Class Observation on Matatag Curri..pptx

TRAINING ON THE
MATATAG CURRICULUM
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TRAINING ON THE
MATATAG CURRICULUM
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K, G1, G4, G7 Teachers, and School Leaders

MATATAG Curriculum Training | 2024
Session 11/12
CLASSROOM OBSERVATION
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Session Objectives:
During the session, the participants will:
• revisit the nature of classroom observation, its protocols,
tools and key players;
• review some of the classroom observable indicators relative
to the implementation of MATATAG Curriculum; and
• refine the prepared lesson plan based on the indicators
presented leading to demonstration teaching.
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PPST (For Teachers)
Domain 1: Content Knowledge and Pedagogy
1.1 Content knowledge and its application within and across
curriculum areas
1.4 Strategies for promoting literacy and numeracy
1.5 Strategies for developing critical and creative thinking, as
well as other higher order thinking skills
1.6 Mother Tongue, Filipino and English in teaching and
learning
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PPST (For Teachers) con’t…
Domain 4: Curriculum and Planning
4.1 Planning and management of teaching and learning
process
4.5 Teaching and learning resources including ICT
Domain 5: Assessment and Reporting
5.1 Design, selection, organization and utilization of
assessment strategies
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MATATAG Curriculum Training | 2024 7
PPSSH (For School Heads and Head Teachers):
Domain 3 Focusing on Teaching and Learning
3.2 Teaching Standards and Pedagogies
3.2.2 Provide technical assistance to teachers on teaching
standards and pedagogies within and across learning areas
to improve their teaching practice.
3.2.3 Engage school personnel such as master teachers,
head teachers, department heads in providing technical
assistance to teachers on teaching standards and
pedagogies within and across learning areas to improve
their teaching practice.

PPSS (For Supervisors, EPSs, PSDSs, and Chiefs)
Domain 3: Fostering a Culture of Continuous Improvement
3.1. Support for instructional leadership
3.1.2.Apply appropriate instructional leadership support
strategies to help divisions/districts/schools and/or learning
centers with the continuous improvement of the teaching-
learning process
3.1.3. Mentor and coach colleagues in adapting relevant
instructional leadership support strategies to address the
harmonized needs of clusters of divisions/ districts/schools
and/or learning centers

Session Flow:
Solicit from the group experiences on managing and conducting
Classroom Observation
Reflect on the challenges and opportunities brought about by
Classroom Observation, Criteria for Effective Teaching Evaluation,
CO Protocols, CO Tools, CO Observers, CO Indicators, PMCF
Refine the prepared lesson plan/ exemplars based on the
indicators presented and execute it through Demonstration
Teaching
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SHARE IT!
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1. In 2 minutes, share among the members of your group (as
seated by table) your experiences in managing and conducting
classroom observations.
2. Summarize your group findings by writing a hashtag on a
metacard (i.e., #fulfilling, #empowered).
3. Be ready to share your hashtag with the group. Each chosen
sharer will be given 2 minutes to present their findings relative
to the hashtag.

WHAT IS CLASSROOM OBSERVATION?
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• Educators observing each other’s practice, providing feedback
and learning from each other to improve their impact on students’
learning
• Focused on improving teacher practice in alignment with learner
needs and school and region/state level priorities
• Aims to make classroom practice more visible and encourage
colleagues to collaborate to improve teacher practice and
student learning
-Australian Institute for Teaching and School Leadership (AITSL)

WHAT IS CLASSROOM OBSERVATION?
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• One gauge in ensuring quality teaching
• 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)

CRITERIA FOR AN EFFECTIVE TEACHING
EVALUATION
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“Teachers evaluation should be based on professional
teaching standards and should be sophisticated enough to
assess teaching quality across the continuum of
development from novice to expert teacher.”
(Darling-Hammond, 2012)

Can you recall our
Protocols?
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CLASSROOM OBSERVATION PROTOCOLS
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1 2 3

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1 2 3
PRE-OBSERVATION
- Lesson Preparation

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DURING
OBSERVATION
1 2 3
- Lesson Execution

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1 2 3
POST
OBSERVATION
- Post Conference

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3
POST
OBSERVATION
DURING
OBSERVATION
2
1
PRE-OBSERVATION
- Lesson Preparation - Lesson Execution - Post Conference

How about the classroom
observation tools?
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CLASSROOM OBSERVATION TOOL
RUBRIC

CLASSROOM OBSERVATION NOTES
FORM

THE COT RATING SHEET AND INTER-OBSERVER AGREEMENT
FORM

Who are our classroom
observers?
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CLASSROOM
OBSERVERS
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ALL instructional leaders
Master Teachers, Head Teachers, Principals/School
Heads, Public Schools District Supervisors, Education
Program Supervisors (PSDS, Division EPS)
Note: In the context of RPMS, only School-based instructional
leaders are allowed to rate the teacher as per DO 02, s.2015

CLASSROOM
OBSERVERS
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The presence of division-based instructional
leaders (i.e., PSDS, EPS) during “normal” or
”regular” classroom observation provide
technical assistance to the school heads and
schools as a whole.
Division EPS/PSDS to Principal/School Head
Principal/School Head to Head Teachers/Master Teachers
Principal/School Head to Teachers
Head Teachers/Master Teachers to Teachers

Reminders for
Observers: WHAT NOT
TO DO
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1. Do not bring the lesson plan, COT Rubrics, Rating Sheet, Inter-
Observer Agreement form during the lesson delivery. Only the
Observation Notes Form should be brought.
2. Do not talk with your fellow observers in the entire duration of the
demo teaching.
3. Refrain from expressing discouraging facial expressions and
negative non-verbal cues.
4. Do not conduct the post-conference right after the demo.

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1 2 3
PRE-OBSERVATION
- Lesson Preparation

Classroom Observable Indicators (COI)
in the context of MATATAG Curriculum
Implementation for Kindergarten, Grades 1, 4 and 7
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Classroom Observable Indicators for Proficient
Teachers
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Strands Indicators
1.1 1.1.2 Apply knowledge of content within and across curriculum teaching areas.
1.4 1.4.2 Use a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills.
1.5 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills.
1.6 1.6.2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning.
4.1 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning
process to meet curriculum requirements and varied teaching contexts.
4.5 4.5.2 Select, develop, organize and use appropriate teaching and learning resources,
including ICT, to address learning goals.
5.1 5.1.2 Design, select, organize and use diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

Teachers
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Strands Indicators
and learning.

Teachers
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Strands Indicators
and learning.

Teachers
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Strands Indicators
and learning.

Teachers
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Strands Indicators
and learning.

Teachers
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Strands Indicators
and learning.

Teachers
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Strands Indicators
and learning.

Can you identify or situate
the presented indicators in
your prepared lesson plans
or exemplars ?
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Let’s proceed…
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Makabansa, Grade 1, 2nd Quarter
Indicator 1

Indicator 2

Indicator 3

Indicator 4

Indicator 5

Indicator 6

Indicator 7

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DURING
OBSERVATION
1 2 3
- Lesson Execution

Upgrading classroom observation towards a
more reflective and collaborative practice
In the findings of the study of Rosero (2022), he found out that a
shift in perspective in classroom observation can help teachers
and observers rethink classroom observation from teacher-
oriented to student-centered.
The study further elaborated the ‘potential tools’ for upgrading
classroom observation practices, all of which to improve teacher
practice and increase learner engagement and performance.
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Classroom Observation should be…
● frequent and informal
○ should be done as frequently as possible
○ should also be informal and allow teachers
to observe one another, regardless of
position or rank
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Classroom Observation should…
● focus on students and their learning
○ appreciate the process of teaching and
learning, the flow of the lesson, the
interaction between teachers and
learners, and their impact on learners
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Classroom Observation should…
● make use of the classroom observation
notes form (ONF)and upgrade/enhance it
○ structure and content
○ use of picture as evidence
○ writing chronological notes with time
stamps
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1 2 3
POST
OBSERVATION
- Post Conference

In the provision of feedback…
It is essential that teachers feel safe when
giving them feedback or advice about their
practice. It can also improve your observation
practices if you ask the teachers what to
focus on in your observation (Rosero, 2022).
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Finally, the role of observation (1)
Classroom observation should be done to help teachers
and the students to read and follow the flow of the
class. Observers should also learn from the students and
their interactions to help them improve the class
dynamics. In addition, the feedback from classroom
observation should aid teachers' continuous reflection
and redesign of the curriculum.
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Observers should not just observe; they should also
assist teachers in building better relationships with
each other and with their students (Rosero, 2022).
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Classroom observation should also facilitate building relationships
among educators and building networks with other schools. By
opening the class and inviting outsiders to observe the class, the
teacher can gain valuable perspectives that could help improve
the lesson. It also opens up a free flow of knowledge and
information, connecting teachers and schools, establishing
professional networks, and creating a learning ecosystem (Rosero,
2022).
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Entries in the PMCF serves as the agreement of the
teacher and the observer which will be the basis of the
Technical Assistance of the Instructional Leaders (which
can also be part of the next cycle of the Collaborative
Expertise)

Any Questions?
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Activity
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Instructions:
1. In the next 15 minutes, revisit and refine
your lesson plan for the last time.
2. After refining, be ready for your
demonstration teaching.

Reminder:
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1. There will only be ONE demonstrator per class.
2. There are THREE instructional leaders who will serve as Class
Observers. (School Head/Public Schools District
Supervisor/Division Education Program Supervisor)
3. The Class Facilitators (Specialists) will be the Process
Observers.
4. The rest of the members of the class will serve as the learners.

Demonstration Mechanics
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1. The demonstration teaching will run for 45 minutes.
2. The respective Class Managers have chosen the group of
participants who will play the role of learners and
observers.
3. It is encouraged that the participants play the role of the
grade level learners in the entire demonstration
teaching.

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4. Facilitator 1 will be the Specialists from BLD who will be
co-facilitated by the Specialists from BCD.
5. Observers are discouraged to talk with their fellow
observers during the entire proceedings.
6. To follow protocols in Classroom Observation, observers
shall be given copies of lesson plan before the delivery.
During delivery, lesson plans shall then be kept and may
be reviewed after the demo teaching.

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7. After demonstration teaching, observers will be deliberating ratings
from within themselves and shall conduct quick Post-
Demonstration Teaching Conference with the teacher.
8. For the interest of time, observer who will be delivering the post-
conference is encouraged to focus on the indicators.
9. Finally, facilitators who served as process observers in the entire
duration of the demo teaching will give their feedback on their
observations toward the teacher-demonstrator, the learners, and
the observers.

References:
DepEd Order No. 02, s. 2015, Guidelines on the Establishment & Implementation of the Results-based
Performance Management Systems (RPMS) in the Department of Education.
DepEd Order No. 42, s. 2017, National Adoption and Implementation of the Philippine Professional Standards
for Teachers
for School Heads
for Supervisors
Department of Education. 2017. Manual for RPMS for Teachers and School Heads
Rosero, Michael Wilson I.,2022. Upgrading Classroom Observation towards a More Reflective and
Collaborative Practice, Excerpts from “Starting from Where the Learners Are: Cultivating Inquiries in the
Classroom, School and Professional Learning Ecosystem” United Professional Graduate School of
Professional Development of Teachers. University of Fukui.
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Program Management Team
Curriculum and Teaching Strand
Bureau of Curriculum Development
Bureau of Learning Delivery
Bureau of Education Assessment
Bureau of Alternative Education
Bureau of Learning Resources
Human Resources and Organizational Development
Strand
National Educators Academy of the Philippines
(NEAP)
Professional Development Division
Quality Assurance Division
Session Guide and Presentation
Deck Developer/s
SDO Laguna/Region IV-A CALABARZON
MARK ANTHONY P. IDANG
MATATAG CURRICULUM TRAINING RESOURCE PACKAGE
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Class Observation on Matatag Curri..pptx

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