CLASSROOM OBSERVATION 1 and 3

Features of Practice
Name of Teacher: ___________________________ Name of Observer: _______________________
_Date and Time Observed:_____________________________Grade and Section:___________________________
INDICATORS 5 6 7

Applied knowledge of 1. The teacher displays
content within and comprehensive understanding
across curriculum of the concepts and structure of
teaching areas the disciplines.
2. The teacher presents conceptual
knowledge of the subject and
makes connection within the
discipline.
1. The teacher displays extensive
knowledge of content.
2. The teacher addresses content
accurately, and its focus is
congruent with the big ideas
and/or structure of the discipline.
1. The teacher applies extensive
knowledge of content beyond
his/her area of specialization.
2. The teacher motivates learners to
investigate the content area to
expand their knowledge and satisfy
their natural curiosity.
3. The teacher cites intra and
interdisciplinary content
relationship.
4. The teacher shows expertise of
the content and uses appropriate
pedagogy in delivering the lesson.

Use a range of The teacher uses activities that The teacher provides activities to The teacher integrates well
teaching strategies enhance literacy and/or numeracy enhance learners’ literacy and/or connected teaching strategies that
that enhance learner in almost all aspects of the numeracy skills in all aspects of promote individual and group
achievement in lesson. the lesson. learners’ critical literacy and/or
literacy and critical numeracy skills.
numeracy skills
The teacher employs activities that
enhance and support learners’
higher level of literacy and/or
numeracy skills as a
significant part of his/her
instruction.

Applied a range of The teacher employs a range of
teaching strategies to strategies to ensure that most
develop critical and learners are given opportunities to
creative thinking as give opinions about the lesson and
well as other HOTs to react to the opinions of others.
2. The teacher creates a genuine
discussion among learners,
providing adequate time for them
to respond, as well as to step aside
when doing so is
appropriate.
1. The teacher challenges learners
cognitively to advance high-level
thinking and discourse in
interactive exchange of views.
2. The teacher ensures that all
learners contribute in the
discussion.
1. The teacher gives opportunities
for learners to initiate comparing
and contrasting of ideas.
2. The teacher gives opportunities
for learners to synthesize or
summarize information within or
across disciplines.

Displayed proficient 1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue,
use of Mother and/or Filipino, and/or English is and/or Filipino, and/or English is and/or Filipino, and/or English
Tongue, Filipino and mostly sufficient, accurate, clear, marked by a substantial flow of demonstrates a well-developed
English to facilitate and precise in conveying ideas to ideas. His/her vocabulary is fairly ability in using communication
teaching and learners without misrepresentation extensive and appropriate to the strategies, such as code switching
learning. or confusion. level of learners. and translation.
2. Teacher’s use of Mother Tongue, 2. Teacher’s use of Mother 2. The teacher uses precise
and/or Filipino, and/or English is Tongue, and/or Filipino, and/or vocabulary and intonation to
generally understood by the English is concrete, accurate, clear express meaning and often shows
learners. and precise, conveying his/her great fluency and ease in delivering
ideas without misinterpretations or the lesson.
confusion.
Established safe and 1. The teacher implements safety 1.The teacher implements safety 1.The teacher ensures that learners
secure learning guidelines and practices to most of guidelines and practices in almost can articulate and adhere to the
environment to the learning tasks. all of the learning tasks. safety guidelines and practices in
enhance learning all the learning tasks.
through the
consistent
implementation of
policies, guidelines
and procedures.

Maintained learning 1. The teacher maintains polite 1. The teacher establishes positive 1. The teacher enhances polite and
environments that and respectful interactions with social interactions with learners respectful interactions with learners
promote fairness, learners and among learners. and among learners. and among learners, and exhibits
respect and care to Disagreements, if present, are sensitivity to learners’
encourage learning. handled respectfully. differences.
 CLASSROOM OBSERVATION 2 and 4
Features of Practice
Name of Teacher: ___________________________ Name of Observer: _______________________
_Date and Time Observed:_____________________________Grade and Section:___________________________
INDICATORS 5 6
Applied knowledge of 1. The teacher displays
content within and comprehensive understanding
across curriculum of the concepts and structure of
teaching areas the disciplines.
2. The teacher presents conceptual
knowledge of the subject and
makes connection within the
discipline.
Use a range of The teacher uses activities that
teaching strategies enhance literacy and/or numeracy
that enhance learner in almost all aspects of the
achievement in lesson.
literacy and
numeracy skills
Applied a range of The teacher employs a range of
teaching strategies to strategies to ensure that most
develop critical and learners are given opportunities to
creative thinking as give opinions about the lesson and
well as other HOTs to react to the opinions of others.
2. The teacher creates a genuine
discussion among learners,
providing adequate time for them
to respond, as well as to step aside
when doing so is
appropriate.
Established a 1. The teacher demonstrates an
learner-centered understanding of the purpose and
culture by using value of learning about learners’
teaching strategies background to inform instructions.
that respond to their
linguistic, cultural,
socio-economic and
religious
backgrounds.
Adapted and used 1.The teacher demonstrate an
culturally appropriate understanding of the purpose and
teaching strategies to value of learning in the learners'
address the needs of context.
learners from
indigenous groups.
Used strategies for 1. The teacher provides accurate,
providing timely, timely, and constructive feedback,
accurate and i.e. suggestions/ tasks/ activities/
constructive feedback clarifications, that fully guides
to improve learner most of the learners toward the
performance. intended learning outcomes
1. The teacher displays extensive
knowledge of content.
2. The teacher addresses content
accurately, and its focus is
congruent with the big ideas
and/or structure of the discipline.
The teacher provides activities to
enhance learners’ literacy and/or
numeracy skills in all aspects of
the lesson.
1. The teacher challenges learners
cognitively to advance high-level
thinking and discourse in
interactive exchange of views.
2. The teacher ensures that all
learners contribute in the
discussion.
1. The teacher delivers appropriate
instructional adaptation for
individual learner needs. The
adaptation of instruction is
realistic and effective.
2. The teacher provides diverse
learners with opportunities to
actively engage in various learning
activities
1. The teacher provides
culturebased instruction to meet
the needs of learners. The
adaptation of instruction
realistic and effective. 2. The
teacher provides diverse learners
with opportunities to actively
engage in various learning
activities.
1. The teacher provides
substantive, specific, and timely
feedback, and shares strategies to
learners to improve their
performance toward the intended
learning outcomes.
7
1. The teacher applies extensive
knowledge of content beyond
his/her area of specialization.
2. The teacher motivates learners to
investigate the content area to
expand their knowledge and satisfy
their natural curiosity.
3. The teacher cites intra and
interdisciplinary content
relationship.
4. The teacher shows expertise of
the content and uses appropriate
pedagogy in delivering the lesson.
The teacher integrates well
connected teaching strategies that
promote individual and group
learners’ critical literacy and/or
critical numeracy skills.
The teacher employs activities that
enhance and support learners’
higher level of literacy and/or
numeracy skills as a
significant part of his/her
instruction.
1. The teacher gives opportunities
for learners to initiate comparing
and contrasting of ideas.
2. The teacher gives opportunities
for learners to synthesize or
summarize information within or
across disciplines.
1. The teacher demonstrates a wider
understanding of the educability of
individual learners.
2. The teacher's instructional
strategies respond to individual and
group of learners’ background, thus
creating an environment where
learners feel equally involved.
a 1. The teacher demonstrates a wider
understanding of a culturebased
education. 2. Teacher’s instructional
is strategies respond to individual and
group of learners’ cultural
background, thus creating an
environment where learners feel
equally involved.
1. The teacher establishes a routine
for constructive feedbacking where
learners can participate and
respond productively.
2. The teacher provides
opportunities for self and peer
feedbacking that is specific and is
focused on advancing their learning
of the lesson on hand.