EPC 3903 Teaching Practicum MST Booklet

Mentor School Teacher (MST)
Teaching Practicum Booklet

Course: Practicum 3B
Course Code: EPC 3903 – Practicum 3b
Last revised 23.09.2022

Contents
Link and QR Code ..................................................................................................................2
Home Page .........................................................................................................................2
Attendance .........................................................................................................................2
Bachelor of Education – Program Description .......................................................................4
Education Practicum Courses - Progression Scheme .............................................................4
Placement by Year and Semester ........................................................................................4
Pre-service Teacher Tasks ...................................................................................................5
Roles and Responsibilities of the Mentor School Teacher .....................................................6
Day-Day Interactions...........................................................................................................6
Attendance .........................................................................................................................7
Assessment .........................................................................................................................7
Appendices ...........................................................................................................................8
MCT/MST Formative Observation Report Form ...................................................................8
Summative Teaching Practicum Assessment Rubric ........................................................... 12
EPC Teaching Competencies and Focus Areas .................................................................... 30

Link and QR Code
The Pre-service teacher support site provides and attendance tracking system and an
assignment submission tool for MST’s. Please visit the site for instructions on usage.
Click on the Link or Scan the QR code to access the EPC 3903 Home Page:
Home Page
TP Support Site: https://tinyurl.com/HCT-AAWTP
Home Page
Attendance
QR Code:
Attendance

Please see the page for instructions on using the Attendance system

Bachelor of Education – Program Description
The Bachelor of Education (Early Childhood Education) aims to provide graduates with the
necessary knowledge and skills that qualify them to provide effective car e and education for
young children according to international standards in a range of early childhood educational
environments.
This booklet informs Mentor School Teachers (MSTs) about various expectations, policies, and
procedures that are designed to make teaching as effective and enjoyable as possible for all
practices.
Education Practicum Courses - Progression Scheme

 Semester 5 and 6: Sustained Teaching Phase
EPC 3903: in the first semester of the sustained phase, pre -service teachers complete a
practicum over a 25 day period during which coursework from corresponding courses will be
implemented. This takes place in an Early Childhood setting. Building on previous pl acements
and with Mentor School Teacher (MST) support, pre-service teachers will plan, deliver, and
reflect upon a minimum of eight complete teaching sessions with an entire class . At least
two of these sessions will be mentor-observed lessons in which students will use formative
assessment, reflection, and MST/MCT feedback to inform future planning and delivery. All
lesson plans must have SMART learning outcomes using Bloom’s taxonomy verbs. All taught
lesson plans and reflections will be uploaded to the t eaching portfolio, along with all tasks.
Placement by Year and Semester
Semester Course Days / # Total Start / End # Observations

Week Weeks Days MST / MCT
2/4 EPO 1903 / 2903 5 4 20 1/1
5/6 EPC 3403 / 3903 5 5 25 2 /2
7 EPC 4406 5 6 30 3/3
8 EPC 4906 5 8 40 3/3

Pre-service Teacher Tasks
Students have tasks to complete including lesson planning, observations, and teaching
sessions. Your student teacher will share with you her tasks, projects, and assignments, and
ask where possible for your support.
One task will be reflection on the pre-service teacher’s experience at the school.
Minimum Unobserved Teaching (Activity/Full Lesson) 4 full lessons
Number of Mentor College Teacher (MCT) Observations 2 full lessons
Number of Mentor School Teacher (MST) Observations 2 full lessons
Total Teaching (Activity/Full Lesson) Minimum 8 full lessons

Roles and Responsibilities of the Mentor School Teacher
This section acts as a guide of what the Higher Colleges of Technology – Faculty of Education
asks from Mentor School Teachers (MST) within the Practicum placement.
As MST’s work with the pre-service teachers every day, they have a significant role to play in
the pre-service teacher’s professional development. Their role includes day-to-day
interactions, managing attendance, and assessment.
Day-Day Interactions
Administrative
 Introduce the pre-service teacher to other teaching staff and the administrative staff
 Provide the pre-service teacher with resources and a place to work
 Discuss school policies and regulations with the pre-service teacher
 Hold pre-service teacher accountable on matters of professional, especially attendance and
punctuality
o Record and report to the MCT any issues of attendance, punctuality, and professionalism
 Keep general records of the pre-service teacher’s progress made against the semester’s
competencies and share these with the MCT at the end of placement debrief
 Support & encourage pre-service teacher to get involved in the school community
Academic
 Acquaint the pre-service teacher with the classroom routines and management techniques
 Involve the pre-service teacher in the activities of the classroom and the school
 Delegate appropriate responsibility and authority to the pre-service teacher
 Remain in the classroom when the pre-service teacher is teaching
 Observe pre-service teacher’s teaching and give feedback, advice and encouragement on a
regular basis.
 Review lesson plans with the pre-service teacher giving advice and support
 Give appropriate freedom to the pre-service teacher in terms of how she will deliver the material

