Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Old Capitol Compound, Burgos Avenue, Cabanatuan City, 3100
Observation Form for Teachers Date: _____________________
STAR OBSERVATION RUBRIC
Name of Teacher: ____________________________________ Designation: _______________ Rating: ________________
Grade Level: ________ Section: ___________ Subject: _______________ Time: ___________ No. of Students: _________
School: _____________________________________ District: __________________________
Note: If indicators have not been observed or met, the rating shall be interpreted as Needs Improvement (NI) with 1 point.
ITEMS UNSATISFACTORY
(2 pts.)
SATISFACTORY
(3 pts.)
VERY SATISFACTORY
(4 pts.)
OUTSTANDING
(5 pts.) RATING
S - SITUATION (Focus and observe closely on the Context of Lesson Plan and Teaching Contents)
1. Lesson
Planning
Some parts or activities
are not congruent and
clearly stated.
Objectives, contents, IMs,
instructional activities and
assessment are written.
All parts are appropriate,
congruent and clearly stated.
Valuing objectives and activities
enable students to enjoy learning
based on assessment
2. Instructional
Materials and
Resources
Uses easily available
and common IMs.
Presents various IMs with
clear purpose
Develops and utilizes creative
and manipulative IMs
Applies appropriate use of mix
IMs (indigenized or localized) and
technology resources
3. Procedure
(Instructional
Activities)
Gives only one learning
activity to all kinds of
learners.
Uses different learning
activities with flexibility to
different kinds of learners.
Applies creative and logical
learning activities guided by
demonstration of learning
Engages students on interactive,
advanced and logical activities at
their own pace and learning style.
4. Classroom
Management
Needs to improve
classroom restructuring
and maintenance.
Ensured classroom is safe and
conducive to teaching and
learning process.
Practices classroom routines
and positive discipline with
gender sensitivity.
Manages student behavior pro-
actively and redirects “Healthy
Noise” to active participation.
T – TASK (Focus on the Teacher’s Actions)
5. Teacher’s
Competence
The teacher serves as
the main source of
knowledge/information.
The teacher is optimistic,
dynamic and with good rapport
and communication skills.
The teacher has mastery of the
subject-matter and logical
presentation of the lesson
The teacher serves as facilitator
of learning. Maximizes learning
time. More on activity.
6. Lesson
Establishment/
Development
Presents lesson without
coherence and
appropriate strategies.
Relates lessons to learner’s
experience with multiple ways
to learn new things.
Paces lessons appropriately
with effective transitions and
presentation of materials
Establishes clear strategies in
presenting a lesson in logical way
and developmental manner.
7. Interaction
or Discussion
Asks questions and
listens to students
answers.
Responds appropriately to
students’ mistakes/queries.
Praises correct responses.
Modifies/Gives follow-up
questions to monitor learners
and to ask questions.
Encourages/Practices students to
answer difficult, open-ended,
higher-order-thinking questions.
8. Instructional
models and
strategies
Tries common
instructional model and
slight strategies.
Uses instructional model/s and
its corresponding strategies
and methods.
Applies variety of instructional
model/s and different strategies
and methods.
Instills variety of instructional
models, strategies and methods
with ICT integration (blended).
9. Enrichment
(Application)
Gives one kind of
exercise to all students.
(one type fits all test)
Practices students with
appropriate enrichment
activities or exercises.
Challenges students using
enrichment activities beyond
their current understanding.
Integrates values and daily-life
skills addressing all types of
learners and difficulties.
A - ACTION (Focus and observe closely to the Learners Actions)
10.
Students/Class
Engagement
Limited number of
students are
participating.
Students/Class behavior
indicates strong & sustained
interest in the lesson.
Student engagement is high
throughout the class time with
varied learning styles.
Students discuss relevant ideas
and draws conclusions and
generalizations.
11. Response
(Quality of
Answer)
Only few students can
answer questions
properly.
Students are free to express
what they know or able to do
and to ask questions.
Some students formulate well-
developed answers in complete
sentence or in their own words.
Students demonstrate high
knowledge, skills and own level
of understanding.
12. Outputs
(Quality of
Work)
Some outputs are very
plain and inaccurate.
All learners/groups are active
in group work with products or
performance outputs.
All students take responsibility
for their group output/s and
work w/o teacher direction.
Learners/Groups use different
strategies or materials to come
up with best output/s.
R - RESULT (Focus on the end results or outcomes)
Quantitative Analysis – relies on numerical scores or ratings of students (analytical)
Qualitative Analysis – relies on descriptive rather than numbers (holistic)
13. Outcomes
(Evaluation)
Students answer
exercises with 65-74%
mastery level
Students are able to perform
formative tests with 75-79%
mastery level
Students work on variety of
evaluation tools to improve
learning results with 80-90%
level of proficiency.
Uses independent, collaborative
and whole-class test to improve
student learning outcomes with
91% and above proficiency
14.Assessment
of Learning
(Reflection)
Asks the results of
formative test without
interpretation.
Records assessment results
(number of learners and
proficiency level)
Uses assessment data to
identify student strengths and
areas for student growth.
Plans or differentiates activities
purposely to match the full range
of learner’s needs and at risk.
OBSERVATION NOTES:
