St.

Dominic Savio College

CLASSROOM OBSERVATION EVALUATION CRITERIA
A Summary of Evaluation Ratings and Guidelines

NAME: _____________________________________ DATE AND TIME OF OBSERVATION: ________________

DEPARTMENT/ COLLEGE: __________________ SUBJECT/ CLASS: __________________________________

5. OUTSTANDING 4. ABOVE AVERAGE 3. SATISFACTORY 2. NEEDS DEVELOPMENT 1. UNSATISFACTORY

Summary :
A model teacher, whose teaching
embodies the best teaching
practices, exceeds expectations in
almost all criteria and meets
Summary :
An excellent teacher who meets all
expectations & exceeds some. Has
the potential to develop into an
outstanding teacher with training
Summary:
An effective teacher who meets
most but not all expectations.
Delivers satisfactory performance
in most categories. May receive
Summary:
A teacher with weaknesses who meets
some but not most expectations. Has
developmental needs in some core
areas and has to work hard to meet the
Summary:
Meets few expectations and is
unlikely to satisfy the requirements
of the Institute. Demonstrates
fundamental weaknesses in terms

global teaching benchmarks in
terms of planning, instructional
quality and communication skills.
Could be filmed and observed by other fine-tune lesson delivery skills to meet the
teachers for the purpose of training and 'best practices' standards.
development.
Guidelines:
• Receives 'Outstanding' rating
in approximately 12 out of 16
evaluation categories.
• Should not receive 'Needs
Development' or
'Unsatisfactory' ratings in any
category
• Has 'Outstanding' rating in most of the
following key areas:
B2, B3, C7, C8, C9, C10, C11, C12,
D15, D16
and constructive feedback.
Possesses exceptional
communication skills but needs to
Guidelines:
• Receives 'Above Average' or
'Outstanding' rating in
approximately 12 out of 16
evaluation categories.
• Should not receive 'Needs
Development' or
'Unsatisfactory' ratings in any
category.
• Has 'Above Average' or higher ratings in
most of the following key areas:
B2, B3, C7, C8, C9, C10, C11, C12,
D15, D16
'Needs Development' rating in
some areas but has the ability to
meet all or exceed some
expectations with further training,
experience and feedback.
Guidelines:
• Receives 'satisfactory' or
higher ratings in
approximately 13 out of 16
evaluation categories.
• Should not receive
'Unsatisfactory' rating in any
category.
• Should receive 'Satisfactory' or
higher ratings in most of the
following key areas:
B2, B3, C7, C8, C9, C10, C11, C12,
D15, D16
requirements of the institute in terms
of planning, classroom management,
lesson delivery skills and language
proficiency.
Guidelines:
• Receives 'Needs Development'
rating in D15 or D16
• May receive 'Unsatisfactory' rating
in one or more categories.
• Receives 'Needs Development'
rating in approximately 4 out of 16
categories or any 3 of the following key
areas:
B2, B3, C7, C8, C9, C10, C11, C12, D15,
D16
of language skills. Teaching skills
are weak and ineffective and are
unlikely to improve with training or
coaching.
Guidelines:
• Receives 'Unsatisfactory' rating
in D15 or D16.
• Receives 'Unsatisfactory' rating
in approximately 4 categories or
any 3 of the following key areas:
B2, B3, C7, C8, C9, C10, C11, C12,
D15, D16

3+
Guidelines:
Meets all criteria for a rating of 3
and:
• Has at least 7 categories rated
"Above Average" or "Outstanding".
• Has not received "Needs
Development" or "Unsatisfactory"
ratings in any category.
EVALUATOR: _________________________
Instructor's Overall Rating 1 2 3 3+ 4 5
DATE: ________________________________

A PLANNING AND PREPARATION
1. Develops a focused and logically staged lesson with clearly stated and appropriate lesson objectives
5. Outstanding
• Lesson Objectives are specific, realistic
& relevant to the curriculum goals
• Exceedingly well thought out lesson plan
with professional layout bearing
evidence of careful planning
• Clearly identified stages with logical
progression & sufficient details
• The lesson, as delivered, follows the
overall stages and organization of the
lesson plan
• Lesson plan includes a thoughtful and
appropriate variety of interaction
patterns (individual, pair, group work,
teacher-student, and student-student
interaction)
• Most objectives on the lesson plan are
verifiably achieved by the end of the
lesson
•
Remarks:
B CLASSROOM ENVIRONMENT
2. Builds rapport with learners to create a cordial and supportive learning environment
5. Outstanding
• Teacher is very pleasant & friendly
• Teacher uses words of encouragement & •
appreciation frequently and
appropriately, even when correcting
wrong answers
• Teacher is very sensitive to the learners' •
culture, needs & level
• Teacher is very patient with the learners
• Teacher always responds to needs,
concerns, and questions raised by the
students.
• Teacher almost always calls learners by
name and makes them feel comfortable
Remarks:
4. Above Average
• Lesson Objectives are specific,
realistic & relevant to the
curriculum goals
• Well thought out lesson plan with
professional layout bearing
evidence of careful planning
• Clearly identified stages but they
lack logical progression or some of •
the details
• The lesson, as delivered, follows the •
overall stages and organization of
the lesson plan
• Lesson plan includes a variety of
interaction patterns
• Most objectives on the lesson plan
are verifiably achieved by the end of
the lesson
4. Above Average
• Teacher is pleasant & friendly
Teacher uses words of
encouragement & appreciation
often, although not always when
correcting wrong answers
Teacher is sensitive to the learners' •
culture, needs & level
• Teacher is patient with the learners •
• Teacher doesn't always respond to
needs, concerns, and questions
raised by the students.
• Teacher often calls learners by
name
EVALUATION CRITERIA
3. Satisfactory
• Lesson Objectives are realistic &
relevant to the curriculum goals
• Lesson plan bears evidence of thought
and planning
• Lesson plan may lack details
• Stages may not be clearly identified and • Stages are not clearly identified and the
the plan may lack logical progression
The lesson, as delivered may be not as
well-organized as the lesson plan was
Lesson plan includes some appropriate •
variety of interaction patterns
• Lesson includes activities that at least
attempt to verify whether objectives
were achieved by the end of the
lesson
3. Satisfactory
• Teacher is somewhat pleasant & friendly •
• Teacher uses words of encouragement •
& appreciation sometimes, although
usually not when correcting wrong
answers
Teacher is not always sensitive to the
learners' culture, needs & level
Teacher is reasonably patient with the
learners
• Teacher sometimes responds to needs, •
concerns, and questions raised by the
students.
• Teacher sometimes calls learners by
name
2. Needs Development
• Lesson Objectives may be somewhat
unrealistic & may be less relevant to the
curriculum goals
• Lesson plan bears evidence of only brief
thought and planning.
plan lacks logical progression.
• The lesson plan is very general and may be
a mechanical listing of activities in places •
The lesson plan shows little thought about
interaction patterns
• The lesson plan does not include activities
to verify whether objectives were
achieved
2. Needs Development
Teacher is not very pleasant and friendly
Teacher does not appear to have much
rapport with learners
• Teacher often does not use words of
encouragement & appreciation
• Teacher is often not sensitive to the
learners' culture, needs, and/or level
• Teacher is not very patient with the
learners
Teacher often does not respond to needs,
concerns, and questions raised by the
students.
• Teacher occasionally calls learners by
name
1. Unsatisfactory
• Lesson Objectives are unrealistic & not
relevant to the curriculum
• Lesson plan bears little evidence of planning
or is not submitted at all.
• Stages are not clearly identified and the plan
lacks logical progression.
• The lesson plan is extremely general and
may solely list activities.
The lesson plan does not indicate hardly any
variety in interaction patterns
• The lesson plan does not include activities
to verify whether objectives were achieved
1. Unsatisfactory
• Teacher is distant, aloof or ill tempered
• Teacher makes almost no effort to build
rapport with learners
• Teacher does not use words of
encouragement & appreciation
• Teacher is not sensitive to the learners'
culture, needs & level
• Teacher gets rude or impatient
• Teacher does not respond to needs,
concerns, and questions raised by the
students.
• Teacher rarely calls learners by name
B 3. Demonstrates effective classroom management skills to enhance & support learning
5. Outstanding
• Teacher consistently demonstrates
excellent classroom management skills
to keep the learners focused
• Teacher deals with disruptive learner
behavior firmly without being offensive
& responds promptly to acts of
disruption such as coming late to class,
talking aloud, and playing with mobile
phones without losing his grip on the
lesson
• Teacher improvises on the spot to
engage & involve disruptive learners
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher often demonstrates good • Teacher demonstrates adequate • Teacher occasionally demonstrates • Teacher often loses his grip on the lesson
classroom management skills to classroom management skills to keep adequate classroom management skills because of poor classroom management
keep the learners focused the learners focused but fails to keep the learners consistently skills and fails to keep the learners focused
• Teacher deals with disruptive learner • Teacher deals with disruptive learner focused • Teacher insults or shouts at learners to
behavior firmly without being behavior appropriately without being • Teacher does not always deal with enforce discipline
offensive & responds promptly to offensive & responds to acts of disruptive learner behavior in an • Teacher overlooks continued violation of
acts of disruption such as coming disruption such as coming late to class, appropriate and inoffensive way and classroom norms & doesn't deal with
late to class, talking aloud and talking aloud and playing with mobile sometimes loses his grip on the lesson as disruptive learner behavior firmly &
playing with mobile phones without phones with minimal distraction from a result of disruption from students promptly
losing his grip on the lesson his lesson coming late, talking aloud, or playing with • Teacher doesn't improvise to engage &
• Teacher doesn't improvise to engage • Teacher doesn't improvise to engage & their mobile phones. involve disruptive learners
& involve disruptive learners involve disruptive learners • Teacher doesn't improvise to engage &
involve disruptive learners

