Classroom Observation Tool - RPMS
Classroom Observation Tool - RPMS
Classroom Observation
Tool - RPMS
RCTQ
PPST
Teacher Quality Classroom Professional
COT of K to 12
Requirement Practice Development
RCTQ
The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for Teachers
(PPST)
RCTQ
1.7
RCTQ
There are 12 priority strands (out of 37) chosen by DepED for 2018
1 2 3 4 5 6 7 8 9
Beginning
Not Evident Building Organizing Developing Applying
Proficient
Consolidating Integrating
Highly Proficient
Discriminating
Distinguished
Synthesizing
COT-RPMS RCTQ
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
INDICATOR 1 Applies
Applies
knowledge
knowledge
of content
of content
within
within
and and
across
across
curriculum
curriculum
teaching
teaching
areas
areas
1 3
4 2 3 5 4 4 65
5 6 6 7
7 8 7
8 9
Theteacher
The demonstrates
teacher demonstrates
The teacher TheTheteacher
teacher demonstrates
The teacher The teacher demonstrates
The teacher The teacher
The teacher demonstrates
Theapplies
teacher high- The The teacherteacher applies
applies
The teacher high-
high-
minor content
demonstrates
accurate errorsof
knowledgedemonstrates accurate and knowledge
demonstrates in-depth of
demonstrates accurate and
demonstrates
accurate, in-depth
in-depth accurate,
demonstrates
and level in-depth
applies
knowledge of and
high-level level knowledge of
applies high-level applies
substantial moderate content minor content accurate accurate and in- accurate, in- knowledge of knowledge of exceptional
either
key
content in the presentation
concepts
errors both in related
errors keyerrors
the to knowledgeconcepts
eitherofinboth
mostin the ofbroad
knowledge knowledge of mostof all
knowledge
key depth knowledge depth andbroad
broad knowledge
content and andof all content
pedagogy
content content and knowledge
within within pedagogy
and of
of the
either lessonof
presentation
in the orthe
in lesson
lesson presentation
concepts concepts of of
in the
the presentation the lesson concepts
concepts bothconcepts
in in the
in
of most the
concepts knowledgeconcepts
that in
of creates
all atheconducive
pedagogy that that
acrosscreates
and across acontent
curriculumconducivewithin
responding
presentation
and to students’
of the
in responding either
to in the andtheinlesson
responding
presentation in the to
or of the presentation
lesson of in the presentation
presentation presentation
concepts learning
of the lesson in the of athe lesson
creates
environment learningareas
that curriculum
content environment
and across that
to empower
lesson or in presentation of the responding to the lesson and in of the lesson and presentation of the conducive content areas to curriculum
questionstoquestions
students’
responding or comments. oror in
lesson students’
and questionstoresponding
in responding
students’ or toand in inresponding
responding toto lesson and andin in responding
enables in-depthtoand empower
anlearning enables
students an
to in-depth
students acquire andto
and
content areas
The lesson The
comments.
students’ content
lesson to students’
responding comments. orThe lesson
questionsquestions in a
students’ students’ questions in aresponding
students’ students’
sophisticated
to questions
environment in thata sophisticated
apply
to acquire andsuccessfuldevelop learning
students
questions
content or
displaysdisplays
simple students’ comments.
contentthat
manner The
displays questions
attempts to or questions
manner that is in a
attempts students’
to
responsive manner that is of
understandingenables an in-
responsive
the apply successful
understanding
strategies lifelong
of thein their
to assist learning
comments. questions or lesson content comments. The manner that questions in a depth and learning skills.
coherence. The comments.
teacher The be coherence.
responsive Thetoteacher
displays simple student
lesson contentbe student
to responsive toto
bestudent
developmental
attempts to isstudent
teaching
manner that and developmental
learning
sophisticated teaching
development
strategies and learning
to assist as
attempts to make attempts
lesson content developmental
coherence.to make learning
displays developmental
learning learning
needstoand
responsive learning
process
responsive to toneeds
meet and individual
understanding of process to meet
independent
in their individual
learners.
connections across does not display connections
needs. The teacher coherence.
acrossmakes promotesThe student
needs. Thestudent student
teacher makes or promotes the teaching
student needs
group learning and development as
or group learning needs
coherence teacher attempts developmental developmental learning process independent
curriculum content areas connections curriculum content acrossto areas
make connections
learning. Theacross
learning learning.
teacher learningwithin
needs. needs and The
to teacher
across
meet within and across
learners.
if appropriate. if appropriate.
curriculum contents curriculum
connections makes contents and promotes
meaningful
The teacher makes meaningful
curriculum content
individual or curriculum content
areas if appropriate.across areas ifmakes
connection appropriate.
across student learning.
connection
areas. group learning
across areas.
curriculum connections The teacher needs within and
content areascurriculum
if across content areas makes curriculum content areas
across
appropriate. if appropriate.
curriculum if appropriate.
meaningful curriculum
contents areas if connection across content areas.
appropriate. curriculum
content areas if
appropriate.
MASTER TEACHER I-IV
TEACHER I-III (PROFICIENT) (HIGHLY PROFICIENT)
RCTQ
verification (MOV) of
1. Indicate your individual rating for each indicator.
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.
2.
Applies knowledge of content within and across curriculum
teaching areas
Uses a range of teaching strategies that enhance learner
5 7 6 6
5 5 5 5
classroom observable
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 5 6 6 6
Tools.
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments
7 6 5 6
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests
and experiences 6 7 7 6
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts 6 6 6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements 7 6 5 7
RCTQ
NO.COT
COT INDICATORS PERIOD
PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas 1✓ ✓
2 3✓ ✓4
Uses a range of teaching strategies that enhance learner achievement in literacy
2
Applies knowledge of content within and across
✓ ✓ ✓ ✓
3
and numeracy
1
skills
Appliescurriculum
a range of teaching strategies
teaching to develop critical and
areas ✓
✓✓✓ ✓
✓✓✓ ❑ Indicators to
creative thinking, as well as other higher-order thinking skills
Applies a structure
range of teaching strategies
individuallytoordevelop be observed
4
Manages
2
meaningful
classroom
critical and creative
exploration,
to engage learners,
discovery thinking,
and hands-on asactivities
well as
in groups, in
other
within higher-
a range of ✓
✓✓✓ ✓
✓✓✓
physical learning environments
order thinking skills
per observation
5
Manages learner behavior constructively by applying positive
Manages classroom
to ensurestructure to engage learners,
✓ ✓ ✓ ✓ period are
and non-violent discipline learning-focused
Uses differentiated, developmentally appropriate learning
individually or in groups, in meaningful exploration,
environments
✓ ✓ ✓ ✓ highlighted in
6
3experiences to address learners' gender, needs, strengths, interests and
discovery and hands-on activities within a range of ✓ 🗴 ✓ 🗴
experiences
physical
yellow
Plans, manages andlearning
implementsenvironments
developmentally sequenced
7 teaching and learning processes to meet curriculum requirements and varied
✓ ✓ ✓ ✓
Manages
contexts learner behavior constructively by applying
teaching
Selects,positive
4 develops, and non-violent
organizes, discipline
and uses appropriate to ensure
teaching learning-
and learning ✓✓✓✓
resources, including ICT, to address learning goals 🗴
8 focused environments
focused environments 🗴 ✓ 🗴
Develops and applies effective strategies in the
planning
Designs, and management
selects, organizes, of developmentally
and uses diagnostic, formative and summative ✓✓🗴
✓ ✓ pp. 84-85
assessment strategies consistent
sequenced teaching withand
curriculum
learningrequirements
process to meet
RCTQ
OBSERVER/S
❑ If there are multiple observations within a day, it is
recommended that an observer undertakes no more
than three (3) observation per day.
PERIOD
INDICATORS
STEP 2 – OBSERVER/S
NO.
1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas ✓ ✓ ✓ ✓
22.Uses
Review
and numeracy skills
the
a range of teaching Indicator
strategies that enhance learner achievement in literacy
✓ ✓ ✓ ✓
❑ Indicators to
3List
Appliesexpected to be
a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
✓ ✓ ✓ ✓ be observed
observed in each
Manages classroom structure to engage learners, individually or in groups, in
4 meaningful exploration, discovery and hands-on activities within a range of
✓ ✓ ✓ ✓ per observation
observation period.
physical learning environments period are
Manages learner behavior constructively by applying positive
5
and non-violent discipline to ensure learning-focused environments
✓ ✓ ✓ ✓ highlighted in
Uses differentiated, developmentally appropriate learning yellow
6 experiences to address learners' gender, needs, strengths, interests and
experiences
✓ 🗴 ✓ 🗴
Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements and varied
✓ ✓ ✓ ✓
7
teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals 🗴
8 🗴 ✓ 🗴
INDICATOR LIST FOR HIGHLY PROFICIENT
OBSERVATION RCTQ
COT PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION
1 2 3 4
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 content accurate accurate and accurate, in- level
errors either in knowledge of in-depth depth and knowledge of
the presentation key concepts COT-RPMS
knowledge of broad content and
position.
attempts to developmental developmental process to meet
make learning needs. learning needs individual or
connections The teacher and promotes group learning
across makes student needs within
curriculum connections learning. The and across
content areas if across teacher makes curriculum
appropriate. curriculum meaningful content areas.
contents areas connection
if appropriate. across
curriculum
content areas if
appropriate.
PRE- OBSERVATION RCTQ
STEP 4 - TEACHER
4. Provide the observer/s
with the lesson
plan/DLP/DLL.
ACTUAL OBSERVATION RCTQ
p.STEPS
235 1 & 2 - OBSERVER COT-RPMS
OBSERVATION NOTES FORM
1. Sit at available chairs. Multiple
OBSERVER: _____________________________________________
NAME OF TEACHER OBSERVED:____________________________
DATE: _________________
TIME STARTED:
STEP 1 - TEACHER
STEP 1 – OBSERVER/S
STEP 2 – OBSERVER/S In
c a di -
t
Li or
Individual Rating st
(5+7+6)/3= 6
• Discuss the rating with fellow
1. Indicate your individual rating for each indicator.
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
Observer Observe Observer AGREED
THE TEACHER: 1 r 3 RATING
2
1. Applies knowledge of content within and across curriculum
5 7 6 6
• Decide the final rating
teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills 5 5 5 5
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 5 6 6 6
4. Manages classroom structure to engage learners, individually or
TEACHER
RATING SHEET TEACHER I-III
OBSERVER: _______________________________________ DATE: ______________ INTER-OBSERVER AGREEMENT FORM
TEACHER OBSERVED:______________________________ QUARTER_____________
SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________
COT-RPMS
DIRECTIONS FOR THE TEACHER:
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
TEACHER I – III ________________________________________
Put a check (✔) mark on the box OBSERVER
provided for each2:indicator
___________________________________
that you think is observable during your
Post- Conference
classroom teaching. OBSERVER 3: ___________________________________ RATING SHEET SUBJECT & GRADE LEVEL TAUGHT
THE TEACHER: DATE: __________________ QUARTER:
OBSERVER: ________________________________
3 4 5 _____________
6 7 DATE: ________________________________
NO _______
TEACHER teaching
1. Applies knowledge of content within and across curriculum OBSERVED:_______________________ QUARTER_____________
areas SUBJECT & GRADE LEVEL ✔
TAUGHT:____________________________________________
DIRECTIONS
2. Uses a range of teaching strategies FOR THE
that enhance DIRECTIONS
learner FOROBSERVER:
THE TEACHER:
COT-RPMS
observation.
THE TEACHER: 3 4 5 6 7 NO
experiences to address learners'1.gender,
Applies knowledge
4. Manages of content
classroom within
structure and learners,
to engage across curriculum
individually
and experiences
needs, strengths,
teaching areas
interests
or in groups, in meaningful exploration, discovery and 1.
✔
activities within a range of physical learning environments
5
Applies knowledge of content within and across curriculum
hands-on
teaching areas
✔ 7 6 6
✔
7. Plans, manages and implements developmentally sequenced
2. Uses a range of teaching strategies that enhance learner
2. Uses a range of teaching strategies that enhance learner
teaching and learning processes to meet curriculum
and varied teaching contexts achievement
5. Manages learner behavior
requirements
in literacydiscipline
and non-violent
and numeracy
constructively
skills
✔by applying
to ensure learning-focused
positive
5
achievement in literacy and numeracy skills
of teaching strategies 5
✔ to develop critical and 5 ✔
5
2. Affix
3. Applies a range
environments ✔
3.uses appropriate
8. Selects, develops, organizes, and Applies 6. a teaching
range of
andteaching strategies toappropriate
develop critical creative
andthinking, as well as other higher-order thinking skills
learning resources, including ICT, to address learning
creative thinking,
Uses
experiencesas
9. Designs, selects, organizes, and uses diagnostic, formative and
to well
address
differentiated, developmentally
goals
aslearners'
✔
other higher-order
learning
thinkingorskills
gender, needs, strengths,
in groups, in meaningful exploration,
✔
5 6
4. Manages classroom structure to engage learners, individually
discovery and hands-
6
6
✔
interests and experiences
4.
summative assessment strategies consistent Manages classroom structure to engage learners,
with curriculum ✔ individually
on activitiesorwithin a range of physical learning environments
6 6 6 6
7. Plans, manages and implements developmentally sequenced
signatures
requirements in groups, in meaningful exploration, discovery and hands-on 5. Manages learner behavior constructively by applying positive
teaching and learning processes to meet curriculum requirements and non-violent discipline to ensure
✔ learning-focused
_______________
✔
____________________ activities andwithin
varied a teaching
range ofcontexts
physical learning environments environments
Signature over Printed Name of the 5. Observer
Manages 8.learner
Selects,
Signature develops,
over Printedorganizes,
behavior andTeacher
constructively
Name of the uses appropriate
by applying teaching and
positive
6. Uses differentiated, developmentally appropriate learning
learning resources, including ICT, to address learning goals
and non-violent discipline to ensure learning-focused interests experiences to address learners'
environments 7 6
✔ gender, needs, strengths,
5 6 ✔
on the rating
and experiences
9. Designs, selects, organizes, and uses diagnostic, formative and
6. Uses differentiated, developmentally appropriate learning
summative assessment strategies consistent with curriculum
7. Plans,experiences
manages and implements developmentally sequenced
6 7 7 6
✔
to addressrequirements
learners' gender, needs, strengths, interests and teaching and learning processes to meet curriculum ✔
requirements and varied teaching contexts
experiences
____________________
7. Plans, manages and implements developmentally sequenced _______________
8. Selects, develops, organizes, and uses appropriate teaching
teaching ✔
sheets.
and learning resources, including ICT, to address learning goals
and learning
teaching strategies
processes
Signature to meet
over Printed Name curriculum requirements
of the Observer Signature andPrinted
over
9. Designs, varied Name
selects, of the Teacher
organizes, 6 6
and uses diagnostic, formative
and summative assessment strategies consistent with
6 ✔
6
curriculum requirements
8. Selects, develops, organizes, and uses appropriate teaching and
____________________
learning resources, including ICT, to address learning goals 6 _______________
5 7 6
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements 7 6 5 7
OBSERVERS TOOL NEEDED TEACHER
Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s affix
RCTQ
Training Proper
RCTQ
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.