Rubric For Observing Proficient Tecaher

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
Division of Bukidnon
MARAMAG DISTRICT II
SAN MIGUEL CENTRAL SCHOOL
Purok 2a, San Miguel, Maramag, Bukidnon
Objective Applied knowledge of content within and across curriculum teaching areas
1
3 The teacher demonstrates minor content errors either in presenting the
lesson or in responding to learners’ questions or comments. The lesson
content displays simple coherence.
Features of Practice
1. The teacher indicates some awareness of other ideas in the same
teaching area that are connected to the lesson, but does not make solid
connections.
2. The teacher makes few content errors in presenting the lesson but does
not affect entirely the learning process.
4 The teacher demonstrates accurate knowledge of key concepts both in
presenting the lesson and in responding to learners’ questions or
comments. The lesson content displays coherence. The teacher attempts to
make connections across curriculum teaching areas, if appropriate.
1. The teacher clearly explains concepts and makes no content errors.
2. The content appears to be accurate and its focus shows awareness of the
ideas and structure of the teaching areas.
3. The teacher demonstrates factual knowledge of subject matter and attempts
to connect content across teaching areas.
5 The teacher demonstrates accurate and in-depth knowledge of most
concepts in presenting the lesson and in responding to learners’ questions in a
manner that attempts to be responsive to student developmental learning needs.
The teacher makes connections across curriculum teaching areas, if
appropriate.
1. The teacher displays comprehensive understanding of the concepts
and structure of the teaching area.
2. The teacher presents conceptual knowledge of the subject and makes
connection.
6 The teacher demonstrates accurate and in-depth knowledge of all concepts
in presenting the lesson and in responding to learners’ questions in a manner
that is responsive to learners' developmental needs and promotes learning. The
teacher makes meaningful connections across curriculum teaching areas, if
appropriate.
1. The teacher displays extensive knowledge of content.
2. The teacher addresses content accurately, and its focus is congruent with
the big ideas and/or structure of the teaching area.
7 The teacher applies accurate, in-depth and broad knowledge of content and
pedagogy that creates a conducive learning environment that enables an in-
depth and sophisticated understanding of the teaching and learning
process to meet individual or group learning needs within an across curriculum
teaching areas
1. The teacher applies extensive knowledge of content beyond his/her area of
specialization.
2. The teacher motivates learners to investigate the teaching area to expand
their knowledge and satisfy their curiosity.
3. The teacher cites intra and interdisciplinary content relationships.
4. The teacher shows expertise in the content and uses appropriate
pedagogy in delivering the lesson.
Address: Purok 2a, San Miguel, Maramag, Bukidnon

Telephone No: 09751030288
Email Address: [email protected]
MARAMAG DISTRICT II
Objectiv Used a range of teaching strategies that enhance learner

e2 achievement in literacy and numeracy skills.
3 The teacher uses loosely-connected teaching strategies to

address learners’ literacy and/or numeracy needs.
Features of practice: The teacher defines the general terms in
the lesson but fails to define specific terms needed to develop
learners’ full understanding of literacy and numeracy concepts.
4 The teacher occasionally applies relevant teaching strategies

that address learners’ literacy and numeracy needs.
Features of Practice:
In some parts of the lesson, the teacher provides activities
which addresses learners’ literacy and/ or numeracy needs but
fails to do so in some critical parts of the lesson where
either or both skills are necessary.
5 The teacher frequently applies relevant teaching strategies

Features of Practice: The teacher uses activities that enhance
literacy and/or numeracy in almost all aspects of the lesson.
6 The teacher consistently applies relevant teaching strategies

Features of practice:
The teacher provides activities to enhance learners’ literacy
and/or numeracy skills in all aspects of the lesson.
7 The teacher integrates well-connected teaching strategies

that promote individual and group learners’ critical literacy
and/or critical numeracy.
Features of practice:
The teacher employs activities that enhance and support
learners’ higher level of literacy and/or numeracy skills as a
significant part of his/her instruction.

