MCT/MST Report

Student Name: Mawada Mohammed Student HCT ID number: H00360653 Grade: A

MCT: Dr. Olga Samsonova

Placement School:
Alternative task

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

GPA 0 – 0.99 1.0 – 1.99 2.0 – 2.99 3.0 – 3.69 3.7 – 4.0

Letter Grade F D+ D C- C C+ B- B B+ A- A

Percentage
for 0 - 29 30 - 59 60 – 69 70 –79 80 – 87 88 – 100
Gradebook

Collaboration Fails to Responds to Demonstrates inconsistency in Demonstrates consistency in Maintains regular Establishes and
establish any communicatio responding to communication responding to communication from communication with maintains regular
communicatio n from MCT, from the MCT, MST and the the MCT, MST and the school the MCT, MST and and effective
20% n with the MST and the school environment environment the school communication with
MCT, MST school environment the MCT, MST and

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 the school
environment
environment through timely
and the school through timely
only on very initiations and
environment initiations,
few occasions responses
contribution and
responses.

Demonstrates
Takes an active role
resistance to
in seeking,
Fails to given Takes an active role
Demonstrates inconsistency in Demonstrates consistency in contributing and
accommodate feedback and in seeking feedback
accepting and accommodating accommodating given feedback acting upon given
any given usually fails and acting upon it
given feedback and acts on it immediately feedback in an
feedback to immediately
effective and
accommodate
prompt way
it

Fails to
Faces major
demonstrate
difficulties to
flexibility to Demonstrates Models flexibility to
demonstrate
collaborate Demonstrates inconsistency in Demonstrates consistency in flexibility at all enhance
flexibility
effectively displaying flexibility with all displaying flexibility with all times with all collaboration with
with all
with all parties on teaching Practicum parties on teaching Practicum parties on Teaching all parties on
parties on
parties on Practicum Teaching Practicum
Teaching
Teaching
Practicum
Practicum

Commitment Has not Displays Displays occasional issues with Demonstrates consistent attendance Always Prioritizes the needs
to the grasped the issues with attendance and punctuality and punctuality demonstrates of the school and
importance of attendance consistent students over
Profession attendance and attendance and required working
and punctuality punctuality hours
punctuality
10% leading to
consistent
absences
and/or
lateness

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

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

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

Has not Inconsistently Generally demonstrates a positive Generally demonstrates a positive Demonstrates a Demonstrates
developed a demonstrates attitude towards teaching and attitude towards teaching and positive attitude exceptional
positive a positive learning but with some examples learning towards teaching enthusiasm and
attitude attitude of negativity and learning positivity towards
towards towards teaching and
teaching and teaching and learning

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 learning learning

Comments:

Planning for Does not Completes Completes long term and unit Completes long term and unit Completes detailed Completes detailed
Learning complete long long term and plans for some units covered in plans/weekly plans for all units long term/weekly and effective long
term and unit unit plans for the placement covered in the placement that cover and unit plans term and unit/
plans for units some units all the areas to be addressed covered in the weekly plans for all
20% covered in the covered in the placement units covered in the
placement placement but placement
are ineffective
and/or have
numerous
errors

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

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

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 delivery

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

Comments:

Managing Does not use Attempts to use Uses appropriate Uses appropriate classroom Uses appropriate Uses a wide range of
Learning classroom classroom classroom management management strategies to classroom appropriate
management management strategies which generally secure a safe and effective management strategies classroom
strategies strategies but these secure a safe and effective learning environment to consistently secure a management
10% effectively, or do not generally learning environment safe and effective strategies to
consistently, leading achieve a safe and/ learning environment consistently secure a
to an ineffective or effective learning safe and effective
and/or unsafe environment learning environment
learning
environment

There are no Classroom routines Some classroom routines Establishes and manages Establishes and A variety of
established and transitions are and transitions are classroom routines and consistently manages classroom routines
classroom routines inconsistently implemented transitions, with minor classroom routines and and transitions are
and transitions implemented issues transitions well established and
managed

Comments:

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Implementin Does not utilize the Utilizes the gradual Utilizes the gradual Utilizes the gradual Utilizes the gradual Utilizes the gradual
g Learning gradual release release model with release model with some release model with minor release model with release model to
model limited effectiveness effectiveness irregularities general effectiveness ensure students can
complete the task
10% independently

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

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

Comments:

Assessment Rarely develops and Rarely develops and Develops and implements Develops and implements Develops and Develops and
implements implements some formative formative assessment implements a range of implements a wide
formative formative assessment strategies strategies which are valid formative assessment range of formative
10% assessment assessment and reliable strategies which are assessment strategies
strategies strategies and is valid and reliable which are valid and
generally reliant on reliable
questioning,
observations and
products

Does not develop Develops a Develop a summative Develop a summative Develop a valid and Develop an

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 any summative summative assessment task for a unit assessment task for a unit reliable summative outstanding
assessment tasks assessment task for of work with some errors of work which is generally assessment task for a summative assessment
a unit of work and omissions. effective unit of work task for a unit of work
which has limited which is valid and
effectiveness relevant

Comments:

Reflection Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects on Consistently reflects
on Practice understand the their own practice reflections on their own practice leading to their own practice on their own practice
importance of which leads to practice leading to little improvement with some leading to leading drawing
reflecting on own limited improvement of practice guidance and support improvements in a effectively in theory
20% practice and/or improvement of range of areas leading to habitual
display the ability to practice improvement
do so meaningfully

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

Reflections are Reflections are Reflections are done Reflections are conducted Reflections are Outstanding
rarely conducted inconsistently inconsistently but are and recorded most of the conducted and recorded reflections are
and/ or are not conducted, are accessible to the MST and time and are accessible to consistently and are conducted which are
readily accessible to ineffective and/ or MCT the MST and MCT accessible to the MST very organized,
the MST and MCT are not readily and MCT consistently done and
accessible to the are accessible to the
MST and MCT MST and MCT

Comments: