Professional Documents
Culture Documents
The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to
formally observe the pre-service teacher’s performance and to give formative feedback based on
the selected teaching competencies.
Professional Dispositions
Focus Area: Care, initiative, and consistency of performance
• Responds actively to students’ needs
• Cares for students’ well-being
• Serves students and/or the school beyond the classroom
• Shows initiative and self-direction
• Initiates communication with family members and responds promptly to concerns
• Interacts effectively and responsively with families to support student learning
• Applies new knowledge of content or methods actively and reasonably
• Demonstrates consistent performance throughout TP
Strengths:
1. The teacher facilitated the development of self-awareness and clarity which was reflected in establishing
continuing conversations and being open to new ideas.
2. Meaningful understanding of academic content was fostered by inducting students into different ways
of knowing and thinking.
3. Displaying effective communication skills have been applied in all settings.
1. The nature of the teachers talk needs to be carefully considered, as does the kind of classroom settings
which allow for peer and co-operative working between students.
2. Understanding the subject matter to diagnose students’ conceptions are required.
Assessing Learning
Focus Area: Assessment data to inform planning
• Examines recorded student assessment data available with MST/school
• Interprets available student assessment data to determine teaching and learning next steps
• Utilizes student assessment data in lesson and unit planning
Reflection
Focus Area: Reflection on teaching and learning
• Reflects actively and consistently upon own practice to enhance teaching and learning
• Considers making necessary adjustments in teaching and learning based on learners’ performance
• Determines appropriate instructional actions based on self-reflection
• Evaluates how these instructional actions demonstrate foundational understanding (Theories of child
development, interplay of developmental domains, learning approaches, approaches to teaching and
learning in ECE context, content areas in ECE, health, safety, and nutrition in early years etc.)
Strengths:
1. Able to engage in processes of continuous reflection based on relevant assessment data.
2. The teacher had in-depth knowledge of the subject matter and was well-prepared to answer any
questions.
1. Critical and creative thinking is used for identifying and implementing strategies for improving
academic, interpersonal and emotional learner outcomes.
Teachers must devise interesting lesson plans to keep students from getting bored.
Students will be able to identify the letter d and select things that begin with the letter d.
Feedback: it doesn’t match with what is done in the tasks/activities part of the lesson plan.
Suggestion: the teacher must list the tasks and procedures followed.
Lesson Outcomes
Key vocabulary
- Cards
- Playdo
- Color
- Worksheet
- Puzzle
- Pencil
- Whiteboard
- Marker
- Eraser
- Video
- Highlights
- Notebook
- Letter
TASKS/ACTIVITIES
Resources & Introduction
Time Content help students to understand rather than memorize
(Students will be able to identify the letter d and select things
that begin with the letter d and write words).
20 minute
Students will write the upper The teacher will start to give each student
Playdo and small case of the letter the whiteboard and marker to write the
with words. letter and some words that have d letter.
Letter
Puzzle Students will find the word The teacher will give the student a puzzle to
then we will write the word.
find the word that starts with the letter d
Worksheet than we will write the word.
Students will make words
using letters that have d
highlighters
letter .
The teacher will give the student the letter
whiteboard and cards so we will make words using
student will draw something letters.
marker
that starts with the letter d .
color
The teacher will give the student paper to
draw and write a word that starts with the d
letter .
- Students will listen to their - Teacher will ask the student about
teacher and they will answer the the exit ticket “what did we learn
exit ticket question. today?
Reflection: