Features of Practice

CLASSROOM
OBSERVATION TOOL
Based on the Philippine Professional Standards
for Teachers (PPST)
The PPST-based Classroom Observation Tool was
finalized in July 2019 after gathering inputs from the
classroom practices of Alternative Learning System,
Special Education, Indigenous Peoples Education, and
Kindergarten teachers.
The PPST-based Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality, based at the
Philippine Normal University, with support from the University of New England-SiMMER National Research Centre, Bureau of Human Resource and
Organizational Development, the Teacher Education Council, and the Australian Government.
© 2019 Department of Education.

RCTQ
TABLE OF CONTENTS
INTRODUCTION 1
The Philippine Professional Standards for Teachers 1
Rationale for the Development of the PPST-based Classroom Observation Tool 1
The Classroom Observable Strands of PPST 2
PPST Career Stages and COT Rubric Levels 3
The Classroom Observation Tool Subsets 4
The Classroom Observation Tool Forms 7
THE COT RUBRIC 9

The Parts of the Classroom Observation Tool 10
COT Indicators and Classroom Observable Strands 11
Domain 1. Content Knowledge and Pedagogy 11
Domain 2. Learning Environment 25
Domain 3. Diversity of Learners 39
Domain 4. Curriculum and Planning 51
Domain 5. Assessment and Reporting 57
GLOSSARY OF TERMS 62
REFERENCES 63
ACKNOWLEDGMENTS 64
PPST-based Classroom Observation Tool

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PPST-based Classroom Observation Tool

INTRODUCTION
The Philippine Professional Standards for Teachers
The Department of Education (DepEd), through DepEd Order (DO) no. 42, s. 2017, adopted the
Philippine Professional Standards for Teachers (PPST). The PPST complements the reform initiatives on teacher
quality from pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12
Reform through well-defined domains, strands, and indicators that provide measures of professional learning,
competent practice, and effective engagement. It is founded on teaching philosophies of learner-centeredness, lifelong
learning, and inclusivity/ inclusiveness, among others. The professional standards is a public statement of
professional accountability that encourages teachers to reflect on and assess their own practices as they aspire
for personal growth and professional development.
Rationale for the Development of the PPST-based

Classroom Observation Tool
Among others, DO no. 42, s. 2017 aims to “apply a uniform measure to assess teacher performance,
identify needs, and provide support for professional development.” The development of the Classroom
Observation Tool (COT) based on the developmental framework of PPST supports DepEd’s move to develop a
single tool to measure teachers’ classroom performance.
PPST-based Classroom Observation Tool 1

The Classroom Observable Strands of PPST
The COT indicators were selected from the nationally-validated Philippine Professional Standards for Teachers (PPST), which contains 21
classroom observable strands. The language used in the COT indicators is taken from the Proficient career stage indicators.
Domain 1: Content Domain 2: Learning Domain 3: Diversity Domain 4: Curriculum and Domain 5: Assessment and
Knowledge and Pedagogy Environment of Learners Planning Reporting
Strand 1.1 strategies Strand 2.1 Strand 3.1 Strand 4.1

Content knowledge and Learner safety and Learners’ gender, needs, Planning and management of
its application within security strengths, interests and teaching and learning process
and across curriculum experiences
areas Strand 2.2 Strand 4.5
Fair learning environment Strand 3.2 Teaching and learning
Strand 1.3 Learners’ linguistic, resources including ICT
Positive use of ICT Strand 2.3 cultural, socio-economic
Management of and religious backgrounds
Strand 1.4
classroom structure and
Strategies for activities Strand 3.3
promoting literacy and Learners with disabilities,
numeracy Strand 2.4 giftedness and talents
Support for
Strand 1.5 learner Strand 3.4
Strategies for developing participation Learners in difficult
critical and creative circumstances
thinking, as well as other Strand 2.5
higher-order thinking Promotion of purposive Strand 3.5
skills learning Learners from indigenous
groups
Strand 1.6 Strand 2.6
Mother Tongue, Management of
Filipino and English in learner behavior
teaching and learning
Strand 1.7
Classroom communication

Strand 5.1
Design, selection,
organization and
utilization of
assessment strategies
Strand 5.3
Feedback to
improve
learning

PPST Career Stages and COT Rubric Levels
The PPST presents a continuum of practice by stipulating what the teachers are expected to know and do at different stages of their
development. To address this continuum, each indicator in the COT uses nine (9) rubric levels based on the four (4) career stages: Beginning,
Proficient, Highly Proficient, and Distinguished. Each level corresponds to the extent of performance of teachers in each career stage.
LEVEL 1 2 3 4 5 6 7 8 9
LEVEL NAME Not Evident Building Organizing Developing Applying Consolidating Integrating Discriminating Synthesizing
LEVEL The teacher The teacher The teacher The teacher The teacher The teacher The teacher uses The teacher The teacher
does not demonstrates a demonstrates a demonstrates a demonstrates a uses well- well-connected applies deep strategically applies
DESCRIPTIONS demonstrate limited range limited range of range of range of connected pedagogical aspects knowledge and exceptional
the indicator. of separate loosely- associated associated pedagogical of the indicator to understanding of knowledge and
aspects of the associated pedagogical pedagogical aspects of the create an the indicator understanding of the
indicator. pedagogical aspects of the aspects of the indicator that environment that discriminately to indicator to foster a
aspects of the indicator that indicator that consistently are addresses contextualize teaching and
indicator. sometimes are usually are aligned with individual and teaching and learning culture that
aligned with the aligned with the student group learning learning processes values informed
learners' learners' development goals. within the discipline feedback, critical
developmental developmental and support to meet individual and thinking and lifelong
needs. needs. students to be group learning goals. learning.
successful
learners.
If taken in separate career stages, each indicator has 5 levels. The Beginning rubric uses levels 1 to 5; the Proficient rubric uses levels 3 to 7; the
Highly Proficient rubric uses levels 4 to 8; and the Distinguished rubric uses levels 5 to 9.
1 2 3 4 5 6 7 8 9
Not Evident Building Organizing Developing Applying Consolidating Integrating Discriminating Synthesizing
BEGINNING
PROFICIENT
HIGH LY PROFICIENT
DISTINGUISHE D

The Classroom Observation Tool Subsets
A. COT-RPMS
This subset is part of the Results-based Performance Management System (RPMS). There is a rubric for Proficient, Highly Proficient, and
Distinguished Teachers.
Priority Indicators for SY 2019-2020 Priority Indicators for SY 2020-2021 Priority Indicators for SY 2021-2022
Apply knowledge of content within and
Apply knowledge of content within and Apply knowledge of content within and
across curriculum teaching areas
across curriculum teaching areas across curriculum teaching areas
Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills Ensure the positive use of ICT to facilitate the Use effective verbal and non-verbal classroom
teaching and learning process communication strategies to support learner
Apply a range of teaching strategies to develop understanding, participation, engagement and
critical and creative thinking, as well as other achievement
higher-order thinking skills Display proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning Maintain learning environments that promote
Manage classroom structure to engage learners,
individually or in groups, in meaningful exploration, fairness, respect and care to encourage learning
Establish safe and secure learning environments
discovery and hands-on activities within a range of to enhance learning through the consistent
physical learning environments Apply a range of successful strategies that
implementation of policies, guidelines and maintain learning environments that motivate
Manage learner behavior constructively by procedures learners to work productively by assuming
applying positive and non-violent discipline to Maintain supportive learning environments that responsibility for their own learning
ensure learning- focused environments nurture and inspire learners to participate,
cooperate and collaborate in continued learning Design, adapt and implement teaching strategies
Use differentiated, developmentally appropriate that are responsive to learners with disabilities,
learning experiences to address learners’ gender, Establish a learner-centered culture by using giftedness and talents
needs, strengths, interests and experiences teaching strategies that respond to learners’
linguistic, cultural, socio-economic and Plan and deliver teaching strategies that are
Plan, manage and implement developmentally religious backgrounds
sequenced teaching and learning processes to responsive to the special educational needs of
meet curriculum requirements and varied teaching Use strategies for providing timely, learners in difficult circumstances, including:
contexts accurate and constructive feedback to geographic isolation; chronic illness;
improve learner performance displacement due to armed conflict, urban
Select, develop, organize and use appropriate resettlement or disasters; child abuse and child
teaching and learning resources, including ICT, to labor practices
address learning goals
Adapt and use culturally appropriate teaching
Design, select, organize and use diagnostic, strategies to address the needs of learners
formative and summative assessment strategies from indigenous groups
consistent with curriculum requirements

B. COT-Beginning
This subset contains the rubric for teachers in the Beginning career stage. It uses levels 1 to 5 which show the levels of practice expected of
Beginning Teachers.
SET 1 Indicators SET 2 Indicators SET 3 Indicators

Apply knowledge of content within and
across curriculum teaching areas Use a range of teaching strategies that Ensure the positive use of ICT to facilitate
enhance learner achievement in literacy and the teaching and learning process
Apply a range of teaching strategies to develop numeracy skills
critical and creative thinking, as well as other
higher-order thinking skills Display proficient use of Mother Tongue, Filipino and Maintain supportive learning environments that
English to facilitate teaching and learning nurture and inspire learners to participate,
Select, develop, organize and use appropriate cooperate and collaborate in continued learning
teaching and learning resources, including ICT, to
address learning goals Use effective verbal and non-verbal classroom
communication strategies to support learner Plan and deliver teaching strategies that are
Design, select, organize and use diagnostic, understanding, participation, engagement and
formative and summative assessment strategies responsive to the special educational needs of
achievement learners in difficult circumstances, including:
consistent with curriculum requirements
geographic isolation; chronic illness;
Establish a learner-centered culture by using
displacement due to armed conflict, urban
Use strategies for providing timely, accurate and teaching strategies that respond to learners'
constructive feedback to improve learner resettlement or disasters; child abuse and child
linguistic, cultural, socio-economic and
performance labor practices
religious backgrounds
Apply a range of successful strategies that maintain
Adapt and use culturally appropriate teaching
learning environments that motivate learners to work Design, adapt and implement teaching
productively by assuming responsibility for their own strategies to address the needs of learners
strategies that are responsive to learners with from indigenous groups
learning
disabilities, giftedness and talents
Manage learner behavior constructively by
Establish safe and secure learning
applying positive and non-violent discipline to
ensure learning- focused environments Manage classroom structure to engage learners, environments to enhance learning through the
individually or in groups, in meaningful consistent implementation of policies,
Use differentiated, developmentally appropriate exploration, discovery and hands-on activities guidelines and procedures
learning experiences to address learners’ gender, within a range of physical learning environments
needs, strengths, interests and experiences
Maintain learning environments that promote
fairness, respect and care to encourage learning
Plan, manage and implement developmentally
sequenced teaching and learning processes to
meet curriculum requirements and varied teaching
contexts

C. COT-Recruitment (for Teacher-Applicants)
This subset serves as the basis for the hiring system of DepEd. It uses levels 2 to 6 to support the continuum of practice from Beginning to
Proficient career stage and to accommodate teacher-applicants who are in the Beginning or Proficient career stage.
Indicators
Apply knowledge of content within and across curriculum teaching

areas
Use a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
Apply a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills
Plan, manage and implement developmentally sequenced teaching and learning

processes to meet curriculum requirements and varied teaching contexts
Design, select, organize and use diagnostic, formative and summative assessment
strategies consistent with curriculum requirements

The Classroom Observation Tool Forms
A. Observation Notes Form

C. Inter-observer Agreement Form*
Observers use this form to record their specific This form is used to discuss and determine the
observations and comments during classroom teacher's final rating whenever there is more than
observation. one observer.
B. Rating Sheet *
Observers use this form to indicate the rating/level
attained by the observed teacher in each indicator.
*NOTE: The number of indicators on the Rating Sheet and Inter-observer Agreement Form depends on their use in the
subsets. For instance, in COT-RPMS Rubric for SY 2019-2020, the Rating Sheet and Inter-observer Agreement Form
contain only 9 indicators for Proficient teachers and 5 indicators for Highly Proficient teachers.


The
Classroom
Observation
Tool Rubric
The COT rubric is an assessment tool that
is used to measure classroom
performance of teachers.
The rubric for each classroom observable

indicator of the PPST is designed to
assess the classroom performance of
teachers across learning areas and grade
levels.
The indicators in the rubric are rated

independently.
9
The Parts of the Classroom Observation Tool
CLARIFICATIONS
A. Indicator refers NDICATOR 1 Apply knowledge of content within and across curriculum teaching
areas SUBSTANTIAL CONTENT ERRORS
to the I extensive or significant degree of errors in the content of the
lesson
observable
1 2 3 4 5 6 7 8 9
practice of MODERATE CONTENT ERRORS
reasonable degree of errors in the content of the lesson
The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher applies The teacher
teachers in the demonstrates demonstrates demonstrates minor demonstrates demonstrates demonstrates applies accurate, high-level knowledge applies exceptional MINOR CONTENT ERRORS
substantial content moderate content content errors accurate knowledge accurate and accurate and in-depth, and of content and knowledge of insignificant degree of errors in the content of the lesson
classroom. The errors either
in presenting
errors related to
lesson concepts
either in presenting
the lesson or
of key concepts
both in presenting
in-depth knowledge
of most concepts
in-depth knowledge
of all concepts
broad knowledge
of content and
pedagogy within and
across curriculum
content and
pedagogy within and KEY CONCEPTS
language of the the lesson or in
responding to
either in presenting
the lesson or in
in responding to
learners’ questions
the lesson and
in responding to
in presenting
the lesson and
in presenting
the lesson and
pedagogy that
creates a conducive
teaching areas to
empower learners
across curriculum
teaching areas to
central ideas of the topic or lesson
indicators is learners’ questions

or comments.
responding to
or comments. learners’ questions
or comments.
in responding to
in responding to
learning environment
that enables an
to acquire and apply
successful learning
develop learners’
lifelong learning
COHERENCE
logical and/or developmental sequence in presenting the lesson
taken from the or comments. The lesson content
displays simple The lesson content
in a manner
that attempts
in a manner that
is responsive
in-depth and
sophisticated
strategies to assist
in their development
skills.
SIMPLE COHERENCE
Proficient career The lesson content
does not display
coherence. displays coherence. to be
responsive to
to learner‘s
developmental
understanding of
the teaching and
as independent
learners.
basic logic in the sequence of the lesson with one part linked to the
next
coherence. The teacher student needs and promotes learning process to
stage of the attempts to make developmental learning. meet individual or PEDAGOGY
connections across learning needs. group learning needs method and practice of teaching
PPST. curriculum teaching The teacher within and across
areas, if appropriate. The teacher makes makes meaningful curriculum teaching In the context of Indigenous Peoples Education (IPEd), pedagogy is
connections across connections across areas. articulated in the IP's Indigenous Learning System (ILS)
curriculum teaching (DO 32, s. 2015).
B. Level areas, if appropriate. curriculum teaching
D. Clarifications refer ACCURATE KNOWLEDGE
Descriptions areas, if appropriate.
error-free content
FEATURES OF PRACTICE to the operational IN-DEPTH KNOWLEDGE
refer to the 1. The teacher 1. The teacher foundational knowledge and finer details within the curriculum teaching area
1. The teacher
commits
1. The teacher
makes a few
1. The teacher
indicates some
1. The teacher
clearly explains
1. The teacher
displays
1. The teacher
displays extensive
1. The teacher
applies extensive definitions of
applies extensive affirms the role of
descriptions of extensive errors content errors awareness of concepts and comprehensive knowledge of knowledge of and complex lifelong learning BROAD KNOWLEDGE
in presenting on fundamental other ideas in the makes no content understanding of content. content beyond selected
content knowledge skills, such as knowledge across curriculum teaching areas
practice for key concepts like concepts or same teaching errors. the concepts and his/her area to support learners critical thinking
definitions, formula, addresses content area that are structure of the 2. The teacher of words/phrases used
in acquiring and informed
HIGH-LEVEL KNOWLEDGE
each level. processes, etc. inaccurately with connected to the 2. The content teaching area. addresses content specialization. successful feedback. accurate, in-depth, and broad knowledge within and across curriculum
Errors committed by limited information lesson, but does appears to be accurately and its in the rubric.
learning strategies
in other areas. 2. The teacher
teaching areas
learners are left of the teaching not make solid accurate and 2. The teacher focus is 2. The teacher EXCEPTIONAL KNOWLEDGE
u area. connections. its focus shows presents congruent with motivates knowledge grounded in global best practices
the big ideas learners to
2. T investigate the relates the
di
awareness of conceptual and/or structure teaching area 2. The teacher lesson to real-life
C. Features of ncorrected.
2. The teacher the ideas and knowledge of the of the teaching to expand extends experiences, CURRICULUM TEACHING AREAS
he teacher makes few structure of the subject and makes area. their knowledge beyond which results
Practice refer splays little content errors in teaching areas. connections within knowledge and the curriculum in learners’
different learning/subject areas taught and learned
in the K to 12 curriculum which includes areas for Kindergarten
knowledge of or presenting the the teaching area. satisfy their requirements willingness to Education, Special Education, Alternative Learning System, Indigenous
to illustrations makes multiple lesson but does 3. The teacher curiosity. and stimulates share their own Peoples Education
content errors not affect entirely demonstrates learners’ curiosity. experiences in
of related to the the learning factual knowledge 3. The teacher class or in For IPEd, learning/subject areas are contextualized by interfacing the
central concepts process. of subject matter cites intra group work. national curriculum competencies with the community competencies
specific and structure of
the teaching area.
and attempts to
connect content
and identified in their Indigenous Knowledge Systems and Practices (IKSPs)
(DO 32, s. 2015).
interdisciplinary
classroom across teaching
areas.
content
relationships. KNOWLEDGE OF CONTENT AND PEDAGOGY
practices at each 4. The teacher
integration of expertise and teaching skill for a particular
area; appropriateness of the pedagogy to teaching area
particular level. shows expertise
in the content WITHIN CURRICULUM TEACHING AREA
and uses inclusion of appropriately chosen intra-disciplinary topics and
appropriate enabling learning competencies within the curriculum guide of a
specific learning/ subject area and grade level
pedagogy in
delivering the ACROSS CURRICULUM TEACHING AREA
lesson. making meaningful connections and including appropriate interdisciplinary
topics and learning competencies cited in the curriculum guide of other
learning/subject areas in any grade level

Indicator 1
DOMAIN
Content Knowledge and Pedagogy
COT INDICATOR CLASSROOM OBSERVABLE STRAND
Strand 1.1
Content knowledge and its application within and across
1
curriculum areas
Indicator 2 Strand 1.3

Positive use of ICT

Strategies for promoting literacy and numeracy

Strategies for developing critical and creative thinking, as
well as other higher-order thinking skills

