Practicum BAS 5 - EPC 3403 MST/MCT Final Assessment Report ‘This report is to be completed by the Mentoring School Teacher in consultation with the ‘Mentoring College Teacher. tis based on the six teaching competencies listed below: 1). Commitment to the Profession 1V) Implementing Learning Il) Planning for Leaming \V) Assessment Il) Managing Learning VI) Reflection on Practice Please complete this form and tick the boxes using the following criteria: Ale7-00%-Outstanding 8 86:77%)-Very good B feo margnal F Socer)margay unsatstactry T Name of student: Alyn Naseer Student's TD number: Norsure 3 Name of school: At Aasimah F Mentoring School Teacher (MST): Dr R. Govender SMSTs email rookumanigovender @adec. [6 Mentoring Callege Teacher (MCT): Latonya ielt 7 Grade Te Year 3 Absence daterTreavons Sunday -leerurer3 T-Commltment tothe Profession: Attendance The student: A (87-100% Prioritize the neds ofthe school and students over required working hours ‘B (86.77%) Always demonstrates consistent attendance and punctuality € (76.67%) Demonstrates consistent atendance and punctuality D (66-60%) Displays occasional issues with attendance and punctuality F (50-59%) Displays issues with attendance and punctuality F (0-498) Has not grasped the importance of attendance and punctuality lading to consistent ‘absences andior lateness Result: A (87-100% Priortzes the needs ofthe school and students over required working hours 0. F- Commitment to the Profession: Preparation & planning The student: ‘A (67-100) Consistently prepares high quality materials which are well organiced 1B (86.77%) Is well prepared & ready for each lesson C (76.67%) Is prepared & ready fr each lesson D (66-60%) Is generally prepared & ready foreach lesson F (50.59%) Has difficulties preparing for lessons & being ready on time P (0-49%) Fails to demonstrate a wilingness to plan and prepare materials and lessons Result: 1B (86.776) Ie wel prepared & ready for enc lesson 7 I Commiiment to the Profession: Peer Observation ‘The student: A (87-100%) Conducts a peer observation and provides oral and writen feedback which Identifies an extensive range strengths and suggestions ‘B (86.77%) Conducts a peer observation and provides oral and written feedback which identifies ‘arrange strengths and suggestions € (76.67%) Conducts a peer observation and provides oral and written feedback which identifies strengths and suggestions D (66-60%) Conducts a peer observation and provides oral and writen feedback but this is limited andlor lacks accuracy (50-59%) Conducts a peer observation but feedback is uninformative and/or inappropriate F (0-49%) Does not conduct a peer observation Result:‘B (6-77%%) Conducts a per observation and provides oral and written feedback which Wleniiies a range strengihs and suggestions | ad | TE Panning for Learnings Producing quali son plans The student: A (87-100%) Has completed oustanding lesson plans which are consistently printed and available for MST/MCT upon request 2B (86-77%) Has completed solid lesson plans which are printed and available for MSTIMCT. ‘upon request (© (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon request 1 (66-60%) Has completed poor quality lesson plans which are not always available upon | request (50.59%) Has inconsistently completed lesson plans F (0-49%) Has consistently failed o complete adequate lesson plans Result: B (86.77%) Has completed solid lesson plans which are printed and availabe for MSTIMCT 13. IL Planning for Learning: Preducing well-balanced lesson plans The students A (87-100%) Writs lesson plans which consistently demonstrate a level of balance (stir/setle, MI, skills ef) which secures effective learning ‘B (86-77%) Writes lesson plans which demonstrate a level of balance (str/sette, MI, skills ete) which secures effective learning (76.67%) Writes lesson plans which demonstrate some balance but notin all the identified ays (stir/sere, MI, ills ete) (66-60%) Writes lesson plans which addres the issue of balance but some ideas demonstrate a degree of misunderstanding (50.59%) Writes lesson plans which include limited aspees of balance F (0-49%) Does not appear to consider the issue of balance in lesson plans Result: ‘A (87-100%) Writes lesson plans which consistently demonstrate a level of balance (stilt, I, skills ete) which secures effeeive learning ‘Ue Planning for Learning: Planning engaging lesson plans ‘A(87-100%) Lesson plans consistently engage students and encourage maximum student participation 1B (86.77%) Lesson plans engage students and encourage active student participation C (76.67%) Lesson plans engage students andior encourage active student participation D (66-60%) Lesson plans engage students andlor encourage active student participation. ‘Some ideas are inappropriate. FF (50.59%) Lesson plans include e few activities which engage students and encourage active participation F (0-49% Lesson plans are largels teacher centredResult: 1B (86-77%) Lesson plans engage students nd encourage active student participation | TET Managing Leaming: Cooperative sraiegies ‘The student A (87-100%) Consisteatty incorporates a range of cooperative strategies which secure the learning objectives are achieved with the majority ofthe class B (86.77%) Incorporates a range of cooperative strategies which secure the learning objectives are achieved with the majority ofthe class (76.67%) Incorporates a range of cooperative strategies which secure the learning objectives fare achieved (66-60%) Incorporates a range of cooperative strategies which sometimes secure the learning objectivesare achieved | F (80-59%) Incorporates cooperative learning but this is rare and focuses on simple strategies F (0.49%) Does not incorporate meaningful effective cooperative learning Result: 1B (86-77%) Incorporates a range of cooperative strategies which secure the learning objectives | are achieved withthe majority ofthe class | 16 Mt Managing Lecning: Expectations & routes The student: A (87-100%) Develops consistent student independence and responsibility by providing clear & consisten’ expectations and routines. There is evidence of innovative approaches to classroom management 1B (86.77%) Develops consistent student independence and responsibilty by providing clear & | consistentexpectations and routines. It is clear from behavior tha all of there are working effectively in the classroom (© (76.67%) Develops student independence and responsibilty by providing clear & consistent ‘expectations and routines (66-60%) Develops rudent independence and responsibilty by providing clear expectations ‘and routines but this inconsistent F (50-80%) Provides expectations and routines but these are rarely enforced F (0-49%) Does not tempt to develop student independence Result A (87-100% Develops consistent student independence and responsibilty by providing clear & ‘consistent expectations and routines. There is evidence of innovative approaches to classroom ‘management.T7-1V- Implementing Learning: Subject knowledge The student: A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with confidence and is able ro respond to queries with spontaneity and accuracy, perhaps drawing links to real life or across the curriculum 1B (86.77%) Has sufficient subject knowledge to succesfully deliver the required LOs with ‘confidence (76.67%) Has sufficient subject knowledge to succesfully deliver the required LOs D (66.60%) Usually has sufficient subject knowledge to successfully deliver the required LOs F (50.59) Has sufficient subject knowledge to deliver the lesson but there are gaps and/or F (0-49%%) Does not have sufficient subject knowledge to succesfully deliver the required LOs Result 1B (86-77%) Has sufficient subject knowledge to successfully deliver the required LOs with 18.1V- Implementing Learnings Questioning The student: A (87-100%) Effectively incorporates a wide range of question types in lessons to support & ‘extend student learning 1B (86.77%) Effectively incorporates a range of question types in lessons to support student Tearning (© (76.67%) Incorporates a range of question types in lessons to support student learning D (66-60%) Incorporates a range of question types in lessons but wth limited effecdveness F (50.59%) Incorporates information and structural (CRM) questions But rarely uses other types ‘of questions F (0-49%) Does not use questions effectively Result: B (86.77%) Effectively incorporates a range of question txpes in lessons to support student earning : 19. 1V- Implementing Learning: Grading language The student A (87-100%) Effectively grades language to support and extend student comprehension of ‘content and instructions, adapting to individuals’ needs B (86.77%) Effectively grades language to support student comprehension of content and instructions, adapting to individuals’ needs