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What is Classroom Observation?

• One gauge in ensuring quality teaching


- RA 10533 (K to 12 Law)
• 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)
Rationale for the Development of the Standards-
based Classroom Observation Tool

PPST
Teacher Quality Classroom Professional
COT of K to 12
Requirement Practice Development
The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for
Teachers (PPST)
What is the Philippine Professional
Standards for Teachers (PPST)?
• 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 career stage.
Classroom Observable Strands of the Philippine
Professional Standards for Teachers
21 out of 37 strands are classroom observable
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
Out of the 37 Indicators for Proficient Teachers,
12 Indicators were chosen for RPMS Year 1
9 out of 12 Indicators are classroom observable
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7

1.1.2
1.1.2 2.1.2 3.1.2
3.1.2 4.1.2
4.1.2 5.1.2
5.1.2 6.1.2 7.1.2
1.2.2 2.2.2 3.2.2 4.2.2 5.2.2 6.2.2 7.2.2
1.3.2 2.3.2
2.3.2 3.3.2 4.3.2 5.3.2 6.3.2 7.3.2

1.4.2
1.4.2 2.4.2 3.4.2 4.4.2 5.4.2 6.4.2 7.4.2
1.5.2
1.5.2 2.5.2 3.5.2 4.5.2
4.5.2 5.5.2 7.5.2
1.6.2 2.6.2
2.6.2

1.7.2
Content Knowledge and Pedagogy

Domain 1
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1.2 Apply knowledge of content within and across
1.1.2
1.1.2 2.1 3.1 4.1 5.1 6.1 7.1
curriculum teaching areas
1.2.2 2.2 3.2 4.2 5.2 6.2 7.2
1.3.2 1.4.2
2.3 Use a range of4.3teaching5.3strategies
3.3 6.3that enhance
7.3

1.4.2
1.4.2 learner
2.4 achievement
3.4 4.4in literacy
5.4 and numeracy
6.4 skills
7.4
1.5.2
1.5.2 2.5 3.5 4.5 5.5 7.5
1.6.2
1.5.2
2.6
Apply a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
1.7.2
order thinking skills
Learning Environment
Domain
Domain 1 22
Domain Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1.2 2.1.2
2.3.2
3.1
Manage4.1
classroom
5.1
structure
6.1
to engage
7.1
1.2.2 2.2.2
learners,
3.2
individually
4.2
or
5.2
in groups,
6.2
in meaningful
7.2
exploration, discovery and hands-on activities
1.3.2 2.3.2
2.3.2 3.3 4.3 5.3 6.3 7.3
within a range of physical learning environments
1.4.2 2.4.2 3.4 4.4 5.4 6.4 7.4
1.5.2 2.5.2 2.6.2
3.5 Manage
4.5 learner
5.5behavior constructively
7.5
1.6.2 2.6.2
2.6.2 by applying positive and non-violent discipline
1.7.2 to ensure learning-focused environments
Diversity of Learners

Domain 1 Domain 2 Domain


Domain 33 Domain 4 Domain 5 Domain 6 Domain 7
1.1.2 2.1.2 3.1.2
3.1.2 4.1.2 5.1.2 6.1.2 7.1.2
1.2.2 2.2.2 3.2.2 4.2.2 5.2.2 6.2.2 7.2.2
3.1.2 Use differentiated, developmentally
1.3.2 2.3.2 3.3.2 4.3.2 5.3.2 6.3.2 7.3.2
appropriate learning experiences to address
1.4.2 2.4.2 3.4.2 4.4.2 5.4.2 6.4.2 7.4.2
learners’ gender, needs, strengths, interests and
1.5.2 2.5.2 3.5.2 4.5.2 5.5.2 7.5.2
experiences
1.6.2 2.6.2

1.7.2
Curriculum and Planning

Domain 1 Domain 2 Domain 3


Domain
Domain 4
4 Domain 5 Domain 6 Domain 7
1.1.2 2.1.2 3.1.2 4.1.2
4.1.2 5.1.2 6.1.2 7.1.2
4.1.2 Plan,
1.2.2 manage
2.2.2 and 3.2.2 4.2.2 5.2.2 6.2.2 7.2.2
implement
1.3.2
developmentally
2.3.2 3.3.2 4.3.2 5.3.2 6.3.2 7.3.2
sequenced
1.4.2
teaching
2.4.2
and 3.4.2 4.4.2 4.5.2
5.4.2 Select, develop,
6.4.2 7.4.2
learning processes to meet organize, and use 7.5.2
1.5.2 2.5.2 3.5.2 4.5.2
4.5.2 5.5.2
curriculum
1.6.2
requirements
2.6.2
and appropriate teaching and
varied teaching contexts learning resources, including
1.7.2
ICT, to address learning goals
Assessment and Reporting

Domain 1 Domain 2 Domain 3 Domain 4 Domain


Domain 55 Domain 6 Domain 7
1.1.2 2.1.2 3.1.2 4.1.2 5.1.2
5.1.2 6.1.2 7.1.2
1.2.2 2.2.2 3.2.2 4.2.2 5.2.2 6.2.2 7.2.2
1.3.2 2.3.2 3.3.2 5.1.2 Designs,
4.3.2 5.3.2 selects, organizes,
6.3.2 7.3.2
1.4.2 2.4.2 3.4.2 and uses diagnostic,
4.4.2 5.4.2 formative and
6.4.2 7.4.2
summative assessment strategies
1.5.2 2.5.2 3.5.2 4.5.2 5.5.2 7.5.2
consistent with curriculum
1.6.2 2.6.2
requirements.
1.7.2
1 2 3 4 5 6 7 8 9
Beginning
Not Evident Building Organizing Developing Applying
How does the COT address
Proficient
the continuum Consolidating
of practice?
Integrating

Highly Proficient
Discriminating

Distinguished
Synthesizing
How is COT-RPMS used in the RPMS cycle?
I PERFORMANCE
PLANNING AND
COMMITMENT
Activity:
Discussion/Issuance of
RPMS Tools

How is COT-RPMS used in the RPMS cycle?


IV PERFORMANCE
Teacher II PERFORMANCE
REWARDING AND DEVELOPMENT
MONITORING AND COACHING
PLANNING Quality Activity: Mid-Year Review and
Activity: Ways Forward
Assessment
Development Planning

III PERFORMANCE
REVIEW AND EVALUATION
Activity: Year-End Review &
Assessment, Evaluation of
Portfolio & Computation of
Final Rating
I PERFORMANCE
PLANNING AND
COMMITMENT
Activity:
Discussion/Issuance of
RPMS Tools

IV PERFORMANCE
Teacher II PERFORMANCE
REWARDING AND DEVELOPMENT
MONITORING AND COACHING
PLANNING Quality Activity: Mid-Year Review and
Activity: Ways Forward
Assessment
Development Planning

III PERFORMANCE
REVIEW AND EVALUATION
Activity: Year-End Review &
Assessment, Evaluation of
Portfolio & Computation of
Final Rating
COT-RPMS

The results of classroom TEACHER I-III


INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:

observation are OBSERVER 2: ___________________________________


OBSERVER 3: ___________________________________
DATE: __________________________________________
____________________________________
SUBJECT & GRADE LEVEL TAUGHT
_____________________________

considered non- OBSERVATION


DIRECTIONS FOR THE OBSERVER:
1 2 3

1. Indicate your individual rating for each indicator.


4

negotiable means of 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.

verification (MOV) of
3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form.
Observer Observer Observer FINAL
THE TEACHER: 1 2 3 RATING

teacher performance that 1.

2.
Applies knowledge of content within and across curriculum
teaching areas
Uses a range of teaching strategies that enhance learner
4 4 7 7

can prove teacher’s achievement in literacy and numeracy skills 5 6 6 6


3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 7 7 6 6

attainment of classroom 4. Manages classroom structure to engage learners, individually


or
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
6 5 6 6

observable objectives in 5. Manages learner behavior constructively by applying positive


and non-violent discipline to ensure learning-focused
environments
7 6 5 7

the RPMS Tools. 6. Uses differentiated, developmentally appropriate learning


experiences to address learners' gender, needs, strengths, interests
and experiences
6 6 5 5
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts
7 6 5 5
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
1. Classroom observation tool
(COT) rating sheet and/or inter-
rater agreement form about
effective applications of content
knowledge within and across
curriculum teaching areas
`
1. Classroom observation tool
(COT) rating sheet and/or inter-
rater agreement form about
effective applications of content
knowledge within and across
curriculum teaching areas
Mapped RPMS Objectives to COT Indicators
RPMS
RPMS COT COT
INDICATOR
INDICATOR
COT-RPMS INDICATORS
COT-RPMS INDICATORS (PROFICIENT)
(HIGHLY PROFICIENT)
OBJECTIVE
OBJECTIVE NO.
NO. NO. NO.
Applies knowledge of content within and across curriculum teaching areas
1 1
Applies knowledge of content within and across curriculum
21 2 1
Uses a range of teaching strategies that enhance learner achievement in
teaching
literacy areas skills
and numeracy
Applies
Appliesa range of teaching
a range strategies
of teaching to developto
strategies critical and creative
develop critical and
33 thinking, as well as other higher-order thinking skills 3 2
creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4 meaningful
Managesexploration,
classroom discovery and hands-on
structure to engage activities withinindividually
learners, a range of or 4
physical learning environments
4 in groups, in meaningful exploration, discovery and hands-on
Manages learner behavior constructively by applying positive and non-violent 3
5 activities
discipline to within a range of physical
ensure learning-focused learning environments
environments 5
Uses differentiated, developmentally appropriate learning experiences to
6 Manages
address learner
learners' behavior
gender, constructively
needs, strengths, interestsby
andapplying positive and
experiences 6
5 non-violent
Plans, managesdiscipline to ensure
and implements learning-focused
developmentally environments
sequenced teaching and 4
7 learning processes to meet curriculum requirements and varied teaching 7
contexts
Plans,develops,
Selects, manages and implements
organizes, developmentally
and uses appropriate teaching and learning
9 sequenced
resources, teaching
including ICT, toand learning
address processes
learning goals to meet 8
7 curriculum
Designs, requirements
selects, organizes, andand
usesvaried teaching
diagnostic, formativecontexts
and summative
5
10 assessment strategies consistent with curriculum requirements 9
See page 31

WEIGHT PER
OBJECTIVE IN
THE RPMS
PORTFOLIO
ASSESSMENT
Thank You!
REFERENCES:
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and
supporting effective teaching. Stanford, CA. Stanford Center for Opportunity
Policy in Education.

Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school
personnel. Harvard Graduate School of Education: Harvard, CA.

Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining high
quality observations with student surveys and achievement gains.
Philippine professional standards for teachers. (2017). Department of Education.

Results-based management performance system manual for teachers and school


heads. (2018). Department of Education.
Presentation slides prepared by:

Dr. Jennie V. Jocson


Deputy Director & Project Leader, RCTQ

Technical Working Group


Noemi S. Baysa
Jinky R. Victorio
Asuncion Q. Zambrano