CLASSROOM OBSERVATION EVALUATION CRITERIA

A Summary of Evaluation Ratings and Guidelines

5. OUTSTANDING 4. ABOVE AVERAGE 3. SATISFACTORY 2. NEEDS DEVELOPMENT 1. UNSATISFACTORY
Summary : Summary : Summary: Summary: Summary:
A model teacher, whose teaching A good teacher who meets all An effective teacher who meets A teacher with weaknesses who meets Meets few expectations and is
embodies the best ELT practices, expectations & exceeds some. Has most but not all expectations. some but not most expectations. Has unlikely to satisfy the requirements
exceeds expectations in almost all the potential to develop into an Delivers satisfactory performance developmental needs in some core of the Institute. Demonstrates
criteria and meets global EFL outstanding teacher with training in most categories. May receive areas and has to work hard to meet the fundamental weaknesses in terms
benchmarks in terms of planning, and constructive feedback. 'Needs Development' rating in requirements of the institute in terms of language skills. Teaching skills
instructional quality and Possesses exceptional some areas but has the ability to of planning, classroom management, are weak and ineffective and are
communication skills. Could be communication skills but needs to meet all or exceed some lesson delivery skills and language unlikely to improve with training or
filmed and observed by other fine-tune lesson delivery skills to expectations with further proficiency. coaching.
teachers for the purpose of meet the 'best practices' standards. training, experience and
training and development. feedback.

Guidelines: Guidelines: Guidelines: Guidelines: Guidelines:

• Receives ‘Outstanding’ rating • Receives ‘Above Average’ or • Receives ‘satisfactory’ or • Receives ‘Needs Development’ • Receives ‘Unsatisfactory’ rating
in approximately 12 out of 16 ‘Outstanding’ rating in higher ratings in rating in D15 or D16 in D15 or D16.
evaluation categories. approximately 12 out of 16 approximately 13 out of 16 • May receive ‘Unsatisfactory’ rating • Receives ‘Unsatisfactory’ rating
• Should not receive evaluation categories. evaluation categories. in one or more categories. in 4 out of 16 categories or any
‘Satisfactory’, ‘Needs • Should not receive ‘Needs • Should not receive • Receives ‘Needs Development’ 3 of the following key areas:
Development’ or Development’ or ‘Unsatisfactory’ rating in any rating in approximately 4 out of 16 B2, B3, C7, C8, C9, C10, C11,
‘Unsatisfactory’ ratings in any ‘Unsatisfactory’ ratings in any category. categories or any 3 of the following C12, D15, D16.
category. category. • Should receive ‘Satisfactory’ key areas: • Receives ‘Needs Development’
• Has ‘Outstanding’ rating in • Has ‘Above Average’ or higher or higher ratings in most of B2, B3, C7, C8, C9, C10, C11, C12, rating in 8 out of 16 categories.
most of the following key ratings in most of the following the following key areas: D15, D16
areas: key areas: B2, B3, C7, C8, C9, C10, C11,
B2, B3, C7, C8, C9, C10, C11, B2, B3, C7, C8, C9, C10, C11, C12, C12, D15, D16
C12, D15, D16 D15, D16

4+ Excellent 3+ High Satisfactory

Guidelines: Guidelines:
Meets all criteria for a rating of 4 Meets all criteria for a rating of 3
and: and:
• Has at least 7 categories rated • Has at least 7 categories rated
“Outstanding”. “Above Average” or
• Has not received “Satisfactory”, “Outstanding”.
“Needs Development” or • Has not received “Needs
“Unsatisfactory” ratings in any Development” or
category. “Unsatisfactory” ratings in any
category.

