MCT/MST Summative Report

Student name: Salama Mohamed Ateeq Dhain Almuhairi Student ID: H00323927
MCT name: Dr. Neil Satoquia Course code: EPC 4406
MST name: Huda AlMaflehi TP school: Saad Ebnu Obadah
Date: 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 Achievement that minimally Achievement that Achievement that Achievement that
that clearly that narrowly meets the course requirements satisfactorily meets the course is significantly is outstanding
does not meet fails to meet but may not meet the GWSPA and GPA requirements above the course relative to the
Semester requirements requirements requirement and GPA course and GPA
for course with for course with requirements requirements
normal grading normal 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

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

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

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Score: lateness
95%

Fails to Has difficulties Is generally prepared & ready Is prepared & ready for each Is well prepared & Consistently
demonstrate a preparing for for each lesson, but some lesson, ready for each prepares high
willingness to lessons & being materials and preparation is still lesson quality materials
plan and prepare ready on time needed which are well
materials and organized
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 in school activities initiative and
school activities school activities classroom and builds a few builds positive relationships outside the commitment
and has not and displays positive relationships within the within the school through classroom and through consistent
developed some difficult school collaboration with others across builds positive involvement in
relationships developing the school relationships with a school based
across the relationships range of activities resulting
school, apart across the school stakeholders in a positive
from the MST contribution to the
school

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

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

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

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Comments:

Planning for Does not Completes long Completes long term and unit Completes long term and unit Completes detailed Completes detailed
Learning complete long term and unit plans for some units covered in plans/weekly plans for all units long term/weekly and effective long
term and unit plans for some the placement covered in the placement that and unit plans term and unit/
plans for units units covered in cover all the areas to be covered in the weekly plans for all
covered in the the placement addressed placement units covered in the
placement but are placement
Score: ineffective
and/or have
90% numerous errors

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

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

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are generally Lesson plans are Lesson plans are
inconsistently inconsistently elements of balance but  include balanced, engaging, effective usually balanced, consistently
balanced and balanced and some student-centred activities and student-centred engaging, effective balanced, engaging,

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 include no include limited and student-centred effective and
student-centred student-centred student-centred
activities 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
effectively, or do not generally learning environment safe and effective strategies to
consistently, leading achieve a safe and/ learning environment consistently secure a
Score: to an ineffective or effective learning safe and effective
and/or unsafe environment learning environment
85% 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:

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

88%

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 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 students are met
&/or off task

Material Material presented Material presented may Presents material which is Presents material which Consistently presents
presented may sometimes lack occasionally lack accuracy generally accurate, is accurate, meaningful, material which is
frequently/ accuracy and/or and/or meaningfulness.   meaningful and accessible accessible  and accurate, meaningful,
significantly lacks meaningfulness.   Differentiation is to support student differentiated to support accessible and
accuracy and/or Differentiation is implemented but not engagement and learning. student engagement and differentiated to
meaningfulness.   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 assessment formative assessment implements a range of implements a wide
formative formative strategies strategies which are valid formative assessment range of formative
assessment assessment and reliable strategies which are assessment
strategies strategies and is valid and reliable strategies which are
Score: generally reliant on valid and reliable
questioning,
observations and
96% products

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

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 relevant

Comments:

Reflection Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects on Consistently
on Practice understand the their own practice reflections on their own practice leading to their own practice reflects on their
importance of which leads to practice leading to little improvement with some leading to improvements own practice
reflecting on own limited improvement improvement of practice guidance and support in a range of areas leading drawing
practice and/or of practice effectively in theory
Score: display the ability to leading to habitual
98% do so meaningfully improvement

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

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
readily accessible to ineffective and/ or MCT the MST and MCT accessible to the MST are very organized,
the MST and MCT are not readily and MCT consistently done
accessible to the and are accessible
MST and MCT to the MST and
MCT

AVERAGE SCORE: 92%

LETTER GRADE: A-

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 Comments:

How did collaboration help you succeed in your TP?Please identify the people who you collaborated with and explain what,
why, how you collaborated with each of them

collaboration helped me a lot to get success in my teaching practices. I consider it is particularly important for making a growth-based
learning environment. It boosts my confidence level and self-esteem.

Through collaboration we have solved different problem, completed tasks, or created an innovative teaching technique. Not only
teaching staff but collaboration with student is also seemed helpful in my teaching practices. I got benefit when I exposed to diverse
viewpoints from people with varied backgrounds (Ronfeldt and Farmer, 2015).

I collaborated with other teachers and colleagues to get more knowledge and improve my skills from their experience as most of the
people I collaborated with are senior than me. Besides that, many other colleagues and teachers are getting help from me through
collaboration that is helpful for their online teaching.

Now a days usually the classes are online so we are more in touch with others through social media groups. We use zoom meetings as
well as WhatsApp groups in order to collaborate with each other in online teaching practices.

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References

Ronfeldt, M., Farmer, S. (2015). Teacher collaboration in instructional teams and student achievement. American Educational
Research Journal, 52, 475-514.