COT RPMS

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What is Classroom Observation? •

One gauge in ensuring quality teaching - RA 10533 10533 (K to to 12 Law) Law)

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•

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 A process of providing providing feedback feedback to a teacher’s classroom classroom practice Encourages teachers teachers to reflect and develop self-awareness about their own practice Provides evidence of actual teacher performance, their strengths and areas of improvement - RPMS RPMS Manual Manual (2018) (2018)

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Rationale for the Development of the Standardsbased Classroom Observation Tool Tool

PPST Teacher Quality Requirement COT of K to 12

Classroom Practice

Professional Development

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The new Classroom Observation Tool (COT) is based on the Philippine Professional Standards for Teachers (PPST)

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What is the Philippine Professional Standards for Teachers (PPST)? •

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Is a public statement of professional accountability It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It has seven Domains, 37 Strands, and 37 Indicators for each career stage.

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Classroom Observable Strands of the Philippine Professional Standards for Teachers 21 out of 37 strands are classroom observable Domain 1

Domain 2

Domain 3

Domain 4

Domain 5

Domain 6

Domain 7

1.1

2.1

3.1

4.1

5.1

6.1

7.1

1.2

2.2

3.2

4.2

5.2

6.2

7.2

1.3

2.3

3.3

4.3

5.3

6.3

7.3

1.4

2.4

3.4

4.4

5.4

6.4

7.4

1.5

2.5

3.5

4.5

5.5

1.6

2.6

1.7

7.5

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There are 12 priority strands (out of 37) chosen by DepED for 2018

Of these twelve (12), nine (9) are classroom observable for Proficient teachers (Teacher I-III) while there are five (5) for Highly Proficient (Master Teacher I-IV)

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How does the COT address the continuum of practice?

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1

2

Not Evident

Building

3

4

Organizing Developing

5

6

7

8

Applying

Consolidating Integrating

Discriminating

9

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INDICATOR 1

Applies knowledge of content within and across curriculum teaching areas

INDICATOR 1 Applies Applies knowledge knowledge of content of content within within andand across across curriculum curriculum teaching teaching areas areas 1

3 4

2

3

4 5

4

5 6 5

6

6 7

7

8

7 8

9

Theteacher teacher The teacher The teacher The teacher teacherThe applies The The teacher The teacherThe teacher The teacher The teacher The teacher teacher teacher applies TheThe applies demonstrates demonstrates demonstrates demonstrates demonstrates demonstrates applies highapplies highapplies demonstrates minor demonstrates demonstrates demonstrates high-level knowledge demonstrates high-level knowledge substantial moderate minor content accurate accurate and accurate, inlevel level exceptional content errors either in knowledge of accurate and in-depth accurate, in-depth and accurate knowledge of accurate and in-depth accurate, in-depth and of content and of andknowledge of content within and content errors content errors errors either in knowledge of in-depth depth and knowledge of knowledge of the presentation of the keytheconcepts knowledge of of most broad knowledge of allcontent pedagogy that creates either in the related to lessonknowledge presentation keyin concepts knowledge content withincurriculum content within key concepts of both most broad knowledge across both in ofbroad all pedagogy that and creates presentation concepts either theofpresentation the lesson or both in the concepts most concepts knowledge of pedagogy that andaacross and lesson or ofin responding the the concepts in the conducive learning the presentation of the concepts in the of concepts ininthe a conducive learning content areas toacross the lesson or in in the in responding to presentation of in the all concepts in creates a curriculum curriculum to students’ questions orof presentation lesson and inof the presentation of of the the presentation presentation of the environment that areas lesson and environment that empower to to responding to in presentation the lesson and presentation conducive content areas to students content students’ comments. to The responding to students’ lesson and in enablesand an in-depth students’ thelesson lesson or in lesson questions in responding to the lesson of the lesson learning develop responding students’ andorin lesson and in and enables an in-depth andempower acquire apply and questions responding to questions comments.or The students’ in responding to and in responding environment that students to students contentordisplays students’ to students’ sophisticated questions or comments. responding tocomments. sophisticated successful learning students’ responding to students’ comments. students’ lesson content questions or students’ responding to enables an inacquire and lifelong simple coherence. The lesson content questions in a manner questions in a manner understanding of the The lesson content questions in a manner understanding of the apply strategies to assist in questions or displays simple comments. The questions in a students’ depth and learning skills. displays coherence. that attempts to be that is responsive to teaching and learning comments. The coherence. lesson content manner that questions in a sophisticated successful displays coherence. that attempts to be is responsive to teaching and learning their development as lesson content The teacher attempts displays responsive attemptsto to be manner student that is understanding of learning student process to meet The teacher attempts responsive to student student process to meet independent learners. does not coherence. The responsive to responsive to the teaching and strategies to to make connections developmental individual or group to make connections developmental developmental or group display teacher student studentindividual learning process assist in their across curriculum learning needs. The learning needs and learning needs within coherence attempts to developmental across curriculum learning needs. The needs anddevelopmental to meet within development as make learning needs. learning needs individual or independent contentmakes areas if teacher makes promotes student and across curriculum content areas if teacher promotes student and promotes and across curriculumlearners. connections The teacher group learning appropriate. across connections learning.areas. The within teacher content areas. appropriate. connections learning. Theacross teacher across makes studentcontent needs curriculum contents makes meaningful curriculum makes connections learning. The and across curriculum contents meaningful content areas if across teacher connection makes curriculum areas if appropriate. across areas if appropriate. connection across appropriate. curriculum meaningful content areas. curriculum content curriculum contentscontent areas connection areasififappropriate. appropriate.across areas if appropriate.

