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MCT/MST Observation Feedback Template

The document is an observation feedback form for a trainee teacher. It summarizes the lesson and provides feedback on the teacher's performance based on selected teaching competencies. The observer notes that while the key vocabulary was listed, it did not connect to the lesson objective. They suggest beginning the lesson by engaging students with an activity or video instead of immediately having them open books. Jumping straight into the book without setting focus did not motivate student participation.

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120 views1 page

MCT/MST Observation Feedback Template

The document is an observation feedback form for a trainee teacher. It summarizes the lesson and provides feedback on the teacher's performance based on selected teaching competencies. The observer notes that while the key vocabulary was listed, it did not connect to the lesson objective. They suggest beginning the lesson by engaging students with an activity or video instead of immediately having them open books. Jumping straight into the book without setting focus did not motivate student participation.

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

Course Code: EPC4909


Trainee Name: Shamsa Saleh School: Yas school
MCT/MST Name: Cheantel Date: Nov. 5

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:

Planning for Learning F D C B A


st
Comments: I like how all of the 21 century skills are listed and the teacher addresses the one that
apply to the lesson. The key vocabulary does not seem to connect to the objective for the day. (R/H)

Managing Learning F D C B A
Comments:

Implementing Learning F D C B A
Comments: Teacher begins by greeting students. Immediately, the teacher begins by directing the
students to open their books to a certain page while she pulls up the power point. Begin the lesson
by setting a focus. This may be done by having a short activity or video. Jumping into the book does
not engage or motivate the students to participate in the lesson. The students are not keen to
participate. If the focus of the day is R/H, begin by reviewing this. After the third student’s mother
reads the sentence and he repeats it, he teacher immediately states that cat and rat are in the same
family.

Assessment F D C B A
Comments:

Reflection on Practice F D C B A
Comments:

Action Plan:

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