RUBRICS FOR TEACHING DEMONSTRATION

DEPED ORDER NO. 7, S. 2015 (HIRING GUIDELINES FOR TEACHER I POSITIONS)

DepEd Order No. 7, s. 2015 shall be the basis for the hiring policies for Kindergarten, Elementary and
Junior High Levels while DepEd Order No. 3, s. 2016 for Senior High School teaching positions, from
hereon until further notice.

Demonstration Teaching – 15 points

Applicants shall be evaluated according to the rubrics indicated on the following table.

A. Lesson
Transforming Developing Emerging Beginning
Planning and
(4 points) (3 points) (2 points) (1 point)
Preparation

Teacher's objectives reflect high level Teacher’s objectives represent Teacher's Teacher's
1. Selecting Instructional learning related to curriculum valuable learning and are objectives are of objectives
Objectives frameworks and standards; they are suitable for most students in the moderate value or represent trivial
adapted, where necessary, to the class; they reflect opportunities suitability for learning, are
needs of individual students, and for integration and permit students in the unsuitable for
permit practical/ workable methods practical/ workable methods of class, consisting of students, or are
of assessment. assessment. a combination of stated only as
objectives and instructional
activities, some of activities, and
which permit they do not
practical/ permit practical/
workable methods workable
of assessment. methods of
assessment.

2. Mapping Coherent Instruction All of the elements of the Most of the elements of the Some of the The various
instructional design support the instructional design support the elements of the elements of the
stated instructional objectives, stated instructional objectives instructional instructional
engage students in meaningful and engage students in design support the design do not
learning, and show evidence of meaningful learning and the stated support the
student input. Teacher's lesson or lesson or unit has a clearly instructional stated
unit is highly coherent and has a defined structure. objectives and instructional
clear structure. engage students in objectives or
meaningful engage students
 learning, while in meaningful
others do not. learning and the
Teacher's lesson or lesson or unit
unit has a has no defined
recognizable structure.
structure.

3. Instructional Materials,
Resources, and Technology
All materials and resources support All materials and resources Some of the Materials and
the instructional objectives and key support the instructional materials and resources do not
concepts, and most engage students objectives and key concepts, and resources support support the
in meaningful learning. most engage student in the instructional instructional
meaningful learning. Technology objectives and key objectives and
There is evidence of student used to enhance and support concepts, and key concepts or
participation in selecting or adapting instruction. some engage engage students
materials. students in in meaningful
meaningful learning.
learning.

B. Classroom Management Transforming Developing Emerging Beginning

(4 points) (3 points) (2 points) (1 point)

1. Managing Classroom
Procedures
Classroom routines and procedures Classroom routines and Classroom Classroom
are seamless in their operation, and procedures have been routines and routines and
students assume considerable established and function procedures have procedures are
responsibility for their smooth smoothly for the most part, with been established, partly inefficient,
functioning. little loss of instruction time. but function resulting in the
unevenly or loss of much
inconsistently, instructional
with some loss of time.
instruction time.

2. Organizing Physical Space
Teacher’s classroom is safe and Teacher's classroom is safe and Teacher's Teacher makes
students contribute to ensuring that learning is accessible to all classroom is safe poor use cf the
the physical environment supports students; the teacher uses and essential physical
the learning cf all students. physical resources well and learning accessible environment
ensures that the physical to all students but resulting in
arrangement supports the the future unsafe or
learning activities. arrangement only inaccessible
partially supports conditions for
the learning some students.
 activities. There is poor
alignment
between the
physical
arrangement and
the lesson
activities.

C. Teaching-Learning Process Transforming Developing Emerging Beginning

(4 points) (3 points) (2 points) (1 point)

1. Knowledge of Content and
Pedagogy
Teacher's knowledge cf content and
pedagogy is extensive, showing
evidence cf a continuing search for
improved practice. Teacher actively
builds on knowledge of prerequisites
and misconceptions when describing
instruction or seeking causes for
student misunderstanding.
Teacher demonstrates solid Teacher's content Teacher displays
understanding of the content and and pedagogical little
its prerequisite relationships and knowledge understanding
connections with other represents basic of the subject or
disciplines. Teacher's understanding but structure of the
instructional practices reflect does not extend to discipline, or of
current pedagogical knowledge. connections with content-related
other disciplines pedagogy.
or to possible
student
misconceptions.

2. Questioning and Discussion Teacher formulates many of the Teacher's use of questioning and Teacher's use of Teacher makes
Skills high-level questions and assumes discussion techniques reflects questioning and poor use of
responsibility for the participation of high-level questions, true discussion questioning and
all students in the discussion. discussion, and full participation techniques is discussion
by all students. uneven, with techniques, with
some high-level low-level
questions, questions,
attempts at true limited student
discussion, and participation,
moderate student and little true
discussion.

