Teacher Evaluation Process - Specific Areas of Focus Checklist

8/10/2019 Teacher Evaluation Process - Specific Areas of Focus Checklist

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PRE-OBSERVATION FORM

Name of Teacher Male Female

Date of Classroom Observation: Time:

Date of Pre-Observation:

INTRODUCTION

The teacher and the evaluator must have a pre-observation meeting to preparefor the classroom observation and to review the teachers lesson plan.During the meeting the evaluator and the teacher must complete thePre-observation Meeting Form.

The meeting should be used to ensure that the expectations for the observationare clearly understood. n important tas! during the meeting is for the evaluator to identify the expectations and for the teacher to describe the teaching plan for the classroom observation.

"ther purposes of the pre-observation meeting are the following.

ToDevelop a collegial atmosphere in advance of the observation.

#earn about the uni$ue $ualities of the teachers group of students.

%dentify the student outcomes that are expected.

llow the evaluator to explain his&her role to the teacher

'stablish procedures in advance.

(et the date and time for the classroom observation.

(tate the ob)ective*s+ for the lesson that is to be observed.


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1. No. of Students in Class/Form.

2. W at tea! in" met ods do #ou $lan to use%

&. W at student out!omes do #ou e'$e!t from t is !lass%

(. W i! as$e!ts of sub)e!ts/!ontent and instru!tional s*ills +ill be t efo!us for t is !lassroom observation%

,. o+ +ill student learnin" be assessed%

. W at s$e!ial ! ara!teristi!s of t e students do #ou +ant to i" li" t%

. W at resour!es +ill be used durin" t e lesson%

Si"nature of 0valuator . Date .

Si"nature of Tea! er .. Date .


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POST-OBSERVATION FORM

Name of Teacher Male Female

Date of Classroom Observation: Time:

Date of Pre-Observation:

1. n li" t of #our instru!tional ob)e!tives3 o+ do #ou t in* t elesson +ent%

2. Did t e students learn + at #ou +anted t em to% o+ do #ou*no+%

&. Were t e ! oi!es of tea! in" met ods or strate"ies effe!tive%o+ do #ou *no+%

(. 4n# ot er !omments

Si"nature of 0valuator . Date .

Si"nature of Tea! er .. Date .

The post-observation conference should be scheduled as soon as possiblefollowing the classroom observation and no later than , days after theobservation. During the post-conference the aim is to discuss the areas of focusand any necessary follow up activities./se the sandwich approach *good points- - areas to improve -- good points+when giving your evaluation during the conference.


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SPECIFIC AREAS OF FOCUS CHECKLISTPLANNING AND PREPARATION

Lesson Objectives

a) Uses clear objectives

b) Uses precise objectives.c) Uses achievable objectives in relation to time and student abilities.

Knowled e o! s"bject

a) Provides appropriate content activities to reflect student abilities.

b) Provides appropriate content activities to achieve lesson objectives.

c) Provides accurate information.

d) Provides current information.

#et$ods %nd #%te&i%ls

a) Uses appropriate strategies, teaching procedures and materials.

b) Uses an appropriate introduction, development and conclusion.

c) Makes provision for students to manipulate materials.

d) Uses materials and methods to reinforce learning, stimulate interest and stimulate direct

experience.

e) Presents materials in an organized and interesting manner.

#eetin Individ"%l Needs

a) Organizes individual and group activities in a meaningful manner.

b) Monitors classroom activities.

c) ho!s fairness, tact and good judgment in dealing !ith students.

d) Uses student ans!ers, errors and difficulties to identif" student#learning problemsmodif" planning and instruction.

e) Provides accurate and prompt feedback to students throughout the lesson.f) Uses students$ kno!ledge, experiences, ideas, %uestions and responses effectivel".

g) Modifies instruction in relation to learner needs.

h) &elps students to anal"se, s"nthesize and think criticall".

Lesson Ev%l"%tion

a) 'onstructs suitable classroom instruments to effectivel" assess student performance(learning.

b) valuates the effectiveness of instructional materials.c) Provides opportunities for students to perform the re%uired behaviours.


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INSTRUCTIONAL SKILLS

O& %nis%tion o! Inst&"ction

a) Uses appropriate language of instruction to students.

b) *ives clear and concise directions and explanations.

c) 'aters to the different intellectual needs of students.d) 'ommunicates information in a logical and coherent manner.

e) Utilises activities !hich offer the opportunit" for the development of higher order thinking skills.

f) Uses an appropriate introduction, development and conclusion.

Use o! Reso"&ce #%te&i%ls

a) +ntroduces materials at appropriate times.

b) Uses materials !hich are appropriate for the content of the lesson.

c) Utilises materials that are commensurate !ith the abilities of the students.

d) llo!s students to manipulate materials.

d) Uses materials to reinforce learning and stimulate interest.

'"estionin Tec$ni("es

Utilises %uestions at all levels of -loom$s axonom"

Evaluation Application

Synthesis Comprehension

Analysis Knowledge

a) sks %uestions !hich are appropriatel" phrased and understood b" students.

b) sks %uestions !hich are at the appropriate level for the materials being covered.

c) +ncludes %uestions !hich re%uire students to think at various levels of taxonom".

d) timulates students to give responses !hich are consistent !ith intended goals of the

%uestions.

e) sks %uestions !hich monitor student progress.

f) ncourages students to ans!er difficult %uestions b" providing cues or rephrasing.

g) sks probing %uestions if a student$s ans!er !as incomplete or superficial.

h) Uses rhetorical %uestions to gain students$ attention.

i) voids implied %uestions.


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j) ddresses %uestions to individuals as !ell as the group.

k) Pauses after %uestions to allo! student time to think of an ans!er.

l) voids interrupting students during %uestions or responses.

St"dents P%&tici)%tiona) llo!s and encourages students to ask %uestions.

b) Provides opportunities for students to share ideas and materials !ith others.

c) ncourages students to sho! respect for others b" listening.

d) ncourages students to follo! group#rules as established.

e) +nspires students to fulfill his(her !ork responsibilities to the group.

f) +nspires the students to exhibit appropriate !ork behaviours during time set aside for

group !ork.g) Motivates students to participate in discussions during the time set aside for group !ork.

Clos"&e

a) /evisited the actual lesson, concepts and learning objectives.

b) Provided students !ith opportunities to demonstrate the behaviour independentl".


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CLASSROO# #ANAGE#ENT AND CONTROL

#%n% e*ent o! Ti*e

a) +s punctual for lessons

b) 0istributes(organizes materials in a timel" manner.

c) *ives students ade%uate time to complete tasks(activities.d) 'ontrols pace of lesson effectivel".

e) *ives ade%uate time to reflect and discuss ne! materials(ideas.

f) +s able to bring the lesson to an appropriate conclusion.

Cl%ss&oo* At*os)$e&e

a) 'reates an enthusiastic setting for learning.

b) 'reates a friendl" positive learning environment.c) ncourages collaboration among students.

d) ncourages full student participation during the lesson

e) Praises students for an" initiative sho!n.

f) 1elcomes %uestions from students.

g) Provides ade%uate(appropriate feedback to pupils$ concerns.

h) Uses acceptable oral expression.

Disci)line

a) *ives clear and specific instructions re classroom activities.

b) 0emonstrates interest in the discipline of the students.

c) 0emonstrates confidence in handling disciplinar" matters during the lesson

d) +s fair in settling an" existing disciplinar" problems.

e) Upholds appropriate standards of behaviour.

Cl%ss&oo* P&esence

f) 0emonstrates an interest in the !elfare of the students.

g) ho!s empath" for the needs of students.

h) Uses opportunities to instill values as outlined in the P ' Programme.

i) Uses appropriate approaches !ith students.

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Teacher Evaluation Process - Specific Areas of Focus Checklist