Feedback Form

The criteria below list a set of attributes that are key to good teaching. In addition to these, observers may make comments in the section below that relate to other relevant factors (e.g. dress code) that may contribute to the teacher’s overall performance. Rate each of the attributes on a scale of 1-5. Note that Teaching Methods has a higher weight than the other attributes. For each attribute, a score if 3 is the norm as it indicates that the teacher ‘Meets Expectations’. Comments should be provided to provide justification of the score especially in cases where very high or very low grades have been assigned.
  1. Does not meet expectations.
  2. Needs some improvement to meet expectations
  3. Meets expectations
  4. Exceeds expectations
  5. Far exceeds expectations
S/N Attribute Weight Rating Observer Comments
1.

Teachers need to have a good command of subject matter knowledge to present materials well, and explain concepts clearly and effectively, especially in response to students’ questions

1 Subject matter knowledge is weak as evidenced by a consistent lack of ability to present materials clearly and accurately and/or to respond to student questions effectively.
2 Subject matter knowledge Is not strong as evidenced by lapses in teacher’s ability to present material clearly and accurately and/or to respond to students’ questions effectively.
3 Subject matter knowledge is sufficiently strong such that teacher can present materials clearly and accurately, and to respond to students’ questions effectively. 
4 Subject matter knowledge is very strong as evidenced by the degree to which teacher can present materials clearly and accurately, and appropriately pitched to the level of the students.Teacher is also able to effectively respond to students’ questions and clarify issues and problem areas.
5 Subject matter knowledge is excellent as evidenced by the degree to which teacher can present materials clearly and accurately, and the teaching is appropriately pitched to the level of the students in the class. Teacher is also able to explain complex concepts simply and in a variety of ways that enable students to make connections within and across topics and/or skills. Teacher is also able to effectively respond to student questions and clarify issues and problem areas.

1
2.

Teachers need to plan lessons that meet appropriate learning objectives (e.g., exam skills, life skills) and organise these to be able to optimise classroom time and meet the needs of their students

1 Lesson shows very little or no evidence of having been planned to achieve lesson objectives or address students’ questions and/or their learning needs. Teacher does not make lesson objectives clear; key takeaways are never clearly presented or emphasised.
2 Lesson shows some evidence of planning but does not demonstrate effective utilisation of time to meet lesson objectives or address students’ questions and/or their learning needs. Teacher does not make lesson objectives clear; key takeaways are not always clearly presented or emphasised.
3 Lesson shows evidence of planning, pacing and structure that consider time constraints and students’ needs. Teacher uses lesson time effectively to meet lesson objectives and address students’ questions and/or their learning needs. Lesson objectives are clearly stated and reiterated at necessary points; key takeaways are presented and emphasised at appropriate points in the lesson.
4 Lesson shows good planning, pacing and structure that consider time constraints and students’ needs. Teacher is able to use lesson time to not only fully meet lesson objectives and address students’ questions and/or their learning needs, lesson objectives are clearly stated and reiterated at necessary points; key takeaways are presented and emphasised at appropriate points in the lesson.
5 Lesson shows evidence of excellent planning, pacing and structure that not only maximise but also creatively make use of classroom time to meet lesson objectives and address students’ questions and/or their learning needs. Lesson objectives are clearly stated, reiterated and recast for maximum impact, key takeaways are signposted and emphasised at appropriate points in the lesson.

1
3.

Managing class dynamics and participation effectively, as well as establishing rapport with the students contribute to the teacher’s ability to create and maintain a conducive learning environment.

1 Teacher is unable to maintain discipline or create a positive learning environment. Teacher shows little awareness of and maintains little or no control over classroom interactions and/or ensure that students are focused on the lesson. Teacher does not encourage student participation in the class. Teacher demonstrates little or no rapport with students and/or does not demonstrate respectful, equitable or impartial treatment of students.
2 Teacher is not always able to maintain discipline or create a positive learning environment. Teacher shows some awareness or but does not always maintain control over classroom interactions and/or ensure that students are focused on the lesson. Teacher is not consistent in encouraging student participation in the class. Teacher demonstrates rapport with some students and/or does not always demonstrate respectful, equitable or impartial treatment of students.
3 Teacher consistently maintains discipline and creates positive learning environment. Teacher consistently maintains control over classroom interactions and ensures that students are focused on the lesson. Teacher facilitates opportunities for most students to participate in the class. Teacher demonstrates good rapport with students and/or is respectful, equitable or impartial in his/her treatment of the students.
4 Teacher consistently maintains discipline and enables students to participate in jointly a positive learning environment. Teacher consistently and actively maintains control over classroom interactions and/or always ensures that students are focused on the lesson. Teacher facilitates opportunities for most students to participate in the class. Teacher demonstrates good rapport with students and/or is respectful, equitable or impartial treatment in his/her treatment of the students.
5 Teacher empowers students to take ownership of the discipline of their own class. There is evidence of students actively working with the teacher and with one another to create a positive learning environment. Students are consistently actively engaged and are cooperative in facilitating equal opportunities for most in the class to participate in the learning. Teacher’s interactions with the majority of the students demonstrate that he/she has very strong rapport with the students. Teacher is respectful, equitable and impartial his/her treatment of the students.

1
4.

Teachers must be able to utilise effective teaching methods and lesson aids (e.g. board work, presentations, visual displays) and communicate in class clearly and competently to effectively fulfil lesson objectives and keep students engaged in their learning.

1 Teacher does not select appropriate teaching methods to fulfil lesson objectives and maintain student engagement. Teacher shows poor use of curriculum materials, visual aids or board work and does not deliver an effective lesson as a result. Teacher has poor communication skills which impede the effectiveness of instruction, and explanations. Teacher also often does not use standard English when speaking to students during the lesson. Demonstrations do little to improve student understanding. Homework assigned (where necessary) does not broaden or reinforce concepts taught in the lesson.
2 Teacher’s methods are not always able to fulfil lesson objectives or maintain student engagement. Curriculum materials, visual aids and/or board work are not always used effectively. Teacher does not always communicate clearly which may hinder students’ understanding of the instructions and/or explanations. Teacher may not use the right register of formality when speaking to students during the lesson. Explanations and/or demonstrations of new concepts and/or skills do not always lead to students’ effectively understanding what is being taught in class. Homework assigned (where necessary) does little to broaden or reinforce concepts taught in the lesson.
3 Teacher uses methods that fulfil lesson objectives and also can consistently maintain active students’ engagement in the classroom. Curriculum materials, visual aids and/or board work are used to deliver an effective lesson. Teacher communicates clearly and enables students to understand the instructions and/or explanations given with ease. Teacher uses the right register or formality when speaking to students during the lesson. Teacher can clearly demonstrate new concepts and/or skills to improve students’ understanding. Teacher assigns homework (where necessary) to broaden and/or reinforce concepts taught in the lesson.
4 Teacher selects and skilfully uses appropriate teaching methods and/or practices that fulfil lesson objectives and present material in an exciting and engaging manner that is appropriate to the class. Teacher uses curriculum materials, visual aids and/or board work to clearly explain and demonstrate new concepts and/or skills in ways that deepen student understanding, responding flexibly to students’ needs during the lesson. Teacher is an excellent communicator and students can understand instructions and explanations without any trouble. Teacher also uses language in the appropriate register of formality when speaking to students during the lesson. Teacher assigns homework (where necessary) to broaden and/or reinforce concepts taught in the lesson.
5 Teacher selects and skilfully uses appropriate teaching methods/ practices that fulfil lesson objectives and present materials in an exciting and engaging manner that encourage a high level of on-task student-initiated discussion and engagement. Teacher uses curriculum materials, visual aids and/or board work innovatively and effectively to explain and demonstrate new concepts and/or skills that deepen and enrich student understanding. Teacher shows strong control over teaching, showing skill in delivery and can respond flexibly to students’ needs during the lesson, even modifying planned activities in response to such needs. Teacher is an outstanding communicator and students can immediately grasp at what teacher wishes to convey in terms of instructions and/or explanations. Teacher uses language adeptly in the appropriate register of formality. Teacher assigns homework (where necessary) to broaden and/or reinforce concepts taught in class.

2
5.

Teachers need to have a good command of questioning techniques as well as give effective in-class feedback to monitor and improve students’ understanding of concepts and/or skills that are taught in class.

1 Teacher’s questioning techniques do not help monitor or guide student learning. Teacher does not respond consistently or appropriately to students’ questions. In-class feedback is sparse, disorganised and/or does not address concerns in students’ understanding or common pitfalls.
2 Teacher has a limited range of questioning techniques which do not always help to monitor or guide student understanding or learning. In-class feedback is not consistently employed and is lacking in organisation or effectiveness in addressing concerns in students’ understanding or common pitfalls
3 Teacher uses appropriate questioning techniques that effectively monitor and guide student learning. In-class feedback is well-managed and used consistently and in an organised manner to identify and address concerns in students’ understanding or common pitfalls.
4 Teacher uses a range of appropriate questioning techniques that effectively monitor and guide student learning, with questions serving to expand as well as deepen student understanding of the concepts and/or skills taught in class. In-class feedback is skilfully managed and organised to identify and address concerns in students’ understanding or common pitfalls to that all students will be able to keep up with the pace of the lesson.
5 Teacher uses a wide range of appropriate questioning techniques that effectively monitor and guide student learning, with questions serving to expand as well as deepen student understanding of concepts and/or skills taught in class. Teacher also asks questions that stimulate critical thinking and make students aware of the processes behind their own thinking. In-class feedback is organised and managed expertly so as to identify and address student issues and common pitfall, pre-empting possible problems that might arise, hence, enabling the teacher to address them in time and in an effective manner.

1

SEPARATE ATTRIBUTE TO BE KEYED INTO THE MAIN APPRAISAL FORM

The lesson observation is where appraisers will obtain a sample of student work and student files to collect evidence of the effectiveness of written feedback provided by teachers to their students. This attribute does not contribute to the classroom observation score but will be graded as part of the overall teacher appraisal rubric.


DOMAIN 1: EFFECTIVE TEACHING AND LEARNING

DOMAIN 1A: EFFECTIVE TEACHING AND LEARNING

Attribute Rating Comments

Teacher feedback is an important means of monitoring and ensuring student learning. The quality of feedback is an important aspect of a teacher’s professional ability to ensure students learn from their mistakes and can improve in their work. Teacher should consistently provide students with feedback; feedback is clearly individualised or differentiated and demonstrates teacher’s strength of knowledge of his/her students; feedback identifies and addresses students’ learning needs and styles, offered in a timely manner, and written in ways that encourage and instruct students to learning from their mistake and improve in their work.

1 Feedback is largely absent, lacks detail, does not demonstrate teacher's knowledge of his/her students, and not provided in a timely manner to help students learn and improve.
2 Feedback is inconsistently provided, does not demonstrate teacher's knowledge of his/her students, not offered in a timely manner, and/or does not encourage learning to take place.
3 Feedback is detailed and consistently provided, identifies students' areas of weakness, offered in a timely manner, and encourages learning to take place.
4 Feedback is detailed and consistently provided, identifies and addresses students' areas of weakness, offered in a timely manner, and written in ways that encourage and instruct students to improve their work.
5 Feedback is consistently provided to students; feedback is clearly individualized or differentiated and demonstrates teacher's strength of knowledge of his/her students; feedback identifies and addresses students' learning needs and styles, offered in a timely manner, and written in ways that encourage and instruct students to learn from their mistakes and improve their work.