THE COT RATING IN THE PORTFOLIO ORGANIZATION AND ASSESSMENT

1. Protocols in Classroom Observation
What are the steps in conducting observation?

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. 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.  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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.  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. 4. Provide the
observer/s with the
DLP.
STEP 4 - TEACHER
PRE- OBSERVATION

18. STEP 1 - TEACHER
Deliver the lesson.
ACTUAL OBSERVATION

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. Thank You!

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. 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