Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 4909

Maitha Alkaabi Almesk KG
Trainee Name: School:
H00292353
MCT/MST Name: Naema Alkaabi Date: 21st October 2020
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 section D of the TP Booklet
Commitment to the Profession F D C B A
Comments:
Maitha attends all classes and planning sessions on time, never late or miss any class. ,She
discusses ways of enriching students progress . Maitha has good relations with all parents and
students. She always asks for ways to improve teaching practices and follows instructions.
Planning for Learning F D C B A
Comments:
Maitha regularly reviews the outcomes, and lesson plans, prepares and plans a head suitable lessons,
activities and home works. Supports the lesson with videos, songs, and live worksheets. She always
search for art work and physical activities.
Managing Learning F D C B A
Comments:
Maitha has excellent commands and control on student’ behaviour and learning. She prepares
appropriate materials and always manage the suitable time . Deals with situations perfectly. Uses
rewarding strategies to manage and encourage.
Implementing Learning F D C B A
Comments:
Maitha uses effective and varied strategies to implement learning in teaching English , Math and

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 Science. Always implement new interesting methods to encourage students learning and development
.Implements integration perfectly.
Assessment F D C B A
Comments:
Maitha always varies levels of questions, prepares interesting games and competitions , searches and
finds variety of tasks for the outcome to meet students needs.
Can plan more challenging assessment tools or tasks for the high achievers and ask critical thinking
questions. Can also ask students to do self assessment and help them through feedback and next steps.
Can divide students into groups according to their levels and attainment.
Reflection on Practice F D C B A
Comments:
Maitha always reflects after conducting the lesson, reviews the successful practices , measures the
impact on students learning, discusses with Teacher the teaching practices that needs improvements
and plans accordingly.

Action Plan:
Thanks for supporting Almesk students, you are a great help to our distanced learning.
You Can plan more challenging assessment tools or tasks for the high achievers and ask critical thinking questions. Can also ask students to do
self assessment and help them through feedback and next steps. Can divide students into groups according to their performance and assign
them similar tasks.

Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 4909
Maitha Alkaabi Almesk KG
Trainee Name: School:
H00292453
Naema Alkaabi 1st November 2020
MCT/MST Name: Date:

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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 section D of the TP Booklet
Commitment to the Profession F D C B A
Comments:
Maitha regularly attends classes on time, never late or miss any class. ,She discusses ways of
enriching students progress .Very cooperative, has great enthusiasm toward teaching KG
children. Maitha has good relations with all parents and students. Has high ethics dealing with
everyone around in learning process.
Planning for Learning F D C B A
Comments:
Maitha regularly attends planning meetings and reviews the outcomes, prepares and plans a head
suitable interesting slides , activities and home works. Supports the lesson with videos, songs, and live
worksheets.
Managing Learning F D C B A
Comments:
Maitha has excellent commands and control on student’ behaviour and learning. She encourages
students with certificates , badges and extra points. She prepares appropriate materials and always
manage the suitable time. Deals with situations perfectly with high encouraging manners.
Implementing Learning F D C B A
Comments:
Maitha uses effective and varied strategies to implement learning in teaching English , Math and
Science. Always implement new interesting methods to encourage students learning and development.
Assessment F D C B A
Comments:
Maitha always varies levels of questions, prepares interesting games and competitions , searches and
finds variety of tasks for the outcome to meet students needs. Prepares varied levels of homework (4

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samples) for every lesson.
Can plan more challenging assessment tools or tasks for the high achievers and ask critical thinking
questions. Can cans encourage group works and self assessment also.
Reflection on Practice F D C B A
Comments:
Maitha always reflects after conducting the lesson, reviews the successful practices , measures the
impact on students learning, discusses with Teacher the teaching practices that needs improvements
and plans accordingly, she always decides the next steps after every lesson.

Student Name:Maitha Alkaabi Student HCT ID number :H00292353

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Placement School: AlMesk KG

Semester 8 Achievement Achievement that Achievement that Achievement that Achievement that is Achievement that is
that clearly does narrowly fails to meet minimally meets the satisfactory meets significantly above the outstanding relative to
not meet requirements for course course requirements the course and GPA course and GPA the course and GPA
requirements for with normal grading but may not meet the requirements requirements requirements
course with mode. GPA requirement
normal grading
mode.

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

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

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

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

Has not Inconsistently Generally demonstrates Generally Demonstrates a positive Demonstrates

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

Comments: Follows school rules and MOE regulation , punctual to classes on time, Punctual in conducting lessons and attending all
meetings. Always support students’ academic support and search for ways of improvement ,She .Very cooperative. Has good
relations with all parents and students. Has great respect dealing with everyone around in learning process.
Planning for Has consistently Has inconsistently Has completed poor Has completed Has completed solid Has completed
Learning failed to complete completed adequate quality lesson plans appropriate lesson lesson plans which are outstanding lesson plans
adequate lesson lesson plans which are not always plans which are printed and available for which are consistently
plans available upon request available for MST/MCT upon printed and available for
MST/MCT upon request MST/MCT upon request
request

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

Lesson plans are Lesson plans are Lesson plans show Lesson plans are Lesson plans are usually Lesson plans are

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

Comments: Regularly reviews the outcomes, theme plans and plans a head suitable interesting slides , activities and home works. Supports
the lesson with educational videos, songs, and live worksheets. Searches for helpful websites. She attends planning meetings and gives
valuable suggestions.

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

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

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

Comments: uses rewarding strategies to encourage students. Always Review the online classes rules at the beginning of the lesson. Has

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excellent commands and control on student’ behavior and learning. She prepares appropriate materials and always manage the suitable time.
Deals with situations perfectly.

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

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
Differentiation is rarely  implemented necessarily effectively Sometimes includes learning support student
not implemented differentiation with engagement and
growing effectiveness learning

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

When instructions Instructions are Instructions are usually Instructions are given at Instructions are Clear, concise and
are given they are given within a given at appropriate times appropriate times within a consistently given at timely Instructions

8
 generally unclear lesson but may be within a lesson but may lesson and are generally appropriate times within are consistently given
and this does not unclear and/or not always be clear and clear and concise a lesson and are using a range of
effectively facilitate excessively wordy, concise invariably clear and appropriate
learning resulting in some concise techniques
confusion

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

Comments: Uses effective and varied strategies to implement learning in teaching English , Math and Science. Always implement new
interesting methods to encourage students learning and development.

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

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

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

9
 appropriate appropriate summative assessment
strategies., where
appropriate

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

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

Comments: Always varies levels of questions, prepares interesting games and competitions , searches and finds variety of tasks for the
outcome to meet students needs .Plans challenging assessment tools and tasks for the high achievers and ask critical thinking questions.

Reflection on Fails to understand Little reflection on Some reflection on student Reflects on student Reflects on student Consistently reflects
Practice 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

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

10 10
Comments: Always reflects after conducting the lesson, reviews the successful practices , measures the impact on students learning, discusses
with Teacher the teaching practices that needs improvements and plans accordingly, she always decides the next steps after every lesson.

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