INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas

1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher applies The teacher
demonstrates demonstrates demonstrates minor demonstrates demonstrates demonstrates applies accurate, high-level knowledge applies exceptional
substantial content moderate content content errors accurate knowledge accurate and in- accurate and in- in-depth, and of content and knowledge of
errors either errors related to either in presenting of key concepts depth knowledge depth knowledge broad knowledge pedagogy within and content and
in presenting lesson concepts the lesson or both in presenting of most concepts of all concepts of content and across curriculum pedagogy within and
the lesson or in either in presenting in responding to the lesson and in presenting in presenting pedagogy that teaching areas to across curriculum
responding to the lesson or in learners’ questions in responding to the lesson and the lesson and creates a conducive empower learners teaching areas to
learners’ questions responding to or comments. learners’ questions in responding to in responding to learning environment to acquire and apply develop learners’
or comments. learners’ questions or comments. learners’ questions learners’ questions that enables an successful learning lifelong learning
or comments. The lesson content in a manner in a manner that in-depth and strategies to assist skills.
displays simple The lesson content that attempts to is responsive sophisticated in their development
The lesson content coherence. displays coherence. be responsive to learner‘s understanding of as independent
does not display to student developmental the teaching and learners.
coherence. The teacher developmental needs and promotes learning process to
attempts to make learning needs. learning. meet individual or
connections across group learning needs
curriculum teaching The teacher makes The teacher within and across
areas, if appropriate. connections across makes meaningful curriculum teaching
curriculum teaching connections across areas.
areas, if appropriate. curriculum teaching
areas, if appropriate.

FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
commits makes a few indicates some clearly explains displays displays extensive applies extensive applies extensive affirms the role of
extensive errors content errors awareness of concepts and comprehensive knowledge of knowledge of and complex lifelong learning
in presenting on fundamental other ideas in the makes no content understanding of content. content beyond content knowledge skills, such as
key concepts concepts or same teaching errors. the concepts and his/her area of to support learners critical thinking
like definitions, addresses content area that are structure of the 2. The teacher specialization. in acquiring and informed
formula, inaccurately with connected to the 2. The content teaching area. addresses content successful feedback.
processes, etc. limited information lesson, but does appears to be accurately and its 2. The teacher learning strategies
Errors committed of the teaching not make solid accurate and 2. The teacher focus is congruent motivates learners in other areas. 2. The teacher
by learners are left area. connections. its focus shows presents with the big ideas to investigate the relates the
uncorrected. awareness of conceptual and/or structure of teaching area 2. The teacher lesson to real-
2. The teacher the ideas and knowledge of the the teaching area. to expand their extends life experiences,
2. The teacher makes few structure of the subject and makes knowledge and knowledge beyond which results
displays little content errors in teaching areas. connections within satisfy their curiosity. the curriculum in learners’
knowledge of or presenting the the teaching area. requirements willingness to
makes multiple lesson but does 3. The teacher 3. The teacher and stimulates share their own
content errors not affect entirely demonstrates cites intra and learners’ curiosity. experiences in
related to the the learning factual knowledge interdisciplinary class or in group
central concepts process. of subject matter content work.
and structure of and attempts to relationships.
the teaching area. connect content
across teaching 4. The teacher
areas. shows expertise
in the content and
uses appropriate
pedagogy in
delivering the
lesson.

PPST-based Classroom Observation Tool 12

 CLARIFICATIONS

SUBSTANTIAL CONTENT ERRORS

CURRICULUM TEACHING AREAS
extensive or significant degree of errors in the content of the
different learning/subject areas taught and learned
lesson
in the K to 12 curriculum which includes areas for Kindergarten
Education, Special Education, Alternative Learning System,
MODERATE CONTENT ERRORS
Indigenous Peoples Education
reasonable degree of errors in the content of the lesson ACCURATE KNOWLEDGE
error-free content
For IPEd, learning/subject areas are contextualized by
MINOR CONTENT ERRORS
interfacing the national curriculum competencies with the
insignificant degree of errors in the content of the lesson IN-DEPTH KNOWLEDGE
community competencies identified in their Indigenous
foundational knowledge and finer details within the curriculum
Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
KEY CONCEPTS teaching area
central ideas of the topic or lesson
KNOWLEDGE OF CONTENT AND PEDAGOGY
BROAD KNOWLEDGE
integration of expertise and teaching skill for a particular area;
COHERENCE knowledge across curriculum teaching areas
appropriateness of the pedagogy to teaching area
logical and/or developmental sequence in presenting the lesson
HIGH-LEVEL KNOWLEDGE
WITHIN CURRICULUM TEACHING AREA
SIMPLE COHERENCE accurate, in-depth, and broad knowledge within and across
inclusion of appropriately chosen intra-disciplinary topics and
basic logic in the sequence of the lesson with one part linked to curriculum teaching areas
enabling learning competencies within the curriculum guide of a
the next
specific learning/subject area and grade level
EXCEPTIONAL KNOWLEDGE
PEDAGOGY knowledge grounded in global best practices
ACROSS CURRICULUM TEACHING AREA
method and practice of teaching
making meaningful connections and including appropriate
interdisciplinary topics and learning competencies cited in the
In the context of Indigenous Peoples Education (IPEd), pedagogy
curriculum guide of other learning/subject areas in any grade
is articulated in the IP's Indigenous Learning System (ILS)
level
(DO 32, s. 2015).

