FINAL ASSESSMENT REPORT – B. Ed.

Primary Year 2, Semester 4

Name of student: Bashayer abdulaziz Student ID: H00329194

Name of preschool / school: Hili School Cycle 1

Mentoring School Teacher: Ms. Sasha Little(EMT)

Absence dates / reasons: 23rd, October 2018. Student had exam to take. 17 , October 2018. Students had
a trip.

General Context: The student-teacher worked mostly with Second Grade students. At times, she worked
with First Graders and Third Grade girls’ classes. First Grade was gendered mixed. Second Graders were
separated gendered. Class sizes were 21-25 students. The student-teacher was to shadow me daily. She
was responsible for creating her own lesson plans, and finding resources/materials for herself. Student-
Teacher worked with small groups in class. At times the group level changed, she would work with advance
learners and at times the student-teacher would work with struggling learners who were academically low.

Observed Strengths: Student was extremely organized and responsible. Student planned well for her
lessons. Implemented various methods and strategies for learners (i.e. educational videos, images,
vocabulary cards, and manipulatives). Introduction to lessons were satisfactory. Student had a handle on
the content of English. For instance, student was able to explain to students the concept of singular/plural
nouns, action vs. state-of-being verbs. Student explained the distinction between the two. Ms. Bashayer,
also asked for guidance and assistance regarding planning and was open for input. Overall, Ms. Bashayer
had a professional attitude.

Areas for Development: One of the classes Ms. Bashayer taught was an all-boys class. Boys’ classes are
very challenging regarding conduct. Ms. Bashayer needs development with classroom management skills
(especially when managing difficult learners). Additionally, during lessons she needs to improve upon
transitions from one portion of the lesson to the next. For instance, after whole group instruction, student
needs to work on how to manage and explains transition to pupils when getting into small group activities.
The student-teacher must learn how to provide clearer instructions towards learners so that they are more
aware of expectations. Additionally, student-teacher must monitor the room more by walking around and
providing immediate feedback to learners. More importantly, monitoring will allow the student-teacher to
informally assess her learners. Ms. Bashayer needs to implement more informal assessment during her
instruction. Finally, the student-teacher should make sure that there is evidence for learning for her
students at end of lesson. For example, practice implementing a summarizing technique, so that students
are aware of their own learning(meta-cognition techniques).
 General Comments: It was a pleasure working with Ms. Bashayer!

Mentoring School Teacher Sasha little ……………………………… Date 8, November 1018………………….

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Student Name: Student HCT ID number:

Mentor School Teacher (MST): Mentor College Teacher (MCT):
Placement School:
This report is to be completed by the Mentoring School Teacher in consultation with the Mentoring College Teacher &refers to teaching competencies listed below:

Semester 4 Achievement that Achievement that Achievement that Achievement that Achievement that is Achievement that is
clearly does not meet narrowly fails to meet minimally meets the satisfactorily meets the significantly above the outstanding relative to
requirements for requirements for course course requirements course and GPA course and GPA the course and GPA
course with normal with normal grading but may not meet the requirements requirements requirements
grading mode. mode. GPA requirement

Commitment to Has not grasped the Displays issues with Displays occasional Demonstrates consistent Always demonstrates Prioritizes the needs of
the Profession importance of attendance and issues with attendance attendance and consistent attendance the school and students
attendance and punctuality and punctuality punctuality and punctuality over required working
punctuality leading to hours
consistent absences
and/or lateness

Fails to demonstrate a Has difficulties preparing Is generally prepared & Is prepared & ready for Is well prepared & ready Consistently prepares
willingness to plan and for lessons & being ready ready for each lesson each lesson for each lesson high quality materials
prepare materials and on time which are well organized
lessons

Has not been involved Participates in Participates in Participates in Actively participates in Actively participate in a
in any professional professional activities on professional activities professional activities professional activities range of professional
activities in the class or a very sporadic or one- related only to her class across the school, with across the school activities across the
school off basis some encouragement school

Comments:

Planning for Has consistently failed Has inconsistently Has completed poor Has completed Has completed solid Has completed
Learning to complete adequate completed lesson plans quality lesson plans appropriate lesson plans lesson plans which are outstanding lesson plans

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lesson plans which are not always which are available for printed and available for which are consistently
available upon request MST/MCT upon request MST/MCT upon request printed and available for
MST/MCT upon request

Lessons plans Lesson plans do not Lesson plans include Lesson plans include Lesson plans include a Lesson plans include a
demonstrate a include appropriate some strategies for relevant strategies for range of relevant range of relevant &
misunderstanding of strategies for teaching/ learning but teaching/ learning and strategies for innovative strategies for
what is required to teaching/learning. LOs these are not generally tasks are outlined for teaching/learning and teaching/learning for
achieve the learning are missing or are appropriate. LOs are each stage of the lesson. tasks are well described each stage of the lesson.
objectives inappropriate. stated but are unclear LOs are clearly stated. for each stage of the LOs are clearly stated &
lesson. LOs are clearly are wholly appropriate.
stated.

