DepEd Teacher 1 Demonstration Teaching: Tips, Rubric, and Scoring

Demonstration teaching is one of the criteria DepEd uses to rank applicants for Teacher I and Senior High School (SHS) teaching positions. How the demo is run differs from one DepEd division to another. If there are many applicants, expect a short demo, but prepare well anyway. This guide gives practical tips, the rubric the selection committee uses, and how your demo score is computed under DepEd Order No. 7, s. 2015 and DepEd Order No. 3, s. 2016.

On this page 6 sections

Which DepEd order applies to you

• Kindergarten, Elementary, and Junior High School applicants: DepEd Order No. 7, s. 2015, the hiring guidelines for Teacher I positions. The demo is worth 15 points.
• Senior High School applicants: DepEd Order No. 3, s. 2016, the hiring guidelines for SHS teaching positions. The demo is worth 20 points for Academic track and core subjects, and 15 points for TVL, Arts and Design, and Sports track subjects.

Under DO 7, s. 2015, you do a demo designed for the teaching position you are applying for. Under DO 3, s. 2016, you do a demo for the subject or subjects in the SHS subject group you are applying for.

9 tips to ace your demonstration teaching

1. Write a good demonstration lesson plan, and practice delivering it well.
2. Make your visual aid interesting and suited to the topic.
3. Use audio-visual materials. They are highly recommended.
4. Know your major very well. You may get an impromptu demo: the panel asks your field of specialization, gives you a topic, and you have only a few minutes to teach it.
5. In some schools, especially in the city, you will likely be expected to use a PowerPoint presentation and audio-visual materials. Be creative.
6. Find ways to be lively. Panels are impressed by applicants who connect with them, so plan an exciting motivation activity.
7. Show a good command of the language. This also impresses the panel.
8. Less talk, fewer mistakes. If you are unsure what to say, keep your answer short.
9. After the demo, wait for the schedule of the English Proficiency Test.

The demonstration teaching rubric

Both orders use the same rubric of 15 indicators in six areas. Each indicator is rated from 4 to 1 point. DO 7, s. 2015 names the levels Transforming (4), Developing (3), Emerging (2), and Beginning (1). The highest possible total is 60 points.

A. Lesson planning and preparation

1. Selecting instructional objectives

• 4: Objectives reflect high-level learning tied to curriculum frameworks and standards. They are adapted to individual students’ needs where necessary and allow workable methods of assessment.
• 3: Objectives represent valuable learning, suit most students, reflect chances for integration, and allow workable assessment.
• 2: Objectives are of moderate value or suitability. They mix objectives and activities, and only some allow workable assessment.
• 1: Objectives are trivial, unsuitable, or stated only as activities, and do not allow workable assessment.

2. Mapping coherent instruction

• 4: All parts of the instructional design support the objectives, engage students meaningfully, and show student input. The lesson is highly coherent with a clear structure.
• 3: Most parts support the objectives and engage students. The lesson has a clearly defined structure.
• 2: Some parts support the objectives and engage students, while others do not. The structure is recognizable.
• 1: The parts do not support the objectives or engage students. The lesson has no defined structure.

3. Instructional materials, resources, and technology

• 4: All materials support the objectives and key concepts, most engage students, and students take part in selecting or adapting materials.
• 3: All materials support the objectives and key concepts, most engage students, and technology is used to enhance instruction.
• 2: Some materials support the objectives and some engage students.
• 1: Materials do not support the objectives or engage students.

B. Classroom management

1. Managing classroom procedures

• 4: Routines run seamlessly, and students take considerable responsibility for them.
• 3: Routines are set and mostly run smoothly, with little loss of instruction time.
• 2: Routines are set but run unevenly, with some loss of instruction time.
• 1: Routines are partly inefficient, and much instruction time is lost.

2. Organizing physical space

• 4: The classroom is safe, and students help make sure the physical environment supports everyone’s learning.
• 3: The classroom is safe, learning is accessible to all, and the physical arrangement supports the activities.
• 2: The classroom is safe and essential learning is accessible, but the arrangement only partly supports the activities.
• 1: Poor use of the physical environment makes conditions unsafe or inaccessible for some students, and the arrangement does not fit the lesson.

C. Teaching-learning process

1. Knowledge of content and pedagogy

• 4: Extensive knowledge, with evidence of continually seeking better practice. The teacher builds on prerequisites and student misconceptions.
• 3: Solid understanding of the content, its prerequisites, and its links to other disciplines. Practice reflects current pedagogy.
• 2: Basic understanding that does not extend to links with other disciplines or to student misconceptions.
• 1: Little understanding of the subject or of content-related pedagogy.

2. Questioning and discussion skills

• 4: The teacher asks many high-level questions and takes responsibility for every student’s participation.
• 3: Questioning reflects high-level questions, true discussion, and full participation by all students.
• 2: Questioning is uneven, with some high-level questions, attempts at true discussion, and moderate participation.
• 1: Low-level questions, limited participation, and little true discussion.

3. Students’ learning

• 4: Students are intellectually engaged in challenging content through well-designed tasks and suitable scaffolding, fully aligned with the outcomes. Some students start their own inquiry. Pacing gives time to reflect and consolidate learning.
• 3: Tasks are aligned with the outcomes and challenge thinking, so most students are actively engaged, with teacher scaffolding. Pacing gives most students enough time.
• 2: Tasks are partly aligned but need only minimal thinking, so most students stay passive. Pacing may not give enough time.
• 1: Tasks, materials, groupings, or technology are poorly aligned or need only rote answers. Pacing is too slow or rushed, and few students are engaged.

4. Students’ response to activities

• 4: All students are cognitively engaged, and they start or adapt activities to deepen understanding.
• 3: Most activities are appropriate, and almost all students are engaged.
• 2: Some activities engage students, but others do not.
• 1: Activities do not fit students’ age or backgrounds, and students are not mentally engaged.

5. Learning activities

• 4: Activities are highly relevant to students, objectives, and key concepts. They progress coherently and reflect recent professional research.
• 3: Most activities are suitable. Progression is fairly even, and most reflect recent research.
• 2: Only some activities are suitable. Progression is uneven, and only some reflect recent research.
• 1: Activities are unsuitable, unorganized, and do not reflect recent research.

D. Language proficiency

1. Use of language

• 4: Spoken and written language is correct and expressive, with well-chosen vocabulary that enriches the lesson.
• 3: Language is clear and correct. Vocabulary suits students’ age and interests.
• 2: Speech is audible and writing is legible, both used correctly. Vocabulary is limited or does not suit students.
• 1: Speech is inaudible or writing is illegible. There may be many grammar and syntax errors, and vocabulary may be vague or wrong, confusing students.

2. Conveyance of information and ideas

• 4: Conveys information and ideas with clarity.
• 3: Conveys information and ideas with considerable clarity.
• 2: Conveys information and ideas with limited clarity.
• 1: As printed in the guidelines: presents orally using correct intonation and body language to clarify a message.

E. Assessment of learning outcomes

1. Congruence with instructional objectives

• 4: Assessment fully matches the objectives and key concepts in content and process.
• 3: All objectives are assessed, but the approach suits some goals better than others.
• 2: Some objectives are assessed, but many are not.
• 1: Assessment content and methods do not match the objectives.

2. Assessing student learning

• 4: The assessment plan is fully aligned with the outcomes, with clear criteria and standards that students helped develop.
• 3: The plan is aligned, uses clear criteria, and suits students’ needs. The teacher will use results to plan for groups of students.
• 2: The plan is partly aligned, lacks clear criteria, and does not suit some students. The teacher will use results to plan for the class as a whole.
• 1: No clear criteria or standards, no match with the objectives, and results have little effect on future instruction.

F. Reinforcement of learning

1. Providing opportunities to strengthen learning (called “KPUP” in DO 7, s. 2015, and “students’ written work, performance tasks, and quarterly assessment” in DO 3, s. 2016)

• 4: The teacher carries out a plan for reinforcing learning through a well-defined agreement (assignment) and connects it to the next lesson.
• 3: The teacher carries out the plan through a well-defined task as an agreement but does not connect it to the next lesson.
• 2: An agreement is in the plan, but it does not reinforce learning or connect to the next lesson.
• 1: The teacher does not include or carry out any reinforcement of the lesson.

How your demo score is computed

Add the points for all 15 indicators, divide by 60, multiply by the weight, then multiply by 100.

Applicant group	Weight	Maximum score
Kindergarten, Elementary, Junior High (DO 7, s. 2015)	0.15	15 points
SHS Academic track and core subjects (DO 3, s. 2016)	0.20	20 points
SHS TVL, Arts and Design, Sports tracks (DO 3, s. 2016)	0.15	15 points

Example (Teacher I, or an SHS Arts and Design applicant): a total of 45 points gives [(45 / 60) x 0.15] x 100 = 11.25 out of 15.

Example (SHS Academic or core subject applicant): the same 45 points gives [(45 / 60) x 0.20] x 100 = 15 out of 20.

Extra points and special considerations under DO 7, s. 2015

• Mother tongue: Kindergarten to Grade 3 applicants who do their demo in the mother tongue of the locality where the school is located get an additional 5 points on top of their score.
• Indigenous Peoples (IP) communities: For applicants who may be assigned to a school in an IP community or serving IP learners, the Division Selection Committee gives due recognition to their skill in weaving indigenous knowledge, culture, and skills into teaching, as shown in the rubric areas above.

Continue reading

• DepEd Teacher 1 Hiring Guidelines (DO 7, s. 2015)
• DepEd Hiring Guidelines for Senior High School (SHS) Teachers
• DepEd English Proficiency Test (EPT) Reviewer

Frequently asked questions