Attendance
 If a pre-service teacher is absent for any reason, she must be marked absent.
o Absences must be marked every day on the TP Support Site attendance list.
 Pre-service teachers must inform the MST (and MCT by email) of any absence in advance.
 Pre-service teacher arrival and departure times must be aligned in accordance with the school
policy.
Assessment
 MCT/MST Formative Observation Report (See appendix). The MST will perform three formal-
formative observations.
o These should be reviewed with the pre-service teacher after each observation.
o Please note that the number of observations does not limit the amount of teaching a
pre-service teacher should do.
o The formative observation is a progress report on overall performance in and out of the
classroom to that point, not just a snapshot of a single lesson.
 MCT/MST Summative Report (See appendix). The MST will complete one summative report at the
end of the teaching practicum.
o Ideally, the summative report should be discussed with the MCT.
o The summative report should be emailed directly to the MCT, or by uploading to the TP
Support Site.
o The summative report should only be shared with the MCT.
o
 Employer Evaluation form. This is an online form to assess pre-service teacher employment
readiness. This is a mandatory form. The link is on the TP Support site. If needed, the MCT will email
this form to the MST at the end of the practicum.

Appendices
MCT/MST Formative Observation Report Form
The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formally
observe the pre-service teacher’s performance and to give formative feedback based on the selected
teaching competencies.
Student Student ID:

name:
MCT name: Course code:
MST name: Placement

School:
Observed by:
MST MCT
Subject: Date:
Professional Dispositions
Respect, contribution to collegial environment of school and professional ethics
(confidentiality and fairness)
NAEYC Standard (6b)
TELS ECE Standard (1.1, 1.2, 1.5)
• Acts respectfully in all interactions and situations including but not restricted to
students, teachers, parents, school management and support staff.
• Contributes actively to collegial interactions
• Contributes to an inclusive and culturally responsive school community
• Upholds professional ethics with respect to confidentiality and fairness
• Promotes social justice (e.g., to eliminate discriminatory practices, incorporate diverse
perspectives, challenge prejudices)
Strengths:

Areas for improvement:
Planning for Teaching & Learning

Differentiation and the Framework for 21st century learning
NAEYC Standard (1b, 1d, 4b)
TELS ECE Standard (3.2)
• Identifies differentiated learning outcomes for individual learners

• Differentiates instructional strategies/activities for diverse learners (e.g. language
proficiencies, special needs, gifted, cultural groups, gender)
• Uses the Framework for 21 st century learning to plan activities for young learners
Strengths:
Managing Teaching & Learning

Teacher and student expectations, rights, and responsibilities
NAEYC Standard (1b)
• Investigates teacher and student rights and responsibilities, if available
• Guides students into setting learning expectations
• Maintains respect for rules and policies
• Sets and communicates clear expectations and responds consistently
• Responds fairly and equitably to all students
• Provides high level of support for students
Strengths:

Differentiation of activities by process, product, content and environment

NAEYC Standard (1d)
TELS ECE Standard (3.1, 3.2)
• Evaluates activities that are differentiated by process, product, content and environment
• Differentiates activities by process, product, content and environment
• Implements personalized scaffolding through choices of differentiated activities
• Justifies the method of differentiation used to promote learning
Strengths:
Assessing Learning
Assessment and observation techniques
NAEYC Standard (3a, 3b, 3c)
• Uses both formal and informal types of assessment

• Employs structured and unstructured observation methods
• Observes children and interpret observations on an individual basis
• Implements observations to assess progress against learning outcomes
• Evaluates different types of assessment for specific purposes
Strengths:
10

Reflection
Focus Area: Reflection on teaching and learning
• Reflects actively and consistently upon own practice to enhance teaching and learning
• Considers making necessary adjustments in teaching and learning based on learners’
performance
• Determines appropriate instructional actions based on self -reflection
• Evaluates how these instructional actions demonstrate foundational understanding
(Theories of child development, interplay of developmental domains, learning approaches,
approaches to teaching and learning in ECE context, content areas in ECE, health, safety,
and nutrition in early years etc.)
Strengths:
Action Plan (Objectives, actions, implementation timeline, resources):
11

Mentoring College Teacher (MCT)/ Mentoring School Teacher (MST)
Summative Teaching Practicum Assessment Rubric
Course Code & CRN EPC 3903 Final Grade
Student Name Student HCT ID
Placement School Date of Assessment
MCT Name MST Name
EXPLANATION OF RATINGS
 Outstanding (A-, A) = Consistent modelling of the competency and all of the performance indicators for each focus area
 Exceeds Expectations (B, B+) = Consistent demonstration of the competency at a high level of performance and all or most of the
performance indicators
 Meets Expectations (C, C+, B-) = Regular and proficient demonstration of the competency and most of the performance indicators
 Developing (D, D+, C-) = Demonstrating progress toward competency but not yet consistently proficient
 Below Expectations (F) = Inconsistent and/or poor performance of the competency and/or one or more performance indicators
 Unable to Observe = No opportunity to assess this competency either through direct observation or through review of teacher
candidate’s lesson plans or other materials.
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I. Professional Dispositions (15%)
Responsibility, school duties and punctuality
NAEYC Standard (6a, 6b, 6c, 6e)
TELS ECE Standard (6.1, 6.2, 8.1, 8.4)
• Attends school regularly 󠇬 Outstanding (A-, A)
• Participates for the full school day 󠇬 Exceeds Expectations (B,

B+)
• Is punctual and reliable
󠇬 Meets Expectations (C,
• Attends school functions (e.g., morning assembly, professional development, parent -teacher meeting, school
1. events, field trips, meetings)
C+, B-)
• Accepts all responsibility under the mentoring teacher’s supervision 󠇬 Developing (D, D+, C-)
• Demonstrates effort and enthusiasm 󠇬 Below Expectations (F)

• Maintains professional appearance 󠇬 Unable to Observe
• Has a whole-school perspective
• Demonstrates basic knowledge of school administration and organization
• Demonstrates awareness of school -community connections
Collaboration, positivity, and organizational skills

󠇬 Outstanding (A-, A)
NAEYC Standard (2b, 6d)
󠇬 Exceeds Expectations (B,
B+)
2. • Collaborates effectively and appropriately with students C+, B-)
• Collaborates effectively and appropriately with MCT, MST, and other professionals 󠇬 Developing (D, D+, C-)
• Communicates effectively and appropriately with families and other members of the school community 󠇬 Below Expectations (F)
• Initiates and responds to offers of professional cooperation and collaboration
󠇬 Unable to Observe
• Participates productively in school -based teams, committees, and/or departments
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• Influences constructively the professional practice of others
• Demonstrates effective time management skills
• Meets all deadlines
• Demonstrates positivity and resilience
Care, initiative, and consistency of performance

NAEYC Standard (6c, 6e)
• Responds actively to students’ needs
B+)
• Cares for students’ well-being
3. • Serves students and/or the school beyond the classroom C+, B-)
• Shows initiative and self-direction 󠇬 Developing (D, D+, C-)
• Initiates communication with family members and responds promptly to concerns 󠇬 Below Expectations (F)
• Interacts effectively and responsively with families to support student learning
• Applies new knowledge of content or methods actively and reasonably
• Demonstrates consistent performance throughout TP
Respect, contribution to collegial environment of school and 󠇬 Outstanding (A-, A)

professional ethics (confidentiality and fairness)
NAEYC Standard (6b) B+)
TELS ECE Standard (1.1, 1.2, 1.5) 󠇬 Meets Expectations (C,
4. C+, B-)
• Acts respectfully in all interactions and situations including but not restricted to students, t eachers, parents, 󠇬 Developing (D, D+, C-)
school management and support staff.
󠇬 Below Expectations (F)
• Contributes actively to collegial interactions
• Contributes to an inclusive and culturally responsive school community
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• Upholds professional ethics with respect to confidentiality and fairness
• Promotes social justice (e.g., to eliminate discriminatory practices, incorporate diverse perspectives, challenge
prejudices)
Honesty, compliance with education regulations, cultural awareness,

and sensitivity
NAEYC Standard (1b) 󠇬 Outstanding (A-, A)
TELS ECE Standard (1.1, 1.4) 󠇬 Exceeds Expectations (B,

B+)
• Demonstrates honesty in all interactions and situations
5. C+, B-)
• Complies with school policies and procedures
󠇬 Developing (D, D+, C-)
• Values and encourages respect for diversity
• Recognizes that everyone is shaped by their own culture(s) and experiences
• Demonstrates cultural awareness and sensitivity in all interactions and accepts children in spite of their
cultural, socioeconomic and family differences
Integrity and professional growth

NAEYC Standard (6d)
TELS ECE Standard (7.2, 7.3, 8.3) 󠇬 Outstanding (A-, A)
B+)
• Demonstrates integrity in all interactions and situations
• Participates in professional communities
6. C+, B-)
• Shares professional learning with colleagues
• Uses action research and literature to inform teaching decisions
• Acts upon professional development plan
• Makes informed instructional decisions based on continuous reflection upon past experiences, present
instructional situations, and future instructional goals
15

II. Planning for Teaching and Learning (10%)
Teaching and learning materials, learning centers, and learning
environments
NAEYC Standard (5b, 5c)
TELS ECE Standard (4.1) 󠇬 Outstanding (A-, A)
B+)
• Plans effective homework and extension activities that reinforce or enhance student learning and the home-
school collaboration 󠇬 Meets Expectations (C,
1. • Selects materials that enhance the learning process C+, B-)
• Uses outside resources as needed 󠇬 Developing (D, D+, C-)
• Uses a variety of supplemental materials 󠇬 Below Expectations (F)

• Adapts and modifies materials as needed 󠇬 Unable to Observe
• Selects materials that engage students through diverse perspectives
• Incorporates multimedia instructional technology
Bloom’s Revised Taxonomy and S.M.A.R.T learning objectives to

achieve desired developmental outcomes 󠇬 Outstanding (A-, A)
NAEYC Standard (5b) 󠇬 Exceeds Expectations (B,
TELS ECE Standard (3.1, 3.2) B+)
2. C+, B-)
• Creates S.M.A.R.T learning objectives that align with appropriate Bloom’s Taxonomy levels
• Develops appropriate learning activities that align with the planned learning objectives
• Prepares appropriate learning resources and materials that align with the planned learning objectives
• Plans appropriate assessment methods or tools that align with planned l earning objectives 󠇬 Unable to Observe
Developmentally and culturally appropriate unit and lesson planning

3. 󠇬 Outstanding (A-, A)
NAEYC Standard (1b, 4b, 5b)
16

TELS ECE Standard (1.1) 󠇬 Exceeds Expectations (B,
B+)
• Engages in day-to-day and long-range planning 󠇬 Meets Expectations (C,

C+, B-)
• Develops focused lessons
• Identifies appropriate flexible grouping strategies based on instructional goals
• Identifies and selects activities/strategies that engage students
• Applies knowledge of diverse ways of knowing and prior experiences to design culturally responsive practices 󠇬 Unable to Observe
• Integrates and effectively responds to issues of diversity (e.g., stereotypes, prejudices, instituti onal barriers,
discriminatory policies, privilege, power) in planning, designing, implementing, and evaluating responsive
practices
• Selects materials appropriate for diverse student populations (e.g. language proficiencies, special needs,
gifted, cultural groups, gender)
Differentiation and the Framework for 21st century learning 󠇬 Outstanding (A-, A)
NAEYC Standard (1b, 1d, 4b)
TELS ECE Standard (3.2) B+)
4. • Identifies differentiated learning outcomes for individual learners C+, B-)
• Differentiates instructional strategies/activities for diverse learners (e.g. language proficiencies, special needs, 󠇬 Developing (D, D+, C-)
gifted, cultural groups, gender)
• Uses the Framework for 21 s t century learning to plan activities for young learners
Integration of plans, and scope and sequence 󠇬 Outstanding (A-, A)
NAEYC Standard (4b, 5a, 5c) 󠇬 Exceeds Expectations (B,

B+)
5. 󠇬 Meets Expectations (C,
C+, B-)
• Integrates concepts and skills from across subject areas into unit and lesson plans
• Develops learning resources for integrated lessons
17

• Uses scope and sequence information to guide unit and lesson planning 󠇬 Unable to Observe
Homeroom teaching
NAEYC Standard (1b, 1d, 2b, 2c, 4a, 4b) 󠇬 Outstanding (A-, A)
TELS ECE Standard (3.1, 3.2, 4.1, 4.2, 5.1, 6.1, 6.2) 󠇬 Exceeds Expectations (B,
B+)
• Shows interest and initiative to know each child within and beyond the classroom 󠇬 Meets Expectations (C,
6. C+, B-)
• Provides day-to-day pastoral care and guidance
• Supports holistic development across domains (cognitive, physical, social, emotional and language)
• Collaborates with families to support children’s development and learning
• Maintains nurturing classroom routines 󠇬 Unable to Observe
III. Managing Teaching and Learning (10%)

