EPC 2903 Teaching Practice Booklet

FINAL ASSESSMENT REPORT B. Ed. Early Childhood Year 2, Semester 3

Overall Assessment Level Descriptors

A
A- EXCELLENT
To be assessed as excellent the student teacher will demonstrate a high standard of
achievement in all competency areas. An excellent student teacher should differ from the
other student teachers by an increased ability to demonstrate initiative and independence.
B+
B GOOD
To be assessed as good, the student teacher will demonstrate a high standard of
achievement in most competency areas and proficiency in all.
C+
C SATISFACTORY
To be assessed as satisfactory, the student teacher will demonstrate proficiency in most
competencies and meet the minimum requirements of all.
D
MARGINAL
To be assessed as marginal, the student teacher will meet the requirements in some
competencies, but may need further development in others. The student teacher must show
progress in the areas of lesser achievement.
F
FAIL
To be assessed as unsatisfactory, the student teacher will not meet the requirements in the
majority of competencies.

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 EPC 2903 Teaching Practice Booklet

MST Final Assessment Report (Part 1)

Name of student: Maryam Course: Teaching Practice 2b Year: 2
Name of preschool / school: Australian International School
Mentoring School Teacher: Sarah Clay
Absence dates / reasons: n/a
General Context:
KG1, ELC age group (students who are 4 years old), a mixture of 24 students- both local and international. Mariam
worked with students mainly on literacy and numeracy in whole group instruction.

Observed Strengths:
- clear goals in mind for each lesson
- willing to try new things
- teaching grows stronger each day
- genuine interest in students
- creative resources and ideas for activities
- strong connection with some students

Areas for Development:

- following through on behaviour management (using classroom structures, reminding students of
expectations)
- learn each student's name and know them as an individual.
- getting to know each individual students (engaging with them during play time, being active within
the room)- put the phone away and play and chat with students
- considering timing of lessons (less time for students to be waiting for instruction)
- being punctual - showing up on time and staying until required time, staying with class during the
day, having a presence in the room.
- Being completely engaged and professional with the learning - no mobile phone out or waiting by
the side of classroom and playgrounds

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General Comments:
Mariam has made an attempt to engage the students in ELC A. She has been committed to each
lesson she teaches and has successfully taught the children lots- using interesting and well
prepared resources . She has begun to form a connection with some children and some feel at
ease with her. She has shown good initiative and follow through with any feedback given and
adapts each future lesson based on prior feedback.

I encouraged Mariam to make a connection within the school community, to greet parents and
children warmly each morning and to get to know each family. This will support her teaching
and knowledge of the children as individuals. I also encourage Mariam to focus on students as
individuals and make an effort to know them all by name and assess what they know and do
not know and build this into each lesson.

In future practicums I encourage Mariam to be punctual and involve herself in a full day as an
early years teacher and all that this involves. By engaging with the mentor, students and
community the lesson objectives and planning will be clearer and her skills will grow stronger.

Mentoring School Teacher Sarah Date 2nd Nov.

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 EPC 2903 Teaching Practice Booklet

MST Final Assessment Report (Part 2)

Please read through the following competencies and grade your mentee at the end of the placement using the following grades
E= Excellent, G=Good, S=Satisfactory, ,M=Marginal, US=Unsatisfactory.
Please grade them according to their performance at the end of the placement. It is only necessary to give one grade for each section.
Please do not grade each sub-category.
Planning for Learning
Develop testable learning objectives Marginal
Write full lesson plans which include beginning, middle and end content/ tasks that support achieving the learning objectives
Managing Learning
Choose & justify the selection of appropriate routines (entering/ leaving the class, transitions, submitting work, resource Satisfactory
distribution) in a range of contexts (ages, gender, class size, school context, class dynamics, parental support)
Explain practical aspects of implementation (clear instructions, consistency etc)
Implementing Learning

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Explore the value of learning centres/group work to the relevant TP context Good
Identify appropriate learning centre /group work tasks
Outline organisational aspects of learning centre/group work delivery (for example, preparing resources, giving instructions,
setting expectations etc)
Consider the importance of effective instructions and their key characteristics (clear, concise, concept checked etc)
Assessment
Conducts assessment during activities (observations, notes, checklist)
Begins to use assessment data to inform future work Satisfactory