EPC 2903
Teaching Practice Booklet
MST Formal Lesson Observations Feedback
Please complete 2 formal lesson observations
Student teachers name: Jawhara Rashed
3
Grade Level:
Unit/Lesson:
13/11/16
Date:
Literacy
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US =
Unsatisfactory
Competency Area
Planning for Learning
US
Overall Assessment Level Descriptors
Managing Learning
EXCELLENT
a high
A- To be assessed as excellent the student teacher will demonstrate
/
Implementing
Learning
standard of achievement in all competency areas. An excellent student
teacher should differ from the other student teachers by an increased
ability to demonstrate initiative and independence.
/
Assessment
B GOOD
+ To be assessed as good, the student teacher will demonstrate a high
Strengths of the lesson:
standard
oftoachievement
in and
most
competency
areas
and proficiency in all.
You have
listened
the advice given
adapted
your planning
accordingly.
B
You were well-prepared, making your own powerpoint slides.
BYou demonstrated clearly to the children, showing them how to make a clay pet. I liked
C
SATISFACTORY
the way
you checked the children knew the name of the equipment they were going to
+
To be assessed
as satisfactory, the student teacher will demonstrate
use, developing
their vocabulary.
proficiency in most competencies and meet the minimum requirements of
You have improved in the reflection stage of the lesson. You thought about including all of
C
all. giving them the task of counting the adjectives used by the child who was
the class,
Csharing their work. This kept the class more focused and on task.
You gave
clear instructions for moving the children from the carpet to their tables and this
D
MARGINAL
was
done
a calm andas
orderly
way. the student teacher will meet the requirements
+ To beinassessed
marginal,
D in some competencies, but may need further development in others. The
student teacher must show progress in the areas of lesser achievement.
Areas for development:
Ensure
you teach explicitly key sentence starters you want the children to use before they
F
FAIL
start their task.
To be assessed as unsatisfactory, the student teacher will not meet the
Thinkrequirements
about your classroom
the end of the lesson. Did all of the children
in themanagement
majority ofat
competencies.
need to bring their clay models to the carpet or was this a distraction?
EPC 2903
Teaching Practice Booklet
EPC 2903
Teaching Practice Booklet
MST Formal Lesson Observations Feedback
Please complete 2 formal lesson observations
Student teachers name: Ms Jawhara Rashed
3
Grade Level:
Unit/Lesson:
8/11/16
Date:
Phonics (Phase 3)
E = Excellent, G = Good, S = Satisfactory, M = Marginal and US =
Unsatisfactory
Competency Area
Planning for Learning
Overall Assessment Level Descriptors
Managing Learning
US
EXCELLENT
A- To be assessed as excellent the student teacher will demonstrate a high
standard ofLearning
achievement in all competency areas. An excellent
student
/
Implementing
teacher should differ from the other student teachers by an increased
ability to demonstrate initiative and independence.
Assessment
B GOOD
+ To be assessed as good, the student teacher will demonstrate a high
Strengths of the lesson:
B standard of achievement in most competency areas and proficiency in all.
You have a clear understanding of a phonic session as you taught all of the parts of the
session. You used different resources effectively to engage the children and keep them on
Btask. The word and picture flashcards supported the children well to ensure they
understood the meaning of the word. You were confident in teaching the new sound and
C
SATISFACTORY
the children responded well to your instructions and questions. You used a variety of
+
To be
assessed
as satisfactory,
the of
student
teacher
will demonstrate
different
activities
and had
good management
the children
throughout
the lesson.
proficiency in most competencies and meet the minimum requirements of
all.
CD
+
MARGINAL
To be assessed as marginal, the student teacher will meet the requirements
D in some competencies, but may need further development in others. The
student teacher must show progress in the areas of lesser achievement.
Areas for development:
F
FAIL
Ensure
your written plan shows the true progression of the lesson.
