MCT/MST Summative Report

Student name: Mariam Abdulla Student ID:

TP Alsuroor KG Course code:
schoolMCT
name:
MST name: Mariam Abdulla MST F D+ D C C C+ B- B B+ A- A
GradeTP -
school:
MCT name: Azeeza Saleh Aljaberi MST Grade: F D+ D C C C+ B- B B+ A- A
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Date: 25.4.2021 Final Grade: F D+ D C C C+ B- B B+ A- A
-

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form jointly to formally assess the overall
performance of the trainee and to give summative feedback based on the criteria and performance descriptors in the rubric below.

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

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

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

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

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

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

Has not Inconsistently Generally demonstrates a Generally demonstrates a Demonstrates a positive Demonstrates exceptional
developed a demonstrates a positive attitude towards positive attitude towards attitude towards enthusiasm and positivity
positive attitude positive attitude teaching and learning but teaching and learning teaching and learning towards teaching and

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 towards teaching towards teaching and with some examples of learning
and learning learning negativity

Comments:
Mariam always follows MOE curriculum and outcomes in her lessons. She respects school authority, teachers, parents, and students. She always demonstrates a positive personality
towards teaching and learning.

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

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

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

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

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Comments: Mariam’s lessons ware well prepared, covered my Moe outcomes and variety of activities.

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

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

Comments:
Mariam was so amazing with following the classroom routines, starting with national anthem, rules, morning message, attendance and then she will start the lesson by reminding them of
the rewards.

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

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

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

Comments:
Mariam used different resources for the activities, like worksheet and interactive websites “Kahoot, Nearpod”. Students were challenged by the activities, engaged and
having fun at the same time.

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

Does not develop any Develops a Develop a summative Develop a summative Develop a valid and Develop an outstanding
summative assessment summative assessment task for a unit assessment task for a unit reliable summative summative assessment task
tasks assessment task of work with some errors of work which is generally assessment task for a unit for a unit of work which is
for a unit of work and omissions. effective of work valid and relevant
which has limited
effectiveness

Comments:
Mariam always assess the students by the end of the class by asking them questions to sum up “What did we learn today, what did you like about the lesson? “and she use the homework to
observe their understanding of the lesson.

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

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 display the ability to do improvement of improvement
so meaningfully practice

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

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

Comments:
Mariam would change her strategies after each lesson and she would try new activities with students. She would look at her previous lesson and would try to not make
same mistakes.