Student Name:

ID:

School:

MST:

MCT:

Dates on which absences are to be made up: Not applicable

MST/MCT Holistic Grade

C+ (76)

Comments/suggestions:

Maitha has shown a strong professional attitude to her practice placement

this semester. She has a keenness and positive attitude to her work and she
brings this into her teaching. Her planning for learning has improved in that
she now considers more how children will be actively involved in the lesson.
However, she still tends to think in terms of teaching TO children rather
than WITH children. Therefore, next semester this is an area that she
should work on next semester. Maitha has also developed a more positive
approach to class management and has some success, albeit with some
inconsistency – greater use if names and positive comments will help. This is
a second area she can concentrate on in semester 8. Another aspect that
she can work on is to provide greater opportunities for students’ talk in the
class. Through conscious reflection on students’ learning rather than her
teaching, Maitha should be able to make significant progress in her
placement.
 Appendix 2: MCT/MST Formative Teaching Observation Feedback &
Assessment Rubric
Course Code & CRN EPC 4406 Placement School Al Refa’a KG3/7
Student Name & HCT Maitha Abdulaziz Date of Observation 20/2/20
ID
MCT / MST Name Eugene Campbell Observation # 1
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. NOTE: Refer to the course-specific, teaching competencies-based rubric included in
the TP Booklet.
Commitment to the Profession (15%) F D C B A
You need to use children’s names much more so that you can manage the class effectively. When you
want to involve a student as a volunteer, show your thinking in how you choose, e.g. ‘let’s see who is
sitting and paying attention. Good job, Hessa.’ Check your questions ‘what he will do?’ Many of the
questions you use are incorrect and should be improved so your English is more accurate.

Planning for Learning (15%) F D C B A

Why the small board? – can you use the main, smart board? I want you to plan your lesson in more detail
so that the introduction of the lesson does not involve you asking so many questions so quickly. For the
manipulative activity, how many sums did you give each group? How many were easy (numbers under 5)
and how many had numbers over 5? Your planning and timing seems a little unclear – at one time you
say 30 seconds then you say 2 minutes – why? Let the activity take as long is required. And it is
noticeable that your plan only considers what you will do – the columns for students is empty. This shows
that your understanding of teaching is too teacher-centred as your planning show NO thought on what the
children will do.
Managing Learning (15%) F D C B A
You begin with introducing and asking about the topic – slow down, you are answering your own question
(multiply three factors). Make sure you focus the children’s attention before you start the lesson – make
sure everyone is looking and listening. Take care you are not standing in front of your demonstration.
When you ask children to look at the table, you are not involving the whole class – why not continue to
use the smart board – this takes a lot of time to show each group one-by-one. I understand you wanted to
show a clear link and demonstrate the specific activity they will use – how could you do this and save
more time? You ask the children to clean up. Think about the specific language you use to talk to the
children – can you give direct instructions, use names and positive comments and make sure you focus
their attention BEFORE you speak – otherwise they do not hear you. They should be quiet and listening
when you speak. Again, at the end of the transition you start the plenary – but do not focus attention first.
You ask a few questions and children shout out – why not ask them to share in tables to talk about what
they learnt. You do the silent act and the class are quieter – but tell them what you want exactly. Is it
necessary to choose a person to answer who has their hand up? Clear and positive class management is
an area of priority for you.
Implementing Learning (20%) F D C B A
Why do you drill ‘parenthesis’? is this necessary? Why is it potentially disruptive? You also check the
meaning of ‘group’ – they can know this if you speak in contextualise. When you ask the questions you
ask the whole class – I want you to either a) ask individuals by name or b) ask the children to think in
pairs/ groups before they answer. You move to the smart board – good and ask a child to help
(remember to involve the whole class!). This demonstration is clear in showing the process of doing
factor 3 multiplication. It is a good idea to involve a child but you need to ensure that the rest of the class
are also engaged (they can’t see what Saeed did). You then move to each group pulling a sum from a box
and showing the answer with manipulatives – you set the clock timer – how long do you predict? What
happens if they finish before the timer? Because some groups have finished – so what can they do now?
You notice that this group has finished – but try to monitor to judge how much time to give the task,
rather than provide a time in advance. You need to make sure you are maximising children’s learning
time and that there is no time in class when they are not learning. Your idea for each group to make a
sum puzzle is a good idea but what would be a better idea to round this up? What is the problem with
how you do it? (You choose 1 representative from each group and ask them what sum it is 1 at a time).
Again, think about the extent to which all children are actively engaged.
Assessment (15%) F D C B A
While the children are using the box of manipulatives, can you try to see ALL the groups as quick as
possible, you tend to stay near the front a bit too much. You show an evaluation / assessment on the
white board and involve Saeed – perhaps you could give each group a piece of paper and make a race out
of writing the correct answer and each group gets points? (And why is it in the middle of the lesson?) So
that more than ONE child in actively involved. So, key area for next lessons – maximise all children’s –
 are active involvement. You then hand out a jigsaw – for the children to solve in groups – are each
group’s sums different – this could be a rotation activity where children do 2 or 3 on one table then go the
next table and the whole class rotate around 5 tables of different sum puzzles. Could the children make
their own sums for another group? You hand out stickies to each child - while one boy is writing a sum
on the board (you tell him which sum) – no time to finish this, although with better use of time
throughout the lesson, you could have done.
Reflection on Practice (20%) F D C B A

