Teaching Performance Evaluation Checklist i4u2x

Republic of the Philippines CAGAYAN STATE UNIVERSITY Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION TEACHING PERFORMANCE EVALUATION CHECKLIST Teacher Observed: ___________________________ School:___________________________ Grade:______________________________________ Municipality:______________________ Time Bound:_________________________________ Time Finished:_____________________ Subject Area Observed:________________________ Date:____________________________ Subject Matter:_________________________________________________________________ ITEM / CRITERIA 1. Use of Behavioral Objectives . . . . . . . 15% 1.1 Specific 1.2 Measurable 1.3 Attainable 1.4 Result – Oriented 1.5 Time Bound

RATING _______ _______ _______ _______ _______ Average: _______ x 15%

_______

_______ _______ _______ Average: _______ x 10%

_______

_______ _______ _______ _______ _______ _______ Average: _______ x 35%

_______

_______ _______ _______ Average: _______ x 20%

_______

5. Results . . . . . . . . . . . . . . . . . . . . . . . . . . . 20% Index of Mastery Average: _______ x 20%

_______

2. Instructional Materials Used . . . . . . . . . . 10% 2.1. Appropriate 2.2. Adequate 2.3. Economical 3. Teaching Strategies/Learning Activities . 35% 3.1. Congruent with Objectives 3.2. Appropriate 3.3. Sequential 3.4. TP, PP, and PM Interaction 3.5. Values Integrated 3.6. Enrichment/Reinforcement/Remediation 4. Evaluation Items . . . . . . . . . . . . . . . . . . . 20% 4.1. Includes HOTS 4.2. Congruent with Objectives 4.3 Well-constructed

TOTAL AVERAGE _______ ___________________________________________ Signature over Printed Name of the Rater/Evaluator My Practice Teaching Handbook and Portfolio (NCBTS – Based)

Republic of the Philippines CAGAYAN STATE UNIVERSITY Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION LESSON CRITIQUING FORM FOR PRACTICE TEACHING Student Intern

: _________________________________________________.

Year / Course

: _________________________________________________

Grade /Year level/

: _________________________________________________

Date and Time of Lesson

: _________________________________________________

Type of Lessons Observed

□ Announced Observation □ Unannounced Observation □ Demonstration Lesson Lesson Plan

Attainment of Objectives

Classroom Management

Art of Questioning

Preparation of Instructional Materials

Mode of Evaluation / Assessment

___________________________________________ Signature over Printed Name of the Rater/Evaluator My Practice Teaching Handbook and Portfolio (NCBTS – Based)

Republic of the Philippines CAGAYAN STATE UNIVERSITY Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION Pre-Service Teacher’s Actual Teaching Checklist Name of Mentee: Subject Taught: School

________________________ ________________________ ________________________

Name of Mentor: Date:

Time:

____________________ ____________________ ____________________ Observed

I.

Not Observed

TEACHER’S PERSONALITY The teacher is neat and well-groomed The teacher is free from mannerism that tend to disturb the student attention. The teacher’s personality is strong to command respect and attention. The teacher shows dynamism and enthusiasm. The teacher has well-modulated voice. II. LESSON PLANNING A. Lesson plan is well-prepared. B. There is congruence between: 1 objective and subject matter 2 objective and teaching procedure 3 objective and formative test 4 objective and assignment III. CONTENT A. The teacher demonstrates in depth knowledge of the subject matter. B. He/She is able to relate lessons to actual life situations. C. Keeps abreast of new ideas and understanding in the field. D. Give sufficient and concrete example to create meaningful learning experiences. IV. TEACHING METHODS A. Method/s used was/were suited to the needs and capabilities of the students. B. The teacher was creative enough to adapt his/her method to the student capabilities. C. Visual aids and other examples were used to illustrate the lesson D. The teacher made effective use of the formative test after teaching. V. CLASSROOM MANAGEMENT A. The teacher has a systematic way of checking: 1. Attendance 2. Assignment/Homework/ Agreement 3. Practice exercises 4. Group work/projects 5. ing in and out of the room. 6. Correcting, distributing, and collecting paper B. Order and discipline were present in the classroom C. Visuals aids were within easy reach of the teacher during his/her teaching VI. QUESTIONING SKILLS The teacher’s questioning skills stimulates discussions in different way such as: 1 probing for learner’s understanding 2 helping students articulate their ideas and thinking process 3 promote risk-taking and problem solving 4 facilitate factual recall 5 encourage convergent and divergent thinking 6 stimulate curiosity 7 helps students to ask questions Source: Experiential Learning Courses Handbooks: A Project of the Teacher Education Council (TEC) Department of Education (DepEd) commission A. B. C. D. E.

___________________________________________ Signature over Printed Name of the Rater/Evaluator My Practice Teaching Handbook and Portfolio (NCBTS – Based)

Republic of the Philippines CAGAYAN STATE UNIVERSITY Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION PRE-SERVICE TEACHER’S ACTUAL TEACHING OBSERVATION AND RATING SHEET (For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: Subject Taught: School:

________________________ ________________________ ________________________

Legend: 4 – Outstanding

3 – Very Satisfactory 2 – Fair

Name of Mentor: Date:

Time:

____________________ ____________________ ____________________

1 – Needs Improvement

4 3 2 1 TEACHER’S PERSONALITY A. The teacher is neat and well-groomed B. The teacher is free from mannerism that tend to disturb the student attention. C. The teacher’s personality is strong to command respect and attention. D. The teacher shows dynamism and enthusiasm. E. The teacher has well-modulated voice. II. LESSON PLANNING A. Lesson plan is well-prepared. B. There is congruence between: 1 objective and subject matter 2 objective and teaching procedure 3 objective and formative test 4 objective and assignment III. CONTENT A. The teacher demonstrates in depth knowledge of the subject matter. B. He/She is able to relate lessons to actual life situations. C. Keeps abreast of new ideas and understanding in the field. D. Give sufficient and concrete example to create meaningful learning experiences. IV. TEACHING METHODS A. Method/s used was/were suited to the needs and capabilities of the students. B. The teacher was creative enough to adapt his/her method to the student capabilities. C. Visual aids and other examples were used to illustrate the lesson D. The teacher made effective use of the formative test after teaching. V. CLASSROOM MANAGEMENT A. The teacher has a systematic way of checking: 1 Attendance 2 Assignment/Homework/ Agreement 3 Practice exercises 4 Group work/projects 5 ing in and out of the room. 6 Correcting, distributing, and collecting paper B. Order and discipline were present in the classroom C. Visuals aids were within easy reach of the teacher during his/her teaching VI. QUESTIONING SKILLS The teacher’s questioning skills stimulates discussions in different way such as: 1 probing for learner’s understanding 2 helping students articulate their ideas and thinking process 3 promote risk-taking and problem solving 4 facilitate factual recall 5 encourage convergent and divergent thinking 6 stimulate curiosity 7 helps students to ask questions Source: Experiential Learning Courses Handbooks: A Project of the Teacher Education Council (TEC) Department of Education (DepEd) commission on Higher Education (CHED). 2007 I.

__________________________________________ Signature over Printed Name of the Rater/Evaluator My Practice Teaching Handbook and Portfolio (NCBTS – Based)

Republic of the Philippines CAGAYAN STATE UNIVERSITY Lal-lo, Cagayan

COLLEGE OF TEACHER EDUCATION

My Practice Teaching Handbook and Portfolio (NCBTS – Based)