The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
Learning action cell plan of science teachers of esperidion f. encabo I memorial high school. Entails lots of programs and activities for one school year.
A lesson plan is a teacher's detailed description of the course of instruction or "learning trajectory" for a lesson. A daily lesson plan is developed by a teacher to guide class learning. Details will vary depending on the preference of the teacher, subject being covered, and the needs of the students
Curriculum is one of the most important things that an aspiring teacher needs to know. This will help teacher identify different types of curriculum to be able to give a quality education to learners.
Teacher Evaluation Develop a teacher evaluation checklist alehosickg3
Teacher Evaluation
Develop a teacher evaluation checklist for the grade level and subject you researched in Week 3 that is either based on Table 9.1: Hunter’s Elements of Lesson Design or Table 9.2: Farrell’s Elements of Lesson Design.
Have at least 2 evaluation points for each row on the table.
In addition to written notes, you must devise a rating scale (a number scale, unsatisfactory to exceptional, etc.) for each evaluation point on your checklist. You can use different scales for different points.
Consider the points made from the two articles posted this week about implementing teacher evaluation.
Respond to at least one of your classmates.
Identify at least 3 professional development opportunities to address teachers who need improvement based on their scores on their evaluations.
Explain how you will assign professional development in a fair and non-discriminatory way.
Consider the points made from the two articles posted this week about implementing teacher evaluation and follow-up training.
Peer Post
TEACHER EVALUATION CHECKLIST
Grade Level:
8th
Subject:
Science
CHECKLIST
Element
Evaluation Points
Anticipatory set
Teacher “hooks” virtually all students with a probing question, activity or prompt.
_____ Successful _____ Unsuccessful
Teacher explains the focus of the lesson (what will be learned).
_____ Successful _____ Unsuccessful
Teacher activates either prior knowledge, experiences, readings, or vocabulary.
_____ Successful _____ Unsuccessful
Objective and purpose
Teacher states what (the objective/MCCRS) the students will learn.
Teacher states how (methods) the students will learn.
Teacher states why the students will learn the objective (benefits/applicability).
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet Standards
Input
Teacher explains to students what he/she expect students to do.
Teacher addresses the different learning by through different forms such as lecture, handouts, explanation, modeling, and/or examples.
Teacher ignites thinking about real world application.
Teacher uses an essential question(s).
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet Standards
Modeling
Teacher presents material clearly through the use of graphics, demonstration, and/or effective examples.
_____ Successful _____ Unsuccessful
Teacher models the skills of scientific inquiry.
4 3 2 1
Highly Effective Effective Improvement Needed Does Not Meet ...
pabasa sa ICT coordinator, then sya papagawa sa mga teachers, isang pc/laptop lang gamitin para d magulo... huwag ka na maghanap ng google forms o microsoft forms version... sumunod ka...
Process of RPMS Highlighting the Roles of Rater and Ratee in each Phase of the RPMS Cycle... kaya mo pa bang mag deped teacher? kung hindi naligaw ka ng napuntahan
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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/SIf 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
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
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
Editor's Notes
Purpose of the slide: To orient the participants on the COT-RPMS Protocols
Notes to the Presenter:
Explain that the Classroom Observation is divided into three parts. The Pre-Observation, Actual Observation, and Post-Observation.
Mention that in the succeeding slides, the protocols for observers will be given first, and then followed by the protocols for teachers.
Purpose of the slide: To orient the participants on the pre-observation activities of the observers
Notes to the Presenter:
Explain the illustration:
Observer reviews the COT Rubric to be used for the teacher to be observed.
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain that the observer must consider the Indicator List in noting which indicator will be observed.
Emphasize that there are only 7 indicators to be observed per observation for Teachers I-III (Proficient Teachers)
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain that the observer must consider the Indicator List in noting which indicator will be observed.
Emphasize that there are only 5 indicators to be observed for Master Teachers I-IV (Highly Proficient Teachers)
Purpose of the slide: To orient the participants on the actual observation activities of the observers
Notes to the Presenter:
Explain the illustration:
Observers sit apart from one another.
Emphasize that it his highly recommended that only the Observation Notes Form will be brought by the observer/s during the actual observation.
Emphasize that bringing ONLY the Observation Notes Form allows the observer to focus on the teacher’s performance.
Purpose of the slide: To orient the participants on the pre-observation activities of the observers
Notes to the Presenter:
Explain the illustration:
Ideal number of observers is 2-3. However, if this is not possible, one observer is enough.
In case of multiple observations, an observer must undertake no more than 3 observations per day.
Emphasize that district and division supervisors (EPS and PSDS) may still observe but their ratings will be used only for technical advice and not for the portfolio.
Purpose of the slide: To orient the participants on the actual observation activities of the observers
Notes to the Presenter:
Explain the illustration:
It is highly recommended that the observers stay for the entire period during classroom observation.
It is requested that observers refrain from engaging in any discussion and to avoid discouraging facial expressions.
Observers use the Observation Notes Form.
Purpose of the slide: To orient the participants on the Post Observation activities of the observers
Notes to the Presenter:
Explain the illustration:
The observers thank the teacher and leave the room immediately after the observation.
Purpose of the slide: To orient the participants on the activities of the observers during the Individual Rating
Notes to the Presenter:
Explain the illustration:
Observers individually rate the performance of the teacher and fill out the rating sheet fully. They will use their recorded observations from the Observation Notes Form for a more accurate rating.
It is highly encouraged that there are more than 1 observer. From among several observers, one subject specialist is highly recommended.
In case that only one observer is available, she/he will rate ALL indicators.
Purpose of the slide: To introduce and explain the purpose of the Rating Sheet form
Notes to the Presenter:
This form is completed after the observation.
In case of multiple observers, emphasize that this form is to be accomplished individually by the observer before the Inter-Observer Agreement Exercise.
Point out that there is column for NO or Not Observed for indicators that were not observed.
Whenever possible, a subject expert is expected to rate indicator 1 (Applies Knowledge of Content within and across curriculum content areas).
Elementary teachers are ‘generalists’, any observer may rate Indicator 1.
If there is only one observer (i.e. Principal), she/he rates ALL indicators
Purpose of the slide: To orient the participants on the activities of the observers during the Inter-Observer Agreement Exercise (in case of multiple observers)
Notes to the Presenter:
Explain the illustration:
In case of multiple observers:
All observers meet together after they are done with the Individual Rating Exercise.
In doing the Inter-Observer Agreement Exercise, the observers agree on the final rating they will give the teacher for each indicator. The agreed rating must be based on reasoned and consensual judgment and NOT on the average of all the ratings given by the observers.
(To average a rating is not appropriate. Example: In indicator 1, a rater gives a rating of 3 while the other gives a rating of 7. Getting the average means that the teacher gets a rating of 5. Level/rating 5, in the rubric, has a different expectation from level 3 and level 10. Hence, the average rating is not a correct representation of the teacher’s performance.)
Purpose of the slide: To orient the participants on the activities of the observers during the Post Conference
Notes to the Presenter:
Explain the illustration:
The observer/s meet with the teacher to discuss the results of the observation.
They are to affix their signatures on the Individual Rating Sheets.
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain the illustration:
Teacher reviews the rubric appropriate to his/her level.
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain the illustration:
The teacher considers the indicators in the COT-RPMS rubric in planning his/her lesson.
Emphasize that the teachers are encouraged to give his/her lesson plan to the observer/s a day before or at least an hour before the observation. This is for the observers to have time to review the lesson plan of the teacher.
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain that the teacher must consider the indicators in the Indicator List in planning his/her lesson.
Emphasize that there are only 7 indicators that Teachers I-III (Proficient Teachers) must show in every observation.
Purpose of the slide: To orient the participants on the pre- observation activities of the teachers to be observed
Notes to the Presenter:
Explain that the teacher must consider the indicators in the Indicator List in planning his/her lesson.
Emphasize that there are only 5 indicators that Master Teachers I-IV (Highly Proficient Teachers) must show in every observation.
Purpose of the slide: To orient the participants on the pre-observation activities of the teachers to be observed
Notes to the Presenter:
Explain that the teacher must provide the DLP to the observers before the actual observation.
Purpose of the slide: To orient the participants on the Actual Observation activities of the teachers to be observed.
Notes to the Presenter:
Explain the illustration:
Teachers show their best in their classroom teaching.
Purpose of the slide: To orient the participants on the activities of the observers during the Post Conference
Notes to the Presenter:
Explain the illustration:
The observer/s meet with the teacher to discuss the results of the observation.
The teacher will affix his/her signature on the Individual Rating Sheets and Inter-Observer Agreement Form.
Purpose of the slide: To provide the participants with the references used in the PowerPoint presentation and session guide on the implementation of the PPST-based COT