Department of Education

Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

I. Diversity Instruments
A. Indicators of Culturally Diverse Learners

Teacher Indicator Response Comments

Yes No N/A

Displays understanding of diverse cultures

Displays personal regard for students of diverse

cultures

Uses instructional materials free of cultural bias

Uses examples and materials that represent

different cultures

Promotes examination of concepts and issues

from different cultural perspectives

Intervenes to address acts of student

intolerance

Uses “teachable moments” to address cultural

issues

Reinforce student acts of respect for diverse

cultures

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT
B. Strategies for Diverse Learners-Quantitative

Teacher Indicator Response Comments

Yes No N/A

Proximity to students

Different ways of encouraging students

Positive reinforcement techniques

Modifications for individual children or

types of learners

Use of children’s strengths

Multiple ways in which lesson is unfolding

Integration of grouping according to

needs and skills

Scaffolding of instruction

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

C. Strategies for Diverse Learners-Qualitative

1. How does the teacher encourage students?
__________________________________________________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT
2. What positive reinforcement techniques does he or she use?
____________________________________________________________________________
3. What kinds of modifications for individual children or types of learners are evident?
_________________________________________________________
4. How does the teacher use the children’s strengths?
____________________________________________________________________________________
5. Where are the students situated in the room and why?
_________________________________________________________________________________
6. Where are the students situated in the room and why?
_________________________________________________________________________________
7. What are the opportunities for small-group work?
_____________________________________________________________________________________
8. How does the teacher adapt materials and instruction to different student learning styles?
____________________________________________________
9. What is the teacher’s proximity to students?
_________________________________________________________________________________________
10. How are the children interacting?
__________________________________________________________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

D. Team Teaching in the Inclusion (or General) Classroom-Qualitative

1. Describe the involvement of the general education teacher and the special education teacher with the whole class, with small groups, and
with individual children.
__________________________________________________________________________________________________________________
2. What is the role of each teacher?
__________________________________________________________________________________________________
3. Who attends to the individual needs of the children?
___________________________________________________________________________________
4. Who attends to the individual needs of the children?
___________________________________________________________________________________
5. How are the accommodations for children with special needs handled?
____________________________________________________________________
6. How is responsibility for children with special needs divided between the teacher?
__________________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

E. Accommodations and Modifications for English Language Learners-Quantitative

Accommodation Modification Was this element present? What is the evidence?

Yes No N/A
Teacher talk is modified: slower speech,
careful choice of words, idioms and
expressions
Teacher allows wait time and monitors
teacher input vs. student output
Definitions and language are imbedded in
content/context
Real-world artifacts present that support
comprehension
Elicits and draws on students’ background to
build prior knowledge

Teacher uses nonverbal cues to support

comprehension

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

II. Balanced Literacy and Standards-Based Tools

A. Guided Reading – Quantitative
 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

Guided Reading Yes/No/NA Comments/Examples

Teacher Indicator

MANAGEMENT

Was the transition from the mini-lesson to group work

implemented in an orderly fashion?

Were the other children on task while the teacher was

in small group instruction?

Was the time allotted for the guided reading group

appropriate?

INSTRUCTION

Was the text for guided reading introduced in a manner

that provided needed support so that students could
read independently and successfully?

Were the children interested in and did they grasp the

concepts being taught?

Was the text appropriate for the group with respect to

the level, content and interest?

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

Selects appropriate text for small group instruction Helps children to think, talk, and question through the instruction

Introduces story to the group as well as vocabulary concepts and text features. Allows small groups to read independently with minimum teacher support

Problems or reinforces reading strategies and provides students with the opportunity to use the strategy.

Records reflections on the students’ reading behaviors during and after reading. Engages students in a brief discussion after reading the story.

B. Guided Reading – Qualitative Teacher Tasks in Guided Reading-Qualitative

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT
C. Read Aloud/Story Time

Teacher Behaviors Yes/No/NA Comments

Introduces book by showing cover and reading title.
Encourages students to share thoughts about book based
on these features.

Reads name/s of author and illustrator. Asks students to

point to title, author, illustrator and encourages discussion
about these features.

Introduces at least three words that will be in story by

showing cards with words and pictures corresponding
them.

Attempts to capture/maintain students’ interest. Uses

facial expression and changes in tone, pitch, and so on to
represent different characters and emphasize words of
facts.

Involves children throughout the story by encouraging

comments and suggestions.

Also open-ended questions, such as What if? What would

you do it?, and so on, and provides wait time. When
voluntary responses are limited, initiates discussion of
facts, plot, and/or characters.

Involves children in extension activities by creating charts

or other visuals, for example, T charts, story maps,
word/character webs.

Invites children to retell story in their own words (through

pretending to read the book to the class, using puppets,
etc.

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

D. National Council of Teachers Mathematics Content Standard – Quantitative Geometry

Mathematics

Students Can Yes / No / NA Observations

Analyze characteristics and properties of two-

and three-dimensional geometric shapes and
develop mathematical arguments about
geometrical relationships

Specify locations and describe spatial

relationships using coordinate geometry and
other representational systems

Apply transformations and use symmetry to

analyze mathematical situations

Use visualization, spatial reasoning, and

geometric modeling to solve problems

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT

E. NCTM Process Standards

Activity Category Tally Total Percentage

Problem Solving

Reasoning and proof

Communication

Connections

Representation

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT
III. Accountable Talk
A. Teacher Behaviours Keyed to Accountable Talk -Quantitative
Teacher Indicators Yes / No / NA Observations

Engages students in talk by:

-Providing opportunities to speak about content knowledge, concepts, and issues

-Using wait time/allowing silence to occur

-Listening carefully

-Providing opportunities for reflection on classroom talk

Assists students to listen carefully to each other by:

-Creating seating arrangements that promote discussion

-Providing clear expectations for how talk should occur

-Requiring courtesy and respect

-Reviewing major ideas and understanding from talk

Assists students to elaborate and build on other’s ideas by:

- Modelling reading processes of practicing , looking for key words, engaging prior
knowledge , and so on

Assists in clarifying or expanding proposition by:

-Modelling methods of restating arguments and ideas and asking if they are expressed
correctly

-Modelling and providing practice of responding appropriately to criticism

-Modelling expressing own puzzlement or conclusion

Time ended: Class: Date: Observer: Teacher’s Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
SAN SIMON HIGH SCHOOL
TOOLS FOR A STANDARDS-BASED ENVIRONMENT
B. Student Behaviours Keyed to Accountable Talk
Teacher Indicators Yes / No / NA Observations
Students are engaged in talk when they:

-Speak appropriately in a variety of classroom situations

-Allow others to speak without interruption

-Speak directly to other students

Students are listening attentively and build other’s ideas when:

-Make eye contact with speaker

-Refer to a previous speaker

-Connect comments to previous ideas

Students elaborate and build on other’s ideas when they:

-make comments related to the focus of the discussion

-Listening carefully

-Talk about issues rather than participants

Assists in clarifying or expanding a proposition by:

-Modelling methods of restating arguments and ideas and asking if they are expressed
correctly.

-Modelling and providing practice of responding appropriately to criticism

-Modelling expressing own puzzlement or conclusion

Time ended: Class: Date: Observer: Teacher’s Name/Signature: