PAMANTASAN NG LUNGSOD NG MARIKINA

College of Arts, Sciences and Education

TEACHER EDUCATION PROGRAM

Cooperating Teacher’s Evaluation Form

Practice Teacher’s Name:_________________________________________

Cooperating Teacher’s Name and Title: _____________________________
Cooperating Teacher’s Mobile No. _________________________________
Cooperating Teacher’s Email:_____________________________________

Please rate the practice teacher’s performance on the following items, by highlighting (if sent electronically) or
encircling your rating, using the following scale:

1=Poor 2=Fair 3=Average 4=Very Good 5= Excellence

Quality of work 1 2 3 4 5
Level of effort 1 2 3 4 5
Ability to learn 1 2 3 4 5
Attitude to work 1 2 3 4 5
Organization 1 2 3 4 5
Judgement 1 2 3 4 5
Interaction with others 1 2 3 4 5
Computer. Technical skills 1 2 3 4 5
Written Communication skills 1 2 3 4 5
Oral Communication skills 1 2 3 4 5

Please feel free to add any further comments:

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Cooperating Teacher’s Signature: _____________________________Date: _________________

Thank you for completing this form. Feel free to provide additional comments on a separate page.
 PAMANTASAN NG LUNGSOD NG MARIKINA
College of Arts, Sciences and Education
TEACHER EDUCATION PROGRAM

Evaluation/ Checklist Form

Practice Teacher’s Name:__________________________________________________________

Cooperating Teacher’s Name and Title: _______________________________________________

Please rate YOUR performance on the following items, by highlighting (if sent electronically) or Marking X
your rating, using the following scale:

1=Poor 2=Fair 3=Average 4=Very Good 5= Excellence

TEACHING-LEARNING ACTIVITIES 1 2 3 4 5
OBSERVATION OF CLASSES, PRE-OBSERVATION AND POST
OBSERVATION CONFERENCES.

Observe the teacher-learning process in flexible learning and

different Distance Learning Delivery.
 Attending pre-observation and post-observation conferences with
the Cooperating teacher and Practicum adviser
 Keeping a daily reflection journal
CLASS ROUTINES

 Oriented on protocols for classes in the e-learning modality

employed by the school.
 Assist the Cooperating Teacher in the preparation and
implementation of class guidelines for holding classes through
distance learning modalities.

PREPARATION OF INSTRUCTIONAL MATERIALS

 Assist the Cooperating Teacher in the preparation of presentations

and learning materials to be used in classes.

 Develop a contextualized instructional materials appropriate for the

demonstration teaching modality.

CLASS ACTIVITIES

 Assist the Cooperating Teacher in preparing class activities

Facilitate Learning Delivery Modality class activities with minimum

supervision from the Cooperating Teacher.
ASSESSMENT PRACTICES
 Assist the Cooperating Teacher to create assessment materials
related to the lessons, applicable to various distance learning
delivery modes.

design templates for various assessment tools with suitable scoring

rubrics.
 Designing templates for reflection activities on the teaching-
learning process
 Assisting the cooperating teacher in checking students’ output.
DEMONSTRATION TEACHING
 Preparing lesson plans, study guides, modules and teaching
materials required by the Cooperating Teacher.
 Conducting final demonstration teaching.
SCHOOL FORMS
 Assist the cooperating teacher in accomplishing forms
NETWORKING AND LINKAGES
 Assist the CTs in parent-teacher conferences
 Providing support by being volunteer tutors as part of auxillary
service.
 Participates in local and international webinars and other online
 professional activities.
CLASSROOM-BASED ACTION RESEARCH
 Conducting Classroom based action research on a specific teaching-
learning area and submit the action research to the practicum
adviser.
PORTFOLIO
 Content
1. Introduction
2. Acknowledgements
3. Curriculum Vitae of the Practice Teacher
4. Certificate of Completion
5. Professional Readings
6. Weekly Journals
7. Weekly Accomplishment Report
8. Experiences, Evidence, and Reflections on the Different
Philippine Professional Standard for Teachers domains.
Domain1. Content and Knowledge
Domain 2. Learning Environment
Domain 3. Diversity of Learner
Domain 4. Curriculum and Planning
Domain 5. Assessment and Reporting
Domain 6. Community Linkages and Professional
Engagaement
Domain 7. Personal Growth and Professional
Development
9. Teaching Philosophy as a Beginning Teacher.

Adopted from: Joint CHED-DEPED Memorandum Order Series of 2020 “New Normal Policies and Guidelines on the Deployment of Pre-Service
Teachers for Field Study and Teaching Internship for AY 2020-2021
Rubrics for Portfolio

CRITERIA 4 3 2 1
Required All required items All required All required A significant
items are included, with a items are items are number of
significant number of included, with included. required items are
additions a few missing.
additions.
Concepts Items clearly Items clearly Items Items do not
demonstrate that the demonstrate demonstrate demonstrate basic
desired learning most of the some of the learning outcomes
outcomes for the desired desired for the term. The
term have been learning learning student has
achieved. The outcomes for outcomes for limited
student has gained a the term. The the term. The understanding of
significant student has student has the concepts.
understanding of the gained a gained some
concepts and general understandin
applications. understanding g of the
of the concepts and
concepts and attempts to
applications. apply them.
Qualities of Entries are of best Entries are of Entries are of Some entries are
entries quality, well selected better quality, acceptable acceptable
and very significant many well quality, some quality, limited
selected and are well selection and
significant selected and significant
significant
Presentation Creative, neat, and Creative, neat, Creative, neat Minimal creativity,
of Entries very enticing and very and average neat with minimal
impression
Promptness Submitted ahead of Submitted on Submitted 5 Submitted 7 days
in submission schedule schedule days after after schedule
schedule
Rubrics for Action Research

1 2 3 4
Introduction/Research Introduction does Introduction serves Introduction clearly
not serve to to orient the reader serves to orient Introduction is
Question introduce the study. to the topic. reader to question superior, interest of
The research Research question being studied. reader is hooked.
question is difficult is adequate. Research question Research question is
to investigate. lends itself to action succinct and able to
research. be investigated.
Literature Review Literature review is Literature review Literature review Literature review
unclear and not relates to research relates to research relates to research
related to research question and has at question and has question and five or
question. least 3 primary five primary sources more primary
sources cited. cited. sources are cited.
Methodology A weak description A rudimentary The reader has an The reader
of the method is description of the understanding of the understands the
provided. participants, method to include participants,
sampling and sampling, sampling, bias and
controls for bias, participants, bias, validity. Data
and validity are and validity. Data Analysis is clearly
provided. analysis is clearly explained. The
explained. trustworthiness of
the study is. evident.
Results The results section Major themes One or more themes Two or more themes
is not supported by identified are not are identified by the are identified by the
the data. supported by the researcher and are researcher. Strong
data. clearly supported by support is provided
the data. by the researcher.
Implications The implications The researcher's The implications The researcher's
suggested are not suggestions are suggested by the suggestions are
supported by the weakly supported researcher are based based on strong
data. by the results. on the case and evidence from the
supported by the case.
results.
APA The writing is The writing is The writing and The references were
weak. Numerous developing in tone grammar is all included in the
references/grammar/style citations for and clarity. consistent with proper format.
statements are not Formatting standards expected Additionally, the
included in the problems exist, but of upper class writing and
report or are cited in for the most part undergraduate grammar for the
the wrong style. references are students. There are paper is exemplary.
Numerous grammar available and in the only one or two
errors are present in proper format. errors in formatting
the paper. and reference use.
Adopted from Rubric: Action Research https://www.rcampus.com/rubricshowc.cfm?code=S3C868&sp=true
 PAMANTASAN NG LUNGSOD NG MARIKINA
College of Arts, Sciences and Education
TEACHER EDUCATION PROGRAM

TEACHING - LEARNING OBSERVATION FORM

(FINAL DEMO TEACHING)

Name of Pre-service Teacher observed: _____________________________

Year & Section of Demo class: _________________
Time Started: __________ Time Ended: __________

Topic: ______________________________________________________________

*Read the extent to which each specific behavior or characteristic on this

instructional chart is observed. In the scale of 1 to 5 where the lowest is 1 and the
highest is 5, check the scale which corresponds to your judgment.

5 absolutely true, if the behavior/characteristic is completely observable

4 true to great extent, if the behavior/characteristic is observable to a large extent
3 true to some extent, if the behavior/characteristic is partly observable
2 true to little extent, if the behavior/characteristic is somewhat observable
1 not true at all, if the behavior/characteristic is not observable

INSTRUCTIONAL OBSERVATION INDICATORS

A. Preparatory Activities (20%) 1 2 3 4 5
1. Carries out the daily routine.
2. Uses motivational techniques that induce students’
interest and enthusiasm.
B. Development Activities (60%) 1 2 3 4 5
1. Develops the lesson logically.
2. Utilizes adequate and appropriate instructional aids.
3. Provides opportunities for free expression of ideas.
4. Provides varied learning activities congruent to stated
objectives.
 5. Asks relevant questions of various levels.
6. Integrates values in the lesson.
C. Concluding Activities (20%) 1 2 3 4 5
1. Utilizes instructional time productively.
2. Elicit proper generalization of the lesson.

REMARKS:

__________________________________ Date: ______________

Signature over Printed Name of Observer