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use of cot in rpms

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The new
Classroom Observation Tool (COT) for deped teachers...

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use of cot in rpms

  1. 1. What is Classroom Observation? • A process of providing feedback to a teacher’s classroom practice • Encourages teachers to reflect and develop self-awareness about their own practice • Provides evidence of actual teacher performance, their strengths and areas of improvement - RPMS Manual (2018) • One gauge in ensuring quality teaching - RA 10533 (K to 12 Law)
  2. 2. COT Rationale for the Development of the Standards- based Classroom Observation Tool PPST Teacher Quality Requirement of K to 12 Professional Development Classroom Practice
  3. 3. The new Classroom Observation Tool (COT) is based on the Philippine Professional Standards for Teachers (PPST)
  4. 4. • 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. What is the Philippine Professional Standards for Teachers (PPST)?
  5. 5. 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 7.5 1.6 2.6 1.7 Classroom Observable Strands of the Philippine Professional Standards for Teachers 21 out of 37 strands are classroom observable
  6. 6. 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 7.5 1.6 2.6 1.7 1.1 1.4 1.5 2.3 2.6 3.1 4.1 4.5 5.1 12 priority strands were chosen for RPMS Year 1 out of the 37 strands of the PPST 9 out of 12 strands are classroom observable
  7. 7. 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 7.5 1.6 2.6 1.7 Content Knowledge and Pedagogy 1.1 1.4 1.5 1.1 Apply knowledge of content within and across curriculum teaching areas 1.4 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills 1.5 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher- order thinking skills Domain 1
  8. 8. 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 7.5 1.6 2.6 1.7 2.3 2.6 2.3 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environments 2.6 Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments Domain 2 Learning Environment
  9. 9. 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 7.5 1.6 2.6 1.7 Diversity of Learners 3.1 3.1 Use differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interests and experiences Domain 3
  10. 10. 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 7.5 1.6 2.6 1.7 Curriculum and Planning 4.1 4.5 4.1 Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts Domain 4 4.5 Select, develop, organize, and use appropriate teaching and learning resources, including ICT, to address learning goals
  11. 11. 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 7.5 1.6 2.6 1.7 Assessment and Reporting 5.1 5.1 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements. Domain 5
  12. 12. 1 2 3 4 5 6 7 8 9 Discriminating Highly Proficient Synthesizing Distinguished Consolidating Integrating Proficient Not Evident Building Organizing Developing Applying Beginning How does the COT address the continuum of practice?
  13. 13. How is COT-RPMS used in the RPMS cycle?
  14. 14. I PERFORMANCE PLANNING AND COMMITMENT Activity: Discussion/Issuance of RPMS Tools IV PERFORMANCE REWARDING AND DEVELOPMENT PLANNING Activity: Ways Forward Development Planning Teacher Quality II PERFORMANCE MONITORING AND COACHING Activity: Mid-Year Review and Assessment III PERFORMANCE REVIEW AND EVALUATION Activity: Year-End Review & Assessment, Evaluation of Portfolio & Computation of Final Rating How is COT-RPMS used in the RPMS cycle?
  15. 15. I PERFORMANCE PLANNING AND COMMITMENT Activity: Discussion/Issuance of RPMS Tools IV PERFORMANCE REWARDING AND DEVELOPMENT PLANNING Activity: Ways Forward Development Planning Teacher Quality II PERFORMANCE MONITORING AND COACHING Activity: Mid-Year Review and Assessment III PERFORMANCE REVIEW AND EVALUATION Activity: Year-End Review & Assessment, Evaluation of Portfolio & Computation of Final Rating
  16. 16. 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 the 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 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 contexts 7 6 5 5 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 The results of classroom observation are considered non- negotiable means of verification (MOV) of teacher performance that can prove teacher’s attainment of classroom observable objectives in the RPMS Tools.
  17. 17. 1. Classroom observation tool (COT) rating sheet and/or inter- rater agreement form about effective applications of content knowledge within and across curriculum teaching areas
  18. 18. ` 1. Classroom observation tool (COT) rating sheet and/or inter- rater agreement form about effective applications of content knowledge within and across curriculum teaching areas
  19. 19. RPMS OBJECTIVE NO. COT-RPMS INDICATORS (PROFICIENT) COT INDICATOR NO. 1 Applies knowledge of content within and across curriculum teaching areas 1 2 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills 2 3 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 3 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 4 5 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 5 6 Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences 6 7 Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts 7 9 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals 8 10 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements 9 Mapped RPMS Objectives to COT IndicatorsMapped RPMS Objectives to COT Indicators RPMS OBJECTIVE NO. COT-RPMS INDICATORS (HIGHLY PROFICIENT) COT INDICATOR NO. 1 Applies knowledge of content within and across curriculum teaching areas 1 3 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 2 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 3 5 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 4 7 Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts 5
  20. 20. WEIGHT PER OBJECTIVE IN THE RPMS PORTFOLIO ASSESSMENT See page 31
  21. 21. Thank You!
  22. 22. 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.
  23. 23. 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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