Republic of the Philippines

Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan

TEACHER EVALUATION TOOL

Teacher: _____________________________________________________________
Grade and Subject: _____________________________________________________
Observation Date/s: ________ ________ ________ ________ ________

Standard 1: Planning and Preparation

Summative Evaluation Demonstrating Knowledge of Content and Pedagogy
Criterion 1A:
Levels of Performance Documentation
Descriptor
Unsatisfactory Basic Proficient Distinguished (Circle)
#1 Knowledge of Content Teacher makes content Teacher displays basic Teacher displays solid Teacher displays extensive Observation/
errors or does not content knowledge but curriculum content content knowledge, with Conversation
correct content errors cannot articulate knowledge and makes evidence of continuing
students make. connections with other connections between the pursuit of such Written
parts of the discipline or content and other parts of knowledge. Documents
with other disciplines. the discipline and other
disciplines.
Criterion 1B: Demonstrating Knowledge of Students
#2 Knowledge of Students’ Characteristics, Teacher displays little Teacher recognizes the Teacher displays knowledge Teacher displays Observation/
Skills, and Knowledge knowledge of students’ value of understanding of all students’ cultural and knowledge of all students’ Conversation
cultural and students’ cultural and developmental cultural and
developmental developmental characteristics, skills, and developmental Written
characteristics, skills, characteristics, skills, knowledge of groups of characteristics, skills, and Documents
and knowledge. and knowledge for the students, and recognizes the knowledge of each
class as a whole. value of this knowledge. student and plans for
those differences
#3 Knowledge of Students’ Varied Teacher is unfamiliar Teacher displays general Teacher displays solid Teacher uses, where Observation/
Approaches to Learning with the different understanding of the understanding of the appropriate, knowledge of Conversation
approaches to learning different approaches to different approaches to students’ varied
that students exhibit, learning that students learning that different approaches to learning in Written
such as learning styles, exhibit, such as learning students exhibit, such as instructional planning Documents
modalities, and different styles, modalities, and learning styles, modalities, such as learning styles,
“intelligences.” different “intelligences.” and different modalities, and different
“intelligences.” “intelligences.”
Criterion 1C:
#4 Suitability for Diverse Students Goals/objectives are not Most of the All the goals/objectives are Goals/Objectives take into
suitable for the class. goals/objectives are suitable for most students in account the varying
suitable for most the class. learning needs of
students in the class. individual students or
groups.
Criterion 1D: Demonstrating Knowledge and Use of Resources
#5 Teaching Resources Teacher is unaware of Teacher displays limited Teacher is aware of district Teacher is fully aware of
district curriculum, CLEAR awareness of district curriculum, CLEAR and CORE district curriculum, CLEAR
and SECONDARY CORE curriculum, CLEAR and CURRICULUM and school and SECONDARY CORE
CURRICULUM, as well as SECONDARY CORE and district resources. CURRICULUM and school
resources and materials CURRICULUM and Teacher actively seeks other and district resources.
available through the resources and materials materials to enhance Teacher actively seeks
school or district. available through the instruction, for example, other materials to
Resources do not support school or district. from various cultural, enhance instruction; for
the instructional goals or Resources do not community, or professional example, from various
engage students in support the organizations and engages cultural, community, or
meaningful learning. instructional goals or students in meaningful professional organizations
engage students in learning. and provides
meaningful learning. opportunities to empower
students to access
resources.
#6 Use of Technology Teacher displays limited Teacher displays limited Teacher is fully aware of In addition to being aware
awareness of technology use of technology technology resources of school and district
resources available resources available available through the school technology resources,
through the school or through the school or or district and uses teacher actively seeks
district. district. technology to support additional technology to
instruction. enhance learning.
Criterion 1E: Designing Coherent Instruction
#7 Learning Activities Learning activities are Only some of the learning Most of the learning Learning activities are highly
not culturally relevant activities are culturally activities are culturally relevant to students,
and suitable to students, relevant and suitable to relevant and suitable to curriculum, culture, and
curriculum, or students, curriculum, or students, curriculum, and instructional goals. They
instructional goals. They instructional goals. instructional goals. progress coherently,
do not follow an Progression of activities in Progression of activities in producing a unified whole
organized progression the unit is uneven, and the unit is fairly even, and and reflecting recent
and do not reflect recent only some activities reflect most activities reflect professional research.
professional research. recent professional recent professional
research. research.
#8 Instructional Groups Instructional groups do Instructional groups are Instructional groups vary in Instructional groups vary in
not support the inconsistent in suitability membership as membership as appropriate
instructional goals and to the instructional goals appropriate to the to the different instructional
offer no variety or and offer minimal variety different instructional goals and are determined
flexibility in determining or flexibility in goals and are determined based on student needs.
membership. determining membership. based on student need. Students help determine the
appropriateness of their
placement.
#9 Use for Planning Teacher minimally uses Teacher uses assessment Teacher uses assessment Teacher uses assessment
assessment data to plan data to plan for the class data to plan for individuals data and students are aware
for the students in the as a whole. (Teacher- and groups of students. of how they are meeting the
class. (Teacher made, made, diverse classroom (Teacher-made, diverse established standards and
diverse classroom assessments, surveys, classroom assessments, participate in planning the
assessments, surveys, inventories, textbook, i- surveys, inventories, next steps. (Teacher made,
inventories, textbook, i- Know, criterion, norm textbook, i-Know, criterion, diverse classroom
Know, criterion, norm reference, MAP…) norm-reference, MAP…) assessments, surveys,
reference, MAP…) inventories, textbook, i-
Know, criterion, norm
reference, MAP…)
#10 Student Progress in Learning and Teacher’s system for Teacher’s system for Teacher’s system for Teacher’s system for
Assignment Completion maintaining information maintaining information maintaining information maintaining information on
on student learning and on student learning and on student learning and student learning and
completion of completion of assignments completion of assignments completion of assignments is
assignments is lacking. is partially effective. is fully effective. fully effective. Students
participate in the
maintenance of records.
#11 Criteria and Standards The proposed approach Assessment Assessment Assessment
contains no clear criteria/descriptors and criteria/descriptors and criteria/descriptors and
connection to curriculum standards have been standards are connected to standards are connected to
criteria/descriptors or developed, but they are the curriculum, are clear the curriculum, are clear and
standards. either not connected to and rigorous, include the rigorous, include the use of
the curriculum, not clear, use of exemplars, and have exemplars, and have been
or have not been clearly been clearly clearly communicated to
communicated to communicated to students. There is evidence
students. students. that students contributed to
the development of the
criteria/descriptors and
standards.

Prepared by: Submitted to:

_____________________________ Editha A. Bulos

Signature over Printed Name / Date School Administrator
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
Asian Institute of Science and Technology
Plaza Naning Victoria Bldg. Baliwag, Bulacan

GOAL SETTING CONFERENCE

Teacher: _____________________________________________________________
Grade and Subject: _____________________________________________________
Observation Date/s: ________ ________ ________ ________ ________
PLAN

ACTIVITIES

EXPECTED OUTCOME/MEASUREMENTS

_____________________________ _______________________________
Teacher’s Signature Administrator’s Signature
Date: _______________ Date: _______________