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Please complete this form and tick the boxes using the following criteria:
5. MST’s email:Stephanie.scott@moe.gov.ae
7. Grade level:Grade 2
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9. I- Commitment to the Profession: Attendance
The student:
A (87-100%) Prioritizes the needs of the school and students over required working hours
B (86-77%) Always demonstrates consistent attendance and punctuality
C (76-67%) Demonstrates consistent attendance and punctuality
D (66-60%) Displays occasional issues with attendance and punctuality
F (50-59%) Displays issues with attendance and punctuality
F (0-49%) Has not grasped the importance of attendance and punctuality leading to consistent absences
and/or lateness
Result:A (87-100%) Prioritizes the needs of the school and students over required working hours
10. I- Commitment to the Profession: Preparation & planning
The student:
A (87-100%) Consistently prepares high quality materials which are well organized
B (86-77%) Is well prepared & ready for each lesson
C (76-67%) Is prepared & ready for each lesson
D (66-60%) Is generally prepared & ready for each lesson, but some materials and preparation is still
needed
F (50-59%) Has difficulties preparing for lessons & being ready on time
F (0-49%) Fails to demonstrate a willingness to plan and prepare materials and lessons
Result:
A (87-100%) Consistently prepares high quality materials which are well organized
11. I- Commitment to the Profession: School-wide involvement and relationships
The student:
A (87-100%) Has demonstrated initiative and commitment through consistent involvement in school
based activities resulting in a positive contribution to the school
B (86-77%) Actively participates in school activities outside the classroom and builds positive
relationships with a range of stakeholders
C (76-67%) Participates in school activities outside the classroom and builds positive relationships within
the school through collaboration with others across the school
D (66-60%) Occasionally participates in school activities outside the classroom and builds a few positive
relationships within the school
F (50-59%) Rarely participates in school activities and displays some difficult developing relationships
across the school
F (0-49%) Does not participate in school activities and has not developed relationships across the school,
apart from the MST
Result:
A (87-100%) Has demonstrated initiative and commitment through consistent involvement in school
based activities resulting in a positive contribution to the school
The student:
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A (87-100%) Accepts school based authority structures and responsibility for independently resolving
work-based problems
B (86-77%) Accepts school based authority structures and responsibility for resolving work-based
problems with a growing level of independence
C (76-67%) Accepts school based authority structures and responsibility for resolving work-based
problems with some support
D (66-60%) Generally accepts school based authority structures and has some difficulties resolving
work-based problems without some support
F (50-59%) Challenges school based authority structures and has difficulty accepting responsibility for
work-based problems, even with support
F (0-49%) Does not respect school based authority structures & does not accept responsibility for
work-based problems
Result:A (87-100%) Accepts school based authority structures and responsibility for independently
resolving work-based problems
The student:
A (87-100%) Demonstrates exceptional enthusiasm and positivity towards teaching and learning
B (86-77%) Demonstrates a positive attitude towards teaching and learning
C (76-67%) Generally demonstrates a positive attitude towards teaching and learning
D (66-60%) Generally demonstrates a positive attitude towards teaching and learning but with some
examples of negativity
F (50-59%) Inconsistently demonstrates a positive attitude towards teaching and learning
F (0-49%) Has not developed a positive attitude towards teaching and learning
Result:
A (87-100%) Demonstrates exceptional enthusiasm and positivity towards teaching and learning
14. II- Planning for Learning: Long term planning
The student:
A (87-100%) Completes detailed and effective long term and unit/ weekly plans for all units covered in
the placement
B (86-77%) Completes detailed long term/weekly and unit plans covered in the placement
C (76-67%) Completes long term and unit plans/weekly plans for all units covered in the placement that
cover all the areas to be addressed
D (66-60%) Completes long term and unit plans for some units covered in the placement
F (50-59%) Completes long term and unit plans for some units covered in the placement but are
ineffective and/or have numerous errors
F (0-49%) Does not complete long term and unit plans for units covered in the placement
Result:
A (87-100%) Completes detailed and effective long term and unit/ weekly plans for all units covered in
the placement
The student:
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A (87-100%) Has completed outstanding lesson plans which are consistently printed and available for
MST/MCT upon request
B (86-77%) Has completed solid lesson plans which are printed and available for MST/MCT upon
request
C (76-67%) Has completed appropriate lesson plans which are available for MST/MCT upon request
D (66-60%) Has completed poor quality lesson plans which are not always available upon request
F (50-59%) Has inconsistently completed lesson plans
F (0-49%) Has consistently failed to complete adequate lesson plans
