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Practicum BAS 6 - EPC 3903 MST/MCT Final Assessment Report This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College Teacher. It is based on the six teaching competencies listed below: 1) Commitment to the Profession I) Planning for Learning Ill) Managing Learning IV) Implementing Learning V) Assessment VI) Reflection on Practice Please complete this form and tick the boxes using the following criteria A (87-100%)=Outstanding _B (86-77%)=Very good }=Marginal F (60-59%)=Marginally unsatisfactory D (66-60%) C (76-67%)=Satisfactory F (0-49%)=Unsatisfactory 1. Name of student: Shaikha Abu Baker 2, Student’s ID number: HO0009858 3. Name of school: Gems American Academy 4. Mentoring School Teacher (MST): Laura O'Sullivan 5. MST’s email: Losullivan_gaa@gemsedu.com 6. Mentoring College Teacher (MCT): ‘Melissa McMinn 7. Grade level: FS? 8. Absence dates /reasons: 19th March absent, No reason given 9. T- Commitment to the Profession: Attendance The student: A (87-100%) Prioritizes the needs of the school and students over required working hours B (86-77%) Always demonstrates consistent attendance and punctuality C (76-67%) Demonstrates consistent attendance and punctuality D (66-60%) Displays occasional issues with attendance and punctuality F (50-59%) Displays issues with attendance and punctuality F (0-49%) Has not grasped the importance of attendance and punctuality leading to consistent absences and/or lateness Result: F (50-59%) Displays issues with attendance and punctuality 10. F- Commitment to the Profession: Preparation & planning The student: | A (87-100%) Consistently ensures that resources and the classroom environment are well prepared and organized B (86-77%) Ensures that classroom and lessons are well prepared & ready for each lesson C (76-67%) Ensures the classroom and lessons are prepared & ready for each lesson D (66-60%) Ensures the classroom and lessons are generally prepared & ready for each lesson F (50-59%) Has difficulties preparing for lessons & being ready on time F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons Result: B (86-77%) Ensures that classroom and lessons are well prepared & ready for each lesson 11. J- Commitment to the Profession: School-wide involvement and relationships | The student: A (87-100%) Actively participates in school activities outside the classroom and builds positive relationships with a range of stakeholders B (86-77%) Participates in school activities outside the classroom and builds positive relationships within the school C (76-67%) Occasionally participates in school activities outside the classroom and builds a few positive relationships within the school D (66-60%) Has participated in a few school activities and displays some difficulty developing relationships across the school F (50-59%) Rarely participates in school activities and displays some difficulty developing relationships across the school F (0-49%) Does not participate in school activities and has not developed relationships across the school, apart from the MST Result: C (76-67%) Occasionally participates in school activities outside the classroom and builds a few positive relationships within the school 12. IE- Planning for Learning: Producing complete and detailed lesson plans A (87-100%) Lesson plans are well detailed to secure effective delivery and include testable learning objectives and a variety of appropriate assessments and tasks B (86-77%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable learning objectives and appropriate assessments C (76-67%) Lesson plans have sufficient detail to secure effective delivery and include learning objectives and some assessments D (66-60%) Lesson plans have sufficient detail to generally secure effective delivery and include learning objectives and some assessments F (50-59%) Lesson plans lack detail and may not include adequate learning objectives and assessments often leading to unsatisfactory lesson delivery F (0-49%) Lesson plans lack detail and may not include learning objectives and assessments leading to unsatisfactory lesson delivery Result: B (86-77%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable learning objectives and appropriate assessments 13. IE Planning for Learning: Producing quality lesson plans The student: A (87-100%) Consistently produces outstanding detailed lesson plans which are available to MST/MCT B (86-77%) Often produces outstanding detailed lesson plans which are available to MST/MCT upon request C (76-67%) Sometimes produces detailed lesson plans, which are printed and available for MST/MCT upon request D (66-60%) Has completed full lesson plans which are printed and available for MST/MCT upon request F (50-59%) Has completed poor quality lesson plans, where the detail is greatly lacking F (0-49%) Produces lesson plans which are inconsistently completed Result: B (86-77%) Often produces outstanding detailed lesson plans which are available to MST/MCT | upon request 14, I- Planning for Learning: Producing engaging lesson plans A (87-100%) Lesson plans consistently engage students and encourage maximum student participation with a level of balance and a range of learning strategies and materials B (86-77%) Lesson plans often engage students and encourage maximum student participation with a level of balance and a range of learning strategies and materials C (76-67%) Lesson plans soemtimes engage students and encourage maximum student participation with a level of balance and a range of learning strategies and materials D (66-60%) Some lesson plans engage students and/or encourage active student participation, with a limited range of strategies and materials F (50-59%) Some lesson plans engage students and/or encourage active student participation, with a limited range of strategies and materials. Some ideas are inappropriate F (0-49%) Lesson plans include a few activities which engage students and most strategies are teacher centred Result: B (86-77%) Lesson plans often engage students and encourage maximum student participation with a level of balance and a range of learning strategies and materials 15. I Managing Learning: Classroom management strategies The student: A (87-100%) Uses appropriate classroom management strategies to consistently secure a safe and effective learning environment B (86-77%) Uses appropriate classroom management strategies to secure a safe and effective learning environment C (76-67%) Uses appropriate classroom management strategies which generally secure a safe and effective learning environment D (60-75%) Attempts to use classroom management strategies but these do not generally achieve a safe and/or effective learning environment F (50-59%) Does not use classroom management strategies effectively or consistently leading to an ineffective and/ or unsafe learning environment F (0-49%) Has very little classroom management strategies leading to an ineffective and/or unsafe learning environment Result: B (86-77%) Uses appropriate classroom management strategies to secure a safe and effec learning environment 16. Il: Managing Learning: Routines & transition The student: ‘A (87-100%) Establishes and consistently manages classroom routines and trans! differentiated B (86-77%) Establishes and consistently manages classroom routines and transitions C (76-67%) Establishes and manages classroom routines and transitions, with minor issues 'D (66-60%) Has established some classroom routines and transitions but some development is needed so as not to impact the effectiveness of the lesson F (50-59%) Has inconsistently implemented classroom routines and transitions F (0-49%) Has not established effective classroom routines and transitions Result: B (86-77%) Establishes and consistently manages classroom routines and transitions | eff ‘17. V-Implementing Learning: Inquiry based approach The student: ‘A (87-100%) Consistently uses an enquiry based approach with an effective range of question types to support & extend student learning B (86-77%) Sometimes uses an enquiry based approach with an effective range of question types to support & extend student learning (76-67%) Demonstrates an understanding of using an enquiry based approach and how an effective range of question types support & extend student learning (66-60%) Understands the need to use an enquiry based approach within a lesson, but is limited in the range of question types used to support & extend student learning F (50-59%) Is unable to use an enquiry based approach within a lesson, but can use a range of question types to support & extend student learning F (0-49%) Does not demonstrate an ability 10 use question types effectively and is not able to demonstrate an understanding of an enquiry based lesson Result: C (76-67%) Demonstrates an understanding of using an enquiry based approach and how an ive range of question types support & extend student learning 18. 1V- Implementing Learning: Differentiation ‘A (87-100%) Activities and materials are consistently differentiated to support student engagement and learning, throughout the whole lesson B (86-77%) Some activities and materials within the lesson are differentiated to support student engagement and learning (76-67%) A few activities and materials within the lesson are differentiated to support student engagement and learning a ae en D (66-60%) Activities and materials are differentiated to support student engagement and learning, but some student needs are not addressed F (50-59%) Activities and materials are differentiated to support some students in the class F (0-49%) There is no differentiated activities or materials Result: B (86-77%) Some activities and materials within the lesson are differentiated to support student engagement and learning | | | 19. IV- Implementing Learning: Subject knowledge