CLASSROOM INSTRUCTION EVALUATION

REPORTED BY: JOAN G. LOPEZ

Objectives:
• Develop the understanding of various ways
evaluation of classroom instruction.
• Discuss the teaching perspective as “Art and
Science”.
• Identify and explain the areas of evaluation.
• Classify and interpret the different kinds of teachers
and evaluate your own performance as a teacher.

OBJECTIVES
CLASSROOM INSTRUCTION
 degree integrate understand

effectiveness process

teachers schools students

What is an Educational Evaluation? (with pictures) (wise-geek.com)

EVALUATION
• Formative Evaluation
• Summative Evaluation

TYPES OF EVALUATION
 As a teacher, do you prefer being
observed or not being observed by your
school head?

QUESTION
● To help the instructional supervisor know how
to assist teachers in their work;
● To assess the quality of instruction;
● To monitor teacher’s progress in instruction;
and,
● To serve as a basis for administrative decision-
making.
ART AND SCIENCE
What makes you an effective/efficient teacher?

THE NEED TO EVALUATE

 Expert Teaching
• Subject matter expertise
• Classroom management expertise
• Instructional expertise
• Diagnostic expertise
• Rational expertise
A CONTINUUM MODEL OF ART AND SCIENCE
 Responsible Teaching
• Learner-centered teaching
• Skills in developing students’ responsibility for
learning
• Skills in values integration

A CONTINUUM MODEL OF ART AND SCIENCE

• Content-related
• Instruction-related
• Climate-related
• Classroom management-related

CATEGORIES OF EVALUATION
1. Communication Skills
• Communication plays an important role in
instruction.
• Involves the use of verbal and non-verbal
language to stimulate and maintain student
interest, as well as facilitate the teaching-
learning process.
TEACHING COMPETENCIES
1. Communication Skills
• Establish a climate conducive to learning.
• Use to manage student behavior.
• Tool for mediating, negotiating, and resolving
conflicts in the classroom

TEACHING COMPETENCIES
TEACHING COMPETENCIES
2. Knowledge of a variety of teaching strategies
(Instructional Skills)
● Use of appropriate instructional materials
● The application of motivation and presentation
strategies suited to the topic and class level
● Selection of pacing of learning activities that
sustains students’ interest
TEACHING COMPETENCIES
2. Knowledge of a variety of teaching strategies
(Instructional Skills)
● Ease in explaining difficult concepts by using
simple terms
● The art of questioning

TEACHING COMPETENCIES
3. Skills in planning and organizing
-The organization of content, materials, and
methods of classroom instruction requires careful
planning.

TEACHING COMPETENCIES
4. Mastery of the subject matter
- Teachers are expected to be expert on the
subject matter being taught.
- Teachers should be well-versed about the topic
under discussion.
- A common reminder to teachers is to make sure
that she is not only one chapter ahead of the
students but several books ahead, instead.
TEACHING COMPETENCIES
5. Skills in assessing the outcomes of learning
(evaluation of learning)
- The teacher can use the evaluation results to
determine whether the concepts and skills
emphasized during instruction were understood
or not.

TEACHING COMPETENCIES
6. Skills in classroom management (classroom
discipline)
- To foster student involvement and cooperation
in all classroom activities.
- To establish a productive working environment
in the classroom.

TEACHING COMPETENCIES
7. Attitudes that foster/promote learning
(Personality)
● High expectations
● Enthusiasm
● Concern for children
● Openness to student inquiry
● Fairness
● Humor
TEACHING COMPETENCIES
7. Attitudes that foster/promote learning
(Personality)
● Sensitivity to the needs and concerns of
students
● Decisiveness

TEACHING COMPETENCIES
Approaches:
• Directive supervision
• Collaborative supervision
• Non-directive supervision

INSTRUCTIONAL SUPERVISION
Procedure:
• Start Up - Teacher Strengths and Needs
Assessment ( TSNA) and the Individual Plan for
Professional Development (IPPD) or from
Department of Education directives
• Build Up and
• Closure and Move- On.

INSTRUCTIONAL SUPERVISION
Tools:
• Instructional Supervision Form 1 - Pre -
Observation Information
• Instructional Supervision Form 2 - Post
Observation Information
• Instructional Supervision Form 3-A,B,C, Teacher
Observation Guide

INSTRUCTIONAL SUPERVISION
Tools:
• Instructional Supervision Form 4 - STAR
Observation Technique

INSTRUCTIONAL SUPERVISION
Support Intervention Strategies:
• Study Groups
• Action Research
• Peer Teaching
• Mentoring
• Conferencing
• Walkthrough

INSTRUCTIONAL SUPERVISION
Areas of Support:
• instructional support for teacher effectiveness
and efficiency
• teacher capability building
• curricular enhancement
• assessment of learning outcomes

INSTRUCTIONAL SUPERVISION
Standards:
• Democratic supervision
• Collegiality and collaboration
• Professional development and teacher support
• Ethical teaching
• Inquiry and reflective teaching
• Diversity of teachers and learners
• Clinical supervision
INSTRUCTIONAL SUPERVISION
Standards:
• Formative teacher evaluation
• Curriculum supervision
• Teacher action research

INSTRUCTIONAL SUPERVISION
THANK YOU!