TEACHER I-III (PROFICIENT)

MASTER TEACHER I-IV (HIGHLY PROFICIENT)

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Classroom Observation Tool - RPMS

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How is COT-RPMS used in the RPMS cycle?

Mapped COT COT Indicators Indicator to Mapped toRPMS RPMSObjectives Objectives RCTQ

COT INDICATOR NO.

1 1 2 3 2 4 3 5 6 4 7 8 5

COT-RPMS INDICATORS (PROFICIENT) COT-RPMS INDICATORS (HIGHLY PROFICIENT) Applies knowledge of content within and across curriculum teaching areas

 Applies knowledge of content within and across curriculum Uses a range of teaching strategies that enhance learner achievement in teaching areas literacy and numeracy skills

 Applies a range of teaching strategies develop critical Applies a range of teaching strategies to developto critical and creative thinking, as well thinking, as other higher-order thinking and creative as well as otherskills higher-order thinking Manages skills classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range Manages classroom structure to engage learners, of physical learning environments individually or behavior in groups, in meaningful exploration, Manages learner constructively by applying positive and nonviolent discipline ensure learning-focused environments discovery andtohands-on activities within a range of physical Uses differentiated, developmentally appropriate learning experiences to learning environments address learners' gender, needs, strengths, interests and experiences Manages learner behavior constructively by applying Plans, manages and implements developmentally sequenced teaching and positiveprocesses and non-violent discipline to ensure learning to meet curriculum requirements andlearningvaried teaching contexts focused environments Selects, develops, organizes, and uses appropriate teaching and learning Develops and applies effective strategies in the resources, including ICT, to address learning goals planning and management of developmentally Designs, selects, organizes, and uses diagnostic, formative and summative

RPMS OBJECTIVE NO.

1 1 2 3 3 4 4 5 6 5 7 9 7

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The results of classroom observation are considered nonnegotiable means of verification (MOV) of teacher performance that can prove teacher’s attainment of classroom observable objectives in the RPMS Tools.

COT-RPMS TEACHER I-III INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: ______________________________ _____ OBSERVER 2: ___________________________________ OBSERVER 3: ___________________________________ DATE: __________________________________________ OBSERVATION

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2

3

NAME OF THE TEACHER OBSERVED: ____________________________________  SUBJECT & GRADE LEVEL TAUGHT

 _____________________________ 

4

DIRECTIONS FOR THE OBSERVER: 1. Indicate your individual rating for each indicator. 2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the difference and come up with an agreed rating. The final rating is not an average ; it is a final rating based on reasoned and consensual judgment. 3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form. THE TEACHER:

Observer 1

Observer 2

Observer 3

AGREED RATING

1.

Applies knowledge of content within and across curriculum teaching areas

5

7

6

6

2.

Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

5

5

5

5

Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 4. Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments 5. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments

5

6

6

6

6

6

6

6

7

6

5

6

Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences

6

7

7

6

7.

Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts

6

6

6

6

8.

Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals

6

5

7

6

9.

Designs, selects, organizes, and uses diagnostic, formative and

3.

6.

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Which indicators will be observed during observation?

INDICATOR INDICATOR LISTLIST FORFOR HIGHLY PROFICIENT PROFICIENT COT NO. INDICATOR NO.

1 2 3

Applies knowledge of content within and across curriculum teaching areas

5 6

7 8

1

2

3

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4

 Applies knowledge of content within and across

a range of teaching strategies that enhance learner achievement in 1Uses teaching areas literacycurriculum and numeracy skills Applies a range of teaching strategies to develop critical and  Applies a range of teaching strategies to develop creative thinking, as well as other higher-order thinking skills critical and creative as wellindividually as otherorhigherManages classroom structure tothinking, engage learners, in order thinking skills groups, in meaningful exploration, discovery and hands-on activities within a range of physicalclassroom learning environments Manages structure to engage learners, Manages learner behavior constructively by applying positive individually or in groups, in meaningful exploration, and non-violent discipline to ensure learning-focused environments discovery and hands-on appropriate activities within Uses differentiated, developmentally learninga range of physical learning environments experiences to address learners' gender, needs, strengths, interests and experiences Manages learner behavior constructively by applying Plans, manages and implements developmentally sequenced positive and non-violent discipline to ensure learningteaching and learning processes to meet curriculum requirements and varied focused teaching contexts environments Selects, develops, organizes, and uses appropriate teaching and learning Develops and applies effective strategies in the resources, including ICT, to address learning goals planning and management of developmentally Designs, selects, organizes, and uses diagnostic, formative and

2 4

INDICATORS INDICATOR DESCRIPTION

OBSERVATION OBSERVATION PERIOD PERIOD 1 2 3 4

3

4

5

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Indicators to be observed per observation period are highlighted in yellow

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What are the steps in conducting observation?

PRE- OBSERVATION STEP 1 - OBSERVER 1. Review the appropriate COT-RPMS rubric for the teacher to be observed. COTRPMS Rubric

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INDICATOR 1 Applies knowledge of content within and across curriculum content teaching areas 3

4

5

6

7

The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence.

The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate.

The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate.

The teacher demonstrates accurate, indepth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across

The teacher applies highlevel knowledge of content and pedagogy that creates a conducive learning environment that enables an indepth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas.

PRE- OBSERVATION OBSERVER Will  the supervisors part inwithin the classroom If there are multiple take observations a day, it is recommended that an observer undertakes no observation process?

It is highly that 2-3 observers recommended more than three (3) observation per day. participate in the observation, whenever possible.

The supervisors (e.g. PSDS, EPS) may observe However, if challeng es like schedules and and use the COT-RPMS. Theira feedback availability of obs ervers hinder s chool tomay be usedthis to provide technical assistance  follow recommendation, one (1) to the principal. Their ratings obs erver will be enoug h.will not form part of the MOV of teachers.

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PRE- OBSERVATION

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INDICATOR 1 Applies knowledge of content within and across curriculum content teaching areas

STEP 1 - TEACHER 1. Review the COTRPMS rubric appropriate to his/ her position.

3

4

5

6

7

The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence.

The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate.

The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student development al learning needs. The teacher makes connections across curriculum contents areas if

The teacher demonstrates accurate, indepth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student development al learning needs and promotes student learning. The teacher makes meaningful connection across curriculum

The teacher applies highlevel knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas.

COT-RPMS Rubric

PRE- OBSERVATION

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STEPS 2 & 3 TEACHER 2. Refer to the Indicator List expected to be observed in each observation period. 3. Plan the lesson based on the indicators.

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COT-RPMS Rubric  Indicator List

PRE- OBSERVATION STEP 4 - TEACHER 4. Provide the observers with the lesson plan/DLP/DLL.

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ACTUAL OBSERVATION STEPS 1 & 2 - OBSERVER 

COT-RPMS It is highly recommended that OBSERVATION NOTES FORM 1. Sit at available chairs. Multiple 2-3 observers participate observers are expected to sit in apart. the observation. GENERAL OBSERVATIONS: OBSERVER: _____________________________________________ NAME OF TEACHER OBSERVED:____________________________ SUBJECT & GRADE LEVEL TAUGHT: _______________________ OBSERVATION

1

2

3

DATE: _________________  TIME STARTED: _________ TIME ENDED: ___________ 

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2. Use the Observation Notes Form  However, if challenges like to record comments and schedules and of observations on availability the teacher’s observers hinder a school to performance. follow this recommendation, one (1) observer will be enough.

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 The

Observation Notes Form is the only form to be brought and completed during the actual observation.

 Use

the Observation Notes Form to record comments and observation on the teacher’s performance.

ACTUAL OBSERVATION STEPS 3 & 4 - OBSERVER 3. If there are multiple observers, avoid engaging in any discussion with one another. Avoid discouraging facial expressions.

4. Observe the entire class period.

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ACTUAL OBSERVATION STEP 1 - TEACHER Deliver the lesson.

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POST- OBSERVATION STEP 1 - OBSERVER 1. Thank the teacher and leave the room immediately after the observation. 

Do not discuss observations with fellow observer/s while still inside the classroom.

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POST- OBSERVATION

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STEP 2 - OBSERVER Individual Rating Rate the teacher using the COT-RPMS Rubric appropriate to the teacher’s position.

 Rating

should be done individually.  If there are multiple observers, the subject specialist/s will rate indicator 1.  If there is only one observer, she/he will rate ALL indicators. Refer to the Indicator List for  Elementary teachers are generalists; the indicators to be rated. therefore, all observers are expected to rate Indicator 1.

 Do

COT-RPMS TEACHER I-III RATING SHEET

not bring this form during actual observation.  Refer to your observation notes in rating the teacher observed.

DIRECTIONS FOR THE OBSERVER: 1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the appropriate column with a () mark. 2. Each indicator is assessed on an individual basis, regardless of its relationship to ot her indicators. 3. Attach your Observation Notes Form to this completed rating sheet. THE TEACHER:

1. Applies knowledge of content within and across curriculum teaching areas 2. Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills 3. Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 4. Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments 5. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 6. Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences 7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts 8. Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals 9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements OTHER COMMENTS:

3

4

5

6

7

NO

COT-RPMS

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MASTER TEACHER I-IV RATING SHEET

DIRECTIONS FOR THE OBSERVER: 1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the appropriate column with a ( ) mark. 2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators. 3. Attach your Observation Notes Form to this completed rating sheet. THE TEACHER:

1.

Applies knowledge of content within and across curriculum teaching areas 2. Applies a range of teaching strategies to develop critical and creative thinking, as w ell as other higherorder thinking skills 3. Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments 4. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learningfocused environments 5. Develops and applies effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts OTHER COMMENTS:

4

5

6

7

8

NO

POST- OBSERVATION STEP 3 - OBSERVER

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COT-RPMS TEACHER I-III INTER-OBSERVER AGREEMENT FORM

In case of multiple observers Inter-Observer Agreement Exercise •

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Discuss the rating with fellow observer/s Decide the final rating

OBSERVER 1: __________________________ _________ OBSERVER 2: ___________________________________ OBSERVER 3: ___________________________________ DATE: __________________________________________ OBSERVATION 1 2 3 4

The agreed rating is NOT an average; it is the final rating based on reasoned and consensual judgment.

 ________________________________ 

(5+7+6)/3= 6

DIRECTIONS FOR THE OBSERVER: 1. Indicate your individual rating for each indicator. 2. Discuss within the group your reason/s for such rating. In c ase of different ratings, the observers must resolve the difference and come up with an agreed rating. The final rating is not an average ; it is a final rating based on reasoned and consensual judgment. 3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form. THE TEACHER:

Observer 1

Observer 2

Observer 3

AGREED RATING

1.

Applies knowledge of content within and across curriculum teaching areas

5

7

6

6

2.

Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

5

5

5

5

3.

Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills Manages classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching strategies Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goal

5

6

6

6

6

6

6

6

7

6

5

6

6

7

7

6

6

6

6

6

6

5

7

6

7

6

5

7

4.

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NAME OF THE TEACHER OBSERVED: ________________________________________  SUBJECT & GRADE LEVEL TAUGHT

5. 6.

7.

8. 9.

Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements

POST- OBSERVATION STEP 4  – OBSERVER & TEACHER

Post- Conference 1. Meet with the teacher to discuss the results of the observation. 2. Affix signatures on the rating sheets.

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COT-RPMS TEACHER I  – III

COT-RPMS TEACHER I-III

RATING SHEET

OBSERVER: _______________________________________ DATE: ______________  INTER-OBSERVER AGREEMENT FORM TEACHER OBSERVED:______________________________ QUARTER_____________  COT-RPMS SUBJECT & GRADE LEVEL TAUGHT:________ _________________________ __________________  OBSERVER 1: __________________________ _________ NAME OF THE TEACHER OBSERVED: DIRECTIONS FOR THE TEACHER: TEACHER I  – III OBSERVER 2: ___________________________________ ________________________________________  Put a check ( ) mark on the box provided for each indicator that you think is observable during RATING SHEET OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT your classroom teaching. 3 4 5 6 7 NO DATE: _______  THE TEACHER: OBSERVER: _________________ _______________ DATE: __________________ QUARTER: _____________ TEACHER OBSERVED:_______________________ QUARTER_____________  1. Applies knowledge of content within and across curriculum  SUBJECT & GRADE LEVEL TAUGHT:____________________________________________  teachingareas DIRECTIONS FOR THE OBSERVER: DIRECTIONS 2. Uses a range of teaching strategies that enhance learner FOR THE TEACHER: COT-RPMS  Put a check ( ) mark on the box provided for each indicator that you think is observable 1. Indicate your individual ratings for each indicator. achievement in literacy and numeracy skills duringcritical yourgroup classroom I  – III 3. Applies a range of teaching strategies to develop and yourteaching. 2. Discuss within the reason for such rating. In case of different ratings, TEACHER the observers must resolve the

 ________________________________ 



THE TEACHER: 3 4 5 6 7 RATING NO creative thinking, as well as other higher-order skills SHEET difference andthinking concur on an agreed rating. The final rating is not necessarily an average; it is a final rating based rating 1. Applies knowledge of content within and acrossOBSERVER: ____________________________________________ DATE: ________________  4. Manages classroom structure to engage learners, individually  based on reasoned and consensual judgment. curriculum teachin g areas  or in groups, in meaningful exploration, discovery and hands-on TEACHER OBSERVED:___________________________________ QUARTER_____________  3. Attach allenvironments individual Rating Sheets to this that Inter-Observer Form. 2. Uses a range of teaching strategies enhance learnerAgreement activities within a range of physical learning SUBJECT & GRADE LEVEL TAUGHT______________________________________________   achievement in literacy and numeracy skills DIRECTIONS FOR THE TEACHER: Observer 5. Manages learner behavior constructively by applying positive Observer Observer AGREED THE learning-focused TEACHER: 3. Applies a range of teaching strategies critical and non-violent discipline to ensure  to develop Put a check ( ) mark on the box provided that you think is observable 1 for each indicator 2 3 RATING and creative thinking, as well as other higher-order  environments during your classroom teaching. 1. Appl i es knowledge of content withi n and across curri c ulum thinking skills 6. Uses differentiated, developmentally appropriate learning THE TEACHER: 3 4 5 6 7 NO 4.areas Manages classroom structure to engage learners, experiences to address learners' teaching gender, needs, strengths,  1. Applies knowledge of content within and across curriculum  individually or in groups, in meaningful exploration,teachingareas interests and experiences  2. Uses a discovery range ofand teachi ng strategies that enhance learner hands-on activities within a range of 7. Plans, manages and implements developmentally sequenced 2. Uses a range of teaching strategies that enhance learner  in learning literacyenvironments and numeracy skills physical teaching and learning processes achievement to meet curriculum achievement in literacy and numeracy skills  5. Manages learner behavior constructively by applying requirements and varied teaching 3. Applies to develop critical and 3. contexts Appliespositive a range ofnon-violent teachingdiscipline strategies to develop criticala range and of teaching strategies   higher-order thinking skills and to ensure learningcreative thinking, as well as other 8. Selects, develops, organizes, and uses appropriate teaching  creative focused thinking, as well as other higher-order thinking skills environments 4. Manages classroom structure to engage learners, individually and learning resources, including ICT, to address learning goals 6. Uses differentiated, developm entally appropriate  or in groups, in meaningful exploration , discovery and handsManages classroom 9. Designs, selects, organizes,4. and uses diagnostic, formative structure to engage learners, individ ually or learning experiences to address learners' gender, on needs, within a range  of physical learning environments  and summative assessment strategies with in consistent groups, in meaningful exploration, andactivities hands-on strengths, interests and experiences discovery 5. Manages learner behavior constructively by applying positive curriculum requirements

5

7

6

6

5

5

5

5

5

6

6

6

6

6

6

activities a rangeand of implements physical learning environments 7. within Plans, manages developmentally and non-violent discipline to ensure learning-focused  sequenced learning processes meet environments  ____________________  5. Manages learner teaching behavioand r constructively by to appl ying positive curriculum requirements and varied teaching contexts 6. Uses differentiated, developmentally appropriate learning Signatureover Printed Name of the Observe r Signatureover Printed of the Teacher and non-violent discipline toName ensure learning-focused environments 8. Selects, develops, organizes, and uses appropriate experiences to address learners' gender, needs, strengths, teaching and learning resources, including ICT, to address interests and experiences  6. Uses differentiated, developmentally appropriate learning experiences learning goals Plans, manages to address learners' gender, needs, strengths, 7. interests and and implements developmentally sequenced 9. Designs, selects, organizes, and uses diagnostic,teaching and learning processes to meet curriculum experiences  contexts formative and summative assessment strategies requirements and varied teaching consistent and with curriculum r equirements 8. Selects, develops, organizes, and uses appropriate teaching 7. Plans, manages implements developmentally sequenced teaching and learning resources, including ICT, to address learning goals and learning processes to meet curriculum requirements and varied  ____________________  9. Designs, selects, organizes, and uses diagnostic, formative teaching strategies and summative assessment strategies Signatureover Printed Name of the Observer Signatureover Printed Name of the Teacherconsistent with curriculum requirements 8. Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals

 _______________ 

9.

6



7

6

5

6

7

7

6  _______________ 

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6 



6 

6 

6 5 7 6  ____________________   _______________ 

Designs, selects, organizes, and uses diagnosti c, formativePrinted and Name of the Observer Signatureover summative assessment strategies consistent with curriculum requirements

7

Signatureover Printed Name of the Teacher

6

5

7

OBSERVERS

      N       O       I       T       A    -      V       E      R       R       E       P      S       B       O          A       V       N       R       E      O       I       S      T       B       O

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• •

         A          T      V      NIn       S      R      O       O      E       S      I       P      B      T       O •

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Review the appropriate COT-RPMS Rubric appropriate to the position of the teacher to be observed Review the Indicator List expected to be observed in each quarter/ observation period Arrive at the designated classroom a few minutes before the observation

TOOL NEEDED

TEACHER •

COT-RPMS RUBRIC

•

RCTQ Reviews the COT-RPMS Rubric appropriate to his/her position Refers to the Indicator List expected to be observed in each quarter/observation period. Plans the lesson based on the indicators Provides the observers with the lesson plan/DLP/DLL.

INDICATOR COT-RPMS OBSERVATION PROCESS LIST AND PROTOCOL

Sit at any available seats in the classroom Multiple observers are to sit apart Record all comments on the Observation Notes Form

•

•

•

Delivers the lesson

OBSERVATION NOTES FORM

Rate the teacher

RATING SHEET

case of multiple observers: Discuss the rating with fellow observer/s Decide the final rating

INTEROBSERVER AGREEMENT FORM

Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s affix

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Training Proper

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REFERENCES: Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting effective teaching. Stanford, CA. Stanford Center for Opportunity Policy in Education. Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school  personnel . Harvard Graduate School of Education: Harvard, CA. Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining high quality observations with student surveys and achievement gains. Philippine professional standards for teachers. (2017). Department of Education. Results-based management performance system manual for teachers and school heads. (2018). Department of Education.