Observation Form: Part 1 - Pre-Requisites
Observation Form: Part 1 - Pre-Requisites
Observation Form: Part 1 - Pre-Requisites
PART 1 - PRE-REQUISITES
Teacher is professional and shows
1 respect to all learners.
2C. Creating an Respect & Rapport & Caring Teacher inquires about students' life
Environment of Respect and/or interests beyond the class and
and Rapport 1 school.
2D. Creating a Culture 2D.1. Effort & Persistence Teacher communicates that teacher
for Learning won't consider a lesson "finished" until
most students achieve the lesson
1 objectives.
3A. Communicating with 3A.1. Setting Objectives Teacher clearly states lesson objectives
Students verbally and/or in written form (on board
or PPT) at the beginning and/or
1 throughout the lesson.
3A.3. Content Delivery & Clarity Teacher explains the content correctly.
1
3A.4. Promoting the Use of English Teacher uses English mostly, only
resorting to Vietnamese when necessary
(e.g. comforting an upset student or
1 swiftly clarifying difficult blocking
lexis/concepts etc.)
3B. Engaging Students 3B.1. Student Engagement Teacher ensures students exhibit body
in Learning postures indicating that they are paying
1 attention (to teacher, other students,
instructional materials).
in Learning
3C. Using Questioning 3C.1. Low- & High-level Questioning Teacher gives concise and easy to
and Discussion understand questions.
Techniques 1
3D. Using Assessment in 3D.1. Monitoring of Student Learning Teacher assesses assumed prior
Instruction & Feedback with Checks for Understanding knowledge of students at the beginning
of lesson. (E.g. using student scores or
quick check activities.)
1
1
Teacher acknowledges students'
1 sharing/answers (e.g. thank you,
very good, great idea etc.).
Total Score 27
Level Weight 11%
PART 5 - What has been well done?
Observer
Observer
Teacher
OBSERVER'S SIGNATURE
VATION FORM
240
Outstanding 3
YES
Teacher provides useful basic language Teacher uses activities with a logical
(e.g. "It's my turn") so that students can progression (before, during, after each
2 effectively communicate in English (S-S, S- 3 activity and between activities) to help 4
T). students develop their abilities to use
English.
Teacher uses suitable lesson pacing that is Most students actively work on most
neither dragged out nor rushed. assignments rather than watching while
2 3 their teacher "works". 4
Teacher gives students opportunities to As students explain their thought
explain their thought process as part of process, teacher effectively facilitates
completing a task. the thought process for struggling
2 3 students. 4
Lesson plan shows that instructional Lesson plan shows that instructional
strategies are suitable to lesson content. strategies are entirely suitable to
students' developmental stage.
2 3 4
Teacher can identify strengths and Teacher can analyze what made
weaknesses of the observed lesson areas of the lesson effective or
during post-observation meeting. less effective.
(E.g. teacher reflects on evidence of
2 students' learning by referring to 3 4
some specific classroom situation
etc.)
54 75 84
23% 31% 35%
PART 6 -What needs to be improved?
n) PART 8 - Teacher's comments
TEACHER'S SIGNATURE
Không đạt Ineffective < 84 < 35%
Trung bình Developing 1 84 35%
Khá Developing 2 108 45%
Khá Developing 3 132 55%
Tốt Accomplished 1 144 60%
Tốt Accomplished 2 156 65%
Tốt Accomplished 3 168 70%
Xuất sắc Outstanding 1 180 75%
Xuất sắc Outstanding 2 204 85%
Xuất sắc Outstanding 3 228 95%
*Band
minimum
score
Outstanding (x4)
[56]
Teacher makes creative use of classroom
setup and space that highly engages
students in a way that is worth being
replicated and systemized.
Teacher makes creative use of teaching aids
that highly motivates and challenges
students in a way that is worth being
replicated and systemized.
Outstanding
(x4)
roved?
ents
RE