Remarks:

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

Remarks:

C LESSON DELIVERY
5. Uses engaging warm up activities to personalize the learning context and stimulate learners' interest
5. Outstanding
• Teacher uses extremely effective lead-in
strategies for a lively start to the lesson • Teacher uses visuals or other
• Teacher uses visuals or other learning
aids extremely skillfully to draw on
learners' prior knowledge and to
engage their attention
• Teacher presents the lesson in an
interesting and familiar context close to
learners' real-life experiences
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher uses appropriate lead-in • Teacher uses some lead-in strategies but • Teacher doesn't use any lead-in strategies
• Teacher uses effective lead-in
strategies to start the lesson they are not engaging enough and starts the lesson abruptly.
strategies for an interesting start to
• Teacher doesn't use visuals or other • Teacher doesn't use visuals or any other • Teacher doesn't use visuals or any other
the lesson
learning aids effectively to draw on learning aids to draw on learners' prior learning aids to draw on learners' prior
learners' prior knowledge and to knowledge and to engage their attention knowledge and to engage their attention
learning aids effectively to draw on
engage their attention • Teacher doesn't present the lesson in a • Teacher doesn't present the lesson in a
learners' prior knowledge and to
• Teacher may or may not present the familiar context close to learners' real-life familiar context close to learners' real-life
engage their attention
lesson in a familiar context close to experiences experiences
• Teacher presents the lesson in an
learners' real-life experiences
interesting and familiar context
close to learners' real- life
experiences

Remarks:
C 6. Gives clear & concise instructions for activities
5. Outstanding
• Teacher consistently gives clear,
focused, and precise instructions
before activities start
• Teacher uses gestures and examples to
clarify instructions as needed
according to the level of the students
• Teacher always checks instructions were
understood
• Teacher breaks up instructions for
complex activities
4. Above Average
• Teacher usually gives clear, focused, • Teacher gives fairly clear instructions
and precise instructions before
activities start
• Teacher often uses gestures and
examples to clarify instructions
when needed according to the level
of the students
• Teacher often checks instructions
were understood
• Teacher doesn't always break up
instructions for complex activities
3. Satisfactory
which are usually understood by the
students before activities start.
• Teacher often doesn't use gestures and
examples to clarify instructions when
needed
• Teacher often doesn't check instructions
were understood
• Teacher usually doesn't break up
instructions for complex activities
2. Needs Development
• Instructions before activities are often not
initially understood by the learners due to
a lack of focus and clarity
• Teacher doesn't use gestures and examples
to clarify instructions when needed
• Teacher doesn't check instructions were
understood
• Teacher doesn't break up instructions for
complex activities
1. Unsatisfactory
• Instructions before activities are frequently
unclear and learners don't understand
what's expected of them without much
confusion and/or clarification
• Teacher doesn't use gestures and examples
to clarify instructions when needed
• Teacher doesn't check instructions were
understood
• Teacher doesn't break up instructions for
complex activities

Remarks:

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

5. Outstanding
• Teacher monitors effectively to ensure all • Teacher monitors effectively to
learners are focused on the task and
moves around to check if they need
support
• Teacher is alert and attentive as he
watches and listens keenly to note
errors
• Teacher motivates learners to get on with • Teacher often motivates learners to
the task
• Teacher corrects errors unobtrusively
while monitoring
• Teacher is fully aware of needs across
the whole classroom and divides his
time exceptionally well among a variety
of learners.
4. Above Average
ensure learners are focused on the
task and moves around to check if
they need support
• Teacher is alert and attentive but he
doesn't always watch and listen
keenly to note errors
• Teacher moves around to check if learners
get on with the task
• Teacher corrects errors while
monitoring but he's intrusive at
times
• Teacher is aware of the needs of the
whole classroom and distributes
his time appropriately across the
classroom taking into
consideration student need.
3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher monitors during activities and is • Teacher tries to monitor but it's ineffective • Teacher doesn't monitor during activities and
aware of how students are progressing and may be too brief or too little. most of the learners are not focused
with the task, if they are finished, or if • Learners may not be focused. • Teacher doesn't move around to check if
they are having difficulties. • Teacher is not very aware of how students learners need support
• Learners are generally engaged and on- are progressing with the task, if they are • Teacher doesn't motivate learners during
task although some learners may not finished, or if they are having difficulties. activities
be focused • Teacher doesn't motivate learners during • Teacher is not alert and attentive and he pays
activities little attention to the learners during an
need help but he could be more alert and • Teacher doesn't check if learners need help activity
attentive and is not aware of the needs and • Teacher continues to speak during activities
• Teacher occasionally motivates learners progress of the whole classroom. frequently interrupting learners
while monitoring
• Teacher corrects errors while monitoring
but he's intrusive at times.
• Teacher is aware of the needs and
progress of the whole classroom but
does not always distribute his time
appropriately across the classroom.

Remarks:
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 questions • Teacher uses questions to elicit some • Teacher doesn't use many questions to elicit
questions for eliciting as much questions for eliciting background for eliciting answers from learners but information from students, but in general information from students and needs to
background knowledge and answers knowledge and answers from could elicit more background the teacher needs to elicit more. elicit much more.
from learners as possible learners knowledge • Teacher often doesn't ask concept check • Teacher rarely asks concept check questions
• Teacher asks concept check questions to • Teacher often asks concept check • Teacher sometimes asks concept check questions to ensure learners have grasped to ensure learners have grasped what's
ensure learners have grasped what's questions to ensure learners have questions to ensure learners have what's been discussed been discussed
been discussed grasped what's been discussed grasped what's been discussed • Teacher often tries to explain too much and • Teacher tries to explain too much and doesn't
• Teacher doesn't explain everything and • Teacher occasionally explains too • Teacher sometimes tries to explain too often doesn't give learners opportunities give learners opportunities to express their
teases out learners' prior knowledge by much and doesn't always give much and sometimes doesn't give to express their ideas ideas
giving them ample opportunities to learners opportunities to express learners opportunities to express their
express their ideas their ideas ideas

Remarks:

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

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

Remarks:

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 extremely well • Teacher knows the topic well and the • Teacher knows the topic well and the • Teacher knows the topic and the • Teacher doesn't know the topic well and the
and the information provided to information provided to learners is information provided to learners is information provided to learners is mostly information provided to learners is
learners is factually correct factually correct usually factually correct factually correct sometimes factually incorrect
• Teacher demonstrates sound knowledge • Teacher usually demonstrates sound • Teacher sometimes demonstrates • Teacher demonstrates incomplete • Teacher demonstrates significant gaps in
of vocabulary, grammar concepts, knowledge of vocabulary, grammar incomplete knowledge of vocabulary, knowledge of vocabulary, grammar knowledge of vocabulary, grammar
reading strategies, and/or writing concepts, reading strategies, grammar concepts, reading strategies, concepts, reading strategies, and/or concepts, reading strategies, and/or writing
strategies as they come up in the and/or writing strategies as they and/or writing strategies as they come writing strategies as they come up in the strategies as they come up in the lesson
lesson come up in the lesson up in the lesson lesson • Teacher may not answer all learners'
• Teacher handles learners' questions • Teacher handles most learners' • Teacher answers learners' questions, but • Teacher may not answer all learners' questions, and answers may be quite
effectively, accurately, and with clarity. questions effectively, accurately, some answers may be less effective, questions, and answers may be ineffective, unclear, or inaccurate.
and with clarity. less clear, or slightly inaccurate. ineffective, unclear, or inaccurate.

Remarks:
C 11. Delivers a well timed and well paced lesson with minimal digression to achieve the stated lesson obj ectives
5. Outstanding 4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher achieves the vast majority of the • Teacher achieves most of the stated • Teacher achieves most of the stated • Teacher achieves some of the stated lesson • Teacher doesn't achieve most of the stated
stated lesson objectives lesson objectives lesson objectives objectives lesson objectives
• Teacher doesn't digress into details • Any digression into details irrelevant • Teacher may occasionally digress into • Teacher sometimes digresses into details • Teacher often digresses into details irrelevant
irrelevant to the lesson content and to the lesson content and goals are details irrelevant to the lesson content irrelevant to the lesson content and goals to the lesson content and goals
goals minimal and goals • Transitions from one part of the lesson to • Transitions from one part of the lesson to the
• Teacher moves from one part of the • Teacher moves from one part of the • Transitions from one part of the lesson to the next are sometimes not smooth and next are often not smooth and logical and
lesson to the next extremely smoothly lesson to another smoothly with the next are fairly smooth and logical logical and may be confusing at times may be confusing at times
with logical transitions logical transitions • The lesson is fairly well-paced although • The lesson is not very well-paced and it • The pacing of the lesson is either extremely
• The lesson is extremely well-paced with • The lesson is well-paced with few some activities seem to either go too often seems to be going either too slow or slow or extremely fast for the learners.
almost no activities going too fast or activities going too fast or too slow slow or too fast for the learners. too fast for the learners.
too slow for the learners. for the learners.

Remarks:

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

Remarks:

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

5. Outstanding
• Teacher uses the White Board/OHP
extremely skillfully for a variety of
purposes including brainstorming,
feedback, error correction, explanation
& illustration
• Teacher's board work is neat, organized, •
and legible
• Teacher is selective and discreet in his
use of the White Board, Power Point or
any OHP presentation
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher uses the White Board/OHP • Teacher uses the White Board/OHP • Teacher uses the White Board/OHP • Teacher doesn't use the White Board/OHP
skillfully for a variety of purposes adequately for a variety of purposes adequately but it could be used more to adequately and for different purposes like
including brainstorming, including brainstorming, feedback, maximize classroom support and for brainstorming, feedback, error correction,
feedback, error correction, error correction, explanation & different purposes like brainstorming, explanation & illustration
explanation & illustration illustration feedback, error correction, explanation & • Teacher's board work is not neat and
Teacher's board work is neat, • Teacher's board work is legible but not illustration organized and it's occasionally illegible
organized, and legible neat and organized • Teacher's board work is legible but not neat • Teacher is not selective and discreet in his
• Teacher is not always selective and • Teacher is not always selective and and organized use of the White Board, Power Point or any
discreet in his use of the White discreet in his use of the White Board, • Teacher is not always selective and discreet OHP presentation
Board, Power Point or any OHP Power Point or any OHP presentation in his use of the White Board, Power Point • Teacher rarely uses the White Board or
presentation or any OHP presentation delivers a technology driven lesson with
little skill or originality

Remarks:
C 14. Speaks in a clear and audible voice with appropriate voice modulation
5. Outstanding
• Teacher's voice is clear and audible to all •
• Teacher uses lively intonation to engage
the learners
• Teacher's voice modulation is smooth
and appropriate with no abrupt
transitions
Remarks:
D LANGUAGE PROFICIENCY
15. Demonstrates fluency and accuracy in pronunciation
5. Outstanding
• Teacher speaks English fluently and
doesn't fumble or grope for words
• Teacher's pronunciation is extremely
clear, accurate and intelligible meeting
international standards
• Teacher presents correct models to
learners while engaging them in
pronunciation drills
Remarks:
D 16. Uses appropriate vocabulary and grammatical structures in both oral and written communication
5. Outstanding
• Teacher uses appropriate vocabulary and • Teacher uses appropriate vocabulary • Teacher uses appropriate vocabulary and • Teacher speaks with appropriate vocabulary • Teacher speaks with appropriate vocabulary
formal language
• Teacher uses accurate grammar in
speech
• Teacher writes correctly on the White
Board with no grammatical or spelling
errors
• Teacher's language is graded according
to the level
Remarks:
Evaluator:____________________________
Date: ___________________
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
Teacher's voice is clear and audible • Teacher's voice is clear and audible to all • Teacher's voice is not always clear and • Teacher's voice is often unclear and almost
to all • Teacher's intonation lacks variety and audible to all inaudible to most learners
• Teacher uses some variety in can be somewhat flat and monotonous, • Teacher's intonation is flat and monotonous • Teacher's intonation is flat and monotonous
intonation that engages the failing to engage the learners and it doesn't engage the learners and it doesn't engage the learners
learners • Teacher's voice modulation is not always • Teacher's voice modulation is occasionally • Teacher's voice modulation is often awkward
• Teacher's voice modulation is smooth and appropriate but it doesn't awkward and inappropriate but it doesn't and inappropriate and it occasionally
mostly smooth and appropriate hinder understanding hinder understanding hinders understanding
and doesn't hinder understanding
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
• Teacher speaks English fluently and • Teacher speaks English fluently and • Teacher demonstrates reasonable fluency • Teacher demonstrates reasonable fluency but
doesn't fumble or grope for words doesn't fumble or grope for words but occasionally fumbles or gropes for occasionally fumbles or gropes for words
• Teacher's pronunciation is clear and • Teacher's pronunciation is not always words • Teacher's pronunciation is often unclear and
accurate and mostly free of any clear and accurate but it's mostly free • Teacher's pronunciation is occasionally inaccurate with a strong non-standard
non-standard accent of any non-standard accent unclear and inaccurate but it's mostly free accent and it occasionally hinders
• Teacher presents correct models to • Teacher presents correct or almost of any nonstandard accent and it doesn't intelligibility
learners while engaging them in correct models to learners while hinder intelligibility • Teacher occasionally presents incorrect
pronunciation drills engaging them in pronunciation drills • Teacher occasionally presents incorrect models to learners while engaging them in
models to learners while engaging them in pronunciation drills
pronunciation drills
4. Above Average 3. Satisfactory 2. Needs Development 1. Unsatisfactory
and formal language formal language but occasionally uses non-standard but sometimes uses nonstandard
• Teacher mostly speaks with correct • Teacher mostly speaks with correct expressions expressions
grammar but occasionally uses grammar but occasionally uses non- • Teacher makes some minor structural • Teacher makes frequent minor or some
nonstandard structures standard structures errors in speech serious grammatical errors in speech
• Teacher writes correctly on the White • Teacher makes occasional grammatical • Teacher makes some grammatical or • Teacher makes frequent minor or some
Board with no grammatical or or spelling errors while writing on the spelling errors while writing on the board serious grammatical or spelling errors while
spelling errors board • Teacher's language is not always graded writing on the board
• Teacher's language is not always • Teacher's language is not always graded according to the level • Teacher's language is not always graded
graded according to the level according to the level according to the level
Conforme:_____________________________ Date:__________________
Teacher:_______________________________