MCT/MST Formative Observation Report Form

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formally
observe the pre-service teacher’s performance and to give formative feedback based on the selected
teaching competencies.

Pre-service Jawaher Pre-service teacher

teacher name: ID:

MCT name: Paul Leslie Course code: EPC 4906

MST name: Placement School: Mohammed bin Khaled

Subject: Date: 26 Sept.

Professional Dispositions

Integrity and professional growth

• Demonstrates integrity in all interactions and situations
• Participates in professional communities
• Shares professional learning with colleagues
• Uses action research and literature to inform teaching decisions
• Acts upon professional development plan
• Makes informed instructional decisions based on continuous reflection upon past experiences, present
instructional situations, and future instructional goals
Strengths:

Responds well to MST and is taking responsibility for her work.

Seems to have great overview of the school and taking on extra responsibilities.

Areas for improvement:

Perhaps a bit more responsive to emails?

Track attendance

Planning for Teaching & Learning

Homeroom teaching
• Shows interest and initiative to know each child within and beyond the classroom
• Provides day-to-day pastoral care and guidance
• Supports holistic development across domains (cognitive, physical, social, emotional and language)
• Collaborates with families to support children’s development and learning
• Maintains nurturing classroom routines

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Strengths:

Please see the lesson plans for comments

Areas for improvement:

Managing Teaching & Learning

Teacher presence
• Uses body language (posture, walk the room while talking, make eye contact, and smile), voice (pauses,
voice variations, and tempo) and positions effectively to generate excitement and an active learning
classroom environment
• Demonstrates awareness of individual child needs and the group dynamic
• Addresses students’ academic and emotional needs while being resourceful about anticipating
unknowns
• Develops authentic relationships with students that breed confidence and respect throughout the
classroom, allowing for risk taking
• Challenges students to move beyond their comfort zone and supports them through open-ended
discussions
• Shows consistent receptivity to the current classroom climate and flexibility to change
• Connects abstract ideas to practical activities that generate enthusiasm and creativity
• Displays and models confidence, self-control, kindness, and positive attitude towards learning
• Speaks with energy and passion for higher student engagement
• Makes use of the classroom space by moving around while interacting with students
Strengths:

Maintaining a tight control of the lesson - this group is more problematic - so need to be very strict

Areas for improvement:

Implementing Learning

Flexibility and adaptability in context (reflection in action)

• Reviews teaching and learning practices and adapts them as appropriate for the Early Childhood context
• Considers adopting new high impact teaching and learning practices appropriate for the Early Childhood
context
• Assesses how teaching accommodates students’ needs and abilities at different stages of development
• Values teachable moments and adjusts teaching accordingly
Strengths:

Walks the students through a very carefully planned lesson on the letter T.

“Who can help the student’

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My turn - your turn - strategy for creativity

Areas for improvement:

Doing a task earlier in the lesson. The tasks set were very easy, so how can you give them a bit more time
to work?

Assessing Learning

Records as evidence of learning for reporting to stakeholders

• Collects and analyses data from different sources (e.g., observations and running records
of learners’ performance, parental input, learners’ work samples)
• Records and interprets progress against the developmental and learning goals
• Maintains records of learners’ progress in a systematic way using learner portfolios
Strengths:

Lots of assessment and feedback from the class. Checking individual and as a group.

Able to assess when they have got the idea and then move on

Areas for improvement:

Can you let them to work earlier in the lesson - this helps to ensure they are following with you easily

Reflection

Reflecting on dispositions, PDP development, self-improvement, and importance of education

• Demonstrates the ability to make informed professional decisions based on continuous reflection of
their knowledge, skills, beliefs, and attitudes
• Attends to the intellectual, emotional, and ethical aspects of the profession
• Writes reflections on own professional dispositions
• Composes reflections on the importance of education
• Plans next step actions for professional development based on reflections
• Develops action plans to address areas for improvement based on self-reflection
• Reflects on progress against the personally generated action plans
Strengths:

Went well - students seemed focused - able to discuss individual students carefully and thoroughly

Has a special needs - does not speak

They didn’t want to go to the break - good sign

Areas for improvement:

Use Nearpod but unable. - explore the LMS to see what tools it has.

This is the beginning of the week and so need to focus on the lesson more

Need more items on the wall. Other classrooms are better outfitted.

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Action Plan (Objectives, actions, implementation timeline, resources):
 Have a personal goal
 Do you want to get them to their activity more quickly?
 Investigate the use of the LMS and tools in the LMS
 Take on the extra classes but be careful with your time.
 Write objectives for class to follow
 Complete the assessment section in the lesson plan

Notes

 Starts with the rules

 Goes over the rules carefully
 Nice voice - clear and loud.
 Maintains a tight discipline
 Goes over the lesson objectives
 Shows a video
o Video not playing
 Video works
o Shows the video and has the students doing some hand work
o TPR
 Gives out some stickers
 Shows another video on how to write the T
 Stops the video because they have learned enough.
o Ms Jawaher cannot hear - only see - raise your hands
 Draws a line on the board to write.
 Has students come up to draw the letter
 Some small mistakes and has three come up then re models the writing of the letter
 Goes through objects that start with the letter t and then shows more images of t words.
 Has students come up
 Lots of positive reinforcement
 Shows one more time
 Goes to the book to practice - 30 minutes in!
o Don’t use book at home - do they take the book home routinely?
o First lesson of the week
o Will repeat most of the lesson through the week
o Next day they will work more on their own.
 Write the date on the book page - great


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