You are on page 1of 5

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: 11.11.15

of MST: Vineet Varghese

Name of Student: FATIMA
Garnel Desravins

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: /
Starter activity was really interesting with
different activities based on students ability.
Students were keen to know the next task in
the lesson and even more excited by
following the instruction on the power point
presentation. She worked hard on the class
management techniques that showed a
drastic change in her teaching and learning
process. She very well projected the whole
idea of exercise and sleep, class was
completely involved in the activity and was
eager to answer the question.

Areas in which further development is needed

Fatima can work more on class management strate
and can organize better class activities which engro
students for the longer time and it included differen
activity as well. Voice modulation plays an importan
in teaching specially to deal with younger kids, she
to work hard on it.

General Comments: She is empathic and compassionate towards others and above all sh
very clam person and brave enough to handle the difficult situations.

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

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

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
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
Uses ICT resources and equipment effectively.
Manages lesson time effectively

Effectively motivates students to participate in activities in

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

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