Course Rubric/Final Report

Students name: Bashayer Almansoori

Student HCT ID number: H00329194

MST name: Ms.Fariza Ebrahim MST Mark MCT Mark Final Grade
MST email: [email protected]
A- A- A-
Placement school: Nahel

Semester 7 Achievement that Achievement that Achievement that Achievement that Achievement that is Achievement that is
clearly 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 Always demonstrates Prioritizes the needs of
the Profession 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 to hours
consistent absences
and/or lateness

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

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

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

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

Comments:

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

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

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

Comments:

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

Does not use classroom Attempts to use Uses appropriate Uses appropriate Uses appropriate Uses a wide range of
management strategies classroom management classroom management classroom management classroom management appropriate classroom
effectively or strategies but these do strategies which strategies to secure a strategies to management strategies
consistently leading to not generally achieve a generally secure a safe safe and effective consistently secure a to consistently secure a
an ineffective and/ or safe and/ or effective and effective learning learning environment safe and effective safe and effective
unsafe learning learning environment environment learning environment learning environment
environment

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

Comments:

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

Material presented Material presented may Material presented may Presents material which Presents material which Consistently presents
frequently/ significantly sometimes lack occasionally lack is generally accurate, is accurate, meaningful, material which is
lacks accuracy and/or accuracy and/or accuracy and/or meaningful and accessible and accurate, meaningful,
meaningfulness. meaningfulness. meaningfulness. accessible to support differentiated to accessible and
Differentiation is not Differentiation is Differentiation student engagement support student differentiated to
implemented rarely implemented is implemented but not and learning. engagement and support student
necessarily effectively Sometimes includes learning engagement and
differentiation learning

The pacing of lessons The pacing of lessons The pacing of lessons Lessons are usually Lessons are Lessons are paced to
may result in a may result in some may result in some paced to ensure consistently paced to ensure students are
significant proportion of students being students sometimes students are ensure students are appropriately engaged
the class being disengaged, being disengaged, appropriately engaged appropriately engaged and challenged and the
disengaged, overwhelmed &/or off overwhelmed or off task and challenged and challenged needs of individual
overwhelmed &/or off task students are met
task
 When instructions are Instructions are given Instructions are usually Instructions are given at Instructions are Clear, concise and
given they are generally within a lesson but may given at appropriate appropriate times consistently given at timely Instructions are
unclear and this does be unclear and/or times within a lesson within a lesson and are appropriate times consistently given using
not effectively facilitate excessively wordy, but may not always be generally clear and within a lesson and are a range of appropriate
learning resulting in some clear and concise concise invariably clear and techniques
confusion concise

Generally does not use Inconsistently uses Uses questions which fit Uses questions which Uses a variety of Skillfully uses a variety
questions effectively questions which fit within the lesson generally fit within the questions which of questions which
within the lesson context but these tend lesson context to appropriately fit within appropriately fit within
context but these tend to be closed and/or do support learning the lesson context to the lesson context and
to be closed and/or do not extend learning support learning challenges students’
not extend learning thinking

Comments:

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

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

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

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

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

Comments:

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

Student fails to Little reflection on their Inconsistent and vague Reflects on their own Consistently reflects on Consistently reflects on
understand the own practice which reflections on their own practice leading to their own practice their own practice
importance of reflecting leads to limited practice leading to little improvement with leading to leading drawing
on own practice and/or improvement of practic improvement of limited guidance and improvements in a effectively in theory
display the ability to do practice support range of areas leading to habitual
so meaningfully improvement
 Comments:

Other Course/Campus Information (optional)

Refer to EPC 4406 Course Syllabus for more details about the course.
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdulaziz School: Nahel
MCT/MST Name: Aisha Alsamahi Date: 12/10/2020
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:
- Bashayer has shown good commitment to her teaching practice, and is always punctual and
sends Lesson plans on time. She is even flexible when changing the time, when there is a time
conflict.
Planning for Learning F D C B A
Comments:
- Lesson learning outcomes and personal goals have to be written appropriately in order to be
achieved successfully in the lesson
- Lesson plan was written in details and had all the components required.
Managing Learning F D C B A
Comments:
- Bashayer managed her class sufficiently.
- Bashayer used verbal rewards to praise the students
Implementing Learning F D C B A
Comments:
- Bashayer started her lesson by introducing the learning outcomes and discussed them with her
students.
- Then she effectively described the action verbs in a simple understandable way. Then she
explained the difference between mental and physical verbs (considering the different learning
styles of students) using visuals and auditory resources.
- After that, she played a video to describe her the action verbs then revised it with the students
to check their understanding.
- Bashayer displayed a good questioning technique using appropriate questioning formation
- Bashayer used a modelling activity to explain to the students what they were supposed to do,
it was a good technique to save the time in explaining and re-explaining.
- Bashayer used various and efficient lesson electronic resources (scanned book, video, pictures)
- Bashayer presence as a teacher was good, she demonstrated her lesson well with a clear voice
tone.
-
Assessment F D C B A
Comments:
- Bashayer used a guided technique, to help students answer the questions in the book
- Students were engaged well through the questions asked in the review the content activity by
Bashayer, and interacted well. This was a formative assessment to check students’
understanding of the content.
 Reflection on Practice F D C B A
Comments:
- Bashayer responded well to the feedback she received in the post-lesson meeting. And agree
on the areas that needed more development. This was also evident in the post-lesson
reflection she submitted.

Action Plan:

- Improve the lesson learning outcomes and personal goals

- Better to time the activities using a stopwatch or a time in order to avoid wasting the time.
- Bashayer need to differentiate the interaction pattern that is (teacher- to – all) to (teacher-
to – one- student) or (students-to-teacher)

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

 Course Code: EPC 4406
Trainee Name: Bashayer Abdulaziz School: Nahel
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:
- Bashayer used a guided technique, to help students answer the questions in the book
- Students were engaged well through the questions asked by Bashayer, and interacted well.
Planning for Learning F D C B A
Comments:
- Again, lesson learning outcomes and personal goals should be written in an appropriate
formation in order to be achieved by the end of the lesson.
- Lesson plan was written in details and had all the components required.
- As a response to the previous feedback, Bashayer timed the activities in the lesson plan to
guide her through the lesson (well done)
Managing Learning F D C B A
Comments:
- Bashayer introduced the classroom rules at the beginning of the class. However, they needed
further discussion instead of reading them only to students.
- Bashayer controlled her class effectively during the whole session.
- Bashayer used verbal rewards to motivate students to learn as well as to encourage them to
be disciplined.
Implementing Learning F D C B A
Comments:
- Bashayer started her lesson with playing a song, but what was the purpose of the song? What
did you want your students to learn out of it? Listening only is not an activity.
- Then she introduced a game with a giving a long instructions on how to play. She could have
modelled it to save the time. This has also made the students confused about how to get it
done. But, after many practices they were engaged and interested.
- Bashayer used an eliciting technique to grab the answers from the students.
- Bashayer used TPR in her lesson, and had the students move which was a good refreshing task.
- However, Bashayer need to be careful not to use Arabic in her lesson (the name of the game)
instead she could explained it to them in English as she did for the rest of the acitvities.

Assessment F D C B A
Comments:
- Bashayer used the activity book to assess students’ understanding. Then she also revised their
answers together.
Reflection on Practice F D C B A
Comments:
 - Bashayer responded well to the feedback she received in the post-lesson meeting. And agree
on the areas that needed more development. This was also evident in the post-lesson
reflection she submitted.

Action Plan:

- Bashayer needs to be careful with not to use Arabic in the class, because she is an English
teacher and her students are learning from her.
- Bashayer is advised to use effective instructions or modelling the activity in order to save
her time.
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdulaziz School: Nahel
MCT/MST Name: Aisha Alsamahi Date: 25/10/2020
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:
- Bashayer demonstrated high level of flexibility and professionalism. She agree on recording the
session when I was not able to observe her lesson as I had an urgent meeting.
Planning for Learning F D C B A
Comments:
- Bashayer has responded well to the feedback given last time and this was proofed by the
written learning outcomes and personal goals in the lesson plan.
- Lesson plan was written in detail and included all the required components for semester 7.
Managing Learning F D C B A
Comments:
- Bashayer managed her class effectively and her students were disciplined all the way through
the lesson.
- Bashayer guided the students through the classroom rules and discussed one example with
them.
- Bashayer used verbal rewards to encourage students to participate in the lesson.
Implementing Learning F D C B A
Comments:
- Bashayer started her lesson with playing the national anthem.
- It is an essential aspect to introduce the lesson learning outcomes to students in order to be
familiar with the content they are going to learn, and Bashayer has been applying it in her
classes.
- Bashayer has implemented a variety of activities during her lesson with various electronic
resources ( video, audio, pictures, student book)
- Bashayer used TPR in her lesson by asking students to open the camera and do the actions she
asked them for.
- Students were interested in the last game that Bashayer had.
Assessment F D C B A
Comments:
- Bashayer used a formative assessment game (assessment for learning to check students’
understanding of the content)
Reflection on Practice F D C B A
Comments:
- Bashayer responded well to the feedback she received in the post-lesson meeting. And agree
on the areas that needed more development. But she needed to send me her post-lesson
reflection.
 -

Action Plan:

- Differentiate the lesson procedures as repeating the same concepts always will lead to
classroom boredom.
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdulaziz School: Nahel
MCT/MST Name: Aisha Alsamahi Date: 4th/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:
- Bashayer demonstrated high level of flexibility and professionalism. She agree on recording the
session when I was not able to observe her lesson as I had an urgent meeting.
Planning for Learning F D C B A
Comments:
- Having one learning outcome is not enough for one lesson. She needed to have a minimum of
three.
- However, her lesson plan was detailed and included all the required components for semester
7 students.
- Bashayer prepared a well-structured lesson materials and activities.
Managing Learning F D C B A
Comments:
- Bashayer manages her class effectively.
- She started her lesson with introducing the classroom rules in order to make the students
disciplined.
Implementing Learning F D C B A
Comments:
- Bashayer taught her lesson effectively with a smooth transition between each activity.
- Bashayer is a well aware for the concept she was teaching (short vowels). She explained them
effectively to the students.
- It was very efficient to link the content to the real life in order to make the students
comprehend the new information.
- Bashayer is a very confident, considerate future teacher, this is obviously shown while she is
teaching her lessons
- Yet, she still needs to look at her instructional skills, so she needs to either explain the activities
using short instructions or modelling them for the students.
Assessment F D C B A
Comments:
- Bashayer implemented variety of assessments to check students’ understanding considering
students’ different level of understanding and learning styles.
Reflection on Practice F D C B A
Comments:
- Bashayer responded well to the feedback she received in the post-lesson meeting. And agree
on the areas that needed more development. But she needed to send me her post-lesson
reflection.
  Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdul-Aziz School: Nahel
MCT/MST Name: Ms.Fariza Ebrahim 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: Bashayer is committed to her duties and is keen to teach as well as learn.

Planning for Learning F D C B A

Comments: She is thorough in her planning and ensures to cater for the needs of her students.

Managing Learning F D C B A
Comments: She is punctual and always prepared for her lessons.
Implementing Learning F D C B A
Comments: Bashayer takes pride in her lessons and is very thorough when delivering lessons. She
explains concepts in detail and ensures that her students understand the concepts taught.
Assessment F D C B A
Comments: Her assessments are structured and caters for the different ability levels.
Reflection on Practice F D C B A
Comments: Bashayer is versatile and thorough. She pays attention to the needs of the students and
delivers in the same manner. She provides many learning opportunities for her students. She is
making use of different interactive tools to support her students.
 Action Plan:
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdul-Aziz School: Nahel
MCT/MST Name: Ms.Fariza Ebrahim 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: Bashayer shows a high level of professionalism during her sessions. She is willing to learn
and is flexible. She displays a high level of commitment towards her practices.

Planning for Learning F D C B A

Comments: She has adapted to online teaching very quickly and efficiently. She is presenting her
lessons in creative ways.
Managing Learning F D C B A
Comments: Plans and executes her lessons very well. Presents her lessons at a level appropriate to
the students’ levels.
Implementing Learning F D C B A
Comments: She presents materials that are relevant and suitable to the students needs. She is
showing good command of the subject matter.
Assessment F D C B A
Comments: Her assessments are structured and caters for the different ability levels.
Reflection on Practice F D C B A
Comments: Bashayer seems to enjoy teaching the English Language. She provides many
opportunities for her students to learn. She is making use of different interactive tools to support her
students.

Action Plan: She will need to practice in the different areas: e.g. Listening, speaking, reading
and writing. This practice will enable her to develop her teaching skills in all the different
domains.
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdul-Aziz School: Nahel
MCT/MST Name: Ms.Fariza Ebrahim Date: 15/10/2020
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: Is committed to her lessons. Willing to take on more than required and is flexible.

Planning for Learning F D C B A

Comments: Caters for the diverse needs of students. Is well prepared when delivering her lessons.
Managing Learning F D C B A
Comments: Has good time management abilities and manages the students well during online
sessions.
Implementing Learning F D C B A
Comments: She is attempting the different domains. Bashayer displays knowledge of content when
delivering her lessons.

Assessment F D C B A
Comments: She is using different techniques to assess her students during teaching time.

Reflection on Practice F D C B A
Comments: She is confident during her sessions and she keeps the students fully engaged in their
lessons. She ensures students receive support during their learning tasks.

Action Plan: She will need to practice in the different areas: e.g. Listening, speaking, reading
and writing. This practice will enable her to develop her teaching skills in all the different
domains.
Appendix 2: MCT/MST Observation Feedback Form (template)
Course Code: EPC 4406
Trainee Name: Bashayer Abdul-Aziz School: Nahel
MCT/MST Name: Ms.Fariza Ebrahim Date: 12/10/2020
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: Is punctual and enthusiastic to teach and learn.

Planning for Learning F D C B A

Comments: Is well prepared when delivering her lessons.

Managing Learning F D C B A
Comments: Has good time management abilities and manages the students well during online
sessions.
Implementing Learning F D C B A
Comments: Bashayer displays knowledge of content when delivering her lessons. She will however
need to teach different aspects of English to develop her skills in the different domains.

Assessment F D C B A
Comments: She has already implemented strategies to assess the students learning during lessons
that give her immediate feedback at where the students are in their learning.

Reflection on Practice F D C B A
Comments: Bashayer shows confidence during her delivery of lessons and with the short time I have
spent with her I feel that with practice she will excel in her teaching.

Action Plan: She will need to practice in the different areas: e.g. Listening, speaking, reading
and writing. This practice will enable her to develop her teaching skills in all the different
domains.