1.

Teacher Verbal Behaviors - list of no more than seven teacher behaviors to be checked
off as they occur at frequency intervals.

Information Teacher Directions

Questioning Praising Correcting Reprimanding
Giving Answering Giving
1 IIIII-IIII X XXXXXXX XXXXXXX
2 X X X
3 X X X
4 X x X X
5 X X X
6 X
7 X x
8 X X
9 X
10 X

Time ended :
Class :
Date :
 2. Teacher Questions - focus only on the number and quality of questions posed during a
specified period of time

Time Began : _____________

Question Tally Tally Tally
Total Percent Comments
Category 5 min 10 min 15 min
Evaluation x x 2 .07
Synthesis Where could you have developed
0 0
synthesis questions?
Analysis Discuss placement of analysis
xx 2 .07
questions
Application Discuss possible application
x
questions
Comprehension How could some of these become
xxxx xxx x 8 30
application questions?
Knowledge How could these be made higher
xxxxxx xxxx xxxx 14 52
level questions?
Questions asked:
Time ended:
Class:
Date:
3. Student On-Task and Off-Task Behavior - Supervisor and teacher collaboratively
decide to focus on behaviors, observations are made in 5-minute interval, each student
will be watched for 20 or more seconds

Time When Observation Began

Student 9:00 9:05 9:10 9:15 9:20 9:25 9:30 9:35
Tanya A A
Manuel A A
Vivian A TK
Nurit O O
Joseph OT OT
Michael OT OT
Crucita P OT
Virginia P A
Teresita O A
Gemma OT A
Key:
A - At Task
TK - Talking (social conversation)
P - Playing
O - Out of Task
OT - Off Task
4. Gardener’s Model for Performance Indicators

Elements Response Observations

Logical/Mathematical No reference made
Yes No N/A
Bodily Kinesthetic No reference made
Yes No N/A
Visual Overhead transparencies used
Yes No N/A
Musical No reference made
Yes No N/A
Interpersonal No reference made
Yes No N/A
Intrapersonal No reference made
Yes No N/A
Linguistic Problem solving examples
Yes No N/A
Naturalistic No reference made
Yes No N/A
Date : __________
Class : __________
Time : __________
 5. Hunter’s Steps in Lesson Planning

Elements Response Observations

No reference made
Yes No N/A
Anticipatory set
Unstated/unclear
Yes No N/A
Objective and Purpose
Group discussion employed
Yes No N/A
Input
Modeling No reference made
Yes No N/A

Checking for Teacher asked: “Do you

Yes No N/A
Understanding understand?”, but did not check
Teacher circulates
Yes No N/A
Guided Practice
Sample sheets distributed
Yes No N/A
Independent Practice

Date : __________
Class : __________
Time : __________
6. Johnson and Johnson’s Cooperative Learning - Supervisor and teacher may decide
to record the extent to which the criteria of cooperative learning are incorporated

Elements Response Observations

Explanation of academic No explanation of either
Yes No N/A
and social objectives occurred, just went into
lesson.
Teaching of social skills Teacher merely said,
Yes No N/A
“Cooperate” but did not
give instruction
Face-to-face interaction Students sitting quietly
Yes No N/A
facing each other.
Position interdependence One set of responses
Yes No N/A
required from each
group.
Individual accountability Not evident-teacher
Yes No N/A
walked around classroom
minimally.
Group processing Students rated their
Yes No N/A
performance.
7. Diagram of Verbal Interaction
8. Teacher Space Utilization
9. Feedback - specific observation time is agreed upon, teacher is interested whether he
prompts, probes, and encourages students, responses and on the frequency positive
reinforcement is used and how often pupil’s responses are discouraged

D, D, Pr Pr, D, D E, Pb, Pb, O Pb, Pb, E, O

Jaime Renee Peter Michael

Pb, E D, D, Pr
D D

Juan Natasha Frances William

Pr - Prompted
Pb - Probed
E - Encouraged
D - Discouraged pupil
O - Positively reinforced
 10. Teacher-Pupil Interaction

Time Student : Stephen Teacher : Clara Roxas

9:05 Disturbing another students Moves toward Stephen
Ceases misbehavior

9:13 Leave desk, begins wandering around the Established eye contact with Steve
room
Returns to seat
9:18 Playing with friend Criticizes
Throws ruler Tells Steve to see her after class

9:30 Off-task/passive Approaches Steve, touches him on

the shoulder, quietly asks him to go
back to his seat
Back on task
IS Form 3A/ CB-PAST Form 3A

Teacher Observation Guide For Instructional Competence

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
A. Diversity of Learners 0 1 2 3 4
1. Sets lesson objectives within the experiences and capabilities of
0 1 2 3 4
the learners
2. Utilizes varied techniques and strategies suited to different kinds
0 1 2 3 4
of learners
3. Shows fairness in dealing with the learners 0 1 2 3 4
4. Paces lessons appropriate to the needs and difficulties of learners 0 1 2 3 4
5. Provides appropriate intervention activities for learners at risk 0 1 2 3 4

Total Score 19 Average 3.8 Description Highly Proficient

Observation Rating
Performance Behavior
NO BB B P HP
B. Content and Pedagogy
B.1 Teacher Behavior in Actual Teaching
1. Teaches accurate and updated content using the appropriate
0 1 2 3 4
approaches and strategies
2. Aligns lesson objectives, teaching methods, learning activities, and
0 1 2 3 4
instructional materials
3. Encourages learners to use higher order thinking skills in asking
0 1 2 3 4
questions
4. Engages and sustains learner’s interest in the subject matter by
0 1 2 3 4
making content meaningful and relevant
5. Establishes routines and procedures to maximize use of time and
0 1 2 3 4
instructional 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
0 1 2 3 4
of the lessons
9. Creates situations that encourages learners to use higher thinking
0 1 2 3 4
skills

Total Score 33 Average 3.7 Description Highly Proficient

Narrative Observation:

The teacher involves the learners in making the criteria of the rubrics as the basis of their
output/performance. The teacher emphasizes the precautionary measures in cooking to avoid
accident.
Groupings of the learners were evident. The teacher was able to monitor/assists each group
in doing their assigned task.
HOTS questions were observed in some groups
 Observation Rating
Performance Behavior
NO BB B P HP
B. Content and Pedagogy
B.2 Student Behavior in Actual Teaching
1. Answers in own words at a desired cognitive level 0 1 2 3 4
2. Participates actively in the learning task with some levels of
0 1 2 3 4
independence
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,
0 1 2 3 4
competition in classroom interactions.
7. Imbibes and values ways, learning achieved in the activities 0 1 2 3 4
8. Demonstrate in varied ways, learning achieved in the activities. 0 1 2 3 4

Total Score 31 Average 3.9 Description Highly Proficient

Observation Rating
Performance Behavior
NO BB B P HP
C. Planning, Assessing, Reporting Learner’s Outcome
1. Provides timely, appropriate reinforcement/feedback to learners’
0 1 2 3 4
behavior.
2. Uses appropriate formative, summative tests congruent to the
0 1 2 3 4
lesson.
3. Uses non-traditional authentic assessment techniques when
0 1 2 3 4
needed.
4. Keeps accurate records of learners’ performance level. 0 1 2 3 4
5. Gives assignment as reinforcement or enrichment of the lesson. 0 1 2 3 4
6. Provides opportunity for learners to demonstrate their learning. 0 1 2 3 4

Total Score 23 Average 3.8 Description Highly Proficient

Narrative Observation:

The teacher was able to give opportunity to let the learners explain their work. Also he was
able to provide reinforcement activity through assignment.
Congratulations!

Comments of the Teacher:

If possible, use ICT in presenting the lessons and follow the format of 4 A’s in lesson planning.

PERLIE S. ELLADORA NESTOR J. CAPIÑA

Teacher’s Name & Signature Observer’s Name & Signature

*Signature indicates that observations have been clarified by both parties.

 Lapinigan National High School
(Implementing Unit)
Lapinigan, San Francisco, Agusan del Sur

Instructional Supervision Form 4-STAR Observation Technique

Name of Teacher: PERLIE S. ELLADORA

School: Lapinigan National High School District: San Francisco II Division: Agusan del Sur
Class: TLE 9 Subject: H.E. (Cookery) 9
Date and Time Observed: September 21, 2017 2:00 – 4:00

What to Observe Observations (Record in detail if Possible)

Situation

(Focus and Observe closely the context and
teaching episode, ie. learning environment,
motivation, presentation of the lesson,
evaluation, others )
 Daily classroom routine was observed
(Cleanliness, checking of attendance,
and prayer)
 Review of the previous lesson was
evident
 Basic and important concepts about
preparing cold sandwich were
discussed thoroughly

Task
 The teacher discussed the important
(Focus and observe closely the Teacher’s
action in the particular situation describe concepts clearly regarding the
above.) preparation of ingredients according to
the recipes

 she give clear instructions about the

given activity in preparing cold sandwich
 Action  Some of the learners were actively
(Focus and observe closely the Learner’s participated in the discussion and
actions relative to the teacher’s task describe accomplished the desired output.
above.)

Result
(Focus and observe the end result or outcome
of the Teacher’s Task and the Learner’s Action
describe above in both quantitative (i.e. 85% of
the learners were able to identify nouns) and
qualitatively (most of the learners actively
participated in the class.)
General Comments for Teacher Support
 85% of the students were able to
prepare cold sandwich and able to
follow the sanitary practice in the
workplace.
 The outputs of some groups were
lacked of the necessary toppings and
fillings, but the taste is still palatable.
Good Points:
 Group activities with different task to
prepare (Kinds or types of cold
sandwich)
 The learners were given the opportunity
to present their collaborative output to
the class
 The teacher able to provide scoring
rubrics as the basis of giving points for
the output

Points of improvement:
 Visual aid - it would be better if you use
the projector since you have utilized you
laptop for the learners to see clearly the
presentation.
 Revised you instructional plan or DLP
(reflect the content standard,
performance standard and LCs)

Average Score: (From Form 3A) = (A + B1 + B2 + B3)/4 = (3.4 + 3.56 + 3.13 + 4)/4 = 3.52
Descriptive Rating: P

Conformed:

PERLIE S. ELLADORA NESTOR J. CAPIÑA

Teacher’s Name & Signature IS Name and Signature

Descriptor: Performance Standards:

Highly Proficient (HP) - 3.8 – 4.0
Proficient (P) - 3.0 – 3.79
Basic (B) - 2.0 – 2.99
Below Basic (BB) - 1.0 – 1.99
Not Observed (NO) - 0.0 – 0.99

Approved:

LUZMINDA M. PAGULONG
Principal III