Classroom rules, routines, transitions
NAEYC Standard (4a)
• Shows understanding of the importance of involving learners in establishing rules and routines B+)
• Appreciates the importance of smooth transitions between activities 󠇬 Meets Expectations (C,
1. C+, B-)
• Demonstrates awareness of efficient procedures for use of materials
• Discusses effective procedures with the MST for managing individual, small group, and whole class activities
• Maintains respect for rules and policies to interact appropriately and develop social etiquette skills
• Discusses the importance of setting clear expectations and responding consistently 󠇬 Unable to Observe
• Demonstrates appropriate behaviour
18

Physical learning spaces and learning environments
NAEYC Standard (4a, 4c)
• Describes appropriate grouping strategies to align with instructional goals (e.g., cooperative learning) B+)
• Explains how classrooms can be organized for e ffective instruction including layout, learning resources 󠇬 Meets Expectations (C,
2. • Prepares all learning resources in advance C+, B-)
• Discusses the importance of regulating lighting, temperature, and ventilation for an environment conducive to 󠇬 Developing (D, D+, C-)
learning
• Demonstrates awareness of exhibiting culturally appropriate displays
• Discusses the need to showcase student work
• Explains how to extend learning spaces beyond the classroom
Classroom management strategies

NAEYC Standard (4a, 4b)
• Demonstrates ability to turn unexpected situations into teachable moments
B+)
• Applies effective procedures for managing individual, small group, and whole class activities
3. • Responds positively and equitably to appropriate and inappropriate behaviour C+, B-)
• Uses appropriate strategies to redirect off -task behaviour 󠇬 Developing (D, D+, C-)
• Implements appropriate approaches to g uide positive behaviour 󠇬 Below Expectations (F)
• Manages disruptive behaviour effectively
• Implements efficient procedures for use of materials
• Generates enthusiasm and/or appreciation for learning
4. Teacher and student expectations, rights, and responsibilities 󠇬 Outstanding (A-, A)
19

NAEYC Standard (1b) 󠇬 Exceeds Expectations (B,
• Investigates teacher and student rights and responsibilities, if available 󠇬 Meets Expectations (C,
C+, B-)
• Guides students into setting learning expectations
• Maintains respect for rules and policies
• Sets and communicates clear expectations and responds consistently
• Responds fairly and equitably to all students 󠇬 Unable to Observe
• Provides high level of support for students
Emotional safety and positive student/teacher relationships

NAEYC Standard (4a)
• Develops a positive collaborative classroom environment B+)
• Communicates enthusiasm, encouragement, and support 󠇬 Meets Expectations (C,

5. C+, B-)
• Establishes and nurtures positive relationships
• Models professionalism, caring, fairness, courtesy, respect, and active listening
• Develops social interaction skills guided by the cultural context
• Promotes an inclusively responsive classroom community 󠇬 Unable to Observe
• Establishes a high level of support for students’ well-being and learning
Teacher presence 󠇬 Outstanding (A-, A)

NAEYC Standard (4a)
6.
• Uses body language (posture, walk the room while talking, make eye contact, and smile), voice (pauses, voice
C+, B-)
variations, and tempo) and positions effectively to generate excitement and an active learning classroom 󠇬 Developing (D, D+, C-)
environment
20

• Demonstrates awareness of individual child needs and the group dynamic 󠇬 Below Expectations (F)
• Addresses students’ academic and emotional needs while being resourceful about anticipating unknowns 󠇬 Unable to Observe
• Develops authentic relationships with students that breed confidence and respec t throughout the classroom,
allowing for risk taking
• Challenges students to move beyond their comfort zone and supports them through open -ended discussions
• Shows consistent receptivity to the current classroom climate and flexibility to change
• Connects abstract ideas to practical activities that generate enthusiasm and creativity
• Displays and models confidence, self-control, kindness, and positive attitude towards learning
• Speaks with energy and passion for higher student engagement
• Makes use of the classroom space by moving around while interacting with students
IV. Implementing Learning (25%)

Timing of instruction – pace and flow
NAEYC Standard (4b) 󠇬 Outstanding (A-, A)

B+)
• Identifies appropriate pace to maintain interest and engagement in learning
1. C+, B-)
• Recognizes the importance of clear expectations and time frames
• Discusses the necessity for smooth transition between learning phases
• Observes how MST uses cues that children are becoming confused, bored or restless and adjusts teaching
accordingly 󠇬 Unable to Observe
Cooperative learning
2. 󠇬 Exceeds Expectations (B,
NAEYC Standard (4c)
B+)
21

TELS ECE Standard (3.1) 󠇬 Meets Expectations (C,
C+, B-)
• Uses different grouping strategies 󠇬 Developing (D, D+, C-)

• Demonstrates an understanding of the basic principles of cooperative learning: 󠇬 Below Expectations (F)
 positive interdependence 󠇬 Unable to Observe
 individual and group accountability
 interpersonal and small group skills
 face-to-face promotive interaction
 simultaneous interaction
 group processing
• Implements cooperative learning strat egies appropriate for the Early Childhood context to promote learning
Learner-centred teaching strategies and techniques, and use of

appropriate learning technologies 󠇬 Outstanding (A-, A)
NAEYC Standard (1d, 4c) 󠇬 Exceeds Expectations (B,

B+)
3. C+, B-)
• Demonstrates knowledge of a variety of student -centred teaching strategies and techniques, and learning
technologies appropriate for the Early Childhood context 󠇬 Developing (D, D+, C-)
• Uses student-centred strategies and techniques to promote learning 󠇬 Below Expectations (F)
• Uses a wide variety of appropriate learning technologies, resources and activities to promote learning 󠇬 Unable to Observe
Differentiation of activities by process, product, content and
environment B+)
NAEYC Standard (1d)
4. TELS ECE Standard (3.1, 3.2) C+, B-)
• Evaluates activities that are differentiated by process, product, content and environment 󠇬 Below Expectations (F)
• Differentiates activities by process, product, content and environment
22

• Implements personalized scaffolding through choices of differentiated activ ities
• Justifies the method of differentiation used to promote learning
Strategies to engage and motivate

NAEYC Standard (4a, 4b, 4c)
• Selects a range of strategies and approaches to meet the needs of all learners
B+)
• Decides on appropriate level of challenge to all learners
5. • Validates students’ achievement by displaying their work C+, B-)
• Supports learner understanding and engagement through flexible grouping strategies 󠇬 Developing (D, D+, C-)
• Utilises teaching materials that are safe, culturally appropriate, and diverse 󠇬 Below Expectations (F)
• Supports child-initiated play and activities
• Guides children into being positive and confident learners
• Determines developmentally appropriate strategies for children to experience success
Flexibility and adaptability in context (reflection in action)

NAEYC Standard (5c) 󠇬 Outstanding (A-, A)

B+)
• Reviews teaching and learning practices and adapts them as appropriate for the Early Childhood context
6. C+, B-)
• Considers adopting new high impact teaching and learning practices appropriate for the Early Childhood
context 󠇬 Developing (D, D+, C-)
• Assesses how teaching accommodates students’ needs and abilities at different stages of developme nt 󠇬 Below Expectations (F)
• Values teachable moments and adjusts teaching accordingly 󠇬 Unable to Observe
V. Assessing Learning (20%)

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Success criteria (Mini- rubric)
NAEYC Standard (3a)
• Classifies success criteria according to learners’ developmental stages B+)
• Observes use of success criteria to inform teaching and learning 󠇬 Meets Expectations (C,
1. C+, B-)
• Matches students’ behaviour to existing success criteria
• Distinguishes between levels of performance according to existing success criteria
• Discusses success criteria with MST/peers
• Explains success criteria to learners 󠇬 Unable to Observe
• Gives examples of observed behaviour that illustrate existing success criteria
Elements of constructive feedback

NAEYC Standard (3a)
B+)
• Demonstrates the ability to give clear feedback
2. • Practices giving immediate and regular feedback tailored to each student’s needs C+, B-)
• Employs feedback that is affirming, future -oriented, educative, and meaningful for each learner 󠇬 Developing (D, D+, C-)
• Applies clear success criteria to give justifiable feedback 󠇬 Below Expectations (F)
• Uses learner-friendly language
• Employs elements of constructive feedback to communicate with parents
Assessment data to inform planning 󠇬 Outstanding (A-, A)

3. NAEYC Standard (3a) 󠇬 Exceeds Expectations (B,
24

• Examines recorded student assessment data available with MST/school C+, B-)
• Interprets available student assessment data to determine teaching and learning next steps 󠇬 Developing (D, D+, C-)
• Utilizes student assessment data in lesson and unit planning 󠇬 Below Expectations (F)
Assessment and observation techniques

NAEYC Standard (3a, 3b, 3c) 󠇬 Outstanding (A-, A)
B+)
• Uses both formal and informal types of assessment 󠇬 Meets Expectations (C,
4. C+, B-)
• Employs structured and unstructured observation methods
• Observes children and interpret observations on an individual basis
• Implements observations to assess progress against learning outcomes
• Evaluates different types of assessment for specific purposes 󠇬 Unable to Observe
Questioning techniques
NAEYC Standard (3a, 3c)
B+)
5. • Designs questions with reference to Bloom’s Taxonomy as appropriate for the lesson outcomes C+, B-)
• Formulates questions to promote critical thinking 󠇬 Developing (D, D+, C-)
• Devises questions to increase academic -engaged time 󠇬 Below Expectations (F)
• Employs the full range of questions from closed to elaboration
Records as evidence of learning for reporting to stakeholders

6. 󠇬 Outstanding (A-, A)
NAEYC Standard (3a, 3d)
25

B+)
• Collects and analyses data from different sources (e.g., observations and running records 󠇬 Meets Expectations (C,
of learners’ performance, parental input, learners’ work samples) C+, B-)
• Records and interprets progress against the developmental and learnin g goals 󠇬 Developing (D, D+, C-)
• Maintains records of learners’ progress in a systematic way using learner portfolios 󠇬 Below Expectations (F)
• Provides timely assessment results in a positive, clear, and systematic way 󠇬 Unable to Observe
VI. Reflection (20%)

Reflection - definition, purpose and key elements
NAEYC Standard (6e)
TELS ECE Standard (N/A)
B+)
1. • Discusses the meaning and definition of a reflection in an accurate way C+, B-)
• Outlines the different purposes of reflective practices clearly 󠇬 Developing (D, D+, C-)
• Distinguishes between the different elements of a reflection 󠇬 Below Expectations (F)
• Clarifies how reflection can demonstrate foundational understanding
Reflection models and types (Foundational understanding) 󠇬 Outstanding (A-, A)

2. NAEYC Standard (6e) 󠇬 Exceeds Expectations (B,
TELS ECE Standard (N/A) B+)
26

• Compares reflection models and types during, pre and post observation discussion C+, B-)
• Analyses personal teaching performance based on a specific reflection model 󠇬 Developing (D, D+, C-)
• Deconstructs personal teaching performance based on a specific reflection type 󠇬 Below Expectations (F)
• Structures a specific reflection model to demonstrate foundational understanding (Theories of child 󠇬 Unable to Observe
development, interplay of developmental domains, approaches to teaching and learning in ECE context, content
areas in ECE, health, safety, and nutrition in earl y years etc.)
Reflection on teaching and learning

NAEYC Standard (5c, 6e) 󠇬 Outstanding (A-, A)
B+)
• Reflects actively and consistently upon own practice to enhance teaching and learning 󠇬 Meets Expectations (C,
3. C+, B-)
• Considers making necessary adjustments in teaching and learning based on learners’ performance
• Determines appropriate instructional actions ba sed on self-reflection
• Evaluates how these instructional actions demonstrate foundational understanding (Theories of child 󠇬 Below Expectations (F)
development, interplay of developmental domains, learning approaches, approaches to teaching and learning in
ECE context, content areas in ECE, health, safety, and nutrition in early years etc.)
Reflection on impact of relationships on teaching and learning

NAEYC Standard (6e)
B+)
4. • Formulates reflective statements on the importance of peer and teacher -learner relationships for effective C+, B-)
teaching and learning
• Synthesizes own reflections on teacher -learner relationships into a personal perspective of their impact on
teaching and learning 󠇬 Below Expectations (F)
• Constructs a model of impactful teacher -learner relationships based on reflective practices 󠇬 Unable to Observe
27

Reflection on resources, physical environment, and sociocultural
contexts
NAEYC Standard (6e) 󠇬 Outstanding (A-, A)
B+)
• Writes reflection on planning and design of the physical learning environment to suit the children’s needs, 󠇬 Meets Expectations (C,
5. interests, development, and learning C+, B-)
• Prepares reflection to identify and document effects of resources, physical environment, and sociocu ltural 󠇬 Developing (D, D+, C-)
context on each individual child’s behaviour, development, and learning
• Generates reflection on their knowledge of cultural codes and cues in TP setting
• Composes a reflection on selection of a variety of resources, stimulating materials and acti vities in teaching
and learning to accommodate diversity
Reflecting on dispositions, PDP development, self-improvement, and

importance of education
NAEYC Standard (6a, 6e)
B+)
• Demonstrates the ability to make informed professional decisions based on continuous reflection of their
knowledge, skills, beliefs, and attitudes 󠇬 Meets Expectations (C,
6. C+, B-)
• Attends to the intellectual, emotional, and ethical aspects of the profession
• Writes reflections on own professional dispositions
• Composes reflections on the importance of education 󠇬 Below Expectations (F)
• Plans next step actions for professional development based o n reflections 󠇬 Unable to Observe
• Develops action plans to address areas for improvement based on self -reflection
• Reflects on progress against the personally generated action plans
28

