APPENDIX 2

MCT/MST Lesson Observation Feedback Form Template

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
(kindly fill in conjunction with a completed copy of the supporting assessment rubric)

Course Code: EPC 3903

Trainee Name: Fakhera School: Al Ezza G1
MCT/MST Name: Oriana Manjarres Date: 16/10/19
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
Thanks for sending your plan in advance.
This class was delayed due to a fire drill, but this did not faze you, and you carried on afterwards as
normal.
Planning for Learning F D C B A
Comments:
The focus for this lesson was ‘Oo” (although your plan also refers to ‘m’) – forming the letter, and
identifying words that start with ‘o’. You have three lesson outcomes listed – students may be doing
these things, but are they the focus for this lesson? Will you be assessing these all?
For ‘solutions to possible problems’ you should be thinking about how you will manage these problems
within this class. Two ‘blue’ groups were given tracing activities as a scaffold.
Is there are plan for early finishers? What should students do when they are finished?
There are no details in your assessment strategy section – what specifically are you looking for? How
will you know whether students have achieved the lesson outcome(s)?
Managing Learning F D C B A
Comments:
Students started lesson sitting on the mat. Students were moved back to their tables to complete their
work. Students’ books were already in a pile on each table, ready for use. Your instructions were clear,
and modelled well on the IWB before students were moved. You might like to ask them to repeat the
first instruction back to you, so everyone knows what to do as soon as they get to their table – they
then have the model on the IWB for what to do next. You moved around checking work and talking to
students about their work.
Could there be a routine/signal for clean-up time that saves your voice? Perhaps a quiet song? And
students are taught to be finished tidying up and sitting on the mat by the end of the song. Books are
marked as you moved around the class.
Implementing Learning F D C B A
Comments:
Flash cards for focus letters are displayed on the wall, students were instructed to make the letter
sound as you pointed to them. A textbook page of ‘Oo’ was displayed on board with the sound made
again, and key words read and repeated by students. Instructions for what students should do were
given. The workbook page was then displayed and work to be completed was modelled, as well as
writing the date. Students then moved to tables to complete the page in their own books.
Students were brought back to the mat and review the key words, then lined up for next class.

1
 Assessment F D C B A
Comments:
There are no details in your assessment strategy section. What specifically are you looking for? How
will you know if students have met the outcome(s)? What if they have/haven’t?
Reflection on Practice F D C B A
Comments:
NB: you can use the reflection section of the lesson plan for your reflection – this is not an additional
task. If you write your reflection here, you will only need to upload one document to your portfolio for
each lesson.

Action Plan:
Your personal goal should be something you are working on for yourself – perhaps you mean time
management?

In that case, you might like to add times to your lesson plan - this will encourage you to think about how
long each phase/task should take. Then reflect on how accurate this was, and adjust as necessary.