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Bachelor of Education

MCT
Teaching
Practice Booklet
EPC 4403
Student Name: Fatema Saeed
Mohamed
ID: H00203015
MCT: Colleen Menichini & Fatema
Al Awadi
School: .
MST: ...
Grade level: Grade ..

Contents
1.
2.
3.
4.
5.
6.
7.
8.

Teaching practice competences


Observation schedule
MCT feedback 1
MCT feedback 2
MCT feedback 3
MCT final report
MST Final report and comments
Combined MCT & MCT grades

TP Competences Review: Y1S1 EPC1401

Competenc
e
Professional
ism

Beginning Teaching
Accept the authority of the school leadership
Follow established school policies and procedures.
Follow established HCT policies and procedures including punctuality, dress code, and
mobile phone policy. (Detailed in the Student Practicum Guidelines document)
Maintain effective communication with MST and MCT

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Demonstrate an understanding of the purpose of planned activities


Use a lesson-planning template to determine and document learning outcomes, record
and reflect upon observed teaching sessions
Document familiar routines and strategies used by the MST to manage learning
Identify perquisite knowledge and skills related to the topic/skill areas that students will
be expected to practice

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Assist the MST to manage a range of learner-centered activities

Monitoring,
Assessment
and
Evaluation

Use a lesson-planning template to plan a minimum of two, paired or individual


teaching activities with pairs or small groups of students under the direct supervision
of the MST
Apply knowledge of the developmental characteristics of age groups to create
learning objectives/outcomes that meet both curriculum requirements and the needs of
the students.
Identify possible learning objectives/outcomes associated with activities
Make use of available resources at the school and college to produce materials to support
teaching and learning with students
Present all relevant lesson planning and related teaching material in a clear and
professional manner.
Use reflection and mentor feedback to inform planning

Assist the MST to manage a variety of interaction patterns - E.g. individual, pair work, group
work and whole class tasks
Follow established rules and routines for behaviour
Identify problem behaviors that distract other students
Identify ways of engaging students.
Identify time management strategies
Build rapport through interaction with students
Identify relevant resources to support teaching
Identify and uses appropriate strategies and techniques in monitoring pair/small
group work including, checking understanding, reformulating instruction,
coaching students to achieve planned aims.
Identify and gives oral constructive feedback on pair/ group work, which reinforces strengths
and highlights areas of improvements to support learning

Critical
Reflection

Identify instances and actions of relevance within the classroom and report them clearly
Recognize when support is needed and respond appropriately.
Accept and act on professional feedback and guidance
Establish an area of improvement based on reflections of school-based activities.
Gather and collate documentation that supports and promotes reflection on aspects of own
teaching and learning

TP Competences Review: Y1S2 EPC1901

Competenc
e
Professional
ism

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Beginning Teaching
Build positive relationships with individual students
Develop an understanding of the unique characteristics of individual learners.
Build professional relationships with other staff members including support staff
Begin to communicate more confidently in matters of teaching and learning with MST and
MCT
Use a lesson-planning template to plan, with the MST, appropriate activities for a
minimum of three, paired or individual teaching activities to an entire class for part
of a lesson
This should include one start, middle and ending and should be informed by the
characteristics associated with each of these stages e.g. Motivation -Guidance -Practice; P-PP; 5 Es.
Apply knowledge of how students learn and of the developmental characteristics of age
groups to create lesson objectives/outcomes that meet both curriculum requirements
and the needs of individuals and small groups of students
Incorporate familiar routines and behavior management strategies used by the MST
into planning
Create and/or use specific criteria to establish lesson objectives/outcomes, inform
behaviour management strategies, match appropriate activities to each stage of the
lesson and to ensure that all materials and resources are prepared in advance
Try out a variety of teaching-learning activities - present a stage in a lesson.
Show an initial ability to use instructions and demonstrations/modeling to introduce
classroom tasks
Begin to use various questioning and elicitation techniques
Implement established rules and routines for behaviour using positive reinforcement
Address problem behaviors that distract other students
Use appropriate strategies to encourage active student participation
Establish a positive classroom atmosphere that allows students to learn
Begin to apply time management strategies
Consistently build rapport through interaction with students
Use available resources safely and efficiently to facilitate student learning.

Monitoring,
Assessment
and
Evaluation
Critical
Reflection

Consistently apply appropriate strategies and techniques in monitoring pair/small group/


whole class work including, checking understanding, reformulating instruction, coaching
students to achieve planned aims
Provide feedback on pair/ group/ whole class work, which reinforces strengths and highlights
areas of improvement to support learning and make oral recommendations to MST
Identify instances and actions of relevance within the classroom and report them clearly and
with sufficient detail

Demonstrate a basic ability to link theory to practice


Identify various documentation required for successful management of teaching and
learning
Consider elements that influence a teaching philosophy
Set professional goals based on feedback and reflection for the following semester

TP Competences Review: Y2S3 EPC2401

Competenc
e
Professional
ism

Emerging Teaching
Begin to take on the role of a teacher for an entire teaching session
Taking initiative to extend teaching and learning opportunities in the classroom
Attend professional development training and meetings as available

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Use a lesson-planning template to design and plan in consultation with the MST, a
minimum of three, paired or individual complete teaching sessions with an entire class

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Use a variety of effective teaching/ learning techniques throughout an entire lesson


Use instructions and demonstrations/ modeling to introduce classroom tasks with increasing
accuracy

Design and plan lessons that promote clear behavioural expectations and which
establish effective transitions between distinct phases appropriate to the subject and
the specific context e.g. PPP; 5Es to plan
Continue to create and/or use criteria to plan and prepare quality lessons. These should
additionally be applied to the development of actions that:
consider the varying needs of individuals and small groups of students.
enable the creation of an effective learning environment.

Apply established rules and effectively communicate expectations


Anticipate and consequently implement strategies to address problem behaviors
Employ appropriate strategies to maintain active student participation
Maintain a positive atmosphere that motivates students to learn
Implement effective time management strategies
Use appropriate body language, eye contact and gestures to maintain an effective
classroom presence
Use available resources efficiently to facilitate student learning, including space and
furniture

Monitoring,
Assessment
and
Evaluation

Use appropriate monitoring strategies for full teaching sessions including class, group, pair,
and individual work
Employ effective monitoring techniques during each stage of a lesson including walking
around, checking understanding, asking probing questions, providing comments, and giving
constructive feedback in a timely manner
Begin to use assessment instruments employed by the MST to evaluate student work

Critical
Reflection

Seek and accept professional feedback and respond constructively.


Suggest explanations for their own classroom-based decisions
Demonstrate a growing ability to link theory to practice
Consider how specific aspects of a lesson could be improved
Identify and apply strategies which will support professional development in specified areas

TP Competences Review: Y2S4 EPC2901

1
2

Competenc
e
Professional
ism

Emerging Teaching
Take the lead and use initiative both inside the classroom and outside e.g. the playground
Actively participate in meetings and professional development training

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Use a lesson-planning template to design and plan in consultation with the MST, a
minimum of three, individual complete teaching sessions with an entire class

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Demonstrate ability to manage transitions between activities

Design and plan each lesson to include differentiated activities and support and
effective behaviour management strategies which demonstrate an awareness of
strategies that promote a more inclusive curriculum e.g. that take into account childrens
development and cultural, physical and social factors

Employ various questioning and elicitation techniques more effectively


Anticipate and apply appropriate strategies to manage student behaviour
Use a variety of effective teaching/learning techniques
Apply a range of strategies to maintain an orderly classroom atmosphere
Maintain consistently effective time management strategies.
Uses appropriate body language, eye contact and gestures to maintain an effective
classroom presence
Use a range of resources creatively to extend teaching and learning opportunities both
inside and outside the classroom as appropriate

Monitoring,
Assessment
and
Evaluation

Develop and apply appropriate monitoring strategies for full teaching sessions including
class, group, pair, and individual work
Apply effective monitoring techniques which could include constructive written feedback in a
timely manner
Use assessment instruments employed by the MST to evaluate student work

Critical
Reflection

Suggest explanations for personal and MSTs, classroom-based decisions.


Predict the outcome of actions drawing on knowledge and theory
Review documentation required for successful management of lessons and offer suggestions
for improvement
Start to develop a personalised teaching philosophy with reference to learning theories
Identify, apply and reflect on strategies, which will support professional development in
specified areas.

TP Competences Review: Y3S5 EPC3401

Competenc
e
Professional
ism

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)
Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Sustained Teaching
Engage in professional dialogue as a result of observation in a variety of classroom settings
Plan and conduct a minimum of one peer observation. Discuss and provide written feedback
Collaborate with other professionals and support staff in activities across the school
Attend professional development training in and outside the school environment
With the support of the MST, apply curriculum guidelines and instructional design
principles rooted in the practicum setting
Design and plan an integrated, thematic unit of work that demonstrates an
understanding of teaching and learning as a progressive, developmental process.
Create a minimum of seven differentiated lesson plans for an entire class to include one
connected set of four complete teaching sessions, a range of activity types and which
detail how learning outcomes will be assessed
Use clear and explicit instructions to orchestrate classroom activities
Apply a range of student-centered interaction patterns to manage individual, pair work,
group work, and whole class tasks appropriately
Use appropriate strategies to encourage and maintain active student participation
Maintain an atmosphere that provides challenge
Use appropriate strategies consistently when addressing problem behaviors
Monitor student engagement to ensure that all students are fully involved
Maintain appropriate pace, and motivation and challenge
Use appropriate voice to maintain an effective presence
Create and use a range of resources to support teaching and learning

Monitoring,
Assessment
and
Evaluation

Critical
Reflection

Develop and use effective monitoring strategies across connected teaching sessions
including class, group, pair, and individual work
Develop and use formative assessment instruments such as checklists, grading scales,
rubrics, etc. to evaluate students performance in a variety of activity types

Evaluate feedback and respond appropriately


Justify classroom-based decisions drawing on experience
Appraise a number of teaching possibilities and justify selections made
Expand teaching philosophy with reference to both personal experience and learning
theories
Reflect on practicum experiences to identify strengths and specific areas for development

TP Competences Review: Y3S6 EPC3901

Competenc
e
Professional
ism

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Sustained Teaching
Plan and conduct two consecutive peer observations where feedback will be applied in the
second observed lesson
Collaborate with other professionals and support staff in activities that involve the
community
Engage in pastoral care across the school
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

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)
Monitoring,
Assessment
and
Evaluation

Critical
Reflection

Provide clear and effective models/demonstrations of classroom tasks


Consistently apply a range of effective questioning and elicitation techniques
Manage smooth transitions between activities
Use a variety of explicit, positive reinforcement strategies
Encourage the development of student independence and responsibility
Manage interruptions and transitions to promote effective flow

Develop and use effective monitoring strategies across an increasing range of connected
teaching sessions including class, group, pair, and individual work
Develop and use 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

Justify classroom-based decisions drawing on theory and experience


Experiment with a range of teaching strategies and identify their strengths and weaknesses
Identify and account for the influence a range of stakeholders e.g. Ministry of Education,
Principal, parents etc. through portfolio documentation
Relate teaching philosophy to classroom activities and artifacts
Identify areas for development to be considered in goal setting in the following semester

TP Competences Review: Y4S7 EPC4403

Competenc
e
Professional
ism

Autonomous Teaching
Explore innovation and change initiatives through formal meetings with principal and other
relevant staff members.
Conduct formal and informal observations and use data collection tools in support of action
research.
Where possible contribute to or plan and deliver PD in work related environments.

