Republic of the Philippines

Department of Education
MIMAROPA REGION
DIVISION OF ORIENTAL MINDORO
QUINABIGAN NATIONAL HIGH SCHOOL
QUINABIGAN, PINAMALAYAN ORIENTAL MINDORO

OBSERVATION FORM for TEACHERS

Date:_____________________

STAR OBSERVATION RUBRIC

Name of Teacher:________________________________Designation:______________Rating:________

Grade Level:__________Section: _____________Subject:___________Time:______No. of Students:__________

School:_____________________________________________________ District:_______________________

Note: If indicators have not been observed or met, the rating shall be interpreted as Needs Improvement (NI) with 1
point.

ITEMS UNSATISFACTORY SATISFACTORY VERY SATISFACTORY OUTSTANDING RATING

(2 pts.) (3 pts.) (4 pts.) (5 pts.)
S- SITUATION (Focus and observe closely on the Context of Lesson Plan and Teaching Contents )
1.Lesson Some parts or activities Objectives, contents, All parts are Valuing objectives
Planning are not congruent and IMs, instructional appropriate, and activities
clearly stated. activities and congruent and clearly enable students to
assessment are written. stated. enjoy learning
based on assessment
2.Instructional Uses easily available and Presents various IMs Develops and utilizes Applies appropriate
Materials common IMs. with clear purpose Creative and use of mix IMs
and Resources manipulative IMs (indigenized or
localized) and
technology resources
3.Procedure Gives only one learning Uses different learning Applies creative and Engages students on
(Instructional activity to all kinds of activities with flexibility logical learning interactive,
Activities) learners. to different kinds of activities guided by advanced and logical
learners demonstration of activities at their own
learning. pace and learning
style.
4. Classroom Needs to improve Ensured classroom is Practices classroom Manages student
Management classroom safe and conducive to routines and positive behavior pro-
restructuring and teaching and discipline with actively and redirects
maintenance learning process gender sensitivity “Healthy
Noise” to active
participation
T-TASK (Focus on the Teacher’s Actions)
5. Teacher’s The teacher serves as the The teacher is optimistic, The teacher has The teacher serves as
Competence main source of knowledge/ dynamic, and with good mastery of the facilitator of learning.
information. rapport and subject-matter and Maximizes learning
communication logical presentation time. More on activity.
skills. of the lesson.
6. Lesson Presents lesson without Relates lessons to Paces lessons Establishes clear
Establishment/ coherence and learner’s experience appropriately with strategies in presenting a
Development appropriate strategies. with multiple ways effective transitions lesson in logical way
to learn new things. and presentation of and developmental
materials. manner.
7. Interaction/ Asks questions and listens toResponds appropriately Modifies/Gives follow- Encourages/Practices
Discussion students’ answers. to student’s mistakes/ up questions to students to answer
queries. monitor learners difficult, open-ended,
praises correct responses. and to ask questions. higher-order-thinking
questions.
 8. Instructional Tries common Uses instructional Applies variety of Instills variety of
models and Instructional model and model/s and its instructional model/s instructional
strategies slight strategies. corresponding strategies
and different models, strategies and
and methods. strategies and methods with ICT
methods. integration. (blended)
9. Enrichment Gives one kind of exercise Practices students with Challenges students Integrates values and
(Application) to all students. (one type appropriate enrichment using enrichment daily-life skills
fits all test) activities or exercises. activities beyond addressing all types of
their current. learners and
difficulties.
A- ACTION (Focus and observe closely to the Learners Actions)
10. Students/ Limited number of Students/Class behavior Student engagement Students discuss
Class Students are participating. indicates strong and is high throughout the class
relevant ideas
Engagement sustained interest in time with varied and draws conclusions and
the lesson. learning styles. generalizations.
11. Response Only few students can Students are free to Some students Students demonstrate high
(Quality of Answer questions express what they formulate well- Knowledge, skills and
Answer) properly. know or able to do developed answers in own level of
and to ask questions. complete sentence or understanding.
in their own words
12. Outputs Some outputs are very All learners/groups are All students take Learners/Groups use
(Quality of plain and inaccurate. active in group work responsibility Different strategies or
Answer) with products or for their group output/s materials
and to come
performance outputs. work without teacher’s up with best output/s.
direction.
R- RESULT (Focus on the end results or outcomes)
Quantitative Analysis- relies on numerical scores or ratings of students (analytical)
Qualitative Analysis- relies on descriptive rather than numerical (holistic)
13. Outcomes Students answer exercises with
Students are able to Students work on Uses independent,
(Evaluation) 65-74% mastery level perform formative tests with
variety of evaluation collaborative and
75-79% mastery level. tools to improve whole class test to
learning results with improve student
80-90% level of learning outcomes
proficiency. with 91% and above
proficiency
14. Assessment Asks the results of Records assessment Uses assessment data Plans differentiated
of Learning formative test without results (number of to identify student activities purposely to
(Reflection) interpretation learners and strengths and areas match the full range
proficiency level) for student growth of learner’s needs and
at-risk

OBSERVATION NOTES:

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CONFORME: OBSERVED BY:

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Signature Over Printed Name of the Teacher Signature Over Printed Name of the Observer