Professional Documents
Culture Documents
1
Applies knowledge of content within and across
curriculum teaching areas
Applies a range of teaching strategies to develop
Indicators to
2 critical and creative thinking, as well as other higher- be observed
order thinking skills
per
Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
observation
3 discovery and hands-on activities within a range of period are
physical learning environments
highlighted in
4
Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
yellow
focused environments
Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
5 curriculum requirements and varied teaching contexts
p. 235 ACTUAL OBSERVATION
STEPS 1 & 2 – OBSERVER/S The Observation
COT-RPMS Notes Form is the
1. Sit at available chairs. Multiple
OBSERVATION NOTES FORM
OBSERVER: _____________________________________________ DATE: _________________
only form to be
NAME OF TEACHER OBSERVED:____________________________ TIME STARTED: _________
brought and
observers are expected to sit apart.
SUBJECT & GRADE LEVEL TAUGHT: _______________________
OBSERVATION 1 2 3 4
TIME ENDED: ___________
completed during
GENERAL OBSERVATIONS: the actual
2. Use the Observation Notes Form observation.
to record comments and Use the
observations on the teacher’s Observation
performance. Notes Form to
record comments
and observation
on the teacher’s
performance.
OBSERVER/S
Will If
thethere
supervisors
are multiple take part inwithin
observations the aclassroom
day, it
is recommended
observation that an observer undertakes no
process?
It is highly recommended
more that 2-3 observers
than three (3) observation per day. participate
in the observation, whenever possible.
The supervisors (e.g. PSDS, EPS)
However, if challenges like schedules and
may observe
and use the
availability COT-RPMS.
of observers Theira feedback
hinder school tomay be
usedthis
follow to provide technical assistance
recommendation, one (1) to the
principal.
observer Their
will ratings will not form part of the MOV
be enough.
of teachers.
ACTUAL OBSERVATION
STEPS 3 & 4 – OBSERVER/S
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
POST- OBSERVATION
STEP 3 - OBSERVERS COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
4
Observer
2
4
Observer
3
7
FINAL
RATING
7
• Decide the final rating 2.
3.
Uses a range of teaching strategies that enhance learner
achievement in literacy and/or numeracy skills
Applies a range of teaching strategies to develop critical and
5 6 6 6
creative thinking, as well as other higher-order thinking skills 7 7 6 6
4. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on 6 5 6 6
The final rating is NOT an 5.
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 7 6 5 7
average; it is the final rating 6. Uses differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and 6 6 5 5
experiences
based on reasoned and 7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
7 6 5 5
consensual judgment. 8.
9.
Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
POST- OBSERVATION COT-RPMS
TEACHER I-III
STEP 4 – OBSERVER/S
INTER-OBSERVER AGREEMENT FORM
COT-RPMS
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER TEACHER I – III
2: ___________________________________ ________________________________________
OBSERVER RATING SHEET
3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
OBSERVER: _______________________________________ DATE: ______________
DATE: __________________ QUARTER: _____________
TEACHER OBSERVED:______________________________ QUARTER_____________
________________________________
SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________
DIRECTIONS FOR THE TEACHER: DIRECTIONS FOR THE OBSERVER: COT-RPMS
1. Indicate
Put a check () mark on the box your
provided for eachindividual ratings
indicator that for iseach
you think indicator.
TEACHER
observable I – III
during
your classroom teaching.
Post- Conference
2. Discuss within the group your reason for such rating. RATING SHEET In case of different ratings, the observers must resolve the
THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of contentdifference
within andand concur
OBSERVER:
across on an agreed rating. The final DATE:
________________________________
curriculum rating_______
is not necessarily an average; it is a final rating based rating
teaching areas based on reasoned and consensual judgment. QUARTER_____________
TEACHER OBSERVED:_______________________
SUBJECTlearner& GRADE LEVEL TAUGHT:____________________________________________
3. Attach
2. Uses a range of teaching strategies thatall individual
enhance Rating Sheets to this Inter-Observer Agreement Form.
achievement in literacy and/or numeracyDIRECTIONS FOR THE TEACHER: COT-RPMS Observer
observation.
needs, strengths,
interests and experiences 4. Manages classroom structure to engage learners, 1. Applies knowledge of content within and across curriculum
4. Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration, teaching areas individually or
7. Plans, manages and implements developmentally sequenced
teaching and learning processes in groups,
to meet in meaningful
discovery
curriculum
and hands-on
physical learning environments
exploration, discovery
activities within a range of
2.and
Useshands-on 6 6
a range of teaching strategies that enhance learner
achievement in literacy and/or numeracy skills
6 6
activities
requirements and varied teaching contexts within a range of physical learning environments
5. Manages learner behavior constructively by applying 3. Applies a range of teaching strategies to develop critical and
gender, on learning
higher-order thinking skills
7 6
classroom structure to engage learners, individually
6. Uses differentiated, developmentally appropriate or in groups, in meaningful exploration, discovery and hands-
consistent with experiencesof physical learning environments
activities within a range
needs,
5
6
to address learners'
strengths, interests gender, needs, strengths,5.interests
and experiences 6 7
and behavior constructively by applying positive
Manages learner 7 6
signatures ____________________
7.
experiences
Plans,
Signature over Printed Name of the Observer manages
curriculum
and learning
_______________
7. Plans, manages and implements developmentallyand non-violent discipline to ensure learning-focused
sequenced teaching and learning processes to meet
Signature
8. Selects,
and implements
over Printed
requirements
processes
andName developmentally
of the
varied
to meet and
develops, organizes,
Teacher
teaching
curriculum
environments
sequenced teaching
6. Uses differentiated, developmentally appropriate learning
contexts
requirements
uses appropriate experiencesand 6 6
variedlearners' gender, needs, strengths,
to address 6
6
interests and experiences
on the rating
teaching teaching and learning resources, including ICT, to address
strategies
learning goals 7. Plans, manages and implements developmentally sequenced
8. Selects, develops,
9. Designs, organizes,
selects, organizes,and usesdiagnostic,
and uses appropriate teaching
teaching and processes to meet curriculum
and learning
learning resources,
formative including
and summative ICT, to address
assessment strategies learning
requirementsgoalsand varied teaching contexts
consistent with curriculum requirements 8. Selects, develops, organizes, and uses appropriate teaching
9. Designs, selects, organizes, and uses diagnostic, formative and including ICT, to address learning goals
sheets.
and learning resources,
____________________
summative assessment strategies consistent with _______________
curriculum
9. Designs, selects, organizes, and uses diagnostic, formative
requirements
Signature over Printed Name of the Observer Signature and summative
over Printed assessment
Name of thestrategies
Teacherconsistent with
curriculum requirements
____________________ _______________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
PRE- OBSERVATION
INDICATOR 1 Applies knowledge of content within and across
curriculum content teaching areas
STEP 1 - TEACHER 3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates applies high-
minor accurate accurate and accurate, in- level
content knowledge of in-depth depth and knowledge of
errors either key concepts COT-RPMS
knowledge of broad content and
RPMS rubric or in
responding to
students’
and in
responding to
students’
presentation
of the lesson
and in
presentation
of the lesson
and in
learning
environment
that enables
questions or questions or responding to responding to an in-depth
observation period.
1
Applies knowledge of content within and across
curriculum teaching areas
Applies a range of teaching strategies to develop
Indicators to
2 critical and creative thinking, as well as other higher- be observed
order thinking skills
per
Manages classroom structure to engage learners,
individually or in groups, in meaningful exploration,
observation
3 discovery and hands-on activities within a range of period are
physical learning environments
highlighted in
4
Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
yellow
focused environments
Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
5 curriculum requirements and varied teaching contexts
PRE- OBSERVATION
STEP 4 - TEACHER
4. Provide the
observer/s with the
DLP.
ACTUAL OBSERVATION
STEP 1 - TEACHER
STEP 1 – TEACHER
INTER-OBSERVER AGREEMENT FORM
COT-RPMS
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER TEACHER I – III
2: ___________________________________ ________________________________________
OBSERVERRATING3: SHEET
___________________________________ SUBJECT & GRADE LEVEL TAUGHT
OBSERVER: _______________________________________
DATE: __________________ DATE: ______________
QUARTER: _____________ ________________________________
TEACHER OBSERVED:______________________________ QUARTER_____________
SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________ COT-RPMS
DIRECTIONS FOR THE TEACHER: DIRECTIONS FOR THE OBSERVER:
TEACHER I – III
Put a check () mark on the box 1.provided
Indicate foryour individual
each indicator thatratings
you think for
is each indicator.
observable during
RATING SHEET
Post- Conference
your classroom teaching. 2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve the
THE TEACHER: 3 4
OBSERVER: ________________________________ 5 6 7 NO
difference and
1. Applies knowledge of content within and across TEACHER
concur
curriculum
on an agreed rating. The final DATE: rating_______
OBSERVED:_______________________ QUARTER_____________
is not necessarily an average; it is a final rating based rating
based on reasoned
teaching areas SUBJECT &and GRADE consensual judgment.
LEVEL TAUGHT:____________________________________________
3. Attach
2. Uses a range of teaching strategies allDIRECTIONS
that enhanceindividual
learnerFOR Rating Sheets to this Inter-Observer Agreement Form.
THE TEACHER: COT-RPMS
and learning
_______________
sequenced teaching and learning processes to meet
Plans, curriculum
manages
Signature and
processes
over implements
requirements
Printedand
to
Name
meet
varied
ofdevelopmentally
theteaching
8. Selects, develops, organizes, and uses appropriate
curriculum
teaching and learning resources, including ICT, to address
environments
Teachercontexts sequenced
experiences
requirements
interests andand
teaching
to address
varied
experiences
6. Uses differentiated, developmentally appropriate learning
learners' gender, needs, strengths,
6 6 6 6
on the rating
teaching strategies
learning goals
teaching and learning processes to meet curriculum
8. Selects, 9. Designs,
develops, selects, organizes,and
organizes, and uses
usesdiagnostic,
appropriate teaching
requirements and and
varied teaching contexts
formative and summative assessment strategies
learning resources, including ICT, to address 8.learning
consistent with curriculum requirements
goals organizes, and uses appropriate teaching
Selects, develops,
and learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, 9. Designs, selects,and
formative
____________________ _______________ organizes, and uses diagnostic, formative
____________________
over Printed
curriculum requirements Name of the Teacher
_______________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
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.