MCT/MST Summative Teaching Practicum Assessment Rubric

Course Code & CRN EPC 4406 Final Grade B+

Student Name Huda Hamad Student HCT ID H00377395

Placement School AL Jood KG and C1 Date of Assessment 8/11/2021

MCT Name Dr. Aysha AlShamsi MST Name Ms. Balqis Albreiki

EXPLANATION OF RATINGS

• Outstanding (A-, A) = Consistent modelling of the competency and all of the performance indicators* for each focus area

• Exceeds Expectations (B, B+) = Consistent demonstration of the competency at a high level of performance and all or most of the
performance indicators

• Meets Expectations (C, C+, B-) = Regular and proficient demonstration of the competency and most of the performance indicators

• Developing (D, D+, C-) = Demonstrating progress toward competency but not yet consistently proficient

• Below Expectations (F) = Inconsistent and/or poor performance of the competency and/or one or more performance indicators

• Unable to Observe = No opportunity to assess this competency either through direct observation or through review of teacher
candidate’s lesson plans or other materials.
*Performance indicators for each focus area will be added in 202120

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I. Professional Dispositions (10%)
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Responsibility, school duties and punctuality Meets Expectations (C, C+, B-)
1. NAEYC Standard (6a, 6b, 6c, 6e)
Developing (D, D+, C-)
TELS ECE Standard (6.1, 6.2, 8.1, 8.4)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Collaboration, positivity and organizational skills Meets Expectations (C, C+, B-)
2. NAEYC Standard (2b, 6d) Developing (D, D+, C-)
TELS ECE Standard (1.2, 1.5, 7.4)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Care, initiative and consistency of performance Meets Expectations (C, C+, B-)
3. NAEYC Standard (6c, 6e) Developing (D, D+, C-)
TELS ECE Standard (4.1, 4.2, 5.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Respect, contribution to collegial environment of school and professional Exceeds Expectations (B, B+)
ethics (confidentiality and fairness) Meets Expectations (C, C+, B-)
4. Developing (D, D+, C-)
NAEYC Standard (6b)
TELS ECE Standard (1.1, 1.2, 1.5) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Honesty, compliance with education regulations, cultural awareness and Exceeds Expectations (B, B+)
sensitivity Meets Expectations (C, C+, B-)
5. Developing (D, D+, C-)
NAEYC Standard (1b)
TELS ECE Standard (1.1, 1.4) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Integrity and professional growth Meets Expectations (C, C+, B-)
6. NAEYC Standard (6d)
Developing (D, D+, C-)
TELS ECE Standard (7.2, 7.3, 8.3)
Below Expectations (F)
Unable to Observe

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II. Planning for Teaching and Learning (15%)
Outstanding (A-, A)
Identify teaching and learning materials, learning centers and learning Exceeds Expectations (B, B+)
environments Meets Expectations (C, C+, B-)
1. Developing (D, D+, C-)
NAEYC Standard (5b, 5c)
TELS ECE Standard (4.1) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Bloom’s Revised Taxonomy and S.M.A.R.T learning outcomes (all domains) Meets Expectations (C, C+, B-)
2. NAEYC Standard (5b) Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Lesson and unit planning (developmentally and culturally appropriate), and Exceeds Expectations (B, B+)
time planning Meets Expectations (C, C+, B-)
3. Developing (D, D+, C-)
NAEYC Standard (1b, 4b, 5b)
TELS ECE Standard (1.1) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Differentiation and 21st century skills Meets Expectations (C, C+, B-)
4. NAEYC Standard (1b, 1d, 4b) Developing (D, D+, C-)
TELS ECE Standard (3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Integration of plans, scope and sequence Meets Expectations (C, C+, B-)
5. NAEYC Standard (4b, 5a, 5c) Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Homeroom teaching Meets Expectations (C, C+, B-)
6. NAEYC Standard (1b, 1d, 2b, 2c, 4a, 4b)
Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2, 4.1, 4.2, 5.1, 6.1, 6.2)
Below Expectations (F)
Unable to Observe

