Mentor College Teacher Assessment Report Year 4, Semester One

Name of Student: Noora Saeed

Name of School: Al Jeer Secondary School
MCT: Grant Hartley
Dates of TP: March 2014- May 2014
Absences: 0
MCT Visit: 2

Mentor College Teacher

Grant Hartley

Chair, Education

David Waugh

Date

27/04/2014 & 04/05/2014

A Professionalism and Understanding

Demonstrates commitment to the teaching profession and personal growth as a teacher and learner

Shows initiative, enthusiasm, active participation and engagement in the classroom and school

Shows evidence of working collaboratively and cooperatively with mentors, peers and colleagues in a sensitive
and effective manner

Displays a high standard of professional behavior, which includes punctuality, personal organization and
presentation

Communicates effectively with mentors

Demonstrates a growing understanding of current approaches to teaching in schools

B Planning for Learning

Plans in consultation with MST and MCT to meet the needs of individuals and groups of students

Presents lesson plans in a clear, detailed and professional way

Shows smooth transitions between activities

Produces materials for teaching have accurate language and are appropriate to the level of the learner

Includes appropriate activities which are designed to help achieve the lessons aims.

Provides evidence that the process of planning has been carried out in consultation with the MST and MCT

to meet the needs of individuals and groups of students

Plans for a range of student-centered interaction patterns and manage pair work, group work, individual and
whole class tasks with growing confidence.

Shows a clear student - centered focus on the lesson plans.

Creates pair - and group work activities to facilitate learning

Plans to meet the needs of individual students within the group, taking into account students
developmental, cultural, physical and social factors

C Implementing and Managing Learning

Language and delivery

Uses accurate and appropriate language, including pronunciation, stress and intonation

Grades own language to the level of students with growing competence

Models written and spoken target language accurately and appropriately

Uses a variety of effective teaching/ learning techniques (e.g. drills, information gap, role plays, dictations,
presentations, projects etc.)

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

Shows ability to manage transitions between activities.

Employs various questioning and elicitation techniques more effectively

Classroom management

Uses resources and equipment effectively (e.g. textbooks, realia, ICT, AV for listening activities, big books
etc)

Uses classroom space and furniture effectively and safely

Manages class time effectively

Begins to maintain pace and motivation

Provides a language rich environment (displays, including student work)

Uses appropriate strategies to encourage and maintain active student participation

Establishes and maintains rules and clear routines for behavior in the classroom.

Begins to act responsibly and decisively in response to extraordinary circumstances.

Communication skills

Builds rapport through interaction with students

Uses appropriate body language, eye contact, gestures and voice to maintain an effective classroom
presence

Creates a positive and active learning environment in the classroom

D Monitoring and Assessment of Learning

Provides ongoing feedback to children to enhance learning.

Attempts to modify a session as it occurs, in response to children's needs and external factors.

Begins to monitor students errors and misconceptions and helps to remedy them

E Reflection

Demonstrates a growing ability to reflect, record and discuss observations of children and teaching.

Seeks and accepts guidance and responds constructively to feedback from colleagues and mentors.

Considers own practice with relation to HCT teaching competencies.

Discusses and begins to justify own pedagogical decisions.

Starts to think about their teaching and uses this process to find different approaches to try to improve their
practice.

Has ability to discuss students development with mentors

General Comments

1. In the post lesson feedback we discussed the way students benefitted from Nooras
interactivity and planning for different interaction patterns. We also discussed how
group work might be a good idea in ordering tasks. Noora was able to justify her
decisions due to time constraints. We also spoke about the need to take care when
asking individual students to feedback to the group, making sure they could do this
successfully so as to help their confidence.
2. Noora delivered another well planned lesson. She demonstrated a strong teacher
presence, showing effective eliciting, monitoring and explanations. She tried where
appropriate to get students demonstrating the concepts for others. In the post lesson
feedback we spoke about possible alternatives involving giving students the steps to
do, allowing for the teacher to deal with the slower students, thereby allowing the
quicker students to move on. Noora showed she had been thinking about the previous

feedback and incorporating this into the feedback parts of her lessons.

To Be Completed By Student

Next Semester I will focus on: