MCT Observation Feedback Form

MCT Name: Ebtesam Alzahmi Student Name: Shamsa (H00351953) Date: March 25 .19

MST Name: Ms Roisin School Name: Summit International Course Code: EPC-3403

Semester 5 Achievement that Achievement that Achievement that Achievement that is Achievement that is Achievement that is
clearly does not meet narrowly fails to minimally meets the satisfactory meets the significantly above the outstanding relative to the
requirements for meet course requirements but course and GPA course and GPA course and GPA
course with normal requirements for may not meet the GPA requirements requirements requirements
grading mode. course with requirement
normal grading
mode.

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

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

Does not conduct a Conducts a peer Conducts a peer Conducts a peer Conducts a peer Conducts a peer observation
peer observation observation but observation and provides observation and provides observation and provides and provides oral and
feedback is oral and written oral and written oral and written feedback written feedback which
uninformative feedback but this is feedback which which identifies a range identifies an extensive range
and/or limited and/or lacks identifies strengths and strengths and suggestions strengths and suggestions
inappropriate accuracy suggestions

Comments:

Well Done ☺
 MCT Observation Feedback Form

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

Does not appear to Writes lesson Writes lesson plans Writes lesson plans Writes lesson plans which Writes lesson plans which
consider the issue is plans which which addresses the which demonstrates demonstrates a level of consistently demonstrate a
balance in lesson plans include limited issue of balance but some balance but not in balance (stir/settle, MI, level of balance (stir/settle,
aspects of balance some ideas demonstrate all the identified ways skills etc) which secures MI, skills etc) which secures
a degree of (stir/settle, MI, skills etc) effective learning effective learning
misunderstanding

Lesson plans are largely Lesson plans Lesson plans engage Lesson plans engage Lesson plans engage Lesson plans consistently
teacher centred include a few students and/or students and/or students and encourage engage students and
activities which encourage active student encourage active student active student encourage maximum student
engage students participation. Some ideas participation participation participation
and encourage are inappropriate.
active participation

Comments:

The activities you did were good, and it showed the differentiation in levels and in instructions

Managing Learning Does not Incorporates Incorporates a range of Incorporates a range of Incorporates a range of Consistently incorporates a
incorporate cooperative cooperative strategies cooperative strategies cooperative strategies range of cooperative
meaningful/ learning but this is which sometimes secure which secure the which secure the learning strategies which secure the
effective rare and focuses the learning objectives learning objectives are objectives are achieved learning objectives are
cooperative on simple are achieved achieved with the majority of the achieved with the majority
learning strategies class

Does not attempt Provides Develops student Develops student Develops consistent Develops consistent student
to develop student expectations and independence and independence and student independence independence and
independence responsibility by responsibility by and responsibility by responsibility by providing
providing clear providing clear & providing clear & clear & consistent
 MCT Observation Feedback Form

routines but these expectations and consistent expectations consistent expectations expectations and routines.
are rarely enforced routines but this is and routines and routines. It is clear There is evidence of
inconsistent from behavior that all of innovative approaches to
these are working classroom management.
effectively in the
classroom.

Comments:

The first activity where you drew a line on the board and asked students to mark 10 spots, you could have asked them to
make an equal space between one mark and the next, this would help to clear student’s confusion about the task. The
activity also took longer time that it should, make the activity as a competition and ask them to solve it in two minutes
maximum.

Implementing Does not have Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject knowledge to
Learning sufficient subject knowledge to deliver the subject knowledge to knowledge to knowledge to successfully deliver the required LOs
knowledge to lesson but there are gaps successfully deliver the successfully deliver successfully deliver the with confidence and is able to respond
successfully deliver and/or inaccuracies required LOs the required LOs required LOs with to queries with spontaneity and
the required LOs confidence accuracy, perhaps drawing links to real
life or across the curriculum

Do not use Incorporates information
questions and structural (CRM)
effectively questions but rarely uses
other types of questions
Incorporates a range of Incorporates a range Effectively incorporates Effectively incorporates a wide range of
question types in lessons of question types in a range of question question types in lessons to support &
but with limited lessons to support types in lessons to extend student learning
effectiveness student learning support student
learning
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Students struggle to Sometimes grades Generally grades Grades language to Effectively grades Effectively grades language to support
follow instructions language to support language to support support student language to support and extend student comprehension of
&/or teaching due student comprehension of student comprehension comprehension of student comprehension content and instructions, adapting to
to ungraded (or content and instructions of content and content and of content and individuals’ needs
inaccurate) instructions instructions instructions, adapting
language to individuals’ needs

Does not attempt to Attempts to include as Attempts differentiated Includes meaningful Effectively & regularly Consistently includes a range of
incorporate any differentiated task but this tasks but with limited differentiated tasks includes differentiated successful differentiated tasks
differentiation is unsuccessful or lacks success with some success tasks
purpose

Comments:

The activities you printed for your students were all designed for the same level, and most to the students seem to know
them all. If you assessed students and you noticed that they already know the concept, then it’s time to challenge them and
give them that one extra thing. Keep in mind that you need to do differentiation in activities in your class for the different
levels and to scaffold learners. They need to keep learning new things to advance their levels and stimulate their critical
thinking skills. The song you chose was perfect to teach the concept in a simple way.

Assessment Does not conduct Rarely incorporates Sometimes incorporates Incorporates Consistently Consistently incorporates
any meaningful formative assessment formative assessment formative incorporates formative formative assessment using
formative (questioning, tasks & (questioning, tasks & assessment assessment strategies beyond questioning,
assessment observations) observations) (questioning, tasks (questioning, tasks & tasks & observations
& observations) observations)

Does not keep any Keeps limited assessment Keeps simple assessment Keeps simple but Keeps detailed & Keeps detailed & effective
meaningful records. These may also data records. Some effective effective assessment assessment records based on a
assessment records be disorganized. aspects may not be assessment records

Does not provide oral Rarely uses formative
feedback to students assessment data to
provide oral feedback to
students
Comments:
The activities you created could be considered as assessment, but still its far to easy for most of them. I liked the idea
where you ask students at the end of your lesson to write a note about what they learned during that day.
Reflection on Does not consider Attempts to complete
Practice situations from the reflections which consider
perspective of other situations from the
stakeholders perspective of other
stakeholders but these
are shallow and do not
lead to new insights
Does not reflect in a Reflects on relationships
meaningful way on with students as part of
her relationships professional practice but
with student these reflections are
generally not congruent
with best practice
Comments:
MCT Observation Feedback Form
effective and/or based on formative records based on range of formative assessment
complete. assessment formative assessment activities
Sometimes uses formative Frequently uses Uses formative Uses formative assessment
assessment data to formative assessment data to data to provide oral and
provide oral feedback to assessment data to provide oral and written feedback to students &
students provide oral written feedback to other stakeholders (as
feedback to students appropriate)
students
Occasionally completes Completes Completes detailed Regularly completes detailed
reflections which consider reflections which reflections which reflections which consider
situations from the consider situations consider situations situations from the perspective
perspective of other from the from the perspective of of a range of stakeholders
stakeholders. perspective of a a range of stakeholders
range of
stakeholders
Reflects on relationships Reflects on Reflects on Reflects on relationships with
with students as part of relationships with relationships with students as part of professional
professional practice but students as part of students as part of practice and uses the insights
these reflections are professional professional practice to develop a positive learning
generally shallow practice and uses the insights to environment
improve these
relationships
 MCT Observation Feedback Form

Good self-reflection at the end of your lesson ☺