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III. Managing Teaching and Learning (10%)
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Classroom rules, routines, transitions Meets Expectations (C, C+, B-)
1. NAEYC Standard (4a)
Developing (D, D+, C-)
TELS ECE Standard (5.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Managing the physical learning space and learning environments Meets Expectations (C, C+, B-)
2. NAEYC Standard (4a, 4c) Developing (D, D+, C-)
TELS ECE Standard (5.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Classroom management strategies Meets Expectations (C, C+, B-)
3. NAEYC Standard (4a, 4b) Developing (D, D+, C-)
TELS ECE Standard (5.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Teacher and student expectations, rights and responsibility Meets Expectations (C, C+, B-)
4. NAEYC Standard (1b) Developing (D, D+, C-)
TELS ECE Standard (5.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Emotional safety and learning, developing and maintaining positive student/ Exceeds Expectations (B, B+)
teacher relationships Meets Expectations (C, C+, B-)
5. Developing (D, D+, C-)
NAEYC Standard (4a)
TELS ECE Standard (5.1) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Teacher presence Meets Expectations (C, C+, B-)
6. NAEYC Standard (4a)
Developing (D, D+, C-)
TELS ECE Standard (5.1)
Below Expectations (F)
Unable to Observe

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IV. Implementing Learning (20%)
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Timing of instruction – pace and flow Meets Expectations (C, C+, B-)
1. NAEYC Standard (4b)
Developing (D, D+, C-)
TELS ECE Standard (3.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Cooperative learning Meets Expectations (C, C+, B-)
2. NAEYC Standard (4c) Developing (D, D+, C-)
TELS ECE Standard (3.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Student-centered teaching strategies and techniques, use of appropriate Exceeds Expectations (B, B+)
learning technologies Meets Expectations (C, C+, B-)
3. Developing (D, D+, C-)
NAEYC Standard (1d, 4c)
TELS ECE Standard (3.1) Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Differentiation by process, product, content and environment Meets Expectations (C, C+, B-)
4. NAEYC Standard (1d) Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Strategies to engage and motivate Meets Expectations (C, C+, B-)
5. NAEYC Standard (4a, 4b, 4c) Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Understanding flexibility and adaptability for the context (reflection in Exceeds Expectations (B, B+)
action) Meets Expectations (C, C+, B-)
6. Developing (D, D+, C-)
NAEYC Standard (5c)
TELS ECE Standard (3.1) Below Expectations (F)
Unable to Observe

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V. Assessing Learning (25%)
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Developing success criteria (Mini- rubric) Meets Expectations (C, C+, B-)
1. NAEYC Standard (3a)
Developing (D, D+, C-)
TELS ECE Standard (1.3)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Elements of constructive feedback to students (clarity, immediacy,
Exceeds Expectations (B, B+)
regularity, accessibility, individualized, affirming, future-oriented, justifiable, Meets Expectations (C, C+, B-)
2. educative) Developing (D, D+, C-)
NAEYC Standard (3a) Below Expectations (F)
TELS ECE Standard (1.3) Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Use assessment data to inform planning Meets Expectations (C, C+, B-)
3. NAEYC Standard (3a) Developing (D, D+, C-)
TELS ECE Standard (3.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Implementing types of assessment (including self-assessment, peer-
Exceeds Expectations (B, B+)
assessment, diagnostic, formative and summative assessment), Observation Meets Expectations (C, C+, B-)
4. techniques Developing (D, D+, C-)
NAEYC Standard (3a, 3b, 3c) Below Expectations (F)
TELS ECE Standard (3.1) Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Questioning techniques Meets Expectations (C, C+, B-)
5. NAEYC Standard (3a, 3c) Developing (D, D+, C-)
TELS ECE Standard (3.1, 3.2)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Recording evidence of learning for reporting to stakeholders Meets Expectations (C, C+, B-)
6. NAEYC Standard (3a, 3d)
Developing (D, D+, C-)
TELS ECE Standard (3.3, 8.4)
Below Expectations (F)
Unable to Observe

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VI. Reflection (20%)
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Reflection- definition, purpose and key elements Meets Expectations (C, C+, B-)
1. NAEYC Standard (6e)
Developing (D, D+, C-)
TELS ECE Standard (N/A)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Reflection models and types Meets Expectations (C, C+, B-)
2. NAEYC Standard (6e) Developing (D, D+, C-)
TELS ECE Standard (N/A)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Reflecting on teaching and learning Meets Expectations (C, C+, B-)
3. NAEYC Standard (5c, 6e) Developing (D, D+, C-)
TELS ECE Standard (7.1, 7.3)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Reflection on impact of relationships on teaching and learning Meets Expectations (C, C+, B-)
4. NAEYC Standard (6e) Developing (D, D+, C-)
TELS ECE Standard (7.1, 7.3)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Exceeds Expectations (B, B+)
Reflections on resources, physical environment, and sociocultural contexts Meets Expectations (C, C+, B-)
5. NAEYC Standard (6e) Developing (D, D+, C-)
TELS ECE Standard (7.1)
Below Expectations (F)
Unable to Observe
Outstanding (A-, A)
Reflecting on dispositions, PDP development, self-improvement, and Exceeds Expectations (B, B+)
importance of education Meets Expectations (C, C+, B-)
6. Developing (D, D+, C-)
NAEYC Standard (6a, 6e)
TELS ECE Standard (7.1) Below Expectations (F)
Unable to Observe

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 MCT/MST Formative Observation Report Form
Course Code EPC 4406 Course CRN
Student Name Huda Hamad Student HCT ID
Placement School Al Jood KG Date of Assessment 19/10/2021
MCT Name Aysha AlShamsi MST Name

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formally observe the
trainee’s performance and to give formative feedback based on the selected teaching competencies.
Professional Dispositions
Strengths: A significant attempt to display a cultural sensitivity and compliance with education regulation

Areas for improvement: Take part in the wider school community.

Planning for Teaching & Learning

Strengths: Detailed integrated lesson plans are designed accurately and appropriately with good examples of integrated content in line
with the scope and sequence.

Areas for improvement: Differentiated instructions and provide more culturally responsive teaching evidence.

Managing Teaching & Learning

Strengths Demonstrates an accomplished use of a wide range of emotional safety building strategies including evidence to generate some
inferences to justify effective teacher presence.
Areas for improvement: Continue the behaviour management and motivation strategies.
Implementing Learning

Strengths: Demonstrates an accomplished understanding of modelling effective strategies to engage and motivate young learners
including adequate description and justification of the strategies used.

Areas for improvement: she needs to give student more time for learning. Modelling and emphasis on specific skill is
needed. Students are very happy working with her. Continue your great work on literacy support.

Assessing Learning

Strengths: Demonstrates a very satisfactory ability and understanding to questioning techniques appropriate for learning in the Early
Childhood context. Evidence includes some justification for choices.

Areas for improvement: provide self-assessment more consistently and end your lesson with a debriefing session.
Ensure that students all engaged in their task and able to achieve the goal. Continue the great work in questioning.

Reflection

Strengths: Demonstrates satisfactory reflection on learning resources, physical environment, and sociocultural contexts. Actions are
explained with some justification.

Areas for improvement: Implement your PDP and provide evidence to be included in your reflection.
Action Plan (Objectives, actions, implementation timeline, resources):
 MCT/MST Lesson Observation Template

The MCT and MST will use this form to observe the trainee’s performance formally and to give
feedback based on the each teaching competency

Course Code:

Trainee Name: Huda Hamad School: Al Jood KG

MCT/MST Name: Ms. Balqis Al Breiki Date: October 25, 2021

Professional Dispositions:
Demonstrate cultural sensitivity and compliance with education regulations.
Comments:

Confident in presenting the lesson.

Planning for Teaching and Learning:
Implement integrated plans with clear scope and sequence.

Comments:

Send the lesson plan on time with clear points.

Managing Teaching and Learning:

Prioritize emotional safety through developing and maintaining positive relationships with
all stakeholders.
Comments:

positive feedback, Praise the students by giving them stickers.

Implementing Learning:
Validate effective strategies to engage and motivate young learners.
Comments:

Good using of different resources

Assessing Learning:
Develop questioning techniques appropriate for learning in the Early Childhood context.
Comments:
 Appropriate language plus using blokes for students to understand more about the outcome and
identify which group contains more, fewer or the same number of things up to 10.

Reflection:
Generate reflection on learning resources, physical environment, and sociocultural
contexts.
Comments:

Using an online game for more and less was brilliant. Students were motivated and excited to
participate.

Action Plan:
Next step: you can use a video about more and less then ask the students and elicit the answers.
From this you can introduce the outcome to them.

MCT/MST Signature:
Date:
 MCT/MST Lesson Observation Template

feedback based on the each teaching competency

Course Code:

Trainee Name: Huda Hamad School: Al Jood KG

MCT/MST Name: Ms. Balqis Al Breiki Date: October 20, 2021

Professional Dispositions:
Demonstrate cultural sensitivity and compliance with education regulations.
Comments:

Taking responsibility in preparing the lesson and providing the resources. Well done Huda.

Planning for Teaching and Learning:

Implement integrated plans with clear scope and sequence.

Comments:

Sending the lesson plan before the lesson, well prepared. Plus the PPT.

Managing Teaching and Learning:

Prioritize emotional safety through developing and maintaining positive relationships with
all stakeholders.
Comments:

Giving positive feedback, showed good relationship with the students

Implementing Learning:
Validate effective strategies to engage and motivate young learners.
Comments:

Good modelling of the activities by using the PPT.

Assessing Learning:
Develop questioning techniques appropriate for learning in the Early Childhood context.
 Comments:

Implement appropriate questions that children can understand, plus showing them examples

Reflection:
Generate reflection on learning resources, physical environment, and sociocultural
contexts.
Comments:

For representing the number and I quantity you may ask the children after that to show you the
number quantity using their fingers

Action Plan:
Next step: try using different tones.

MCT/MST Signature:
Date:
 MCT/MST Lesson Observation Template

The MCT and MST will use this form to observe the trainee’s performance formally and to give
feedback based on the each teaching competency

Course Code:

Trainee Name: Huda Hamad School: Al Jood KG

MCT/MST Name: Ms. Balqis Al Breiki Date: October 25, 2021

Professional Dispositions:
Demonstrate cultural sensitivity and compliance with education regulations.
Comments:

Confident in presenting the lesson.

Planning for Teaching and Learning:
Implement integrated plans with clear scope and sequence.

Comments:

Send the lesson plan on time with clear points.

Managing Teaching and Learning:

Prioritize emotional safety through developing and maintaining positive relationships with
all stakeholders.
Comments:

positive feedback, Praise the students by giving them stickers.

Implementing Learning:
Validate effective strategies to engage and motivate young learners.
Comments:

Good using of different resources

Assessing Learning:
Develop questioning techniques appropriate for learning in the Early Childhood context.
Comments:
 Appropriate language plus using blokes for students to understand more about the outcome and
identify which group contains more, fewer or the same number of things up to 10.

Reflection:
Generate reflection on learning resources, physical environment, and sociocultural
contexts.
Comments:

Using an online game for more and less was brilliant. Students were motivated and excited to
participate.

Action Plan:
Next step: you can use a video about more and less then ask the students and elicit the answers.
From this you can introduce the outcome to them.

MCT/MST Signature:
Date:
 MCT/MST Lesson Observation Template

The MCT and MST will use this form to observe the trainee’s performance formally and to give
feedback based on the each teaching competency

Course Code:

Trainee Name: Huda Hamad School: Al Jood KG

MCT/MST Name: Ms. Balqis Al Briki Date: October 27, 2021

Professional Dispositions:
Demonstrate cultural sensitivity and compliance with education regulations.
Comments:

Self-knowing: you know when and how to use the resources and the right questions

Planning for Teaching and Learning:

Implement integrated plans with clear scope and sequence.

Comments:

Again, clear points, and well prepared PPT and LP.

Managing Teaching and Learning:

Prioritize emotional safety through developing and maintaining positive relationships with
all stakeholders.
Comments:

Using different positive feedback, clear voice and friendly.

Implementing Learning:
Validate effective strategies to engage and motivate young learners.
Comments:

Effective modelling strategies. Good used of video then review the outcome.

Assessing Learning:
Develop questioning techniques appropriate for learning in the Early Childhood context.
Comments:
 Setting with the focus group and explain again the outcome then as a challenge you ask them to
show you model you 2 groups more and less. Then you asked them to show you how to make it
equal. Well done Huda.

Reflection:
Generate reflection on learning resources, physical environment, and sociocultural
contexts.
Comments:

Instead of taking a group to evaluate their work, let 2 students to do that “self-evaluation”. And
ask them why you give your self 3 stars.

Action Plan:
Give time for students to think. You can use sand clock for that.

MCT/MST Signature:
Date: