Escolar Documentos
Profissional Documentos
Cultura Documentos
Observation Rating
Performance Behavior
NO BB B P HP
B. Curriculum Content and Pedagogy
B.1 Teacher behavior in Actual teaching
1 Teaches accurate and updated content using appropriate approaches and 0 1 2 3 4
strategies.
2 Aligns lesson objectives, teaching methods, learning objectives and instructional 0 1 2 3 4
materials
3 Encourages learners to use higher order thinking skills in asking questions 0 1 2 3 4
4 Encourages and sustains learners’ interest in the subject matter by making content 0 1 2 3 4
meaningful and relevant
5 Establishes routines and procedures to maximize use of time and instructional 0 1 2 3 4
materials.
6 Integrates language, literacy, skills and values in teaching. 0 1 2 3 4
7 Presents lesson logically in a developmental manner 0 1 2 3 4
8 Utilizes technology resources in planning, designing and delivery of the lesson 0 1 2 3 4
9 Creates situations that encourages learners to use higher order thinking skills 0 1 2 3 4
Observation Rating
Performance Behavior
NO BB B P HP
B. Content and Pedagogy
B.2 Learners’ Behavior in the Classroom
1 Answers in own words at a desired cognitive level 0 1 2 3 4
2 Participates actively in the learning tasks with some levels of independence 0 1 2 3 4
3 Asks questions relevant to the lesson 0 1 2 3 4
4 Sustains interest in the lesson/ activity 0 1 2 3 4
5 Follows routines and procedure to maximize instructional time 0 1 2 3 4
6 Shows appropriate behavior of individualism, cooperation, competition in 0 1 2 3 4
classroom interactions
_________________________________ ____________________________________
(Teacher’s Name and Signature) (Observer’s Name and Signature)
Head Teacher/Principal/Supervisor
Gms/2010
_________________________________ ____________________________________
(Teacher’s Name and Signature) (Observer’s Name and Signature)
Head Teacher/Principal/Supervisor
*Signatures indicate that observations have been clarified by both parties.
Gms/2010
Teacher Observation Guide for Personal, Social Growth and Professional Development
Legend:
0-Not Observed (NO) 1-Below Basic (BB) 2-Basic (B) 3- Proficient (P) 4-Highly Proficient (HP)
Circle the number that describes best your observation of the teacher. Start here…
Observation Rating
Performance Behavior
NO BB B P HP
F. Social Regard for Learning
1 Abides by and implements school policies and procedures 0 1 2 3 4
2 Observes punctuality in accomplishing tasks and requirements 0 1 2 3 4
3 Observes punctuality in class attendance and other occasions 0 1 2 3 4
4 Maintains appropriate appearance and decorum at all times 0 1 2 3 4
5 Demonstrate appropriate behavior in dealing with students, superiors and 0 1 2 3 4
stakeholder
_________________________________ ____________________________________
(Teacher’s Name and Signature) (Observer’s Name and Signature)
Head Teacher/Principal/Supervisor
*Signatures indicate that observations have been clarified by both parties.
Gms/2010
Description for Overall Teacher Observation Rating for Formative Appraisal: _____________________________________
Teacher Behavior Index (TBI) for Formative analysis
3.51 - 4.00- Highly Proficient.
Teacher behaviors consistently exceed expectations. Displays AT ALL TIME, a consistency high level of
performance related skills, abilities, attributes initiatives and productivity. Self-direction of the teacher is
evident. Non-Directive and collaborative approaches to supervision are recommended.
2.51 – 3.50- Proficient.
Teacher behaviors often exceed expectations. Displays a high level of competency related skills, abilities,
initiatives and productivity, exceeding requirements in many indicators. Non-Directive and collaborative
approaches to supervision are recommended.
1.51 – 2.50 Basic
Teacher behaviors meet basic expectations based on standards. Display basic level of work and performance
outputs as required outcomes or expectations of the job. Collaborative and directive approaches to
supervision are recommended
Below – 1.50- Below Basic
Teacher behaviors on the job and performance outputs frequently fall below standard. Work outputs
consistently fail to meet required outcomes which need repetition. The teacher urgently needs immediate
instructional support. Intensive directive supervision approach is recommended
I hereby acknowledge the observations done by my instructional supervisor and I will appreciate all the
support that will be extended to improve my instructional competence.
_____________________________
Teacher(name and signature) Date: ___________________
As an instructional supervisor, I am willing to extend instructional support to this teacher based on the
results of the Observation and his/her expressed need.