Your reflection is quite detailed in places, but I want to see more critical comments and ideas for how you
can improve your practice. Currently, you need to reflect more and describe less.

Action Plan
1. You need to actively manage the class by getting their attention (the whole class) by using their names and giving
direct instructions (you did not do this at all) – ClassDojo is a substitute for class management.
2. You need to plan to maximise ALL children’s involvement and engagement – too many times you focus on one or
two.
3. You are correct to focus on time management but I think it is more an issue of requiring to make better use of your
time and keeping the class focused and engaged.
4. When you speak, do not talk too much of too quickly (so you do not answer your own questions). Instead, give
children the opportunity to think, speak with each other and communicate
 Appendix 2: MCT/MST Formative Teaching Observation Feedback &
Assessment Rubric
Course Code & CRN EPC 4406 Placement School Al Refa’a
Student Name & HCT ID Maitha Abdulaziz Date of Observation 27/2/20
MCT / MST Name Eugene Observation # 2
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. NOTE: Refer to the course-specific, teaching competencies-based rubric included in
the TP Booklet.
Commitment to the Profession (15%) F D C B A
You begin with a quick focus – better, but remember to use names, praise etc. Keep the focus. You read
the lesson aims and ask the children to repeat – why? You often ask children to repeat you – why? Your
English questions are becoming more accurate as you are beginning with the question word. You still
need to actively manage the class more. Instead of responding to them, you need to tell them first what
you want them to do. And praise! By speaking to individuals. Your pronunciation is poor – how do you
say ‘variable’? You are saying ‘valuable’. How can you teach when there is music playing and
announcements in the lesson? I can see that you are trying to implement a more positive approach to
class management but it is inconsistent (you say ‘all eyes on me’ – but you do not get it). You only speak
to a small number of the class – there are children who are not at all focused or engaged and walking in
and out of the classroom– it is your professional duty to teach all the children not just those who you can
speak to. Are you even looking at the children?? You reward one boy who is throwing his bag by inviting
him to demonstrate the lego – what does this teach him about how to behave?
Planning for Learning (15%) F D C B A
It does seem that you are addressing the issues we discussed in the feedback for the last lesson but still
you need to be more determined and you need to be more consistent in your active management of the
class (you are using 2 4 6 etc. Your idea to give different groups different sums is a good idea – but your
management of it is weak – you never, ever achieve focus of their attention and so you have to shout to
speak louder than them. When you introduce 3 + (a + b) and provide a and b, you ask a child to do the
sum – this would be a good time for children to discuss how to do it before you check – again, you miss
opportunities to involve children and to emphasis the attention you want. It is about 40 minutes into the
lesson before students engage with a learning activity – too long. What does it say about your lesson?
After about 2 minutes, we hear shouts of ‘finished’.
Managing Learning (15%) F D C B A
AT first, I thought you were going to start with questions again but you quickly moved to group talk for
this. What is the second step? Look at the variable’ – Do not answer your own questions! Focus the
questions on individuals and not whole class call out. But you are not getting attention and are having to
speak when the children are not listening to you – and so there are children walking about, getting tissues
and doing all sorts but they are not focused on their learning. It is your job to make sure they do this.
Your introduction is weak and lacks clarity and has poor management, you talk too much but rarely do the
children listen to you. What can you do? You over rely on Classdojo for class management and do not
use your own speech and expectations. From now on, you are banned from using it. You are talking
to children as a group (group 5 or 6 etc.) – can you speak to individuals.
Implementing Learning (20%) F D C B A
You ask ‘What is a variable?’ How can they know when it is the aim of the lesson? Show them what a
variable is in the lesson and do not tell them, you tend to tell and explain and not show. Then you show (5
+ x) on the board – you should start with this not an explanation. You put the sum b x 5, remember you
need to use =, too. You call a student to volunteer at the board – make sure you secure the whole class’s
attention so that you are not talking just to her. Finally, you have the class’s attention and students are
using their whiteboards. You write on the smartboard some sums – why are they not prepared? It takes
time. You then tell the children (halfway through writing) which questions to copy – again, unclear.
When you introduce the sum with parentheses, you ask a child to show the working – good, but when you
concept check the approach to solving the sum, your questioning technique is too general and you answer
your own question. The activity with sums on the lego is motivating and the children are focused on it –
when they are done, you need to refocus for a round up or assessment but your timing is poor and you lost
the children’s attention long ago. You need to clearly mark the end of the class – not just let it die. You
are letting the children manage the class for you and not taking sufficient responsibility for the learning
and their progress. After I speak to you, you very briefly summarise the class.
Assessment (15%) F D C B A
You are using thumbs up and down to assess but you rarely achieve the attention of the whole class so it
does not give you a good idea of their achievement. There was no attempt to assess progress or
understanding of the concepts at the end of the lesson.

Reflection on Practice (20%) F D C B A

Your written reflection comments on what you feel were the positives and this is fair but you should have
 noticed the problems with your class management in more detail. You should also makes concrete
suggestions for how you will improve this issue as it is becoming more of a problem and needs to be dealt
with.

Action Plan:
Your main goal is to develop and use a proactive system for managing the class. You seem to teach
without ever referring to the children or use their names. So, first you need to establish that the
children give you their attention (by comments, using names, and praising) – do not continue your
lesson until this and you need to do so throughout the class. Your method of communicating with the
children needs improvement.
You must NOT use class dojo – it stops you from managing the class effectively.
What is the benefit of asking the children to shout after you?
You used some turn and talk – but more. In addition, I was pleased you began to address issues from
last lesson but you need to be much more consistent.

Appendix 3: MST Final TP Assessment Form (template)

 Course Code and
CRN:
Trainee Name Maitha Abdulazeez Placement Al Reefaa
and HCT ID: School:
MCT/MST Name: Mr. Eugene Campbell Date: Term 2

The MCT and MST will use this form to assess the trainee’s overall performance on teaching practicum and
to give feedback based on the selected teaching competencies.

NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Lette
r F D D+ C- C C+ B- B B+ A- A
grade
90-
% 0-59 60-63 64-66 67-69 70-73 74-76 77-79 80-83 84-86 87-89
100

Commitment to the Profession (15%) F D C B A

%*
*Put the corresponding % under the grade letter given for each
competency, according to the above grading system. Add ‘+’, ‘-‘ to the
95
letter grade as required
Comments: Attendance and punctuality was great all throughout her practice. Was consistently
prepared for lessons.