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

With reference to the prescribed curriculum of the teaching practicum setting and with a
specific action research focus, plan with greater autonomy all MST teaching sessions for a
minimum 50% of MST scheduled teaching time to include and/or add up to one full
week of teaching where possible.
Create long, medium, short-term and detailed lesson plans that incorporate effective
strategies to meet a range of learning needs and styles, to promote engagement and ensure
all students meet their potential.
Construct learning objectives/outcomes that challenge expectations and plan assessment
strategies to inform future planning, as part of the reflective cycle and which support the
development of clear targets for improvement of student achievement.

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Monitoring,
Assessment
and
Evaluation

Critical
Reflection

Show increasing mastery at providing clear and effective instructions/models/


demonstrations of classroom tasks
Manage transitions between activities very smoothly throughout a lesson session
Employ a variety of effective teaching/ learning techniques with increasing efficiency
Actively maintain a constructive environment or use positive peer pressure to encourage the
development of student independence and responsibility
Consistently maintain an effective classroom presence
Consistently use a range of resources and safely and effectively to encourage and challenge
the learners

In consultation with the MST, develop an assessment plan covering at least 50% of the
MSTs teaching time, using formative and summative instruments to evaluate students
performance on oral and written work
Appraise own teaching practices through proactive reflections.
Participate in professional discussions with their MST and MCT to justify their position on
educational matters.
Justify professional decisions drawing on a range of experiences and/or theories.
Develop and implement solutions to improve classroom practice
Identify professional development goals and appropriate actions for the following semester

TP Competences Review: Y4S8 EPC4909

Competenc
e
Professional
ism

Planning for
Learning
(including
Knowledge
and
Understandi
ng of
Content)

Autonomous Teaching
Communicate with stakeholders about students progress, teaching and learning
Implement innovation and change initiatives where appropriate
Use data collection tools in support of action research
Contribute to or plan and deliver PD in work related environments, where possible
With reference to the prescribed curriculum of the teaching practicum setting and
continuing with a specific action research focus, plan with a high level of autonomy
all MST teaching sessions for a minimum 60% of MST scheduled teaching time to
include two full weeks of teaching where possible
Create long, medium, short-term and detailed lesson plans that incorporate effective
strategies to meet a range of learning needs and styles, to promote engagement,
maximize learning opportunities and ensure all students meet their potential
Construct learning outcomes that challenge expectations and plan assessment
strategies to inform future planning, as part of the reflective cycle and which support
the development of clear targets for improvement of student achievement

Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)

Monitoring,
Assessment
and
Evaluation

Critical
Reflection

Demonstrate mastery in the use of a range of effective elicitation, drilling techniques


and concept questioning techniques
Provide consistent, efficient and effective scaffolding for the learners
Demonstrate the ability to integrate instruction across the curriculum
Consistently apply strategies that continually motivate and maintain an effective
classroom presence.
In consultation with the MST, develop an assessment plan covering at least 60% of the
MSTs teaching time, record and use formative and summative instruments to
evaluate students performance on oral and written work
Use assessment data to inform lesson planning
Provide sufficient feedback to students to improve performance

Participate in professional discussions with MST, MCT and other colleagues to justify
positions on educational matters
Combine aspects of professional knowledge to find context-specific solutions
Empathize with a range of stakeholders to inform decision-making.
Integrate reports, syllabi, curricular and other documents into reflective writings
Infuse teaching philosophy into all classroom related activities and artifacts.
Identify professional goals for continued professional development

(MCT observation schedule)


School

Um Al
Dardaa

Date

February
23, 2016

Student/tea
cher

Fatema Saeed
Mohammed/ MCT
Colleen/ MST Fatima
AlShemili

Class
time

Lesson
plan
submissi
on
Yes

10:55

No

X
Yes

No

Yes

No

MCT Feedback 1
Student Teachers name: Fatima Saeed Mohammed... (Grade 3
School: Um al Dardaa..
MCT: Colleen Menichini...
Shemili..

Date: 2../23.../2016

MST: Fatima Al

Strengths:

morning routine/ review vocabulary


positive oral feedback - very effective
reminding students regarding the procedures and how to answer dont say teacher, please
raise your hands
using technology to support the lesson - ppt slides
good review activities
good job supporting students- recalling words orally
modelling directions for activities- well done
activities connect with learning objectives well- easy to connect
clear and direct instruction - moving around the groups to clarify, giving specific instructions
to scaffold

Suggestions:

perhaps more writing - a visual list of the workers/key vocabulary would be beneficial so
students can see the words and make connections
make sure your powerpoint is error free- there were spelling errors and grammar errors.

Personal Aim for next lesson

time management of your activities.

MCT Feedback 2
Student Teachers name: Fatima Saeed Mohammed... (Grade 3) School:
Um al Dardaa..
MCT: Colleen Menichini... Date: 3../.1../2016
Shemili..

MST: Fatima Al

Strengths:

morning routine/ day and objectives on the board


warm up activity - fun and engaging
direct instructions with clear examples
reminded students how to participate well- clear directions
walking around the room to monitor work and behavior
using technology to support the lesson
content closely connect to students lesson/lives
giving time warnings- written on board, oral reminders
monitoring groups for content, behavior and checking work progress
modelling expected work and procedures
controlled students well- reminded of expected behavior often
direct dealing with misbehavior

Suggestions:

able to redirect students quickly


using points to manage behavior- highly effective with this group
good reminders of positive behavior
make sure students put full stops at the end of their sentences on the board
please dismiss students in an orderly fashion at the end of the class.

Personal Aim for next lesson

excellent lesson
actively practicing objectives
good job monitoring students closely
focus on management- time

MCT Feedback 3
Student Teachers name: Fatema Saeed AlShehhi... (Grade 3) School:
Um Al Darda..
MCT: Colleen Menichini
AlShemili..

Date: Mar ../16.../2016

MST: Fatema

Strengths:

Emailed lesson plan


Morning routine (day/date)
Using pictures to support text/vocabulary words
Asking closed questions to elicit prior knowledge
Using powerpoint to support class material - asking students to give the words to match to
pictures
Organized vocab into table (morning, afternoon, night)
Using a variety of reward strategies
Monitoring students during independent/workbook work
Using proximity to encourage behavior
Very high participation - good activities
Great reading practice (lots of chances to read)
6 special needs students - providing support as possible
Reminding students of procedures for behaving in class
Great classroom management
Good wait time- clear directions
Every activity directly linked to outcomes

Suggestions:

Critical reflection

MCT Final Report


Student Teachers name: . (Grade )
..
MCT: Date: ..

Competency Area

School:

MST:
A

A: Professionalism
Strength

Areas for development

B: Planning for Learning


Strength

Areas for development

C: Implementing and Managing Learning


Strength

Areas for development

D: Monitoring and Assessment of Learning


Strength

Areas for development

E: Critical Reflection
Strength

Areas for development

E= Excellent,
G=Good,
US=Unsatisfactory

S=Satisfactory,

M=Marginal,

MST Final Report


Student Teachers name: . (Grade )
..
Date: ..

School:

MST:
A

Competency Area

A: Professionalism
Strength

Areas for development

B: Planning for Learning


Strength

Areas for development

C: Implementing and Managing Learning


Strength

Areas for development

D: Monitoring and Assessment of Learning


Strength

Areas for development

E: Critical Reflection
Strength

Areas for development

E= Excellent,
G=Good,
US=Unsatisfactory

S=Satisfactory,

M=Marginal,

MST name:
Signature: ..

MCT & MST Final Report


Student Teachers name: . (Grade )
..
MCT: Date: ..

Competency Area

School:

MST:
A

A: Professionalism
Strength

Areas for development

B: Planning for Learning


Strength

Areas for development

C: Implementing and Managing Learning


Strength

Areas for development

D: Monitoring and Assessment of Learning


Strength

Areas for development

E: Critical Reflection

Strength

Areas for development

E= Excellent,
G=Good,
US=Unsatisfactory

S=Satisfactory,

M=Marginal,

Final Grade:
Student Signature:
MCT signature: .

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