Bachelor of Education, Primary Education (EPR) EPC3903

Table 12:
RAKWC B Ed EPR Practicum 3b: MCT/MST Assessment Report
EPR Student Assessment Criteria:
This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College
Teacher and refers to teaching competencies in the High School.

Date: 26/10/15

School: Rakaag

Name of MST: Ms. Esther Mutambo

Name of Student: Maryam

Name of MCT: Garnel Desravins

/

Please add specific comments about the student teachers observed strengths during this teaching practicum
and identify areas in which you feel further development is necessary.
Observed Strengths: /

The lesson was about simple process of

Pollination.
The use pictures from the students books and a
PPT was very effective in stimulating the
students learning.
She particularly worked so hard in assisting
students during collaborative and individual
activities.
The material and visual aids used were
appropriate for the grade level.

Areas in which further development is needed:

The teacher needs to keep working on giving students more time on
independent work when executing her lessons.
In future try and use differentiated activities to carter for different
ability levels.

General Comments: Maryam portrayed a very professional attitude throughout the Teaching practice period. She is
very a pleasant person to work with and always eager to learn.
She was very helpful to students during Science, English and Math.

Please tick the boxes using the scale with 5 indicating the best possible performance
1
Professionalism

Has actively worked with other staff in activities that involve the school and/or
wider community

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Engages in pastoral care across the school

Shows respect for the class teacher, the principal and colleagues.

Shows initiative and enthusiasm in the classroom

Demonstrates an understanding of the how to use ICT to support aspects of

the school curriculum

Displays a high standard of professional behaviour, which includes punctuality,

personal organization and presentation

Interacts effectively with students and staff.

Contributes to discussions and offers ideas, ICT support and assistance when
appropriate.

Planning for learning

In partnership with the MST, apply curriculum guidelines and instructional

design principles rooted in the practicum setting

Design and plan a sustained, integrated, thematic unit of work that

demonstrates an understanding of teaching and learning as a progressive,
developmental process.

Create a minimum of ten differentiated lesson plans for an entire class to

incorporate one connected set of four complete teaching sessions

Include a range of activity types for the whole class, groups and individuals
Detail how learning objectives/outcomes, which set appropriate challenges for
the learner, will be assessed

Plans in consultation with the class teacher appropriate ICT supported

activities.

Planning for learning continued

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Uses a range of ICT resources and where appropriate the school curriculum to
aid planning

Produces a range of appropriate materials and resources for teaching

produced using ICT that are appropriate to the level of the learner

Presents/ Explains lesson/activity plans in a clear, detailed and professional

way
/

Shows a student-centred focus in the lesson plans.

Implementing and Managing Learning

Consistently applies a range of effective questioning and elicitation techniques

Uses accurate and appropriate language, including pronunciation, stress and

intonation

Provides clear and effective models/demonstrations of classroom tasks

V
Uses clear instructions and demonstrations/ modeling to support ICT based
activities

Establishes and maintains clear classroom rules and routines to effectively
manage students behaviour in lessons.

Uses a variety of explicit, positive reinforcement strategies

Manages smooth transitions between activities

V

Encourages the development of student independence and responsibility

V

Uses ICT resources and equipment effectively.

(
)

Manages lesson time effectively

Effectively motivates students to participate in activities in lessons.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Monitoring, Assessment and Evaluation

Develops and use effective monitoring strategies across an increasing range of

connected teaching sessions including class, group, pair, and individual work

Monitors students progress effectively during lessons.

Provides ongoing feedback to students to enhance learning during lessons.

Is flexible and modifies planning, in response to students' needs and external

factors during lessons.

Checks understanding via appropriate questioning during lessons.

Develops and uses formative and summative assessment instruments such as
checklists, grading scales, rubrics, tests and projects etc. to evaluate students
performance in a variety of activity types
Critical Reflection

Discusses personal reflections and classroom observations with class teacher

to inform future action / planning.

Actively seeks, listens to and accepts guidance and responds constructively to

feedback from the class teacher.

Experiments with a range of teaching strategies and identify their strengths

and weaknesses

Identifies and accounts for the influence a range of stakeholders e.g. Ministry
of Education, Principal, parents etc. through portfolio documentation
Relates teaching philosophy to classroom activities and artifacts

Justifies classroom-based decisions drawing on theory and experience

Identifies areas for development to be considered in goal setting in the

following semester

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

PRACTICUM GUIDELINES STUDENT CONTRACT

In completing this Practicum I agree to the following Rules and Regulations
Attendance, Punctuality and Absences

Be punctual.
You will not be allowed to take any leave during the practicum. In exceptional
situations, prior approval should be obtained from both the school and the College.
If you are sick or absent for any reason, you must call your College Mentor by 8.00
am. You must also call your Mentor at the school. If you do not report an absence to
the College or the school, you will receive an automatic downgrade on your final
Practicum grade.
Do not try and change your schedule. Never leave the school early.
Do not take longer than your allocated time for breaks etc.
If you are absent, you will have to make up those missing day to reach the minimum
requirements.
Lateness may also affect the final grade obtained from both the College and school
practicum Mentor.

Attitude and Behavior in the Work Place

Be interested.
Listen to instructions.
Have a pleasant manner.
Accept criticism well.
Be patient.
Treat information with confidentiality.
Work to the best of your ability.
Use your initiative.
Do not waste time.
Do not use office phones or mobile phones to make or receive personal calls during
working hours.
Be pleasant, friendly and respectful to all levels of staff.

Solving Problems

Do not be afraid to ask questions or to ask for help this is the best way to learn.
If you make a mistake, do not be afraid to admit it. Everybody makes mistakes.
If you do not understand something, ask for it to be repeated. If someone is speaking
too quickly, ask him/her to slow down (politely).
If you have a problem at the school, try to sort it out yourself first rather than

Miscellaneous

Once placed at a school, you will adhere to all the rules and regulations of that school
for the duration of the practicum placement.
Although your family is encouraged to participate in planning your Practicum
Experience, you will understand and accept that as soon as you start the practicum
this is a matter of concern to yourself, the setting and the College only.
You should remember that you are not only representing yourself but also the HCT.
Therefore, you should adopt a high standard of professionalism at all times.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

Student Name:
Academic Day in
Week
2015
Week 4

15-09
Wed

Week 6

30-09
Wed

Week 7

7-10
Wed

Week 8

14-10
Wed

Week 9

21-10
Wed

Date

Time In

Time Out

MST
Signature

Approved
by Mentor

Table 14: Student Attendance Sheet:

Please note your arrival and departure time at school and ask your MST to sign the attendance sheet
on a daily basis. This will be regularly checked by your MCT and will be used to ensure that you have
met the requirements of this course.

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Bachelor of Education, Primary Education (EPR) EPC3903

TP School:
_____________
Academic
Week

Week 10

Week 11

Week 12

Student Name:

Day

Date

Time In

Sun

25/10/2015

Mon

26/10/2015

Tues

27/10/2015

Wed

28/10/2015

Thurs

29/10/2015

Sun

1/11/2015

Mon

2/11/2015

Tues

3/11/2015

Wed

4/11/2015

Thurs

5/11/2015

Sun

8/11/2015

Mon

9/11/2015

Tues

10/11/2015

Wed

11/11/2015

Thurs

12/11/2015

Time Out

MST
Signature

TP Guide for EPC3903 (EPR) Practicum 3b

Year Three, Semester Two / 2015-16 /

Approved
by Mentor