Planning for Learning (15%) F D C B+ A-

% 88
Comments: Has provided balanced and detailed lesson plans that are student-centered. Would
like to see more consistent plans that include assessments based on data gathered from the
lessons.

Managing Learning (15%) F D C B+ A

% 85
Comments: Has demonstrated the ability to use appropriate classroom management strategies
to establish classroom routines and transitions. Needs to improve on recognizing when the
climate of the class is at a level ready for instruction before moving forward.

Implementing Learning (20%) F D C B A-

% 87
Comments: Maitha shows great energy that contributes to the implementing of strategies that
motivates the students. Has a good understanding of how to use a variety of questions to
challenge students thinking.

Assessment (15%) F D C B- A
% 79
Comments: Would like to have seen more assessments created based on the data she received
after some of her lessons.

Reflection on Practice (20%) F D C B A

% 91
Comments: Maitha has a great understanding of how reflecting on each lesson can provide
critical information that can contribute to the future success of lessons to come. Consistently
critiques both positive and negative aspects of each lesson in order to improve her teaching
strategies and student learning.
Overall Assessment (100%) F D C B A
%
*Overall assessment needs to be the weighted average of the above –
competency- based components 87.7

MST signature and school stamp:

Eugene Campbell
Course Rubric/Final Report

Student Name: Maitha Abdulazeez Student HCT ID number:

Placement School:

Semester Achievement that Achievement that Achievement that minimally Achievement that Achievement that is Achievement that is
clearly does not meet meets the course satisfactory meets the significantly above outstanding relative to
7 narrowly fails to meet
requirements for course requirements for requirements but may not course and GPA the course and GPA the course and GPA
with normal grading course with normal meet the GPA requirement requirements requirements requirements
mode. grading mode.

Commitment to Has not grasped the Displays issues with Displays occasional issues Demonstrates Always demonstrates Prioritizes the needs of
the Profession importance of attendance and with attendance and consistent attendance consistent attendance the school and students
attendance and punctuality punctuality and punctuality and punctuality over required working
punctuality leading to hours
consistent absences
and/or lateness

Fails to demonstrate a Has difficulties Is generally prepared & Is prepared & ready Is well prepared & Consistently prepares
willingness to plan and preparing for lessons ready for each lesson for each lesson ready for each lesson high quality materials
prepare materials and & being ready on time which are well organized
lessons

Does not participate in Rarely participates in Occasionally participates in Participates in a range Actively participates in Has demonstrated
school activities and has school activities and school activities and builds a of school activities and a range of school initiative and
not developed displays some difficult few positive relationships builds positive activities and builds commitment through
relationships across the developing within the school relationships within positive relationships independent
school, apart from the relationships across the school with a range of involvement in school
MST the school stakeholders based activities resulting
 in a measurable
contribution to the
school

Does not respect school Challenges school Generally accepts school Accepts school based Accepts school based Accepts school based
based authority based authority based authority structures authority structures authority structures authority structures and
structures & does not structures and has and has some difficulties and responsibility for and responsibility for responsibility for
accept responsibility for difficulty accepting resolving work-based resolving work-based resolving work-based independently resolving
work-based problems responsibility for problems without some problems with some problems with a work-based problems
work-based problems, support support growing level of
even with support independence

Has not developed a Inconsistently Generally demonstrates a Generally Demonstrates a Demonstrates

positive attitude towards demonstrates a positive attitude towards demonstrates a positive attitude exceptional enthusiasm
teaching and learning positive attitude teaching and learning but positive attitude towards teaching and and positivity towards
towards teaching and with some examples of towards teaching and learning teaching and learning
learning negativity learning

Comments:  

Planning for Has consistently failed to Has inconsistently Has completed poor quality Has completed Has completed solid Has completed
Learning complete adequate completed adequate lesson plans which are not appropriate lesson lesson plans which are outstanding lesson plans
lesson plans lesson plans always available upon plans which are printed and available which are consistently
request available for MST/MCT for MST/MCT upon printed and available for
upon request request MST/MCT upon request

Lesson plans lack detail Lesson plans lack Lesson plans have sufficient Lesson plans have Lesson plans are well Lesson plans are
and may not include detail  and may not detail to generally secure sufficient detail to detailed to secure exceptional to secure
learning objectives and include adequate effective delivery and secure satisfactory effective delivery and successful delivery and
assessments leading to learning objectives include learning objectives delivery and include include testable include testable learning
unsatisfactory lesson and assessments and some assessments testable learning learning objectives objectives and a variety
delivery often leading to objectives and and a variety of of appropriate
unsatisfactory lesson appropriate appropriate assessments and tasks
delivery assessments assessments and tasks

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are Lesson plans are Lesson plans are
 inconsistently balanced inconsistently elements of balance but generally balanced, usually balanced, consistently balanced,
and include no student- balanced and include include some student- engaging, effective engaging, effective engaging, effective and
centred activities limited student- centred activities and student-centred and student-centred student-centred
centred activities

Comments:  

Managing Does not use Occasionally uses Sometimes uses Uses cooperative Consistently and Consistently and
Learning cooperative learning cooperative cooperative learning as learning regularly, effectively uses effectively uses a
learning as part of part of their learning usually  with a level cooperative learning range of cooperative
their learning environment but/or uses of effectiveness with a high level of learning strategies
environment these strategies with effectiveness with a high degree of
limited effectiveness confidence

Does not use classroom Attempts to use Uses appropriate Uses appropriate Uses appropriate Uses a wide range of
management classroom classroom management classroom classroom appropriate classroom
strategies effectively management strategies which generally management management management
or consistently leading strategies but these secure a safe and strategies to secure strategies to strategies to
to an ineffective and/ do not generally effective learning a safe and effective consistently secure consistently secure a
or unsafe learning achieve a safe and/ environment learning a safe and effective safe and effective
environment or effective environment learning learning environment
learning environment
environment

Has not established Classroom routines Has established some Establishes and Establishes and Classroom routines
effective classroom and transitions are classroom routines and manages classroom consistently and transitions are
routines and inconsistently transitions but some routines and manages classroom well established and
transitions implemented development is needed transitions routines and differentiated leading
effecting the transitions leading to significant student
classroom to some student independence
environment independence

Comments:  

Implementing Does not implement Attempts to Sometimes implements Generally Implements Implements  a wide
Learning strategies which sometimes strategies which motivate implements strategies which range of strategies
motivate students and implement students and maintains an strategies which continually which continually
maintain an effective strategies which effective classroom motivate students motivates students motivates students
classroom presence. motivates students presence and maintain an and maintains an and maintains an
and maintains an effective classroom effective classroom effective classroom
effective classroom presence presence. presence
presence, although
these may not be
effective

Material presented Material presented Material presented may Presents material Presents material Consistently presents
frequently/ may sometimes lack occasionally lack accuracy which is generally which is accurate, material which is
significantly lacks accuracy and/or and/or meaningfulness.   accurate, meaningful, accurate, meaningful,
accuracy and/or meaningfulness.   Differentiation is meaningful and accessible  and accessible and
meaningfulness.   Differentiation is implemented but not accessible to differentiated to differentiated to
Differentiation is not rarely  implemented necessarily effectively support student support student support student
implemented engagement and engagement and engagement and
learning. Sometimes learning learning
includes
differentiation

The pacing of lessons The pacing of The pacing of lessons may Lessons are usually Lessons are Lessons are paced to
may result in a lessons may result in result in some students paced to ensure consistently  paced ensure students are
significant proportion some students being sometimes being students are to ensure students appropriately engaged
of the class being disengaged, disengaged, overwhelmed appropriately are appropriately and challenged and
disengaged, overwhelmed &/or or off task engaged and engaged and the needs of individual
overwhelmed &/or off off task challenged challenged students are met
task

