Teacher’s Copy-EYE

Lesson Observation Form

Teacher: Subject/Topic: Class/Sec: No. of students:

School: Observer(s): Designation: Date:

Dimension Unacceptable Acceptable Good Outstanding

Criteria measured by each Performing Below Minimum Teaching Policy Performing at Minimum Teaching Policy Performing at Proficient Level of Teaching Performing at Excellence Level of Teaching
dimension are noted. Standard Standard Standard Standard
- Teacher does not - Uses TCS prescribed - Planning is purposeful. - Planning is innovative and
follow the plan. format. - Learning objectives (LOs) purposeful.
Activities are not All sections are are clearly stated with Lesson evaluations are
Planni

- - -
ng

stated learning are age and level critical

realistically timed. realistically timed. planned activities critical and inform

- The activities planned - Planning is purposeful. relevant to the LO subsequent planning
Lesson

are not relevant to the - Learning objectives (LOs) - Lesson evaluations are

objectives. appropriate
Comments:

- Teacher answers
- Teacher correctly answers questions confidently, - Demonstrates excellent
questions about course- clearly, and simply. subject knowledge
- Teacher does not appear level content. - Teacher has students - Uses variety of strategies
to understand course - Teacher clearly identifies provide real-world to meet the needs of
content. realistic learning goals for examples of class content individuals and groups of
the class session. or apply content to real- students
- Teacher assumes enables students to - Uses variety of strategies thinking and independent
- Teacher provides clear world scenarios. - Uses questioning and
unrealistic skill level of instructions - Provides challenging work dialogue to promote
students in the class. - Models language that and appropriate support students’ higher order

communicate effectively to meet the needs of learning

majority of the students
Comments

- Teacher promotes - Teacher ensures smooth

- Students are not familiar - Teacher demonstrates
Manage

positive relationships transitions between

ment

with the procedures. withitness; monitors

- Demonstrates effective segments
students activities
- Teacher does not monitor time management - Organises enabling
vigilantly
students effectively - Extends equal learning environment and
- Students lack discipline opportunities of learning resources - Teacher is responsive to
to all students - Lesson is well-resourced student engagement and
and resources contribute adjusts strategy
Classroo

to the learning. accordingly.

m

Comments:

- Relationships amongst - Students are actively - Are independent learners

- Relationships amongst
students and staff are engaged and focused and take responsibility for
students and staff are not
StudentEngageme

respectful - Interact and collaborate their learning

respectful
effectively - Reflect on their learning
- Are self-disciplined
- Students are not engaged - Communicate effectively, to evaluate their
and lack focus - Students are focused with age and level strengths and areas of
nt

appropriate vocabulary development

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 Comments:

Does not use any - Uses effective Uses effective formative

- - Uses effective formative -
formative assessment
formative assessment assessment methods assessment methods,
methods (recap, wrap
methods (recap, wrap up, (recap, wrap up, mini- (recap, wrap up, mini-
up, mini-plenaries,
mini-plenaries, plenaries, questioning) plenaries, questioning)
questioning) that are
questioning) linked with LO that helps
- Teacher provides linked with LO.
Learning

students gauge their

- Teacher provides non- students constructive and - Teacher provides
learning.
constructive and/or encouraging feedback on information to
discouraging feedback. how to improve their students about their - Teacher leads students in
performance in class. performance on class structured reflection on
for

activities compared to class learning activities.

Assessment

a pre-established - Sets high expectations for

standard. all students
- Provides opportunities
for self and peer
assessment
- Communicates success
criteria for each task
Comments:

Children do not listen to - Children have positive Children are familiar with
- - Children use courtesy -
relationships with peers
Routines

each other and follow words group routines

and familiar adults
teacher’s instructions
- Children listen to each - Children take turns to - Children are confident in
- Teacher is not sensitive other and follow express their ideas seeking help
Classroom

towards children’s social, teacher’s instructions

emotional & personal - Teacher is highly sensitive
needs towards children’s social,
emotional & personal
needs
Care &

Comments:

Progress in Lessons (Percentage of students that met the aims set for the lesson)

o Less than 61% students o More than 61% students o More than75% students o More than 90% students

Overall Grade:
Outstanding Good Acceptable Unacceptable
o Across all indicators, 61% or more o Across all indicators, at least 75%
o Across all indicators, at least 75% o Across all performance indicators,
are outstanding and the rest are are good or better.
are acceptable or better. less than 75% are acceptable or
good. o Students’ progress is at least
better.
o Teaching is graded Outstanding. 75% o Students’ progress is at least
o Students’ progress is at least 90%. o Teaching is graded Good. 61%

What went well….. Next Steps:

Feedback

Teacher’s Signature Observer’s Signature

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