Mentoring College Teacher (MCT)/ Mentoring School Teacher (MST)

Summative Teaching Practicum Assessment Rubric - EPC 1903

Student Name Student ID Placement School MCT Name MST Name Assessment Date Final Score
Alya Ahmed H00534266 Khatt School Afra AlKhateri Fatema AlKaabi 25\4\2024 86.35

RATINGS Letter Grade Range Score Range

Outstanding Consistent modelling of the competency and all of the performance indicators for each focus area A-, A 87 - 100
Exceeds Expectations Consistent demonstration of the competency at a high level of performance and all or most of the performance indicators B,B+ 80-86
Meets Expectations Regular and proficient demonstration of the competency and most of the performance indicators C,C+,B- 70-79
Developing Demonstrating progress toward competency but not yet consistently proficient D,D+,C- 60-69
Below Expectations Inconsistent and/or poor performance of the competency and/or one or more performance indicators F 0-59

I- Professional Dispositions 25% Score 25

Responsibility, school duties, and punctuality NAEYC Standard (6a, 6b, 6c, 6e) TELS-ECE Standard (6.1, 6.2, 8.1, 8.4) Focus area % Focus area score
• Attends school regularly
• Participates for the full school day
• Is punctual and reliable
• Attends school functions (e.g., morning assembly, professional development, parent-teacher meeting, school events, field trips, meetings)
1 • Accepts all responsibility under the mentoring teacher’s supervision
• Demonstrates effort and enthusiasm
25% 100
• Maintains professional appearance
• Has a whole-school perspective
• Demonstrates basic knowledge of school administration and organization
• Demonstrates awareness of school-community connections

II- Planning for Teaching and Learning 20% Score 18

Teaching and learning materials, learning centers,
NAEYC Standard (5b, 5c) TELS-ECE Standard (4.1) Focus area % Focus area score
and learning environments
• Plans effective homework and extension activities that reinforce or enhance student learning and the home-school collaboration
• Selects materials that enhance the learning process
1 • Uses outside resources as needed
• Uses a variety of supplemental materials 20% 90
• Adapts and modifies materials as needed
• Selects materials that engage students through diverse perspectives
• Incorporates multimedia instructional technology

III- Managing Teaching and Learning 20% Score 15.6

Classroom rules, routines, and transitions NAEYC Standard (4a) TELS-ECE Standard (5.1) Focus area % Focus area score
• Shows understanding of the importance of involving learners in establishing rules and routines
• Appreciates the importance of smooth transitions between activities
• Demonstrates awareness of efficient procedures for use of materials
1
• Discusses effective procedures with the MST for managing individual, small group, and whole class activities 20% 78
• Maintains respect for rules and policies to interact appropriately and develop social etiquette skills
• Discusses the importance of setting clear expectations and responding consistently
• Demonstrates appropriate behaviour
 IV- Implementing Learning 15% Score 12.75
Timing of instruction - Pace and flow NAEYC Standard (4b) TELS-ECE Standard (3.1) Focus area % Focus area score
• Identifies appropriate pace to maintain interest and engagement in learning
1 • Recognizes the importance of clear expectations and time frames
• Discusses the necessity for smooth transition between learning phases
15% 85
• Observes how MST uses cues that children are becoming confused, bored or restless and adjusts teaching accordingly

V- Assessing Learning 10% Score 7.5

Success criteria - Mini-rubric NAEYC Standard (3a) TELS ECE Standard (1.3) Focus area % Focus area score
• Classifies success criteria according to learners’ developmental stages
• Observes use of success criteria to inform teaching and learning
• Matches students’ behaviour to existing success criteria
1
• Distinguishes between levels of performance according to existing success criteria 10% 75
• Discusses success criteria with MST/peers
• Explains success criteria to learners
• Gives examples of observed behaviour that illustrate existing success criteria

VI - Reflection 10% Score 7.5

Reflection - Definition, purpose and key elements NAEYC Standard (6e) TELS ECE Standard (N/A) Focus area % Focus area score
• Discusses the meaning and definition of a reflection in an accurate way
1 • Outlines the different purposes of reflective practices clearly
• Distinguishes between the different elements of a reflection
10% 75
• Clarifies how reflection can demonstrate foundational understanding

ADDITIONAL COMMENTS