A.

Lesson Planning and Transforming Developing Emerging Beginning P

Preparation 4 points 3 points 2 points 1 point
Teacher's objectives reflect high Teacher’s objectives represent Teacher's objectives are of Teacher's objectives represent
level learning related to valuable learning and are suitable moderate value or suitability trivial learning, are unsuitable for
curriculum frameworks and for most students in the class; for students in the class, students, or are stated only as
1. Selecting Instructional standards; they are adapted, they reflect opportunities for consisting of a combination instructional activities, and they do
Objectives where necessary, to the needs of integration and permit practical/ of objectives and activities, not permit practical/ workable
individual students, and permit workable methods of assessment. some of which permit methods of assessment.
practical/ workable methods of practical/ workable methods
assessment. of assessment.
All of the elements of the Most of the elements of the Some of the elements of the The various elements of the
instructional design support the instructional design support the instructional design support instructional design do not support
stated instructional objectives, stated instructional objectives and the stated instructional the stated instructional objectives or
2. Mapping Coherent engage students in meaningful engage students in meaningful objectives and engage engage students in meaningful
Instruction learning, and show evidence of learning and the lesson or unit has students in meaningful learning and the lesson or unit has
student input. Teacher's lesson or a clearly defined structure. learning, while others do no defined structure.
unit is highly coherent and has a not. Teacher's lesson or unit
clear structure. has a recognizable structure.
All materials and resources All materials and resources Some of the materials and Materials and resources do not
support the instructional support the instructional resources support the support the instructional objectives
objectives and key concepts, and objectives and key concepts, and instructional objectives and and key concepts or engage
3. Instructional Materials, most engage students in most engage student in key concepts, and some students in meaningful learning.
Resources, and Technology meaningful learning. meaningful learning. Technology engage students in
There is evidence of student used to enhance and support meaningful learning.
participation in selecting or instruction.
adapting materials.
B. Classroom Management Transforming Developing Emerging Beginning
4 points 3 points 2 points 1 point
Classroom routines and Classroom routines and Classroom routines and Classroom routines and procedures
procedures are seamless in their procedures have been established procedures have been are partly inefficient, resulting in
1. Managing Classroom operation, and students assume and function smoothly for the established, but function the loss of much instructional time.
Procedures considerable responsibility for most part, with little loss of unevenly or inconsistently,
their smooth functioning. instruction time. with some loss of instruction
time.
2. Organizing Physical Teacher's classroom is safe and Teacher's classroom is safe and Teacher's classroom is safe Teacher makes poor use of the
Space students contribute to ensuring learning is accessible to all and essential learning physical environment resulting in
that the physical environment students; the teacher uses physical accessible to all students but unsafe or inaccessible conditions
supports the learning of all resources well and ensures that the future arrangement only for some students. There is poor
students. the physical arrangement supports partially supports the alignment between the physical
the learning activities. learning activities. arrangement and the lesson
 activities.
C. Teaching-Learning Transforming Developing Emerging Beginning
Process 4 points 3 points 2 points 1 point
Teacher's knowledge of content Teacher demonstrates solid Teacher's content and Teacher displays little
and pedagogy is extensive, understanding of the content and pedagogical knowledge understanding of the subject or
showing evidence of a continuing its prerequisite relationships and represents basic structure of the discipline, or of
search for improved practice. connections with other understanding but does not content-related pedagogy.
1. Knowledge of Content
Teacher actively builds on disciplines. Teacher's extend to connections with
and Pedagogy
knowledge of prerequisites and instructional practices reflect other disciplines or to
misconceptions when describing current pedagogical knowledge. possible student
instruction or seeking causes for misconceptions.
student misunderstanding.
Teacher formulates many of the Teacher's use of questioning and Teacher's use of questioning Teacher makes poor use of
high-level questions and assumes discussion techniques reflects and discussion techniques is questioning and discussion
2. Questioning and responsibility for the participation high-level questions, true uneven, with some high- techniques, with low-level
Discussion Skills of all students in the discussion. discussion, and full participation level questions, attempts at questions, limited student
by all students. true discussion, and participation, and little true
moderate student discussion.
Students are intellectually The learning tasks and activities The learning tasks or The learning tasks and activities,
engaged in challenging content, are aligned with the instructional prompts are partially aligned materials, resources, instructional
through well-designed learning outcomes and are designed to with the instructional groups and/or technology are
tasks, and suitable scaffolding by challenge student thinking, outcomes but require only poorly aligned with the
the teacher, and fully aligned with resulting in active intellectual minimal thinking by instructional outcomes, or require
the instructional outcomes. There engagement by most students students, allowing most only rote responses. The pace of the
is evidence of some student with important and challenging students to be passive or lesson is too slow or rushed. Few
3. Students Learning initiation of inquiry, and student content, and with teacher merely compliant. The students are intellectually engaged
contributions to the exploration of scaffolding to support that pacing of the lesson may not or interested.
important content. The pacing of engagement. The pacing of the provide students the time
the lesson provides students the lesson is appropriate, providing needed to be intellectually
time needed to intellectually most students the time needed to engaged.
engage with and reflect upon their be intellectually engaged.
learning and to consolidate their
understanding,
All students are cognitively Most activities are appropriate to Some activities are Activities are inappropriate for
engaged in the activities and in students. Almost all students are appropriate to students and students in terms cf their age or
4. Students' Response to their exploration of content. cognitively engaged in them. engage them cognitively but backgrounds. Students are not
Activities Students initiate or adapt others do not. engaged mentally.
activities and projects to enhance
understanding.
5. Learning Activities Learning activities are highly Most of the learning activities are Only some of the learning Learning activities are not suitable
 relevant to students and suitable to students and activities are suitable to to students or instructional
instructional objectives and key instructional objectives and key students or instructional objectives and key concepts. They
concepts. They progress concepts. Progression of activities objectives and key concepts. do not follow an organized
coherently, producing a unified in the unit is fairly even, and most Progression of activities in progression and do not reflect
whole and reflecting recent activities reflect recent the unit is uneven, and only recent professional research.
professional research. professional research. some activities reflect recent
professional research.
Transforming Developing Emerging Beginning
D. Language Proficiency
4 points 3 points 2 points 1 point
Teacher's spoken and written Teacher's spoken and written Teacher's spoken language is Teacher's spoken language is
language is correct and language is clear and correct. audible, and written inaudible, or written language is
expressive, with well-chosen Vocabulary is appropriate to language is legible. Both are illegible.
vocabulary that enriches the students' age and interests. used correctly. Vocabulary Spoken or written language may
1. Use of language lesson. is correct but limited or is contain many grammar and syntax
not appropriate to students' errors: vocabulary may be
ages or backgrounds. inappropriate, vague, or used
incorrectly, leaving students
confused.
Conveys information and ideas Conveys information and ideas Conveys information and Presents orally using correct
2. Conveyance of
with clarity. with considerable clarity. ideas with limited clarity. intonation and body language to
Information and Ideas
clarify a message.
E. Assessment of Learning Transforming Developing Emerging Beginning
outcomes 4 points 3 points 2 points 1 point
The assessment is completely All the instructional objectives Some of the instructional Content and methods of assessment
congruent with the instructional and key concepts are assessed objectives and key concepts lack congruence with instructional
1. Congruence with
objectives and key concepts, both through the proposed plan, but the are assessed through the objectives and key concepts.
Instructional Objectives
in content and process. approach is more suitable to some proposed approach, but
goals than to others. many are not.
Teacher's plan for student Teacher's plan for student Teacher's plan for student Teacher's approach to assessing
assessment is fully aligned with assessment is aligned with the assessment is partially student learning contains no clear
the instructional outcomes, with instructional outcomes, using aligned with the criteria or standards, and lacks
clear criteria and standards that clear criteria, is appropriate to the instructional outcomes, congruence with the instructional
2. Assessing Student show evidence of student needs of students. Teacher intends without clear criteria, and objectives.
Learning contribution to their development. to use assessment results to plan inappropriate for at least
for future instruction for groups of some students. Teacher The results of assessment have
students. intends to use assessment minimal impact on the design of
results to plan for future future instruction.
instruction for the class.
TOTAL:
Strong Point/s:

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Points of Improvement:

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Name of Evaluator: ____________________________________________________________________________________________________