Rating Sheets and Documents For Educ100

ST.
THOMAS MORE SCHOOL OF LAW AND BUSINESS

Doctolero Avenue, Magugpo East, Tagum City
S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
OBSERVATION ATTENDANCE SHEET
NAME OF PST: ___________________________________________
NAME OF CT: ____________________________________________
Date and Time of Subject Observed Screenshot of the CT’s Signature
Observation Class Observed
Educ100 STMS 2020-2021 CT’s SIGNATURE

ST. THOMAS MORE SCHOOL OF LAW AND BUSINESS
S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
OBSERVATION JOURNAL
NAME OF PST: ___________________________________________
NAME OF CT: ____________________________________________
JOURNAL NO.: ___________________________________________
SCREENSHOT:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Note: PST must write his/her journal in paragraph form stating how he/she feels about the observation, his/her
learning and everything that happened during the class that helped him/her grow as a teacher.

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix A
Sample Lesson Critiquing Form for Practice Teaching
Student Intern:
Year / Course:
Grade / Year Level: Subject Taught:
Date and Time of Lesson:
Type of Lesson Observed:
Announced Observation
Unannounced Observation
Demonstration Lesson
Lesson Plan
Attainment of Objectives
Classroom Management
Art of Questioning
Preparation of Instructional Materials
Mode of Evaluation

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix B
Pre-Service Teacher’s Actual Teaching Checklist
Name of Mentee: Name of Mentor:

Subject Taught: Date: Time:
School:
Not
Observed Remarks
Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerisms that tend to
disturb the student’s attention
C. The teacher’s personality is strong enough to
command respect and attention
D. The teacher shows dynamism and enthusiasm
E. The teacher has well-modulated voice
II. LESSON PLANNING
A. Lesson is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject
matter
B. Is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in the
field
D. Gives sufficient and concrete examples to create
meaningful learning experiences
IV. TEACHING METHODS
A. Method’s used was/were suited to the needs and
capabilities of the students.

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
B. The teacher was creative enough to adapt his/her
method to the student’s capabilities
C. Instructional materials were used to illustrate the
lesson
D. The teacher made effective use of the formative test
results during teaching
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/homework/agreement
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Instructional materials were within easy reach of the
teacher during his/her teaching
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following
stimulates discussion in different ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and thinking
process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent thinking
6. Stimulation curiosity
7. Helping students to ask questions

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix C
Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet
(For use of College Supervisor, Cooperating Teacher, and the Student Intern)

School:
Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement
4 3 2 1
J. TEACHER’S PERSONALITY
F. The teacher is neat and well-groomed
G. The teacher is free from mannerisms that tend to disturb
the student’s attention
H. The teacher’s personality is strong enough to command
respect and attention
I. The teacher shows dynamism and enthusiasm
J. The teacher has well-modulated voice
II. LESSON PLANNING
C. Lesson is well prepared
D. There is congruence between:
5. Objective and subject matter
6. Objective and teaching procedure
7. Objective and formative test
8. Objective and assignment
VII. CONTENT
The teacher:
E. Demonstrates in depth knowledge of the subject matter
F. Is able to relate lessons to actual life situations
G. Keeps abreast of new ideas and understanding in the field
H. Gives sufficient and concrete examples to create
meaningful learning experiences
VIII. TEACHING METHODS
E. Method’s used was/were suited to the needs and
capabilities of the students.

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
F. The teacher was creative enough to adapt his/her method
to the student’s capabilities
G. Instructional materials were used to illustrate the lesson
H. The teacher made effective use of the formative test
results during teaching
IX. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of checking:
7. Attendance
8. Assignment/homework/agreement
9. Practice exercises
10. Group work/projects
11. Passing in and out of the room
12. Correcting, distributing, and collecting paper
E. Order and discipline were present in the classroom
F. Instructional materials were within easy reach of the
teacher during his/her teaching
X. QUESTIONING SKILLS
The teacher’s questioning skill such as the following stimulates
discussion in different ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and thinking
process
10. Promoting risk-taking and problem solving
11. Facilitating factual recall
12. Encouraging convergent and divergent thinking
13. Stimulation curiosity
14. Helping students to ask questions

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix D
Pre-Service Teacher’s Lesson Plan Rating Sheet

