Department of Education

Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

I. Diversity Instruments
A. Indicators of Culturally Diverse Learners

Teacher Indicator Response Comments

Yes No
N/A
Displays understanding of diverse
cultures
Displays personal regard for students
of diverse cultures
Uses instructional materials free of
cultural bias
Uses examples and materials that
represent different cultures
Promotes examination of concepts
and issues from different cultural
perspectives
Intervenes to address acts of student
intolerance
Uses teachable moments to address
cultural issues
Reinforce student acts of respect for
diverse cultures
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

Time ended: Class: Date: Observer: Teachers Name/Signature:

B. Strategies for Diverse Learners-Quantitative

Teacher Indicator Response Comments

Yes No
N/A
Proximity to students

Different ways of encouraging

students
Positive reinforcement
techniques
Modifications for individual
children or types of learners
Use of childrens strengths

Multiple ways in which lesson is

unfolding
Integration of grouping according
to needs and skills
Scaffolding of instruction

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

C. Strategies for Diverse Learners-Qualitative

1. How does the teacher encourage students?

__________________________________________________________________________________________
2. What positive reinforcement techniques does he or she use?
____________________________________________________________________________
3. What kinds of modifications for individual children or types of learners are evident?
_________________________________________________________
4. How does the teacher use the childrens strengths?
____________________________________________________________________________________
5. Where are the students situated in the room and why?
_________________________________________________________________________________
6. Where are the students situated in the room and why?
_________________________________________________________________________________
7. What are the opportunities for small-group work?
_____________________________________________________________________________________
8. How does the teacher adapt materials and instruction to different student learning styles?
____________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

9. What is the teachers proximity to students?
_________________________________________________________________________________________
10. How are the children interacting?
__________________________________________________________________________________________________
11. What else is special about the treatment of the children?
_______________________________________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

D. Team Teaching in the Inclusion (or General) Classroom-Qualitative

1. Describe the involvement of the general education teacher and the special education teacher with the whole class, with
small groups, and with individual children.
______________________________________________________________________________________________________________________
2. What is the role of each teacher?
__________________________________________________________________________________________________
3. Who attends to the individual needs of the children?
___________________________________________________________________________________
4. Who attends to the individual needs of the children?
___________________________________________________________________________________
5. How are the accommodations for children with special needs handled?
____________________________________________________________________
6. How is responsibility for children with special needs divided between the teacher?
__________________________________________________________
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

E. Accommodations and Modifications for English Language Learners-Quantitative

Accommodation Modification Was this element present? What is the evidence?

Yes No N/A
Teacher talk is modified: slower
speech, careful choice of words,
idioms and expressions
Teacher allows wait time and
monitors teacher input vs. student
output
Definitions and language are
imbedded in content/context
Real-world artifacts present that
support comprehension
Elicits and draws on students
background to build prior knowledge

Teacher uses nonverbal cues to

support comprehension

Time ended: Class: Date: Observer: Teachers Name/Signature:

II. Balanced Literacy and Standards-Based Tools

A. Guided Reading Quantitative
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

Guided Reading Yes/No/NA Comments/Examples
Teacher Indicator
MANAGEMENT
Was the transition from the mini-lesson to
group work implemented in an orderly
fashion?
Were the other children on task while the
teacher was in small group instruction?
Was the time allotted for the guided reading
group appropriate?
INSTRUCTION
Was the text for guided reading introduced in
a manner that provided needed support so
that students could read independently and
successfully?
Were the children interested in and did they
grasp the concepts being taught?
Was the text appropriate for the group with
respect to the level, content and interest?

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

B. Guided Reading Qualitative Teacher Tasks in Guided Reading-Qualitative

Selects appropriate text for small group instruction Helps children to think, talk, and question through the instruction

Introduces story to the group as well as vocabulary concepts and Allows small groups to read independently with minimum teacher
text features. support

Problems or reinforces reading strategies and provides students with the opportunity to use the strategy.

Records reflections on the students reading behaviors during and Engages students in a brief discussion after reading the story.
after reading.

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

C. Read Aloud/Story Time

Teacher Behaviors Yes/No/NA Comments

Introduces book by showing cover and
reading title. Encourages students to share
thoughts about book based on these
features.
Reads name/s of author and illustrator.
Asks students to point to title, author,
illustrator and encourages discussion about
these features.
Introduces at least three words that will be
in story by showing cards with words and
pictures corresponding them.
Attempts to capture/maintain students
interest. Uses facial expression and
changes in tone, pitch, and so on to
represent different characters and
emphasize words of facts.
Involves children throughout the story by
encouraging comments and suggestions.
Also open-ended questions, such as What
if? What would you do it?, and so on, and
provides wait time. When voluntary
responses are limited, initiates discussion
of facts, plot, and/or characters.
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

Involves children in extension activities by
creating charts or other visuals, for
example, T charts, story maps,
word/character webs.
Invites children to retell story in their own
words (through pretending to read the
book to the class, using puppets, etc.

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

D. National Council of Teachers Mathematics Content Standard Quantitative Geometry

Mathematics

Students Can Yes / No / NA Observations

Analyze characteristics and properties
of two-and three-dimensional
geometric shapes and develop
mathematical arguments about
geometrical relationships
Specify locations and describe spatial
relationships using coordinate
geometry and other representational
systems
Apply transformations and use
symmetry to analyze mathematical
situations
Use visualization, spatial reasoning,
and geometric modeling to solve
problems
Time ended: Class: Date: Observer: Teachers Name/Signature:
 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

E. NCTM Process Standards

Activity Category Tally Total Percentage

Problem Solving

Reasoning and proof

Communication

Connections

Representation

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

III. Accountable Talk
A. Teacher Behaviors Keyed to Accountable Talk -Quantitative

Teacher Indicators Yes / No / NA Observations

Engages students in talk by:
-Providing opportunities to speak about content
knowledge, concepts, and issues
-Using wait time/allowing silence to occur
-Listening carefully
-Providing opportunities for reflection on classroom talk
Assists students to listen carefully to each other by:
-Creating seating arrangements that promote discussion
-Providing clear expectations for how talk should occur
-Requiring courtesy and respect
-Reviewing major ideas and understanding from talk
Assists students to elaborate and build on others ideas
by:
- Modelling reading processes of practicing , looking for
key words, engaging prior knowledge , and so on
Assists in clarifying or expanding proposition by:
-Modelling methods of restating arguments and ideas and
asking if they are expressed correctly
-Modelling and providing practice of responding
appropriately to criticism
-Modelling expressing own puzzlement or conclusion

Time ended: Class: Date: Observer: Teachers Name/Signature:

 Department of Education
Region III
DIVISION OF PAMPANGA
City of San Fernando

TOOLS FOR A STANDARDS-BASED ENVIRONMENT

B. Student Behaviors Keyed to Accountable Talk

Teacher Indicators Yes / No / NA Observations

Students are engaged in talk when they:
-Speak appropriately in a variety of classroom
situations
-Allow others to speak without interruption
-Speak directly to other students
Students are listening attentively and build others
ideas when:
-Make eye contact with speaker
-Refer to a previous speaker
-Connect comments to previous ideas
Students elaborate and build on others ideas
when they:
-make comments related to the focus of the discussion
-Listening carefully
-Talk about issues rather than participants
Assists in clarifying or expanding a proposition
by:
-Modelling methods of restating arguments and ideas
and asking if they are expressed correctly.
-Modelling and providing practice of responding
appropriately to criticism
-Modelling expressing own puzzlement or conclusion

Time ended: Class: Date: Observer: Teachers Name/Signature: