APPENDIX FIVE

EPC 4909 – MCT and MST - Lesson Observation Report – Template

MCT/MST – Summative Teaching Placement Assessment Rubric

Course Code & CRN EPC 4909 Placement School

Student Name & HCT ID H00349708 Maryem Nabeel Mohamed Shared Alharbi Date of Assessment 26.11.2020

MCT Name Dr Martha Banf MST Name

ACHIEVEMENT INDICATORS
Achievement that does not
GRADING/MARKING meet requirements Achievement that is
Achievement that minimally meets Achievement that satisfactorily Achievement that is significantly
CRITERIA Significantly below course outstanding relative to the
the course requirements meets the course requirements above the course requirements
requirements course requirements

Letter Grade F D D+ C- C C+ B- B B+ A- A

Percentage for
0-59 60 – 63 64 – 66 67 – 69 70 – 73 74 – 76 77 – 79 80 – 83 84 – 86 87 – 89 90 – 100
Gradebook

GPA 0 1 1.3 1.7 2 2.3 2.7 3 3.3 3.7 4

1. With reference to the Assessment Handbook, the following serves as a set of various assessment criteria and grade descriptors suitable for many different assessment tasks.
2. The assessment rubric can be customised in the following two ways:
- by selecting grading/marking criteria which suit a specific assessment task
- by adding specific details under the criterion and its corresponding achievement indicators. NOTE: Don’t change the original language - just add clarification, if needed.
3. The HCT Grading System is accessible at: https://portal.hct.ac.ae/sites/pnp/cass/Pages/lp209.aspx.
(I) COMMITMENT
TO THE
PROFESSION (15%)

Demonstrates consistent Has not grasped the Displays occasional issues with Demonstrates consistent Always demonstrates consistent Prioritizes the needs of the
Attendance and importance of attendance attendance and punctuality attendance and punctuality attendance and punctuality school and students over
Punctuality and punctuality leading to required working hours
(3%) consistent absences and/or
lateness

Demonstrates Teaching Fails to demonstrate a Is generally prepared & ready for Is prepared & ready for each Is well prepared & ready for each Consistently prepares high
Materials are planned willingness to plan and each lesson lesson lesson quality materials which are
and organized prepare materials and well organized
(2%) lessons

Demonstrates Does not participate in Occasionally participates in Participates in a range of Actively participates in a range of Has demonstrated initiative
responsibility to use school activities and has school activities and builds a few school activities and builds school activities and builds positive and commitment through
initiative and not developed positive relationships within the positive relationships within relationships with a range of independent involvement in
participation relationships across the school the school stakeholders school based activities
(5%) school, apart from the resulting in a measurable
MST contribution to the school

Demonstrates Does not respect school Generally accepts school based Accepts school based Accepts school based authority Accepts school based
responsibility to resolve based authority structures authority structures and has some authority structures and structures and responsibility for authority structures and
problems independently & does not accept difficulties resolving work-based responsibility for resolving resolving work-based problems responsibility for
(2%) responsibility for work- problems without some support work-based problems with with a growing level of independently resolving
based problems some support independence work-based problems

Demonstrates a positive Has not developed a Generally demonstrates a positive Generally demonstrates a Demonstrates a positive attitude Demonstrates exceptional
and enthusiastic attitude positive attitude towards attitude towards teaching and positive attitude towards towards teaching and learning enthusiasm and positivity
to teaching and learning teaching and learning learning but with some examples teaching and learning towards teaching and
(3%) of negativity learning

Comment:

(II) PLANNING FOR

LEARNING (15%)
Lesson plans are well Has consistently failed to Has completed poor quality lesson Has completed appropriate Has completed solid lesson plans Has completed outstanding
prepared and available complete adequate lesson plans which are not always lesson plans which are which are printed and available for lesson plans which are
on request (5%) plans available upon request available for MST/MCT MST/MCT upon request consistently printed and
upon request available for MST/MCT
upon request

Lesson plans show Lesson plans lack detail Lesson plans have sufficient detail Lesson plans have sufficient Lesson plans are well detailed to Lesson plans are
testable learning and may not include to generally secure effective detail to secure satisfactory secure effective delivery and exceptional to secure
objectives and a variety learning objectives and delivery and include learning delivery and include testable include testable learning objectives successful delivery and
of appropriate assessments leading to objectives and some assessments learning objectives and and a variety of appropriate include testable learning
assessments and tasks unsatisfactory lesson appropriate assessments assessments and tasks objectives and a variety of
(5%) delivery appropriate assessments and
tasks

Lesson plans are Lesson plans are Lesson plans show some elements Lesson plans are generally Lesson plans are usually balanced, Lesson plans are
balanced, engaging, inconsistently balanced of balance and  include some balanced, engaging, effective engaging, effective and student- consistently balanced,
effective and student- and include no student- student-centred activities and student-centred centred engaging, effective and
centred centred activities student-centred
(5%)

Comment:

(III) MANAGING
LEARNING (15%)

Does not use cooperative Sometimes uses cooperative Uses cooperative learning Consistently and effectively uses Consistently and effectively
Demonstrates a range of learning learning as part of their learning regularly, usually  with a cooperative learning with a high uses a range of cooperative
cooperative learning environment but/or uses these level of effectiveness level of effectiveness learning strategies with a
strategies strategies with limited high degree of confidence
(5%) effectiveness

Demonstrates a range of Does not use classroom Uses appropriate classroom Uses appropriate classroom Uses appropriate classroom Uses a wide range of
effective classroom management strategies management strategies which management strategies to management strategies to appropriate classroom
management strategies effectively or consistently generally secure a safe and secure a safe and effective consistently secure a safe and management strategies to
(5%) leading to an ineffective effective learning environment learning environment effective learning environment consistently secure a safe
and/ or unsafe learning and effective learning
environment environment

Demonstrates classroom Has not established Has established some classroom Establishes and manages Establishes and consistently Classroom routines and
routines and transitions effective classroom routines and transitions but some classroom routines and manages classroom routines and transitions are well
are managed and routines and transitions development is needed transitions transitions leading to some student established and
established independence differentiated leading to
(5%) significant student
 independence

Comment:

(IV)
IMPLEMENTING
LEARNING (25%)

Implements a range of Does not implement Sometimes implements strategies Generally implements Implements strategies which Implements  a wide range
effective strategies to strategies which motivate which motivate students  and strategies which motivate continually motivates students and of strategies which
motivate students students and maintain an maintains an effective classroom students and maintain an maintains an effective classroom continually motivates
(5%) effective classroom presence effective classroom presence presence students and maintains an
presence. effective classroom
presence

Implements material Material presented Material presented may Presents material which is Presents material which is accurate, Consistently presents
which is accurate, frequently/ significantly occasionally lack accuracy and/or generally accurate, meaningful, accessible  and material which is accurate,
meaningful, accessible lacks accuracy and/or meaningfulness.   meaningful and accessible to differentiated to support student meaningful, accessible and
and differentiated that meaningfulness.   Differentiation is  implemented support student engagement engagement and learning differentiated to support
supports student Differentiation is not but not necessarily effectively and learning. Sometimes student engagement and
engagement and learning implemented includes differentiation with learning
(5%) growing effectiveness

Lessons are paced to The pacing of lessons may The pacing of lessons may result Lessons are usually paced to Lessons are consistently  paced to Lessons are paced to
ensure students are result in a significant in some students sometimes being ensure students are ensure students are appropriately ensure students are
engaged and challenged proportion of the class disengaged, overwhelmed or off appropriately engaged and engaged and challenged appropriately engaged and
(5%) being disengaged, task challenged challenged and the needs
overwhelmed &/or off of individual students are
task met

Teaching instructions When instructions are Instructions are usually given at Instructions are given at Instructions are consistently given at Clear, concise and timely
are clear, concise and given they are generally appropriate times within a lesson appropriate times within a appropriate times within a lesson Instructions are
timely unclear and this does not but may not always be clear and lesson and are generally clear and are invariably clear and concise consistently given using a
(5%) effectively facilitate concise and concise range of appropriate
learning techniques

A variety of questions Generally does not use Uses questions which fit within Uses questions which Uses a variety of questions which Skilfully uses a variety of
are used appropriately questions effectively the lesson context but these tend generally fit within the appropriately fit within the lesson questions which
that support and to be closed and/or do not extend lesson context to support context to support learning appropriately fit within the
challenge students learning learning lesson context and
(5%) challenges students’
thinking
 Comment:

(V) ASSESSMENT
(10%)

Fails to utilize monitoring Monitors but it is unfocused  in Generally  monitors in Monitoring purposively in relation Consistently monitors in
Monitoring learning and in relation to student relation to learning and/or relation to learning and to learning and behavior relation to learning and
behaviour learning and behavior behavior, improvement is needed behavior some improvement behavior, meeting
(2%) is needed individual students’ needs

Utilizes formative Fails to understand and Utilizes some variety of formative Generally utilizes a range of Utilizes a range of effective Utilizes and thoroughly
assessment strategies utilize formative assessment strategies to gauge effective formative formative assessment strategies to understands a range of
appropriately assessment strategies student progress assessment strategies to gauge student progress effective formative
(2%) gauge student progress assessment strategies to
gauge student progress

Utilizes summative Summative assessment Implements summative Generally implements valid Implements valid and reliable Outstanding knowledge
assessment strategies strategies are not assessment strategies but not and reliable summative summative assessment strategies, and Implementation of
appropriately completed always ones that are valid, reliable assessment strategies, where where appropriate valid and reliable
(2%) and/or appropriate appropriate summative assessment
strategies., where
appropriate

Utilizes constructive Constructive feedback is Constructive feedback is provided Constructive feedback is Constructive feedback is Constructive feedback is
feedback appropriately not provided to students to students inconsistently. It may generally provided to consistently provided to students in provided in a timely and
(2%) need to be more timely and/or students in a timely and a timely and appropriate manner effective manner using a
delivered in an appropriate appropriate manner. range of approaches
manner

Assessment data is Has failed to use Sometimes uses assessment data Assessment data is generally Assessment data is used to Assessment data is
recorded and used assessment data to inform to inform planning and used to inform planning and effectively inform planning and consistently used to
appropriately planning and instruction instruction. Assessment data is instruction, though not instruction. Assessment data is effectively inform
(2%) and/or assessment data is recorded but not always in an always effectively. recorded in an organized way and is planning and instruction.
not available to organized way but is usually Assessment data is generally available for MST/MCT. Assessment data is
MST/MCT available for MST/MCT. recorded in an organized way recorded in an organized
and is usually available for way and is always
MST/MCT. available for MST/MCT.

Comment:

(VI) REFLECTION
ON PRACTICE
(20%)

Fails to understand the Some reflection on student Reflects on student learning Reflects on student learning in a Consistently reflects on
Reflects on student importance of reflecting learning is evident, but it is quite meaningful way student learning in a
learning on student learning vague and repetitive meaningful way
(10%)

Student fails to understand Inconsistent and vague reflections Reflects on their own Consistently reflects on their own Consistently reflects on
Reflective on students the importance of on their own practice leading to practice leading to practice leading to improvements in their own practice leading
teaching practice reflecting on own practice little improvement of practice improvement with limited a range of areas drawing effectively in
(10%) and/or display the ability guidance and support theory leading to habitual
to do so meaningfully improvement

Comment:
1st Observation
1. Good teacher voice and rapport with the students.
2. Good rehearsal of the online class rules
3. Excellent maths games for student engagement.
4. Creative strategies for student participation
5. Learning outcomes were excellently described
6. Excellent use of Nearpod to deliver an interesting math lesson
7. Excellent use of grouping for rewards and motivation
8. Overall an interactive engaging lesson with games and opportunities for student practice

Maryam Nabeel
2nd observation
Strength
1. Excellent enthusiastic teacher voice and good use of online class rules and rapport with the students
2. Objectives or plans for the lesson/ online class rules were clearly presented and executed.
3. Implemented strategies for teaching virtually by the excellent use of platform and apps
4. Good use various presentation formats (i.e., text, graphics, digital slides, video), to appeal to different student learning styles and abilities
5. Excellent use of spin wheel game to select students
6. Employed online tools for games and quizzes for online student engagement
7. Excellent flow of strategies to teach odd/even numbers
8. Excellent connection/relationship between the objectives, content and the material
9. Overall an excellent lesson using nearpod as platform for games and quizzes