappropriate. stated but are unclear LOs are clearly stated. for each stage of the LOs are clearly stated &
lesson. LOs are clearly are wholly appropriate.
stated.

Comments: In order for Fatema to reach Lesson plans include a range of relevant & innovative strategies for teaching/learning for each stage of the lesson. LOs are clearly stated &
are wholly appropriate. She would need to use technology to insure audio, kinesthetic and visual learning is taken place. However, she has demonstrated that she is capable of reaching
this objective in future placements.

Managing Does not implement Attempts to implement Attempts to implement Implements a range of Implements a range of Implements a range of
Learning classroom routines* in classroom routines* to classroom routines* to effective classroom effective classroom effective classroom
any meaningful way secure a positive and secure a positive and routines* to secure a routines* to secure a routines* to secure a
productive learning productive learning positive and productive positive and productive positive and productive
environment. However, environment. However, learning environment, learning environment learning environment
this is achieved this is not achieved but tends to be reactive although some minor and appropriately
sporadically consistently rather than proactive issues persist responds to classroom
issues with confidence

*Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behavior & an orderly environment.

Comments: Fatema implemented a range of effective classroom routines to secure a positive and productive learning environment. She started to use the displays to portray the
learning methods taught. It would be good if she continued to use the displays as a point of reference for the children to refer to and recall learning from.

Implementing Does not have sufficient Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject
subject knowledge to knowledge to deliver the subject knowledge to knowledge to knowledge to knowledge to

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Learning successfully deliver the lesson but there are gaps successfully deliver the successfully deliver the successfully deliver the successfully deliver the
required LOs and/or inaccuracies required LOs required LOs with required LOs with required LOs with
consistency confidence confidence, and can add
in additional examples
and/or respond to
questions with accuracy
spontaneity

Does not implement Attempts to implement Implements learning Implements appropriate Implements well Learning centers/
learning centres/ student learning centers/ student centers/ student learning centers/ student organized and successful student centred tasks
centred tasks centred tasks but centred tasks but centred tasks to support learning centers/ student are fully appropriate for
delivery is disorganized improvements are learning objectives & centred tasks to support the context and
and generally ineffective needed in aspects of engage students, but learning objectives & demonstrate creativity
organization minor adjustments are engage students and sound pedagogy.
needed Organization is
outstanding.

Students are unable to Instructions have not The quality of Instructions are generally Instructions are Instructions are
follow the instructions been considered so are instructions are clear & concise consistently clear & consistently clear,
due to them being unclear inconsistent leading to concise concise & delivered with
unclear and/or poor some confusion clarity & confidence
delivery amongst the children

Comments: The subjects that were taught to the children were successfully delivered to the children. Sometimes it would have been useful for Fatema to raise her voice to demand
the children listen. Meanwhile, as her confidence grows and her subject knowledge expands she will have a greater presence in her delivery of teaching.

Assessment Does not complete any Attempts to design & Designs & implements a Designs & implements a Designs & implements a Designs & implements a
diagnostic assessment implement a simple simple diagnostic simple diagnostic simple diagnostic simple yet effective
diagnostic assessment, assessment, suitable to assessment, suitable to assessment, suitable to diagnostic assessment,
suitable for the context the context & learning the context & learning the context & learning suitable to the context &
& learning objectives, objectives, but some objectives, but some objectives learning objectives
but data collected in data collected is minor adjustments are
generally invalid inadequate &/or needed
incomplete

Comments: Fatema followed the school policy for assessment and was able to identify children who needed additional support. She support marking and was able to step in during

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handwriting session and help children on a 1:1 basis.

Does not complete Asks some questions to Asks a range of Asks a range of Consistently asks a range Asks a wide range of
meaningful reflections guide reflections but appropriate questions appropriate questions to of appropriate questions insightful questions to
these are limited and to guide reflections on guide reflections on to guide reflections on guide reflections on
shallow various elements of various elements of various elements of various elements of
classroom practice, but classroom practice classroom practice classroom practice
these tend to be leading to a deeper
shallow understanding and
valuable changes in
practice

Reflection on Does not complete Reflects on classroom Reflects on classroom Produces reflections Produces reflections Produces reflections on
Practice meaningful reflections situations but does not situations and starts to which identify personal which identify personal classroom situations
accept personal accept some responsibility for responsibility for which accept personal
responsibility where this responsibility for issues classroom situations classroom situations responsibility but also
is required but does not follow with growing complexity with growing complexity recognizes others roles
through with any & implements some & actively acts on these and includes appropriate
effectiveness changes insights leading to suggestions for
improvements of improvements across the
practice stakeholders leading to
improvements in
practice

Comments:

MST Signature: C.Boston Date:

MCT Signature: Date: _______