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IN-SERVICE EDUCATION AND TRAINING (INSET)
1
1. INTRODUCTION Observing a lesson and providing feedback in the spirit of support is the best means to help teachers improve their teaching skills. Lesson observations in general are used to assess the strengths and weaknesses of the teaching skills of teachers. School Based INSET (SBI) and Cluster Based INSET (CBI) are good occasions to observe lessons and thus the Ghana Education Service (GES) has been promoting schools’ organisation of SBI/CBI by the Nationwide INSET Programme since 2008 for Continuing Professional Development (CPD) of basic school teachers. The GES provided the "SBI/CBI OBSERVATION SHEET" as a tool for observing lessons in the INSET Sourcebook Module 3 (3rd edition) published in 2008. Based on the feedback from both district level users and school level users of the sheet, GES has upgraded it to the "SBI/CBI LESSON OBSERVATION SHEET (LOS)". The LOS is a tool for anyone who observes lessons at basic schools (DTO, CS, DMT, DTST, Head teachers, Teachers, etc) to assess the lesson easily and to provide feedback (comments/ advice) appropriately to teachers to improve their teaching skills. This booklet is a guide on how to use the LOS.
2. FEATURES The LOS has unique characteristics as follows:
A. High Reliability of Lesson Evaluation
Some may rate a lesson excellent, while others rate it poor. Some may stress the importance of lesson plans while others may not. To make lesson evaluation have higher reliability, ratings from evaluator(s) must be the same or at least similar so that everyone can accept the rating. For this purpose, the LOS provides a clear definition of teaching skills and levels as follows.
15 Observation Items in 3 categories
The LOS provides 15 observation items so that each evaluator uses the same observation points. These are classified into three categories: I) Instruction Planning Skills (Lesson Plan), II) Teaching Methodology and Delivery and III) Classroom Organization and Management. The 15 observation items in 3 categories are shown in the table to the right.
5-Scale Performance Indicators With Clear Definition (Criterion) of Each Observation Item
Category Observation Items
I. Instruction Planning Skills
1. Objectives2. Core points 3. Teacher Learner Activities 4. Use of Teaching and Learning Materials
II. Teaching Methodology and Delivery
5. Use of Language 6. Use of Generic Skills 7. Use of Chalkboard 8. Questioning Skills 9. Feedback to Pupils 10. Use of TLMs 11. Pupils’ Participation 12. Use of Teacher Learner Activities 13. Evaluation of Lesson
III. Classroom OrganizationandManagement
14. Classroom Setting 15. Class Control
2
Each observation item will be rated by performance indicators on a scale from 1 to 5: “(1) Poor”, “(2) Needs Improvement”, “(3) Satisfactory”, “(4) Good” and “(5) Excellent”. As the scale increases, the lesson/teaching skills tend to be more Learner-centered. For example; “(1) Poor” implies a typical “Teacher-centered” lesson whereas “(5) Excellent” implies a typical "Learner-centered” lesson. Each observation item has specific "Criteria". “Criteria” is a kind of standard for judging the level of teaching skills. The criterion of each performance indicator defines the specific state of teaching skills which help users to measure the level of teaching skills objectively and reliably when lessons are evaluated.
B. Systematic Structure
The LOS has systematic structures such as “observation items”, “performance indicators” and “criteria” as shown in the diagram below.
This structure helps evaluators to find observation points easily, assess teaching skills objectively and identify the teacher’s level reliably. For instance; when you want to evaluate teachers’ generic skills, you would first find it in the observation item list in the left column. Then you will see the 5 levels of criterion for each of the performance indicators as follows. Observation
Items (1) Poor (2) Needs Improvement (3) Satisfactory (4) Good (5) Excellent
6. Use of Generic Skills
Teacherdoes not make use of generic skills.
Teacher makes use of generic skills that are not related to pupils’ learning activities and lesson objectives.
Teacher makes use of generic skills related to pupils’ learning activities and lesson objectives.
Teacher puts pupils’ knowledge of generic skills into practice appropriately.
Teacher encourages pupils to acquire the generic skills, and pupils can solve problems with generic skills by themselves.
Performance Indicators
Observation Items Criteria (Criterion)
Teacher- Centered
Learner-Centered
3
C. Empowerment Evaluation for Teachers
“Empowerment Evaluation” is an evaluation approach designed to help teachers to evaluate their own performance and accomplish their goals of teaching. Therefore, applying the idea of “Empowerment Evaluation” to lesson evaluation will help teachers to evaluate their current teaching level and improve their teaching skills to reach the next level based on the LOS. An evaluator, who facilitates the process and steps of empowerment evaluation, is required to evaluate teacher’s current teaching level and provide supportive comments and necessary advice to help teachers to improve their skills (Support and Encouragement Approach). Advice should be provided based on the criterion of the next level in the LOS: for example, if the teacher’s current level is “(1) Poor”, the evaluator should give advice based on the criterion of “(2) Needs Improvement”. This is called a Step-by-Step Approach. This step-by-step approach will help teachers to improve their teaching skills steadily with confidence and motivation (Self-Confidence & Motivation Approach). Hence, these 3 approaches provide empowerment to teachers for effective teaching. The next section elaborates on how to use the LOS for empowerment evaluation.
3. PROCEDURE TO USE THE LOS FOR EMPOWERMENT EVALUATION When you evaluate a lesson with the LOS for empowerment, follow these three steps.
STEP 1: Evaluate Teacher’s Current Teaching Skills Identifying the teacher’s current teaching skills properly on each observation points of the LOS is imperative when you evaluate a lesson. The comments and advice in the next two steps will be provided based on the identified skills in this step. When you observe a teacher’s lesson on a certain observation item (you will evaluate a single observation item when you are a beginner at using the LOS, but you will be able to evaluate multiple items at once when you acquire more proficiency), compare the observed skill of teachers with the criterion using “(1) Poor” of the observation item on the LOS. If the observed skill is better than the criterion of “(1) Poor”, check the criterion at the next level of “(2) Needs Improvement” and continue to find the best described criterion which is suitable for the teacher’s teaching skill. Place a tick (✔) on the best described criterion in the LOS. In principle, you would evaluate all observation items and place ticks on the applicable criterion.
Comments
Advice
Evaluator Teacher
Current Level
Next Level
Improved!
4
STEP 2: Provide Comments on Teacher’s Current Level Based on the identified level of teacher’s skill of each observation item you ticked, give comments on his/her current state of teaching skills. If you do not have enough time to provide feedback, select a few observation items for comments in which the teacher needs to improve the most.
STEP 3: Provide Advice to Attain the Next Level The prime purpose of lesson observation is to improve teachers’ teaching skills, and therefore providing advice on how to improve their teaching skills is more crucial than giving comments in the process of “Empowerment Evaluation”. Based on the criterion in the next level of identified teachers’ skills, provide teachers with advice on how to achieve the next level of their teaching skills.
4. WHEN TO USE THE LOS
The following are the typical occasions of LOS usage in the 3 stages of SBI/CBI:
However, teachers can also use the LOS for themselves in any of their routine activities such as when preparing lessons, evaluating lessons and reflecting on lesson/teaching skills.
Pre-Delivery Stage Evaluate “Observation Items” No.1-4. Lesson-Delivery Stage Evaluate “Observation Items” No.5-15. Post-Delivery Stage Give Comments and Advice to demonstrators/teachers based on the
evaluation done during pre-delivery stage and lesson-delivery stage.
Evaluate all observation items and Tick on all of them
When you give comments/advice Give clear and specific comments/advice to teachers. Give supportive and encouraging comments/advice which help teachers to improve their
teaching skills to reach the next level. Don’t criticize teachers and their lessons!
4
STEP 2: Provide Comments on Teacher’s Current Level Based on the identified level of teacher’s skill of each observation item you ticked, give comments on his/her current state of teaching skills. If you do not have enough time to provide feedback, select a few observation items for comments in which the teacher needs to improve the most.
STEP 3: Provide Advice to Attain the Next Level The prime purpose of lesson observation is to improve teachers’ teaching skills, and therefore providing advice on how to improve their teaching skills is more crucial than giving comments in the process of “Empowerment Evaluation”. Based on the criterion in the next level of identified teachers’ skills, provide teachers with advice on how to achieve the next level of their teaching skills.
4. WHEN TO USE THE LOS
The following are the typical occasions of LOS usage in the 3 stages of SBI/CBI:
However, teachers can also use the LOS for themselves in any of their routine activities such as when preparing lessons, evaluating lessons and reflecting on lesson/teaching skills.
Pre-Delivery Stage Evaluate “Observation Items” No.1-4. Lesson-Delivery Stage Evaluate “Observation Items” No.5-15. Post-Delivery Stage Give Comments and Advice to demonstrators/teachers based on the
evaluation done during pre-delivery stage and lesson-delivery stage.
Evaluate all observation items and Tick on all of them
When you give comments/advice Give clear and specific comments/advice to teachers. Give supportive and encouraging comments/advice which help teachers to improve their
teaching skills to reach the next level. Don’t criticize teachers and their lessons!
5
5. CASE STUDY
Case 1: How to Evaluate Observation Item 1 (Objectives)
The following shows a part of a lesson plan in a lesson.
STEP 1: Evaluate Teacher’s Current Teaching Skills
Find “1.Objectives” from the observation item list in the left column of the LOS first. Then, compare the skill of the teacher with criterion on “(1) Poor”. In the case of this lesson plan, the objectives listed are not relevant to the sub-topics, so the criterion which best describes teachers’ skill is “(1)Poor”. Place a tick (✔) on the criterion of “(1) Poor”.
STEP 2: Provide Comments on Teacher’s Current Level
A sample comment would be: I scored your “Objective” in your lesson plan as “Level 1” because the objectives are not related to the “Sub-Topic: Characteristics of Water and Other Liquids”, which means that the objectives are not relevant to the sub-topic.
STEP 3: Provide Advice to Attain the Next Level
Sample advice would be: You should make clear linkages between the objectives and topic/sub-topic. I suggest that your objectives should be changed as follows:
Pupils will be able to: - identify water from other liquids. - state at least 2 differences of characteristics between water and other liquids.
Case 2: How to Evaluate Observation Item 7 (Use of Chalkboard)
The following shows an example of chalkboard writing in a lesson.
Comments based on the statement ticked
Advice based on the criteria of the next level
ObservationItem
Lesson Plan
SUBJECT: Integrated Science CLASS: Primary 4TOPIC: Water and Other Liquids SUB-TOPIC: Characteristics of Water and Other Liquids OBJECTIVES: By the end of the lesson, pupils will be able to:
- recognize various sources of water. - appreciate the importance of water. - understand the dangers associated with polluting water bodies.
・・・・・・・・・・・・・・
6
STEP 1: Evaluate Teacher’s Current Teaching Skills
Find “7. Use of Chalkboard” from the observation item list in the left column of the LOS first. Then compare the observed skill with criterion of “(1) Poor”: Since the chalkboard is used in the lesson as shown in the above sample chalkboard, teacher’s skill in the use of chalkboard is better than this level. Comparing the skills with the criterion at the next level “(2) Needs Improvement”,size, colour strength and clearness of letters on the chalkboard is appropriate, and therefore his/her skill is better than or equal to “(2) Needs Improvement”. Comparing the skills with the criterion of “(3) Satisfactory”, his/her skill is less than this, as the writing on chalkboard are not organised well. Therefore, the criterion which describe his/her skill the best is “(2) Needs Improvement”. Place a tick (✔) on the criterion of “(2) Needs Improvement”.
STEP 2: Provide Comments on Teacher’s Current Level
A sample comment would be: “Your current teaching skill in chalkboard writing is ‘Level 2’. The writing on the chalkboard is of an appropriate size, colour strength and is clear. But it is not systematic for easy understanding for pupils, because the components written on the chalkboard are not organised well”.
STEP 3: Provide Advice to Attain the Next Level
Sample advice is: “You should plan to organise the use of the chalkboard logically before the lesson. I suggest that your writing on chalkboard should be well-planned and well-organised as follows”.
Comments based on the criteria ticked
Advice based on the criteria of next level.
ObservationItem
Liquid How long does it take to reach the
mark?
Does it flow fast or slowly?
Water 2s FastCooking oil 4s Slow
Water and Other Liquids2) Characteristics of water and other liquids
Comparing some liquids
Materials: Water, Kerosene, Orange juice and Cooking oil
Water and other liquids are different. They smell differently. Their colors are different. Their texture (feel) is different.
Which liquid pours more slowly?
Cooking oil flows more slowly than water
Exercise: ・・・・・・・・・・・・ ・・・・・・・・・・・・ ・・・・・・・・・・・・
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Model of “Use of Chalkboard” (Level 3)
Case 3: How to Evaluate Observation Item 8(Questioning Skills) and Observation Item 9 (Feedback to Pupils)
The following shows the script of dialogue between a teacher and pupils during a part of a lesson.
Observation Item: “8. Questioning Skills”
STEP 1: Evaluate Teacher’s Current Teaching Skills
Find “8. Questioning Skills” from the observation item list. Compare the observed skill with the criterion of the observation item of “8. Questioning Skills”. In this case, the teacher asks
Sl. No. ・・・・・・・・・・
1. T: “Do you understand?” 2. Ps: “Yes, madam!” 3. T: “What’s this, P1?” 4. P1: “This is xxxx.” 5. T: “Yes, that’s right! When do you use xxxx, P2?” 6. P2: “In the morning.” 7. T: “Yes, that’s right! How do you use xxxx, P3?” 8. P3:“I think we throw it away.” 9. T: “No. How do you use xxxx, P4?” 10. P4: “We eat it in the morning.” 11. T: “Yes, that’ right!” 12. T: “What happens when you mix xxxxx and yyyyy ?” 13. T: “ (silence) ”, “Any idea or opinion?” 14. P5: “I think xxxx is melting in yyyy.” 15. T: “Do you agree?” 16. Ps: “Yes!” 17. T: “Good!”
・・・・・・・・・・・ (T: Teacher, P: Pupil, Ps: Pupils)
Liquid Time fast or slow
Water 2s Fast
Oil 4s Slow
Liquid Color Smell
Water colorless no
Water and Other Liquids2) Characteristics of water and other liquids
Activity 1: Comparing some liquids
Activity 2: Which liquid pours more slowly?
Materials: Water, Kerosene, Orange juice and Cooking oil Materials: Water, Cooking oil, ruler,
plastic bottles, marker, stop watch and funnels
Procedure:1. Obtain two identical plastic bottles and place a funnel at the mouth of each. 2. Mark each bottle equally. 3. Measure some water and pour it into one of the bottles through the funnel. 4. ・・・・・・・・・・・・・. Result:
Water and liquids are ・・・・・・. ・・・・・・・・・・・・.
Result:
Procedure: 1. Compare “Color”, “Smell” and “Texture” of liquids.
・・・・・・・・・・・・・・・・ Cooking oil flows more slowly than water.
Conclusion/Today’s Summary Pure water is ・・・・・・・. ・・・・・・・・・・・・・・・・. Exercise・・・・・・・・・・・・・・. ・・・・・・・・・・・・・・・・.
8
well-balanced low/high questions, pauses and calls on volunteers in a lesson, so teacher’s skill is better than or equal to the criterion of “(3) Satisfactory”, but less than the criterion of “(4) Good”,as, the teacher’s questions do not promote pupils’ high order responses. Thus, “(3) Satisfactory” is the level of the teacher’s skill. Place a tick (✔) on the criterion of “(3) Satisfactory”.
STEP 2: Provide Comments on Teacher’s Current Level
A sample comment would be: “Your current questioning skill is ‘Level 3: Satisfactory’. Most of your questions were low order questions, but sometimes you asked high order questions. For example, questions 1, 3, 5, 7, 9 and 14 were low order questions, but question 12 was a high order question (Synthesis). After questioning, you made appropriate pauses before calling on pupils to respond.”
STEP 3: Provide Advice to Attain the Next Level
Sample advice would be: “Level 3: Satisfactory is already very good, but I will give you advice for further improvement. My advice is to use higher order questions more. This will promote pupil’s higher order cognitive responses. For example, ‘How are you going to use what you learnt today in everyday situations? (Application)’ or ‘What do you think is the cause of this phenomenon/occurrence? (Analysis)”.
Observation Item: “9. Feedback to Pupils”
STEP 1: Evaluate Teacher’s Current Teaching Skills
Find “9. Feedback to Pupils” from the observation item list. Compare the observed skill with criterion of the observation item of “9. Feedback to Pupils”. In this case, a teacher offers feedback to pupils, but the teacher does not promote better understanding of pupils. Therefore, the criterion which describes the skill is “(2) Needs Improvement”. Place a tick (✔) on the criterion of “(2)Needs Improvement”.
STEP 2: Provide Comments on Teacher’s Current Level
A sample comment would be: “Your teaching skill of feedback to pupils is ‘Level 2’. You provided feedback to pupils’ responses, but simply told pupils ‘Right’ or Wrong’. Your responses didn’t include feedback to promote pupils’ further or better understanding of the lesson. That’s why I assess your feedback skill as Level 2”.
STEP 3: Provide Advice to Attain the Next Level
Sample advice is: “You should give feedback to pupils’ responses that promote further or better understanding of lessons. For example, ‘why do you think so?’, ‘how did you get it?’, ‘anything else?’ and so on". These types of feedback would promote pupils’ understanding of your lesson even more.
1
GES
Nat
ionw
ide
INSE
T Pr
ogra
mm
e -
SB
I/CBI
Les
son
Obs
erva
tion
Shee
t
Dat
e:
Tim
e:
S
choo
l: A
ctiv
ity T
ype:
□
Dem
onst
ratio
n Le
sson
□
Pee
r Tea
chin
g □
TLM
Pre
para
tion
& U
sage
Obs
erve
r:
C
lass
: To
pic/
Sub
-Top
ic:
Dem
onst
rato
r:
S
ubje
ct:
Obj
ectiv
e:
Obs
erva
tion
Item
s(1
) Poo
r (2
) Nee
ds Im
prov
emen
t (3
) Sat
isfa
ctor
y (4
) Goo
d (5
) Exc
elle
nt
I. In
stru
ctio
n Pl
anni
ng S
kills
(Ass
essm
ent o
f Les
son
Plan
) 1.
O
bjec
tives
Te
ache
r sta
tes
obje
ctiv
es w
hich
are
irr
elev
ant t
o to
pics
/ su
b-to
pics
.
Teac
her s
tate
s ob
ject
ives
whi
ch a
re
rele
vant
to to
pics
/ su
b-to
pics
, but
in
gene
ral a
nd a
bstra
ct te
rms
Teac
her s
tate
s cl
ear a
nd
appr
opria
te S
MA
RT
obje
ctiv
es,
but n
ot re
late
d to
eva
luat
ions
w
hich
are
sta
ted
in le
sson
pla
n.
Teac
her s
tate
s cl
ear a
nd
appr
opria
te S
MA
RT
obje
ctiv
es
whi
ch a
re c
lose
ly re
late
d to
ev
alua
tions
sta
ted
in le
sson
pla
n.
Teac
her s
tate
s cl
ear a
nd S
MA
RT
obje
ctiv
es w
hich
incl
ude
at le
ast 2
pro
file
dim
ensi
ons
in th
e sy
llabu
s. (k
now
ledg
e,
unde
rsta
ndin
g, a
pplic
atio
n, p
roce
ss s
kills
an
d at
titud
es)
2.
Cor
e po
ints
Te
ache
r sta
tes
core
po
ints
whi
ch a
re
irrel
evan
t to
topi
cs /
sub-
topi
cs.
Teac
her s
tate
s co
re p
oint
s w
hich
are
re
leva
nt to
topi
cs /
sub-
topi
cs, b
ut
not r
elat
ed to
mai
n sk
ills
and/
or
conc
epts
to b
e le
arnt
.
Teac
her s
tate
s co
re p
oint
s w
hich
ar
e re
late
d to
mai
n sk
ills
and
conc
epts
to b
e le
arnt
.
Teac
her s
tate
s co
re p
oint
s w
hich
ar
e cl
osel
y re
late
d to
less
on
obje
ctiv
es.
Teac
her s
tate
s co
re p
oint
s w
hich
cla
rify
mai
n sk
ills
/ con
cept
s re
late
d to
pup
ils’
read
ines
s / d
aily
life
.
3.
Teac
her L
eane
r A
ctiv
ities
(T
LAs)
Teac
her p
rovi
des
activ
ities
but
not
re
late
d to
cor
e po
ints
/ ob
ject
ives
.
Teac
her p
rovi
des
activ
ities
that
are
re
late
d to
cor
e po
ints
/ ob
ject
ives
of
less
on, b
ut th
ese
are
not h
elpf
ul fo
r pu
pils
to u
nder
stan
d ne
w c
once
pts.
Teac
her p
rovi
des
activ
ities
whi
ch
are
rele
vant
to c
ore
poin
ts /
obje
ctiv
es a
nd h
elp
pupi
ls
unde
rsta
nd n
ew c
once
pts.
Teac
her p
rovi
des
activ
ities
that
en
cour
age
pupi
ls to
refle
ct th
eir
read
ines
s, e
xist
ing
know
ledg
e an
d co
ncep
ts.
Teac
her p
rovi
des
activ
ities
that
en
cour
age
pupi
ls to
app
ly n
ew k
now
ledg
e / c
once
pts
for t
heir
daily
life
.
4.
Use
of T
each
ing
Lear
ning
M
ater
ials
(TLM
)
Teac
her d
oes
not
stat
e TL
Ms.
Te
ache
r sta
tes
TLM
s, b
ut n
ot
rele
vant
to le
sson
obj
ectiv
es.
Teac
her s
tate
s TL
Ms
whi
ch a
re
rele
vant
to le
sson
obj
ectiv
es.
Teac
her s
tate
s TL
Ms
whi
ch a
re
indi
cate
d in
sui
tabl
e de
velo
pmen
t st
ages
of l
esso
n.
Teac
her s
tate
s ap
prop
riate
TLM
s w
hich
ar
e re
late
d to
pre
viou
s le
sson
/ to
pic
/ da
ily li
fe a
nd p
upils
’ rea
dine
ss.
II. T
each
ing
Met
hodo
logy
and
Del
iver
y 5.
U
se o
f La
ngua
ge
Teac
her d
oes
not
use
lang
uage
ap
prop
riate
to th
e le
vel o
f pup
ils a
t all.
Teac
her u
ses
lang
uage
app
ropr
iate
to
the
leve
l of a
vera
ged
pupi
ls, b
ut
not i
n cl
ear a
nd a
udib
le v
oice
.
Teac
her u
ses
lang
uage
ap
prop
riate
to th
e le
vel o
f av
erag
ed p
upils
cle
arly
and
au
dibl
y.
Teac
her u
ses
suita
ble
leve
l of
lang
uage
for d
iffer
ent l
evel
s of
pu
pils
.
Teac
her s
elec
ts a
nd/o
r adj
usts
ap
prop
riate
leve
l of l
angu
age
in
acco
rdan
ce w
ith th
e un
ders
tand
ings
of
each
pup
il.
6.
Use
of G
ener
ic
Skill
sTe
ache
r doe
s no
t m
ake
use
of g
ener
ic
skills
.
Teac
her m
akes
use
of g
ener
ic s
kills
th
at a
re n
ot re
late
d to
pup
ils’
lear
ning
act
iviti
es a
nd le
sson
ob
ject
ives
.
Teac
her m
akes
use
of g
ener
ic
skills
rela
ted
to p
upils
’ lea
rnin
g ac
tiviti
es a
nd le
sson
obj
ectiv
es.
Teac
her p
uts
pupi
ls’ k
now
ledg
e of
ge
neric
ski
lls in
to p
ract
ice
appr
opria
tely.
Teac
her e
ncou
rage
s pu
pils
to a
cqui
re th
e ge
neric
ski
lls, a
nd p
upils
can
sol
ve
prob
lem
s w
ith g
ener
ic s
kills
by
them
selv
es.
Inst
ruct
ion:
- Thi
s Le
sson
Obs
erva
tion
She
et is
des
igne
d to
hel
p te
ache
rs id
entif
y w
ays
to im
prov
e th
eir t
each
ing
skills
thro
ugh
asse
ssm
ent o
f 15
item
s.
- Eac
h ob
serv
atio
n ite
m h
as p
erfo
rman
ce in
dica
tors
arr
ange
d fro
m th
e lo
wes
t to
the
high
est l
evel
.
- A
lway
s st
art f
rom
the
stat
emen
t in
“(1)
Poo
r” fo
r eac
h ite
m.
If t
he le
sson
mee
ts th
e st
atem
ent,
mov
e to
the
stat
emen
t of t
he n
ext l
evel
, and
kee
p go
ing.
- If t
he le
sson
doe
s no
t mee
t the
sta
tem
ent o
f a c
erta
in le
vel,
for e
xam
ple
“(4)
Goo
d”, t
he le
vel o
f les
son
is a
sses
sed
as “(
3) S
atis
fact
ory”
.
- For
ea
✓ch
obs
erva
tion
item
, tic
k (
) the
box
with
the
perfo
rman
ce in
dica
tor w
hich
app
ropr
iate
ly d
escr
ibes
the
teac
her’s
leve
l of p
erfo
rman
ce.
- The
one
usi
ng th
is s
heet
is e
xpec
ted
to a
dvic
e th
e de
mon
stra
tor /
teac
her o
n ho
w h
e / s
he c
an s
tep
up to
the
next
leve
l in
post
-del
iver
y se
ssio
n.
GES
Nat
ionw
ide
INSE
T Pr
ogra
mm
e -
SB
I/CBI
Les
son
Obs
erva
tion
Shee
t
1
GES
Nat
ionw
ide
INSE
T Pr
ogra
mm
e -
SB
I/CBI
Les
son
Obs
erva
tion
Shee
t
Dat
e:
Tim
e:
S
choo
l: A
ctiv
ity T
ype:
□
Dem
onst
ratio
n Le
sson
□
Pee
r Tea
chin
g □
TLM
Pre
para
tion
& U
sage
Obs
erve
r:
C
lass
: To
pic/
Sub
-Top
ic:
Dem
onst
rato
r:
S
ubje
ct:
Obj
ectiv
e:
Obs
erva
tion
Item
s(1
) Poo
r (2
) Nee
ds Im
prov
emen
t (3
) Sat
isfa
ctor
y (4
) Goo
d (5
) Exc
elle
nt
I. In
stru
ctio
n Pl
anni
ng S
kills
(Ass
essm
ent o
f Les
son
Plan
) 1.
O
bjec
tives
Te
ache
r sta
tes
obje
ctiv
es w
hich
are
irr
elev
ant t
o to
pics
/ su
b-to
pics
.
Teac
her s
tate
s ob
ject
ives
whi
ch a
re
rele
vant
to to
pics
/ su
b-to
pics
, but
in
gene
ral a
nd a
bstra
ct te
rms
Teac
her s
tate
s cl
ear a
nd
appr
opria
te S
MA
RT
obje
ctiv
es,
but n
ot re
late
d to
eva
luat
ions
w
hich
are
sta
ted
in le
sson
pla
n.
Teac
her s
tate
s cl
ear a
nd
appr
opria
te S
MA
RT
obje
ctiv
es
whi
ch a
re c
lose
ly re
late
d to
ev
alua
tions
sta
ted
in le
sson
pla
n.
Teac
her s
tate
s cl
ear a
nd S
MA
RT
obje
ctiv
es w
hich
incl
ude
at le
ast 2
pro
file
dim
ensi
ons
in th
e sy
llabu
s. (k
now
ledg
e,
unde
rsta
ndin
g, a
pplic
atio
n, p
roce
ss s
kills
an
d at
titud
es)
2.
Cor
e po
ints
Te
ache
r sta
tes
core
po
ints
whi
ch a
re
irrel
evan
t to
topi
cs /
sub-
topi
cs.
Teac
her s
tate
s co
re p
oint
s w
hich
are
re
leva
nt to
topi
cs /
sub-
topi
cs, b
ut
not r
elat
ed to
mai
n sk
ills
and/
or
conc
epts
to b
e le
arnt
.
Teac
her s
tate
s co
re p
oint
s w
hich
ar
e re
late
d to
mai
n sk
ills
and
conc
epts
to b
e le
arnt
.
Teac
her s
tate
s co
re p
oint
s w
hich
ar
e cl
osel
y re
late
d to
less
on
obje
ctiv
es.
Teac
her s
tate
s co
re p
oint
s w
hich
cla
rify
mai
n sk
ills
/ con
cept
s re
late
d to
pup
ils’
read
ines
s / d
aily
life
.
3.
Teac
her L
eane
r A
ctiv
ities
(T
LAs)
Teac
her p
rovi
des
activ
ities
but
not
re
late
d to
cor
e po
ints
/ ob
ject
ives
.
Teac
her p
rovi
des
activ
ities
that
are
re
late
d to
cor
e po
ints
/ ob
ject
ives
of
less
on, b
ut th
ese
are
not h
elpf
ul fo
r pu
pils
to u
nder
stan
d ne
w c
once
pts.
Teac
her p
rovi
des
activ
ities
whi
ch
are
rele
vant
to c
ore
poin
ts /
obje
ctiv
es a
nd h
elp
pupi
ls
unde
rsta
nd n
ew c
once
pts.
Teac
her p
rovi
des
activ
ities
that
en
cour
age
pupi
ls to
refle
ct th
eir
read
ines
s, e
xist
ing
know
ledg
e an
d co
ncep
ts.
Teac
her p
rovi
des
activ
ities
that
en
cour
age
pupi
ls to
app
ly n
ew k
now
ledg
e / c
once
pts
for t
heir
daily
life
.
4.
Use
of T
each
ing
Lear
ning
M
ater
ials
(TLM
)
Teac
her d
oes
not
stat
e TL
Ms.
Te
ache
r sta
tes
TLM
s, b
ut n
ot
rele
vant
to le
sson
obj
ectiv
es.
Teac
her s
tate
s TL
Ms
whi
ch a
re
rele
vant
to le
sson
obj
ectiv
es.
Teac
her s
tate
s TL
Ms
whi
ch a
re
indi
cate
d in
sui
tabl
e de
velo
pmen
t st
ages
of l
esso
n.
Teac
her s
tate
s ap
prop
riate
TLM
s w
hich
ar
e re
late
d to
pre
viou
s le
sson
/ to
pic
/ da
ily li
fe a
nd p
upils
’ rea
dine
ss.
II. T
each
ing
Met
hodo
logy
and
Del
iver
y 5.
U
se o
f La
ngua
ge
Teac
her d
oes
not
use
lang
uage
ap
prop
riate
to th
e le
vel o
f pup
ils a
t all.
Teac
her u
ses
lang
uage
app
ropr
iate
to
the
leve
l of a
vera
ged
pupi
ls, b
ut
not i
n cl
ear a
nd a
udib
le v
oice
.
Teac
her u
ses
lang
uage
ap
prop
riate
to th
e le
vel o
f av
erag
ed p
upils
cle
arly
and
au
dibl
y.
Teac
her u
ses
suita
ble
leve
l of
lang
uage
for d
iffer
ent l
evel
s of
pu
pils
.
Teac
her s
elec
ts a
nd/o
r adj
usts
ap
prop
riate
leve
l of l
angu
age
in
acco
rdan
ce w
ith th
e un
ders
tand
ings
of
each
pup
il.
6.
Use
of G
ener
ic
Skill
sTe
ache
r doe
s no
t m
ake
use
of g
ener
ic
skills
.
Teac
her m
akes
use
of g
ener
ic s
kills
th
at a
re n
ot re
late
d to
pup
ils’
lear
ning
act
iviti
es a
nd le
sson
ob
ject
ives
.
Teac
her m
akes
use
of g
ener
ic
skills
rela
ted
to p
upils
’ lea
rnin
g ac
tiviti
es a
nd le
sson
obj
ectiv
es.
Teac
her p
uts
pupi
ls’ k
now
ledg
e of
ge
neric
ski
lls in
to p
ract
ice
appr
opria
tely.
Teac
her e
ncou
rage
s pu
pils
to a
cqui
re th
e ge
neric
ski
lls, a
nd p
upils
can
sol
ve
prob
lem
s w
ith g
ener
ic s
kills
by
them
selv
es.
Inst
ruct
ion:
- Thi
s Le
sson
Obs
erva
tion
She
et is
des
igne
d to
hel
p te
ache
rs id
entif
y w
ays
to im
prov
e th
eir t
each
ing
skills
thro
ugh
asse
ssm
ent o
f 15
item
s.
- Eac
h ob
serv
atio
n ite
m h
as p
erfo
rman
ce in
dica
tors
arr
ange
d fro
m th
e lo
wes
t to
the
high
est l
evel
.
- A
lway
s st
art f
rom
the
stat
emen
t in
“(1)
Poo
r” fo
r eac
h ite
m.
If t
he le
sson
mee
ts th
e st
atem
ent,
mov
e to
the
stat
emen
t of t
he n
ext l
evel
, and
kee
p go
ing.
- If t
he le
sson
doe
s no
t mee
t the
sta
tem
ent o
f a c
erta
in le
vel,
for e
xam
ple
“(4)
Goo
d”, t
he le
vel o
f les
son
is a
sses
sed
as “(
3) S
atis
fact
ory”
.
- For
ea
✓ch
obs
erva
tion
item
, tic
k (
) the
box
with
the
perfo
rman
ce in
dica
tor w
hich
app
ropr
iate
ly d
escr
ibes
the
teac
her’s
leve
l of p
erfo
rman
ce.
- The
one
usi
ng th
is s
heet
is e
xpec
ted
to a
dvic
e th
e de
mon
stra
tor /
teac
her o
n ho
w h
e / s
he c
an s
tep
up to
the
next
leve
l in
post
-del
iver
y se
ssio
n.
GES
Nat
ionw
ide
INSE
T Pr
ogra
mm
e -
SB
I/CBI
Les
son
Obs
erva
tion
Shee
t
2
Obs
erva
tion
Item
s(1
) Poo
r (2
) Nee
ds Im
prov
emen
t (3
) Sat
isfa
ctor
y (4
) Goo
d (5
) Exc
elle
nt
II. T
each
ing
Met
hodo
logy
and
Del
iver
y 7.
U
se o
f C
halk
boar
d Te
ache
r doe
s no
t us
e a
chal
kboa
rd.
Writ
ing
on th
e ch
alkb
oard
is in
ap
prop
riate
siz
e, c
olor
stre
ngth
and
cl
ear.
Writ
ing
on th
e ch
alkb
oard
is
wel
l-pla
nned
with
lette
rs, f
igur
es
and
illus
tratio
ns w
hich
are
fo
rmed
nea
tly a
nd c
orre
ctly
Writ
ing
on th
e ch
alkb
oard
is
syst
emat
ical
ly p
lann
ed a
nd
logi
cally
org
anis
ed.
Cha
lkbo
ard
is s
yste
mat
ical
ly u
sed
to
sum
mar
ize
all o
f im
porta
nt o
r cor
e po
ints
of
less
on e
noug
h fo
r pup
ils to
und
erst
and
less
on.
8.
Que
stio
ning
Sk
ills
Teac
her d
oes
not
ask
ques
tions
at a
ll in
less
on.
Teac
her a
sks
only
low
ord
er (r
ecal
l) an
d rh
etor
ical
que
stio
ns s
uch
as
yes-
or-n
o qu
estio
ns.
Teac
her a
sks
wel
l-bal
ance
d lo
w /
high
ord
er q
uest
ions
, pau
ses
and
calls
on
volu
ntee
rs to
re
spon
d.
Teac
her a
sks
low
/ hi
gh o
rder
qu
estio
ns w
hich
pro
mot
e hi
gher
or
der r
espo
nses
and
enc
oura
ges
even
non
-vol
unte
ers
to re
spon
d or
as
k qu
estio
ns.
Teac
her a
sks
low
/ hi
gh o
rder
que
stio
ns,
one
at a
tim
e an
d se
quen
ced
in o
rder
of
diffi
culty
whi
ch is
sui
ted
to th
e le
vel o
f pu
pils
.
9.
Feed
back
to
Pupi
ls
Teac
her d
oes
not
offe
r fee
dbac
k to
pu
pils
’ res
pons
es a
t al
l.
Teac
her o
ffers
feed
back
to p
upils
’ re
spon
ses
but s
impl
y te
lls p
upils
if
thei
r ans
wer
s ar
e rig
ht o
r wro
ng.
Teac
her o
ffers
feed
back
to
pupi
ls’ r
espo
nses
that
pro
mot
es
furth
er o
r bet
ter u
nder
stan
ding
in
less
on.
Teac
her g
ives
sup
porti
ve fe
edba
ck
to p
upils
who
mad
e a
wro
ng
resp
onse
and
use
the
resp
onse
to
prom
ote
bette
r und
erst
andi
ng.
Teac
her o
ffers
feed
back
to p
upils
’ re
spon
ses
that
pro
mot
e ac
tive
and
mut
ual
lear
ning
am
ong
pupi
ls.
10. U
se o
f TLM
s Te
ache
r doe
s no
t us
e an
y TL
M in
le
sson
.
Teac
her u
ses
TLM
s, b
ut n
ot re
leva
nt
to le
sson
obj
ectiv
es.
Teac
her u
ses
TLM
s w
hich
are
re
leva
nt to
less
on o
bjec
tives
at
appr
opria
te s
tage
s in
less
on.
Teac
her u
ses
TLM
s w
hich
are
st
imul
atin
g an
d at
tract
ive
for p
upils
an
d m
akes
pup
ils to
use
them
ac
tivel
y.
Teac
her u
ses
TLM
s w
hich
are
rele
vant
to
pupi
ls’ p
revi
ous
less
on /
topi
c / d
aily
life
an
d re
adin
ess
and
mak
es p
upils
to
unde
rsta
nd n
ew c
once
pts
and
pose
/ so
lve
prob
lem
s th
roug
h TL
Ms.
11
. Pup
ils’
Part
icip
atio
n Te
ache
r kee
ps
talk
ing
with
out
invo
lvin
g pu
pils
.
Teac
her i
ntro
duce
s ac
tiviti
es w
hich
ar
ouse
pup
ils’ i
nter
ests
but
de
mon
stra
tes
them
by
teac
her h
im /
hers
elf.
Teac
her i
ntro
duce
s ac
tiviti
es,
and
pupi
ls p
artic
ipat
e in
it
activ
ely
and
with
inte
rest
s.
Teac
her i
ntro
duce
s ac
tiviti
es th
at
equi
p pu
pils
with
gen
eric
ski
lls
thro
ugh
prob
lem
sol
ving
. (Te
ache
r in
itiat
es In
quiry
-bas
ed le
arni
ng)
Teac
her i
ntro
duce
s ac
tiviti
es th
at p
rom
ote
mut
ual l
earn
ing
amon
g pu
pils
(Pup
ils
initi
ate
colla
bora
tive
inqu
iry-b
ased
le
arni
ng).
12. U
se o
f Tea
cher
Le
arne
r A
ctiv
ities
(T
LAs)
Teac
her u
ses
activ
ities
but
not
re
late
d to
cor
e po
ints
/ ob
ject
ives
of
less
on.
Teac
her u
ses
activ
ities
that
are
re
late
d to
cor
e po
ints
/ ob
ject
ives
of
less
on, b
ut th
ese
are
not h
elpf
ul fo
r pu
pils
to u
nder
stan
d ne
w c
once
pt.
Teac
her u
ses
activ
ities
whi
ch a
re
rele
vant
to c
ore
poin
ts /
obje
ctiv
es a
nd h
elp
pupi
ls
unde
rsta
nd n
ew c
once
pts.
Teac
her u
ses
activ
ities
that
en
cour
age
pupi
ls to
refle
ct th
eir
read
ines
s, e
xist
ing
know
ledg
e an
d co
ncep
ts.
Teac
her u
ses
activ
ities
that
enc
oura
ge
pupi
ls to
app
ly n
ew k
now
ledg
e / c
once
pts
for t
heir
daily
life
13. E
valu
atio
n of
Le
sson
Te
ache
r mak
es n
o ev
alua
tion
of
less
on.
Teac
her a
sses
ses
pupi
ls’ k
now
ledg
e / u
nder
stan
ding
dur
ing
the
less
on,
but t
he a
sses
smen
t is
not r
elat
ed to
ob
ject
ives
of l
esso
n.
Teac
her a
sses
ses
pupi
ls’
know
ledg
e / u
nder
stan
ding
du
ring
the
less
on w
hich
are
re
late
d to
obj
ectiv
es o
f les
son
Teac
her a
sses
ses
pupi
ls’
unde
rsta
ndin
g du
ring
less
on
(form
ativ
e as
sess
men
t) an
d re
stru
ctur
es th
e de
velo
pmen
t of
less
on b
ased
on
the
resu
lt of
ev
alua
tion
of p
upils
’ und
erst
andi
ng.
Teac
her a
sses
ses
pupi
ls’ r
eadi
ness
/ un
ders
tand
ing
/ ach
ieve
men
t in
the
less
on u
sing
app
ropr
iate
que
stio
ns b
ased
on
at l
east
2 p
rofil
e di
men
sion
s in
sy
llabu
s (k
now
ledg
e, u
nder
stan
ding
, ap
plic
atio
n, p
roce
ss s
kills
and
atti
tude
s).
III. C
lass
room
Org
aniz
atio
n an
d M
anag
emen
t 14
. Cla
ssro
om
Setti
ngTe
ache
r doe
s no
t ar
rang
e a
clas
sroo
m to
pr
ovid
e le
sson
.
Teac
her a
rrang
es a
cla
ssro
om fo
r le
sson
/ ac
tiviti
es, b
ut p
upils
are
not
w
ell o
rgan
ised
.
Teac
her a
rrang
es a
cla
ssro
om to
su
it ac
tiviti
es a
t the
beg
inni
ng o
f le
sson
and
get
s pu
pils
wel
l or
gani
sed.
Teac
her a
rrang
es a
cla
ssro
om a
s pl
anne
d to
sui
t act
iviti
es b
efor
e st
artin
g le
sson
in a
dvan
ce.
Teac
her a
rrang
es a
cla
ssro
om to
sui
t a
varie
ty o
f act
iviti
es a
ppro
pria
tely,
tim
ely
and
in th
e rig
ht p
lace
, and
cla
ssro
om
arra
ngem
ent i
s w
ell o
rgan
ised
. 15
. Cla
ss C
ontr
ol
Teac
her a
llow
s pu
pils
to d
o w
hate
ver t
hey
wan
t.
Teac
her c
onst
antly
ord
ers
pupi
ls
wha
t to
do.
Teac
her s
omet
imes
co
mm
unic
ates
to p
upils
on
wha
t to
do
and
ensu
re th
e or
der i
n cl
assr
oom
.
Teac
her a
nd p
upils
com
mun
icat
e w
ith e
ach
othe
r and
ens
ures
goo
d at
mos
pher
e fo
r tea
chin
g an
d le
arni
ng in
cla
ss to
geth
er.
Pupi
ls c
oope
rate
with
eac
h ot
her i
n m
akin
g th
e cl
ass
in o
rder
and
ens
ure
good
atm
osph
ere
with
out t
each
ers’
co
ntro
l.
CONTACTAll comments and contributions should be sent to The Director, Teacher Education Division (TED), Ghana Education Service(GES),P. O. Box MB247, Accra, GHANA or Phone/Fax to 0302-227164.
Supported by Japan International Cooperation Agency