To be assessed as unsatisfactory, the student teacher will not meet the
Develop the quality of your feedback to the children so they know why you liked their
in you
the to
majority
of children
competencies.
idea.requirements
This will also help
assess the
and inform you future plans.
EPC 2903
Teaching Practice Booklet
EPC 2903
Teaching Practice Booklet
MST Final Assessment Report (Part 1)
Name of student:
Jawhara
Course: Teaching Practice
Rashed
Year: 2
2b
Name of preschool / school: RAK Academy
Mentoring School Teacher: Helen Thompson
Absence dates / reasons: 0
General Context: Year level with which the student teacher worked, special characteristics,
nature and size of groups, and a brief description of what the student teacher did (e.g. specific
responsibilities, content areas covered; whole class/group work)
Ms Jawhara has worked in Year 3 for this teaching practice, in a mixed-ability class. She has
gained in confidence and by the final week Ms Jawhara taught the daily phonic sessions and
most of the literacy sessions to the whole class. Ms Jawhara has experienced teaching literacy,
phonics and guided reading sessions. She has taught sessions on writing an advert, including
speaking skills, grammar and note-making. Ms Jawhara has taught Phase 3 Phonic sessions
and now has a clear understanding of the different parts of the lesson. Ms Jawhara has also
supported in the classroom, working with ability groups during maths and social studies. She
has also supported an ALN child during some of the phonic sessions.
Observed Strengths:
Ms Jawhara is keen to improve her teaching skills and has listened to advice given and
reflected upon her own practice. She has applied ideas from our discussions to her own
planning and has a clear idea of what will happen in her lesson and what she wants the
children to achieve. She has observed my teaching closely, making her own notes and this has
developed her understanding of the different sections of a lesson. I have seen her develop her
class control and improve her management of the children.
Ms Jawhara was well-prepared, making her own powerpoint slides and flashcards to support
the children. These resources were clear and engaged the children.
Ms Jawhara has involved herself in the wider school too, such as helping out during Parent
Consultations, attending Extra-Curricular Activity club and carrying out duties at playtimes.
Areas for Development:
I think Ms Jawhara needs to develop her assessment of the children so she will have a
better understanding of what each child has learnt and then use this to plan her next
lesson.
EPC 2903
Teaching Practice Booklet
General Comments:
I have enjoyed working with Ms Jawhara. She has worked professionally and is
able to reflect on her own practice. She has grown in confidence as the
practice has gone on and was keen to teach most of the English sessions
during the final week.
I wish her all the best.
Mentoring School Teacher
H Thompson Date 17/11/16
Student Teacher*
and discussed please sign.
*After the report has been read
EPC 2903
Teaching Practice Booklet
MST Final Assessment Report (Part 2)
Please read through the following competencies and grade your mentee at the end of the placement using the
following grades
E= Excellent, G=Good, S=Satisfactory, ,M=Marginal, US=Unsatisfactory.
Please grade them according to their performance at the end of the placement. It is only necessary to give one grade
for each section. Please do not grade each sub-category.
Planning for Learning
Develop testable learning objectives
Write full lesson plans which include beginning, middle and end content/ tasks that support achieving
the learning objectives
Managing Learning
Choose & justify the selection of appropriate routines (entering/ leaving the class, transitions,
submitting work, resource
distribution) in a range of contexts (ages, gender, class size, school context, class dynamics, parental
support)
Explain practical aspects of implementation (clear instructions, consistency etc)
Implementing Learning
Explore the value of learning centres/group work to the relevant TP context
Identify appropriate learning centre /group work tasks
Outline organisational aspects of learning centre/group work delivery (for example, preparing
resources, giving instructions, setting expectations etc)
Consider the importance of effective instructions and their key characteristics (clear, concise, concept
checked etc)
Assessment
Conducts assessment during activities (observations, notes, checklist)
EPC 2903
Teaching Practice Booklet
Begins to use assessment data to inform future work
