Course Rubric/Final Report

Student Name: Bashayer abdulaziz almansoori

Student HCT ID number:H00329194

Placement School: Nahel

Semester 7 Achievement that Achievement that Achievement that minimally Achievement that Achievement that is Achievement that is
clearly does not meet narrowly fails to meet meets the course satisfactory meets the significantly above outstanding relative to
requirements for course requirements for requirements but may not course and GPA the course and GPA the course and GPA
with normal grading course with normal meet the GPA requirement requirements requirements requirements
mode. grading mode.

Commitment to Has not grasped the Displays issues with Displays occasional issues Demonstrates Always demonstrates Prioritizes the needs of
the Profession importance of attendance and with attendance and consistent attendance consistent attendance the school and students
attendance and punctuality 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 Is well prepared & Consistently prepares
willingness to plan and preparing for lessons ready for each lesson for each lesson ready for each lesson high quality materials
prepare materials and & being ready on time which are well organized
lessons

Does not participate in Rarely participates in Occasionally participates in Participates in a range Actively participates in Has demonstrated
school activities and has school activities and school activities and builds a of school activities and a range of school initiative and
not displays some difficult few positive relationships builds positive activities and builds commitment through
developed relationships developing within the school relationships within positive relationships independent
across the school, apart relationships across the school with a range of involvement in school
from the MST the school stakeholders based activities resulting
in a measurable
contribution to the
school
 Does not respect school Challenges school Generally accepts school Accepts school based Accepts school based Accepts school based
based authority based authority based authority structures authority structures authority structures authority structures and
structures & does not structures and has and has some difficulties and responsibility for and responsibility for responsibility for
accept responsibility for difficulty accepting resolving work-based resolving work-based resolving work-based independently resolving
work-based problems responsibility for problems without some problems with some problems with a work-based problems
work-based problems, support support growing level of
even with support independence

Has not developed a Inconsistently Generally demonstrates a Generally Demonstrates a Demonstrates

positive attitude towards demonstrates a positive attitude towards demonstrates a positive attitude exceptional enthusiasm
teaching and learning positive attitude teaching and learning but positive attitude towards teaching and and positivity towards
towards teaching and with some examples of towards teaching and learning teaching and learning
learning negativity learning

Comments: Displays a keen commitment in both teaching and learning practices.

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

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

Lesson plans are Lesson plans are Lesson plans show some Lesson plans are Lesson plans are Lesson plans are
inconsistently balanced inconsistently elements of balance generally balanced, usually balanced, consistently balanced,
and include no student- balanced and include but include some student- engaging, effective engaging, effective engaging, effective and
centred activities limited student- centred activities and student-centred and student-centred student-centred
centred activities
Comments: She understands the teaching process and delivers accordingly.

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

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

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

Comments: Is displaying effective strategies and is consistent in her practices.

Implementing Does not implement Attempts to Sometimes implements Generally implements Implements strategies Implements a wide
Learning strategies which sometimes implement strategies which motivate strategies which which continually range of strategies which
motivate students and strategies which students and maintains an motivate students and motivates students continually motivates
maintain an effective motivates students effective classroom presence maintain an effective and maintains an students and maintains
classroom presence. and maintains an classroom presence effective classroom an effective classroom
effective classroom presence. presence
presence, although
these may not be
effective
 Material presented Material presented Material presented may Presents material Presents material Consistently presents
frequently/ significantly may sometimes lack occasionally lack accuracy which is generally which is accurate, material which is
lacks accuracy and/or accuracy and/or and/or meaningfulness. accurate, meaningful meaningful, accurate, meaningful,
meaningfulness. meaningfulness. Differentiation and accessible to accessible and accessible and
Differentiation is not Differentiation is is implemented but not support student differentiated to differentiated to support
implemented rarely implemented necessarily effectively engagement and support student student engagement and
learning. Sometimes engagement and learning
includes learning
differentiation

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

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

Comments: She is a fast learner and adopts new practices with ease.

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

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

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

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

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

Comments: Bashayer understands the needs of her students and plans for assessments accordingly.
Reflection on Fails to understand the Little reflection on Some reflection on student Reflects on student Reflects on student Consistently reflects on
Practice importance of reflecting student learning learning is evident, but it is learning learning in a student learning in a
on student learning quite vague and repetitive meaningful way meaningful way

Student fails to Little reflection on their Inconsistent and vague Reflects on their own Consistently reflects Consistently reflects on
understand the own practice which reflections on their own practice leading to on 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 improvement of practice 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: She takes pride in her lessons and reflects on her lessons consistently.
 • 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.