Protocols in Classroom Observation

What are the steps in conducting observation?

 PRE- OBSERVATION
INDICATOR 1 Applies knowledge of content within and across
STEP 1 – OBSERVER/S curriculum teaching areas
3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates applies high-
1. Review the minor content
errors either in
accurate
knowledge of
accurate and
in-depth
accurate, in-
depth and
level
knowledge of
the presentation key concepts knowledge of broad content and
appropriate COT-RPMS of the lesson or
in responding to
both in the
presentation of
most concepts
in the
knowledge of
all concepts in
pedagogy that
creates a
students’ the lesson and in presentation of the presentation conducive
rubric for the teacher to questions or
comments. The
responding to
students’
the lesson and in
responding to
of the lesson
and in
learning
environment that
lesson content questions or students’ responding to enables an in-
be observed. displays simple
coherence.
comments. The
lesson content
questions in a
manner that
students’
questions in a
depth and
sophisticated
displays attempts to be manner that is understanding of
coherence. The responsive to responsive to the teaching and
teacher student student learning process
attempts to developmental developmental to meet
make learning needs. learning needs individual or
COT- connections The teacher and promotes group learning
RPMS across makes student needs within
curriculum connections learning. The and across
Rubric content areas if across teacher makes curriculum
appropriate. curriculum meaningful content areas.
contents areas connection
if appropriate. across
curriculum
content areas if
appropriate.
 INDICATOR LIST FOR PROFICIENT
OBSERVATION
NO. INDICATORS PERIOD
STEP 2 – OBSERVER/S 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas    
2
Uses a range of teaching strategies that enhance learner achievement in    
2. Review the Indicator
literacy and/or numeracy skills
3
Applies a range of teaching strategies to develop critical and    Indicators to
 
List expected to be
creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in     be observed
4
observed in each
groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments per
Manages learner behavior constructively by applying positive
5observation period.     observation
and non-violent discipline to ensure learning-focused environments
Uses differentiated, developmentally appropriate learning period are
6 experiences to address learners' gender, needs, strengths, interests and   highlighted in
experiences
Plans, manages and implements developmentally sequenced     yellow
7 teaching and learning processes to meet curriculum requirements and
varied teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
8
resources, including ICT, to address learning goals 
Designs, selects, organizes, and uses diagnostic, formative and
9 summative assessment strategies consistent with curriculum 
requirements
 INDICATOR LIST FOR HIGHLY PROFICIENT
COT OBSERVATION
INDICATOR
NO.
INDICATOR DESCRIPTION PERIOD
1 2 3 4

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

3. If there are multiple observers,

avoid engaging in any discussion
with one another. Avoid discouraging
facial expressions.

4. Observe the entire class period.

 POST- OBSERVATION
STEP 1 – OBSERVER/S

1. Thank the teacher and leave

the room immediately after the
observation.

 Do not discuss observations with

fellow observer/s while still inside
the classroom.
 POST- OBSERVATION
STEP 2 – OBSERVER/S
Individual Rating
Rate the teacher using the
COT-RPMS Rubric Rating should be done individually.
appropriate to the teacher’s If there are multiple observers, the
subject specialist/s will rate indicator 1.
position.
If there is only one observer, she/he
Refer to the Indicator List for will rate ALL indicators.
the indicators to be rated. Elementary teachers are generalists;
therefore, all observers are expected
to rate Indicator 1.
  Do not bring this form during
pp.223/233 COT-RPMS actual observation. COT-RPMS
TEACHER I-III  Refer to your observation notes MASTER TEACHER I-IV
RATING SHEET in rating the teacher observed. RATING SHEET
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the DIRECTIONS FOR THE OBSERVER:
classroom observation. Mark the appropriate column with a () mark. 1. Rate each item on the checklist according to how well the teacher performed during
2. Each indicator is assessed on an individual basis, regardless of its relationship to other the classroom observation. Mark the appropriate column with a () mark.
indicators. 2. Each indicator is assessed on an individual basis, regardless of its relationship to
3. Attach your Observation Notes Form to this completed rating sheet. other indicators.
THE TEACHER: 3 4 5 6 7 NO 3. Attach your Observation Notes Form to this completed rating sheet.
1. Applies knowledge of content within and across curriculum THE TEACHER: 4 5 6 7 8 NO
teaching areas
2. Uses a range of teaching strategies that enhance learner 1. Applies knowledge of content within and across
achievement in literacy and/or numeracy skills curriculum teaching areas
3. Applies a range of teaching strategies to develop critical and 2. Applies a range of teaching strategies to develop
creative thinking, as well as other higher-order thinking skills
critical and creative thinking, as well as other higher-
4. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on order thinking skills
activities within a range of physical learning environments 3. Manages classroom structure to engage learners,
5. Manages learner behavior constructively by applying positive individually or in groups, in meaningful exploration,
and non-violent discipline to ensure learning-focused environments
discovery and hands-on activities within a range of
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests physical learning environments
and experiences 4. Manages learner behavior constructively by applying
7. Plans, manages and implements developmentally sequenced positive and non-violent discipline to ensure learning-
teaching and learning processes to meet curriculum requirements
focused environments
and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and 5. Plans, manages and implements developmentally
learning resources, including ICT, to address learning goals sequenced teaching and learning processes to meet
9. Designs, selects, organizes, and uses diagnostic, formative and curriculum requirements and varied teaching contexts
summative assessment strategies consistent with curriculum
requirements OTHER COMMENTS:
OTHER COMMENTS:

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

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:

In case of multiple observers OBSERVER 2: ___________________________________

OBSERVER 3: ___________________________________
DATE: __________________________________________
________________________________________
SUBJECT & GRADE LEVEL TAUGHT
________________________________

Inter-Observer Agreement Exercise OBSERVATION 1 2

DIRECTIONS FOR THE OBSERVER:
3 4

1. Indicate your individual rating for each indicator.

• Discuss the rating with fellow
(4+4+7)/3= 5
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the
difference and come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and
consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.

observer/s THE TEACHER:

1. Applies knowledge of content within and across curriculum
teaching areas
Observer
1

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

1. Meet with the teacher to

skills
Put a check () mark on the box provided for each indicator that you think is observableObserver Observer FINAL
3. Applies a range of teachingTHE TEACHER:
strategies to develop critical and
during your classroom teaching.  TEACHER
1 I – III 2 3 RATING
creative thinking, as well as other higher-order thinking skills
1. to Applies THE knowledge
TEACHER: of content within and across curriculum 3 4 5 6 7 RATING
NO SHEET
4. Manages classroom structure engage learners, individually
teaching
or in groups, in meaningful exploration, 1. Applies
areas
discovery andknowledge
hands-on of content within and 5
 acrossOBSERVER: ____________________________________________
 7 6 6
DATE: ________________
activities within a range of physical learningcurriculum teaching areas TEACHER OBSERVED:___________________________________ QUARTER_____________

discuss the results of the

environments
2. Uses a2.byrange
5. Manages learner behavior constructively Uses of positive
a range
applying teaching strategies
of teaching strategiesthat enhance
that enhance learner
learner
SUBJECT & GRADE LEVEL TAUGHT______________________________________________

and non-violent discipline to ensure achievement
3.
achievement in literacy and/or numeracy
learning-focused
Applies
in literacy and/or numeracy skills
a range of teaching strategies to
skills DIRECTIONS FOR THE TEACHER:
develop critical
5 5 5 5
environments Put a check () mark on the box provided for each indicator that you think is observable
3. Applies and a creative
range of teaching
thinking, strategies
as well to develop
as other higher-order during critical and
your classroom 
teaching.
6. Uses differentiated, developmentally appropriate
gender,thinking
experiences to address learners'creative
learning
skillsas well as other higher-order
thinking,  THE TEACHER:
thinking skills 5 6 63 4 5 6 6
7 NO

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

2. Affix 8. Selects, develops, organizes,

5. andManages
uses appropriate

9. Designs, selects, organizes, and uses

and summative assessment strategies
curriculum requirements
6. Uses
learner
positive
non-violent
differentiated,
teaching
behaviordiscipline
and non-violent
and learning resources, including ICT, to address learning goals
focused environments
and diagnostic,
constructively
toensureby
discipline to ensure learning-focused
formative
learning experiences developmentally appropriate
to address learners'
applying
learning- creativepositive
thinking, as well as other
4. Managesenvironments

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
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curriculum
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
6. Uses differentiated, developmentally appropriate learning
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variedlearners' gender, needs, strengths,
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

6
interests and experiences 

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teaching teaching and learning resources, including ICT, to address
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8. Selects, develops,
9. Designs, organizes,
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and learning 
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and summative ICT, to address
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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

1. Review the COT- in the

presentation
of the lesson
both in the
presentation
of the lesson
most
Rubric
concepts in
the
knowledge of
all concepts in
the
pedagogy
that creates a
conducive

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

appropriate to his/ comments.

The lesson
content
comments.
The lesson
content
students’
questions in a
manner that
students’
questions in a
manner that is
and
sophisticated
understanding

her position. displays

simple
coherence.
displays
coherence.
The teacher
attempts to
be
responsive to
responsive to
student
development
of the teaching
and learning
process to
attempts to student al learning meet
make development needs and individual or
connections al learning promotes group
across needs. The student learning
curriculum teacher learning. The needs within
content areas makes teacher and across
if appropriate. connections makes curriculum
across meaningful content
curriculum connection areas.
contents across
areas if curriculum
appropriate. content areas
if
appropriate.
 PRE- OBSERVATION
STEPS 2 & 3 TEACHER
 COT-RPMS
2. Refer to the Indicator Rubric
List expected to be  Indicator
observed in each List

observation period.

