MST Mark MCT Mark Final Grade

Student Name: Jawaher Husain Ahmed Ali Alwahedi Student ID: H00349627
A B+ B+
Placement School: Al Afaaq

Semester 8 Achievement Achievement that Achievement that Achievement that Achievement that is Achievement that is
that clearly does narrowly fails to meet minimally meets the satisfactory meets significantly above the outstanding relative to
not meet requirements for course course requirements the course and GPA course and GPA the course and GPA
requirements for with normal grading but may not meet the requirements requirements requirements
course with mode. GPA requirement
normal grading
mode.

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

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

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

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

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

Comments: Jawaher Showed a high level of professionalism and was fully engaged in MST’s classes and her school’s activities. She demonstrated a positive attitudes towards her
teaching which was obvious during her session and interactions with the students. In the future, I would suggest that she prepare an event for her students to engage them in one of
the innovation week.

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

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

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are Lesson plans are usually Lesson plans are
inconsistently inconsistently balanced elements of balance generally balanced, balanced, engaging, consistently balanced,

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 balanced and and include limited but include some engaging, effective effective and student- engaging, effective and
include no student-centred activities student-centred activities and student-centred centred student-centred
student-centred
activities

Comments: Jawaher effectively designed her lesson and utilized the students-center during her sessions. Most of her lesson plans was in detailed and had an adequate information
and consistent. She needs to improve her selection of the activities and to have pair or group activities during her session.

Managing Does not use Occasionally uses Sometimes uses Uses cooperative learning Consistently and Consistently and
Learning cooperative learning cooperative learning cooperative learning as part regularly, usually with a level effectively uses effectively uses a
as part of their of their learning of effectiveness cooperative learning range of cooperative
learning environment environment but/or uses with a high level of learning strategies
these strategies with limited effectiveness with a high degree of
effectiveness confidence

Does not use Attempts to use Uses appropriate classroom Uses appropriate classroom Uses appropriate Uses a wide range of
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
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

Has not established Classroom routines Has established some Establishes and manages Establishes and Classroom routines
effective classroom and transitions are classroom routines and classroom routines and consistently manages and transitions are
routines and inconsistently transitions but some transitions classroom routines and well established and
transitions implemented development is needed transitions leading to differentiated leading
effecting the some student to significant student
classroom independence independence
environment

Comments: She implemented an effective management techniques and she reminds her students the classroom rules, especially for online classes. She always ask students to recite
the rules. However, most of her session focused on the oral awards.

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Implementing Does not implement Attempts to Sometimes implements Generally implements Implements strategies Implements a wide
Learning strategies which sometimes strategies which motivate strategies which motivate which continually range of strategies
motivate students implement strategies students and maintains an students and maintain an motivates students and which continually
and maintain an which motivates effective classroom effective classroom maintains an effective motivates students
effective classroom students and presence presence classroom presence and maintains an
presence. maintains an effective classroom
effective classroom presence
presence, although
these are not
necessarily effective

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
Differentiation is not rarely implemented necessarily effectively Sometimes includes learning support student
implemented differentiation with engagement and
growing effectiveness learning

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

When instructions Instructions are Instructions are usually Instructions are given at Instructions are Clear, concise and
are given they are given within a lesson given at appropriate times appropriate times within a consistently given at timely Instructions are
generally unclear and but may be unclear within a lesson but may not lesson and are generally appropriate times within consistently given
this does not and/or excessively always be clear and concise clear and concise a lesson and are using a range of
effectively facilitate wordy, resulting in invariably clear and appropriate
learning some confusion concise techniques

Generally does not Inconsistently uses Uses questions which fit Uses questions which Uses a variety of Skillfully uses a variety
use questions questions which fit within the lesson context generally fit within the questions which of questions which
effectively within the lesson but these tend to be closed appropriately fit within appropriately fit

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 context but these and/or do not extend lesson context to support the lesson context to within the lesson
tend to be closed learning learning support learning context and challenges
and/or do not students’ thinking
extend learning

Comments: Jawaher implemented different approaches and strategies to ensure students were engaging in her sessions. She used Nearpod and Kahoot in effective ways. She
supported students’ learning by having different levels of assessments and activities.

