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Appraisal Form #1: Checklist on Classroom Management

Name of Teacher:________________________________ Position:____________________

All the time


Most of the

Some times

Not at All
Rarely
Time

RATING
ITEM

10 8 6 4 2
Calls learners by name (with the help of memory, IDs, name tags or seat
1 plan )
Implements procedures in group work ( evidence of instituted break-
2 out procedures for peer work or group work)
Implements discipline in letting students enter inside (after flag
3 ceremony, recess, activity outside the classroom, etc) and making them
take exit from the classroom
Implements procedures in the distribution of materials and collection,
4 turning in, and handing back checked learners’ work
Employs a facilitated and purposive checking of attendance (finds out
5 who are absent/cutting classes and why and make a follow up)
Implements proactive discipline plan (e.g. detects inappropriate
6 behavior and intervenes, calls the learners’ attention, deal with
disruption appropriately to avoid arguments)
7 Uses efficient routines in starting and ending class periods
Implements specified work formats (themes, exercise notebooks,
8 experiment notebooks, projects, etc.)
Provides authentic rewards and incentives (appropriate praises, facial
9 expression, gestures)
10 Reminds students of important schedules and assignment efficiently
Manages time appropriately (engaged time on task—arrives and leaves
11 classroom on time and stays in the classroom or activity area for the
whole period)
Movement in the classroom (moves around, divides attention equally
12 among students)
Gives clear directions (e.g. giving appropriate examples or non-
13 examples)
Uses of appropriate verbal communication (e.g. provides positive
14 feedback)
Uses of appropriate non-verbal communication (observes entire class
15 and scans frequently, signals/gestures)
Overall Rating
Description of Rating:
8.5-10 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
Appraisal Form # 2: Classroom Management—Ensuring and Maintaining Clean,
Conducive, Secure, and Energy-Saving Learning Environment

Name of Teacher:________________________________ Position:____________________

All the time


Most of the

Some times

Not at All
Rarely
Time

RATING
ITEM

10 8 6 4 2
Electric fans/air-conditioned units are turned off when not in use and
1 when not necessary (when there is fresh air, during recess time,
lunchtime, and dismissal)
Lights are turned off when not in use and when not necessary (when
2 there is enough sunlight, during recess time, lunchtime, and dismissal)
3 Water faucets are turned off when not in use and after dismissal
4 Classroom is open before the first session starts.
Classroom is locked when nobody is inside and after dismissal of the last
5 session for the day/night.
6 Classroom has broom/s, dust pan, and garbage containers.
7 Classroom has updated display boards.
8 Classroom has updated bulletin boards (Absences, reminders, best work)
9 Learners do not throw their garbage anywhere.
10 Learners segregate their trash.
Homeroom PTA helps in performing minor repairs/improvement of
11 classroom and its furniture/equipment.
Homeroom PTA helps in performing minor painting works for the
12 classroom and its furniture.

OVERALL RATING (TOTAL RATING ÷12x100)

Description of Rating:
8.5- 10.0 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
Appraisal Form #3: Checklist for Record Management
Name of Teacher:________________________________ Position:_________________

All the time


Most of the

Some times

Not at All
Rarely
Time

RATING
ITEM

10 8 6 4 2
1 Class record/s
2 Form 1 School Register
3 Form 2 Monthly Attendance and Enrolment
4 Subject Grade Sheets
5 Consolidated Grade Sheets
6 Form 137 Permanent Records
Keeps(monthly)/
7 submits(monthly Form 138 Report Card
8 /quarterly) up- List of Top Ten for a Grading Period
9 to-date reports Form 18-A (for the fourth quarter of SY)
10 Anecdotal Records
11 Lesson Plans
12 Nutritional Status (For the 1st and 4th quarter of SY)
13 Phil-IRI (For the 1st and 4th quarter of SY)
14 Other reports required
15 Class record/s
16 Form 1 School Register
17 Form 2 Monthly Attendance and Enrolment
18 Subject Grade Sheets
19 Accomplishes Consolidated Grade Sheets
neat, accurate, Form 137 Permanent Records
20
and complete
21 Form 138 Report Card
reports
22 personally List of Top Ten for a Grading Period
23 Form 18-A (for the fourth quarter of SY)
24 Anecdotal Records
25 Lesson Plans
26 Nutritional Status (For the 1st and 4th quarter of SY)

OVERALL RATING (TOTAL RATING ÷26x100)

Description of Rating:
8.5-10 Outstanding
6.5-8.49 Very Satisfactory
4.5-6.49 Satisfactory
2.5-4.49 Unsatisfactory
2.0-2.49 Poor
Appraisal Form #4: Checklist for Reviewing Lesson Plans

OBSERVED
ITEM REMARKS
YES NO
OBJECTIVES
1 Writes objectives clearly for students
2 Writes objectives in behavioral terms
Objectives are SMART (Specific, Measurable, Attainable, Result-oriented,
3
Time-bounded)
Objectives manifest psychomotor, cognitive and affective domains of
4
learning
SUBJECT MATTER
6 Based on PELC/PSSLC Budget of Work (Expectation: On time)
7 Reflects the use of references and IMs
PROCEDURES
8 The strategy used is suitable in developing the lesson/subject matter.
Preparatory activity/ies employed effectively prepares or motivates
learners for the lesson (e.g. drill such phonics drill, review, checking of
9
assignment, unlocking of difficulties, motivation such as a song, poem,
anecdote, mini-story, picture, game, trivia or motivating question)
Activities for the development of the lesson are
10  well-organized
11  objective-oriented
12  meaningful to learners
Activities for the development of the lesson provide opportunities for
learners to
13  develop higher order thinking skills (HOTS)
14  make generalizations/conclusions
15  apply knowledge and skills learned
EVALUATION
16 Directions are brief and concise
17 Items are aligned with the lesson objectives
18 Items are skill-based
ASSIGNMENT
19 Provide clear directions
Provides opportunities to enhance knowledge and skills learned or
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prepares the learners for the next lesson
Appraisal Form #5: Checklist for Teacher/Class Observation

OBSERVED
ITEM REMARKS
YES NO
INITIAL FOCUS
1 States objectives of the session clearly to students
Gains attention of students (Punctuality, Good Grooming, Posture,
2
Classroom Presence, well-prepared with all lesson paraphernalia)
CONTENT EMPHASIS AND/OR LINKING
3 Stresses the importance/significance/essence of the topic
Links lesson to learners’ backgrounds and life experiences, past learning
4
including those in other subject areas, and future learning
Points out similarities and differences of the previous of the topic to the
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new one
COMPREHENSIBLE INPUT
Uses speech appropriate for learners’ proficiency level (slower rate,
5
enunciation, simple sentence structure for beginners)
6 Explain academic tasks clearly
Use a variety of techniques to make content concepts clear (e.g. modeling,
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visuals, hands-on activities, demonstrations, gestures, body language)
STRATEGIES
Provide ample opportunities for students to use strategies (e.g., problem
8 solving, predicting, organizing, summarizing, categorizing, evaluating, self-
monitoring).
Use scaffolding techniques consistently (providing the right amount of support
9 to move students from one level of understanding to a higher level) throughout
lesson.
Use a variety of question types including those that promote higher-order
10 thinking skills throughout the lesson (e.g., literal, analytical, and interpretive
questions).
INTERACTION
Provide frequent opportunities for interactions and discussion between
11
teacher/learner and among learners, and encourage elaborated responses.
Use group configurations that support language and content objectives of the
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lesson. Provide sufficient wait time for student response consistently.
13 Give ample opportunities for students to clarify key concepts
PRACTICE/APPLICATION
Provide hands-on materials and/or manipulatives for students to practice using
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new content knowledge.
Provide activities for students to apply content and language knowledge in the
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classroom.
EMPHASIS/REVIEW/ASSESSMENT
11 Give comprehensive review of key vocabularies.
Give a comprehensive review of key content concepts, skills, values, and
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attitudes.
Provide feedback to learners regularly on their output (e.g. language, content,
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work)
Conduct assessments of learner comprehension based on learning objectives
14 (e.g. spot checking, group response, individual work, peer work and/or group
work)