When instructions are Instructions are Instructions are usually Instructions are Instructions are Clear, concise and
given they are given within a lesson given at appropriate given at appropriate consistently given at timely Instructions are
generally unclear and but may be unclear times within a lesson but times within a appropriate times consistently given
this does not and/or excessively may not always be clear lesson and are within a lesson and using a range of
effectively facilitate wordy, resulting in and concise generally clear and are invariably clear appropriate
learning some confusion concise and concise techniques

Generally does not use Inconsistently uses Uses questions which fit Uses questions Uses a variety of Skilfully uses a variety
questions effectively questions  which fit within the lesson context which generally fit questions which of questions which
within the lesson but these tend to be within the lesson appropriately fit appropriately fit
context but these closed and/or do not context to support within the lesson within the lesson
 tend to be closed extend learning learning context to support context and challenges
and/or do not learning students’ thinking
extend learning

Comments:  

Assessment Fails to utilize Demonstrates little Monitors but it is Generally  monitors Monitoring Consistently monitors
monitoring in relation understanding or unfocused  in relation to in relation to purposively in in relation to learning
to student learning ability in monitoring learning and/or behavior, learning and relation to learning and behavior, meeting
and behavior in relation to improvement is needed behavior some and behavior individual students’
learning and improvement is needs
behavior needed

Fails to understand Consistently utilized Utilizes some variety of Generally utilizes a Utilizes a range of Utilizes and thoroughly
and utilize formative the same formative formative assessment range of effective effective formative understands a range of
assessment strategies assessment strategy strategies to gauge formative assessment effective formative
(question, checklists student progress assessment strategies to gauge assessment strategies
& observations) strategies to gauge student progress to gauge student
throughout the student progress progress
placement

Summative assessment Summative Implements summative Generally Implements valid Outstanding knowledge
strategies are not assessment assessment strategies but implements valid and reliable and Implementation of
completed strategies are invalid not always ones that are and reliable summative valid and reliable
and/ or unreliable valid, reliable and/or summative assessment summative assessment
appropriate assessment strategies, where strategies., where
strategies, where appropriate appropriate
appropriate

Constructive feedback Limited feedback Constructive feedback is Constructive Constructive Constructive feedback
is not provided to provided to students provided to students feedback is feedback is is provided in a timely
students due to a lack of inconsistently. It may generally provided consistently and effective manner
understanding need to be more timely to students in a provided to using a range of
and/or delivered in an timely and students in a timely approaches
appropriate manner appropriate manner. and appropriate
manner

Has failed to use Has made little Sometimes uses Assessment data is Assessment data is Assessment data is
 assessment data to attempt at using assessment data to generally used to used to effectively consistently used to
inform planning and assessment data to inform planning and inform planning and inform planning and effectively inform
instruction &/or inform planning and instruction. Assessment instruction, though instruction. planning and
assessment data is not instruction. Limited data is recorded but not not always Assessment data is instruction.
available to MST/MCT assessment data is always in an organized effectively. recorded in an Assessment data is
available for way but is usually Assessment data is organized way and recorded in an
MST/MCT available for MST/MCT. generally recorded is available for organized way and is
in an organized way MST/MCT. always available for
and is usually MST/MCT.
available for
MST/MCT.

Comments:  

Reflection Fails to understand Little reflection on Some reflection on Reflects on student Reflects on Consistently reflects
on Practice the importance of student learning student learning is learning student learning in on student learning in
reflecting on student evident, but it is quite a meaningful way a meaningful way
learning vague and repetitive

Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently Consistently reflects
understand the their own practice reflections on their own practice leading to reflects on their on their own practice
importance of which leads to practice leading to little improvement with own practice leading drawing
reflecting on own limited improvement improvement of practice limited guidance and leading to effectively in theory
practice and/or of practic support improvements in a leading to habitual
display the ability to range of areas improvement
do so meaningfully

Comments: