instructional

1. PRINCIPALS & MASTER TEACHERS
KRA
Instructional
Leadership
• Perform instructional supervision to
improve learning outcomes.
• Provide technical assistance to teachers
on matters pertaining to improving
their instructional competence.
• Conduct classroom observation to
monitor and evaluate instruction and
submit recommendations towards
enhancing the management and
delivery of the basic education
curriculum.

2. •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)
What is Classroom Observation?

3. EXAMINING THE TOOLS
DEPARTMENT OF EDUCATION
Study the following IINSTRUCTIONAL SUPERVISION TOOLS
Group 1: Monthly Instructional Supervisory Plan
Group 2: COT RPMS Rating Sheet for T I-III
Inter- Observer Agreement Form
Group 3: COT RPMS Rating Sheet for MT I-IV
Inter- Observer Agreement Form
Group 4: COT RPMS Observation Notes Form
STAR Observation Technique
Group 5: Monthly Instructional Supervisory
Accomplishment Report

4. EXAMINING THE FORMS/TOOLS
DEPARTMENT OF EDUCATION
4
Provide details/
understanding of
the tool
Possible difficulties
that may be
encountered in
accomplishing the
tool
Recommendations

6. COT
Rationale for the Development of the Standards-
based Classroom Observation Tool
PPST
Teacher Quality
Requirement of K to 12
Professional
Development
Classroom
Practice

7. The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for
Teachers (PPST)

8. • 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
What is the Philippine Professional
Standards for Teachers (PPST)?

9. What are the four Career Stages of the PPST?
• are those who have
gained the
qualifications
recognized for entry
into the teaching
profession.
• are supported to
reach Career Stage
2 within two to three
years.
Beginning
Teachers
• professionally
independent in the
application of skills
vital to the teaching
and learning
process
• display skills in
planning,
implementing and
managing learning
programs
B
Proficient
Teachers
P
Distinguished
Teachers
Highly
Proficient
Teachers
D
HP
• consistently display
a high level of
performance in their
teaching practice
• provide support and
mentoring to
colleagues in their
professional
development
• embody the highest
standard for
teaching grounded
in global best
practice
• recognized as
educators, leaders,
contributors to the
profession
• Proficient Teachers (Teacher I-III)
• Highly Proficient (Master Teacher I-IV)

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
Classroom Observable Strands of the Philippine
Professional Standards for Teachers
21 out of 37 strands are classroom observable

11. There are 12 priority strands
(out of 37) chosen by DepED for 2018
Of these twelve (12), nine (9) are classroom
observable for
Proficient teachers (Teacher I-III)
while there are five (5)
for Highly Proficient (Master Teacher I-IV)

12. How does the COT
address
the continuum of
practice?

13. 1 2 3 4 5 6 7 8 9
Discriminating
Highly Proficient
Synthesizing
Distinguished
Consolidating Integrating
Proficient
Not Evident Building Organizing Developing Applying
Beginning

14. 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.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6 7 8
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.
The teacher applies
high-level knowledge
of content within and
across curriculum
content areas to
empower students to
acquire and apply
successful learning
strategies to assist in
their development as
independent learners.
TEACHER I-III (PROFICIENT)
MASTER TEACHER I-IV
(HIGHLY PROFICIENT)
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
1 2 3 4 5 6 7 8 9
The teacher
demonstrates
substantial
content errors
either in the
presentation of
the lesson or in
responding to
students’
questions or
comments.
The teacher
demonstrates
moderate
content errors
related to lesson
concepts either
in the
presentation of
the lesson or in
responding to
students’
questions or
comments. The
lesson content
does not
display
coherence
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
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.
The teacher
applies high-
level
knowledge of
content within
and across
curriculum
content areas to
empower
students to
acquire and
apply
successful
learning
strategies to
assist in their
development as
independent
learners.
The teacher
applies
exceptional
knowledge of
content within
and across
curriculum
content areas to
develop
students
lifelong
learning skills.