Comments:

Managing Does not implement Attempts to implement Attempts to implement Implements a range of Implements a range of Implements a range of
Learning classroom routines* in classroom routines* to classroom routines* to effective classroom effective classroom effective classroom
any meaningful way secure a positive and secure a positive and routines* to secure a routines* to secure a routines* to secure a
productive learning productive learning positive and productive positive and productive positive and productive
environment. However, environment. However, learning environment, learning environment learning environment
this is achieved this is not achieved but tends to be reactive although some minor and appropriately
sporadically consistently rather than proactive issues persist responds to classroom
issues with confidence

*Routines include transitions, reinforcement techniques & other strategies which maintain and support positive behaviour & an orderly environment.

Comments:

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Implementing Does not have sufficient Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject
Learning subject knowledge to knowledge to deliver the subject knowledge to knowledge to knowledge to knowledge to
successfully deliver the lesson but there are gaps successfully deliver the successfully deliver the successfully deliver the successfully deliver the
required LOs and/or inaccuracies required LOs required LOs with required LOs with required LOs with
consistency confidence confidence, and can add
in additional examples
and/or respond to
questions with accuracy
spontaneity

Does not implement Attempts to implement Implements learning Implements appropriate Implements well Learning centers/
learning centres/ student learning centers/ student centers/ student learning centers/ student organized and successful student centred tasks
centred tasks centred tasks but centred tasks but centred tasks to support learning centers/ student are fully appropriate for
delivery is disorganized improvements are learning objectives & centred tasks to support the context and
and generally ineffective needed in aspects of engage students, but learning objectives & demonstrate creativity
organization minor adjustments are engage students and sound pedagogy.
needed Organization is
outstanding.

Students are unable to Instructions have not The quality of Instructions are generally Instructions are Instructions are
follow the instructions been considered so are instructions are clear & concise consistently clear & consistently clear,
due to them being unclear inconsistent leading to concise concise & delivered with
unclear and/or poor some confusion clarity & confidence
delivery amongst the children

Comments:

Assessment Does not complete any Attempts to design & Designs & implements a Designs & implements a Designs & implements a Designs & implements a
diagnostic assessment implement a simple simple diagnostic simple diagnostic simple diagnostic simple yet effective
diagnostic assessment, assessment, suitable to assessment, suitable to assessment, suitable to diagnostic assessment,
suitable for the context the context & learning the context & learning the context & learning suitable to the context &
& learning objectives, objectives, but some objectives, but some objectives learning objectives
but data collected in data collected is minor adjustments are
generally invalid inadequate &/or needed
incomplete

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Comments:

Does not complete Asks some questions to Asks a range of Asks a range of Consistently asks a range Asks a wide range of
meaningful reflections guide reflections but appropriate questions appropriate questions to of appropriate questions insightful questions to
these are limited and to guide reflections on guide reflections on to guide reflections on guide reflections on
shallow various elements of various elements of various elements of various elements of
classroom practice, but classroom practice classroom practice classroom practice
these tend to be leading to a deeper
shallow understanding and
valuable changes in
practice

Reflection on Does not complete Reflects on classroom Reflects on classroom Produces reflections Produces reflections Produces reflections on
Practice meaningful reflections situations but does not situations and starts to which identify personal which identify personal classroom situations
accept personal accept some responsibility for responsibility for which accept personal
responsibility where this responsibility for issues classroom situations classroom situations responsibility but also
is required but does not follow with growing complexity with growing complexity recognizes others’ roles
through with any & implements some & actively acts on these and includes appropriate
effectiveness changes insights leading to suggestions for
improvements of improvements across the
practice stakeholders leading to
improvements in
practice

Comments:

MST Signature: Sasha littel Date: 8/11/2018

MCT Signature: Date: _______