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The document is a rating sheet for observing teaching performance, providing guidelines for observers to assess various teaching indicators. It includes a rubric for rating teachers on their knowledge of content, use of teaching strategies, and ability to implement effective teaching processes. Observers are instructed to attach their notes to the rating sheet and provide feedback based on specific criteria.
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0% found this document useful (0 votes)
14 viewsCOT
The document is a rating sheet for observing teaching performance, providing guidelines for observers to assess various teaching indicators. It includes a rubric for rating teachers on their knowledge of content, use of teaching strategies, and ability to implement effective teaching processes. Observers are instructed to attach their notes to the rating sheet and provide feedback based on specific criteria.
Uploaded by
moisesfredrenCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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/ 8
RATING SHEET
(OBSERVER ie yk hs aa
‘APPLICATION CODE OF THE APPLICANT OBSERVEI
‘SUBJECT & GRADE LEVEL TAUGHT: _
DIRECTIONS FOR THE OBSERVERS:
4 Rate each item on the checkist according to how wel the teacher performed during the observation. Mark the
‘appropriate column witha (7) symbol.
2. Each indicator is assessed on an incividual basis, regardless ofits relationship to other indicators.
3. tach your accomplished Observation Notes Form to the completed Rating Sheet.
1. Aaplykrowiedge of conten within and across currcuumtoaching areas |
2 Uso a range of teaching strategie that enhance learner achievementin |
| racy analor numeracy sits
1/3 Apply @ rena of teaching satogos to develop crical and creave
thinking, as well as other higher-order skits te at
Pion, manage and implement developmentally sequenced teaching and T T
tearing procasses to meet curiculum reqitements and varied teaching
conto |
5. Design select, organize and use diagnostic, formative and summative
ascesement satgies consistent wih curicuum requirements,
[OTHER COMMENTS: a
‘Signature over Printed Name ofthe Observer
‘Signature over Printed Name ofthe Applicant
*NO stands for Not Observed which automaticaly gets rating of 2
‘mutetnar downed moupneonigee tors! Australian
fe eeecee oe as Ob RUBRIC LEVEL SUMMARY
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eo eee 20-1
2 BUILDING The teacher demonstrates a limited range of separate aspects of the indicator.
3 ORGANIZING —_| The teacher demonstrates a limited range of loosely-associated pedagogical aspects of the indicator.
4 DEVELOPING __| The teacher demonstrates a range of associated pedagogical aspects of the indicator that sometimes are
aligned with the leamers’ developmental needs,
5 APPLYING ‘The teacher demonstrates a range of associated pedagogical aspects of the indicator that usually are aligned
with the learners’ developmental needs.
6 CONSOLIDATING — | The teacher uses well-connected pedagogical aspects of the indicator that consistently are aligned with
‘student development and support students to be successful leamers. ipsa Tae san Taras
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INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
2 3 | 4 3 6
‘The teacher uses disconnected |The teacher uses loosely-connected | The teacher occasionally apples ‘The teacher frequenth relevant ; The teacher consister ies
imacmasismtes terran, |wrtttrmacmemmiseme™™ | Dele comeiataces | ener erage parooe" | he mete cree ae
SSeiraulornmascyree. |Esrevicttadoranessy lena icaginle orety \KansWsnmcrsie” —|anet Manetaeirnet,
skis.
FEATURES OF PRACTICE :
1. The teacher uses unrelated 1 The teacher deines ganera terns | 1 in some parts ofthwlesson, the | 1 The teacher uses aciviles that | 1. The teacher provides activites 0
‘actvties which do not develop inthe lesson bu as to defn teacher proves activites which | enhance Meracy andlor numeracy | enhance learne'sieracy andor
leemers’ understanding of iteracy ‘specific terms needed to devalop: ‘address learners’ iteracy andor ‘in alrost all aspects of the lesson, ‘numeracy skils in all aspects ofthe |
concepts nal numeracy nee, | eames fi uncersanag of ueracy ness i ia 030 lesson.
Meracy and/or numeracy concepts. In some cribeal parts af the lesson
‘where ether ar bath skal are
neoessary j
1 i | i‘
i L ees eas a Z J}
CLARIFICATIONS
LITERACY SKILLS
skils needed for reacing and writing. These may ince awareness of sounds oflanguage,
‘awareness of print, and the relationship between letors and sounds. Other els such as creating
knowledge though writing a wall as developing media and technology are part ofiteracy Skis,
Exams of iteracy skis in IPEc classroors: reading the behavior of annals, symbols of leaves,
formation of clouds, wind rection and temperature; identifying the mearing of earns
NUMERACY SKILLS
shits tic consist of compretonding and applying fundamental arihmetic operation tke ation,
subtraction, mutipication, and dvsion. Numeracy kis may also include the abit to reason wth
mathematical concepts ike interpreting dala, charts, and diagrams, to process information: 10 SOW
‘problems; and to make decisions based on logical thinking and reasoning
Examples of numeracy sits in SPED classrooms: up-down movement in brushing of teth; counting
the numberof boys and gis; folding of clothes using numbered pattem
‘Examples of numeracy sits in IPEd classrooms: inigencus measurement (handspan, pacing, et:
Indigenous calendar, syachronzed planing, weaving patterns
DISCONNECTED TEACHING STRATEGIES
teaching spproaches which are appropiate in
‘aressing ieracy and/or numeracy noods
LOOSELY CONNECTED TEACHING STRATEGIES.
teaching approaches which ae mismatched in
‘adaressing leracy andlor numeracy needs
‘OCCASIONALLY
‘requir occurs
FREQUENTLY
‘often occurs
‘CONSISTENTLY
‘constant occurs
RELEVANT STRATEGIES.
teaching approaches which are moderately associated with the leamers
‘developmental needs to enhance Meracy andlor numeracy sis —
‘Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking
‘sponses an! of provides activities
that are routine.
Idamars through a sgl path of
rnquiy.
ieamers to interpret. explain. or
Sescrbe Kloas earned.
Battles that encourage feamers to
bola, demonstrate, and ve reas
INDICATOR 3 nee
a 3 ] 4 5 6
The leacher asks most Ibw-order | The leachr proddes straghiornard | Te Teacher uses questons and | The wacker employsa range ot | The teacher chalonges famers
Questions hat ours Simple factual | qUesbons ae acvibs afieh fad’ | aces tet mesbyequre the [agetedolow-up questions and |_| sty the binking and succesty
ing et decte quosions 2nd
‘etiatios.
|
FEATURES OF PRACTICE
Tha teacher ashe empl you
auestons,
Ti The teaoher asks questions thot
mae pe pra nse
| ier, Where ad when
Earls of te ype weston.
Ragroroecquettone
2. “Whose asters. "whols tho
posenal™
i
1b. “whats the solution tothe probe?”
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| eee
| mttaer?
| eee
i
2, The teacher acoants al contitaions
‘thout processing the learners
|
{
|
The leacher makes some attempt
{oengone eamers in gonune
‘seuss rather than simple,
{aetual or rote-fype discussion,
T
2. The teacher asks, “Can you pease
explains ea
'
7” The teacher employ a range of
ftratogies to onsure Mal most
‘Gamers ra given opportunities to
‘he opinions about the asson and
{reset tothe opmnons of ates.
The teacher creates a genuine