15. How is COT-RPMS used in the
RPMS cycle?

16. COT INDICATOR
NO.
COT-RPMS INDICATORS (PROFICIENT)
RPMS
OBJECTIVE 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
8
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals 9
9
Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements 10
Mapped COT Indicators to RPMS Objectives
Mapped COT Indicator to RPMS Objectives
COT INDICATOR
NO.
COT-RPMS INDICATORS (HIGHLY PROFICIENT)
RPMS
OBJECTIVE NO.
1
Applies knowledge of content within and across curriculum
teaching areas 1
2
Applies a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking
skills
3
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
4
Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
5
5
Develops and applies effective strategies in the
planning and management of developmentally
sequenced teaching and learning process to meet
7

17. 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
AGREED
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 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 contexts 6 6 6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements 7 6 5 7
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.

18. Which indicators will be observed
during observation?

19. 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 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
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
Develops and applies effective strategies in the
planning and management of developmentally
sequenced teaching and learning process to meet
curriculum requirements and varied teaching contexts
 Indicators to
be observed
per
observation
period are
highlighted in
yellow

20. Pre-Observation Process

21. Phase I- Pre-supervisory Visit
SH Identifies/
recognizes the
strengths and
need of the
teachers in a
school.
SH holds
conference
with the
teachers.
Requests
the teacher
to submit
Teacher Pre-
observation
Form.
Agrees on
the date of
Classroom
Observation.
Prepares for
the
Classroom
Observation
DEPARTMENT OF EDUCATION

22. for the Supervisor
• Notify the teacher in a tactful, non-threatening manner
• Review gathered information/data which are the bases
in deciding to conduct instructional supervision, prior to
the conference.
• Schedule the conference at a convenient time and set a
time limit.
• Organize all forms and materials prior to t pre-
conference.
• Develop trust and rapport

23. Pre-Observation Information
1. When would you like to have instructional
supervision and support?
Date and Time _________________________
2. In which of your classes would you like to be
observed?
Class and the Period to be observed:
_______________

24. Pre-Observation Information
3. What specific teaching-learning parameters would you like to be
focused? Please check.
___Teacher-Learners Interaction
___ Questioning/Answering skills
___ Pacing of the Lesson
___ Testing
___ Classroom management
___ Time on Task
___ Addressing multiple intelligences/learning styles
___ Others, specify.
4. What teaching method/strategy will you use?

25. What are the steps in
conducting instructional
observation?

26. STEP 1 - OBSERVER
COT-
RPMS
Rubric
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
demonstrate
s 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
demonstrate
s 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
developmen
tal learning
needs. The
teacher
makes
connections
across
curriculum
The teacher
demonstrate
s 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
developmen
tal learning
needs and
promotes
student
learning.
The teacher
makes
The teacher
applies
high-level
knowledge
of content
and
pedagogy
that creates a
conducive
learning
environment
that enables
an in-depth
and
sophisticated
understandin
g of the
teaching and
learning
process to
meet
individual or
group
learning
needs within
and across
curriculum
1. Review the
appropriate COT-
RPMS rubric for
the teacher to be
observed.
PRE- OBSERVATION

27. STEP 1 - TEACHER
COT-RPMS
Rubric
1. 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
demonstrat
es minor
content
errors
either in the
presentatio
n of the
lesson or in
responding
to students’
questions
or
comments.
The lesson
content
displays
simple
coherence
.
The
teacher
demonstra
tes
accurate
knowledge
of key
concepts
both in the
presentatio
n of the
lesson and
in
responding
to students’
questions
or
comments.
The lesson
content
displays
coherence
. The
teacher
attempts
to make
connectio
ns across
curriculum
content
areas if
The
teacher
demonstra
tes
accurate
and in-
depth
knowledge
of most
concepts
in the
presentatio
n of the
lesson and
in
responding
to students’
questions
in a
manner
that
attempts
to be
responsiv
e to
student
developme
ntal
learning
needs. The
teacher
The
teacher
demonstra
tes
accurate,
in-depth
and broad
knowledge
of all
concepts in
the
presentatio
n of the
lesson and
in
responding
to students’
questions
in a
manner
that is
responsiv
e to
student
developme
ntal
learning
needs and
promotes
student
learning.
The
teacher
applies
high-level
knowledge
of content
and
pedagogy
that creates
a
conducive
learning
environmen
t that
enables an
in-depth
and
sophisticat
ed
understandi
ng of the
teaching
and
learning
process to
meet
individual
or group
learning
needs
within and
PRE- OBSERVATION

28. OBSERVER
If there are multiple observations within
a day, it is recommended that an
observer undertakes no more than
three (3) observation per day.
It is highly recommended that 2-3 observers
participate in the observation, whenever
possible.
However, if challenges like schedules and
availability of observers hinder a school to
follow this recommendation, one (1)
observer will be enough.
PRE- OBSERVATION
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.

29. 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

30. 4. Provide the
observers with
the lesson
plan/DLP/DLL.
STEP 4 -
TEACHER
PRE- OBSERVATION

31. COT-RPMS OBSERVATION PROCESS
AND PROTOCOL
OBSERVERS TOOL NEEDED TEACHER
PRE-
OBSERVATION
• Review the appropriate COT-RPMS
Rubric appropriate to the position of
the teacher to be observed
• Review the Indicator List expected
to be observed in each quarter/
observation period
• Arrive at the designated classroom a
few minutes before the observation
COT-RPMS
RUBRIC
INDICATOR
LIST
• Reviews the COT-RPMS Rubric
appropriate to his/her position
• Refers to the Indicator List
expected to be observed in each
quarter/observation period.
• Plans the lesson based on the
indicators
• Provides the observers with the
lesson plan/DLP/DLL.

32. A Teacher will
deliver the lesson.
TEAM OBSERVERS

33. TEAM OBSERVERS
A Master Teacher will
deliver the lesson.

34. ACTUAL OBSERVATION

35. Supervisors,
School Head
and the
Teacher hold
brief
conference.
Supervisors and
Teacher review
the pre-
observation form
filled up by the
teacher to clarify
what has been
agreed upon as
instructional
actions to
improve
teaching and
learning.
Supervisors
with the
school head
together
observe class
using the
appropriate
Form for
Observation
and taking into
account the
planned
activity as
agreed upon.
Teacher holds
actual class as
planned with
the supervisor
Note: Actual
class
observation
should be from
40 minutes to
1 hour only.
ACTUAL OBSERVATION

36. The teacher delivers the
lesson.
ACTUAL OBSERVATION

37. • COT RPMS Observation Notes Form
• Star Observation
• COT- RPMS Rating Sheet
Instruments to be used for Instructional
Observation

38. STEPS 1 & 2 - OBSERVER
 It is highly recommended that
2-3 observers participate in the
observation.
ACTUAL OBSERVATION
1. Sit at available chairs. Multiple
observers are expected to sit apart.
 However, if challenges like
schedules and availability of
observers hinder a school to
follow this recommendation,
one (1) observer will be enough.
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:
During the drill on mastery of basic facts in subtraction the teacher instructed the learners to get their window
cards which they did quietly worked on the drill with satisfactory results.
In the review of the previous lesson on subtracting 2 digit number by another 2 digit number and the teacher
presented exercises on the board and called 4 boys who hurriedly came over and answered the exercises correctly.
 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.

42. DIGA (Describe, Interpret, Generalize, Apply)
Describe
What happened today? Describe your observations without interpretation. Use your
senses as prompts, for example, What did you see, hear, feel?
Interpret
Interpret or internalise the experience. What does this mean for me or us? What had the
most impact? What did or did not make sense?
Generalise
Generalise the learning from today. What are the general principles from the work done
today? What messages should I take away with me?
Apply
How will I apply the learning from today? What actions will I take as a result of today?
What are the opportunities for implementing the learning from today?

44. If there are multiple observers, avoid
engaging in any discussion with one
another. Avoid discouraging facial
expressions.
ACTUAL OBSERVATION
Observe the entire class period.

45. COT-RPMS OBSERVATION PROCESS
AND PROTOCOL
OBSERVERS TOOL NEEDED TEACHER
PRE-
OBSERVATION
• Review the appropriate COT-RPMS
Rubric appropriate to the position of
the teacher to be observed
• Review the Indicator List expected
to be observed in each quarter/
observation period
• Arrive at the designated classroom a
few minutes before the observation
COT-RPMS
RUBRIC
INDICATOR
LIST
• Reviews the COT-RPMS Rubric
appropriate to his/her position
• Refers to the Indicator List
expected to be observed in each
quarter/observation period.
• Plans the lesson based on the
indicators
• Provides the observers with the
lesson plan/DLP/DLL.
OBSERVA-TION
• Sit at any available seats in the
classroom
• Multiple observers are to sit apart
• Record all comments on the
Observation Notes Form
OBSERVATION
NOTES FORM
• Delivers the lesson

46. 1. Thank the teacher and leave the
room immediately after the
observation.
2. Go back to your office (Principal /
room ( MT) the accomplished the
RATING SHEET .
AFTER THE CLASS OBSERVATION
Do not discuss observations with
fellow observer/s while still inside the
classroom.

47. COT RPMS Rating Sheet (T I-III)

48. COT RPMS Rating Sheet (T I-III)
Inter-Observer Agreement Form

49. COT RPMS Rating Sheet (MT I-IV)

50. COT RPMS Rating Sheet (MT I-IV)
Inter-Observer Agreement Form

51. POST- OBSERVATION

52. STEP 1 - OBSERVER
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

53. 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. Develops and applies effective strategies in the
planning and management of developmentally
sequenced teaching and learning process 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 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.

54. 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
Observ
er
2
Observer
3
AGREED
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 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 goal 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
7 6 5 7
STEP 2 - OBSERVER
(5+7+6)/3=
6
In case of multiple observers
Inter-Observer Agreement
Exercise
• Discuss the rating with fellow
observer/s
• Decide the final rating
POST- OBSERVATION
 The agreed rating is NOT an
average; it is the final rating
based on reasoned and
consensual judgment.

55. 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
Observ
er
2
Observer
3
AGREED
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 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 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
7 6 5 7
STEP 3 – OBSERVER &
TEACHER
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 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 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 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


56. Create a Positive Atmosphere
in the Post- conference
DEPARTMENT OF EDUCATION

57. Phase III- Post-Observation Supervision
Supervisor, School Head and the Teacher hold Post-Observation Conference.
1.1 Supervisor commends teacher for the strengths in the
actual teaching and other observed indicators.
Teacher recognizes his/her own strengths
in the teaching the lesson plan.
1.2 Supervisor makes suggestions/ recommendations/ on
observations which need improvements.
Teacher listens and interacts with the
supervisor’s suggestions.
1.3 Supervisor demonstrates how improvement can be
done through direct instruction.
Teacher observes supervisor’s
demonstration on how to improve
instruction.
Teacher clarifies on the demonstration of
the supervisor.
1.4 Supervisor informs the teacher of the overall results of
the actual observations.
1.5 Supervisor informs teacher where assistance can be
provided.
1.6 Supervisor provides instructional advice for the
teacher’s improvement.
Supervisor, teacher and the school head agree on the next supervisory actions for the professional
growth and development of teachers.

58. Post-Observation Information
1. What did your learners gain in your lesson in terms of
Knowledge, Skills and Attitudes (KSAs)? Please enumerate.
a. Knowledge:
b. Skills:
c. Attitude:
2. How did you make the learners gain the KSAs which you listed
above?
3. What did your pupils/students do in order to gain/learn the
KSAs?

59. Post-Observation Information
4. Were you able to accomplish your lesson objective?
Yes__ All_____ Some_______
No __ All_____ Some_______
5. If yes, how did you do it?
6. If No, what difficulties did you encounter?
7. Did you and your class enjoy the lesson? Yes____ No____ Why?

60. Post-Observation Information
8. If you are going to teach the same lesson
again, can you think of ways to improve it?
Please write it down.
9. What teaching assistance would you need to
overcome difficulties that you have
encountered?
10. Can you suggest from whom you can ask
this assistance and support? And how?

61. Post-Observation Information
11. Would you welcome another visit or
observation?
Yes_____ No____ Why?
Commendation for the Teacher:
Suggested support for the Teacher:

62. Actual Observation Using Appropriate Tools
ACTIVITY 1
1. Demo No. 1 with 2 observer
2. Demo No 2 with one observer
3. Group 1 will act as pupils ( Demo -1)
4. Group 2 will act as pupils ( Demo -2 )
5. One Principal & Master Teacher will
act as observer (Demo 1) Group 3
6. One TIC ( Demo No. 2 ) Group 4
7. Group 5 will write an observation note .

63. 1. Observe the conduct of the post conference.
2. List down the processes taken by the characters.
3. Report the output to the class.
Activity 2: Post Conference

64. Post Observation Conference
(Observe How the Principal conducts the feedback session with the Teacher)
• Did the Principal make the teacher feel at ease before the start of the Post-
conference?
• Was there a logical sequencing of the questions posed by the School Head to
the teacher?
• Did the School Head show to the teacher the data he/she has recorded during
the Observation phase?
• Did the School Head describe his/her data to the teachers without making any
value judgments?
• Did the school Head encourage the teacher to firm up a future plan to improve
his/her teaching skill?
• Where agreement reached before the post-conference ended?

65. SH and PSDS/ EPS/ Coordinator Feedback Session
• Ask the School Head how he/ she felt about the recent experience.
• Show the School Head the data you have recorded regarding post-
conference between him/her and the teacher.
• Encourage the School Head to give suggestions or ideas regarding possible
alternatives that could be considered in future supervisory visits.
• If you have suggestions/ recommendations to add, you can share them to
the School Head.
• Summarize the conference.
– Agreements must be reached.
– An appointment for the next supervisory visit must be set.

67. Effective Instructional Leaders..
• Promote dialogue that
encourages teachers to
reflect on their learning
and practice.
• Use inquiry and solicit
advice/opinions
• Praise
• Give feedback
DEPARTMENT OF EDUCATION

68. Things to Consider when Giving Feedback
DEPARTMENT OF EDUCATION
• Comment on positives
• Be specific and clear
• Own the statement
• Offer constructive idea

69. • behavior NOT
personality
• evidence NOT
assumption
• description NOT value
judgments
• specifics NOT
generalities
• discussion NOT telling
• Information NOT gossip
Feedback should be focused on:

70. COT-RPMS OBSERVATION PROCESS
AND PROTOCOL
OBSERVERS TOOL NEEDED TEACHER
PRE-
OBSERVATION
• Review the appropriate COT-RPMS
Rubric appropriate to the position of
the teacher to be observed
• Review the Indicator List expected
to be observed in each quarter/
observation period
• Arrive at the designated classroom a
few minutes before the observation
COT-RPMS
RUBRIC
INDICATOR
LIST
• Reviews the COT-RPMS Rubric
appropriate to his/her position
• Refers to the Indicator List
expected to be observed in each
quarter/observation period.
• Plans the lesson based on the
indicators
• Provides the observers with the
lesson plan/DLP/DLL.
OBSERVA-
TION
• Sit at any available seats in the
classroom
• Multiple observers are to sit apart
• Record all comments on the
Observation Notes Form
OBSERVATION
NOTES FORM
• Delivers the lesson
POST-
OBSERVA-
TION
• Rate the teacher RATING SHEET
In case of multiple observers:
• Discuss the rating with fellow
observer/s
• Decide the final rating
INTER-
OBSERVER
AGREEMENT
FORM
Observer/s and the teacher meet to discuss the results of the observation. The teacher and
observer/s affix their signatures on the rating sheets.

71. Activity worth emulating

72. DEPARTMENT OF EDUCATION

73. DEPARTMENT OF EDUCATION

76. CLOSING PROGRAM (JUBAN DISTRICT )
1. PRAYER
2. IMPRESSION - PRINCIPAL -CASIGURAN
HEAD TEACHERS- JUBAN
MASTER TEACHERS-CASIGURAN
TEACHER IN CHARGE –JUBAN
3. Challenge ………PSDS
4. ACCEPTANCE OF CHALLENGE – PRINCIPAL -1
5. CLOSING REMARKS – MRS ROWENA MANCION