MCT/MST Formative Observation Report Form

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form to formallyobserve
the trainee’s performance and to give formative feedback based on the selected teaching competencies.

Pre-service Shaimaa Habeeb Pre-service teacher

teacher name: ID:
MCT name: Janan Abdulrafi Course code: EPC1903
MST name: Placement School: Aalya Cycle 1
Subject: English Date: November 1, 2022

Please see the TP Rubric – after this table – for help to complete.

Professional Dispositions
Responsibility, school duties and punctuality
• Attends school regularly
• Participates for the full school day
• Is punctual and reliable
• Attends school functions (e.g., morning assembly, professional development, parent-teacher meeting, school events, field trips,
meetings)
• Accepts all responsibility under the mentoring teacher’s supervision
• Demonstrates effort and enthusiasm
• Maintains professional appearance
• Has a whole-school perspective
• Demonstrates basic knowledge of school administration and organization
• Demonstrates awareness of school-community connections
Strengths: Dedication to profession and school responsibilities

Areas for improvement: Punctuality

Planning for Teaching & Learning

Teaching and learning materials, learning centers, and learning environments
• Plans effective homework and extension activities that reinforce or enhance student learning and the home-school
collaboration
• Selects materials that enhance the learning process
• Uses outside resources as needed
• Uses a variety of supplemental materials
• Adapts and modifies materials as needed
• Selects materials that engage students through diverse perspectives
• Incorporates multimedia instructional technology

Strengths: Created own PowerPoint, included all necessary aspects, included technology through use of
PowerPoint, video, etc.

Areas for improvement: Use fonts that the students recognize easily, go through lesson prior to teaching to
lessen occurrence of glitches
Managing Teaching & Learning
Classroom rules, routines, transitions
• Shows understanding of the importance of involving learners in establishing rules and routines
• Appreciates the importance of smooth transitions between activities
• Demonstrates awareness of efficient procedures for use of materials
• Discusses effective procedures with the MST for managing individual, small group, and whole class activities
• Maintains respect for rules and policies to interact appropriately and develop social etiquette skills
• Discusses the importance of setting clear expectations and responding consistently
• Demonstrates appropriate behavior
 Strengths: Gave students opportunities to participate, encouraged participation from students, enforced
classroom regulations and respect for each other, demonstrated and participated in the activities rather
than just letting students do it (I do, we do, you do)

Areas for improvement:

Implementing Learning
Timing of instruction – pace and flow
• Identifies appropriate pace to maintain interest and engagement in learning
• Recognizes the importance of clear expectations and time frames
• Discusses the necessity for smooth transition between learning phases
• Observes how MST uses cues that children are becoming confused, bored or restless and adjusts teaching accordingly

Strengths: Moved through the lesson with good pacing

Areas for improvement:

Assessing Learning
Success criteria (Mini- rubric)
• Classifies success criteria according to learners’ developmental stages
• Observes use of success criteria to inform teaching and learning
• Matches students’ behavior to existing success criteria
• Distinguishes between levels of performance according to existing success criteria
• Discusses success criteria with MST/peers
• Explains success criteria to learners
• Gives examples of observed behavior that illustrate existing success criteria

Strengths: Asked variety of students to demonstrate learning, extended the learning by asking higher order
thinking questions, showed students where to improves, spoke to each student individually throughout the
lesson.

Areas for improvement:

Reflection
Reflection - definition, purpose and key elements
• Discusses the meaning and definition of a reflection in an accurate way
• Outlines the different purposes of reflective practices clearly
• Distinguishes between the different elements of a reflection
• Clarifies how reflection can demonstrate foundational understanding

Strengths: Applied the recommendations and advice received from prior lessons to this lesson, to improve.

Areas for improvement:

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

-Continue practice teaching lessons
-Plan lessons comprehensively, have resources and plan prepared in advance, go through lesson prior to
teaching to ensure no glitches