MCT/MST Observation Feedback Form (template)

Course Code: EPC 3403

Trainee Name: Fatima O. Grade 4 School: Tamooh
MCT/MST Name: Amber Date: 10/3/2019
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:
Prioritizes the needs of the school and students over required working hours.
When her field trip was cancelled, instead of going home, she went back to the school to help her teacher.
Planning for Learning F D C B A
Comments:
Students complete centers very early. Make sure you plan work that is in their ZPD and not too easy for
them.
What questions will you ask student throughout the lesson? Include those. How will you close your
lesson? It is more than just an assessment.
Managing Learning F D C B A
Comments:
How can you check to see if all students are working?
How do you keep all students involved?
When a student solved a problem correctly, you asked students to clap for him.
While giving directions, you shouted at a student to listen. Will shouting really work? Try a behaviour
management strategy for the student and see how it works. Or you can remove him from the group
and put him in another group to see if that helps his behaviour.
Implementing Learning F D C B A
Comments:
Reviewed prior knowledge of fractions by involving students.
Fatima showed how to model fractions and decimals. She projected a 100 chart on the board and
modelled how to count the blocks on the 100 chart. Students and Fatima counted the blocks by 10’s.
Fatima asked questions to the students. Fatima modelled how to then write the number in a fraction
and then write it as a decimal. Nice use of a place value chart and questioning of students for whole or
parts. (check your spelling and grammar on your slides before teaching). (Is there any math vocabulary
that students need for this lesson? Make sure you review the math vocabulary as you are modelling or
prior to modelling.)

Fatima called several students up to the board to show how to model fractions. (student’s became a
little noisy and were not paying attention. What strategy can you use to have them all involved? Why
can’t they solve it at their desks while a student is at the board?)

Fatima explained the centers in front of the room. She modelled how to complete each center.
Fatima handed out the centers to each table and then gave directions again in Arabic.
Students worked at creating fractions and decimals in various ways. The centers were differentiated.
 Many students finished their centers early before the timers on their desks went off. (was the work too
easy for them?)
Once the time was up, Fatima called the students back to her. She brought their attention to the
board. She displayed two pictures on the board and told students they had to do with with no help.
(where was your recap of what you taught students? A closing should be more than just an
assessment. Make sure you plan a closing and not just an assessment).

Assessment F D C B A
Comments:
What questions should you ask students as you circulate to their tables?
How will you keep track of student learning?
Great job checking students work and offering positive praise.
2 questions displayed on the board for students to complete on their own.
Reflection on Practice F D C B A
Comments:

Action Plan: