I Component I Transforming
I A. Lesson Planning I 4 points
Teacher's objectives
Instructional reflect high level learning
related to curriculum
frameworks and
standards; they are
adapted, where
necessary, to the needs
of individual students,
and permit practical/
workable methods of
assessment.
2. Mapping All of the elements of the
Coherent instructional design
Instruction support the stated
instructional objectives,
engage students in
meaningful learning, and
show evidence of student
input. Teacher's lesson
or unit is highly coherent
and has a clear
structure.
3. Instructional
Materials,
Resources, and
Technology
Developing Emerging Beginning
3 points 2 points 1 point
Teacher's Teacher's objectives
represent valuable objectives are of represent trivial
learning and are moderate value or learning, are
suitable for most suitability for unsuitable for
students in the class; students in the students, or are stated
they reflect class, consisting of only as instructional
opportunities for a combination of activities, and they do
integration and objectives and not permit practical/
permit practical/ activities, some of workable methods of
workable methods of which permit assessment.
assessment. practical/ workable
methods of
-
assessment.
Most of the elements Some of the I The various elements
of the instructional elements of the of the instructional
design support the instructional design do not support
stated instructional design support the the stated
objectives and engage stated instructional instructional
students in objectives and objectives or engage
meaningful learning engage students in students in
and the lesson or unit meaningful meaningful learning
has a clearly defined learning, while and the lesson or unit
structure. others do not. has no defined
Teacher's lesson or structure.
unit has a
recognizable
structure.
Some of the Materials and
materials and resources do not
resources support support the
the instructional instructional
objectives and key objectives and key
161 P a g e
 neaningful learning. engage student in concepts, and concepts or engage
rhere is evidence of meaningful learning. some engage students in
student participation in Technology used to students in meaningful learning.
selecting or adapting enhance and support meaningful
naterials. instruction. learning.
Component Transforming Developing Emerging Beginning
B. Classroom 4 points 3 points 2 points 1 point
Management
1 . Managing 3lassroom routines and Classroom routines Classroom routines Classroom routines
Classroom ~roceduresare seamless and procedures have and procedures and procedures are
Procedures n their operation, and been established and have been partly inefficient,
;tudents assume function smoothly for established, but resulting in the loss of
:onsiderable the most part, with function unevenly much instructional
-esponsibilityfor their little loss of or inconsistently, time.
smooth functioning. instruction time. with some loss of
instruction time.
2. Organizing reacher's classroom is Teacher's classroom Teacher's Teacher makes poor
Physical Space safe and students is safe and learning is classroom is safe use of the physical
:ontribute to ensuring accessible to all and essential environment resulting
h a t the physical students; the teacher learning accessible in unsafe or
mvironment supports uses physical to all students but inaccessible conditions
,he learning of all resources well and the future for some students.
students. ensures that the arrangement only There is poor
physical arrangement partially supports alignment between the
supports the learning the learning physical arrangement
activities. activities. and the lesson
activities.
Component Transforming Developing Emerging Beginning
C. Teaching-Learning 4 points 3 points 2 points 1 point
Process
1 . Knowledge of reacher's knowledge of Teacher demonstrates Teacher's content Teacher displays little
Content and :ontent and pedagogy is solid understanding and pedagogical understanding of the
Pedagogy xtensive, showing of the content and its knowledge subject or structure of
:vidence of a continuing prerequisite represents basic the discipline, or of
search for improved relationships and understanding but content-related

17 1 ;'age
 I practice. Teacher actively I connections with I does not extend to pedagogy.
builds on knowledge of other disciplines. connections with
prerequisites and Teacher's other disciplines or
misconceptions when instructional to possible student
describing instruction or practices reflect misconceptions.
seeking causes for current pedagogical
student knowledge.
misunderstanding.
Teacher formulates many Teacher's use of Teacher's use of Teacher makes poor
and Discussion of the high-level questioning and questioning and use of questioning and
questions and assumes discussion techniques discussion discussion techniques,
responsibility for the reflects high-level techniques is with low-level
participation of all questions, true uneven, with some questions, limited
students in the discussion, and full high-level student participation,
discussion. participation by all questions, and little true
students. attempts a t true discussion.
discussion, and
moderate student
-
participation.
3 . Students' The learning tasks The learning tasks The learning tasks and
Learning intellectually engaged in and activities are or prompts are activities, materials,
challenging content, aligned with the partially aligned resources,
through well-designed instructional with the instructional groups
learning tasks, and outcomes and are instructional and/or technology are
suitable scaffolding by designed to challenge outcomes but poorly aligned with the
the teacher, and fully student thinking, require only instructional
aligned with the resulting in active minimal thinking outcomes, or require
instructional outcomes. intellectual by students, only rote responses.
There is evidence of some engagement by most allowing most The pace of the lesson
student initiation of students with students to be is too slow or rushed.
inquiry, and student important and passive or merely Few students are
contributions to the challenging content, compliant. The intellectually engaged
exploration of important and with teacher pacing of the or interested.
content. The pacing of scaffolding to support lesson may not
the lesson provides that engagement. The provide students
students the time needed ~ a c i n of
e the lesson is the time needed to
 to intellectually engage appropriate, providing be intellectually
with and reflect upon most students the engaged.
their learning and to time needed to be
consolidate their intellectually
understanding. engaged.
4. Students' All students are Most activities are Some activities are Activities are
Response to cognitively engaged in appropriate to appropriate to inappropriate for
Activities the activities and in the students. Almost all students and students in terms of
exploration of content. students are engage them their age or
Students initiate or cognitively engaged in cognitively but backgrounds.
adapt activities and them. others do not. Students are not
projects to enhance engaged mentally.
understanding.
5. Learning Learning activities are Most of the learning Only some of the Learning activities are
Activities highly relevant to activities are suitable learning activities not suitable to
students and to students and are suitable to students or
instructional objectives instructional students or instructional
and key concepts. They objectives and key instructional objectives and key
progress coherently, concepts. Progression objectives and key concepts. They do not
producing a unified of activities in the concepts. follow an organized
whole and reflecting unit is fairly even, Progression of progression and do not
recent professional and most activities activities in the reflect recent
research. reflect recent unit is uneven, and professional research.
professional research. only some activities
reflect recent
professional
research.
Component Transforming Developing Emerging Beginning
D. Language 4 points 3 points 2 points 1 point
Proficiency
1. Use of language Teacher's spoken and Teacher's spoken and Teacher's spoken Teacher's spoken
written language is written language is language is language is inaudible,
correct and expressive, clear and correct. audible, and or written language is
with well-chosen Vocabulary is written language is illegible.
vocabulary that enriche appropriate to legible. Both are Spoken or written
 the lesson. students' age and used correctly. language may contain
interests. Vocabulary is many grammar and
correct but limited syntax errors:
or is not vocabulaly may be
appropriate to inappropriate, vague,
students' ages or or used incorrectly,
backgrounds. leaving students
confused.
2. Conveyance of Conveys information and Conveys information Conveys Presents orally using
Information and ideas with clarity. and ideas with information and correct intonation and
Ideas considerable clarity. ideas with limited body language to
clarity. clanfy a message.
Component Transforming Developing Emerging Beginning
E. Assessment of 4 points 3 points 2 points 1 point
Learning I I
outcomes
1. Congruence The assessment is All the instructional Some of the Content and methods
with- completely congruent objectives and key instructional of assessment lack
Instructional with the instructional concepts are assessed objectives and key congruence with
Objectives objectives and key through the proposed concepts are instructional
concepts, both in content plan, but the assessed through objectives and key
and process. approach is more the proposed concepts.
suitable to some goals approach, but
than to others. manv are not.
Teacher's plan for Teacher's plan for Teacher's plan for Teacher's approach to
2. Assessing student assessment is student assessment student assessing student
Student fully aligned with the is aligned with the assessment is learning contains no
Learning instructional outcomes, instructional partially aligned clear criteria or
with clear criteria and outcomes, using clear with the standards, and lacks
standards that show criteria, is instructional congruence with the
evidence of student appropriate to the outcomes, without instructional
contribution to their needs of students. clear criteria, and objectives.
development. Teacher intends to inappropriate for a t The results of
use assessment least some assessment have
results to ~ l a for
n students. Teacher minimal i m ~ a con
t the
 future instruction for intends to use design of future
groups of students. assessment results instruction.
to plan for future
instruction for the
class a s a whole.
Component Transforming Developing Emerging Beginning
F. Reinforcement 4 points 3 points 2 points 1 point
of Learning
1. Providing The teacher integrated The teacher The teacher The teacher failed to
Opportunities to and carried out the plan integrated and carried integrated integrate and carry out
Strengthen for reinforcing learning out the plan for agreement in the the provision for
KF'UP through well-defined reinforcing learning plan without traces reinforcing learning of
agreement and through well-defined of reinforcing the lesson taught.
established connection to task a s a n agreement learning and
next lesson. and but unable to connecting it to the
establish connection next lesson.
to the next lesson.
The number of points attained for each of the fifteen (15) listed components shall be added and then divided by
sixty (60).The quotient shall then be multiplied by 0.15 or 15%. The product shall then be multiplied by 100.

Example:
Sum of points attained for the 15 components = 45
[(45 / 6 0 ) x0.151 x 100 = 11.25
Score for Demonstration Teaching = 1 1.25 / 15

Applicants for K to 3 who will perform Demonstration Teaching using the mother tongue of the locality where the
school being applied for is located shall be given a n additional +5 points on top of the score they have obtained.
For applicants who may be assigned in a school located in an IP community and/or serving IP learners, the
Division Selection Committee shall give due recognition to a n applicant's knowledge and skill in integrating indigenous
knowledge, culture, and skills into the teaching-learning process (as demonstrated in the above aspects).
Applicants shall undergo Demonstration Teaching designed specifically for the teaching positions they are
applying for.