Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
CLASSROOM OBSERVATION TOOL
School year 2024-2025
Observer: _________________________________ Date: _____________________________
Name of Teacher Observed:
______________________________________________________ Subject/Grade Level
Taught: ____________________________________________________
OBSERVATION PERIOD: 1 2 3 4
Directions: Please check the box that corresponds to the observations made during the
teacher's class demonstration. These indicators are designed to guide instructional leaders in
identifying the teacher’s strengths and areas for coaching and mentoring. This will also help
teachers ensure that instruction is delivered in alignment with quality teaching standards.
RUBRICS
INDICATORS Very Exemplary
Satisfactory Outstanding
Satisfactory (For MTs)
1. Apply knowledge The teacher was able The teacher was able The teacher was able The teacher was able to
to deepen the to deepen the to connect ideas and transfer the
of content within
content in the content and integrate content competency to
and across specific learning connects the within and across learners in integrating
curriculum area and attempts to content to other learning different content as
content teaching integrate other other/more teaching areas in measure of expanded
contents across learning areas. any parts of the learning evident in
areas another learning lesson congruently. learner’s outputs.
area.
2. Use a range of The teacher was able The teacher was able The teacher was able The teacher was able to
to provide relevant to apply activities to provide activities provide activities and
teaching
activities and and assessment and assessment that assessment that
strategies that assessment that that allows the allowed students to allowed students to
enhance learner enhance their basic students to read read, analyze, and create concepts and
achievement in literacy and and comprehend reason out concepts outputs through data
numeracy skills. concepts from the through data, graphs, graphs, infographics,
literacy and materials to enhance infographics, solve solve problems and
numeracy skills their literacy and problems and make make decisions based
numeracy skills. decisions based on on data
data
3. Apply a range of The teacher was able The teacher was able The teacher was able The teacher was able to
to provide questions to provide questions to provide a broad provide activities and
teaching
and activities that and activities that range of questions assessments that
strategies to encourage learners challenges and activities, that enable learners to
develop critical to explain, learners to justify challenge learners evaluate their
and creative demonstrate, and their thinking and to analyze thinking and to
use successfully their thinking, seek constructive
thinking, as well ideas learned. engages most synthesize or feedback from peers.
as other higher- learners summarize The teacher was able to
order thinking in the discussion information within or extend the discussion
skills using well-directed across disciplines. by inviting learners
questions and to give comments to
activities. other’s
answers/output during
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
[Link]@[Link]
Doc. Ref. Code Effectivity Rev Page
Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
the discussion.
4. Select, develop, The teacher was able The teacher was able The teacher was able The teacher was able to
to use learning to use interactive to integrate transfer
organize and use
resources including materials including multidisciplinary multidisciplinary skills
appropriate ICT in a ICT that allows learning to learners in
teaching and unidirectional students to resources, (diverse selecting, developing
learning format (Using connect to the instructional materials) and organizing
PowerPoint for materials and including ICT, outputs based from
resources, discussion, using video responds to the (combination of 3 or diverse instructional
including ICT, to or audio as springboard materials when more learning materials. The teacher
address learning for discussion) needed. materials; paper- was able to provide
goals (gameboards, based, hand-held opportunities for the
quipper-school, other devices or students to create
two-way mediated manipulatives and ICT- their own ICT-based
activities that require based resources) outputs including the
one/single correct which allowed alternative use of
answer. students to manipulatives and
manipulate or other resources to
operate or to discuss achieve the learning
and share ideas to goals.
support the
learning goals.
5. Design, select, The teacher was able The teacher was able The teacher was able The teacher was able to
to use a variety to use assessment to use assessment provide opportunities
organize and use
of assessment strategies strategies that for students to
diagnostic, strategies, which encourages engage learners collaborate in creating
formative and but some do not the learners to to use assessment assessments and
summative measure assess and monitor criteria to setting assessment
the intended the quality of their self-monitor their criteria to meet
assessment learning own work own progress. The performance
strategies outcomes. The against the teacher was able to standards. Additionally,
consistent with teacher was able to assessment frequently assess the teacher allowed
curriculum use most assessments criteria and their own work and learners to assess
that required single performance the work of their outputs based on the
requirements correct answer. standards. The peer’s using collaboratively
learners shall assessment established criteria.
evaluate their own criteria embedded in
output and provide the teacher-
recommendations learners-generated
for improvement rubrics, peer
reviews, and/or
reflection logs.
6. Used strategies The teacher was able The teacher was able The teacher was able The teacher was able to
to recognize the to provide feedback to provide feedback provide students to
for providing
learner's strengths and intensively. The and give reflect and enhance
timely, accurate weaknesses but did teacher was able to opportunities for their feedback from
and constructive not provide in-depth involve the learners to discover teachers and peers.
feedback to feedback to correct learners to review the quality of their The teacher also
the responses. the responses responses and correct provided learners with
improve learner based on teacher’ their own responses. opportunities to explore
performance feedback. The teacher self-corrective
facilitates the self- strategies to facilitate
corrective feedback learning.
to facilitate learning.
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
[Link]@[Link]
Doc. Ref. Code Effectivity Rev Page
Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
7. Use The teacher provides a The teacher provides The teacher was able The teacher was able to
limited range of differentiated and to provide provide differentiated
differentiated,
differentiated learning developmentally differentiated and developmentally
developmentally experiences to address appropriate learning and developmentally appropriate
appropriate the experiences appropriate learning experiences to
learning learning needs of to address the learning experiences to address the
some learners. The learning needs of address the individual learning
experiences to teacher relies on a most learners. The learning needs of needs. The teacher
address learners’ single strategy or some teacher was able to different groups provides appropriate
gender, needs, strategies to address the of learners. The instructional
strengths, accommodate developmental levels teacher was able to adaptation for individual
learners’ differences of learners in the support the learners
interests, and and classroom and makes learners’ needs that allows them to have
experiences developmental needs use of the different through a variety of opportunities to actively
but fails to meet the ways they learn by strategies, materials, engage
intended providing and/or pacing that in various realistic and
outcomes for most differentiated make effective
learners. learning learning accessible and learning activities.
experiences that challenging for
enable most different groups of
learners to progress learners.
toward
meeting intended
outcomes.
8. Plan, manage The teacher was able The teacher was able The teacher was able The teacher was able to
to demonstrate to sequence to manage well- structure the lesson
and implement
inaccurate or activities to structured lessons taking into account the
developmentally incomplete scaffolds learners with emphasis prior knowledge of the
sequenced knowledge of toward achieving the on explicit topic to the new
teaching and prerequisite lesson’s connections between concepts that
relationships, and objectives. The previous learning and is well paced with a
learning transitions teacher was able to new concepts thoughtfully
processes to between activities and keep learners and skills. The review chosen sequence of
meet curriculum disrupt the sequence. engaged in the of basic concepts learning activities.
requirements The teacher was able content and has a and the activities that The teacher was able to
to present minor clear sense of followed use different ways of
and varied organizational purpose throughout are effective in taking presenting the lesson
teaching issues and the class period but the and activities suited
contexts missed lacks in-depth application of this to various learner
opportunities during processing of the knowledge to needs.
the activities. the next level of
lesson that affected exploration.
learning time.
Note to observers:
1. This tool should not be brought during actual classroom observations. Observers should only bring observation notes to
record the classroom proceedings.
2. This tool shall be used to determine the teacher's level of instructional delivery based on the observation notes, which
will guide the provision of technical assistance.
3. Observers shall complete this tool and provide it to the teachers during the post-conference.
4. Observers and teachers should reach agreements on unmet indicators through the PMCF.
5. Follow-up on these agreements shall be conducted through fleeting classroom observations within the quarter.
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
[Link]@[Link]
Doc. Ref. Code Effectivity Rev Page
Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________ ____________________________________
Signature over Printed name of the Observer Signature over Printed name of the
Teacher
CLARIFICATIONS ON THE FEATURES OF PRACTICE
FOR CLASSROOM OBSERVATION
1. Integration of content across learning areas – The integration focuses on
utilizing the content from other learning areas within a specific subject. This is not
integrating subject areas across the curriculum, but the content from various disciplines is
used (through reading materials, activity sheets, output requirements, performance tasks)
to deepen understanding, broaden knowledge, and enhance competencies within the
context of the subject at hand.
2. Multidisciplinary Learning Resources - Multidisciplinary learning resources are
educational materials that draw from a variety of sources. These resources encourage
students to explore topics using a combination of textbooks, worksheets, manipulatives,
and ICT tools, providing access to information from diverse and open platforms.
Multidisciplinary learning resources allow teachers to offer various learning platforms to
broaden content knowledge and deepen competencies.
3. Self-Corrective Feedback – Self-corrective feedback refers to the process in which
learners independently identify, assess, and correct their own errors or misconceptions. By
engaging in self-corrective feedback, learners develop critical thinking skills, improve
problem-solving abilities, and enhance their understanding of the subject matter. In a
classroom setting, self-corrective feedback can be facilitated through strategies like guided
questioning, reflection prompts, or access to resources that allow students to compare
their work against correct models or solutions.
4. Individualized Instruction to Address Individual Learning Needs - Individualized
instruction is a teaching approach that tailors learning activities, materials, and pacing to
meet the unique needs, abilities, and interests of each student in the classroom. By
addressing individual learning needs, teachers can modify lessons, use differentiated
resources, and offer targeted interventions to ensure that all students can progress at their
own pace. For example, in the classroom, the teacher provides various activities, giving
learners options to choose from. Each student selects and decides which tasks to complete
to meet the required competency. This makes the output learner-centered, as the students
determine what they will do and create.
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
[Link]@[Link]
Doc. Ref. Code Effectivity Rev Page