Instructor’s Overall Rating 1 2 3 3+ 4 4+ 5

 EVALUATION CRITERIA
A PLANNING AND PREPARATION
1. Develops a focused and logically staged lesson with clearly stated and appropriate lesson objectives
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Lesson Objectives are specific, • Lesson Objectives are specific, • Lesson Objectives are realistic & • Lesson Objectives may be • Lesson Objectives are unrealistic &
realistic & relevant to the realistic & relevant to the relevant to the curriculum goals somewhat unrealistic & may be less not relevant to the curriculum
curriculum goals curriculum goals • Lesson plan bears evidence of relevant to the curriculum goals • Lesson plan bears little evidence of
• Exceedingly well thought out • Well thought out lesson plan thought and planning • Lesson plan bears evidence of only planning or is not submitted at all.
lesson plan with professional with professional layout • Lesson plan may lack details brief thought and planning. • Stages are not clearly identified and
layout bearing evidence of careful bearing evidence of careful • Stages may not be clearly • Stages are not clearly identified and the plan lacks logical progression.
planning planning identified and the plan may lack the plan lacks logical progression. • The lesson plan is extremely general
• Clearly identified stages with • Clearly identified stages but logical progression • The lesson plan is very general and and may solely list activities.
logical progression & sufficient they lack logical progression • The lesson, as delivered may be may be a mechanical listing of • The lesson plan does not indicate any
details or some of the details not as well-organized as the activities in places variety in interaction patterns
• The lesson, as delivered, follows • The lesson, as delivered, lesson plan was • The lesson plan shows little thought • The lesson plan does not include
the overall stages and organization follows the overall stages and • Lesson plan includes some about interaction patterns activities to verify whether objectives
of the lesson plan organization of the lesson plan appropriate variety of interaction • The lesson plan does not include were achieved
• Lesson plan includes a thoughtful • Lesson plan includes a variety patterns activities to verify whether
and appropriate variety of of interaction patterns • Lesson includes activities that at objectives were achieved
interaction patterns (individual, • Most objectives on the lesson least attempt to verify whether
pair, group work, teacher-student, plan are verifiably achieved by objectives were achieved by the
and student-student interaction) the end of the lesson end of the lesson
• Most objectives on the lesson plan
are verifiably achieved by the end
of the lesson

B CLASSROOM ENVIRONMENT
2. Builds rapport with learners to create a cordial and supportive learning environment
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher is very pleasant & friendly • Teacher is pleasant & friendly • Teacher is somewhat pleasant & • Teacher is not very pleasant and • Teacher is distant, aloof or ill
• Teacher uses words of • Teacher uses words of friendly friendly tempered
encouragement & appreciation encouragement & • Teacher uses words of • Teacher does not appear to have • Teacher makes almost no effort to
frequently and appropriately, appreciation often, although encouragement & appreciation much rapport with learners build rapport with learners
even when correcting wrong not always when correcting sometimes, although usually not • Teacher often does not use words • Teacher does not use words of
answers wrong answers when correcting wrong answers of encouragement & appreciation encouragement & appreciation
• Teacher is very sensitive to the • Teacher is sensitive to the • Teacher is not always sensitive • Teacher is often not sensitive to the • Teacher is not sensitive to the
learners’ culture, needs & level learners’ culture, needs & to the learners’ culture, needs & learners’ culture, needs, and/or learners’ culture, needs & level
• Teacher is very patient with the level level level • Teacher gets rude or impatient
learners • Teacher is patient with the • Teacher is reasonably patient • Teacher is not very patient with the • Teacher does not respond to needs,
• Teacher always responds to learners with the learners learners concerns, and questions raised by
needs, concerns, and questions • Teacher doesn’t always • Teacher sometimes responds to • Teacher often does not respond to the students.
raised by the students. respond to needs, concerns, needs, concerns, and questions needs, concerns, and questions • Teacher rarely calls learners by name
• Teacher almost always calls and questions raised by the raised by the students. raised by the students.
learners by name and makes them students. • Teacher sometimes calls learners • Teacher occasionally calls learners
feel comfortable • Teacher often calls learners by name by name
by name
B 3. Demonstrates effective classroom management skills to enhance & support learning
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher consistently • Teacher often demonstrates • Teacher demonstrates adequate • Teacher occasionally demonstrates • Teacher often loses his grip on the
demonstrates excellent classroom good classroom management classroom management skills to adequate classroom management lesson because of poor classroom
management skills to keep the skills to keep the learners keep the learners focused skills but fails to keep the learners management skills and fails to keep
learners focused focused • Teacher deals with disruptive consistently focused the learners focused
• Teacher deals with disruptive • Teacher deals with disruptive learner behavior appropriately • Teacher does not always deal with • Teacher insults or shouts at learners
learner behavior firmly without learner behavior firmly without being offensive & disruptive learner behavior in an to enforce discipline
being offensive & responds without being offensive & responds to acts of disruption appropriate and inoffensive way and • Teacher overlooks continued violation
promptly to acts of disruption responds promptly to acts of such as coming late to class, sometimes loses his grip on the of classroom norms & doesn't deal
such as coming late to class, disruption such as coming late talking aloud and playing with lesson as a result of disruption from with disruptive learner behavior firmly
talking aloud, and playing with to class, talking aloud and mobile phones with minimal students coming late, talking aloud, & promptly
mobile phones without losing his playing with mobile phones distraction from his lesson or playing with their mobile phones. • Teacher doesn’t improvise to engage
grip on the lesson without losing his grip on the • Teacher doesn’t improvise to • Teacher doesn’t improvise to engage & involve disruptive learners
• Teacher improvises on the spot to lesson engage & involve disruptive & involve disruptive learners
engage & involve disruptive • Teacher doesn’t improvise to learners
learners engage & involve disruptive
learners

B 4. Manages classroom space effectively to maximize learner participation

5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher chooses an appropriate • Teacher chooses an • Teacher chooses an appropriate • Teacher may not always choose an • Teacher doesn’t choose an
seating arrangement to maximize appropriate seating seating arrangement for learner appropriate seating arrangement to appropriate seating arrangement to
learner participation arrangement to maximize participation maximize learner participation enhance learning
• Teacher moves around the learner participation • Teacher moves around the • Teacher doesn’t move around the • Teacher rarely moves around the
classroom and always pays equal • Teacher moves around the classroom but doesn’t usually pay classroom very much and doesn’t classroom and doesn’t pay equal
attention to all learners classroom and usually pays equal attention to all learners pay equal attention to all learners attention to all learners
• Teacher reshuffles learners for equal attention to all learners • Teacher may or may not reshuffle • Teacher doesn’t reshuffle learners • Teacher doesn’t reshuffle learners
activities making sure all learners • Teacher reshuffles learners for learners for activities and some for activities and some learners are efficiently for activities and many
are involved and no one feels left activities but a few learners learners are not involved not involved learners are not involved
out may not be involved or may
feel left out.

C LESSON DELIVERY
5. Uses engaging warm up activities to personalize the learning context and stimulate learners’ interest
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher uses extremely effective • Teacher uses effective lead-in • Teacher uses appropriate lead-in • Teacher uses some lead-in strategies • Teacher doesn’t use any lead-in
lead-in strategies for a lively start strategies for an interesting strategies to start the lesson but they are not engaging enough strategies and starts the lesson
to the lesson start to the lesson • Teacher doesn’t use visuals or • Teacher doesn’t use visuals or any abruptly.
• Teacher uses visuals or other • Teacher uses visuals or other other learning aids effectively to other learning aids to draw on • Teacher doesn’t use visuals or any
learning aids extremely skillfully learning aids effectively to draw on learners’ prior knowledge learners’ prior knowledge and to other learning aids to draw on
to draw on learners’ prior draw on learners’ prior and to engage their attention engage their attention learners’ prior knowledge and to
knowledge and to engage their knowledge and to engage their • Teacher may or may not present • Teacher doesn’t present the lesson in engage their attention
attention attention the lesson in a familiar context a familiar context close to learners’ • Teacher doesn’t present the lesson in
• Teacher presents the lesson in an • Teacher presents the lesson in close to learners’ real-life real-life experiences a familiar context close to learners’
interesting and familiar context an interesting and familiar experiences real-life experiences
close to learners’ real-life context close to learners’ real-
experiences life experiences
C 6. Gives clear & concise instructions for activities
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher consistently gives clear, • Teacher usually gives clear, • Teacher gives fairly clear • Instructions before activities are • Instructions before activities are
focused, and precise instructions focused, and precise instructions which are usually often not initially understood by the frequently unclear and learners don’t
before activities start instructions before activities understood by the students before learners due to a lack of focus and understand what’s expected of them
• Teacher uses gestures and start activities start. clarity without much confusion and/or
examples to clarify instructions as • Teacher often uses gestures • Teacher often doesn’t use • Teacher doesn’t use gestures and clarification
needed according to the level of and examples to clarify gestures and examples to clarify examples to clarify instructions • Teacher doesn’t use gestures and
the students instructions when needed instructions when needed when needed examples to clarify instructions when
• Teacher always checks according to the level of the • Teacher often doesn’t check • Teacher doesn’t check instructions needed
instructions were understood students instructions were understood were understood • Teacher doesn’t check instructions
• Teacher breaks up instructions for • Teacher often checks • Teacher usually doesn’t break up • Teacher doesn’t break up were understood
complex activities instructions were understood instructions for complex activities instructions for complex activities • Teacher doesn’t break up instructions
• Teacher doesn’t always break for complex activities
up instructions for complex
activities

C 7. Monitors learners closely to ensure they are focused during activities

5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher monitors effectively to • Teacher monitors effectively • Teacher monitors during activities • Teacher tries to monitor but it’s • Teacher doesn’t monitor during
ensure all learners are focused on to ensure learners are focused and is aware of how students are ineffective and may be too brief or activities and most of the learners are
the task and moves around to on the task and moves around progressing with the task, if they too little. not focused
check if they need support to check if they need support are finished, or if they are having • Learners may not be focused. • Teacher doesn’t move around to check
• Teacher is alert and attentive as • Teacher is alert and attentive difficulties. • Teacher is not very aware of how if learners need support
he watches and listens keenly to but he doesn’t always watch • Learners are generally engaged students are progressing with the • Teacher doesn’t motivate learners
note errors and listen keenly to note and on-task although some task, if they are finished, or if they during activities
• Teacher motivates learners to get errors learners may not be focused are having difficulties. • Teacher is not alert and attentive and
on with the task • Teacher often motivates • Teacher moves around to check if • Teacher doesn’t motivate learners he pays little attention to the learners
• Teacher corrects errors learners to get on with the learners need help but he could be during activities during an activity
unobtrusively while monitoring task more alert and attentive • Teacher doesn’t check if learners • Teacher continues to speak during
• Teacher is fully aware of needs • Teacher corrects errors while • Teacher occasionally motivates need help and is not aware of the activities frequently interrupting
across the whole classroom and monitoring but he’s intrusive learners while monitoring needs and progress of the whole learners
divides his time exceptionally well at times • Teacher corrects errors while classroom.
among a variety of learners. • Teacher is aware of the needs monitoring but he’s intrusive at
of the whole classroom and times.
distributes his time • Teacher is aware of the needs and
appropriately across the progress of the whole classroom
classroom taking into but does not always distribute his
consideration student need. time appropriately across the
classroom.
C 8. Uses effective questioning techniques to elicit learners' responses and to check their understanding
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher regularly asks effective • Teacher often asks effective • Teacher asks some effective • Teacher uses questions to elicit • Teacher doesn’t use many questions
questions for eliciting as much questions for eliciting questions for eliciting answers some information from students, to elicit information from students
background knowledge and background knowledge and from learners but could elicit more but in general the teacher needs to and needs to elicit much more.
answers from learners as possible answers from learners background knowledge elicit more. • Teacher rarely asks concept check
• Teacher asks concept check • Teacher often asks concept • Teacher sometimes asks concept • Teacher often doesn’t ask concept questions to ensure learners have
questions to ensure learners have check questions to ensure check questions to ensure learners check questions to ensure learners grasped what’s been discussed
grasped what’s been discussed learners have grasped what’s have grasped what’s been have grasped what’s been discussed • Teacher tries to explain too much and
• Teacher doesn’t explain been discussed discussed • Teacher often tries to explain too doesn’t give learners opportunities to
everything and teases out • Teacher occasionally explains • Teacher sometimes tries to much and often doesn’t give learners express their ideas
learners’ prior knowledge by too much and doesn’t always explain too much and sometimes opportunities to express their ideas
giving them ample opportunities give learners opportunities to doesn’t give learners
to express their ideas express their ideas opportunities to express their
ideas

C 9. Provides a range of learner centered activities to facilitate classroom interaction

5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher engages learners in a • Teacher engages learners in a • Teacher engages learners in some • Teacher doesn’t generate enough • Teacher delivers a teacher driven
wide range of learner centered range of learner centered learner centered activities which Student Talk Time as the activities lesson with inadequate or no learner
activities which generate a large activities which generate a generate some Student Talk Time are not always learner centered or centered activities and little Student
amount of Student Talk Time. significant amount of Student although more Student Talk Time effective Talk Time
• Teacher uses an appropriate blend Talk Time would be better • Classroom interaction patterns lack • Classroom interaction patterns lack
of classroom interaction patterns • Teacher varies classroom • There is some variety in classroom variety with little S-S interaction and variety with very little S-S interaction
with activities involving individual interaction patterns between interaction patterns, but more inadequate pair or group work and inadequate pair or group work.
as well as pair & group work individual, pair & group work pair or group work is needed. • Activities are often not interesting, Almost all interaction passes through
• Activities are interesting, varied, • Activities are usually • Activities are not always varied, focused and appropriate to the teacher in some way.
focused and appropriate to interesting, varied, focused interesting, varied, focused and learners’ level and needs • Activities are not interesting, varied,
learners’ level and needs and appropriate to learners’ appropriate to learners’ level and focused and appropriate to learners’
level and needs needs level and needs

C 10. Demonstrates command of the subject matter and the lesson content
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher knows the topic • Teacher knows the topic well • Teacher knows the topic well and • Teacher knows the topic and the • Teacher doesn’t know the topic well
extremely well and the and the information provided the information provided to information provided to learners is and the information provided to
information provided to learners to learners is factually correct learners is usually factually correct mostly factually correct learners is sometimes factually
is factually correct • Teacher usually demonstrates • Teacher sometimes demonstrates • Teacher demonstrates incomplete incorrect
• Teacher demonstrates sound sound knowledge of incomplete knowledge of knowledge of vocabulary, grammar • Teacher demonstrates significant
knowledge of vocabulary, vocabulary, grammar vocabulary, grammar concepts, concepts, reading strategies, and/or gaps in knowledge of vocabulary,
grammar concepts, reading concepts, reading strategies, reading strategies, and/or writing writing strategies as they come up in grammar concepts, reading strategies,
strategies, and/or writing and/or writing strategies as strategies as they come up in the the lesson and/or writing strategies as they come
strategies as they come up in the they come up in the lesson lesson • Teacher may not answer all learners’ up in the lesson
lesson • Teacher handles most • Teacher answers learners’ questions, and answers may be • Teacher may not answer all learners’
• Teacher handles learners’ learners’ questions questions, but some answers may ineffective, unclear, or inaccurate. questions, and answers may be quite
questions effectively, accurately, effectively, accurately, and be less effective, less clear, or ineffective, unclear, or inaccurate.
and with clarity. with clarity. slightly inaccurate.
C 11. Delivers a well timed and well paced lesson with minimal digression to achieve the stated lesson objectives
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher achieves the vast • Teacher achieves most of the • Teacher achieves most of the • Teacher achieves some of the stated • Teacher doesn’t achieve most of the
majority of the stated lesson stated lesson objectives stated lesson objectives lesson objectives stated lesson objectives
objectives • Any digression into details • Teacher may occasionally digress • Teacher sometimes digresses into • Teacher often digresses into details
• Teacher doesn’t digress into irrelevant to the lesson into details irrelevant to the details irrelevant to the lesson irrelevant to the lesson content and
details irrelevant to the lesson content and goals are minimal lesson content and goals content and goals goals
content and goals • Teacher moves from one part • Transitions from one part of the • Transitions from one part of the • Transitions from one part of the
• Teacher moves from one part of of the lesson to another lesson to the next are fairly lesson to the next are sometimes not lesson to the next are often not
the lesson to the next extremely smoothly with logical smooth and logical smooth and logical and may be smooth and logical and may be
smoothly with logical transitions transitions • The lesson is fairly well-paced confusing at times confusing at times
• The lesson is extremely well-paced • The lesson is well-paced with although some activities seem to • The lesson is not very well-paced • The pacing of the lesson is either
with almost no activities going too few activities going too fast or either go too slow or too fast for and it often seems to be going either extremely slow or extremely fast for
fast or too slow for the learners. too slow for the learners. the learners. too slow or too fast for the learners. the learners.

C 12. Evaluates learners’ work with clear and constructive feedback & assessment activities
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher at the end of every • Teacher at the end of every • Teacher gives clear feedback at • Teacher gives feedback at the end of • Teacher rarely gives feedback at the
activity & stage gives clear & crisp activity & stage gives clear the end of most activities & stages some activities and stages but it's end of activities and stages & the
feedback with a balanced mix of feedback with a balanced mix but it lacks a balanced mix of often unclear and lacks a balanced feedback, when given, is often vague
elicitation, explanation and of elicitation, explanation and elicitation, explanation and mix of elicitation, explanation and & ineffective
illustration illustration illustration illustration • Teacher doesn’t use any appropriate
• Error correction is effective , • Teacher uses different • Teacher uses a few methods of • Teacher doesn’t use different method of error correction
varied and tactful with different methods of error correction error correction, but sometimes methods of error correction and it’s • Teacher doesn't give any assessment
methods of error correction used but occasionally it may be it’s not effective or tactful not effective and tactful activity to evaluate learners'
• Teacher gives appropriate ineffective or not completely • Teacher occasionally gives • Teacher doesn't give appropriate understanding
assessment activities to evaluate tactful assessment activities but they're assessment activities to evaluate
learners' understanding • Teacher sometimes gives not always effective in evaluating learners' understanding
appropriate assessment learners' understanding
activities to evaluate learners'
understanding

C 13. Makes effective use of white board / visual presentation

5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher uses the White • Teacher uses the White • Teacher uses the White • Teacher uses the White Board/OHP • Teacher doesn’t use the White
Board/OHP extremely skillfully for Board/OHP skillfully for a Board/OHP adequately for a adequately but it could be used Board/OHP adequately and for
a variety of purposes including variety of purposes including variety of purposes including more to maximize classroom different purposes like brainstorming,
brainstorming, feedback, error brainstorming, feedback, brainstorming, feedback, error support and for different purposes feedback, error correction,
correction, explanation & error correction, explanation correction, explanation & like brainstorming, feedback, error explanation & illustration
illustration & illustration illustration correction, explanation & illustration • Teacher’s board work is not neat and
• Teacher’s board work is neat, • Teacher’s board work is neat, • Teacher’s board work is legible • Teacher’s board work is legible but organized and it’s occasionally
organized, and legible organized, and legible but not neat and organized not neat and organized illegible
• Teacher is selective and discreet in • Teacher is not always • Teacher is not always selective • Teacher is not always selective and • Teacher is not selective and discreet in
his use of the White Board, Power selective and discreet in his and discreet in his use of the discreet in his use of the White his use of the White Board, Power
Point or any OHP presentation use of the White Board, White Board, Power Point or any Board, Power Point or any OHP Point or any OHP presentation
Power Point or any OHP OHP presentation presentation • Teacher rarely uses the White Board
presentation or delivers a technology driven lesson
with little skill or originality
C 14. Speaks in a clear and audible voice with appropriate voice modulation
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher’s voice is clear and • Teacher’s voice is clear and • Teacher’s voice is clear and • Teacher’s voice is not always clear • Teacher’s voice is often unclear and
audible to all audible to all audible to all and audible to all almost inaudible to most learners
• Teacher uses lively intonation to • Teacher uses some variety in • Teacher’s intonation lacks variety • Teacher’s intonation is flat and • Teacher’s intonation is flat and
engage the learners intonation that engages the and can be somewhat flat and monotonous and it doesn’t engage monotonous and it doesn’t engage
• Teacher’s voice modulation is learners monotonous, failing to engage the the learners the learners
smooth and appropriate with no • Teacher’s voice modulation is learners • Teacher’s voice modulation is • Teacher’s voice modulation is often
abrupt transitions mostly smooth and • Teacher’s voice modulation is not occasionally awkward and awkward and inappropriate and it
appropriate and doesn’t always smooth and appropriate inappropriate but it doesn’t hinder occasionally hinders understanding
hinder understanding but it doesn’t hinder understanding
understanding

D LANGUAGE PROFICIENCY
15. Demonstrates fluency and accuracy in pronunciation
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher speaks English fluently • Teacher speaks English • Teacher speaks English fluently • Teacher demonstrates reasonable • Teacher demonstrates reasonable
and doesn’t fumble or grope for fluently and doesn’t fumble or and doesn’t fumble or grope for fluency but occasionally fumbles or fluency but occasionally fumbles or
words grope for words words gropes for words gropes for words
• Teacher’s pronunciation is • Teacher’s pronunciation is • Teacher’s pronunciation is not • Teacher’s pronunciation is • Teacher’s pronunciation is often
extremely clear, accurate and clear and accurate and mostly always clear and accurate but it’s occasionally unclear and inaccurate unclear and inaccurate with a strong
intelligible meeting international free of any non-standard mostly free of any non-standard but it’s mostly free of any non- non-standard accent and it
standards accent accent standard accent and it doesn’t occasionally hinders intelligibility
• Teacher presents correct models • Teacher presents correct • Teacher presents correct or hinder intelligibility • Teacher occasionally presents
to learners while engaging them models to learners while almost correct models to learners • Teacher occasionally presents incorrect models to learners while
in pronunciation drills engaging them in while engaging them in incorrect models to learners while engaging them in pronunciation drills
pronunciation drills pronunciation drills engaging them in pronunciation
drills

D 16. Uses appropriate vocabulary and grammatical structures in both oral and written communication
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher uses appropriate • Teacher uses appropriate • Teacher uses appropriate • Teacher speaks with appropriate • Teacher speaks with appropriate
vocabulary and formal language vocabulary and formal vocabulary and formal language vocabulary but occasionally uses vocabulary but sometimes uses non-
• Teacher uses accurate grammar in language • Teacher mostly speaks with non-standard expressions standard expressions
speech • Teacher mostly speaks with correct grammar but occasionally • Teacher makes some minor • Teacher makes frequent minor or
• Teacher writes correctly on the correct grammar but uses non-standard structures structural errors in speech some serious grammatical errors in
White Board with no grammatical occasionally uses non- • Teacher makes occasional • Teacher makes some grammatical or speech
or spelling errors standard structures grammatical or spelling errors spelling errors while writing on the • Teacher makes frequent minor or
• Teacher’s language is graded • Teacher writes correctly on while writing on the board board some serious grammatical or spelling
according to the level the White Board with no • Teacher’s language is not always • Teacher’s language is not always errors while writing on the board
grammatical or spelling errors graded according to the level graded according to the level • Teacher’s language is not always
• Teacher’s language is not graded according to the level
always graded according to
the level