This document outlines a training for raters on linking teacher observation notes to performance ratings using the Classroom Observation Tool (COT). The training is divided into three parts and provides sample observation notes for different indicators. Raters practice rating notes using the COT rubric levels. They also write notes for given ratings to practice the linking process. The goal is to help raters look for key aspects in notes and properly report teacher performance levels based on the COT.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
The document contains information about a classroom observation tool called the COT-RPMS, including rubrics, forms, and indicators for evaluating teachers. It provides detailed descriptions of practice at different levels for 9 indicators related to a teacher's content knowledge, lesson planning and delivery, learning environment, and other factors. Clarification is provided for some terms. The purpose is to support the objective assessment of teaching performance.
This document provides an overview of San Nicolas III Senior High School in Bacoor City, Cavite for the years 2019-2022. It discusses the school context, enrollment trends which have increased year over year, academic performance levels across tracks, vaccination rates, and initiatives to improve facilities and the learning environment. The school aims to provide quality education for all while ensuring learner well-being and resilience through compliance with health and safety protocols.
This document is the Individual Performance Commitment and Review Form (IPCRF) development plan for Daniel Fajardo Elementary School in Las Piñas City, Philippines. It outlines the school's strengths, development needs, action plans, timelines, and resources needed based on the Republic of the Philippines Department of Education's RPMS-PPST objectives. The plan focuses on two functional competencies: advising colleagues on teaching resources and strengthening relationships with parents/guardians. It also addresses the core behavioral competency of teamwork. The action plans include conducting meetings, sessions, and webinars with teachers, parents, and the community. The timeline is for the whole year and resources include the principal, master teacher, teachers
The document outlines the KVES Learning Action Cell (LAC) plan for the 2022-2023 school year. The plan includes 13 sessions that will be held from August 2022 to the end of the school year. The sessions will provide orientations on school-based activities, content and pedagogy, community linkages, assessment and evaluation, materials development, and intervention programs. Teachers will attend the sessions and apply what they learn to their everyday teaching. At the end of the sessions, evaluations will be conducted to ensure the LAC objectives were achieved and the sessions were successfully implemented.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
The document summarizes a capacity building seminar on child protection policy that was conducted for teachers at Salawag Elementary School. The seminar discussed children's rights to protection from abuse, exploitation, and neglect according to Philippine law and DepEd policy. It covered topics like bullying, children's rights and obligations, and relevant laws. Pictures show teachers attending presentations by a lawyer speaker and the school principal. The seminar helped teachers understand measures and protocols for handling child protection issues.
The Quality Assurance and Accountability Division of DepEd-Regional Office VII held a two-day training program on the School Monitoring, Evaluation and Adjustment System for division trainers from June 13-14, 2013. The training aimed to demonstrate understanding of school monitoring and evaluation, describe the school MEA process, validate MEA tools, commit to implementing MEA in schools, and develop district and school training plans. Eighty-six participants from Region VII's 19 school divisions attended and evaluated the training positively. The training successfully achieved its objectives of building understanding and capacity for monitoring, evaluation, and adjustment in schools.
NAALAD ELEM SCHOOL IMPROVEMENT PLAN 2019-2022Lindy Pujante
The school improvement plan is for Naalad Elementary School located in Naga City, Cebu. It outlines the school's current situation, priority areas for improvement, and annual plans over three years. Key details include that the school was established in 1958 and is located in a hilly rural area. It has a student population of 450 students. The plan identifies gaps in learning outcomes, facilities, and teaching resources. Improving educational quality and student achievement are priorities to better serve the school community.
This document provides an accomplishment report on mathematics teaching from Calapan Elementary School in Tarlac Province, Philippines for the 2013-2014 school year. It summarizes the activities undertaken by mathematics teachers such as preparing quarterly tests, conducting reviews, and participating in math competitions. It provides the achievement rates and test results for each grade level on the national and quarterly assessments. Issues encountered and recommendations for addressing them are also discussed. Pictorial examples of teaching tools used are listed at the end.
This document outlines an agenda for a Learning Action Cell (LAC) session on early language, literacy, and numeracy instruction for K-3 teachers. The session objectives are to explain principles of early learning, discuss balanced literacy and numeracy components, and plan lessons. Teachers will study lesson materials before the next session. This session includes introducing the course, forming groups to discuss expectations and guidelines, and creating a poster of agreed norms. Teachers will submit engagement reports after each session.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
This document contains a teacher's portfolio and performance review based on the Results-Based Performance Management System (RPMS). It includes 15 objectives across 5 Key Result Areas (KRAs) - Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Progress for each objective is measured using various Means of Verification like classroom observations, participation in professional development activities, and samples of work.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
This document contains certificates of recognition awarded to top students at F.A. Andolana Memorial High School for outstanding academic performance during the first quarter of the 2022-2023 school year. The certificates recognize students who ranked among the top 12 in Grade 10 Einstein, as well as students who achieved the highest averages in specific subjects such as English, Math, Science, Filipino, Araling Panlipunan, and Edukasyon sa Pagpapakatao. The certificates provide the students' names, rankings or awards, grade levels, averages, and are signed by school administrators and teachers.
1. The document outlines the program for a Moving Up Ceremony and Recognition Day celebration for Remedios High School. It includes sections for the entrance of colors, national anthem, invocation, opening remarks, presentation of completers, distribution of certificates, messages, and awarding of medals and certificates.
2. The guest speaker is introduced and delivers a message. The school principal also gives a state of the school address.
3. In the closing, a graduation song is performed and remarks are given about recognition. Congratulations are extended to the Junior High School completers, and the recessional concludes the ceremony.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
This document provides guidance for raters on linking teacher observation notes to performance ratings using the Classroom Observation Tool (COT). It describes a capacity building activity that allows raters to practice scoring observation notes from sample teacher observations. The activity is divided into three parts. Part A involves matching notes to indicator ratings. Part B has raters generate notes based on given ratings. Part C has raters score short notes against COT levels. The goal is to help raters look for key aspects of indicators in notes and properly link evidence in notes to performance levels in the COT rubric.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
This document provides an accomplishment report on mathematics teaching from Calapan Elementary School in Tarlac Province, Philippines for the 2013-2014 school year. It summarizes the activities undertaken by mathematics teachers such as preparing quarterly tests, conducting reviews, and participating in math competitions. It provides the achievement rates and test results for each grade level on the national and quarterly assessments. Issues encountered and recommendations for addressing them are also discussed. Pictorial examples of teaching tools used are listed at the end.
This document outlines an agenda for a Learning Action Cell (LAC) session on early language, literacy, and numeracy instruction for K-3 teachers. The session objectives are to explain principles of early learning, discuss balanced literacy and numeracy components, and plan lessons. Teachers will study lesson materials before the next session. This session includes introducing the course, forming groups to discuss expectations and guidelines, and creating a poster of agreed norms. Teachers will submit engagement reports after each session.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
Strategies in teaching the least mastered skillsCarlo Magno
The document discusses strategies for teaching students who have not mastered important skills, including using formative assessment and mastery learning approaches. It emphasizes assessing student understanding through multiple measures over time to guide instruction, providing descriptive feedback, and allowing students to demonstrate mastery at their own pace through targeted instruction and practice. The goal is to help all students achieve proficiency based on clear learning standards.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
This document outlines the technical assistance and supervisory plan of Master Teacher Philip Omar G. Famularcano for November 2022 at Balic-Balic Elementary School. The plan details objectives and activities across the 7 Philippine Professional Standards for Teachers domains to model effective teaching practices, evaluate colleagues, and support their professional development. Key activities included classroom observations, developing teaching materials, evaluating lesson plans and school policies, and discussing codes of ethics. The overall goal was to build a positive teaching and learning culture and help teachers achieve their professional goals.
DepEd MEMORANDUM No. 008 , S. 2023.pptxBryllRegidor1
This DepEd memorandum provides multi-year guidelines for evaluating teachers' performance using the Results-Based Performance Management System aligned with the Philippine Professional Standards for Teachers (RPMS-PPST) over three school years from 2022-2025. The RPMS cycle will include classroom observations, evaluations on indicators divided across the school years, and use different tools for teachers at various stages of their career. The memorandum outlines the implementation process, including scheduling observations, conducting online or alternative assessments as needed, and using evaluations to determine compensation and guide professional development.
This document outlines the Learning Action Cell (LAC) action plan for Soong National High School from July to October 2019. The plan aims to improve higher order thinking skills of students, teach K-12 standards using technology, strengthen classroom management skills, enhance competence in blended learning, develop technology-based teaching materials, and use quick response assessment tools. The objectives will be achieved through activities like viewing presentations, brainstorming, demonstrations, and discussions. Teachers and school heads are responsible for implementation on set dates with expected outputs including sample lesson plans, lists of websites, and teachers' improved skills and knowledge.
The accomplishment report summarizes the activities of Oanari Anational High School from June to July 2015. It describes improvements in student development through testing, counseling, and extracurricular activities. It also outlines staff development such as workshops attended and training hosted. Initiatives are discussed relating to curriculum development, physical campus improvements, community engagement, and other school operations. The report was prepared by Master Teacher Emilyn Mapalo and approved by Head Teacher Marlyn Fernandez and Principal Cleofe Oliveros.
1. The document is an accomplishment report from the Division of City Schools of San Carlos City, Pangasinan for the months of June and July 2016. It outlines key result areas, strategies, success indicators, timelines and those responsible for quality management, assessment, technical assistance to schools and ICT literacy training.
2. Activities included monitoring school implementation of programs like Brigada Eskwela and Oplan Balik Eskwela, organizing task forces for national and regional assessments, preparing lists of room examiners, and conducting an ICT literacy training workshop.
3. The report provides details on orientations held, exams administered, criteria developed and budgets allocated to complete monitoring and evaluation activities over
This document outlines the agenda and objectives for a SHS Cluster A School Learning Action Cell (SLAC) meeting on September 14, 2023. The agenda includes discussing RPMS indicators for SY 2023-2024, classroom observation mechanics, and topics for SLAC sessions. The objectives are for participants to understand RPMS updates, facilitate classroom observations, share insights on coaching/mentoring, and submit required school reports. Guidelines for the STAR observation tool and suggested SLAC topics are also provided, as well as templates and submission deadlines for RPMS requirements like IDPs, pre-observation forms, and item analyses. The document advocates that excellent teachers are created through advocating for excellence in education.
This document contains a teacher's portfolio and performance review based on the Results-Based Performance Management System (RPMS). It includes 15 objectives across 5 Key Result Areas (KRAs) - Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, Assessment and Reporting, and Personal Growth and Professional Development. Progress for each objective is measured using various Means of Verification like classroom observations, participation in professional development activities, and samples of work.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document outlines the RPMS (Rating Performance Management System) tool for teachers ranked I-III for the 2022-2023 school year. It lists the key result areas (KRAs) and objectives that teachers will be evaluated on in five areas: content knowledge and pedagogy, learning environment and diversity, curriculum and planning, assessment and reporting, and personal growth and professional development. Each area lists the relevant KRAs and objectives that teachers will be assessed on through the RPMS tool.
This school report card provides information on the school's performance in the 2020-2021 school year. It summarizes data on student enrollment, health status, academic performance, teacher training, funding sources, and community involvement. Some key points include:
- Student enrollment increased from the previous year in both junior and senior high school.
- Most students were found to have normal nutritional status, though some required additional support.
- Promotion rates were quite high, with nearly all students progressing to the next grade level.
- The school aims to improve subjects where national achievement test scores were below 75% by implementing review programs.
- Multiple sources provide funding for the school, including government allocations, community donations, and
This document contains certificates of recognition awarded to top students at F.A. Andolana Memorial High School for outstanding academic performance during the first quarter of the 2022-2023 school year. The certificates recognize students who ranked among the top 12 in Grade 10 Einstein, as well as students who achieved the highest averages in specific subjects such as English, Math, Science, Filipino, Araling Panlipunan, and Edukasyon sa Pagpapakatao. The certificates provide the students' names, rankings or awards, grade levels, averages, and are signed by school administrators and teachers.
1. The document outlines the program for a Moving Up Ceremony and Recognition Day celebration for Remedios High School. It includes sections for the entrance of colors, national anthem, invocation, opening remarks, presentation of completers, distribution of certificates, messages, and awarding of medals and certificates.
2. The guest speaker is introduced and delivers a message. The school principal also gives a state of the school address.
3. In the closing, a graduation song is performed and remarks are given about recognition. Congratulations are extended to the Junior High School completers, and the recessional concludes the ceremony.
This document outlines the supervisory plan and report for the MAPEH (Music, Arts, Physical Education, and Health) Department of the SDO Pangasinan II for the calendar year 2022. It details the focus of supervision for each week in March which includes lesson planning, classroom observations, checking school forms, conducting monitoring and evaluations, and mid-year instructional supervision and evaluation. The plan is intended to facilitate the professional growth of teachers through feedback to help make teaching and learning more effective. Supervisory reports are submitted monthly and used as the basis for providing technical assistance and for evaluating individual performance.
The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.
This document provides guidance for raters on linking teacher observation notes to performance ratings using the Classroom Observation Tool (COT). It describes a capacity building activity that allows raters to practice scoring observation notes from sample teacher observations. The activity is divided into three parts. Part A involves matching notes to indicator ratings. Part B has raters generate notes based on given ratings. Part C has raters score short notes against COT levels. The goal is to help raters look for key aspects of indicators in notes and properly link evidence in notes to performance levels in the COT rubric.
This document provides an overview of a professional development meeting for teachers focused on inquiry-based teaching and learning. The goals of the meeting are to help teachers develop a focus area and compelling research question to guide an inquiry project aimed at improving instruction. Teachers learn steps to plan the inquiry, including determining assessments and data sources. Forms are introduced to document the inquiry process. Attendees participate in activities to craft their focus question and plan assessments before getting feedback and asking remaining questions.
R.T.C 6 - Inquiry Planning - Maths - What is Evidence?lesal38
The document describes a teacher's planning and implementation of a mathematics learning program for target students. It includes:
1) Details of the program including daily sessions, reviewing progress, and focusing on number recognition and calculation strategies.
2) Evidence of using learning progressions to set goals and monitor development in knowledge and strategies.
3) An inquiry process to help students articulate their learning through modeling, questioning, and statements describing strategies.
Tools May 2015 Logic models for prog.docxturveycharlyn
Tools
May 2015
Logic models for program
design, implementation, and
evaluation: Workshop toolkit
Karen Shakman
Sheila M. Rodriguez
Education Development Center, Inc.
Overview
This Logic Model Workshop Toolkit is designed to
help practitioners learn the overall purpose of a logic
model, the different elements of a logic model, and
the appropriate steps for developing and using a logic
model for program evaluation. This toolkit includes a
facilitator workbook, a participant workbook, and a
slide deck.
At Education Development Center, Inc.
U . S . D e p a r t m e n t o f E d u c a t i o n
U.S. Department of Education
Arne Duncan, Secretary
Institute of Education Sciences
Sue Betka, Acting Director
National Center for Education Evaluation and Regional Assistance
Ruth Curran Neild, Commissioner
Joy Lesnick, Associate Commissioner
Amy Johnson, Action Editor
Chris Boccanfuso, Project Officer
REL 2015–057
The National Center for Education Evaluation and Regional Assistance (NCEE) conducts
unbiased large-scale evaluations of education programs and practices supported by federal
funds; provides research-based technical assistance to educators and policymakers; and
supports the synthesis and the widespread dissemination of the results of research and
evaluation throughout the United States.
May 2015
This report was prepared for the Institute of Education Sciences (IES) under Contract
ED-IES-12-C-0009 by Regional Educational Laboratory Northeast & Islands administered
by Education Development Center, Inc. The content of the publication does not neces
sarily reflect the views or policies of IES or the U.S. Department of Education nor does
mention of trade names, commercial products, or organizations imply endorsement by the
U.S. Government.
This REL report is in the public domain. While permission to reprint this publication is
not necessary, it should be cited as:
Shakman, K., & Rodriguez, S. M. (2015). Logic models for program design, implementation,
and evaluation: Workshop toolkit (REL 2015–057). Washington, DC: U.S. Department of
Education, Institute of Education Sciences, National Center for Education Evaluation and
Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved
from http://ies.ed.gov/ncee/edlabs.
This report is available on the Regional Educational Laboratory website at http://ies.ed.gov/
ncee/edlabs.
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
http://ies.ed.gov/ncee/edlabs
Contents
Facilitator workbook
Introduction to workshop 3
Session I. Learning about logic models (2 hours) 5
Session II. From logic models to program and policy evaluation (1.5 hours) 30
Appendix A. Simple logic model A-1
Appendix B. Template for simple logic model B-1
Appendix C. Sample logic model for college readiness program C-1
Appendix D. Example of a logic model for an educator evaluation system theory of acti ...
This document outlines the agenda for Seminar #4, which focuses on quality core instruction, the READ Act, and lesson reporting and analysis. The seminar will discuss what quality core instruction entails, including establishing clear purposes and goals, teacher modeling, guided instruction, productive group work, and independent learning. It will also cover how Response to Intervention (RTI) and the Colorado READ Act relate to providing quality core instruction. Finally, it provides guidance on completing a Lesson Report and Analysis assignment to analyze a literacy lesson taught in the classroom.
My Blog - R.T.C 8 Maths - What is evidence? - Lesalesal38
This document discusses a teacher's use of inquiry learning to improve mathematics outcomes for target students. It provides examples of the teacher's inquiry process to help students better articulate their learning. The teacher models thinking aloud and asks questions to help students explain their mathematical reasoning. Displays of learning goals and independent activities are also used to support student progress in numeracy.
The document outlines the structure and content of an Approaches to Learning (ATL) course. It discusses four main strands: thinking skills, intercultural understanding, communication skills, and personal skills. Within each strand are subtopics like ethical thinking, problem solving, language and culture, presentation skills, and emotional intelligence. The goal is to help students develop life skills that can be applied in various contexts through activities, discussions, and applying skills in real-world scenarios. The course emphasizes developing international-mindedness and intercultural awareness.
This document discusses classroom-based assessment tools. It defines classroom assessment as a process of identifying, gathering, organizing and interpreting information about what learners know and can do. The document lists different types of assessment tools used in the classroom, including quizzes, tests, essays, demonstrations, presentations, and performance-based assessments. It distinguishes between formative and summative assessment, noting that formative assessment is used to help students improve their learning, while summative assessment occurs at the end of a learning period to measure student achievement. The key goal of assessment is to use the information gathered to provide remediation, enrichment, or reinforcement activities to help students perform better.
This document discusses classroom observation tools used by principals and master teachers to evaluate teachers. It provides background information on the development of the Philippine Professional Standards for Teachers (PPST), which outlines four career stages and seven domains used to evaluate teachers. It also examines the Classroom Observation Tool (COT) developed based on the PPST, which is one tool used in the RPMS (Rating Performance Management System) cycle to provide feedback and help teachers improve. The COT evaluates teachers on priority indicators aligned with the PPST.
Companion Materials Looking Through the Lens of Rubricsanniesyso
The document discusses using rubrics to improve student achievement by constructing valid and reliable rubrics to assess student learning, inform instruction, and support student self-assessment; it provides examples of how rubrics align with the Danielson teaching framework and describes a protocol for collaborative rubric creation to guide professional learning communities.
The document provides guidance for support specialists on the teacher evaluation and goal setting process in the North Haven Public Schools district. It outlines that specialists will have one Student Learning Objective (SLO) with two measures of student growth, which counts for 45% of the evaluation. Observations of performance and practice by an administrator counts for 40%, with the remaining 15% comprised of parent/peer feedback (10%) and a whole-school indicator (5%). It provides details on the evaluation timeline, categories for tenured vs. pre-tenured teachers, the observation process, and resources for goal setting.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
This document discusses national competency-based teacher standards for domains 4 through 7, which cover curriculum, planning/assessing/reporting, community linkages, and professional growth and ethics. It provides descriptions of the domains and strands within each domain, along with key questions and performance indicators for teachers. The document outlines standards for how teachers should demonstrate mastery of subjects, communicate clear learning goals, make effective use of time, select appropriate teaching methods, assess student learning, and establish links between school and community.
This document provides guidance on a session to train participants on the administration of the Multi-Factored Assessment Tool (MFAT). The 4-hour session will discuss the basic information, use, implementation, and appreciation of the MFAT. The MFAT is a screening tool used to identify strengths, needs, learning styles, and other educational concerns of Grade 1 learners. It assesses 5 domains of learning through classroom activities. The tool aims to identify learner needs to provide appropriate interventions and proper educational placement.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
MARGIE ACTION RESEARCH WHAT IS IT??.pptxNeilsLomotos
This document provides guidance on developing an action research plan. It discusses selecting an area of focus, turning problems into research questions, defining variables, developing an intervention, identifying members of the study, negotiating permissions, creating a timeline, and identifying necessary resources. The goal of an action research plan is to systematically address an educational problem by gathering and analyzing data to drive improvement.
Professional Development PlanCUR520 Version 11Directi.docxbriancrawford30935
Professional Development Plan
CUR/520 Version 1
1
Directions
Your principal has asked you to facilitate a Plan and collaborate a professional development session for a group of teachers that relates to curriculum standards, instruction, and/or assessment of learning. Using the vision of a school, state curriculum standards, school improvement goals, and student achievement data, integrate your own vision of student learning into a professional development session (a training for teachers) that will help a selected group of teachers increase the academic gains of their diverse classroom populations.
Include the following:
· A needs assessment of the area you have chosen (based on student achievement data)
· Goals for the session, a communication plan for the school and the community, activities that are research-based, and an assessment (aligned with session goals)
· Future plans for on-going evaluation and monitoring
Include consultation and direct communication with stakeholders (teachers, administrators, community, families, and others) and how you would use the media, technology, and both human and fiscal capital to organize and implement the session. Provide examples of the types of professional development opportunities that could be assisted by collaboration with the various groups.
Consider collaboration among the following groups:
· Staff and teachers at the school level
· Parents and community members in the school community
· Online with others in the teaching profession nationally and worldwide
The professional development session is one that would be facilitated by you and would be a minimum of one-hour in length. Write a report that includes the following:
1. Development, articulation, and implementation of a vision of student learning
· Include how your vision of student learning supported the vision of the school
· Describe how you will communicate your vision
· List the attributes that you will needed to implement and promote your vision and explain how they will be used to facilitate planning and implementation
2. Planning, collaboration, and implementation
· List the stakeholders involved in the process and their roles
· Explain how you included stakeholders to collaborate in the process
· List the planning steps you will take prior to implementation and include how you will organize and develope your plan using technology applications
· Discuss issues of school climate or culture uncovered during planning and who you will include in the discussions of your findings
· Describe how you will use internal and external resources to implement your plan
3. Goals and topic(s) of the session
· Identify the goals and topics for the session and how they align with the district/school’s improvement goals. Goals and topic(s) must be related to curricular, instructional, and/or assessment issues
· Explain how you will use student demographic data and other school/community contextual data in preparing the se.
This document provides guidance on using deliberate practice growth targets (DPGT) to improve professional performance. It discusses how DPGT is connected to the Instructional Performance Evaluation and Growth System (IPEGS) standards and involves setting specific, measurable goals and developing plans of action to meet those goals. The document guides educators through collaborative activities to understand the DPGT process, which includes collecting data, identifying an area of focus, creating a growth target, developing a plan of action, and reflecting on outcomes to improve professional practice.
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This document provides an overview of classical physics in the late 19th century, including mechanics, electromagnetism, thermodynamics, and the atomic theory of matter. It discusses outstanding questions like the structure of atoms and blackbody radiation. New discoveries like X-rays and radioactivity added complications. This set the stage for the development of modern physics theories like relativity and quantum mechanics to resolve issues classical physics could not.
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This document provides an introduction to cell structure and function and biochemistry. It defines biochemistry as the study of biological processes at the cellular and molecular level. The key components of cells are described, including the differences between prokaryotic and eukaryotic cells. The major classes of biomolecules like proteins, carbohydrates, lipids, and nucleic acids are introduced along with their functions. Common biochemical reactions like oxidation-reduction are also summarized. Maintaining the high internal order of cells requires processes like biosynthesis, transport across membranes, cell movement, and waste removal.
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Session 6-8 Linking Observation Notes with COT Rating.pptx
1. Bureau of Human Resource and
Organizational Development
Linking Observation Notes
and the COT Rating
2. Bureau of Human Resource and
Organizational Development
Importance of the
Observation Notes
1. Record teacher
performance
2. Guide observers in rating
teacher performance
3. Provide evidence/basis
for coaching and
mentoring
3. Bureau of Human Resource and
Organizational Development
Activity Purpose
• To provide avenue for the raters to practice linking
observation notes and rating
• To capacitate the raters in looking for and reporting on
the key aspects of the indicators in the observation
notes
4. Bureau of Human Resource and
Organizational Development
Linking Observation Notes
and the COT Rating
PART A
5. Bureau of Human Resource and
Organizational Development
Activity Materials
1. Worksheets
• Each worksheet contains observation notes and space
for writing individual rating.
• There are 11 worksheets for this session.
• The focus-indicator for observation notes are selected
from priority indicators of RPMS 2019-2020 and 2020-
2021.
2. Classroom Observation Tool (COT) rubric
• This covers the rubrics for the 21 classroom observable
indicators of the Philippine Professional Standards for
Teachers (PPST).
6. Bureau of Human Resource and
Organizational Development
Front cover of the Classroom Observation Tool
7. Bureau of Human Resource and
Organizational Development
Source: Classroom Observation Tool (pg. 3)
BEGINNING
PROFICIENT
HIGHLY PROFICIENT
DISTINGUISHED
8. Bureau of Human Resource and
Organizational Development
Source: Classroom Observation Tool (pg. 10)
9. Bureau of Human Resource and
Organizational Development
Source: Classroom Observation Tool (pg. 4)
10. Bureau of Human Resource and
Organizational Development
Let’s try Worksheet #1.
1. Read the focus-indicator.
2. Review the COT rubric for the focus-indicator.
Indicator 10
(page 32)
11. Bureau of Human Resource and
Organizational Development
Let’s try Worksheet #1.
3. Read the
observation notes.
4. Identify the notes
that correspond to
the focus-indicator.
12. Bureau of Human Resource and
Organizational Development
Let’s try Worksheet #1.
5. Review the COT rubric again.
6. Rate the focus-indicator based on the given
observation notes.
13. Bureau of Human Resource and
Organizational Development
Let’s discuss your answers.
14. Bureau of Human Resource and
Organizational Development
Do the other worksheets.
15. Bureau of Human Resource and
Organizational Development
Linking Observation Notes
and the COT Rating
PART B
16. Bureau of Human Resource and
Organizational Development
Activity Purpose
1. To provide avenue for the raters to
practice linking observation notes and
rating.
2. To capacitate the raters in looking
for and reporting on the key aspects of
the indicators in the observation notes.
17. Bureau of Human Resource and
Organizational Development
Activity Materials
1. Worksheets
• This contains one rating sheet with 10 indicators
selected from priority indicators for RPMS 2019-2020,
2020-2021, and 2021-2022.
• It also contains 10 worksheets for writing observation
notes intended for 10 indicators.
2. Classroom Observation Tool (COT) rubric
• This covers the rubrics for the 21 classroom observable
indicators of the Philippine Professional Standards for
Teachers (PPST).
18. Bureau of Human Resource and
Organizational Development
Let’s answer Worksheet #1.
1. Review the rating for each indicator.
19. Bureau of Human Resource and
Organizational Development
Let’s answer Worksheet #1.
2. Review the COT rubric focusing on the rating and the
corresponding rubric level description
Level 8
Level Description:
The teacher applies high-level knowledge of content and
pedagogy within and across curriculum teaching areas to
empower learners to acquire and apply successful learning
strategies to assist in their development as independent
learners.
Indicator 1
Apply knowledge of content within and
across curriculum teaching areas
20. Bureau of Human Resource and
Organizational Development
Clarifications:
HIGH-LEVEL KNOWLEDGE
accurate, in-depth, and broad knowledge within and
across curriculum teaching areas
WITHIN CURRICULUM TEACHING AREA
inclusion of appropriately chosen intra-disciplinary topics
and enabling learning competencies within the curriculum
guide of a specific learning/subject area and grade level
ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including appropriate
interdisciplinary topics and learning competencies cited in
the curriculum guide of other learning/subject areas in any
grade level
21. Bureau of Human Resource and
Organizational Development
Let’s answer Worksheet #1.
3. Write appropriate observation notes that correspond
to the rating.
22. Bureau of Human Resource and
Organizational Development
Let’s discuss your answers.
33. Bureau of Human Resource and
Organizational Development
Sample observation notes-Indicator 1
The students showed learning from the lesson
through the plan for the play:
• Use of globe theatre adopted to the covered
court of the barangay
• Adapt the technicalities of the play: costumes,
music, musical instrument, language and use
it in this barangay presentation.
The teacher commented on the plan and the
students adjusted accordingly. One main
adjustment was for the play to become musical
play.
34. Bureau of Human Resource and
Organizational Development
Explanation
The students learned the requisite information on
plays. The activity of the teacher is for the students to
bring the learning to another level: adapt the learning
to another play (in the barangay). After further review,
through the guidance of the teacher, the students
were able to further plan for the presentation. The new
presentation is now a musical play. This shows the
students became independent learners.
The sample notes support level 8 because when the
students are able to adapt their learning to prepare
another play, they are showing that they are
empowered learners to acquire and apply successful
learning strategies.
35. Bureau of Human Resource and
Organizational Development
Do the other worksheets.
36. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 4
• The teacher asked “How do we solve the traffic
problems in Manila?” Students gave their
answers. A student-volunteer wrote all answers
on the manila paper. Each response (manila
paper) was posted on the wall. Teacher
instructed:
• Those who answered will please stay beside
the posted manila paper.
• •The rest of the class will please ask
questions/clarifications to the authors of the
possible traffic solutions.
• It was a noisy activity
37. Bureau of Human Resource and
Organizational Development
Explanation-Indicator 4
• The main concern of the teacher was to give
venue for the students to raise questions and
queries to the student-proponents. It clarifies
the position of the students to be involved in a
social concern.
• The notes support level 6 because through
the activity, the students will be able to justify
their thinking. The activity seemingly will be
done by the entire class to support the
expectation of engaging most learners in
discussion
38. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 13
• How many activities were designed for the
class? Seems like the lesson is only to run
the activities. Who should do the activities?
All students? Did you consider the boy’s
ability to do the dance activity
39. Bureau of Human Resource and
Organizational Development
Explanation-Indicator 13
• The query “did you consider the boy’s ability
to do the dance activity?” refers to the
teacher’s inability to recognize differences
among the students. This resulted in activities
that do not respond to differentiated,
developmentally appropriate learning
experiences.
40. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 2
• All the photos, videos, and other instructional
materials are copied from ABS-CBN. There is
adequate reference for all the materials used.
41. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 5
• The teacher facilitated the lesson with ease
and grace. Her command of the language is
understood by all students. All parts of the
lesson, including the variety of the activities,
were explained well.
42. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 7
• The teacher consistently points to the board
where safety rules are posted. The teacher
did not leave the students in doing all the
activities, supporting an inclusive classroom.
43. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 10
• Teacher says: “Please address your
questions to the panelists. Please go direct to
the point and show your respect to the panel
member you are addressing. We will treat this
panel discussion as if it is a regular
classroom discussion.”
44. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 14
• There are few activities for the students.
Suggestion to pray an inter faith prayer at the
beginning of the class, rather than a Catholic
one. I like the group works. Maybe the
students can choose which group they would
be of more help. This could have enriched the
activity and discussion further. Good
responses of teachers to the questions.
45. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 21
• There were moments when the students gave
excellent answers but the teacher did not
provide appropriate comments.
46. Bureau of Human Resource and
Organizational Development
Sample Notes- Indicator 11
• The teacher succeeded in motivating the
students to join the activities. This resulted in
successful applications of the theory of
relativity. The final activity supported
individual learning by allowing the students to
report on their progress within a group. The
teacher used this to allow the students to
decide on their learning process.
47. Bureau of Human Resource and
Organizational Development
Linking Observation Notes
and the COT Rating
PART C
48. Bureau of Human Resource and
Organizational Development
Activity Materials
1. Worksheets
• Each worksheet contains a 8-9 observation notes
focused on a priority indicator for RPMS 2020-2021 (left
column), and space for writing COT rubric levels that
match the notes (right column).
• There are 7 worksheets for this session.
2. Classroom Observation Tool (COT) rubric
• This covers the rubrics for the 21 classroom observable
indicators of the Philippine Professional Standards for
Teachers (PPST).
49. Bureau of Human Resource and
Organizational Development
Let’s answer Worksheet #1.
1. Read the focus-indicator.
2. Read the observation notes (left column).
50. Bureau of Human Resource and
Organizational Development
Let’s answer Worksheet #1.
3. Rate each note from NO to level 8 (right column).
4. Use the COT rubric as guide in rating the notes.
51. Bureau of Human Resource and
Organizational Development
Let’s discuss your answers.
52. Bureau of Human Resource and
Organizational Development
Do the other worksheets.
53. Bureau of Human Resource and
Organizational Development
References
Department of Education – Bureau of Human Resource
and Organizational Development. (2019). Classroom
observation tool.
Department of Education – Bureau of Human Resource
and Organizational Development. (2019). RPMS-
PPST for SY 2020-2021 capacity building for raters –
worksheets.
54. Bureau of Human Resource and
Organizational Development
Presentation Slides prepared by
Dr. Jennie V. Jocson, RCTQ Deputy Director
jocson.jv@pnu.edu.ph
Donnadette SG. Belza, RCTQ Research Officer
belza.ds@pnu.edu.ph
Ma. Izella D. Lampos, RCTQ Project Officer
lampos.mid@pnu.edu.ph
Contact Us
Phone +63 2 53171768 Local 763/764
Telefax +63 2 53369755
Web http://www.rctq.ph/
Email rctq@pnu.edu.ph
Editor's Notes
Purpose of the Slide: To show the title of slide
Note to the Presenter:
Read the slide.
Purpose of the Slide: To highlight the importance of the classroom observation notes
Notes to the Presenter:
Emphasize that:
Although the observation notes form is not used as MOV for the classroom observable objectives of RPMS, the observation notes, when done properly:
Record teacher performance as it shows during actual teaching in the classroom;
Guide observers in rating the teacher as the notes serve as evidence of performance; and
Provide evidence or basis for coaching and mentoring teachers, especially on indicators that the teacher finds challenging.
Purpose of the Slides: To present the purpose of these capacity building activities
Notes to the Presenter:
Emphasize that:
This activity is intended to
(1) provide avenue for the raters to practice linking observation notes and rating, and
(2) capacitate the raters in looking for and reporting on the key aspects of the indicators in the observation notes.
Purpose of the Slide: To show the title of slide
Notes to the Presenter:
Say that this is PART A of the session Linking Observation Notes and COT Rating.
Purpose of Slide: To present the materials needed for the activity
Notes to the Presenter:
Emphasize that
There are 2 materials needed for this session: worksheets and COT rubric.
The focus-indicators for the observation notes are selected from priority indicators of RPMS Year 1 (SY 2019-2020) and Year 2 (SY 2020-2021).
All the worksheets and the rubric are bound as one and has been distributed to them during the registration.
The materials for this session can be found on page 3.
Purpose of Slide: To review some features of the Classroom Observation Tool (COT) rubric
Notes to the Presenter:
Emphasize that
1. the Classroom Observation Tool (COT) is an assessment tool that is used to measure classroom performance of teachers.
2. the COT Full covers the rubrics for the 21 classroom observable indicators of the Philippine Professional Standards for Teachers (PPST). This is the mother document of all COT subsets like the COT-RPMS rubrics that DepEd is using.
Purpose of Slide: To review some features of the Classroom Observation Tool (COT) rubric
Notes to the Presenter:
Emphasize that
The COT rubric addresses the continuum of practice stipulated in the Philippine Professional Standards for Teachers (PPST). Thus, there are 9 rubric levels for each indicator. Levels 1-5 captures the Beginning career stage; levels 3-7 captures the Proficient career stage; levels 4-8 captures the Highly Proficient career stage; and levels 5-9 captures the Distinguished career stage.
For the transition years, DepEd decided on the default career stages: Teachers (Proficient) and Master Teachers (Highly Proficient). Proficient teachers are assessed using rubric levels 3-7 while Highly Proficient teachers are assessed using rubric levels 4-8.
The activities for the capacity building are intended to capacitate the raters on rubric levels 3-8 of the indicators.
Purpose of Slide: To review some features of the Classroom Observation Tool (COT) rubric
Note to the Presenter:
1. Note that the parts of the COT rubric are similar to the parts of COT-RPMS rubrics.
Purpose of Slide: To show the priority classroom observable indicators for SY 2019-2020, SY 2020-2021, SY 2021-2022
Note to the Presenter:
Read the slide.
Emphasize that the capacity building activities will make use of the indicators from Year 1, 2, and 3 in the worksheets but focusing more on Year 2 indicators.
Purpose of Slide: To prompt participants on the process of the session
Notes to the Presenter:
Emphasize the session process.
Tell the participants to turn their bound material to Worksheet #1 on page 8.
Emphasize that each worksheet for Part A looks like that.
Prompt them to read the focus-indicator for Worksheet #1 which is found at the bottom of the page.
Prompt them to review the COT rubric for that indicator. For this worksheet, it is Indicator 10 that is found on page 32 of the COT rubric (in the appendix).
Purpose of Slide: To prompt participants on the process of the session
Notes to the Presenter:
Emphasize the session process.
Tell the participants to read the observation notes and mark the notes that correspond to the focus-indicator. This will help them to rate the indicator later.
Give them 1-2 minutes to do the activity.
Purpose of Slide: To prompt participants on the process of the session
Notes to the Presenter:
Emphasize the session process.
Tell the participants to review the COT rubric again but focus heavily on identifying the rubric level that is appropriate to the notes they identified.
Emphasize that the levels they are expected to review are levels 3 to 8 to cover the rubric levels of the Proficient and Highly Proficient career stage.
After reviewing, tell them to indicate their rating on the worksheet,
Give them 2-3 minutes for this part.
Purpose of Slide: To prompt participants on the process of the session
Notes to the Presenter:
At this point, facilitators may
Call several participants to give their ratings.
Process their answers carefully. Refer to the facilitator’s guide for the correct answers and explanations.
Purpose of Slide: To prompt participants on the process of the session
Notes to the Presenter:
Tell the participants that you will do 2 more worksheets in plenary, and do the remaining worksheets in groups.
Say that the process for Worksheet #1 applies to all worksheets for this activity.
Purpose of the Slide: This is a title slide.
Notes to the Presenter:
Say that this is PART B of the session Linking Observation Notes and COT Rating.
Purpose of the Slide: This is a title slide.
Notes to the Presenter:
Say that this is PART B of the session Linking Observation Notes and COT Rating.
Purpose of Slide: To present the materials for the activity
Notes to the Presenter:
Emphasize that
There are 2 materials for this session: worksheets and COT rubric.
The focus-indicators in the rating sheet are selected from priority indicators of RPMS Year 1 (SY 2019-2020), Year 2 (SY 2020-2021), and Year 3 (SY 2021-2022).
The materials for this session can be found on page 19.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Emphasize the session process.
Tell the participants to turn their bound material to page 23 where they can find the rating sheet with 10 focus-indicators and their corresponding ratings.
Say that for Worksheet #1 on page 24, they will focus on indicator 1 which got a rating of 8.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Emphasize the session process.
Tell the participants that they should review the COT rubric for that indicator. It is Indicator 1 of the COT rubric on page 12.
Emphasize that they only need to review the level description that correspond to the given rating.
Emphasize that the level description expects “high-level knowledge…within and across curriculum teaching areas”.
Emphasize that the level description also expects the teacher to empower learners to become independent learners through the application of the teacher’s high-level knowledge of content and pedagogy.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Lead the participants to the clarifications of terms found in the level description: “high-level knowledge”, “within curriculum teaching areas”, and “across curriculum teaching areas”.
Give them 1 minute to process the level description and clarifications.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Emphasize the session process.
Afterwards, tell them to write observation notes that correspond to the rating.
Give them 2-3 minutes for this.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
At this point, facilitators may
Call several participants to give their observation notes.
Process their answers carefully. Refer to the facilitator’s guide for the correct answers and explanations.
Purpose of Slide: To guide the participants in the correct answer for worksheet #1
Notes to the Presenter:
Say that this is a sample observation notes appropriate for Indicator 1, level 8.
Read the sample observation notes.
Explain why the sample shows a level 8. [This explanation is found in the facilitator’s guide.]
The students learned the requisite information on plays. The activity of the teacher is for the students to bring the learning to another level: adapt the learning to another play (in the barangay). After further review, through the guidance of the teacher, the students were able to further plan for the presentation. The new presentation is now a musical play. This shows the students became independent learners.
The sample notes support level 8 because when the students are able to adapt their learning to prepare another play, they are showing that they are empowered learners to acquire and apply successful learning strategies.
Purpose of Slide: To guide the participants in the correct answer for worksheet #1
Notes to the Presenter:
Say that this is a sample observation notes appropriate for Indicator 1, level 8.
Read the sample observation notes.
Explain why the sample shows a level 8. [This explanation is found in the facilitator’s guide.]
The students learned the requisite information on plays. The activity of the teacher is for the students to bring the learning to another level: adapt the learning to another play (in the barangay). After further review, through the guidance of the teacher, the students were able to further plan for the presentation. The new presentation is now a musical play. This shows the students became independent learners.
The sample notes support level 8 because when the students are able to adapt their learning to prepare another play, they are showing that they are empowered learners to acquire and apply successful learning strategies.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Tell the participants that you will do 2 more worksheets in plenary, and do the remaining worksheets in groups.
Say that the process for Worksheet #1 applies to all worksheets for this activity.
Purpose of the Slide: This is a title slide.
Notes to the Presenter:
Say that this is PART C of the session Linking Observation Notes and COT Rating.
Purpose of Slide: To present the materials for the activity
Notes to the Presenter:
Emphasize that
There are 2 materials for this session: worksheets and COT rubric.
The focus-indicators for this activity are selected from priority indicators of RPMS Year 2 (SY 2020-2021). Hence, there are 7 worksheets as there are 7 classroom observable indicators for RPMS Year 2.
The materials for this session can be found on page 34.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Emphasize the session process.
Tell the participants to turn their bound material to Worksheet #1 on page 38.
Tell them to read the focus-indicator.
Give them 1-2 minutes to read the observation notes found on the left column of the worksheet.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Emphasize the session process.
Tell the participants that they have to rate each note from NO to level 8.
Emphasize that rating should be based on the COT rubric. For Worksheet #1, refer to Indicator 1 of the COT rubric on page 12.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
At this point, facilitators may
Call several participants to give their ratings.
Process their answers carefully. Refer to the facilitator’s guide for the correct answers and explanations.
Purpose of Slide: To prompt participants on the process in doing the worksheets
Notes to the Presenter:
Tell the participants that you will do 1 more worksheet in plenary, and do the remaining worksheets in groups.
Say that the process for Worksheet #1 applies to all worksheets for this activity.
Purpose of the slide: To show the reference used for this session