PPST-based Classroom Observation Tool 13

 INDICATOR 3 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

1 2 3 4 5 6 7 8 9
The teacher does The teacher uses The teacher uses The teacher The teacher The teacher The teacher The teacher adjusts The teacher
not use teaching disconnected loosely-connected occasionally applies frequently applies consistently applies integrates well- teaching and negotiates with and
strategies that teaching strategies teaching strategies teaching strategies relevant strategies relevant strategies connected teaching learning strategies supports learners
address learners’ to address literacy to address learners’ that address that enhance that enhance strategies that in order to enhance as they develop
literacy and/or and/or numeracy literacy and/or learners’ literacy learners’ literacy learners’ literacy promote individual individual and group strategies for the
numeracy needs. needs. numeracy needs. and/or numeracy and/or numeracy and/or numeracy and group learners’ learners’ critical ongoing review of
needs. skills. skills. critical literacy and/ literacy and/or their critical literacy
or critical numeracy critical numeracy and/or critical
skills. skills. numeracy skills.

FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. In some parts of 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher
makes no uses unrelated defines general the lesson, the activities that provides activities employs activities modifies provides
reference to the activities which terms in the teacher provides enhance literacy to enhance that enhance and challenging opportunities
use of numerical do not develop lesson but fails activities which and/or numeracy learners’ literacy support learners’ activities to fit with for learners to
concepts and learners' to define specific address learners’ in almost all and/or numeracy higher level of learners’ level independently
literacy skills to understanding of terms needed to literacy and/or aspects of the skills in all aspects literacy and/or of literacy and select literacy
understand the literacy concepts develop learners’ numeracy needs lesson. of the lesson. numeracy skills numeracy skills. and numeracy
lesson. and/or numeracy full understanding but fails to do so as a significant strategies that
needs. of literacy and/ in some critical part of his/her support their
or numeracy parts of the lesson instruction. learning.
concepts. where either or
both skills are
necessary.

PPST-based Classroom Observation Tool 16

 CLARIFICATIONS

LITERACY SKILLS
skills needed for reading and writing. These may include awareness of sounds of language,
awareness of print, and the relationship between letters and sounds. Other skills such as creating
knowledge through writing as well as developing media and technology are part of literacy skills.
DISCONNECTED TEACHING STRATEGIES
teaching approaches which are inappropriate in
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves,
addressing literacy and/or numeracy needs
formation of clouds, wind direction and temperature; identifying the meaning of dreams
LOOSELY CONNECTED TEACHING STRATEGIES
NUMERACY SKILLS
teaching approaches which are mismatched in
skills which consist of comprehending and applying fundamental arithmetic operations like addition,
addressing literacy and/or numeracy needs
subtraction, multiplication, and division. Numeracy skills may also include the ability to reason with
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve
OCCASIONALLY
problems; and to make decisions based on logical thinking and reasoning.
irregularly occurs
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting
FREQUENTLY
the number of boys and girls; folding of clothes using numbered pattern
often occurs
Examples of numeracy skills in IPEd classrooms: indigenous measurement (handspan, pacing,
CONSISTENTLY
etc.); indigenous calendar; synchronized planting; weaving patterns
constantly occurs
CRITICAL LITERACY
RELEVANT STRATEGIES
ability to critically analyze and evaluate the meaning of text as it relates to community and global
teaching approaches which are moderately associated with the learners’
issues to inform a critical stance, response, and/or action
developmental needs to enhance literacy and/or numeracy skills
CRITICAL NUMERACY
ability to effectively use mathematical concepts in applying, analyzing, evaluating, and creating
ideas

PPST-based Classroom Observation Tool 17

 INDICATOR 4 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills

1 2 3 4 5 6 7 8 9
The teacher does The teacher asks The teacher provides The teacher uses The teacher employs The teacher The teacher provides The teacher The teacher
not use teaching mostly low-order straightforward questions and a range of targeted challenges a broad range provides, at the provides, at the
strategies to questions that questions and activities that mostly follow-up questions learners to justify of questions and appropriate times, a appropriate times, a
develop critical and require simple activities which lead require the learners and activities their thinking and activities, including learning environment learning environment
creative thinking or factual responses learners through a to interpret, explain, that encourage successfully engages those of higher- for higher-order that supports
other higher-order and/ or provides single path of inquiry. or describe ideas learners to explain, most learners in order, that challenge thinking skills that learners to discuss,
thinking skills. activities that are learned. demonstrate, and discussion using learners to analyze enable learners justify, apply,
routine. use ideas learned. well-directed their thinking to to evaluate their analyze, evaluate,
questions and promote deeper thinking and to and create useful
activities. understanding. seek constructive ideas in real-life
feedback from peers situations.
and the teacher.

FEATURES OF PRACTICE
1. The teacher does 1. The teacher asks 1. The teacher asks 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not ask relevant simple yes/no questions that makes some employs a range challenges gives learners leads learners to challenges
questions about questions. require rote-type attempt to of strategies to learners opportunities to judge or evaluate learners to
the lesson. responses such engage learners ensure that most cognitively to compare and situations and formulate high-
as Who, What, in genuine learners are given advance high- contrast ideas. problems to level questions
Where, and When.
2. The teacher discussion rather opportunities to level thinking resolve issues/ to provoke
asks questions Examples of rote- than simple, give opinions and discourse 2. The teacher concerns. one another’s
but fails to give type questions factual, or rote- about the lesson in an interactive gives learners thinking.
opportunities vs. high-order type discussion. and to react to exchange of opportunities 2. The teacher
for learners to questions: the opinions of views. to synthesize extends the 2. The teacher
process them. 2. The teacher asks, others. or summarize discussion by and learners
a. “Who is the “Can you please 2. The teacher information inviting learners to collaboratively
author?” vs.
3. The teacher “Who is the
explain this idea?” 2. The teacher ensures that all within or across give comments to apply ideas to
answers his/ her persona?” creates a genuine voices of learners disciplines. others' answers/ create life-long
own questions. discussion are heard in the output during the learning activities
b. “What is the among learners, discussion. discussion. that can be
solution to the providing applied to real-life
problem?” vs. adequate time for situations.
“How will you them to respond,
address the as well as to
issue?” step aside when
c. “Saang appropriate.
kontinente
matatagpuan
ang bansang
Indonesia?” vs.
“Saang kaugnay
na lokasyon
matatagpuan
ang Indonesia?”

2. The teacher
accepts all
contributions
without
processing the
learners’ answers.

PPST-based Classroom Observation Tool 18

 CLARIFICATIONS

CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion

CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for multiple right answers rather than just one

HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity

PPST-based Classroom Observation Tool 19

 Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum requirements
INDICATOR 18
and varied teaching contexts

1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher
not implement a implements a implements the implements the implements manages well- manages well- demonstrates an shows evidence of
developmentally poorly sequenced lesson but only with lesson but with the lesson with structured structured lesson understanding of designing coherent
sequenced teaching and some elements of inappropriate appropriate elements lesson with a with emphasis on the prerequisite instruction in a
teaching and learning processes a developmentally elements of a of a developmentally developmentally explicit connections relationships among collaborative manner
learning processes to meet curriculum sequenced teaching developmentally sequenced teaching sequenced teaching between previous the important by intentionally
to meet curriculum requirements and and learning sequenced teaching and learning and learning learning and new contents, concepts, demonstrating
requirements and varied teaching processes to and learning processes to processes to concepts and skills. as well as multiple awareness of and
varied teaching contexts. meet curriculum processes to meet curriculum meet curriculum pathways for processes for
contexts. requirements and meet curriculum requirements and requirements and learning depending engaging all learners
varied teaching requirements and varied teaching varied teaching on learners’ needs. in application-based
contexts. varied teaching contexts. contexts. experiences.
contexts.

FEATURES OF PRACTICE
1. There was no 1. The teacher’s 1. The teacher does 1. The teacher 1. The teacher 1. The teacher’s 1. The teacher’s 1. The teacher's 1. The teacher
structured plan. lesson not demonstrate demonstrates connects sequence progression from structure of the applies
procedures are understanding of inaccurate or outcomes from of activities the warmup to lesson takes into professional
2. Transitions haphazard and the prerequisite incomplete previous and purposefully the main activity account or builds knowledge
between activities ill-planned, which relationships knowledge of future learning, scaffolds learners is thoughtfully prior knowledge in planning
are missing. interferes in when planning, prerequisite and transitions toward achieving planned. The of the topic and and designing
learners’ progress and transitions relationships, between activities the lesson’s review of basic is well paced with well-structured
toward achieving between activities and transitions are smooth. objectives. concepts and a thoughtfully and sequenced
the lesson’s are too abrupt. between activities the activities chosen sequence lessons, which
objectives. are present but 2. The teacher’s 2. The teacher’s that follow are of learning are contextually
2. The teacher’s may disrupt sequence of sequence of effective in taking activities. relevant and
2. There was a sequence of the flow of the learning activities learning activities the application of culturally
major problem learning activities sequence. generally keeps keeps learners this knowledge to 2. The teacher has responsive to
with the demonstrates learners engaged engaged in the the next level of anticipated the learners' needs,
organization some structure 2. The teacher and moving content and has exploration. pedagogical using learners’
or framing of but there are presents minor from one portion a clear sense approaches aptitude .
the lesson that some problems organizational to the next in of purpose that would be
significantly with organization issues and missed a reasonable throughout the most effective
and negatively that negatively opportunities manner. Learners class period but in engaging
impacted student impact learning. during the understand the lacks in-depth the learners
learning. lesson that affect purpose of the processing of the throughout the
learning time. lesson and what activities. entire class
they are to do to period.
accomplish the
purpose.

PPST-based Classroom Observation Tool 52

 CLARIFICATIONS

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives
by maximizing allotted class time. These include:

• Lesson objectives expectations for learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities

POORLY SEQUENCED TEACHING AND LEARNING PROCESS

illogical order of classroom activities

MULTIPLE PATHWAYS FOR LEARNING

different ways of presenting the lesson and activities suited to various learner needs

PPST-based Classroom Observation Tool 53

 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum
INDICATOR 20
requirements

1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher provides The teacher The teacher The teacher The teacher The teacher The teacher
not provide any attempts to a limited range provides a range provides a range provides assessment integrates fully integrates and learners
form of assessment incorporate of assessment of assessment of assessment strategies consistent assessment assessment collaboratively
during the lesson. assessment in the strategies but fails to strategies but only strategies that with the curriculum strategies that strategies taking into set and attain the
lesson without set address the learning some are aligned address most of the requirements. engage learners account different learning goals
criteria. goals. with the learning learning goals. in self- and peer- learners’ cognitive using assessment
goals. assessment. levels as well as their strategies consistent
particular learning with the curriculum
needs. requirements.

FEATURES OF PRACTICE
1. There is no 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
assessment or does not provide uses assessment uses a variety uses a repertoire predominantly uses assessment successfully involves learners
monitoring of a set of criteria procedures of assessment of assessment uses assessment strategies which uses multiple in developing
students’ learning. to assess the focused on task strategies, but strategies which strategies which engage learners learner data self-assessment
learners’ work. completion and/or some do not are aligned with are embedded in assessment and feedback strategies to
2. The teacher does compliance rather measure the the intended as an integral criteria to self- to inform future monitor academic
not demonstrate 2. The teacher does than learner intended learning learning goals. part of the lesson monitor and instructional goals.
the ability to use not provide a achievement of outcomes. and are aligned reflect on their decision
assessment to set of standards, lesson purpose/ 2. The teacher with the intended own progress. making and to 2. The teacher
measure learner e.g. rubric or objective. 2. The teacher uses uses assessment instructional or differentiate requires learners
progress. checklist, to procedures that procedures consistent with 2. The teacher instruction to to set their own
assess the yield only some that draw out the content prompts learners address individual instructional
learners’ work evidence of evidence of standards. to frequently learning needs. outcomes based
and output. learning. whether learners assess their on feedback.
have learned the 2. The teacher own work and
intended learning encourages the the work of their 3. The teacher
outcomes. learners to assess peers using provides learners
and monitor the assessment with opportunities
quality of their criteria embedded to evaluate and
work against in teacher- or contribute to the
the assessment learners- development of
criteria and generated criteria/rubrics.
performance rubrics, peer
standards. reviews, and/or
reflection logs.

PPST-based Classroom Observation Tool 58

 CLARIFICATIONS

ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge, and skills prior to instruction,
e.g., pretest, drills, review, anticipation guide, content knowledge boxes

FORMATIVE
assessment used to identify knowledge and/or skills that learners can hone/build on or need to improve,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat works (reflection journal, exercises, practice)

SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)

PPST-based Classroom Observation Tool 59