3. Students Learning
Students are intellectually engaged The learning tasks and activities The learning tasks The learning
in challenging content, through well- are aligned with the instructional or prompts are tasks and
designed learning tasks, and suitable outcomes and are designed to partially aligned activities,
scaffolding by the teacher, and fully challenge student thinking, with the materials,
aligned with the instructional resulting in active intellectual instructional resources,
 outcomes. There is evidence of some engagement by most students outcomes but instructional
student initiation of inquiry, and with important and challenging require only groups and/or
student contributions to the content, and with teacher minimal thinking technology are
exploration of important content. scaffolding to support that by students, poorly aligned
The pacing of the lesson provides engagement. The pacing of the allowing most with the
students the time needed to lesson is appropriate, providing students to be instructional
intellectually engage with and reflect most students the time needed to passive or merely outcomes, or
upon their learning and to be intellectually engaged. compliant. The require only rote
consolidate their understanding, pacing of the responses. The
lesson may not pace of the
provide students lesson is too
the time needed to slow or rushed.
be intellectually Few students are
engaged. intellectually
engaged or
interested.

4. Students' Response to Activities All students are cognitively engaged Most activities are appropriate to Some activities are Activities are
in the activities and in their students. Almost all students are appropriate to inappropriate for
exploration of content. Students cognitively engaged in them. students and students in
initiate or adapt activities and engage them terms cf their age
projects to enhance understanding. cognitively but or backgrounds.
others do not. Students are not
engaged
mentally.

5. Learning Activities Learning activities are highly Most of the learning activities are Only some of the Learning
relevant to students and instructional suitable to students and learning activities activities are not
objectives and key concepts. They instructional objectives and key are suitable to suitable to
progress coherently, producing a concepts. Progression of students or students or
unified whole and reflecting recent activities in the unit is fairly instructional instructional
professional research. even, and most activities reflect objectives and key objectives and
recent professional research. concepts. key concepts.
Progression of They do not
activities in the follow an
unit is uneven, organized
and only some progression and
activities reflect do not reflect
recent professional recent
research. professional
 research.

D. Language Proficiency Transforming Developing Emerging Beginning

(4 points) (3 points) (2 points) (1 point)

1. Use of language Teacher's spoken and written Teacher's spoken and written Teacher's spoken Teacher's spoken
language is correct and expressive, language is clear and correct. language is language is
with well-chosen vocabulary that Vocabulary is appropriate to audible, and inaudible, or
enriches the lesson. students' age and interests. written language written language
is legible. Both are is illegible.
used correctly.
Vocabulary is Spoken or
correct but limited written language
or is not may contain
appropriate to many grammar
students' ages or and syntax
backgrounds. errors:
vocabulary may
be inappropriate,
vague, or used
incorrectly,
leaving students
confused.

2. Conveyance of Information and Conveys information and ideas with Conveys information and ideas Conveys Presents orally
Ideas clarity. with considerable clarity. information and using correct
ideas with limited intonation and
clarity. body language
to clarify a
message.

E. Assessment of Learning Transforming Developing Emerging Beginning

outcomes (4 points) (3 points) (2 points) (1 point)

1. Congruence with Instructional The assessment is completely All the instructional objectives Some of the Content and
Objectives congruent with the instructional and key concepts are assessed instructional methods of
objectives and key concepts, both in through the proposed plan, but objectives and key assessment lack
content and process. the approach is more suitable to concepts are congruence with
some goals than to others. assessed through instructional
the proposed objectives and
 approach, but key concepts.
many are not.

2. Assessing Student Learning Teacher's plan for student Teacher's plan for student Teacher's plan for Teacher's
assessment is fully aligned with the assessment is aligned with the student approach to
instructional outcomes, with clear instructional outcomes, using assessment is assessing
criteria and standards that show clear criteria, is appropriate to partially aligned student learning
evidence of student contribution to the needs of students. Teacher with the contains no clear
their development. intends to use assessment results instructional criteria or
to plan for future instruction for outcomes, without standards, and
groups of students. clear criteria, and lacks congruence
inappropriate for with the
at least some instructional
students. Teacher objectives.
intends to use
assessment results The results of
to plan for future assessment have
instruction for the minimal impact
class asa whole. on the design of
future
instruction.

F. Reinforcement of Learning Transforming Developing Emerging Beginning

4 points 3 points 2 points 1 point

1. Providing Opportunities to The teacher integrated and carried The teacher integrated and The teacher The teacher
Strengthen KPUP out the plan for reinforcing learning carried out the plan for integrated failed to
through well-defined agreement and reinforcing learning through agreement in the integrate and
established connection to next lesson. well-defined task as an plan without carry out the
agreement and but unable to traces of provision for
establish connection to the next reinforcing reinforcing
lesson. learning and learning of the
connecting it to lesson taught.
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 / 60)x0.15] x 100 = 11.25 HAGGAI SCHOOL OF DEVELOPMENT
Maharlika Highway, Barangay Isabang, Tayabas City, Quezon
Score for Demonstration Teaching = 11.25 / 15 HOTLINE 0917-6108247 ▫ haggai.cpd@gmail.com

“Partners for Improving Outcomes”..