Sy 19

Jon J.P.
Fernandez
Superintendent of Education
PTEP: FORM C
MINI-OBSERVATION FORM
SY 2019-2020
Educator: Vaughn Baisa
School & Assignment:

MACHANANAO ELEMENTARY SCHOOL – Third Grade Teacher
Evaluator:
GERALDINE D. QUEJADO
PTEP Standard:
2.9 Maintains complete records of student work and performance and communicates student progress responsibly
to students, parents/guardians, and colleagues.
Mini-Observation Evaluator’s Notes Feedback Educator
Date and Time Initials Given/Date Initials of
Feedback
1 Mr. Baisa, Mrs. Maluwelmeng, Ms. Pablo, Via email
December 5, 2019 Ms. San Luis- Team Teaching 12/10/19
10:10-10:25am Creating the Environment:
 4 Classes (3rd Grade) was situated in room
H101, Ms. Pablo’s classroom. Teachers team
teach in preparation for our school’s upcoming
Christmas Program as it is a grade level’s
performance.
 Teachers share the responsibilities in teaching
the lesson (Jingle Bell Rock song and dance)
and managing behavior to ensure ongoing
learning and instructional time is maximized.
 Teachers taught song and dance with
actions/movements which include meaning to
it. Teachers provided assistance as needed.
 Teachers walked around the classroom to
ensure students are on task and monitor their
learning of the dance.
 Teachers were role models so students are
aware of the expectations.
 Effective classroom management. Teachers
had good control of the classes. Teachers
corrected any inappropriate behavior and
students responded well as they knew the
expectations.
 Provided immediate feedback to students
through corrections and examples.
 Teachers interacted well with the students. It
was evident that students enjoyed learning the
song/dance and are excited to perform for their
friends and families
 Teachers were speaking the language of
Proficiency Scale/Levels of Understanding
with their students. With this, students were
able to rate and explain their own progress in
learning the song and dance.
 Students were engaged with learning through
singing and dancing.
 Recognized Effort and Achievement –
Teachers praised students for their efforts.
Instructional Strategies:
 Team Teaching was obvious and evident.
 Teachers were enthusiastic, loud, clear, and
specific in their delivery of instruction (song
and dance movements).
 Active instruction is appropriately paced.
 Use of Technology (Promethean Board)
 Teachers provided practice.
 Cues and Questions – Teachers enhance
students’ ability to retrieve, use, and organize
what they already know about the Christmas
performance through ongoing practices.
 Teachers modeled what was expected of the
students.
Indicators of Student Learning:

 Student Demonstrating
 Student Practicing/Involvement
 Student Oral Responses
Areas of Improvement:
 Although Teachers promoted SBG Proficiency
Scale Levels of Understanding by speaking the
language, Teachers also need to visibly post
Learning Objective/s/I Can
statement/s/Standards/Skills that are aligned
with the learning activities (song and dance)
and should be written in student friendly
language. When posted, not only do students
see it, but both Teachers and students can refer
to them throughout the teaching and learning
process.
 Lesson Plan should always be visible,
accessible and available even during Team
Teaching as your standard is on Instruction.
Ms. San Luis did mention that it would be
emailed, however to this date 12/10/19, lesson
plan was not sent.
2 Content Area: Via email
January 23, 2020  ELA – Point of View (POV) “I Can Use 2/2/20
Sentences in a Story to support my answer, my
9:15-9:32am Point of View.”
 16 students
Creating the Environment for Learning:
 Whole group instruction - Students were
situated at their desk as Teacher provides
instruction at the front of the class.
 Teacher projected lesson/story on the screen as
part of class discussion on POVs.
 Learning objectives are visibly posted (written
on the board) and Teacher asked the class,
“What is the goal today?”
 Levels of Understanding Proficiency Scales
are visibly posted.
 Teacher provides immediate feedback to
students that is aligned to the objective of the
lesson.
 Reinforcing effort and providing recognition
that are aligned with the learning objective.
 Effective classroom management. Students
were familiar with the routines, rules and
expectations. Teacher noticed students were
not quite answering questions and/or
participating in the lesson, therefore, he made
them do some exercises and integrated with
Math to “kind of” wake them up.
 Teacher interacted well with his students.
 Teacher aligned the learning activities with the
posted learning objective and was written in
student-friendly language.
 Classroom environment was satisfactory,
students’ work and instructional posters were
displayed, however maintenance of neatness
and organization is needed.
 Recognized Effort and Achievement – Teacher
praised students throughout the lesson.
 Teacher was speaking the language of
Proficiency Scale/Levels of Understanding
with his students. With this, students were able
to rate and explain their own performance and
progress. Teacher is able to adjust lesson
activities and strategies accordingly.
Therefore, it was evident that Teacher gave
students the opportunity to evaluate themselves
through self-reflection using the levels of
understanding of the lesson they were learning.
 Lesson Plan was available.
 Teacher was loud, clear and specific of his
expectations and delivery of instruction.
 Teacher used the basic lesson structure and
objective.
 Use of Technology as a resource - Teacher
used multimedia to project lesson.
 Active instruction was appropriately paced.
 Teacher restates and elaborates student
responses to promote vocabulary mastery at a
high standard of oral expression.
 Teacher facilitates learn discussion by
circulating, questioning, redirecting, and
challenging students.
 Effective use of notes
 Effective use of cues and questions.
 Provided Practice (POVs)

 Oral Responses/Student Participation
 Notebook/Note Taking
 Teacher directed lecture, question and answer.
Area of Improvement:
 Create Proficiency Scale that is aligned with
the lessons’ Learning
Objectives/Standards/Skills.
3 Content Area: Via email
February 25, 2020  Reading 3/10/20
o Main Idea and Details “I Can use
9:15-9:32am sentences in a story to support my
answer.”
o Reading of story “Summer”
 17 students
Creating the Environment for Learning:

 Whole group instruction - Students were
situated at their desk as Teacher provides
instruction at the front of the class.
Teacher walks around to monitor students’
learning throughout his delivery of
instruction.
 Students read aloud the story “Summer”
and identify the main idea and its details.
Students tracked with their finger as they
read. Teacher monitors students reading
and provided assistance as needed.
Teacher had students read again and/or
start over if necessary. Teacher
incorporated questions during the reading
of the story.
 Learning objectives are visibly posted
(written on the board) and referred to it.
Teacher asked the class, “What is our goal
for Reading?” Students recited “I Can use
sentences in a story to support my
answer.”
 Levels of Understanding Proficiency
Scales are visibly posted.
 Teacher provides immediate feedback to
students that is aligned to the objective of
the lesson.
 Reinforcing effort and providing
recognition that are aligned with the
learning objective.
 Effective classroom management.
Students were familiar with the routines,
rules and expectations. Teacher interacted
well with his students and encouraged
them to participate. Teacher reminded
students to raise their hand if they wanted
to answer the question/s.
 Teacher aligned the learning activities
with the posted learning objective and was
written in student-friendly language.
 Recognized Effort and Achievement –
Teacher praised students throughout the
lesson.
 Lesson Plan was available.
 Teacher was loud, clear and specific of his
expectations and delivery of instruction.
 Teacher used the basic lesson structure
and objective.
 Active instruction was appropriately
paced.
 Teacher restates and elaborates student
responses to promote vocabulary mastery
at a high standard of oral expression.
 Teacher facilitates learn discussion by
circulating, questioning, redirecting, and
challenging students.
 Teacher facilitates partner discussion by
giving students the opportunity to talk to
their partner about their answers to the
questions, and/or the questions itself.
 Effective use of notes
 Effective use of cues and questions.

 Oral Responses/Student Participation
 Notebook/Note Taking/Notes
 Oral Reading
 Guided Reading
 Teacher directed lecture, question and
answer.
Areas of Improvement:
 Create Proficiency Scale that is aligned
with the lessons’ Learning Objectives/I
Cans/Standards/Skills and refer to this
throughout the implementation of the
lesson.
 Teacher needs to speak the language of
Proficiency Scale/Levels of
Understanding with his students. With
this, students are able to rate and explain
their own performance and progress.
Therefore, Teacher is able to adjust
lesson activities and strategies
accordingly. Therefore, Teacher and
students need to use the proficiency scale
of levels of understanding to provide
feedback to the learning.
 Although classroom environment was
satisfactory as students’ work and
instructional posters were displayed,
maintenance of neatness and organization
is needed.

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Jon J.P.

School & Assignment:

Indicators of Student Learning:

Indicators of Student Learning:

Creating the Environment for Learning:

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