MARAMAG DISTRICT II
Objective Applied a range of teaching strategies to develop critical and creative

3 thinking, as well as other higher-order thinking skills.
3 The teacher provided straightforward questions and activities which
lead learners through a single path of inquiry.
Feature of Practice:
1. The teacher asks, “Who has an idea about this?” The usual same
learners offer comments.
2. Many questions require rote-type responses.
4 The teacher uses questions and activities that mostly require the
learners to interpret, explain, or describe ideas learned.
The teacher makes some attempt to engage learners in genuine
discussion rather than simple, factual, or rote-type discussion.
The teacher asks, “Can you please explain this idea?”
5 The teacher employs a range of targeted follow-up questions and
activities that encourage learners to explain, demonstrate, and use
ideas learned.
1. The teacher employs a range of strategies to ensure that most
learners are given opportunities to give opinions to the lesson and to
react to the opinions of others.
2. The teacher creates a genuine discussion among learners,
providing adequate time for them to respond; as well as to step aside
when doing so is appropriate.
6 The teacher challenges learners to justify their thinking and
successfully engages most learners in the discussion using well-
directed questions and activities.
1. The teacher challenges learners cognitively to advance high-level
thinking and discourse.
2. Learners extend the discussion by inviting comments from their
classmates during the discussion and challenge one another’s
thinking.
3. Learners, themselves, ensure that all voices are heard in the
discussion.
7 The teacher provides a broad range of questions and activities,
including those of higher-order that challenge learners to analyze
their thinking to promote deeper understanding.
1. Learners compare and contrast ideas.
2. Learners synthesize or summarize information within or across
disciplines.

MARAMAG DISTRICT II
Objective Managed classroom structure to engage learners, individually or in

4 groups, in meaningful exploration, discovery and hands-on activities
within a range of physical learning environments.
3 The teacher manages classroom structure and engages only some
learners in discovery or hands-on learning activities within a range of
physical learning environments.
The teacher involves some (less than half of the learners) learners to
work productively within the allotted time, physical space and
resources.
4 The teacher manages classroom structure and engages majority
(more than half of the learners) of the learners in discovery and
hands-on learning activities within a range of physical learning
environment.
The teacher structure a simple classroom layout and uses the
available resources that are somewhat suitable for different learning
activities which involved the majority of the learners to work
productively.
5. The teacher manages classroom and engaged most (more than half of
the learners) learners in meaningful exploration, discovery and
hands-on learning activities within a range of physical learning
environments.
The teacher structures the classroom layout and uses the available
resources that are generally suitable for different learning activities
which involve most of the learners.
6 The teacher manages classroom structure and engages all (almost
approaching 100% of the learners) learners in meaningful
exploration, discovery and hands-on learning activities within a
range of physical learning environments.
The teacher keeps the learning environment free from congestion and
facilities activities appropriate within the physical learning
environment for all the learners to work productively within the
allotted time.
7 The teacher organizes and maintains classroom structure and
engages learners individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical learning
environments.
Th teacher sustain proactive classroom structure management
practices to support flexible movement of the learners in all learning
activities by providing optimal space and time appropriate to their
needs.
Objective Managed learner behavior constructively by applying positive and no-

MARAMAG DISTRICT II
5 violent discipline to ensure learning-focused environments.

3  The teacher rarely manages misbehavior against established rules of
conduct.
 The teacher seems to have set rules of conduct, but they are not clear
to all students.
 The teacher communicates a prescribed process to address learner
misconduct but is not clear and requires repeated prompting, which
delays or disrupts the quality of student learning.
 The teacher’s responses to learner misbehavior are inconsistent:
sometimes harsh, sometimes lenient.
4  The teacher occasionally manages misbehavior against established
rules of conduct and majority of the learners follow such rules.
 The teacher’s standards of conduct are inconsistently enforced
resulting in some interference in student learning and some loss of
instructional time.
 The teacher sets clear standards of conduct but learners need to be
prompted repeatedly.
 The teacher establishes appropriate expectations for behavior but
some of these are unclear or do not address the needs of most learners.
5  The teacher frequently manages misbehavior against established
rules of conduct and most learners follow such rules.
 The teacher often implements an appropriate classroom management
system which is responsive to the classroom and individual needs of
learners.
 The teacher’s standards of behavior are consistently reinforced and
are clear to most learners. The learners require little prompting,
resulting in little or no disruption to their learning.
 The teacher moves to a misbehaving learner and gives a verbal or
non-verbal signal to stop the misbehavior.
6  The teacher consistently manages misbehavior against established
rules of conduct and all learners follow such rules.
 The teacher responds appropriately to learners’ behavior without any
loss of instructional time.
 The teacher evidently establishes standards of conduct that are clear
to all learners and with impact on student learning.
7  The teacher constructively manages learners’ behavior by applying
positive and non-violent discipline to ensure learning-focused
environment.
 The teacher encourages the learners to take responsibility of their
behavior.
 The teacher implements a well-established procedure for learners to
monitor their own classroom behavior.
 The teacher closely monitors the learners so that misbehavior is
detected early before it involves more learners or becomes a serious
disruption.

MARAMAG DISTRICT II
Objective Used differentiated, developmentally appropriate learning experiences

6 to address learners’ gender, needs, strengths, interests and
experiences
3 The teacher provides a limited range of differentiated learning
experiences to address the learning needs of some learners.
4 The teacher provides differentiated or developmentally appropriate
learning experiences to address the learning needs of most learners.
5 The teacher provides differentiated and developmentally appropriate
learning experiences to address the needs of most learners.
learning experiences to address the learning needs of different groups
of learners.
learning experiences to address the diverse learning needs.
Objective Planned managed, and implemented developmentally sequenced
7 teaching and learning processes (INCLUDES: Objectives, learner
engagement strategies, pacing, sequence) to meet curriculum
requirements and varied teaching contexts.
3 The teacher implements the lessons but only with some elements of
developmentally sequenced teaching and learning processes
1. The teacher does not Demonstrate understanding of the
prerequisite relationships when planning and transitions between
activities are too abrupt.
2. The sequence of the lesson demonstrated some structure but there
were some problems with the organization that negatively impacted
learning.
Example:
The teacher was able to create OBJECTIVES during lesson planning
but LEARNER ENGAGEMENT STRATEGIES used, PACING and
SEQUENCE of the lesson during the observation were not evident
4 The teacher implements the lessons but with inappropriate elements
of developmentally sequenced teaching and learning processes.
1. The teacher’s demonstration of knowledge of pre-requisite
relationships are inaccurate or incomplete and transitions between
activities are present but may catch learners off guard or disrupt the
flow of the sequence.
2. There may have been a minor missed opportunity or minor
organizational issue present during the lesson that affected learning
time.
Example:
The teacher was able to create OBJECTIVES during lesson planning
and carried it out during the class but LEARNER ENGAGEMENT
STRATEGIES were not properly established as it jumps from one
part of the lesson to the next that affects the PACING and
SEQUENCE of the lesson.

MARAMAG DISTRICT II
5 The teacher implements the lessons with appropriate elements

of developmentally sequenced teaching and learning processes.
1. The teacher connects outcomes to previous and future
learning. Transitions between activities are smooth.
2. The lesson sequence generally kept learners engaged and
moving from one portion to the next in a reasonable manner.
They seemed to understand the purpose of the lesson and what
they were to do to accomplish the purpose.
Example:
The teacher was able to create OBJECTIVES during lesson
planning and carried it out during the class. LEARNER
ENGAGEMENT STRATEGIES were present with PACING and
6 The teacher manages well-structured lessons with
developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts.
1. The sequence of activities purposefully scaffolds learners
toward achieving the lesson’s objectives.
2. The sequence of learning activities keeps learners engaged in
the content and had a clear sense of purpose throughout the
vast majority of the class time.
Example:
planning and carried it out during the class through
scaffolding. LEARNER ENGAGEMENT STRATEGIES were
established as it jumps from one part of the lesson to the next
that follows PACING and SEQUENCE of the lesson.
7 The teacher manages well-structured lessons with emphasis on
explicit connections between previous learning and new concepts
and skills.
1. The progression from the warm up into the main activity was
thoughtfully planned to review same basic concepts, followed
by
the activities that would take the application of this knowledge
to the next level of exploration.
Example:
planning and carried it out during the class through
scaffolding. LEARNER ENGAGEMENT STRATEGIES were
established. Activities given lead learners to apply what they
learn in the next level. There was a smooth PACING and

MARAMAG DISTRICT II
Objective Participated in collegial discussions that use teacher and learner

8 feedback to enrich teaching.
Means of Verification
1. Proof of Attendance in LAC/ FGDs/meetings/other collegial discussions
2. Minutes of LAC Sessions on use of teacher and learner feedback to enrich
teaching
3.Reflection Notes on their demonstration of teaching practices following
participation in LAC with proof of attendance
4. Any equivalent ALS form/document that highlight the objective.
3 No acceptable evidence was shown
4 Attended LAC sessions / FGDs / Meetings / Other collegial Discussions
that discuss teacher/learner feedback to enrich instruction as shown in
MOV 1
5 Shared practices, teacher and learner feedback during the LAC sessions /
FGDs / Meetings / Other collegial discussions to plan, facilitate, and enrich
teaching practices as shown in MOV 2
6 Reflected on practices during LAC sessions / FGDs / Meetings / other
collegial discussions to plan, facilitate, and enrich teaching practice as
shown in MOV 3
7 Planned for enriched teaching practice based on LAC sessions / FGDs /
meetings / other collegial discussions attended as shown in MOV 3
Lesson Study Group approach
Objective Selected, developed, organized and used appropriate teaching and
9 learning resources including ICT, to address learning goals.
3  The teacher utilizes learning resources, including ICT, which are
loosely-aligned with the learning goals.
 The teacher utilizes a variety of materials and resources that do not
support the learning goals.

occasionally aligned with the learning goals.
 The teacher utilizes a variety of instructional materials and resources
but is not able to maximize their purpose to support the learning goals.
generally aligned with the learning goals.
that are aligned with the instructional purposes which usually support the
learning goals.
consistently aligned with the learning goals.
that are aligned with the instructional purposes which always support the
learning goals.
7  The teacher integrates extensive and multidisciplinary learning
resources, including ICT, which are appropriate and aligned with the
learning goals.
 The teacher skillfully manages diverse instructional materials that
encompass other disciplines which consistently support the learning
goals.

MARAMAG DISTRICT II
Name of Teacher: Signature

Name of Observer/s:
1.
2.
3.
4.
Date of Instructional Supervision:
Date of Preconference:
Date of Post Conference:
Lesson Started:
Lesson Ended:


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Republic of the Philippines

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Objectiv Used a range of teaching strategies that enhance learner

3 The teacher uses loosely-connected teaching strategies to

4 The teacher occasionally applies relevant teaching strategies

5 The teacher frequently applies relevant teaching strategies

6 The teacher consistently applies relevant teaching strategies

7 The teacher integrates well-connected teaching strategies

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Objective Applied a range of teaching strategies to develop critical and creative

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Objective Managed classroom structure to engage learners, individually or in

Address: Purok 2a, San Miguel, Maramag, Bukidnon

5 violent discipline to ensure learning-focused environments.

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Objective Used differentiated, developmentally appropriate learning experiences

Address: Purok 2a, San Miguel, Maramag, Bukidnon

5 The teacher implements the lessons with appropriate elements

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Objective Participated in collegial discussions that use teacher and learner

4  The teacher utilizes learning resources, including ICT, which are

Address: Purok 2a, San Miguel, Maramag, Bukidnon

Name of Teacher: Signature

Address: Purok 2a, San Miguel, Maramag, Bukidnon

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