PRE-OBSERVATION INFORMATION

Teacher School
District Division
Grade & Section Subject
School Year Semester Date
Instructional Supervisor

Directions:
1. This form shall be answered by the Teacher Prior to Instructional Support Visit.
2. The information shall serve as guide for the pre-observation conference. Observer may ask
additional job-relevant data to provide a background for actual observation.
3. The filled up form shall be given back to the teacher to be placed in front of the
Teacher Observation Form 3A, B, and C which will be used by the observer.

Pre- Observation Information

1. When would you like to have instructional supervision and
support? Date and Time

2. In which of your classes would you like to be observed?

Class and the period to be observed:

3. What area or domain would you like to be observed? Please check.

Diversity of Learners
Content and Pedagogy
Learning Environment
School, Home, Community Linkages
Social Regard for Learning
Professional Growth and Development
Planning, Assessing and Reporting

4. What specific teaching-learning parameters would you like to be focused? Please check.
Preliminary Activities
Motivation/Presentation of Lesson
Teacher-Learners Interaction
Questioning/Answering Skills
Pacing of the Lesson
Testing
Classroom Management
Time on Task/Time Management
Addressing Multiple Intelligences/Learning Styles
Assessment/Evaluation
Others, specify:
 Republic of the Philippines
Department of Education
Region XII
Division of Sarangani
WEST MAASIM DISTRICT

STANDARD-BASED CLASSROOM OBSERVATION PROTOCOL FOR EDUCATORS (SCOPE)

A COMPETENCY RATING

Criteria: Rating:

I. Effective use of instructional time, classroom management

techniques, Instructional resources, and subject matter expertise.
1. Manages instructional time effectively.
2. Demonstrates effective classroom management skills.

3. Makes effective use of different instructional resources and

strategies to explain and model subject matter concepts and skills.
II. Fostering a collaborative and equitable learning environment.
4. Engages students in carefully structured cooperative
learning experiences.
5. Implements instruction that targets the development of students’ social
and collaborative skills.
6. Actively ensures the participation of all students in learning activities
irrespective of their sex, achievement level, special needs, giftedness,
and other differences.
III. Fostering an active student-centered learning environment
through instructional activities and classroom discussion.
7. Uses diverse instructional strategies to promote active student
participation in learning.
8. Effectively asks probing and open-ended questions that encourage
thinking, and help students express their ideas.
9. Teacher encourages students to express themselves and take active
role in the learning environment.
IV. Fostering a Learning Environment that Features Responsiveness,
and Promotes Relevance, Integration and Reflection
10. Provides students with opportunities to build meaningful connections
between different subject areas, and between these areas and
everyday life experiences.
11. Provides students with structured opportunities to apply their
understandings and skills to everyday life situations and problems.
12. Provides students with structured opportunities to reflect on their
own learning.
13. Teacher provides students with ample, specific, and constructive
feedback and allows students to do the same among themselves.
14. Teacher takes into consideration the students’ prior knowledge
and experience to plan and adjust instruction.
V. Promoting Problem Solving, and Higher Order and Critical Thinking Skills
15. Teacher provides students with opportunities to practice higher order
and critical thinking skills.
16. Teacher provides students with opportunities to develop problem
solving skills.