The student: A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with confidence and is able to respond to queries with spontaneity and accuracy, perhaps drawing links to real life or across the curriculum B (86-77%) Has sufficient subject knowledge to successfully deliver the required LOs with confidence C (76-67%) Has sufficient subject knowledge to successfully 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 inaccuracies F (0-49%) Does not have sufficient subject knowledge to successfully deliver the required LOs Result: B (86-77%) Has sufficient subject knowledge to successfully deliver the required LOs with confidence 20. IV- Implementing Learning: Grading language The student: A (87-10%) 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 C (76-67%) Grades language to support student comprehension of content and instructions D (66-60%) Generally grades language to support student comprehension of content and instructions F (50-59%) Sometimes grades language to support student comprehension of content and instructions F (0-49%) Is unsuccessful in this area: children struggle to follow instructions &/or teaching due to ungraded (or inaccurate) language Result: B (86-77%) Effectively grades language to support student comprehension of content and instructions, adapting to individuals’ needs 21. V- Assessment: Using formative assessment to inform planning A (87-100%) Detailed formative assessment strategies are evident in all lesson plans based on previous lessons B (86-77%) Formative assessment data is consistently used to inform planning C (76-67%) Formative assessment data is sometimes used to inform planning P (66-60%) Formative assessment strategies are used, but the data is not used to inform planning F (50-59%) Formative assessment strategies are sometimes used in the lesson F (0-49%) No formative assessment strategies are used in the lesson Result: C (76-67%) Formative assessment data is sometimes used to inform planning 22. V- Assessment: Keeping assessment records The student: A (87-100%) Keeps detailed formative and/or summative assessment records and is able to make reference to the data B (86-77%) Keeps formative and/or summative assessment records and is able to make reference to the data C (76-67%) Keeps formative and/or summative assessment records D (66-60%) Keeps some formative and/or summative assessment records F (50-59%) Keeps some limited and/or incomplete formative and/or summative assessment records F (0-49%) There are no formative and/or summative assessment records Result: D (66-60%) Keeps some formative and/or summative assessment records 23. VE- Reflection on Practice: Producing quality reflections The student: A (87-100%) Regularly completes detailed reflections which consider situations from the perspective of a range of stakeholders, with some reference to theory B (86-77%) Completes detailed reflections which consider situations from the perspective of a range of stakeholders € (76-67%) Completes reflections which consider situations from the perspective of a range of stakeholders D (66-60%) Completes reflections which consider situations F (50-59%) Attempts to complete reflections which consider situations from the perspective of other stakeholders but these are shallow and do not lead to new insights F (0-49%) Produces reflections that are often limited in thoughts and perspective and are not submitted within the required/requested timeframe Result: © (76-67%) Completes reflections which consider situations from the perspective of a range of stakeholders 24. VI- Reflection on Practice: Reflecting on student teacher relationships The student: A (87-100%) Reflects on relationships with students (children) as part of professional practice ‘and uses the insights to develop a positive learning environment B (86-77%) Reflects on relationships with students (children) as part of professional practice | | | } | | | | Punctuality | | 4 | | ‘and uses the insights to improve these relationships C (76-67%) Reflects on relationships with students (children) as part of professional practice D (66-60%) Reflects on relationships with students (children) as part of professional practice but these reflections are generally shallow F (50-59%) Reflects on relationships with students (children) as part of professional practice but these reflections are generally not congruent with best practice F (0-49%) Does not reflect in a meaningful way on her relationships with students (children) ‘Result: B (86-77%) Reflects on relationships with students (children) as part of professional practice and uses the insights to improve these relationships 25. Observed Strengths: Shaikha has formed a great rapport with the students. Her lessons have been fun, interactive and child centered. I wish her the best of luck in her future career. 26. Areas for Development: Attendance Assessment 27. General/additional comments (optional): i. "Tae)