School:
Exceeds Expectation Meets Expectations Needs Improvement Does Not Meet Points
Expectations Earned
Purpose- Goals Matched and clearly Matched but not Not adequately matched Not matched or
10 points connected to KS clearly connected to or connected to KS connected to KS
Standards; Major KS standards; Most Standards; Concepts and Standards; Concepts
concepts and concepts and assumptions of learning and assumptions of
assumptions of assumptions of are sometimes not clear learning are not clear
learning are learning are or not listed or not listed
developmentally developmentally (5-3) (2-0)
appropriate appropriate
(10-9 points) (8-6)
Objectives * Objectives are Objectives are Objectives are either not Objectives are not
Subject matter obviously observable somewhat observable observable or not observable and also
knowledge, skills and measurable; and measurable ; measurable; Minimal are not measurable;
and application Clearly stated Stated application of application of subject Application of subject
Reasoning ability application of subject subject matter matter knowledge and matter knowledge and
20 points matter knowledge and knowledge and skills; skills; Domains and skills not evident;
skills; Includes the Some domains are levels are addressed Domains and levels
three domains; included, but not all limitedly are not addressed
cognitive, affective, three or not across all (14-8) (14-0)
psychomotor – across levels
all reasoning levels; (17-15)
lower, middle, high
(20-19 points)
Anticipatory Set Lesson is creatively Some attempt to open Limited attempt to tap Does not tap interest
5 points opened by tapping lesson by tapping interest & prior & prior knowledge,
interest & prior interest & prior knowledge, and describe and describe
knowledge, and knowledge, and procedures procedures
procedures are describe procedures (1) (0)
described (3-2)
(5-4 points)
Procedures Detailed all content Detailed some content Limited details provided Details are not
20 points and resources required required for to teach content; provided to teach
for instruction; instruction; Some Teaching strategy not content; Teaching
Includes a variety of teaching strategies clear or MI theory not strategy not clear or
teaching strategies included with use of evident; Limited MI theory not evident;
using Multiple; MI theory; Some methods of student Methods of student
Intelligences theory; methods of student inquiry used; lower level inquiry not evident;
Used multiple inquiry listed; some questioning; some use of lower level
methods or inquiry for open ended questions technology questioning; limited
student learning included; appropriate (14-12) use of technology
incorporating Bloom’s use of technology (11-0)
taxonomy; effective (17-15)
use of technology
(20-18 points)
Special Specific strategies Strategies designed to Some strategies not Strategies not specific

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Accommodations designed to promote allow success for most specific enough to enough to support
20 points success for all students students based on support student learning student learning based
based on Time- Time-Circumstances, based on Time- on Time-
Circumstances, Tasks, Tasks, Circumstances, Tasks, Circumstances, Tasks,
Communication, Communication, Communication, Communication,
Response Modes; Response Modes; Response Modes; Response Modes; No
Differentiated Some Differentiated Limited evidence of evidence of
Instruction clearly Instruction evident Differentiated Differentiated
evident (17-15) Instruction Instruction
(20-18 points) (14-12) (11-0)
Closure Summary provided to Some summary Limited use of summary Summary not evident
5 points reinforce learning and provided to reinforce to reinforce learning or does not reinforce
link to future learning learning (1) learning
(5-4 points) (3-2) (0)
Assessment Appropriate and Appropriate; Connected to objectives Not connected to
20 points connected to all connected to some to a limited degree; objectives or not
objectives objectives; Plans for Plans for either appropriate; Does not
Specific description of both formative and formative or summative include plans for
both formative and summative assessment; States one either formative or
summative assessment; States at way to represent summative
assessments; Details at least two different learning; e.g. concept assessment; Does not
least two different ways to represent map, quiz, reflective include any ways to
ways to represent learning; e.g. concept response represent learning
learning; e.g. concept map, quiz, reflective (14-12) (11-0)
map, quiz, reflective response
response (17-15)
(20-18 points)
Total Points Earned

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix E
Pre-Service Teacher’s IM’s Rating Sheet

Subject Taught: Date:
Element 1 2 3 4 Comment
1a. The materials explicitly identify the
learning goals for students and ask students to
examine and consider those learning goals at
the beginning of the unit.
1b. The materials support teachers in helping
students identify, examine, and consider
learning goals.
2a. The materials explicitly provide students
with a “pathway” through the arc of lessons
with benchmarks for success. The pathway
clearly indicates to students how the learning
outcomes will be achieved through the lesson
arc. Students are asked to examine and consider
the learning pathway and benchmarks during
the chapter.
students identify the learning “pathway” and
benchmarks for success.
3a. The materials ask students to articulate their
initial ideas about the major concept
of the unit in the Engage and/or Explore.
students articulate their initial ideas.
4a. The materials ask students to compare their
developing understanding of the major
scientific concept with their initial ideas, and
to consider their movement toward the learning
outcomes in the Explain.
students compare their developing
understanding with their initial ideas.
5a. The materials ask students to demonstrate
their understandings and abilities associated
with the major concept of the unit in the
Evaluate.

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
students demonstrate their abilities and
understandings.
6a. The materials offer opportunities for
students to receive self, peer, and teacher
assessment across the chapter.
6b. The materials provide the teacher with
instructions on what to do with student data
from assessments.

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Appendix F
Pre-Service Teacher’s Daily Journal Rating Sheet

1 2 3 4 Points
Knowledge/ Presents Presents some Presents accurate Presents
Understanding incomplete or accurate information and accurate
Information and Ideas inaccurate information and complete ideas information and
information and some ideas insightful
ideas ideas
Thinking/Inquiry Expresses few Expresses some Expresses ideas, Expresses many
Analyzing and ideas, with ideas, supported supported by ideas, supported
Explaining limited support by relevant relevant effectively by
by relevant evidence or evidence or relevant
evidence or rationales rationales evidence or
rationales. Asks some Asks good rationales
Asks few questions questions asks probing or
questions insightful
questions
Communication Meaning and Meaning and Meaning and Meaning and
Language and Style intent are intent are intent are clear intent are clear
frequently clear sometimes Shows clear and engaging
Shows limited unclear sense of Shows strong
sense of Shows some purpose and sense of
purpose and sense of audience purpose and
audience purpose and audience
audience
Application Frequent, major Some major Some minor Few minor
Conventions in Language mechanical mechanical mechanical mechanical
errors errors errors errors
Making Makes few Makes some Makes Makes many
Connections personal personal considerable personal
Getting Personal connections connections personal connections
with topic with topic connections with the topic
with topic
Total Points
Appendix G
Pre-Service Teacher’s TQ and TOS Rating and Comment Sheet

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
I. Test Questionnaire Rubrics
Creating Questions
Poor 1 Fair 2 Good 3 Excellent 4 Points
Question Two or more One question is Two questions More than two
Relevance questions are relevant to the are relevant to questions
not relevant to topic. the topic. written that are
the topic. relevant to the
topic.
Question Two or more of One question Two of the More than two
complexity the questions forms higher questions form questions form
do not form order thinking higher order higher order
higher order question. thinking thinking
thinking questions. questions.
questions.
Grammar Students did Students used Students used Students used
not use proper partial proper almost all proper
capitalization, capitalization, proper capitalization,
punctuation, punctuation, capitalization, punctuation,
and grade and grade punctuation, and grade
appropriate appropriate and grade appropriate
spelling of spelling of appropriate spelling of
words in their words in their spelling of words in all
questions. questions. words in their their questions.
questions.
II. Table of Specifications

Outstanding Good Average Deficient
4 pts 3 pts 2 pts 1 pts

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
Preliminary test points
The preliminary test points are well
Decimal constant
The preliminary test points are
divided among the total number of
lessons obtaining a correct decimal
constant
Points per lesson

The calculation (constant) is correctly
multiplied among the number of
lessons assigned to each specific
objective. The result is assigned to
the points column.
Total test points

The calculation for the total test
points is precisely obtained.
Total Points
Comments on TQ and TOS making:

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching
GRASPS Performance Task Format
GRASPS is an acronym for:
 Goal – states the problem or challenge to be resolved.
 Role – explains who students are in the scenario and what they are being asked to do.
 Audience – who the students are solving the problem for, who they need to convince of
the validity and success of their solution for the problem. (Remember, the audience is not
limited to the instructor.)
 Situation – provides the context of the situation and any additional factors that could
impede the resolution of the problem.
 Product, Performance, and Purpose – explains the product or performance that needs to
be created and its larger purpose.
 Standards and Criteria for Success – dictates the standards that must be met and how the
work will be judged by the assumed audience.
Note: When you make a GRASPS type of Performance task there should always be a rubric
included to evaluate the students’ performance.
GRASPS Performance Task Sample

S.Y. 2020-2021
2nd Semester
EDUC. 100
Student Teaching

Rating Sheets and Documents For Educ100

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Rating Sheets and Documents For Educ100

Uploaded by

Copyright:

Available Formats

ST.

THOMAS MORE SCHOOL OF LAW AND BUSINESS

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

Sample Lesson Critiquing Form for Practice Teaching

Preparation of Instructional Materials

Educ100 STMS 2020-2021 CT’s SIGNATURE

Name of Mentee: Name of Mentor:

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

Name of Mentee: Name of Mentor:

Legend: 4-Outstanding, 3-Very Satisfactory, 2-Fair, 1-Needs Improvement

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

Name of Mentee: Name of Mentor:

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

Name of Mentee: Name of Mentor:

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

Name of Mentee: Name of Mentor:

Educ100 STMS 2020-2021 CT’s SIGNATURE

II. Table of Specifications

Educ100 STMS 2020-2021 CT’s SIGNATURE

Points per lesson

Total test points

Comments on TQ and TOS making:

Educ100 STMS 2020-2021 CT’s SIGNATURE

GRASPS is an acronym for:

 Goal – states the problem or challenge to be resolved.

GRASPS Performance Task Sample

Educ100 STMS 2020-2021 CT’s SIGNATURE

Educ100 STMS 2020-2021 CT’s SIGNATURE

You might also like