MCT/MST Report

Student Name: Nouf Saleh Qasem Abdulla Alothali Student HCT ID number: H00359916 Grade:2

MCT: Mouza Alayyan

Placement School: No School Allocated

Semester 7 Achievement Achievement Achievement that minimally Achievement that satisfactorily Achievement that Achievement that
that clearly that narrowly meets the course requirements meets the course and GPA is significantly is outstanding
does not fails to meet but may not meet the GPA requirements above the course relative to the
meet requirements requirement and GPA course and GPA
requirements for course requirements requirements
for course with normal
with normal grading
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

Percentage
for 0 - 29 30 - 59 60 – 69 70 –79 80 – 87 88 – 100
Gradebook
Responds to Establishes and
Fails to Maintains regular
Collaboration communicatio Demonstrates inconsistency in Demonstrates consistency in maintains regular
establish any communication with
n from MCT, responding to communication responding to communication from and effective
communicatio the MCT, MST and
MST and the from the MCT, MST and the the MCT, MST and the school communication with
20% n with the the school
school school environment environment the MCT, MST and
MCT, MST environment through
environment the school

1 1
 and the school only on very timely initiations and environment
environment few occasions responses through timely
initiations,
contribution and
responses.

Demonstrates Takes an active role

resistance to in seeking,
Fails to Takes an active role
given feedback Demonstrates inconsistency in Demonstrates consistency in contributing and
accommodate in seeking feedback
and usually accepting and accommodating accommodating given feedback and acting upon given
any given and acting upon it
fails to given feedback acts on it immediately feedback in an
feedback immediately
accommodate effective and prompt
it way

Fails to
Faces major
demonstrate
difficulties to Models flexibility to
flexibility to Demonstrates
demonstrate Demonstrates inconsistency in Demonstrates consistency in enhance
collaborate flexibility at all times
flexibility with displaying flexibility with all parties displaying flexibility with all parties collaboration with all
effectively with all parties on
all parties on on teaching Practicum on teaching Practicum parties on Teaching
with all parties Teaching Practicum
Teaching Practicum
on Teaching
Practicum
Practicum

Commitment Has not Displays issues Displays occasional issues with Demonstrates consistent attendance Always demonstrates Prioritizes the needs
to the grasped the with attendance and punctuality and punctuality consistent attendance of the school and
importance of attendance and and punctuality students over
Profession attendance and punctuality required working
punctuality hours
leading to
10% consistent
absences
and/or
lateness

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

2 2
 materials and
lessons

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

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

Has not Inconsistently Generally demonstrates a positive Generally demonstrates a positive Demonstrates a Demonstrates
developed a demonstrates a attitude towards teaching and attitude towards teaching and positive attitude exceptional
positive positive learning but with some examples of learning towards teaching and enthusiasm and
attitude attitude negativity learning positivity towards
towards towards teaching and learning
teaching and teaching and
learning learning

Comments:

3 3
Planning for Does not Completes Completes long term and unit Completes long term and unit Completes detailed Completes detailed
Learning complete long long term and plans for some units covered in the plans/weekly plans for all units long term/weekly and effective long
term and unit unit plans for placement covered in the placement that cover and unit plans term and unit/
plans for units some units all the areas to be addressed covered in the weekly plans for all
20% covered in the covered in the placement units covered in the
placement placement but placement
are ineffective
and/or have
numerous
errors

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

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

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

4 4
 student- student-
centred centred
activities activities

Comments:

Managing Does not use Attempts to use Uses appropriate classroom Uses appropriate classroom Uses appropriate Uses a wide range of
Learning classroom classroom management strategies management strategies to classroom management appropriate classroom
management management which generally secure a secure a safe and effective strategies to management strategies
strategies effectively, strategies but these safe and effective learning learning environment consistently secure a to consistently secure
10% or consistently, do not generally environment safe and effective a safe and effective
leading to an achieve a safe and/ learning environment learning environment
ineffective and/or or effective learning
unsafe learning environment
environment

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

Comments:

Implementin Does not utilize the Utilizes the gradual Utilizes the gradual release Utilizes the gradual release Utilizes the gradual Utilizes the gradual
g Learning gradual release model release model with model with some model with minor release model with release model to
limited effectiveness effectiveness irregularities general effectiveness ensure students can
complete the task
10% independently

The pacing of The pacing of The pacing of lessons may Lessons are usually paced Lessons are Lessons are paced to
lessons may result in lessons may result in result in some students to ensure students are consistently paced to ensure students are
a significant some students being sometimes being ensure students are appropriately engaged

5 5
 proportion of the disengaged, disengaged, overwhelmed appropriately engaged and appropriately engaged and challenged and
class being overwhelmed &/or or off task challenged and challenged the needs of
disengaged, off task individual students are
overwhelmed &/or met
off task

Material presented Material presented Material presented may Presents material which is Presents material which Consistently presents
frequently/ may sometimes lack occasionally lack accuracy generally accurate, is accurate, meaningful, material which is
significantly lacks accuracy and/or and/or meaningfulness. meaningful and accessible accessible and accurate, meaningful,
accuracy and/or meaningfulness. Differentiation to support student differentiated to support accessible and
meaningfulness. Differentiation is is implemented but not engagement and learning. student engagement and differentiated to
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 assessment formative assessment strategies strategies which are valid formative assessment range of formative
10% strategies strategies and is and reliable strategies which are valid assessment strategies
generally reliant on and reliable which are valid and
questioning, reliable
observations and
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 assessment
unit of work which and omissions. effective unit of work task for a unit of work
has limited which is valid and
effectiveness relevant

Comments:

6 6
Reflection Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects on Consistently reflects
on Practice understand the their own practice reflections on their own practice leading to their own practice on their own practice
importance of which leads to practice leading to little improvement with some leading to improvements leading drawing
reflecting on own limited improvement improvement of practice guidance and support in a range of areas effectively in theory
20% practice and/or of practice leading to habitual
display the ability to improvement
do so meaningfully

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

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

Comments:

7 7