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Maam Tess Co 1

The document is an observation checklist for evaluating teachers' performance in various teaching indicators during classroom observations. Observers rate teachers on their application of content knowledge, teaching strategies, classroom management, and assessment methods. The tool is developed by the Philippine National Research Center for Teacher Quality with support from the Australian Government.

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NORIZA BOCABO
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3 views1 page

Maam Tess Co 1

The document is an observation checklist for evaluating teachers' performance in various teaching indicators during classroom observations. Observers rate teachers on their application of content knowledge, teaching strategies, classroom management, and assessment methods. The tool is developed by the Philippine National Research Center for Teacher Quality with support from the Australian Government.

Uploaded by

NORIZA BOCABO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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TEACHER I-III

OBSERVER: _________________________________________________ DATE: __________________________

TEACHER OBSERVED: ________________________________________ QUARTER: ______________________


SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________ OBSERVATION:

1 □ 2□ 3 □ 4□
DIRECTIONS FOR THE OBSERVERS:
Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the appropriate column
with a (✓) symbol.
Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
For schools with only one observer, this form will serve as the final rating sheet.

INDICATORS 3 4 5 6 7 NO*

1. Applied knowledge of content within and across curriculum teaching areas.


2. Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills.
4. Managed classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. Managed learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments.
6. Used differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences.

7. Planned, managed and implemented developmentally sequenced teaching and


learning processes to meet curriculum requirements and varied teaching contexts.
8. Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals.
9. Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
OTHER COMMENTS:

* NO stands for Not Observed which automatically gets a rating of 3.


____________________________________ ____________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support from

the Australian Government


S.Y. 202 3-2024 | Proficient Teacher

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