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cot rpms protocols

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THE COT RATING IN THE PORTFOLIO ORGANIZATION AND ASSESSMENT

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cot rpms protocols

  1. 1. Protocols in Classroom Observation What are the steps in conducting observation?
  2. 2. STEP 1 – OBSERVER/S COT- RPMS Rubric INDICATOR 1 Applies knowledge of content within and across curriculum 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, in- depth 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 curriculum content areas if appropriate. The teacher applies high- level 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. 1. Review the appropriate COT-RPMS rubric for the teacher to be observed. PRE- OBSERVATION
  3. 3. 2. Review the Indicator List expected to be observed in each observation period. STEP 2 – OBSERVER/S  Indicators to be observed per observation period are highlighted in yellow NO. INDICATORS OBSERVATION PERIOD 1 2 3 4 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/or 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  INDICATOR LIST FOR PROFICIENT
  4. 4.  Indicators to be observed per observation period are highlighted in yellow INDICATOR LIST FOR HIGHLY PROFICIENT COT INDICATOR NO. INDICATOR DESCRIPTION OBSERVATION PERIOD 1 2 3 4 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 well as other higher- order 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 learning- focused environments     5 Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts    
  5. 5. STEPS 1 & 2 – OBSERVER/S ACTUAL OBSERVATION 1. Sit at available chairs. Multiple observers are expected to sit apart. 2. Use the Observation Notes Form to record comments and observations on the teacher’s performance. COT-RPMS OBSERVATION NOTES FORM OBSERVER: _____________________________________________ DATE: _________________ NAME OF TEACHER OBSERVED:____________________________ TIME STARTED: _________ SUBJECT & GRADE LEVEL TAUGHT: _______________________ TIME ENDED: ___________ OBSERVATION 1 2 3 4 GENERAL OBSERVATIONS:  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. p. 235
  6. 6. OBSERVER/SIf there are multiple observations within a day, it is recommended that an observer undertakes no more than three (3) observation per day.It is highly recommended that 2-3 observers participate in the observation, whenever possible. However, if challenges like schedules and availability of observers hinder a school to follow this recommendation, one (1) observer will be enough. Will the supervisors take part in the classroom observation process? The supervisors (e.g. PSDS, EPS) may observe and use the COT-RPMS. Their feedback may be used to provide technical assistance to the principal. Their ratings will not form part of the MOV of teachers.
  7. 7. STEPS 3 & 4 – OBSERVER/S 3. If there are multiple observers, avoid engaging in any discussion with one another. Avoid discouraging facial expressions. ACTUAL OBSERVATION 4. Observe the entire class period.
  8. 8. STEP 1 – OBSERVER/S  Do not discuss observations with fellow observer/s while still inside the classroom. 1. Thank the teacher and leave the room immediately after the observation. POST- OBSERVATION
  9. 9. STEP 2 – OBSERVER/S 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. Elementary teachers are generalists; therefore, all observers are expected to rate Indicator 1. Individual Rating Rate the teacher using the COT-RPMS Rubric appropriate to the teacher’s position. Refer to the Indicator List for the indicators to be rated. POST- OBSERVATION
  10. 10. 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. COT-RPMS MASTER TEACHER I-IV RATING SHEET THE TEACHER: 4 5 6 7 8 NO 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 well as other higher- order 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 learning- focused environments 5. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts OTHER COMMENTS: Note: For schools with only one observer (Principal), this form will serve as the final 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. COT-RPMS TEACHER I-III RATING SHEET THE TEACHER: 3 4 5 6 7 NO 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/or 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: Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.  Do not bring this form during actual observation.  Refer to your observation notes in rating the teacher observed. pp.223/233
  11. 11. COT-RPMS TEACHER I-III INTER-OBSERVER AGREEMENT FORM OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED: OBSERVER 2: ___________________________________ ________________________________________ OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT DATE: __________________________________________ ________________________________ OBSERVATION 1 2 3 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 this Inter-Observer Agreement Form. THE TEACHER: Observer 1 Observer 2 Observer 3 FINAL RATING 1. Applies knowledge of content within and across curriculum teaching areas 4 4 7 7 2. Uses a range of teaching strategies that enhance learner achievement in literacy and/or numeracy skills 5 6 6 6 3. Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 7 7 6 6 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 6 5 6 6 5. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7 6 5 7 6. Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences 6 6 5 5 7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching strategies 7 6 5 5 8. Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goal 9. Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements STEP 3 - OBSERVERS (4+4+7)/3= 5 In case of multiple observers Inter-Observer Agreement Exercise • Discuss the rating with fellow observer/s • Decide the final rating POST- OBSERVATION  The final rating is NOT an average; it is the final rating based on reasoned and consensual judgment.
  12. 12. COT-RPMS TEACHER I-III INTER-OBSERVER AGREEMENT FORM OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED: OBSERVER 2: ___________________________________ ________________________________________ OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT DATE: __________________ QUARTER: _____________ ________________________________ DIRECTIONS FOR THE OBSERVER: 1. Indicate your individual ratings for each indicator. 2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve the difference and concur on an agreed rating. The final rating is not necessarily an average; it is a final rating based 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 FINAL 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/or 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 5 6 6 6 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 6 6 6 6 5. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7 6 5 6 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 strategies 6 6 6 6 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 STEP 4 – OBSERVER/S Post- Conference 1. Meet with the teacher to discuss the results of the observation. 2. Affix signatures on the rating sheets. POST- OBSERVATION COT-RPMS TEACHER I – III RATING SHEET OBSERVER: _______________________________________ DATE: ______________ TEACHER OBSERVED:______________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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  ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ________________________________ DATE: _______ TEACHER OBSERVED:_______________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:____________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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  ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ____________________________________________ DATE: ________________ TEACHER OBSERVED:___________________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT______________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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 ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
  13. 13. STEP 1 - TEACHER COT-RPMS Rubric1. Review the COT- RPMS rubric appropriate to his/ her position. 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 development al learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in- depth 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 content areas if appropriate. The teacher applies high- level 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. PRE- OBSERVATION
  14. 14. STEPS 2 & 3 TEACHER  COT-RPMS Rubric  Indicator List 2. Refer to the Indicator List expected to be observed in each observation period. 3. Plan the lesson based on the indicators. PRE- OBSERVATION
  15. 15. 2. Review the Indicator List expected to be observed in each observation period. STEP 2 – OBSERVER/S  Indicators to be observed per observation period are highlighted in yellow NO. INDICATORS OBSERVATION PERIOD 1 2 3 4 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/or 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  INDICATOR LIST FOR PROFICIENT
  16. 16.  Indicators to be observed per observation period are highlighted in yellow INDICATOR LIST FOR HIGHLY PROFICIENT COT INDICATOR NO. INDICATOR DESCRIPTION OBSERVATION PERIOD 1 2 3 4 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 well as other higher- order 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 learning- focused environments     5 Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts    
  17. 17. 4. Provide the observer/s with the DLP. STEP 4 - TEACHER PRE- OBSERVATION
  18. 18. STEP 1 - TEACHER Deliver the lesson. ACTUAL OBSERVATION
  19. 19. COT-RPMS TEACHER I-III INTER-OBSERVER AGREEMENT FORM OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED: OBSERVER 2: ___________________________________ ________________________________________ OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT DATE: __________________ QUARTER: _____________ ________________________________ DIRECTIONS FOR THE OBSERVER: 1. Indicate your individual ratings for each indicator. 2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve the difference and concur on an agreed rating. The final rating is not necessarily an average; it is a final rating based 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 FINAL 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/or 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 5 6 6 6 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 6 6 6 6 5. Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7 6 5 6 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 strategies 6 6 6 6 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 STEP 1 – TEACHER Post- Conference 1. Meet with the observer/s to discuss the results of the observation. 2. Affix signature on the rating sheets. POST- OBSERVATION COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ____________________________________________ DATE: ________________ TEACHER OBSERVED:___________________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT______________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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 ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ________________________________ DATE: _______ TEACHER OBSERVED:_______________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:____________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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  ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: _______________________________________ DATE: ______________ TEACHER OBSERVED:______________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________ DIRECTIONS FOR THE TEACHER: Put a check () mark on the box provided for each indicator that you think is observable during your classroom teaching. THE TEACHER: 3 4 5 6 7 NO 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/or 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  ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
  20. 20. Thank You!
  21. 21. 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.
  22. 22. Presentation slides prepared by: Dr. Jennie V. Jocson Deputy Director & Project Leader, RCTQ Technical Working Group Noemi S. Baysa Jinky R. Victorio Asuncion Q. Zambrano

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