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: 4906

MST name: Ms. Hajar Placement School: Mohammed Bin Khalid

Subject: English Date: 10 / 10 / 22

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:

Seems to have a great relationship with the MST and the school. All is going well. Prompt responses to
questions and preparations for the observation

The research project is proceeding very well also.

Areas for improvement:

Keep up the good work. Maybe, do you need to be quite so strict? What does your MST say?

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
Strengths:

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Please see the lesson plan. Overall, it is quite well done. Just pay attention to the assessment strategies

Areas for improvement:

No areas of concern

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:

Very tight control and I think this is fine as it is a big class. It can take time to establish a routine and there
has been a lot of disruption.

“Manage the students before I manage the time.”

Areas for improvement:

How do you keep the time management as a focus?

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:

The writing and the demonstrations were excellent. I think this was highly effective to get the students to

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 understand how they should write

Areas for improvement:

I think this was fine and so do not let the discipline get away from you.

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 great peer assessment strategies.

Areas for improvement

How do you capture individual results?

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:

Was not so happy today but the class was disruptive. Normally they are so good, but today they were
over active. Maybe it was a Monday, they had a visitor and new students in the class.

Areas for improvement:

Find out why they were disrupted.

Action Plan (Objectives, actions, implementation timeline, resources):

From last class:

 Have a personal goal

o Do you have a personal goal?

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  Do you want to get them to their activity more quickly?
o great
 Investigate the use of the LMS and tools in the LMS
 Take on the extra classes but be careful with your time.
o Not a concern
 Write objectives for class to follow
o This was done
 Complete the assessment section in the lesson plan
o Complete for portfolio and then for next class

For this class

 Will think about it and send

 Give them a choice
 “motto”

Notes:

 Starts with hello and rules

 Give some stickers
o For reading the rules
 Does the ‘M’ song
 Calls on group leaders
o They have been selected from the research ‘student voice’ practice
o Distribute white boards
o They get ahead of themselves
o Some threats to take away the boards
 Uses bell to get their attention
o They quiet down and pay attention
 Brings student up to explain the game
o Go!
o They complete the activity quite well
o Some are selected to go to the board to show their work.
 Maintaining strict discipline!
o Shows the work and compliments their work
o Demonstrates the writing very carefully
 Gives a new word to write
o Checks and send students to the front to demonstrate
o Asks individual students to comment on why it is correct or incorrect
 Very strong experience!
 Moves some student names to the yellow card
o Gives some grief
 Gets out their books
o Some disruption

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o Gets some sympathy from the students - they know they overstepped
o Keeps the ‘yellow card’ students back to explain their behaviour!

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