MCT Observation Feedback Form

Course Code: EPC 3903 Practicum 3a (semester 5) Subject: Math

Trainee’s name: Salama Mohamed School: Virginia International School
MCT (mentor’s) name: Dr. Samsonova Date: 07/11/2019

The MCT will use this form to formally observe the trainee’s performance and to give formative feedback based
on the selected teaching competencies. The use of letter grades is optional.

Commitment to the Profession F D C B A

Comments:
 Salama always demonstrates consistent attendance and punctuality.
 Salama actively participates in professional activities across the school.

Planning for Learning F D C B A

Comments:
 Salama verbally stated a learning goal, and it was posted for student reference as well as the lesson
vocabulary words.
 Students could explain the learning goal.
 Salama’s plan and practice reflected familiarity with some effective pedagogical approaches.
 Salama displayed an awareness of resources beyond those provided by the school, including those on
the Internet, for classroom use, and created her resources.
 All learning activities were aligned with the instructional outcomes and follow an organized
progression suitable to students.
 The learning activities had reasonable time allocations; they represented the cognitive challenge with
some differentiation for different groups of students.
Managing Learning F D C B A
Comments:
 Salama’s interactions were friendly and demonstrated caring and respect.
 Students understood their role as learners and showed an effort to learn.
 Classroom interactions supported learning and the use of language.
 There was a little loss of instructional time due to effective classroom routines.
 Student’s behaviour was generally appropriate.
 Salama’s response to student misbehaviour was consistent.
Implementing Learning F D C B A
Comments:
 Salama linked the instructional purpose of the lesson to the larger curriculum.
 The directions and procedures were clear and anticipated possible student misunderstanding.
 Salama’s spoken language was expressive, and Salama found opportunities to extend students’
vocabulary.
 Salama used a variety of questions and prompted to challenge students cognitively, advance high-
level thinking and discourse, and promote metacognition.

See back
  All students were intellectually engaged in challenging content through well-designed learning tasks
and activities that required complex thinking by students.
 The lesson had a clearly defined structure, and the pacing of the lesson provided students the time
needed not only was but also to consolidate their understanding.
 Salama seized an opportunity to enhance learning, building on a spontaneous students’ interests, and
differentiating instructions to address individual student misunderstandings.

Assessment F D C B A
Comments:
 The assessment was fully integrated into instructions through extensive use of formal and informal
assessments. Students appeared to be aware of the assessment criteria.
 Questions and assessments were used regularly to diagnose evidence of learning by peers.
 Salama successfully differentiated instructions to address individual students’ misunderstanding.

Reflection on Practice F D C B A
Comments:
 Salama had a generally accurate impression of a lesson’s effectiveness and the extent to which
instructional outcomes were met and were not met.
 Salama made suggestions about how a lesson could be improved.
Salama’s Comments:
 For my second observation with mt MCT, I feel that went well because I take my time to explain for
them. I make sure that all the students understand what they will do in the centers. I like that all
students engage with me and they have fun. I need to do a short activity, so I can make a conclusion
with them.

Action Plan (next steps):

None