Assessment Fails to utilize Demonstrates little Monitors but it is Generally monitors in Monitoring purposively Consistently monitors
monitoring in understanding or unfocused in relation to relation to learning and in relation to learning in relation to learning
relation to student ability in monitoring learning and/or behavior, behavior some and behavior and behavior, meeting
learning and in relation to learning improvement is needed improvement is needed individual students’
behavior and behavior needs

Fails to understand Consistently utilized Utilizes some variety of Generally utilizes a range of Utilizes a range of Utilizes and thoroughly
and utilize formative the same formative formative assessment effective formative effective formative understands a range of
assessment strategies assessment strategy strategies to gauge student assessment strategies to assessment strategies to effective formative
(question, checklists progress gauge student progress gauge student progress assessment strategies
& observations) to gauge student
throughout the progress
placement

Summative Summative Implements summative Generally implements valid Implements valid and Outstanding
assessment strategies assessment strategies assessment strategies but and reliable summative reliable summative knowledge and
are not completed are invalid and/ or not always ones that are assessment strategies, assessment strategies, Implementation of
unreliable valid, reliable and/or where appropriate where appropriate valid and reliable
appropriate summative assessment
strategies., where
appropriate

Constructive Limited feedback Constructive feedback is Constructive feedback is Constructive feedback is Constructive feedback
feedback is not provided to students provided to students generally provided to consistently provided to is provided in a timely
provided to students due to a lack of inconsistently. It may need students in a timely and students in a timely and and effective manner
understanding to be more timely and/or appropriate manner. appropriate manner using a range of
delivered in an appropriate approaches
manner

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 Has failed to use Has made little Sometimes uses assessment Assessment data is Assessment data is used Assessment data is
assessment data to attempt at using data to inform planning generally used to inform to effectively inform consistently used to
inform planning and assessment data to and instruction. planning and instruction, planning and instruction. effectively inform
instruction &/or inform planning and Assessment data is though not always Assessment data is planning and
assessment data is instruction. Limited recorded but not always in effectively. Assessment data recorded in an organized instruction.
not available to assessment data is an organized way but is is generally recorded in an way and is available for Assessment data is
MST/MCT available for usually available for organized way and is MST/MCT. recorded in an
MST/MCT MST/MCT. usually available for organized way and is
MST/MCT. always available for
MST/MCT.

Comments: Jawaher managed to design the formative and summative during her classes. She improved a lot during the teaching practice, especially the formative ones. At the
beginning she was struggling with her instructions, but after managing to model the activities and showing students, she successed in implementing the activities.

Reflection on Fails to understand Little reflection on Some reflection on student Reflects on student learning Reflects on student Consistently reflects
Practice 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

Student fails to Little reflection on Inconsistent and vague Reflects on their own Consistently reflects on Consistently reflects
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 limited leading to improvements leading drawing
reflecting on own limited improvement improvement of practice guidance and support in a range of areas effectively in theory
practice and/or of practice leading to habitual
display the ability to improvement
do so meaningfully

Comments: She provided an adequate analysis of her teaching, which was obvious throughout her reflections. She needs more focus on her students’ learning more
critically. Most of the time, she gave oral feedback to students and provided the answers immediately instead of allowing the students to find out the answers on
their own.

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 MCT/MST Summative Report
Student name: Jawaher Husain Ahmed Ali Alwahedi Student ID: H00349627
TP school: Al Afaq Course code:
MST name: Safeeya Saley MST Grade F D+ D C- C C+ B- B B+ A- A
MCT name: MST Grade: F D+ D C- C C+ B- B B+ A- A
Date: 19-04-2021 Final Grade F D+ D C- C C+ B- B B+ A- A

The MST (Mentor School Teacher) and the MCT (Mentor College Teacher) will use this form jointly to formally assess the overall
performance of the trainee and to give summative feedback based on the criteria and performance descriptors in the rubric below.

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

Gradebook
Percentage 0 - 29 30 - 59 60 – 69 70 –79 80 – 87 88 – 100

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

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absences and/or
lateness

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

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

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

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

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Comments:

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

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

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

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

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 student-centred student-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
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:

Implementing Does not utilize Utilizes the gradual Utilizes the gradual release Utilizes the gradual release Utilizes the gradual Utilizes the gradual
Learning the gradual release release model with model with some model with minor release model with release model to
model limited effectiveness effectiveness irregularities general effectiveness ensure students can
complete the task
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 lessons may result in result in some students to ensure students are consistently paced to ensure students are
in a significant some students being sometimes being appropriately engaged and ensure students are appropriately engaged
proportion of the disengaged, disengaged, overwhelmed challenged appropriately engaged and challenged and
class being or off task and challenged the needs of

10 1
 disengaged, overwhelmed &/or individual students are
overwhelmed off task met
&/or 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
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 unit summative
unit of work which and omissions. effective of work assessment task for
has limited a unit of work which
effectiveness is valid and relevant

Comments:

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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
importance of which leads to practice leading to little improvement with some leading to improvements practice leading
reflecting on own limited improvement improvement of practice guidance and support in a range of areas drawing effectively
practice and/or of practice in theory leading to
display the ability to habitual
do so meaningfully improvement

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
reflecting on student quite vague and repetitive way in 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
accessible to the and are accessible to
MST and MCT the MST and MCT

Comments:
Jawaher prepared herself thoroughly and showed enthusiasm and professionalism throughout her teaching practice. I am confident that she will excel in her
teaching career.

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