Result:
A (87-100%) Has completed outstanding lesson plans which are consistently printed and available for
MST/MCT upon request
16. II- Planning for Learning: Producing detailed lesson plans
A (87-100%) Lesson plans are exceptional to secure successful delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
B (86-77%) Lesson plans are well detailed to secure effective delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
C (78- 67%) Lesson plans have sufficient detail to secure satisfactory delivery and include testable
learning
D (66-60%) Lesson plans have sufficient detail to generally secure effective delivery and include learning
objectives and some assessments
F (50-59%) Lesson plans lack detail and may not include adequate learning objectives and assessments
or these do not correlate, often leading to unsatisfactory lesson delivery
F (0-49%) Lesson plans lack detail and may not include learning objectives and assessments leading to
unsatisfactory lesson delivery
Result:
A (87-100%) Lesson plans are exceptional to secure successful delivery and include testable learning
objectives and a variety of appropriate assessments and tasks
17. II- Planning for Learning: Producing effective & meaningful lesson plans
A (87-100%) Lesson plans are consistently balanced, engaging, effective and student-centred
B (86-77%) Lesson plans are usually balanced, engaging, effective and student-centred
C (76-67%) Lesson plans are generally balanced, engaging, effective and student-centred
D (66-60%) Lesson plans show some elements of balance and include some student-centred activities
F (50-59%) Lesson plans are inconsistently balanced and include limited student-centred activities
F (0-49%) Lesson plans are inconsistently balanced and include no student-centred activities
Result:
A (87-100%) Lesson plans are consistently balanced, engaging, effective and student-centred
The student:
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A (87-100%) Uses a wide range of appropriate classroom management strategies to consistently secure a
safe and effective learning environment
B (86-77%) Uses appropriate classroom management strategies to consistently secure a safe and effective
learning environment
C (76-67%) Uses appropriate classroom management strategies to secure a safe and effective learning
environment
D (66-60%) Uses appropriate classroom management strategies which generally secure a safe and
effective learning environment
F (50-59%) Attempts to use classroom management strategies but these do not generally achieve a safe
and/ or effective learning environment
F (0-49%) Does not use classroom management strategies effectively, or consistently, leading to an
ineffective and/or unsafe learning environment
Result:A (87-100%) Uses a wide range of appropriate classroom management strategies to consistently
secure a safe and effective learning environment
The student:
A (87-100%) Effectively establishes and manages a variety of classroom routines and transitions
B (86-77%) Establishes and consistently manages classroom routines and transitions
C (76-67%) Establishes and manages classroom routines and transitions, with minor issues
D (66-60%) Implements some classroom routines and transitions
F (50-59%) Implements classroom routines and transitions but does so inconsistently
F (0-49%) Does not establish classroom routines and transitions
Result:
A (87-100%) Effectively establishes and manages a variety of classroom routines and transitions
20. IV- Implementing Learning: Gradual release model
The student:
A (87-100%) Utilizes the gradual release model to ensure students (children) can complete the task
independently
B (86-77%) Utilizes the gradual release model with general effectiveness
C (76-67%) Utilizes the gradual release model with minor irregularities
D (66-60%) Utilizes the gradual release model with some effectiveness
F (50-59%) Utilizes the gradual release model with limited effectiveness
F (0-49%) Does not utilize the gradual release model
Result:
A (87-100%) Utilizes the gradual release model to ensure students (children) can complete the task
independently
A (87-100%) Lessons are paced to ensure students are appropriately engaged and challenged and the
needs of individual students are met
B (86-77%) Lessons are consistently paced to ensure students are appropriately engaged and challenged
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C (76-67%) Lessons are usually paced to ensure students are appropriately engaged and challenged
D (66-60%) Lessons are sometimes paced to ensure students are appropriately engaged and challenged
F (50-59%) The pacing of lessons may result in some students being disengaged, overwhelmed &/or off
task
F (0-49%) The pacing of lessons may result in a significant proportion of the class being disengaged,
overwhelmed &/or off task
Result:
A (87-100%) Lessons are paced to ensure students are appropriately engaged and challenged and the
needs of individual students are met
22. IV- Implementing Learning: Teaching & learning materials
The student:
A (87-100%) Consistently presents material which is accurate, meaningful, accessible and differentiated
to support student engagement and learning
B (86-77%) Presents material which is accurate, meaningful, accessible and differentiated to support
student engagement and learning
C (76-67%) Presents material which is generally accurate, meaningful and accessible to support student
engagement and learning. Sometimes includes differentiation with growing effectiveness
D (66-60%) Presents material that may occasionally lack accuracy and/or meaningfulness.
Differentiation is implemented but not necessarily effectively
F (50-59%) Presents material that may sometimes lack accuracy and/or meaningfulness. Differentiation
is rarely implemented
F (0-49%) Presents material that frequently/ significantly lacks accuracy and/or meaningfulness.
Result:
A (87-100%) Consistently presents material which is accurate, meaningful, accessible and differentiated
to support student engagement and learning
23. IV- Assessment: Formative Assessment
The student:
A (87-100%) Develops and implements a wide range of formative assessment strategies which are valid
and reliable
B (86-77%) Develops and implements a range of formative assessment strategies which are valid and
reliable
C (76-67%) Develops and implements formative assessment strategies which are valid and reliable
D (66-60%) Develops and implements some formative assessment strategies
F (50-59%) Rarely develops and implements formative assessment strategies and is generally reliant on
questioning, observations and products
F (0-49%) Rarely develops and implements formative assessment strategies
Result:
A (87-100%) Develops and implements a wide range of formative assessment strategies which are valid
and reliable
The student:
A (87-100%) Develops an outstanding summative assessment task for a unit of work which is valid and
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relevant
B (86-77%) Develops a valid and reliable summative assessment task for a unit of work
C (76-67%) Develops a summative assessment task for a unit of work which is generally effective
D (66-60%) Develops a summative assessment task for a unit of work with some errors and omissions
F (50-59%) Develops a summative assessment task for a unit of work which has limited effectiveness
F (0-49%) Does not develop any summative assessment tasks
N/A Non Applicable
Result:
A (87-100%) Develops an outstanding summative assessment task for a unit of work which is valid and
relevant
25. V- Reflection on Practice
The student:
A (87-100%) Consistently reflects on her own practice drawing effectively on theory leading to
habitual improvement
B (86-77%) Consistently reflects on her own practice leading to improvements in a range of areas
C (76-67%) Reflects on her own practice leading to improvement with some guidance and support
D (66-60%) Engages in inconsistent and vague reflections on her own practice leading to little
improvement of practice
F (50-59%) Engages in little reflection on her own practice which leads to limited improvement of
practice
F (0-49%) Fails to understand the importance of reflecting on own practice and/or fails to display the
ability to do so meaningfully
Result:
A (87-100%) Consistently reflects on her own practice leading drawing effectively in theory leading to
habitual improvement
26. V- Reflection on Practice: Reflecting on student learning
The student:
Result:
A (87-100%) Outstanding reflections are conducted which are very organized, consistently done and are
accessible to the MST and MCT
B (86-77%) Reflections are conducted and recorded consistently and are accessible to the MST and MCT
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C (76-67%) Reflections are conducted and recorded most of the time and are accessible to the MST and
MCT
D (66-60%) Reflections are done inconsistently but are accessible to the MST and MCT
F (50-59%) Reflections are inconsistently conducted, are ineffective and/ or are not readily accessible to
the MST and MCT
F (0-49%) Reflections are rarely conducted and/or are not readily accessible to the MST and MCT
Result:
A (87-100%) Outstanding reflections are conducted which are very organized, consistently done and are
accessible to the MST and MCT
28. Observed Strengths:
well developed lessons and activities for each lesson. very good relationship with students
implementing management strategies inside the classroom that works for her