Appendix 2: MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Shamma Bakhit Almazrouei School: Shamma Bint
Mohammad
MCT/MST Name: Sozan Saed Date: March 6th

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:
Shamma goes above and beyond expectations to ensure to put the needs of the children and
MST first.
Planning for Learning F D C B A
Comments: Lesson plans were detailed and took into account prior learning of children.

Managing Learning F D C B A
Comments:
Since class dojo was working today I wish you would have mentioned it to the children at the
beginning of class. Tell the students if they keep saying ana ana – then class dojo won’t pick
them.
Class-class-class
Using class dojo for behavior is excellent because it gives students ownership of their
behavior.
Assigned group leaders - The gift you could have showed them at the beginning of the lesson
and tied it to class dojo points – so as to ensure students have an incentive to want to listen
to your instruction.
Implementing Learning F D C B+ A
Comments: Lets sing a song together – counting 1-20 (prior learning). Leaders of the group - What’s
the date of today. What do we call this one. The one student said 0 – he was right there was nothing
on the 10-frame. If we have two 10 frames how many do we have – talk in your groups – lets now
solve the numbers together. Instead of having the students say me-me-me (use the name sticks) yes
perfect you were reading my mind and you used class dojo – Modeled ten frame and had a few
students come to solve. Saeed knew it was 7 without counting cause that is the point of using a 10-
frame. *make sure that you are recapping before your explain centers* Explanation of centers still
needs work (I think we need to write them down and have them at each center) so you can read them
and make sure you explain properly. Hands on activities are engaging and students are practicing the
concept. Walked around the different centers to ensure student understanding.
10:15 clean up
 5 minutes to get children to focus – I understand this is a difficult class to work with and I am not
holding you responsible for this – I am looking at the strategies you use in order to get them quiet

How many will we shade on the 2nd 10 frame to have 17? Good questioning.

Assessment F D C B A
Comments: Used checklist and anecdotal notes/pictures for formative assessment purposes.

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
Reflects on relationships with students as part of professional practice and uses the insights to
develop a positive learning environment

Action Plan: