Professional Documents
Culture Documents
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
.
©Department of Education
Bureau of Human Resources and Organizational Development
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THE PROJECT TEAM
Beverly E. Estocapio
Executive Assistant
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ACKNOWLEDGEMENTS
The Philippine National Research Center for Teacher Quality (RCTQ), based at the
Philippine Normal University, together with its research partner, the University of New
England–SiMERR, wishes to express its gratitude to the members of the Technical Review
Group, DepED Teachers, Department Heads, Deans and Faculty from selected TEIs/HEIs
for their support in the development of Classroom Observation Tool (COT)-RPMS subset.
Our gratitude also extends to the teacher-participants from Regions 3, 4A and NCR who
shared with us their valuable time and expertise during the tryout of the tools.
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Edita M. Canatuan Principal III Padre Garcia National High School
Elena P. Bayan Master Teacher I Silang Central School
Elvierira O. Paclibare Principal I Mangandingay Elementary School
Fely R. Pesigan Teacher I Padre Garcia Central School
Flora L. Cabarteja Master Teacher II Padre Garcia Central School
Florinda M. Soliman Teacher II Tagaytay City Science National High School
Fredelma Ellaine T. Maliwat Teacher I Tinajero High School - Annex
Gilberto Perez Principal I Malvar Central School
Glenda S. Zara Teacher I Padre Garcia National High School
Gregorio P. Manalo Master Teacher II Malvar Central School
Hederlyn L. Ferrer Teacher III Mangandingay Elementary School
Helen P. Dolormente Teacher II Mangandingay Elementary School
Irene R. Salinas Teacher I Demetrio Tuazon Eleementary School
Irma Y. Almario Master Teacher II Tinajero High School - Annex
Janice P. Enriquez Teacher III Padre Garcia National High School
Jay L. Escalera Teacher I Padre Garcia National High School
Jenneefer T. Malabanan Teacher I Malvar Central School
Jhon D. Galera Teacher III Mangandingay Elementary School
Katherine O. Javier Teacher I Silang Central School
Kaye Anne B. Amoranto Teacher I Silang Central School
Kerwin M. Regis Master Teacher I Demetrio Tuazon Eleementary School
Kristine B. Baybay Teacher I Tagaytay City Science National High School
Lea M. Yumul Teacher I Tinajero High School - Annex
Lenie R. Tumambing Teacher II Padre Garcia Central School
Leny R. Tacoy Teacher III Padre Garcia Central School
Lisel B. Bargamento Master Teacher I Padre Garcia Central School
Ma. Lea U. De Jesus Teacher II Tagaytay City Science National High School
Maricel N. Manarang Master Teacher I Tinajero High School - Annex
Mario C. Felipe Teacher III Tinajero High School - Annex
Marites L. Redondo Teacher III Padre Garcia Central School
Marites Q. Vergara Teacher I Mangandingay Elementary School
Mark Anthony S. Paraguison Teacher III Mangandingay Elementary School
Marvin C. Licup Principal I Tinajero High School - Annex
Melanie M. Cosuco Master Teacher I Padre Garcia Central School
Mena O. Dimaculangan Teacher I Padre Garcia National High School
Michelle H. Delgado Science Coordinator Padre Garcia National High School
Milagros B. Morales Master Teacher I Malvar Central School
Milagros B. Rosales Master Teacher I Malvar Central School
Mina B. Silva Principal II Padre Garcia Central School
Morena L. Mulitas Teacher II Malabag National High School
Myla M. Noveno Teacher III Malvar Central School
Myrna O. Avinante Master Teacher I Silang Central School
Nemencia B. Ayeras Master Teacher I Malabag National High School
Novaleta P. Lapuz Teacher I Tinajero High School - Annex
Olivia C. Care Master Teacher I Padre Garcia Central School
Onuorich T. De Lara Principal I Demetrio Tuazon Eleementary School
Racquel S. Comia Teacher I Padre Garcia Central School
Sharon O. Tadeo Teacher III Mangandingay Elementary School
Venus C. Ustaris Teacher I Padre Garcia Central School
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Vilma A. Buladas Master Teacher I Tagaytay City Science National High School
TABLE OF CONTENTS
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INTRODUCTION
The Philippine Professional Standards for Teachers (PPST), now DepED order
no. 42, s. 2017, supports the framework of teachers’ career development by
stipulating what the teachers are expected to know and be able to do at
different stages in their career. The PPST-based Classroom Observation Tool
(COT) addresses this continuum to support teachers’ classroom performance.
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Proficient Teacher
RPMS Objectives COT Indicator
Objective Indicator
Number Number
1 Applied knowledge of content within and 1 Applies knowledge of content within and across
across curriculum teaching areas. curriculum teaching areas
2 Used a range of teaching strategies 2 Uses a range of teaching strategies that enhance learner
that enhance learner achievement in literacy achievement in literacy and numeracy skills
and numeracy skills.
3 Applied a range of teaching strategies to 3 Applies a range of teaching strategies to develop critical
develop critical and creative thinking, as well and creative thinking, as well as other higher-order
as other higher-order thinking skills. thinking skills
4 Managed classroom structure to engage 4 Manages classroom structure to engage learners,
learners, individually or in groups, in meaningful individually or in groups, in meaningful exploration,
exploration, discovery and hands-on activities discovery and hands-on activities within a range of
within a range of physical learning physical learning environments
environments.
5 Managed learner behavior constructively by 5 Manages learner behavior constructively by applying
applying positive and non-violent discipline to positive and non-violent discipline to ensure learning-
ensure learning focused environments. focused environments
6 Used differentiated, developmentally 6 Uses differentiated, developmentally appropriate
appropriate learning experiences to address learning experiences to address learners' gender, needs,
learners’ gender, needs, strengths, interests strengths, interests and experiences
and experiences.
7 Planned, managed and implemented 7 Plans, manages and implements developmentally
developmentally sequenced teaching and sequenced teaching and learning processes to meet
learning processes to meet curriculum curriculum requirements and varied teaching contexts
requirements and varied teaching contexts.
9 Selected, developed, organized and used 8 Selects, develops, organizes, and uses appropriate
appropriate teaching and learning resources, teaching and learning resources, including ICT, to
including ICT, to address learning goals. address learning goals
10 Designed, selected, organized and used 9 Designs, selects, organizes, and uses diagnostic, formative
diagnostic, formative and summative and summative assessment strategies consistent with
assessment strategies consistent with curriculum requirements
curriculum requirements.
8
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Highly Proficient Teacher
RPMS COT
Objective OBJECTIVES Indicator INDICATORS
Number Number
1 Modeled effective applications of 1 Applies knowledge of content within and across
content knowledge within and across curriculum teaching areas
curriculum teaching areas.
3 Developed and applied effective 2 Applies a range of teaching strategies to develop
teaching strategies to promote critical critical and creative thinking, as well as other
and creative thinking, as well as other higher-order thinking skills
higher-order thinking skills.
4 Worked with colleagues to model and 3 Manages classroom structure to engage learners,
share effective techniques in the individually or in groups, in meaningful exploration,
management of classroom structure to discovery and hands-on activities within a range of
engage learners, individually or in groups, physical learning environments
in meaningful exploration, discovery and
hands-on activities within a range of
physical learning
environments.
5 Exhibited effective and constructive 4 Manages learner behavior constructively by
behavior management skills by applying applying positive and non-violent discipline to
positive and non-violent discipline to ensure learning-focused environments
ensure learning-focused environments.
7 Developed and applied effective 5 Plans, manages and implements developmentally
strategies in the planning and sequenced teaching and learning processes to
management of developmentally meet curriculum requirements and varied
sequenced teaching and learning teaching contexts
processes to meet curriculum
requirements and varied teaching
contexts.
9
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Indicator List
There are prescribed indicators per observation period. These are
shown in the table below.
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The Classroom Observation Tool-RPMS (COT-RPMS)
There are two (2) Classroom Observation Tools for RPMS (COT-RPMS), one
for Teachers I-III (Proficient) and one for Master Teachers I-IV (Highly
Proficient). The indicators in the tools are the observable classroom objectives
listed in the RPMS tools. The language of the indicators is from the Proficient
career stage in the Philippine Professional Standards for Teacher (PPST).
COT-RPMS for Teachers I-III has nine (9) indicators, while the COT-RPMS for
Master Teacher I-IV has five (5) indicators.
I. Rubric
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The rubric has the following parts:
1. Rubric level summary - This refers to both the name and description of
each level, described according to performance of teachers in the
classroom.
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2. Indicator - This refers to the specific classroom observable practice
of teachers.
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4. Clarifications - This refers to definitions or elaborations of some terms
included in the level descriptions.
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The observer(s) use(s) this form to take note of his/her/their specific
observations and comments during the classroom observation. This is the only
form the observer(s) will bring and complete during the observation.
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This form lists the indicators in the COT-RPMS tool. The observer(s) use(s)
this form to indicate the rating/level attained by the observed teacher
in each indicator.
This form is completed after the observation. Refer to the Indicator List to
check which indicators are expected to be observed within the
observation period.
Note:
• If possible, a subject expert is expected to rate Indicator 1 (Applies Knowledge of
Content within and across curriculum content areas).
• Elementary teachers are ‘generalists’, any observer may rate Indicator 1.
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• It is highly recommended that 2-3 observers sit for an observation. However, if
challenges like schedules and availabilty of observers hinder a school to follow this
recommendation, one (1) observer will be enough.
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Notes:
1. This form is used when there are 2-3 observers.
2. The observers meet with the teacher to discuss the results of the observation. This aims to
help the teacher improve his or her performance through constructive feedback.
1. Review the observation process and ensure that all steps are correctly
followed.
2. Review and understand the Classroom Observation Rubric and the
different forms to be used at different stage in the observation:
Observation Notes Form, Rating Sheet, and Inter-Observer Agreement
Form (to be used if there are more than one observer).
3. Rate the teacher using the Rating Sheet. Identify the teacher’s strengths
and areas for improvement then make recommendations for improving
performance, as guided by the COT-RPMS rubric.
4. Ensure that the Classroom Observation Forms (Observation Notes Form,
Rating Sheet, and Inter-Observer Agreement Form) contain accurate
information about the teacher and the class observed.
5. Meet with the teacher after the observation to discuss the results of the
observation.
*It is encouraged that more than one but a maximum of three observers participate in the
observation, whenever possible. However, if challenges like schedules and availabilty of
observers hinder a school to follow this recommendation, one (1) observer will be enough.
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COT-RPMS OBSERVATION PROCESS AND PROTOCOL
Pre-Observation
Observer Teacher
1. Reviews the COT-RPMS Rubric 1. Reviews the COT-RPMS Rubric
appropriate to the level of the appropriate to his/her position.
teacher he or she will observe. 2. Refers to the Indicator List
• It is highly recommended that expected to be observed in
2-3 observers participate in the each quarter/observation period
observation, whenever in order to plan well for the
possible. observation.
However, if challenges like
3. Plans his or her lesson according
schedules and availabilty of
to the indicators expected for
observers hinder a school to
the particular observation
follow this recommendation,
period.
one (1) observer will be
enough. 4. Provides the observers with the
2. Refers to the list of indicators lesson plan/DLP/DLL.
expected to be observed in
each observation period.
Notes:
If there are multiple
observations within a day, it is
recommended that an
observer undertake no more
than three (3) observations per
day.
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Actual Observation
Observer Teacher
1. Sits at available chairs. Multiple 1. Delivers the lesson.
observers are expected to sit
apart.
2. Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3. If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on the
teacher’s performance using
facial expression is also
discouraged.
4. Observes the entire class
period.
Post-Observation
Observer Teacher
1. Thanks the teacher and leaves the
room immediately after
observation.
2. Individual rating
Rates the teacher using the COT-
RPMS Rubric appropriate to the
teacher’s level. Only those
indicators expected to be
observed in an observation period
as specified in the table of list of
indicators, must be given rating.
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o If there are multiple observers,
only the subject specialist is
expected to rate Indicator 1.
o If there is only one observer, he or
she rates Indicator 1.
o Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.
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OBSERVERS TOOL NEEDED TEACHER
Observers and the teacher meet to discuss the results of the observation.
The teacher and observer/s affix their signatures on the rating.
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GLOSSARY OF TERMS
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Post-Observation - concluding phase of the observation process during
which observers assign individual ratings, undertake the inter-observer
agreement exercise and make recommendations to improve a teacher’s
performance.
RPMS Tools – set of forms used to assess teacher performance. There are two
sets: for Teacher I-III and for Master Teacher I-IV.
References:
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