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Please complete this form and tick the boxes using the following criteria:
1. Name of student:
Reem Naser Hamad Salem Alkarbi
2. Student’s ID number:
H00293411
3. Name of school:
Al Mamoura Academy
4. Mentoring School Teacher (MST):
Jessica Knight
5. MST’s email:
Jknight@almamouraacademy.sch.ae
6. Mentoring College Teacher (MCT):
Dr Neil Satoquia
7. Grade level:
Year 2
8. Absence dates / reasons:
N/A
9. I- Commitment to the Profession: Attendance
The student:
A (87-100%) Prioritizes the needs of the school and students over required working hours
B (86-77%) Always demonstrates consistent attendance and punctuality
C (76-67%) Demonstrates consistent attendance and punctuality
D (66-60%) Displays occasional issues with attendance and punctuality
F (50-59%) Displays issues with attendance and punctuality
F (0-49%) Has not grasped the importance of attendance and punctuality leading to consistent
absences and/or lateness
Result:
D (66-60%) Displays occasional issues with attendance and punctuality
10. I- Commitment to the Profession: Preparation & planning
The student:
A (87-100%) Consistently prepares high quality materials which are well organized
B (86-77%) Is well prepared & ready for each lesson
C (76-67%) Is prepared & ready for each lesson
D (66-60%) Is generally prepared & ready for each lesson
F (50-59%) Has difficulties preparing for lessons & being ready on time
F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons
Result:
B (86-77%) Is well prepared & ready for each lesson
11. I- Commitment to the Profession: Peer Observation
The student:
A (87-100%) Conducts a peer observation and provides oral and written feedback which
identifies an extensive range strengths and suggestions
B (86-77%) Conducts a peer observation and provides oral and written feedback which identifies
a range strengths and suggestions
C (76-67%) Conducts a peer observation and provides oral and written feedback which identifies
strengths and suggestions
D (66-60%) Conducts a peer observation and provides oral and written feedback but this is
limited and/or lacks accuracy
F (50-59%) Conducts a peer observation but feedback is uninformative and/or inappropriate
F (0-49%) Does not conduct a peer observation
Result:
B (86-77%) Conducts a peer observation and provides oral and written feedback which identifies
a range strengths and suggestions
12. II- Planning for Learning: Producing quality lesson plans
The student:
A (87-100%) Has completed outstanding lesson plans which are consistently printed and
available for MST/MCT upon request
B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT
upon request
C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon
request
D (66-60%) Has completed poor quality lesson plans which are not always available upon
request
F (50-59%) Has inconsistently completed lesson plans
F (0-49%) Has consistently failed to complete adequate lesson plans
Result:
C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon
request
The student:
A (87-100%) Writes lesson plans which consistently demonstrate a level of balance (stir/settle,
MI, skills etc) which secures effective learning
B (86-77%) Writes lesson plans which demonstrate a level of balance (stir/settle, MI, skills etc)
which secures effective learning
C (76-67%) Writes lesson plans which demonstrate some balance but not in all the identified
ways (stir/settle, MI, skills etc)
D (66-60%) Writes lesson plans which address the issue of balance but some ideas
demonstrate a degree of misunderstanding
F (50-59%) Writes lesson plans which include limited aspects of balance
F (0-49%) Does not appear to consider the issue of balance in lesson plans
Result:
C (76-67%) Writes lesson plans which demonstrate some balance but not in all the identified
ways (stir/settle, MI, skills etc)
14. II- Planning for Learning: Planning engaging lesson plans
A (87-100%) Lesson plans consistently engage students and encourage maximum student
participation
B (86-77%) Lesson plans engage students and encourage active student participation
C (76-67%) Lesson plans engage students and/or encourage active student participation
D (66-60%) Lesson plans engage students and/or encourage active student participation.
Some ideas are inappropriate.
F (50-59%) Lesson plans include a few activities which engage students and encourage active
participation
F (0-49%) Lesson plans are largely teacher centered
Result:
B (86-77%) Lesson plans engage students and encourage active student participation
The student:
Result:
B (86-77%) Incorporates a range of cooperative strategies which secure the learning objectives
are achieved with the majority of the class
16. III- Managing Learning: Expectations & routines
The student:
A (87-100%) Develops consistent student independence and responsibility by providing clear &
consistent expectations and routines. There is evidence of innovative approaches to
classroom management
B (86-77%) Develops consistent student independence and responsibility by providing clear &
consistent expectations and routines. It is clear from behavior that all of these are
working effectively in the classroom
C (76-67%) Develops student independence and responsibility by providing clear & consistent
expectations and routines
D (66-60%) Develops student independence and responsibility by providing clear expectations
and routines but this is inconsistent
F (50-59%) Provides expectations and routines but these are rarely enforced
F (0-49%) Does not attempt to develop student independence
Result:
C (76-67%) Develops student independence and responsibility by providing clear & consistent
expectations and routines
The student:
A (87-100%) Has sufficient subject knowledge to successfully deliver the required LOs with
confidence and is able to respond to queries with spontaneity and accuracy, perhaps
drawing links to real life or across the curriculum
B (86-77%) Has sufficient subject knowledge to successfully deliver the required LOs with
confidence
C (76-67%) Has sufficient subject knowledge to successfully deliver the required LOs
D (66-60%) Usually has sufficient subject knowledge to successfully deliver the required LOs
F (50-59%) Has sufficient subject knowledge to deliver the lesson but there are gaps and/or
inaccuracies
F (0-49%) Does not have sufficient subject knowledge to successfully deliver the required LOs
Result:
F (50-59%) Has sufficient subject knowledge to deliver the lesson but there are gaps and/or
inaccuracies
The student:
A (87-100%) Effectively incorporates a wide range of question types in lessons to support &
extend student learning
B (86-77%) Effectively incorporates a range of question types in lessons to support student
learning
C (76-67%) Incorporates a range of question types in lessons to support student learning
D (66-60%) Incorporates a range of question types in lessons but with limited effectiveness
F (50-59%) Incorporates information and structural (CRM) questions but rarely uses other types
of questions
F (0-49%) Does not use questions effectively
Result:
B (86-77%) Effectively incorporates a range of question types in lessons to support student
learning
The student:
Result:
C (76-67%) Grades language to support student comprehension of content and instructions
20. IV- Implementing Learning: Differentiation
The student:
Result:
B (86-77%) Effectively & regularly includes differentiated tasks
21. V- Assessment: Formative Assessment
The student:
Result:
C (76-67%) Incorporates formative assessment (questioning, tasks & observations)
22. V- Assessment: Keeping assessment records
The student:
A (87-100%) Keeps detailed & effective assessment records based on a range of formative
assessment activities
B (86-77%) Keeps detailed & effective assessment records based on formative assessment
C (76-67%) Keeps simple but effective assessment records based on formative assessment
D (66-60%) Keeps simple assessment data records. Some aspects may not be effective and/or
complete
F (50-59%) Keeps limited assessment records. These may also be disorganized
F (0-49%) Does not keep any meaningful assessment records
N/A - Non applicable
Result:
C (76-67%) Keeps simple but effective assessment records based on formative assessment
The student:
A (87-100%) Uses formative assessment data to provide oral and written feedback to students
& other stakeholders (as appropriate)
B (86-77%) Uses formative assessment data to provide oral and written feedback to students
C (76-67%) Frequently uses formative assessment data to provide oral feedback to students
D (66-60%) Sometimes uses formative assessment data to provide oral feedback to students
F (50-59%) Rarely uses formative assessment data to provide oral feedback to students
F (0-49%) Does not provide oral feedback to students
Result:
C (76-67%) Frequently uses formative assessment data to provide oral feedback to students
A (87-100%) Regularly completes detailed reflections which consider situations from the
perspective of a range of stakeholders
B (86-77%) Completes detailed reflections which consider situations from the perspective of a
range of stakeholders
C (76-67%) Completes reflections which consider situations from the perspective of a range of
stakeholders
D (66-60%) Occasionally completes reflections which consider situations from the perspective of
other stakeholders.
F (50-59%) Attempts to complete reflections which consider situations from the perspective of
other stakeholders but these are shallow and do not lead to new insights
F (0-49%) Does not consider situations from the perspective of other stakeholders
Result:
C (76-67%) Completes reflections which consider situations from the perspective of a range of
stakeholders
25. VI- Reflection on Practice: Reflecting on student-teacher relationships
The student:
A (87-100%) Reflects on relationships with students as part of professional practice and uses the
insights to develop a positive learning environment
B (86-77%) Reflects on relationships with students as part of professional practice and uses the
insights to improve these relationships
C (76-67%) Reflects on relationships with students as part of professional practice
D (66-60%) Reflects on relationships with students as part of professional practice but these
reflections are generally shallow
F (50-59%) Reflects on relationships with students as part of professional practice but these
reflections are generally not congruent with best practice
F (0-49%) Does not reflect in a meaningful way on her relationships with students
Result:
A (87-100%) Reflects on relationships with students as part of professional practice and uses the
insights to develop a positive learning environment
Reem built a lovely relationship with the class. She took the time to get to know the children's
interests. The children in Oryx class really enjoyed having Reem in our classroom.
Reem successfully plans lessons she is teaching. She takes time to adapt lesson plans to suit the
needs of the class and herself.
27. Areas for Development:
I would like to see Reem continue to work on her spoken and written English. Throughout
Reem's practice, I feel this has effected her lesson delivery. The children have often corrected
spelling and grammar mistakes.
I would also like to see Reem work on her punctuality. The children arrive at school 7.30 every
morning. Reem did not arrive in school before 8.00 during her teaching practice.