Course Rubric/Final Report

Student name: Maitha Ali

HCT ID number: H00348506 MST Mark MCT Mark Final Grade
B B+ B+
MST Name: Eileen O’Dwyer
MST email: eileenodwyer@gmail.com
Placement School: Altaqwa KG

Semester 6 Achievement that clearly Achievement that Achievement that Achievement that is Achievement that is Achievement that is
does not meet narrowly fails to meet minimally meets the satisfactory meets the significantly above the outstanding relative to
requirements for course requirements for course course requirements but course and GPA course and GPA the course and GPA
with normal grading with normal grading may not meet the GPA requirements requirements requirements
mode. mode. requirement

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

Fails to demonstrate a Has difficulties preparing The classroom and The classroom and Classroom and lessons Consistently ensures that
willingness to plan and for lessons & being ready lessons are generally lessons are prepared & are well prepared & resources and the
prepare materials and on time prepared & ready for ready for each lesson ready for each lesson classroom environment
lessons each lesson are well prepared and
organized

Does not participate in Rarely participates in Has participated in a Occasionally participates Participates in school Actively participates in
school activities and has school activities and few school activities and in school activities activities outside the school activities outside
not displays some difficult displays some difficult outside the classroom classroom and builds the classroom and builds
 developed relationships developing relationships developing relationships and builds a few positive positive relationships positive relationships
across the school, apart across the school across the school relationships within the within the school with a range of
from the MST school stakeholders

Comments:

Planning for Lesson plans lack Lesson plans lack Lesson plans have Lesson plans have Lesson plans have Lesson plans are well
Learning detail and may not detail and may not sufficient detail to sufficient detail to secure sufficient detail to secure detailed to secure
include learning include adequate generally secure effective delivery and satisfactory delivery and effective delivery and
objectives and learning objectives and effective delivery and include learning include testable learning include testable learning
assessments leading to assessments often include learning objectives and some objectives and objectives and a variety
unsatisfactory lesson leading to unsatisfactory objectives and some assessments appropriate assessments of appropriate
delivery lesson delivery assessments assessments and tasks

Produces lesson plans Has completed poor Has completed full Sometimes produces Often produces Consistently produces
which are quality lesson plans, lesson plans which are detailed lesson plans, outstanding detailed outstanding detailed
inconsistently where the detail is printed and available for which are printed and lesson plans which are lesson plans which are
completed greatly lacking MST/MCT upon request available for MST/MCT available to MST/MCT available to MST/MCT
upon request upon request

Lesson plans include a Some lesson plans
few activities which engage students and/or
engage students and encourage active student
most strategies are participation, with a
teacher centred limited range of
strategies and materials.
Some ideas are
inappropriate.
Some lesson plans Sometimes produces
engage students and/or lesson plans which
encourage active engage students and
student participation, encourage maximum
with a limited range of student participation
strategies and with a level of balance
materials. and a range of learning
strategies and materials
Often produces lesson
plans which engage
students and encourage
maximum student
participation with a level
of balance and a range of
learning strategies and
materials
Lesson plans consistently
engage students and
encourage maximum
student participation
with a level of balance
and a range of learning
strategies and materials

Comments:

Managing Has very little classroom Does not use classroom Attempts to use Uses appropriate Uses appropriate Uses appropriate
Learning management strategies management strategies classroom management classroom management classroom management classroom management
leading to an ineffective effectively or consistently strategies but these do strategies which strategies to secure a strategies to consistently
 and/ or unsafe learning leading to an ineffective not generally achieve a generally secure a safe safe and effective secure a safe and
environment and/ or unsafe learning safe and/ or effective and effective learning learning environment effective learning
environment learning environment environment environment

Has not established Classroom routines and Has established some Establishes and manages Establishes and Classroom routines and
effective classroom transitions are classroom routines and classroom routines and consistently manages transitions are well
routines and transitions inconsistently transitions but some transitions, with minor classroom routines and established and
implemented effecting development is needed issues transitions differentiated
the classroom so as not to impact the
environment effectiveness of the
lesson

Comments:

Implementing Does not demonstrate an Is unable to use an Understands the need Demonstrates an Sometimes uses an Consistently uses an
Learning ability to use question enquiry based approach to use an enquiry based understanding of using enquiry based approach enquiry based approach
types effectively and is within a lesson, but can approach within a an enquiry based with an effective range of with an effective range of
not able to demonstrate use a range of question lesson, but is limited in approach and how an question types to question types to
an understanding of an types to support & the range of question effective range of support & extend support & extend
enquiry based lesson extend student learning types used to support & question types support & student learning student learning
extend student learning extend student learning

There is no differentiated Activities and materials Activities and materials A few activities and Some activities and Activities and materials
activities or materials are differentiated to are differentiated to materials within the materials within the are consistently
support some students in support student lesson are differentiated lesson are differentiated differentiated to support
the class engagement and to support student to support student student engagement and
learning, but some engagement and learning engagement and learning learning, throughout the
student needs are not whole lesson
addressed
 Does not have sufficient Has sufficient subject Usually has sufficient Has sufficient subject Has sufficient subject Has sufficient subject
subject knowledge to knowledge to deliver the subject knowledge to knowledge to knowledge to knowledge to
successfully deliver the lesson but there are gaps successfully deliver the successfully deliver the successfully deliver the successfully deliver the
required LOs and/or inaccuracies required LOs required LOs required LOs with required LOs with
confidence confidence and is able to
respond to queries with
spontaneity and
accuracy, perhaps
drawing links to real life
or across the curriculum

Students struggle to Sometimes grades Generally grades Grades language to Effectively grades Effectively grades
follow instructions &/or language to support language to support support student language to support language to support and
teaching due to student comprehension student comprehension comprehension of student comprehension extend student
ungraded (or inaccurate) of content and of content and content and instructions of content and comprehension of
language instructions instructions instructions, adapting to content and instructions,
individuals’ needs adapting to individuals’
needs

Comments:

Assessment No formative assessment Formative assessment Formative assessment Formative assessment Formative assessment Detailed formative
strategies are used in the strategies are sometimes strategies are used, but data is sometimes used data consistently to assessment strategies are
lesson used in the lesson the data is not used to to inform planning inform planning evident in all lesson plans
inform planning based on previous
lessons

There is no formative Keeps some limited Keeps some formative Keeps formative and/or Keeps formative and/or Keeps detailed formative
and/or summative and/or incomplete and/or summative summative assessment summative assessment and/or summative
assessment records formative and/or assessment records records records and is able to assessment records and
summative assessment make reference to the is able to make reference
records data to the data
Comments:

Reflection on Reflections are often Attempts to complete Completes reflections Completes reflections Completes detailed Regularly completes
Practice limited in thoughts and reflections which which consider which consider situations reflections which detailed reflections
perspective and are not consider situations from situations, from the perspective of a consider situations from which consider situations
submitted within the the perspective of other range of stakeholders the perspective of a from the perspective of a
required/requested stakeholders but these range of stakeholders range of stakeholders,
timeframe are shallow and do not with some reference to
lead to new insights theory

Does not reflect in a Reflects on relationships Reflects on relationships Reflects on relationships Reflects on relationships Reflects on relationships
meaningful way on her with students as part of with students as part of with students as part of with students as part of with students as part of
relationships with professional practice but professional practice professional practice professional practice and professional practice and
student these reflections are but these reflections uses the insights to uses the insights to
generally not congruent are generally shallow improve these develop a positive
with best practice relationships learning environment

Comments:
 Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 3903
Trainee Name: Maitha Ali School: Altaqwa KG
MCT/MST Name: Aisha Alsamahi Date: 19/10/2020
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
- Consistently ensures that resources and the classroom environment are well prepared and
organized. She is always punctual and sends her lesson plans on time.
Planning for Learning F D C B A
Comments:
- Lesson plans have sufficient detail to secure satisfactory delivery and include testable learning
objectives and appropriate assessments.
- However, personal goals should reflects Maitha’s goals not what she want from the students
to achieve.
Managing Learning F D C B A
Comments:
- Maitha establishes and consistently manages classroom routines and transitions
Implementing Learning F D C B A
Comments:
- Maitha implemented a variety of students’-centred activities.
- She developed effective electronic materials that made her lesson interesting.
- She applied hands on activities
- She used praising technique to motivate her students
- Maitha’s questioning technique was good.
Assessment F D C B A
Comments:
- Maitha had the students practice writing the letter i using a link.
Reflection on Practice F D C B A
Comments:
- Regularly completes detailed reflections which consider situations from the perspective of a
range of stakeholders, with some reference to theory

Action Plan:
- To plan more challenging formative assessments (assessment-for-learning)
 Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 3903
Trainee Name: Maitha Ali School: AlTaqwa KG
MCT/MST Name: Aisha Alsamahi Date: 26/10/2020
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
- Consistently ensures that resources and the classroom environment are well prepared and
organized. She is always punctual and sends her lesson plans on time.
Planning for Learning F D C B A
Comments:
- Lesson plans have sufficient detail to secure satisfactory delivery and include testable learning
objectives and appropriate assessments.
- Personal goals were improved.
Managing Learning F D C B A
Comments:
- Maitha uses appropriate classroom management strategies to secure a safe and effective
learning environment.
- Maitha introduced classroom rules at the beginning of the class to be able to manage
students’ behaviours.
Implementing Learning F D C B A
Comments:
- Good usage of songs and videos to attract students’ attention
- Various materials and resources were used
- Good introduction to the letter N by encouraging the students to pronounce the phoneme
- Effective activity on how to write the letter (N), by playing a modelling video.
- Excellent rapport with the students. I like how you told them I want to see your beautiful
handwriting
- Good to have students using mini white boards to write. Then open the camera to share their
work.
- Good usage of verbal rewards
- Effective activity of showing pictures with words starting with letter N (Necklace)
- Good to have students practice the words starting with N, and acting
- Effective TPR activity to go around the house, and find something starts with letter N ( even
when they didn’t find, you asked them to show their nose)
Assessment F D C B A
Comments:
 - Used a missing letter, and matching the words games as formative assessments to check
students’ understandings.
- I like the matching words with picture game very effective to check students’ understanding

Reflection on Practice F D C B A
Comments:
- Regularly completes detailed reflections which consider situations from the perspective of a
range of stakeholders, with some reference to theory
Action Plan:
- Instructional skills ( the homework needed further explanation)
- Some minor language errors needed to be improved.
- Classes ended 10 minutes before the intended time, so it is better to time the activities.
 Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 3903
Trainee Name: Maitha Ali School: AlTaqwa KG
MCT/MST Name: Aisha Alsamahi Date: 03/11/2020
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
- Consistently ensures that resources and the classroom environment are well prepared and
organized. She is always punctual and sends her lesson plans on time.
Planning for Learning F D C B A
Comments:
- Lesson plan is detailed, and included all the required components for semester 6 students.
- Maitha considered all the feedback given, and improved her lesson accordingly.
Managing Learning F D C B A
Comments:
- Good classroom management.
Implementing Learning F D C B A
Comments:
- Focused Math lesson, with all the activities applied
- Good to start the lesson with national song linking it to the context ( flag day)
- Good use of various of activities (counting, drawing, games)
- Variety of materials used
- Good presence as a teacher with a clear voice
- Effective instructions given to both parents and students to follow the correct steps of the
activities.
- During the technical issue happened you, Maitha effectivity controlled the situations and had
an alternative
- Good rapport build with the students
Assessment F D C B A
Comments:
- Various formative assessments were applied
Reflection on Practice F D C B A
Comments:
- Regularly completes detailed reflections which consider situations from the perspective of a
range of stakeholders, with some reference to theory
Action Plan:
- Students were little bit board or quiet they needed motivational techniques other than asking
them to participate
 APPENDIX 2
MCT/MST Lesson Observation Feedback Form Template
The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
(Kindly fill in conjunction with a completed copy of the supporting assessment rubric)

EPC 3403
Course Code:
Maitha Ali Salem Saif Al Taqwa KG
Trainee Name: School:
Alneyadi
Kesha Oliver 14/10/2020
MCT/MST Name: Date:
Eileen O’Dwyer
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments: Her lessons are well prepared for each lesson. As we are in an online learning environment there have been no
school activities outside the classroom so I am giving the benefit of the doubt.
Planning for Learning F D C B A
Comments: Her lessons plans are clear and detailed and are available when requested. Her lesson plans include a variety of
activities to cover learning objectives and ensure participation and achievement for different types of learners..
Managing Learning F D C B A
Comments: Transitioning from one activity to the next could be smoother, but there are always a few minor issues the first
time around.
Implementing Learning F D C B A
Comments: A variety of activities were covered to facilitate student learning of the letter Pp and its sound. She used open
and closed questions during such activities in order to differentiate the learning. She rephrased her questions, in order to
ensure that students understood what was being asked.
One setback was that her video had no sound but she ensured me that this will be rectified in future lessons.
Assessment F D C B A
Comments: She used formative assessment during the lesson in the form of questioning, however I am unsure whether it
has been used to inform planning. She received students homework/summative assessment in the form of documents
through WhatsApp.
Reflection on Practice F D C B A
Comments: She sent some reflections of the lesson in our WhatsApp group and I agreed with her reflections.
She wrote a detailed reflection on the lesson reflecting on how to improve student learning.
Action Plan:

Think of strategies to transition smoothly from one activity to another – make sure to inform students that
one activity is finished, and they are moving on.
As you mentioned in your reflection – have the class list in front of you to make it easier to call on students.
Another option is to join the meeting on another device so that you can see the students and know which
students raise their hand to talk.

Think of creating or using interactive worksheets or games rather than paper based. Check out
www.liveworksheets.com and follow the instructions/tutorial on how to create interactive worksheets.
Check to make sure audio will work on videos
 APPENDIX 2
MCT/MST Lesson Observation Feedback Form Template

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
(Kindly fill in conjunction with a completed copy of the supporting assessment rubric)

Course Code: EPC 3403

Maitha Ali Salem Saif Al Taqwa Kg
Trainee Name: School:
Alneyadi
MCT/MST Name: Eileen O’Dwyer Date: 26/10/2020
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
Planning for Learning F D C B A
Comments: Lesson plans and PowerPoints were well prepared and she asked for feedback before
delivering the lesson to students.
Managing Learning F D C B A
Comments: Classroom management went well, she has a pleasant voice which I think the students
enjoyed listening to.
Implementing Learning F D C B A
Comments:
Assessment F D C B A
Comments: I didn’t see the notes taken but she did say she took notes in her reflection of the lesson.
Reflection on Practice F D C B A
Comments:

Action Plan:
 APPENDIX 2
MCT/MST Lesson Observation Feedback Form Template

The MCT and MST will use this form to formally observe the trainee’s performance and to give feedback
based on the selected teaching competencies.
(Kindly fill in conjunction with a completed copy of the supporting assessment rubric)

Course Code: EPC 3403

Maitha Ali Salem Saif Al Taqwa Kg
Trainee Name: School:
Alneyadi
MCT/MST Name: Eileen O’Dwyer Date: 3/11/2020
NOTE: Refer to the course-specific, teaching competencies-based rubric included in section D of the TP Booklet

Commitment to the Profession F D C B A

Comments:
Planning for Learning F D C B A
Comments: Lesson plans and PowerPoints were well prepared and she asked for feedback before
delivering the lesson to students.
Managing Learning F D C B A
Comments: Classroom management went well, she has a pleasant voice which I think the students
enjoyed listening to.
Implementing Learning F D C B A
Comments:
Assessment F D C B A
Comments: I didn’t see the notes taken but she did say she took notes in her reflection of the lesson.
Reflection on Practice F D C B A
Comments:

Action Plan