ADDITIONAL COMMENTS
29

EPC Teaching Competencies and Focus Areas
• Resposibility (EPC 1903) / Collaboration (EPC 2903)

Professional • Initiative, Consistency (EPC 3403) / Collegiality (EPC 3903)
• Cultural awareness (EPC 4403) / Integrity, Professional growth (EPC
Dispositions 4906)
• Materials and environment (EPC 1903) / Bloom’s Taxonomy,

S.M.A.R.T Goals (EPC 2903)
Planning for Teaching • Lesson and unit planning (EPC 3403) / Differentiation, 21st century
and Learning skills (EPC 3903)
• Integration of plans (EPC 4403) / Homeroom Teaching (EPC 4906)
•Classroom rules, routines (EPC 1903) / Managing the physical learning
space (EPC 2903)
Managing Teaching • Strategies (EPC 3403) / Teacher and student responsibility (EPC 3903)
and Learning • Positive student/ teacher relationships (EPC 4403) / Teacher presence
(EPC 4906)
•Timing of instruction (EPC 1903) / Cooperative learning (EPC 2903)

Implementing •Student-centeredness (EPC 3403) / Differentiation (EPC 3903)
•Engagement and motivation (EPC 4403) / Flexibility and adaptability
Learning (EPC 4906)
•Developing success criteria (EDU 1903) / Constructive feedback (EPC
2903)
•Assessment for learning (EPC 3403) / Implementing assessment (EPC
Assessing Learning 3903)
•Questioning techniques (EPC 4403) / Assessment and Reporting EPC
4906)
•Reflection- definition and purpose (EPC 1903) / Models (EPC 2903)

Reflection •Reflecting on T & L (EPC 3403) / Reflection on relationships (EPC 3903)
•Reflecting on context (EPC 4403)/ Reflecting on self (EPC 4906)
30

EPC 3903 Teaching Practicum MST Booklet

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Mentor School Teacher (MST)

Teaching Practicum Booklet

Last revised 23.09.2022

Last revised 23.09.2022

Last revised 23.09.2022

Last revised 23.09.2022

Education Practicum Courses - Progression Scheme

Placement by Year and Semester

Semester Course Days / # Total Start / End # Observations

2/4 EPO 1903 / 2903 5 4 20 1/1

5/6 EPC 3403 / 3903 5 5 25 2 /2

7 EPC 4406 5 6 30 3/3

8 EPC 4906 5 8 40 3/3

Last revised 23.09.2022

Last revised 23.09.2022

Last revised 23.09.2022

Last revised 23.09.2022

Student Student ID:

MCT name: Course code:

MST name: Placement

Last revised 23.09.2022

Planning for Teaching & Learning

• Identifies differentiated learning outcomes for individual learners

Areas for improvement:

Managing Teaching & Learning

Last revised 23.09.2022

Differentiation of activities by process, product, content and environment

Areas for improvement:

• Uses both formal and informal types of assessment

Last revised 23.09.2022

Areas for improvement:

Action Plan (Objectives, actions, implementation timeline, resources):

Last revised 23.09.2022

Summative Teaching Practicum Assessment Rubric

Course Code & CRN EPC 3903 Final Grade

Student Name Student HCT ID

Placement School Date of Assessment

MCT Name MST Name

Last revised 23.09.2022

• Attends school regularly 󠇬 Outstanding (A-, A)

• Participates for the full school day 󠇬 Exceeds Expectations (B,

• Demonstrates effort and enthusiasm 󠇬 Below Expectations (F)

Collaboration, positivity, and organizational skills

Last revised 23.09.2022

Care, initiative, and consistency of performance

Respect, contribution to collegial environment of school and 󠇬 Outstanding (A-, A)

Last revised 23.09.2022

Honesty, compliance with education regulations, cultural awareness,

TELS ECE Standard (1.1, 1.4) 󠇬 Exceeds Expectations (B,

Integrity and professional growth

Last revised 23.09.2022

• Uses outside resources as needed 󠇬 Developing (D, D+, C-)

• Uses a variety of supplemental materials 󠇬 Below Expectations (F)

Bloom’s Revised Taxonomy and S.M.A.R.T learning objectives to

Developmentally and culturally appropriate unit and lesson planning

Last revised 23.09.2022

• Engages in day-to-day and long-range planning 󠇬 Meets Expectations (C,

Integration of plans, and scope and sequence 󠇬 Outstanding (A-, A)

NAEYC Standard (4b, 5a, 5c) 󠇬 Exceeds Expectations (B,

Last revised 23.09.2022

III. Managing Teaching and Learning (10%)

• Demonstrates appropriate behaviour

Last revised 23.09.2022