Observation Form & Rubric

Performance Indicator Exemplary Good Satisfactory Needs significant improvement

Lesson Introduction Introduction of lesson is exceptional. It Introduction of lesson is effective. The teacher introduces lesson Introduction of lesson objectives is
& Objectives is clear, engaging, & aligned with The objectives are clear & well-stated, objectives satisfactorily. unsatisfactory.
goals of the lesson. Objectives are ensuring that students understand what The objectives are stated, but the The objectives are unclear or not
communicated in a way that fosters they will learn during the lesson. The introduction may lack clarity or introduced at all. The introduction
engagement. The teacher effectively introduction may lack some engagement. The connection between lacks engagement, & students are left
links the objectives to real-world engagement strategies or real-world the objectives & the content may not without a clear understanding of what
Planning & preparation

applications or prior knowledge, connections but is generally be as evident, & students' they will learn during the lesson.
making them highly relevant to informative & appropriate for the understanding may be limited.
students' lives. Students are provided lesson. Students understand what they
with a clear roadmap for the lesson. will achieve by the end of the lesson.
Alignment of Teacher seamlessly aligns the Teacher mostly aligns the introduction Teacher attempts to align the Teacher’s introduction & objectives are
introduction & introduction & objectives with the & objectives with the content but there introduction & objectives with the not aligned with the content of the
objectives with content of the lesson. There is a strong may be minor discrepancies or missed content, but there are noticeable gaps lesson. There is a significant mismatch
connection between what is introduced connections. Relationship between or inconsistencies. Connection between making it difficult for students to
Content
& what is learned fostering a deeper introduction & content is generally the introduction & content may not be understand the purpose of the lesson.
understanding. clear to all students evident to all students.
Learning methods There is a wide range of highly The teacher effectively employs a There is a limited range but the teacher There is little variety in the methods
& lesson activities engaging & interactive activities that variety of learning methods & makes some effort to vary approach & used, & students are disengaged,
cater to various learning styles within activities that are engaging, & there is involve learners. Teacher makes little/no attempt to
the class. a moderate range to cater to different match teaching methods to subject or
learning preferences. However, there learner needs & has low expectations.
may be occasional opportunities for
greater creativity.
Pace of learning & Exemplary pace, very well matched to Good pace which clearly matches Overall pace generally promotes Activities lack pace/rigor & do not
match to students’ needs subject & all learner levels. Activities subject & most learners’ needs & appropriate learning & interest, but promote learning. Learners lose
are very well-structured & timed to level. Most activities are well-timed & occasionally slow. Activities generally interest at some points. Many learners
maintain interest & stimulate learning structured matched to learner/subject level not stretched or confused & struggling
for all learners. to understand.
All learners actively involved & Good involvement & engagement of Satisfactory involvement & Insufficient or no involvement of
Student engagement &
engaged, ask & answer questions well. learners. Good level of interest & engagement of learners. Stay on task earners. Some learners bored &
active learning concentration. for majority of lesson. showing it.
Teacher demonstrates exceptional The teacher effectively checks on The teacher employs some methods to The teacher's checks on learning &
proficiency in checking on learning & learning & understanding, using a check on learning & understanding, but understanding are inadequate.
understanding. Various assessment variety of assessment strategies. These they may not be consistently effective. Assessment strategies are either absent
Checks on learning &
Instruction

strategies are employed throughout the strategies are appropriately timed & Assessment strategies engage some or poorly executed. Feedback is
questioning lesson & address the needs of all engage most students in the class. students, & feedback might be minimal or absent, leaving students
students. The teacher provides Feedback is provided regularly, inconsistent or delayed. without guidance.
immediate & constructive feedback helping students stay on track
Review/recap/summary The teacher excels in reviewing or The teacher effectively reviews or The teacher conducts a basic review, The teacher's review, recap, or
of learning summarizing learning. The review is summarizes learning. The review is recap, or summary of learning. It summary of learning is inadequate or
comprehensive & thoughtfully well-structured & covers essential touches upon key concepts but may missing. Key concepts are not
designed to reinforce key concepts & content from the lesson. It reinforces lack depth or structure. Student effectively revisited, leaving students
skills. It effectively ties together the key concepts & provides clarity on the engagement in the process is limited, without reinforcement. There is
main points of the lesson, highlighting main takeaways. While student & the review may not effectively minimal to no student engagement, &
connections between different parts of participation is encouraged, it may be reinforce the most critical content. the review does not contribute to
the content. The teacher encourages consistently engaging most but not all Students have a basic understanding of student understanding. As a result,
active participation of all students in students. the material, but there is room for students may struggle to retain the
the review process. improvement in retention & material, & their comprehension is
comprehension poor
 Both writing & speaking tasks are Both writing & speaking tasks are Both writing and speaking tasks are  HW tasks not mentioned or
Effectively administers explained & instructions are explained & instructions are generally mentioned, however, only 1 of them is  HW tasks mentioned but not
homework assignments communicated clearly. All students clear. Most students have a good explained. explained
have a good understanding of what is understanding of what is required
required
Fostering positive Exceptional teacher-student Positive teacher-student relationships Developing positive relationships with Poor teacher-student relationships are
teacher-student relationships are evident with all are evident with most students. some students. evident.
relationships students, fostering a supportive
classroom culture
Use of animation, Teacher consistently demonstrates high Teacher generally maintains a good Body language, facial expressions & Teacher lacks energy & enthusiasm
energy and body levels of enthusiasm & energy level of enthusiasm and energy, with gestures are used adequately to support throughout the lesson, impacting
language to elicit throughout the lesson. Body language, occasional moments of exceptional communication. student engagement. Body language,
facial expressions & gestures are animation. Transitions are generally smooth, but facial expressions & gestures are
engagement and a
dynamic & used effectively to Body language, facial expressions & there are moments where engagement minimal, inconsistent, do not
positive classroom
Conducive Classroom environment

emphasize key points & engage gestures are generally dynamic and wavers. effectively support the content or
environment students contribute to student engagement. negatively impact the classroom
environment.
Fostering a culture of The teacher excels in managing The teacher effectively manages The teacher manages classroom The teacher's management of
learning/ Classroom classroom behavior. The classroom is a classroom behavior. The classroom is behavior to an extent, but there may be classroom behavior is inadequate or
management model of order and respect, with a generally well-organized, with a room for improvement. The classroom ineffective. The classroom is
positive and inclusive atmosphere. positive and respectful atmosphere. may occasionally experience frequently disorganized, with a
These strategies proactively prevent The teacher employs a variety of disruptions, and strategies to maintain negative or chaotic atmosphere.
disruptions, and any issues that arise effective strategies to maintain order order may not be consistently applied. Strategies for managing behavior are
are addressed calmly and swiftly. All and address behavioral issues promptly Behavioral issues are addressed, lacking or poorly executed, leading to
students feel valued and heard. when they occur. Most students though there may be some delays or frequent disruptions. Behavioral issues
Overall, the teacher's classroom generally feel respected and included. inconsistencies are not addressed promptly or
management enhances the learning While there may be occasional minor effectively. The learning environment
environment and contributes disruptions, they are managed is compromised, hindering the lesson's
significantly to the lesson's success. effectively. success.
Punctuality The teacher logged in 5 mins in The teacher logged in to the platform  The teacher logged in to the platform
advance of the scheduled lesson, on time for scheduled lessons. They on time for scheduled lessons,
ensuring all technical aspects were were prepared to start the lesson as however, were unable to manage
working smoothly. They were present scheduled, managing technical issues technical issues promptly or
& ready to start the lesson on time, promptly & effectively.  The teacher was late in logging in
demonstrating a strong commitment to for scheduled lessons, resulting in
Professionalism & accountability

punctuality & professionalism. loss of instructional time.

Punctuality issues were not
effectively communicated or
addressed, negatively impacting the
online learning environment.
Performance Indicator Yes No Comment
Took attendance  We can set another way to take the
attendance and manage time of the class
more efficiently.
Used Dojo points during the lesson 
Use of updated Monglish materials 
Adherence to Monglish Curriculum and Materials 
Adherence to the dress code 
Adherence to the netiquette guidelines (camera on, lighting, Monglish background) 
Uses the allocated duration for sessions (i.e. not finishing before or after 
the allocated time slot) 90 mins LG, UG and adults - 60 mins for
foundation classes (5 min break included)
Sent homework directly after the session (within an hour)

NB: The purpose of this table is to create consistency in terms. These numbers apply to all
the information e.g., the number of students or the activities themselves

Teachers are expected to at least be in the “Good” band for each aspect
 LESSON OBSERVATION FORM

Date: 30/4/2025 Teacher Observed: Dalia Observer: Mohamed Srour

Bassam

Class: Foundation plus level 2 Session: Topic:

Context of lesson and focus of observation:

Formal observation

Overall standard of learning Grade:

Grade 4 (Outstanding), Grade 3 (Good), Grade 2 (Satisfactory but requires further 3

improvement) and Grade 1 (Requires significant improvement).

KEY JUDGEMENTS

Strengths contributing to successful Areas for further development:

student experience:  Time-management.
 Very good caring and encourage of  Smooth transition between the
her students. activities and discussion.
 Clear goals and objectives.
 Very good closure for the session.
 Good application for student-
centered learning.
 Two-way communication.

PERFORMANCE INDICATORS
Please use the rubric to rate each performance indicator 4pts(Exemplary), 3pts (Good), 2 pts (Satisfactory but requires
further improvement) and 1pt (Requires significant improvement).

Performance Indicator 4 3 2 1

Lesson Introduction & objectives 3

Alignment of introduction & objectives with Content 3
Learning methods & lesson activities 4
Pace of learning & match to students’ needs 3
Student engagement & active learning 3
Checks on learning & questioning 4
Review/recap/summary of learning 3
Effectively administers homework assignments 3
Fostering positive teacher-student relationships 4
Use of animation, energy and body language to elicit engagement and a positive 3
classroom environment
Fostering a culture of learning/ Classroom management 3
Punctuality 3
Total 39
 Professional Support Plan
Objective 1
Actions to take Member Date Support/Resources Comment
Responsible provided

Objective 2
Actions to take Member Date Support/Resources Comment
Responsible provided

Objective 3
Actions to take Member Date Support/Resources Comment
Responsible provided

Review Dates Comment on Progress Next step