This document provides a scoring guide for classroom observations of teachers based on 15 indicators of effective teaching practices. It lists the observable indicators for each standard and provides a scoring rubric for each one. Specific behaviors are identified and assigned point values. By adding up the total points from observed indicators, teachers receive a overall rating for each standard of proficient, progressing or needs improvement. The guide also includes descriptions of non-classroom observable indicators that are assessed through other means like lesson plans and compliance with school policies.

1. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
CLASSROOM OBSERVABLE INDICATORS (COI)
Indicator No. 1: Apply knowledge of content within and across curriculum teaching areas.
 Explained the concept/s taught, especially the complex and difficult ones, to the level of the learners
but without oversimplifying that may introduce misconceptions to learners (2)
 Engaged learners in structured learning episodes and activities that enable them to make concrete
and meaningful connections between and among the concept/s taught to the content of other
learning areas or to real-life experiences (2)
 Translated complex and difficult concepts into meaningful learning experiences (2)
 Processed learners’ ideas and/or questions thoroughly (2)
 Identified learners’ misconceptions and corrected the same promptly (2)
 Used appropriate concepts, ideas, or examples from other learning areas to correctly develop the
concept taught (1)
 Presented and communicated the concept/s with clarity and free from misconceptions (1)
 Responded to leaners’ questions clearly and accurately (1)
 Employed strategies that are appropriate to effectively facilitate learners’ understanding of the
concept/s taught (1)
 Used instructional materials that are appropriate that are helpful in making learners understand the
concept/s taught (1)
 Employed assessment methods and tools that are consistent with the learning objectives with due
consideration individual or group learning needs (1)
 Exhibited good command of the medium of instruction (0.5)
 Maximized instructional time (0.5)
 Aligned the content within and across curriculum teaching areas in MELCs. (1)
 Applied the content within and across curriculum teaching areas logically. (1)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
Indicator No. 3: Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning.
 Demonstrated the ability in transitioning from one language to another in order to help learners
understand the concept/s taught (except in English and Filipino subjects where the teacher is
expected to use either English or Filipino only and in order to assist learners in understanding the
texts is for the teacher to unlock difficult terms using simple and precise vocabulary) (2)
 Encouraged learners to express their ideas or questions in any language they are comfortable with
(except in English and Filipino subjects where learners are to be encouraged to speak English or
Filipino only) (2)
 Exhibited fluency in the three languages (i.e. does not code switch while using a particular
language in discussing, explaining or presenting ideas/concepts) (1)
 Communicated ideas/concepts with correct diction and pronunciation, particularly when using
English as the medium of instruction (0.5)
 The instructional material/s especially the reading materials used:
 was/were appropriate to the level and type of learners (0.5)
 has/have provisions for unlocking of difficulties or translations (0.5)
 The psychosocial climate of the learning space was characterized by a/an/the:
 encouraging attitude of the teacher towards communicating through the language one is
comfortable with (1)
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-
indicators duly supported by the specific observations captured in the Observation Notes Form. Refer
to the table below for the Classroom Observation Rating corresponding to the total point equivalent of
the checked sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
10 7
9 6
8 5
7 4
6 3

2. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
 supportive community of learners who are confident in expressing themselves in conversing with
each other in group activities, responding to the teacher’s questions and feedback, or in
addressing the class during presentations in any of the three languages (1)
 Processed learners’ mispronunciation, grammatical construction, miscues in reading particularly
in English (0.5)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
7 7
6 6
5 5
4 4
3 3
Indicator 4: Used effective verbal and non-verbal classroom communication strategies to support
learners’ understanding, participation, engagement and achievement.
 gave students with positive comments and praises (1)
 provided students with the redirection for proper guidance (1)
 gave out follow-up questions (1)
 provided opportunity for the students to ask questions (2)
 showed affirmation on the responses of students (2)
 set the standards before the class started (1)
 ensured active participation of students (1)
 allowed learners to express their ideas/opinions (2)
 provided equal opportunities to learners (1)
 facilitated the discussion (0.5)
 verified positive hand gestures (0.5)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
9 7
8 6
7 5
6 4
5 3
 Implemented the structured learning episodes or activities without putting any learner in
unnecessary physical or psychological risk/s.(1)
 Supervised the learners as they engage in individual/group activities which are potentially risky.
(1)
 Reminded learners on the safety standards and practices to be observed in performing the
learning tasks or activities. (0.5)
 Took time in discussing the precautionary measures in using/handling/operating potentially
dangerous materials, tools, equipment, or substances used during class (if needed). (2)
Indicator No. 5: Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures.

3. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
 Called learner/s’ attention, whenever needed, to follow safety standards and practices while
performing the learning tasks or activities.(0.5)
 Set house rules/guidelines (1)
 Performed routinary activities (1)
 Presented learning objectives for the day (0.5)
 Provided anticipatory activities (0.5)
 Observed time-on-task (1)
 Provided thinking time in responding to questions (1)
 Free from distractions (0.5)
 Prepared back-up plan in case of failure of connectivity (1)
 Delivered the lesson without using profane language. (1)
 Provided learner-friendly support learning materials:
a. video presentation (0.5)
b. audio presentation (0.5)
 Checked the attendance (0.5)
 Showed strong adherence to the health and safety protocols (1)
 The physical learning space:
 was arranged in adherence to the IATF, SDRRM & child-friendly school guidelines & policies such
as ensuring the availability of emergency/ First Aid kits, fire extinguishers and proper signage
needed to facilitate and establish safe and secure learning environment (1)
 The instructional material/s especially the potentially dangerous materials, tools, and substances
used:
 was/were supported with precautionary measures (0.5)
 incorporated safety instructions and reminders (0.5)
 The psychosocial climate of the learning space was characterized by a/an/the:
 general sense of safety and security (1)
*Specific observation notes that do not fall under the sub-indicators but are related to the
indicator or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
12 7
11 6
10 5
9 4
8 3
Indicator No.6. Maintained learning environments that promote fairness, respect and care to encourage
learning.
 Gave feedbacks that are free from biases & prejudices (2)
 Presented rubrics when necessary (1)
 Upheld child protection policy (2)
 Promoted gender sensitivity (2)
 Provided activities that consider the different factors of learning (2)
 Used simple words in presenting ideas (1)
*Specific observation notes that do not fall under the sub-indicators but are related to the
indicator or expectation will be given a point equivalent of (1).

4. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
7 7
6 6
5 5
4 4
3 3
Indicator No.7. Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaboration in continued learning.
 Encouraged learners’ cooperation in the activities given (2)
 Provided learners with activities that develop their sense of participation (2)
 Gave learners’ the tasks that promote collaboration (2)
 Reminded the learners about their individual/group responsibilities(1)
 Promoted differentiated instruction(2)
 Used motivational activities (1)
 Employed strategies that are related to learners’ positive personal experiences (2)
 Absence of harsh & offensive language was evident (2)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
9 7
8 6
7 5
6 4
5 3
Indicator No.8. Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning.
 provided a specific, (1)
 accurate,(2)
 and timely feedback. (1)
 Teacher gauged pupils’ level of understanding thru verbal questioning to assess their work.(2)
 Guided students in making progress or enhancement of their work based on comments given. (2)
 Led students to enable them to respond to the feedback. (1)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked
sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
6 7
5 6
4 5
3 4
2 3

5. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
Indicator No.9 Designed, adapted and implemented teaching strategies that are responsive to learners
with disabilities, giftedness and talents.
 Implemented the structured learning episodes or activities that provided learners with the
opportunity/ies to:
o work on a challenging task such as but not limited to problem-based task that requires
multiple skills to complete within the allotted instructional time (1)
o engage in face-to-face interaction for the achievement of learning goals (0.5)
o develop social skills (0.5)
o experience group processes and dynamics (0.5)
o assume individual accountability for the group output or performance (0.5)
o appreciate position interdependence in accomplishing group tasks (0.5)
 Grouped leaners purposively in order to promote:
o maximization of individual strengths (0.5)
 The physical learning space was:
 arranged in a way that promotes:
o face-to-face interactions between and among leaners in a group (0.5)
o mobility of individuals and groups during the performance of a challenging task (0.5)
 The instructional material/s used:
 effectively supported or enhanced individual strengths of learners (0.5)
 purposively provided learners with the appropriate setting to work collaboratively (0.5)
 The psychosocial climate of the learning space was characterized by a/an/the:
 profound recognition and acceptance of the diversity of learners (1)
o interdependence in terms of complementing each other’s unique qualities (0.5)
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-
indicators duly supported by the specific observations captured in the Observation Notes Form.
Refer to the table below for the Classroom Observation Rating corresponding to the total point
equivalent of the checked sub-indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
5 7
4 6
3 5
2 4
1 3
Indicator No.10. Adopted and Used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups.
 Demonstrated profound understanding of the diverse backgrounds of leaners through:
o the display of respect and personal regard for the learners’ diverse backgrounds (1)
o the use of instructional materials that are free from cultural, socio-economic, or religious
biases (1)
o the use of examples and materials that represent the different backgrounds from which
learners come (1)
o the promotion of purposeful examination of concepts and issues from different cultural,
socio-economic, or religious perspectives (1)
o the prompt intervention when learners manifest intolerant and disrespectful behavior
towards each other’s from cultural, socio-economic, or religious backgrounds (1)
o the use of “teachable moments” to address from cultural, socio-economic, or religious
issues (1)
o the reinforcement of learners’ acts of respect for each other’s cultural, socio-economic,
or religious backgrounds (1)
o the use of different ways of encouraging learners’ participation in consideration of their
cultural, socio-economic, or religious backgrounds (1)

6. DepED – Bacolod City
SY 2021-2022 IPCRF PPST Indicators
Scoring Guide for Classroom Observation
*Specific observation notes that do not fall under the sub-indicators but are related to the indicator
or expectation will be given a point equivalent of (1).
To determine the teacher’s score in this indicator, sum up the point equivalents of checked sub-indicators
duly supported by the specific observations captured in the Observation Notes Form. Refer to the table
below for the Classroom Observation Rating corresponding to the total point equivalent of the checked sub-
indicators:
For Proficient:
Total points equivalent of the checked sub-indicators Classroom Observation Rating
6 7
5 6
4 5
3 4
2 3
NON-CLASSROOM OBSERVABLE INDICATORS (NCOI)
Indicator No. 2: Used research-based knowledge and principles of teaching and learning to enhance
professional practice.
 Included in the DLP a research-based lesson
 Employed proper citation pref. American Psychological Association (APA) in structuring the DLP
 Aligned the lesson/activities with the research findings
 Ensured the accuracy of data/information that are provided in the lesson
 Exhibited systematic way of structuring the DLP
 Applied varied strategies, principles and theories of teaching in preparing the DLP
Indicator No.11. Adopted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners.
Indicator No.12. Utilized assessment data to inform the modification of teaching and learning practices
and programs.
Indicator No.13. Maintained learning environments that are responsive to community context.
Indicator No.14. Reviewed regularly personal teaching practice using existing laws and regulation that
apply to the teaching profession and responsibilities specified in the code of ethics for professional
teachers.
Indicator No.15. Complied with and implemented school policies and procedures consistently to foster
harmonious relationships with learners, parents and other stakeholders.
Indicator No.16. Applied a personal philosophy of teaching that is learner-centered.
Indicator No.17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity.
Indicator No.18. Set professional development goals based on the Philippine Professional Standard for
teachers
Indicator No.19. Performed various related works/activities that contribute to the teaching-learning
process.