Professional Documents
Culture Documents
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.
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)
Implementi
ng and
Managing
Learning
(including
behaviour
managemen
t, language
and
delivery)
Monitoring,
Assessment
and
Evaluation
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
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
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)
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.
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
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)
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
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
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
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
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
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
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
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
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
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:
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.
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:
Suggestions:
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..
MST: Fatema
Strengths:
Suggestions:
Critical reflection
Competency Area
School:
MST:
A
A: Professionalism
Strength
E: Critical Reflection
Strength
E= Excellent,
G=Good,
US=Unsatisfactory
S=Satisfactory,
M=Marginal,
School:
MST:
A
Competency Area
A: Professionalism
Strength
E: Critical Reflection
Strength
E= Excellent,
G=Good,
US=Unsatisfactory
S=Satisfactory,
M=Marginal,
MST name:
Signature: ..
Competency Area
School:
MST:
A
A: Professionalism
Strength
E: Critical Reflection
Strength
E= Excellent,
G=Good,
US=Unsatisfactory
S=Satisfactory,
M=Marginal,
Final Grade:
Student Signature:
MCT signature: .