If you can't take "official" clinics out, find someone on staff who will let you "mentor" them unofficially. The most important thing for presenting your teaching segments in an exam is to "teach what you have already taught". When you present a well used trick from your bag of tricks, the execution of the teaching is much easier and more fluid. You need to go to your exam with a well stocked bag of tricks because you can not guess ahead of time what your assigned task will be. You need to be able to readily adapt to the assigned profile/module, the needs of the group, the conditions du jour and the terrain that is available.
One of the "undocumented" scoring criteria is "can you make an impact on your peer group members". No matter what your skiing skills are relative to the rest of your group, you should be able to spot a skill weakness that is common to several members of your group (e.g. things that would flunk them from level 3). When you are given your skier profile to teach to, if you present an exercise that also works on your groups weakness, you will get extra points towards passing.
Of course your teaching exercises will include an introduction, a demonstration, practice, feedback and a summary. During your "introduction", you need to present the "why" behind the "what" of the exercise. A lot of people lose points because of lack of feedback or inaccurate feedback. If you've picked your exercise based on the group in addition to the presented profile, you should be able to "catch" some group members "getting it" (positive feedback opportunity) and "catch" some group members who are not doing the exercise correctly (negative or corrective feedback opportunity). Your summary should include "Who, What, How and Why". If you have the chance, point out the "common things to look for". Also be prepared to acknowledge the potential drawbacks of the exercise (e.g. safety concerns, when different snow conditions might make the exercise not work, prerequisite skill levels, etc.).
Keep your exercises short. Whatever time you are given, end at LEAST 2 minutes early (without skipping anything!). If you are given 15 minutes, aim for 10. Do NOT do progressions. Going long is your first sign that you are talking too much and boring the group.
If the examiner starts asking questions when you are done, do not get defensive and do keep your answers short. You still have a good chance for passing. If the examiner says nothing (other than "thank you"), don't worry - you've passed. No matter what you think about how your teaching segment "went", don't worry.
Most teaching segments suck big time compared to how your classes really go. Examiners do a great job of looking past the forced nature of the exam environment and seeing what your "base" teaching skills and knowledge are. If you have taught a lot and done your homework according to the study guide, you can pretty much operate on autopilot and pass.
Movement Analysis is now a big piece of the exam. You can't cheat on this. If you have not got the skill, you won't pass. You need to be able to see "effects/symptoms" and determine root causes. If you report effects (e.g. tails washing out) as causes, you're toast (e.g. instead of identifying over rotation or over pressuring and why there is over/under whatever). If you don't have a good technical knowledge foundation, you can not determine root causes from symptoms. If you need to improve your MA skills, the fastest way to do this is to get the V1 software
for your computer and start looking at clips (there are a lot here on epic). The computer is the best way to train your eyes in slow motion to be able to see things at full speed. Practice MA on every lift ride. Memorize the visual cues for effective and ineffective skiing. Examiners can see everything they need to see in 2 turns. Your goal should be being able to see "enough" to put a lesson plan together after seeing 2 turns twice on video or 4 turns on the hill.
Ready for something scary? Get 5 average pros together. Stand at the side of a trail and watch some skiers. Pick one to watch and have everyone describe the skier's balance, edging, rotary and pressure skills (after the skier has passed). I'll bet you that you will have at least one pro describe one skill totally opposite of what another pro sees. Clearly one of them must be wrong. That person should not be able to pass level 2 MA. We did this kind of exercise in every clinic last year. The percentage of non-certified instructors who had trouble describing the skills they were viewing not to mention describing them accurately was shocking. Accurate MA puts you in the top 25% percentage of the profession right off the bat.
It's possible to pass L2 without extensive upper level teaching experience. Use your own clinic taking experience to help make up for lack of teaching at upper levels (pay attention to HOW examiners teach clinics). Make the most of the level 4-5 classes that you do get to teach. Do a mental post mortem after these classes to review what results you achieved and what did not work. Look for level 6-7 skiers from the lift and make up lesson plans.