3. Plan the lesson based on

the indicators.
 INDICATOR LIST FOR PROFICIENT
OBSERVATION
NO. INDICATORS PERIOD
STEP 2 – OBSERVER/S 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas    
2
Uses a range of teaching strategies that enhance learner achievement in    
2. Review the Indicator
literacy and/or numeracy skills
3
Applies a range of teaching strategies to develop critical and    Indicators to
 
List expected to be
creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in     be observed
4
observed in each
groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments per
Manages learner behavior constructively by applying positive
5observation period.     observation
and non-violent discipline to ensure learning-focused environments
Uses differentiated, developmentally appropriate learning period are
6 experiences to address learners' gender, needs, strengths, interests and   highlighted in
experiences
Plans, manages and implements developmentally sequenced     yellow
7 teaching and learning processes to meet curriculum requirements and
varied teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
8
resources, including ICT, to address learning goals 
Designs, selects, organizes, and uses diagnostic, formative and
9 summative assessment strategies consistent with curriculum 
requirements
 INDICATOR LIST FOR HIGHLY PROFICIENT
COT OBSERVATION
INDICATOR
NO.
INDICATOR DESCRIPTION PERIOD
1 2 3 4

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

Deliver the lesson.

 POST- OBSERVATION COT-RPMS
TEACHER I-III

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


1. Meet with the observer/s

achievement in literacy and/or numeracy skills Put a check () mark on the box provided for each indicator that you think is observableTEACHER Observer I – IIIObserver Observer FINAL
THE TEACHER:
3. Applies a range of teaching strategies during your
to develop criticalclassroom
and teaching.
THE TEACHER:
 3 4 5 6 7 RATING
NO
1 SHEET 2 3 RATING
creative thinking, as well as other higher-order thinking skills
4. Manages classroom structure 1.to engage
Applies knowledge
learners,
1. Applies individuallyof content
knowledge of contentwithin
withinand across
and across curriculum
OBSERVER: ____________________________________________ DATE: ________________
teaching
or in groups, in meaningful exploration, discovery areas
and hands-on
curriculum teaching areas 
SUBJECT
 5
TEACHER OBSERVED:___________________________________ 7 6 6
QUARTER_____________
learner & GRADE LEVEL TAUGHT______________________________________________

to discuss the results of the

2. Uses a range of teaching strategies that enhance
activities within a range of physical learning environments
2. Uses by a range ofpositive
teaching 
in literacystrategies that enhance learnerFOR THE TEACHER:
skills DIRECTIONS
5. Manages learner behavior constructively
and non-violent discipline to ensure achievement
applying
achievement
learning-focused
3. Applies inaliteracy
range of and/or
and/or numeracy
teaching numeracy
strategiesto skills
develop critical
during your classroom teaching.
5 5 5 5
Put a check () mark on the box provided for each indicator that you think is observable
environments and creative thinking, as well as other higher-order 
3. Applies a range of teaching strategies to develop critical and
THE TEACHER: 3 4 5 6 7 NO
6. Uses differentiated, developmentally appropriate
experiences to address learners' creative
thinking learning
4. thinking,
skills
as well as othertohigher-order 1. Applies knowledge
thinking skills of 5 6
content within and across curriculum 6 6
observation.
gender, needs, strengths,
Manages classroom structure 
engage learners, 
interests and experiences individually or in groups, in meaningful exploration,teaching areas
4. Manages classroom structure to engage learners, individually or 
7. Plans, manages and implements developmentally discovery and hands-on activities within a range 2.
sequenced of Uses a range of teaching strategies that enhance learner 
in groups,
physical
teaching and learning processes to meet curriculum in meaningful
learning exploration,
environments discovery

and hands-on
achievement 6
in literacy and/or numeracy skills 6
3. Applies a range of teaching strategies to develop critical and
6 6
activities
requirements and varied teaching contexts 5. within
Manages a range
learner of
behaviorphysical learning
constructively by environments
applying 
creative thinking, as well as other  higher-order thinking skills

2. Affix 8. Selects, develops, organizes,5.and uses positive and

appropriate non-violent discipline to ensure learning-
teaching
Manages learner behavior constructively  by applying
4. Manages positive
classroom structure to engage learners, individually
focused environments
and learning resources, including ICT, to address learning goals
and non-violent
6. Uses formative
9. Designs, selects, organizes, and uses diagnostic,
discipline
differentiated, to ensure learning-focused
developmentally appropriate or in groups,environments 7 6
in meaningful exploration, discovery and hands- 5  6
on activities within a range of physical learning environments
6. Uses
and summative assessment strategies learning
differentiated,
consistent with experiences to address learners'
developmentally appropriate  gender, needs,
learning experiences 
strengths, interests and experiences 5. Manages learner behavior constructively by applying positive
curriculum requirements
to address learners' gender, needs, strengths, interests 6 7
and discipline to ensure learning-focused
and non-violent 7  6
signature ____________________
Signature over Printed Name of7. the Observer
7. Plans, manages and implements developmentally
experiences

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


7. Plans, manages and implements developmentally sequenced

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

sheets. summative assessment strategies consistent with

Signature over Printed Name of the Observer Signature
requirements
and curriculum
summative assessment strategies consistent with

____________________
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.

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