EVALUATION CHECKLIST FOR DEMONSTRATION TEACHING

(Based on DO 7 s. 2023)

Name of Demonstrator: _______________________________________

DIRECTIONS:
1. Rate each item on the checklist according to how well the teacher performed during the demonstration teaching. Mark the appropriate column with a (✔)
symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. *NO stands for Not Observed which automatically gets a rating of 2.

Indicator 2 3 4 5 6 *NO
1. Apply knowledge of content within and across curriculum teaching areas.
2. Use a range of teaching strategies that enhance learner achievement in literacy and/or numeracy
skills.
3. Apply a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order skills.
4. Plan, manage, and implement developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
5. Design, select, organize, and use diagnostic, formative, and summative assessment strategies
consistent with curriculum requirements.

________________________________
(signature over printed name of panel)
RUBRIC LEVEL SUMMARY

LEVEL LEVEL LABEL LEVEL DESCRIPTION

2 BUILDING  The teacher demonstrates a limited range of separate aspects of the indicator.
3 ORGANIZING  The teacher demonstrates a limited range of loosely associated pedagogical aspects of the indicator.
4 DEVELOPING  The teacher demonstrates a range of associated pedagogical aspects of the indicator that sometimes are
aligned with the learners’ developmental needs.
5 APPLYING  The teacher demonstrates a range of associated pedagogical aspects of the indicator that usually are aligned
with the learners’ developmental needs.
6 CONSOLIDATING  The teacher uses well-connected pedagogical aspects of the indicator that consistently are aligned with
student development and support students to be successful learners.

2 3 4 5 6
INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates
moderate content errors related minor content errors either in accurate knowledge of key accurate and in-depth accurate and in-depth
to lesson concepts either in presenting the lesson or in concepts both in presenting knowledge of most concepts knowledge of all concepts in
presenting the lesson or in responding to learners’ the lesson and in responding in presenting the lesson and presenting the lesson and in
responding to learners’ questions of comments. The to learners’ questions or in responding to learners’ responding to learners’
questions or comments. The lesson content displays simple comments. The lesson questions in a manner that questions in a manner that is
lesson content does not display coherence content displays coherence. attempts to be responsive to responsive to learners’
coherence The teacher attempts to make student developmental developmental needs and
connections across learning needs. The teacher promotes learning. The
curriculum teaching areas, if makes connections across teacher makes meaningful
appropriate. curriculum teaching areas, if connections across
appropriate. curriculum teaching areas, if
appropriate.
 INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
The teacher uses unrelated The teacher uses loosely The teacher occasionally The teacher frequently The teacher consistently
activities which do not develop connected teaching strategies applies teaching strategies applies relevant strategies that applies relevant strategies
learners’ understanding of to address learners’ literacy that address learners’ literacy enhance learners’ literacy that enhance learners’
literacy concepts and/or and/or numeracy needs. and numeracy needs. and/or numeracy skills. literacy and/or numeracy
numeracy needs. skills.
INDICATOR 3 Appy a range of teaching strategies to develop critical and creative thinking, as well as other higher order thinking skills
The teacher asks mostly low- The teacher provides The teachers use questions The teacher employs a range The teacher challenges
order questions that require straightforward questions and and activities that mostly of targeted follow-up learners to justify their
simple factual responses and/or activities which lead learners require the learners to questions and activities that thinking and successfully
provides activities that are through a single path of interpret, explain, or describe encourage learners to explain, engages most learners in
routine. inquiry. ideas learned. demonstrate, and use ideas discussion using well-
learned. directed questions and
activities.
INDICATOR 4 Plan, manage, and implement developmentally sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts
The teacher implements a The teacher implements the The teacher implements the The teacher implements the The teacher manages well-
poorly sequenced teaching and lesson but only with some lesson but with inappropriate lesson with appropriate structured lesson with a
learning processes to meet elements of a developmentally elements of a elements of a developmentally sequenced
curriculum requirements and sequenced teaching and developmentally sequenced developmentally sequenced teaching and learning
varied teaching contexts. learning processes to meet teaching and learning teaching and learning processes to meet curriculum
curriculum requirements and processes to meet curriculum processes to meet curriculum requirements and varied
varied teaching contexts. requirements and varied requirements and varied teaching context.
teaching contexts. teaching contexts.
INDICATOR 5 Design, select, organize, and use diagnostic, formative and summative assessment strategies consistent with curriculum
requirements
The teacher attempts to The teacher provides a limited The teacher attempts to The teacher provides a The teacher attempts to
incorporate assessment in the range of assessment strategies incorporate assessment in the limited range of assessment incorporate assessment in the
lesson without set criteria. but fails to address the learning lesson without set criteria. strategies but fails to address lesson without set criteria.
goals. the learning goals.