Mother Tongue, Filipino and English in teaching and learning

Classroom communication strategies

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 inaccurate 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 of all concepts of content and across curriculum pedagogy within and
the lesson or in either in presenting in responding to the lesson and concepts in in presenting pedagogy that teaching areas to across curriculum
responding to the lesson or in learners’ questions in responding to presenting the lesson and creates a conducive empower learners teaching areas to
learners’ questions responding to or comments. learners’ questions the lesson and in responding to learning environment to acquire and develop learners’
or comments. learners’ questions or comments. in responding to learners’ questions that enables an apply successful lifelong learning
or comments. The lesson learners’ questions in a manner that in-depth and learning strategies skills.
content displays The lesson content in a manner is responsive sophisticated to assist in their
The lesson content simple coherence. displays coherence. that attempts to to learner‘s understanding of development as
does not display be responsive developmental the teaching and independent
coherence. The teacher to student needs and learning process to learners.
attempts to make developmental promotes learning. meet individual or
connections across learning needs. group learning
curriculum teaching The teacher needs within and
areas, if appropriate. The teacher makes makes meaningful across curriculum
connections across connections across teaching areas.
curriculum teaching curriculum teaching
areas, if areas, if
appropriate. 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 applies extensive affirms the role
extensive errors content errors awareness of concepts and comprehensive knowledge of extensive and complex of lifelong
in presenting on other ideas in makes no understanding of content. knowledge of content knowledge learning skills,
key concepts fundamental the same content errors. the concepts and content to support learners such as critical
like definitions, concepts or teaching area structure of the 2. The teacher beyond his/her in acquiring thinking and
formula, addresses content that are 2. The content teaching area. addresses content area of successful informed
processes, etc. inaccurately with connected to appears to be accurately and its specialization. learning strategies feedback.
Errors committed limited information the lesson, but accurate and 2. The teacher focus is in other areas.
by learners are left of the teaching does not make its focus presents congruent with 2. The teacher 2. The teacher
uncorrected. area. solid shows conceptual the big ideas motivates 2. The teacher relates the
connections. awareness of knowledge of the and/or structure learners to extends lesson to real-
2. The teacher the ideas and subject and of the teaching investigate the knowledge beyond life experiences,
displays little 2. The teacher structure of the makes area. teaching area the curriculum which results
knowledge of or makes few teaching connections within to expand their requirements in learners’
makes multiple content errors in areas. the teaching area. knowledge and and stimulates willingness to
content errors presenting the satisfy their learners’ curiosity. share their own
related to the lesson but does 3. The teacher curiosity. experiences in
central concepts not affect entirely demonstrates class or in group
and structure of the learning factual knowledge 3. The teacher work.
the teaching area. process. of subject matter cites intra
and attempts to and
connect content interdisciplinary
across teaching content
areas. relationships.
4. The teacher
shows
expertise in the

content and uses
appropriate
pedagogy in
delivering the
lesson.

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
MODERATE CONTENT ERRORS
Learning System, 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 Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
KEY CONCEPTS curriculum 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), curriculum guide of other learning/subject areas in any grade
pedagogy is articulated in the IP's Indigenous Learning System level
(ILS)
(DO 32, s. 2015).

INDICATOR 2 Ensure the positive use of ICT to facilitate the teaching and learning process
1 2 3 4 5 6 7 8 9
The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher The teacher adapts The teacher
ICT but never ICT but rarely ICT but ICT and frequently ICT and generally ICT and consistently models the positive and adjusts ICT- displays an
shows evidence shows evidences occasionally shows shows evidences shows evidences shows evidences use of ICT to based learning exemplary practice
of the positive use of the positive use evidences of the positive use of the positive use of the positive use learners in all ICT- activities in keeping in the positive use
of ICT to facilitate of ICT to facilitate of the positive use of ICT to facilitate of ICT to facilitate of ICT to facilitate based learning with the positive of ICT and
the teaching and the teaching and of ICT to facilitate the teaching and the teaching and the teaching and activities. use of ICT consistently
learning process. learning process. the teaching and learning process. learning process. learning process. appropriate to encourages
learning process. students’ learning the learners to
needs. demonstrate
responsible, ethical,
and appropriate
use of ICT within
the classroom
context.
disseminates or seldom gives sometimes gives gives credit to normally gives appropriately demonstrates reviews and establishes a
presents digital credit to the credit to the most of the credit to all the gives credit to all responsible differentiates ICT- responsible and
information sources of sources of digital digital sources of the sources of use of online based learning technology-
without giving information or information that information used digital digital information and activities taking rich learning
credits to the cites only search he/she presented but some of these information he/she presented multimedia into account environment that
source. engines such or disseminated. do not follow the but some are or disseminated platforms by learners’ digital engages learners
as Google and For example, conventions for inappropriately throughout the applying digital literacy level. in exploring
Yahoo instead of some pictures citing sources, labeled based lesson. etiquette and issues and
the website presented have e.g. APA, on the applied responsible social 2. The teacher solving authentic
where the citations and Chicago Style, standards in interaction. monitors learners’ problems using
information came some do not. etc. citing sources. responsible digital tools and
from. 2. The teacher use of online resources.
addresses and multimedia
issues, such platforms in 2. The teacher
as any ICT-based and the learners
plagiarism, learning activities clearly adhere to
cyberbullying, supported by global standards
copyright, appropriate and in the positive
and/or takes varied situations use of ICT in
precaution in relevant to the education.
sharing sensitive lesson.
information in
the use of ICT-
based learning
materials and/or
activities.

CLARIFICATIONS
POSITIVE USE OF ICT

responsible, ethical, and appropriate use of ICT to ensure and achieve learning (PPST, 2017);
ICT includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases, scripts, etc. in digital form),
and digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) that can be used for instruction.
STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION

facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and
learning; promote and model digital citizenship and responsibility; and engage in professional growth and leadership (ISTE, 2008)
RARELY
seldom occurs
OCCASIONALLY
irregularly occurs
FREQUENTLY
often occurs
GENERALLY
normally occurs
CONSISTENTLY
constantly occurs

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

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
DISCONNECTED TEACHING STRATEGIES
literacy skills.
teaching approaches which are inappropriate
in addressing literacy and/or numeracy needs
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves,
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 addressing literacy and/or numeracy needs
addition, subtraction, multiplication, and division. Numeracy skills may also include the ability to
OCCASIONALLY
reason with mathematical concepts like interpreting data, charts, and diagrams; to process
information; to solve 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; FREQUENTLY
counting 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

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 The teacher uses The teacher employs The teacher The teacher The teacher The teacher
not use teaching mostly low-order provides questions and a range of targeted challenges provides a broad provides, at the provides, at the
strategies to questions that straightforward activities that follow-up questions learners to justify range appropriate times, a appropriate times, a
develop critical and require simple questions and mostly require the and activities their thinking and of questions and learning environment learning environment
creative thinking or factual responses activities which lead learners to that encourage successfully engages activities, including for higher-order that supports
other higher-order and/ or provides learners through a interpret, explain, learners to explain, most learners in those of higher- thinking skills that learners to discuss,
thinking skills. activities that are single path of or describe ideas demonstrate, and discussion using order, that challenge enable learners justify, apply,
routine. inquiry. learned. use ideas learned. well-directed learners to analyze to evaluate their analyze, evaluate,
questions and their thinking to thinking and to and create useful
activities. promote deeper seek constructive ideas in real-life
understanding. feedback from situations.
peers and the
teacher.
1. The teacher 1. The teacher 1. The teacher asks 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
does not ask asks simple questions that makes some employs a range challenges gives learners leads learners to challenges
relevant yes/no require rote-type attempt to of strategies to learners opportunities to judge or learners to
questions about questions. responses such engage learners ensure that most cognitively to compare and evaluate formulate high-
the lesson. as Who, What, in genuine learners are given advance high- contrast ideas. situations and level questions
Where, and
When. discussion rather opportunities to level thinking problems to to provoke
2. The teacher than simple, give opinions and discourse 2. The teacher resolve issues/ one another’s
asks questions Examples of factual, or rote- about the lesson in an gives learners concerns. thinking.
but fails to rote- type type discussion. and to react to interactive opportunities
give questions vs. the opinions of exchange of to synthesize 2. The teacher 2. The teacher
opportunities high-order 2. The teacher others. views. or summarize extends the and learners
for learners to questions: asks, “Can you information discussion by collaboratively
process them. a. “Who is
please explain 2. The teacher 2. The teacher within or across inviting learners apply ideas to
the this idea?” creates a ensures that all disciplines. to give create life-long
3. The teacher author?” vs. genuine voices of comments to learning activities
answers his/ “Who is discussion learners are others' answers/ that can be
her own the among learners, heard in the output during the applied to real-
questions. persona?” providing discussion. discussion. life situations.
adequate time
b. “What is the for them to
solution to respond, as well
the
problem?” vs. as to
“How will step aside
you address when
the issue?” appropriate.
c. “Saang
kontinente
matatagpuan
ang bansang
Indonesia?” vs.
“Saang kaugnay
na lokasyon
matatagpuan
ang Indonesia?”
2. The teacher
accepts all
contributions

without
processing the
learners’
answers.
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

INDICATOR 5 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher The teacher The teacher displays The teacher The teacher The teacher displays The teacher displays
displays Novice displays displays displays Advanced Low displays Advanced displays Advanced Superior proficiency Distinguished
proficiency in the Intermediate Low Intermediate Mid Intermediate High sublevel proficiency Mid sublevel High sublevel in the use of Mother proficiency in the
use of Mother sublevel proficiency sublevel proficiency sublevel proficiency in the use of proficiency in the proficiency in the Tongue, and/or use of Mother
Tongue, and/ in the use of in the use of in the use of Mother Tongue, use of Mother use of Mother Filipino, and/or Tongue, and/or
or Filipino, and/ Mother Tongue, Mother Tongue, Mother Tongue, and/or Filipino, Tongue, and/ Tongue, and/ English that engages Filipino, and/or
or English that and/or Filipino and/ and/or Filipino, and/or Filipino, and/or English that or Filipino, and/ or Filipino, and/ learners in a variety English that reflects
hinders teaching or English that and/or English that and/or English that regularly facilitates or English that or English that of learning situations a wide
and learning. somewhat hinders loosely facilitates fairly facilitates teaching and progressively extensively facilitates from both concrete range of global
teaching and teaching and teaching and learning. facilitates teaching teaching and and abstract competence in a
learning. learning. learning. and learning learning including perspectives. culturally appropriate
including probing probing questions manner.
questions and and feedback.
feedback.
1. Teacher’s use 1. Teacher’s use 1. Teacher’s use 1. Teacher’s use of 1. Teacher’s use 1. Teacher’s use 1. Teacher’s use of 1. Teacher’s use of 1. The teacher is
of Mother of Mother of Mother Mother Tongue, of Mother of Mother Mother Tongue, Mother Tongue, articulate in
Tongue, and/or Tongue, and/or Tongue, and/or and/or Filipino, Tongue, and/or Tongue, and/or and/or Filipino, and/or Filipino, the use of
Filipino, and/or Filipino, and/or Filipino, and/or and/or English is Filipino, and/or Filipino, and/or and/or English and/or English is Mother
English is English is with English is primarily English is English is demonstrates a consistent, Tongue, and/or
primarily frequent characterized framed using mostly marked by a well-developed fluent, and Filipino, and/or
limited to short pauses and by occasional connected sufficient, substantial flow ability in using accurate. He/she English. He/she
and sometimes self- corrections pauses and ideas. accurate, clear, of ideas. His/ communication explores produces highly
incomplete as self- corrections and precise her vocabulary strategies, such alternative sophisticated,
sentences and he/she searches as 2. Teacher’s in conveying is fairly extensive as code switching communication refined, and
may be for appropriate he/she searches use of Mother ideas to and appropriate and translation. strategies to organized
hesitant or linguistic forms for adequate Tongue, and/or learners to the level of meet individual extended
inaccurate. and vocabulary. vocabulary and Filipino, and/or without learners. 2. The teacher and group communication
appropriate English manifests misrepresentation uses precise language needs. strategies that
language forms minimal linguistic or confusion. 2. Teacher’s use vocabulary and foster life-long
in delivering the challenges. of Mother intonation to learning.
lesson. 2. Teacher’s use Tongue, and/or express
of Mother Filipino, and/or meaning and
2. The teacher Tongue, and/or English is often shows
rarely has Filipino, and/or concrete, great fluency
difficulty linking English is accurate, clear and ease in
ideas and using generally and precise, delivering the
communication understood by conveying his/ lesson.
strategies, such the learners. her ideas without
as code switching misinterpretations
and translation. or confusion.

CLARIFICATIONS
MOTHER TONGUE
the native language or the first language the learner learns as a child (PPST, 2017)
PROFICIENCY ADVANCED LOW SUBLEVEL PROFICIENCY

the use of language (medium of instruction) to communicate effectively in speech and in writing, able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
including code switching (alternating between 2 or more languages in a single discourse) and Filipino/English) in a variety of communicative tasks in learning situations
translation (communicating meaning from one langauge to another)
ADVANCED MID SUBLEVEL PROFICIENCY
Proficiency for SPED teachers handling learners with hearing impairment: able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
use of Total Communication (TC), that is incorporating various modes of communication such as Filipino/English) with ease and confidence in a large number of communicative tasks
speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language
(ASL), Filipino Sign Language (FSL), Signed Exact English (SEE)) ADVANCED HIGH SUBLEVEL PROFICIENCY
able to consistently handle class discussions in any of the mediums of instruction (Mother
NOVICE PROFICIENCY Tongue/ Filipino/English) with linguistic ease, confidence, and competence in complex
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) communicative tasks
but unable to sustain performance at proficient level
SUPERIOR PROFICIENCY
INTERMEDIATE LOW SUBLEVEL PROFICIENCY able to communicate in any of the mediums of instruction (Mother Tongue/Filipino/English) with
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) accuracy and fluency in order to engage learners fully and effectively in a variety of learning
but in a limited number of simple communicative tasks in learning situations situations from both concrete and abstract perspectives
INTERMEDIATE MID SUBLEVEL PROFICIENCY DISTINGUISHED PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) able to use any of the mediums of instruction (Mother Tongue/Filipino/English) skillfully, and with
in a variety of simple communicative tasks in learning situations accuracy, efficiency, effectiveness, and cultural appropriateness
INTERMEDIATE HIGH SUBLEVEL PROFICIENCY (Adapted from ACTFL Proficiency Guidelines, 2012)
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
with ease and confidence when dealing with routine tasks and learning situations

Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
INDICATOR 6
engagement and achievement
1 2 3 4 5 6 7 8 9
The teacher lacks The teacher The teacher uses The teacher uses The teacher uses The teacher uses The teacher uses The teacher adapts The teacher employs
verbal and non- uses limited and limited verbal and sufficient verbal a variety of a variety of a variety of and modifies verbal highly strategic
verbal disconnected non- verbal and non-verbal verbal and non- verbal and non- verbal and non- and non-verbal and consistently
communication verbal and communication communication verbal verbal verbal communication effective verbal
strategies and does non-verbal strategies, which strategies, which are communication communication communication strategies to address and non-verbal
not support communication are loosely somewhat aligned strategies, which are strategies, which strategies to create learners’ individual communication
learners’ strategies to associated and with each other and generally aligned are well aligned a learning and group learning strategies that
understanding, support learners’ support only some support the majority with each other and with each other and environment that needs leading to create diverse
participation, understanding, of the learners. of learners. support most of the support all of the provides motivation and opportunities for
engagement, and participation, learners. learners. opportunities growing support. inquiry, involvement,
achievement. engagement, and for inquiry and and motivation of
achievement. involvement of learners within the
learners individually classroom.
and in groups.
1. The teacher 1. The teacher 1. The teacher rarely 1. The teacher 1. Teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher
is not able to does not uses non-verbal speaks clearly clear verbal clearly and establishes adapts maintains an
communicate speak clearly communication and at an communication concisely classroom communication environment
written and or at strategies, appropriate pace, employing wide communicates practices which style and that encourages
oral content, an appropriate such as hand but occasionally vocabulary along written and promote open proactively learners to
expectations, pace and gestures, facial monopolizes the with appropriate oral content, communication modifies develop effective
explanations, dominates the expressions, discussions. non-verbal expectations, between the communication communication
directions, and discussion when etc., to communication to explanations, teacher and strategies in skills which can
procedures facilitating learner reinforce ensure learning directions, learners, and response to be applied in
in a clear and interaction. appropriate expectations are and among the students’ learning social contexts
organized learner comprehensible procedures using learners and their needs. and real-life
manner. 2. There is understanding. to most learners. appropriate verbal peers. situations.
limited and non-verbal
2. There is no open communication communication
communication between the methods.
between the teacher and
teacher and learners, but 2. The teacher
learners nor not among the speaks clearly
between the learners and their and at an
learners and peers. appropriate pace
their peers. and successfully
facilitates learner
discussion.

CLARIFICATIONS
VERBAL COMMUNICATION STRATEGIES

use of spoken words and written information that includes short phrases, instructions,
LIMITED
etc.
insufficient strategies employed when more are required by the learning
situation
NON-VERBAL COMMUNICATION STRATEGIES
use of non-spoken messages that include facial expressions, gestures, Picture
SUFFICIENT
Exchange Communication System (PECS), etc.
minimum strategies employed as required by the learning situation
DISCONNECTED
VARIETY
no association with other strategies
a range of different strategies employed as required by the learning situation
LOOSELY ASSOCIATED
SOME
association substantially mismatched with other strategies
less than half
SOMEWHAT ALIGNED
MAJORITY
minimal degree of association with other strategies
more than half
GENERALLY ALIGNED
MOST
usually matched with other strategies
almost all, approaching 100%
WELL ALIGNED
perfectly matched with other strategies


COT INDICATOR
Indicator 7
DOMAIN
Learning Environment
CLASSROOM OBSERVABLE STRAND
Strand 2.1
2
Learner safety and security

Fair learning environment

Management of classroom structure and activities

Support for learner participation

Promotion of purposive learning

Management of learner behavior

Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
INDICATOR 7
guidelines and procedures
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher rarely The teacher The teacher The teacher The teacher The teacher adapts The teacher creates
not implement any attempts to implements safety occasionally frequently generally implements consistently and modifies safety and maintains a
safety policies, implement safety policies, guidelines, implements safety implements safety safety policies, implements safety policies, guidelines, learning environment
guidelines, and policies, guidelines, and procedures policies, guidelines, policies, guidelines, guidelines, and policies, guidelines, and procedures where learners
procedures and procedures but to establish a safe and procedures and procedures procedures to and procedures to taking into account strictly follow and
to establish fails to establish and secure learning to establish a safe to establish a safe establish a safe regularly maintain the individual and advocate safety
a safe and a safe and environment and and secure learning and secure learning and secure a safe and secure group of learners’ policies, guidelines,
secure learning secure learning only some learners environment and environment and learning learning environment needs which result and procedures
environment. environment. follow such rules. majority of the most of the learners environment and all to enhance individual in enhanced within the classroom.
learners follow such follow such rules. learners follow such and group learning. learning.
rules. rules.
1. The teacher is 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
oblivious to or makes the implements safety implements implements safety implements ensures that identifies key consciously
disregards the learners aware guidelines and safety guidelines guidelines and safety guidelines learners can safety guidelines designs a
risks associated of safety practices to very and practices to practices to most and practices in articulate and and practices that learning
with the guidelines and few selected several learning of the learning almost all of the adhere to the are relevant to environment
activities that practices but tasks. tasks. tasks. learning tasks. safety guidelines the learning where learners
the learners does not clarify and practices in needs and consistently relate
undertake. such rules for all the learning environment. classroom safety
the learners. tasks. guidelines and
practices to real-
life situations.

CLARIFICATIONS
RARELY
seldom occurs
OCCASIONALLY
irregularly occurs
SAFE LEARNING ENVIRONMENT
every aspect of creating a positive experience for students which includes FREQUENTLY
the physical space and the relationships between students, teachers, and the learning often occurs
community as a whole (UNHCR, 2007)
GENERALLY
SECURE LEARNING ENVIRONMENT normally occurs
school spaces and activities that free learners from physical harm or risks to promote their well-
being and support their learning (NCSSLE, 2019) CONSISTENTLY
constantly occurs
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and SOME
equipment; general cleanliness; precautions in handling, storage, and disposal of hazardous less than half
chemicals in laboratories; proper use of tools; etc.
MAJORITY
more than half
MOST

INDICATOR 8 Maintain learning environments that promote fairness, respect and care to encourage learning
1 2 3 4 5 6 7 8 9
The teacher- The teacher-learner The teacher- The teacher-learner The teacher- The teacher- The teacher The teacher and The teacher-learner
learner interactions interactions rarely learner interactions interactions are learner interactions learner interactions promotes a learners create a interactions model a
are negative or support fairness, occasionally support generally fair, are consistently are consistently supportive and democratic learning high level of civility
disrespectful. respect, and care, fairness, respect, respectful, and fair, respectful, fair, respectful, nurturing learning environment at all times that can
which results and care, which caring, and the and caring, and and caring, environment of harmonious be applied within the
in poor overall results in some majority of learners most learners feel and all where all learners relationships classroom context.
classroom climate. learners feeling feel accepted and accepted and learners feel feel accepted, and sensitivity
accepted and encouraged to encouraged to accepted and encouraged to to
encouraged to learn. learn. encouraged to learn. learn, and free to social and cultural
learn. take learning risks. differences.
does not inconsistently encourages promotes maintains polite establishes enhances polite consciously and learners
promote positive makes attempts social positive generally positive and respectful positive social and respectful designs achieve a
social to promote interactions interactions with interactions with interactions with interactions learning consistent and
interactions positive social with learners learners and learners and learners and with learners environment, high level
among learners. interactions and among among learners among learners. among learners. and among where learners of positive
among learners. learners but but some conflict Disagreements, learners, and are respectful interactions within
2. The interactions occasional and/or occasional if present, exhibits sensitivity and sensitive to the classroom.
between teacher inconsistencies insensitivity are are handled to learners’ social and cultural
and learners, like favoritism, displayed. respectfully. differences. differences.
and among or disregard
learners, are for learners’
inappropriate or differences are
insensitive. evident.

CLARIFICATIONS
FAIRNESS
impartial and just treatment or behavior
RESPECT RARELY
due regard for the feelings, rights, and culture of others learner-teacher interactions are minimally acceptable
CARE OCCASIONALLY
attention or consideration to others learner-teacher interactions are moderately acceptable
SOME GENERALLY
less than half learner-teacher interactions are mostly acceptable
MAJORITY CONSISTENTLY
more than half learner-teacher interactions are highly acceptable
MOST

Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and
INDICATOR 9
hands- on activities within a range of physical learning environments
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 The teacher and
does not manage manages classroom manages classroom manages classroom manages manages classroom organizes and adapts and learners maintain a
classroom structure but fails structure and structure and classroom structure structure and maintains classroom adjusts classroom structure
structure. to engage learners engages some engages the and engages engages all structure and classroom structure that promotes a
in various learning learners in majority of most learners learners in engages learners, according to learning-focused
activities. discovery or hands- learners in in meaningful meaningful individually learners’ needs and environment
on learning discovery exploration, exploration, or in groups, encourages learners and encourages
activities within a and hands-on discovery, discovery, in meaningful to explore other constructive
range of physical learning activities and hands-on and hands-on exploration, learning activities classroom
learning within a range of learning activities learning activities discovery, and that support the interactions
environments. physical learning within a range of within a range of hands-on activities achievement of geared towards
environments. physical learning physical learning within a range of learning goals. advancement of
environments. environments. physical learning learning.
environments.
fails to does not involves some structures a structures the keeps the sustains proactive effectively and learners
structure the structure the learners in simple classroom classroom learning classroom modifies work together
classroom to classroom to productive layout and layout and environment free structure classroom in
address the facilitate learning work using uses available uses available from congestion management structure and creating a logical
learners’ needs. and movement the resources that resources and facilitates practices to resources to and seamless
of learners. resources within are somewhat that are activities that support flexible suit the classroom
the allotted time suitable for generally are appropriate movement of learning needs structure
2. The teacher and physical different learning suitable for within the learners in all of the learners. characterized by
arranges the space. activities to different learning physical learning learning activities fluent interchange
classroom poorly involve the activities which environment for by providing 2. The teacher of actions of
for the learning majority of involve most of all learners to optimal space facilitates learners through
activities. learners in the learners. work productively and time well-planned challenging
productive work. within the allotted appropriate to learning activities and stimulating
time. their needs. appropriate to learning activities.
individual and
group needs
within the
available physical
space and with
the available
resources.

CLARIFICATIONS
MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts
and how they relate to other concepts SOME
PHYSICAL LEARNING ENVIRONMENT
less than half
area/space where learning takes place DISCOVERY LEARNING ACTIVITIES
activities that require learners to draw on their experiences and MAJORITY
CLASSROOM STRUCTURE
existing knowledge to discover facts, relationships, and new more than half
physical set-up of the learning environment, which generally
knowledge to be learned
includes the arrangement of chairs, tables, and other
MOST
equipment in the classroom, designed to maximize learning HANDS-ON LEARNING ACTIVITIES almost all, approaching 100%
activities that require physical participation of learners to
construct, consolidate, or explain concepts

Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in
INDICATOR 10
continued learning
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 adapts The teacher creates
does not provide provides provides limited provides sufficient provides sufficient provides a variety of consistently provides and modifies learning and maintains a
any learning limited learning learning learning learning learning varied learning opportunities to learning
opportunities opportunities opportunities, opportunities, which opportunities, which opportunities, opportunities, which create a supportive environment that
for learners and fails to which are loosely are somewhat are usually aligned which are well are well aligned learning environment links classroom
to participate, engage learners associated with aligned with the with the learning aligned with the with the learners’ for learners to learning contexts to
cooperate, and to participate, the learning goals, learning goals, and goals, and engages learning goals, and individual and group recognize each real-life situations
collaborate in cooperate, and and engages only engages majority most learners engages all learning needs, other’s learning and enables learners
continued learning. collaborate in some learners of the learners to participate, learners to and engages strengths, and value to independently
continued learning. to participate, to participate, cooperate, and participate, learners the contribution of support each
cooperate, and to cooperate, collaborate in cooperate, and to participate, others. other’s learning.
collaborate in and to continued learning. collaborate in cooperate, and
continued learning. collaborate in continued learning. collaborate in
continued learning. continued learning.
provides no puts learners puts learners conducts engages clearly provides constructs adjusts learning promotes
activity in small in small collaborative learners in a the class with carefully- activities inclusivity in
designed for groups, but groups to work which structured task structured structured groups for learners the learning
collaborative activity is complete a is structured. that features tasks involving in which learners to actively environment
learning. unstructured. certain task. some elements most elements are engaged participate in where learners
However, group 2. The majority of cooperative of cooperative in learning groups with are fully
2. Learners are constitution and of learners learning: positive learning. experiences that diverse peers. vested in the
passively involved tasks are are interdependence, clearly reflect learning
in group learning poorly engaged in the individual all elements 2. The teacher process.
activities. structured. tasks. accountability, of cooperative involves the
and face-to-face learning. learners in 2. The teacher
2. Only some interaction. the formation leads learners to
learners are 2. The teacher or adjustment think critically,
actively engaged provides complex of learning solve problems,
in group tasks in which all activities, taking and find
learning learners share into account solutions
activities. the authority of their possible to self-directed
setting goals, contribution challenges with
assessing to the connections to
learning, and learning real-life contexts.
facilitating outcomes.
learning.

CLARIFICATIONS
LIMITED
insufficient strategies employed when more are required by the
PRINCIPLES OF COLLABORATIVE LEARNING
learning situation
• heterogeneous grouping
• mixed abilities LOOSELY ASSOCIATED
SUFFICIENT
• mixed gender association substantially mismatched with the other learning goals minimum strategies employed as required by the
• interdependence learning situation
SOMEWHAT ALIGNED
STRUCTURED TASKS minimal degree of association with the other learning goals VARIETY
specific tasks given to learners in group activities a range of different strategies employed as required by the
USUALLY ALIGNED
learning situation
For SPED classrooms: A healthy balance of structured and generally matched with the other learning goals
unstructured processes is important to maintain an organized SOME
classroom and limit distractions. WELL ALIGNED less than half
perfectly matched with the other learning goals
SUPPORTIVE LEARNING ENVIRONMENT MAJORITY
child-friendly and conducive to learning more than half
MOST

Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by
INDICATOR 11
assuming responsibility for their own learning
1 2 3 4 5 6 7 8 9
The teacher The teacher applies The teacher applies The teacher applies The teacher applies The teacher The teacher The teacher adapts The teacher creates
does not apply limited strategies limited strategies, sufficient strategies, sufficient strategies, applies a variety consistently applies and modifies and maintains a
any strategy and fails to which are loosely which are somewhat which are usually of strategies, strategies, which strategies to learning environment
to motivate motivate learners to associated with the aligned with the aligned with the which are well aligned maintain a learning where learners
learners to work work productively learning goals, and learning goals, learning goals, and are well aligned with the learners’ environment for exhibit passion
productively and and be responsible motivates only and motivates the motivates most with the learning individual and group learners to monitor for learning and
be responsible for for their own some of the majority of the learners to work goals, and learning needs, and evaluate their highlight applications
their own learning. learning. learners to work learners to work productively and be motivates all and motivates learning towards of their knowledge
productively and be productively and responsible for their learners to work them to work achieving individual and skills.
responsible for be responsible for own learning. productively and productively and and shared
their own learning. their own learning. be responsible for be responsible for learning goals.
their own learning. their own learning.
1. The teacher 1. The teacher uses 1. The teacher 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher is 1. The teacher 1. The teacher
displays no poorly thought- displays little strategies that displays applies able to create consistently consistently
knowledge on out strategies knowledge on are likely to comprehensive extensive a learning promotes a maintains an
how to that leave how to motivate and knowledge to knowledge environment sense of pride in environment
motivate learners motivate engage majority engage almost all to engage all that sustains learners’ work where learners
learners. uninvolved and/or learners and of the learners learners. learners. learners’ active or express their
passive. engages only during the engagement and accomplishment. ideas, take
some of the lesson. 2. The teacher 2. The teacher self-motivation. initiative, and
2. The teacher learners during succeeds in succeeds in 2. The teacher have high
attempts to the lesson. 2. The teacher motivating almost motivating all leads the expectations for
motivate learners engages the all learners to learners to learners to their learning
to complete a 2. The teacher learners to understand expend effort monitor their and
task. motivates the exhibit their role and to complete own progress achievement.
learners to accept commitment to to consistently high- quality as they strive
the learning complete the expend effort work. to
tasks but fails to work on their to learn. meet challenging
engage them to own but a few do learning goals.
work productively. not work
productively.

CLARIFICATIONS
SOME
less than half
LEARNING ENVIRONMENT
diverse physical locations, contexts, cultures in which students MAJORITY
learn (The Glossary of Education Reform, 2013) more than half
In the context of IPEd classroom, the ancestral domain is the primary learning MOST
environment and space for indigenous learners. It includes not only the physical almost all, approaching 100%
environment but the total environment including the spiritual and cultural bonds to the
areas (DO 32, s. 2015). LOOSELY ASSOCIATED
association substantially mismatched with the other learning goals
LIMITED
insufficient strategies employed when more are required by the learning situation SOMEWHAT ALIGNED
minimal degree of association with the other learning goals
SUFFICIENT
minimum strategies employed as required by the learning situation USUALLY ALIGNED
generally matched with the other learning goals
VARIETY
a range of different strategies employed as required by the learning situation WELL ALIGNED
perfectly matched with the other learning goals

Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused
INDICATOR 12
environments
1 2 3 4 5 6 7 8 9
There appears to The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher
be no established attempts to manage rarely manages occasionally frequently manages consistently constructively enables learners to supports learners
rule on learner misbehavior without misbehavior against manages misbehavior against manages manages learners’ take control of their to monitor that
behavior. setting any rules on established rules of misbehavior against established rules of misbehavior against behavior by own behavior their behavior and
learners’ conduct. conduct. established rules conduct and most established rules applying positive against rules of that of others is
or of conduct and learners follow of conduct and all and non-violent conduct and sensitive and
the majority of such rules. learners follow such discipline to learners respectful to
The teacher learners follow rules. ensure learning- demonstrate that individual learners’
does not manage such rules. focused they are aware of needs and dignity.
learners’ environment. the impact of their
misbehavior. behavior.
1. The teacher 1. The teacher 1. The teacher 1. The teacher’s 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
ignores noises tries to keep seems to have standards of often implements responds encourages the enforces clear encourages
produced by track of learner set rules of conduct are an appropriate appropriately to learners to standards of learners to
the learners behavior, but conduct, but inconsistently classroom learners’ behavior take conduct to all independently
which interfere with no they are enforced management without any loss responsibility of learners who use proactive
with the lesson. apparent system not clear to all resulting in system which is of instructional their behavior. respectfully strategies and
and with much students. some responsive to the time. intervene with take responsibility
instructional time interference in classroom and 2. The teacher classmates at for their
lost. 2. The teacher student learning individual needs 2. The teacher implements a appropriate behavior in
communicates and some loss of of learners. evidently well-established moments different social
a prescribed instructional establishes procedure for to ensure contexts.
process to time. 2. The teacher’s standards of learners to compliance with
address learner standards of conduct that monitor their standards of
misconduct but 2. The teacher behavior are are clear to own classroom conduct.
is not clear and sets clear consistently all behavior.
requires repeated standards of reinforced and learners and with
prompting, which conduct but are clear to most impact on student 3. The teacher
delays or learners need learners. The learning. closely monitors
disrupts the to be prompted learners require the learners so
quality of repeatedly. little prompting, that misbehavior
student learning. resulting in little is detected early
3. The teacher or no disruption before it
3. The establishes to their learning. involves more
teacher’s appropriate learners
responses expectations 3. The teacher or becomes a
to learner for behavior moves to a serious disruption.
misbehavior are but some of misbehaving
inconsistent: these learner and
sometimes harsh, are unclear or do gives a
sometimes not address the verbal or
lenient. needs of most non-verbal
learners. signal to stop the
misbehavior.

CLARIFICATIONS
Positive and Non-Violent Discipline of Children is "a way of thinking and a holistic, SOME
constructive, and pro-active approach to teaching that helps children develop appropriate less than half
thinking and behavior in the short and long-term and fosters self-discipline (DO 40, s. 2012,
Enclosure p.9)." MAJORITY
more than half
POSITIVE DISCIPLINE
non-violent, respectful, and diplomatic means of managing learner behavior without the use of MOST
punishment (PPST, 2017) almost all, approaching 100%
NON-VIOLENT DISCIPLINE RARELY

a form of discipline that avoids the use of punishment such as spanking, verbal abuse, and seldom occurs
humiliation (PPST, 2017)
OCCASIONALLY
ESTABLISHED RULE irregularly occurs
an existing set rules of conduct imposed in the learning environment
FREQUENTLY
CONSTRUCTIVE often occurs
positive and helpful
CONSISTENTLY
BEHAVIOR constantly occurs
positive or negative action/manner


COT INDICATOR
Indicator 13
DOMAIN
Diversity of Learners
Strand 3.1
3
Learners’ gender, needs, strengths, interests and experiences
Learners’ linguistic, cultural, socio-economic and religious
backgrounds
Learners with disabilities, giftedness and talents

Learners in difficult circumstances
Learners from indigenous groups

Use differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths,
INDICATOR 13
interests and experiences
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 adjusts The teacher fosters
does not provides learning provides a limited provides provides provides provides learning experiences a learning culture
provide learning experiences but range differentiated or differentiated and differentiated and differentiated and to meet individual that enables
experiences fails to address the of differentiated developmentally developmentally developmentally developmentally and group learning learners to take part
that address the learning needs of learning experiences appropriate learning appropriate learning appropriate learning appropriate learning needs of learners. in creating learning
learning needs of learners. to address the experiences to experiences to experiences to experiences to experiences to
the learners. learning needs of address the learning address the learning address the learning address the diverse support their
some learners. needs of learners. needs of learners. needs of different individual learning diverse learning
groups of learners. needs of learners. needs.
1. The teacher 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
does not use strategies that are relies on a addresses the addresses the supports the provides modifies plans for learners
any strategy to not appropriate single strategy developmental developmental learners’ needs appropriate instruction to suggest ways
meet the to accommodate or some levels of levels of through a instructional and matches in which
diverse either the strategies to learners by learners in the variety of adaptation strategies to meet instruction or
learning needs of learners’ accommodate providing classroom and strategies, for diverse diverse learning lessons might be
learners. differences or learners’ learning makes use of materials, and/ learners to needs and to modified to
developmental differences and experiences the different or pacing that allow them to make learning demonstrate and
levels. developmental that enable ways they learn make learning have accessible and advance their
needs but fails most learners to by providing accessible and opportunities to challenging for own learning.
to meet progress toward differentiated challenging for actively engage all learners in the
intended meeting intended learning different groups of in various and classroom.
outcomes for outcomes. experiences learners. effective learning
most learners. that enable activities. 2. The teacher
2. The teacher most learners to 2. The teacher effectively uses
makes use of progress toward uses independent,
differentiated meeting intended differentiated collaborative,
learning outcomes. strategies that and whole-class
experiences to motivate and instruction to
enable most engage groups support individual
learners to of learners, learning goals
progress toward allowing them to and provides
meeting achieve learning varied options
intended outcomes. for how
outcomes. learners will
demonstrate
mastery.

CLARIFICATIONS
LEARNERS’ GENDER
social attributes and opportunities associated with being male and female and the relationships
between women and men and girls and boys, as well as the relationships between women and
DIFFERENTIATED LEARNING EXPERIENCES
those between men
teaching and learning activities that are suited to the various learning needs, abilities, and skills of
diverse learners LEARNERS’ NEEDS
gaps between a learner’s present knowledge or competence and the curriculum standards
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES
identified as necessary for the grade level
teaching and learning activities that are suited to the developmental level of learners
LEARNERS’ STRENGTHS
LEARNING NEEDS
pre-existing knowledge or competence that helps a learner meet required standards
comprise both essential learning tools (literacy, oral expression, numeracy, and problem
solving) and the basic learning content (knowledge, skills, values, and attitudes) required by LEARNERS’ INTERESTS
human beings to be able to survive, to develop their full capacities, to live and work in dignity,
learners’ personal preferences, likes or dislikes, which must be considered in the teaching-learning
to participate fully in development, to improve the quality of their lives, to make informed
process
decisions, and to continue learning (UNESCO, 1992)
LEARNERS’ EXPERIENCES
skill or knowledge that a learner gets from doing something

Establish a learner-centered culture by using teaching strategies that respond to learners' linguistic, cultural, socio-
INDICATOR 14
economic and religious backgrounds
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher The teacher employs The teacher The teacher employs The teacher The teacher adapts
does not employ employs limited strategies which employs strategies strategies which employs a variety an extensive applies and modifies
strategies to strategies but are somewhat which are are appropriate to of strategies repertoire of consistently teaching and
address learners’ fails to address appropriate to partially address learners’ which are strategies to create effective strategies learning experiences
linguistic, and/or learners’ linguistic, address learners’ appropriate to linguistic, and/or appropriate to a learner-centered for learners’ taking into account
cultural, and/or and/or cultural, linguistic, and/or address learners’ cultural, and/or address learners’ environment linguistic, and/or the individual and
socio-economic, and/or socio- cultural, and/or linguistic, and/or socio-economic, linguistic, and/or that addresses cultural, and/or group of learners’
and/or religious economic, and/ socio-economic, cultural, and/or and/or religious cultural, and/or individual and socio-economic, linguistic, and/or
backgrounds. or religious and/or religious socio-economic, backgrounds. socio-economic, group of and/or religious cultural, and/or
backgrounds. backgrounds. and/or religious and/or religious learners’ backgrounds that socio-economic,
backgrounds. backgrounds. linguistic, and/or encourage learners and/or religious
cultural, and/or to be successful backgrounds to
socio-economic, citizens within the promote
and/or religious changing local and learners’ success.
backgrounds. global environments.
1. The teacher does 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not demonstrate lacks familiarity demonstrates displays demonstrates delivers demonstrates provides provides
an accurate with learners’ a limited familiarity of an appropriate a wider opportunities instructional
understanding of backgrounds understanding of learners’ understanding of instructional understanding of for learners to adaptation for
the educability of and has made the educability of background but the purpose and adaptation the educability of suggest ways individual and
individual learners. no individual learners. sometimes lacks value of learning for individual individual learners. in group
attempts to modify responsiveness in about learners’ learner needs. which instruction learners’
2. The teacher instructions. 2. The teacher addressing them. background The adaptation 2. The teacher's or lessons background
provides no gives to inform of instruction instructional might be to maintain an
instructional 2. Teacher’s opportunities to instructions. is realistic and strategies modified environment
adaptation for instructional only few learners effective. respond to according to for learners’
individual learner strategies to actively engage individual and their diverse engagement.
needs. do not in the learning 2. The teacher group of learners’ backgrounds to
respond to activities. provides diverse background, advance their 2. The teacher
learners’ learners with thus creating learning and enhances
background. opportunities to an environment enhance their self- learners’ ability
actively engage in where learners confidence. to adapt
various learning feel equally activities
activities. involved. 2. The teacher according to
sustains an their diverse
engaging backgrounds to
relationship with enhance their
others to make understanding.
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
LEARNER-CENTERED CULTURE
a set of attitudes, conventions, and practices that place learners at the center of the learning EDUCABILITY
process by using varied teaching modalities responsive to learners’ diverse backgrounds and observed variations in the learners’ capacity to perform tasks
relevant to meaningful learning experience
VARIETY
LINGUISTIC BACKGROUND a range of different strategies employed as required by the learning situation
learners' understanding of the principles of language and their application to the language being
taught EXTENSIVE REPERTOIRE
wide and comprehensive range of strategies
CULTURAL BACKGROUND
ethnic and racial factors and values that shape the learners' upbringing at the family or societal level SOMEWHAT APPROPRIATE
minimal degree of appropriateness
SOCIO-ECONOMIC BACKGROUND
factors that affect the social standing or class of the learners as determined by their education PARTIALLY APPROPRIATE
and family's income and occupation moderate degree of appropriateness
RELIGIOUS BACKGROUND
learners' belief system and/or spirituality that is reflected in a worldview and in expected actions

INDICATOR 15 Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher employs The teacher The teacher The teacher applies The teacher adapts
does not employ employs strategies strategies which strategies which are strategies which employs a variety employs extensive consistently effective and modifies
strategies to but fails to address are somewhat partially appropriate are appropriate of strategies which repertoire of strategies for teaching and
address the the learning needs appropriate in in addressing the in addressing are appropriate strategies to learners with special learning experiences
learning needs of learners with addressing the learning needs of the in addressing the create a learner- educational needs taking into account
of learners with special educational learning needs of learners with learning needs of learning needs of centered to encourage them the learning needs
special educational needs. learners with special educational learners with learners with environment that to be successful of the individual
needs. special educational needs. special educational special educational addresses the citizens within the and group of
needs. needs. needs. learning needs of changing local and learners with
the individual and global environments. special educational
group of learners needs to promote
with special learners’ success.
educational needs.
does not lacks familiarity demonstrates displays demonstrates provides demonstrates provides provides
demonstrate an with learners’ a limited familiarity of an thoughtful and an expanded opportunities instructional
accurate backgrounds understanding of learners’ understanding of appropriate understanding of for learners to adaptation for
understanding of and has made the educability background but the purpose and instructional the educability suggest ways individual and
the educability no attempts of individual occasionally lacks value of learning adaptation of individual in group
of individual to modify learners. responsiveness in about learners’ for individual learners. which instruction learners’
learners. instructions. addressing them. background learner needs. or lessons background
2. The teacher to inform The adaptation 2. The teacher’s might be to maintain an
2. The teacher 2. Teacher’s gives instructions. of instruction instructional modified environment
provides no instructional opportunities to is realistic and strategies according to for learners’
instructional strategies only few learners effective. respond to their diverse engagement.
adaptation for do not to actively engage individual and backgrounds to
individual learner respond to in the learning 2. The teacher group of learners’ advance their 2. The teacher
needs. learners’ activities. provides diverse background, learning and enhances
background. learners with thus creating enhance their learners’ ability
opportunities to an environment self-confidence. to adapt
actively engage in where learners activities
various learning feel equally 2. The teacher according to
activities. involved. sustains an their diverse
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory learning disability, or other conditions
impairment and cultural differences; these persons may be:
• gifted/talented EDUCABILITY
• fast learner observed variations in the learners’ capacity to perform tasks
• mentally retarded
• visually impaired VARIETY
• hearing impaired a range of different strategies employed as required by the learning situation
• with behavior problems
• orthopedically handicapped EXTENSIVE REPERTOIRE
• with special health problems wide and comprehensive range of strategies
• learning disabled
• speech impaired SOMEWHAT APPROPRIATE
• multiple handicapped (DO 117, s. 1987) minimal degree of appropriateness
PARTIALLY APPROPRIATE
moderate degree of appropriateness

Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult
INDICATOR 16 circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher employs The teacher The teacher The teacher applies The teacher adapts
does not employ employs strategies strategies which strategies which are strategies which employs a variety employs extensive consistently effective and modifies
strategies to but fails to address are somewhat partially appropriate are appropriate of strategies which repertoire of strategies for teaching and
address the the special appropriate in in addressing in addressing are appropriate strategies to learners in difficult learning experiences
special educational educational addressing the the special the in addressing create a learner- circumstances to taking into account
needs of learners needs of learners special educational educational needs special educational the special centered encourage them the special
in difficult in difficult needs of learners of learners in needs of learners educational needs environment that to be successful educational needs
circumstances. circumstances. in difficult difficult in difficult of learners in addresses the citizens within the of the individual
circumstances. circumstances. circumstances. difficult special educational changing local and and group of
circumstances. needs of the global environments. learners in difficult
individual and group circumstances to
of learners in promote learners’
difficult success.
circumstances.
does not lacks familiarity demonstrates displays demonstrates provides demonstrates provides provides
demonstrate an with learners’ a limited familiarity of an thoughtful and a wider opportunities instructional
accurate backgrounds understanding of learners’ understanding of appropriate understanding of for learners to adaptation for
understanding of and has made the educability background but the purpose and instructional the educability suggest ways individual and
the educability no attempts of individual sometimes lacks value of learning adaptation of individual in group
of individual to modify learners. responsiveness in about learners’ for individual learners. which instruction learners’
learners. instructions. addressing them. background learner needs. or lessons background
2. The teacher to inform The adaptation 2. Teacher’s might be to maintain an
2. The teacher 2. Teacher’s gives instructions. of instruction instructional modified environment
provides no instructional opportunities to is realistic and strategies according to for learners’
instructional strategies only few learners effective. respond to their diverse engagement.
adaptation for do not to actively engage individual and backgrounds to
individual learner respond to in the learning 2. The teacher group of learners’ advance their 2. The teacher
needs. learners’ activities. provides diverse background, learning and enhances
background. learners with thus creating enhance their learners’ ability
opportunities to an environment self-confidence. to adapt
actively engage in where learners activities
various learning feel equally 2. The teacher according to
activities. involved. sustains an their diverse
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

VARIETY
a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
a range of different strategies employed as required by the learning situation
learning disability, or other conditions
EXTENSIVE REPERTOIRE
LEARNERS IN DIFFICULT CIRCUMSTANCES
wide and comprehensive range of strategies
persons who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse, diseases,
exclusion, harassment, problems with the law, imprisonment, destructive drugs, domestic slavery,
SOMEWHAT APPROPRIATE
violence, among others (UNESCO, 1999)
EDUCABILITY
observed variations in the learners’ capacity to perform tasks

INDICATOR 17 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher The teacher The teacher The teacher The teacher
does not employ employs strategies strategies which strategies which are employs strategies employs a variety employs extensive applies adapts and
strategies to but fails to address are somewhat partially culturally which are culturally of strategies which repertoire of consistently modifies teaching
address the the learning needs culturally appropriate appropriate in appropriate in are strategies to create effective strategies and learning
learning needs of learners from in addressing the addressing the addressing the culturally appropriate a learner-centered for learners from experiences through
of learners from indigenous groups. learning needs learning needs learning needs in addressing the environment that indigenous groups contextualization,
indigenous groups. of learners from of learners from of learners from learning needs addresses the to encourage taking into account
indigenous groups. indigenous groups. indigenous groups. of learners from learning needs of them to be the learning needs
indigenous groups. individual and group successful citizens of the individual
of learners from within the and group of
indigenous groups. changing local and learners from
global environments. indigenous groups
to develop holistic
learners.
1. The teacher 1. The teacher lacks 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
does not familiarity with demonstrates displays demonstrates provides a demonstrates provides provides
demonstrate an learners’ cultural a limited familiarity of an culture-based a wider opportunities contextualized
accurate backgrounds understanding of learners’ cultural understanding of instruction to understanding of for learners to instruction for
understanding of and has made a culture-based background but the purpose and meet the a culture-based suggest ways individual and
a culture-based no attempts education. sometimes lacks value of learning needs of education. in group
education. to responsiveness in in the learners' learners. The which instruction learners’
contextualize 2. The teacher addressing them. context. adaptation of 2. Teacher’s or lessons might background
2. The teacher instructions. gives instruction is instructional be modified or to maintain an
provides no opportunities to realistic and strategies contextualized environment
instructional 2. Teacher’s only few learners effective. respond to according to for learners’
adaptation for instructional to actively engage individual their diverse engagement.
learners' strategies do in the learning 2. The teacher and group cultural
needs. not respond to activities. provides diverse of backgrounds to 2. The teacher
learners’ cultural learners with learners’ cultural advance their develops
background. opportunities to background, learning and learners’ ability to
actively engage in thus creating enhance their adapt activities
various learning an environment self-confidence. according to
activities. where learners their diverse
feel equally 2. The teacher cultural
involved. sustains an backgrounds to
engaging enhance their
relationship with understanding.
others to make
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
CULTURE-BASED EDUCATION
LEARNERS FROM INDIGENOUS GROUPS an education that is grounded in the context of the indigenous communities' life, recognizes their
people who have, under claims of ownership since time immemorial, occupied, possessed, and Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural
utilized ancestral territories, shared common bonds of language, customs, traditions, and other perspectives (DO 32, s. 2015, Enclosure p.4)
unique cultural traits (RA 8371, IPRA)
CONTEXTUALIZATION
TEACHING STRATEGIES the educational process of relating the curriculum to a particular setting, situation or area of
In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's application to make the competencies relevant, meaningful, and useful to all learners;
(ICC) Indigenous Learning System (ILS), which is an ICC's system of educating succeeding distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
generations of youth into the community's cultural system (DO 32, s. 2015).
VARIETY
LEARNING NEEDS a range of different strategies employed as required by the learning situation
comprise both essential learning tools (literacy, oral expression, numeracy, and problem
solving) and the basic learning content (knowledge, skills, values, and attitudes) required by EXTENSIVE REPERTOIRE
human beings to be able to survive, to develop their full capacities, to live and work in dignity, wide and comprehensive range of strategies
to participate fully in development, to improve the quality of their lives, to make informed
decisions, and to continue learning (UNESCO, 1992) SOMEWHAT APPROPRIATE


COT INDICATOR
DOMAIN
Curriculum and Planning

4
Planning and management of teaching and learning process

Teaching and learning resources including ICT

Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum
INDICATOR 18
requirements 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
developmentally poorly sequenced lesson but only lesson but with the lesson structured structured lesson understanding of of
sequenced teaching and with some inappropriate with lesson with a with emphasis on the prerequisite designing coherent
teaching and learning processes elements of elements of a appropriate elements developmentally explicit connections relationships among instruction in a
learning processes to meet curriculum a developmentally developmentally of a sequenced teaching between previous the important collaborative manner
to meet curriculum requirements and sequenced teaching sequenced teaching developmentally and learning learning and new contents, concepts, by intentionally
requirements and varied teaching and learning and learning sequenced teaching processes to concepts and as well as multiple demonstrating
varied teaching contexts. processes to processes to and learning meet curriculum skills. pathways for awareness of and
contexts. meet curriculum meet curriculum processes to requirements and learning depending processes for
requirements and requirements and meet curriculum varied teaching on learners’ needs. engaging all learners
varied teaching varied teaching requirements and contexts. in application-based
contexts. contexts. varied teaching experiences.
contexts.
1. There was no 1. The teacher’s 1. The teacher 1. The teacher 1. The teacher 1. The teacher’s 1. The teacher’s 1. The teacher's 1. The
structured plan. lesson does not demonstrates connects sequence progression from structure of the teacher
procedures are demonstrate inaccurate or outcomes from of activities the warmup to lesson takes into applies
2. Transitions haphazard and understanding of incomplete previous and purposefully the main account or professional
between activities ill-planned, which the prerequisite knowledge of future learning, scaffolds learners activity is builds prior knowledge
are missing. interferes in relationships prerequisite and transitions toward achieving thoughtfully knowledge of in planning
learners’ progress when planning, relationships, between activities the lesson’s planned. The the topic and is and designing
toward achieving and transitions and transitions are smooth. objectives. review of basic well paced with a well-structured
the lesson’s between activities between activities concepts and thoughtfully and sequenced
objectives. are too abrupt. are present but 2. The teacher’s 2. The teacher’s the activities chosen sequence lessons, which
may disrupt sequence of sequence of that follow are of learning are contextually
2. There was a 2. The teacher’s the flow of the learning activities learning activities effective in taking activities. relevant and
major problem sequence of sequence. generally keeps keeps learners the application of culturally
with the learning activities learners engaged engaged in the this knowledge to 2. The teacher responsive to
organization demonstrates 2. The teacher and moving content and has the next level of has anticipated learners'
or framing of some structure presents minor from one a clear sense exploration. the pedagogical needs, using
the lesson but there are organizational portion to the of purpose approaches learners’
that some problems issues and missed next in throughout the that would be aptitude .
significantly with organization opportunities a reasonable class period but most effective
and that negatively during the manner. Learners lacks in-depth in engaging
negatively impact learning. lesson that affect understand the processing of the learners
impacted student learning time. purpose of the the activities. throughout the
learning. lesson and what entire class
they are to do to period.
accomplish the
purpose.

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

INDICATOR 19 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher The teacher The teacher utilizes The teacher The teacher The teacher The teacher
does not use any utilizes learning utilizes learning utilizes learning learning resources, utilizes learning integrates extensive contextualizes and the
available teaching resources, resources, resources, including ICT, resources, and multidisciplinary multidisciplinary learners
and learning including ICT, including ICT, including ICT, which are generally including ICT, learning resources, and interactive collaboratively use
resources to which are which are loosely- which are aligned with the which are including ICT, learning resources, multidisciplinary and
address learning inappropriate and aligned with the occasionally learning goals. consistently which are including ICT, to interactive learning
goals. fail to address the learning goals. aligned with the aligned with the appropriate and deepen the resources, including
learning goals. learning goals. learning goals. aligned with the learners’ ICT, and which
learning goals. understanding. learners assess the
impact of the uses of
ICT and implement
ways of minimizing
unproductive uses
of ICT.
1. The teacher does 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not utilize or poorly thought- utilizes a variety utilizes a utilizes a variety utilizes a variety skillfully modifies directs the
adapt materials out instructional of materials and variety of of instructional of instructional manages diverse instructional use of
and resources resources which resources that instructional materials and materials and instructional materials making instructional
to support new are not suitable do not support materials and resources that resources that materials that them fit to materials to
learning. to the the learning resources but are aligned with are aligned with encompass other accommodate achieve new
instructional goals. is not able to the instructional the instructional disciplines which learners’ learning in
purposes. maximize their purposes which purposes which consistently differences. multiple
purpose to usually support always support support the ways,
support the the learning the learning learning goals. 2. The teacher including
learning goals. goals. goals. exhibits proficient application of new
use of localized learning to make
or indigenized interdisciplinary
and and real world
multidisciplinary connections.
instructional
materials to
cognitively
engage learners
and extend new
learning.
3. The teacher
succeeds in
cognitively
engaging the
learners to
demonstrate new
learning.

CLARIFICATIONS
TEACHING AND LEARNING RESOURCES

instructional materials and resources used in the teaching and learning processes, LOOSELY ALIGNED
which include: substantially mismatched with the learning goals
• Curriculum guides, teacher’s manual OCCASIONALLY ALIGNED

• Chalkboard, whiteboard, Manila paper, cartolina, charts, manipulatives, sometimes matched with the learning goals
models, flashcards, meta-cards, graphic organizers
• Printed materials such as books, periodicals, worksheets, activity sheets GENERALLY ALIGNED
• ICT resources such as calculators, computers, audio visual equipment, slide usually matched with the learning goals
presentation, multimedia products, social media, web-based applications,
instructional software, email, distance learning softwares, e-books and other digital CONSISTENTLY ALIGNED
resources always matched with the learning goals
• Tools and equipment (in cookery, dressmaking, beauty and care, agriculture,
carpentry, among others) EXTENSIVE LEARNING RESOURCES
• Assistive devices such as Braille systems, large print books, audio devices, wide range of learning resources
screen readers for computers, hearing aids, electronic speech output devices
• Localized instructional materials MULTIDISCIPLINARY LEARNING RESOURCES
• Indigenized instructional materials (may require Free and Prior Informed learning resources which can be used in various subject areas
Consent, or permission from the indigenous cultural community, before use for
instruction purposes) INTERACTIVE LEARNING RESOURCES
learning resources aided with technology that influence learners to work individually or in groups


COT INDICATOR
DOMAIN
Assessment and Reporting

5
Design, selection, organization and utilization of assessment
strategies

Feedback to improve learning

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 The teacher The teacher The teacher The teacher The teacher The teacher
not provide any attempts to provides a limited provides a range provides a provides assessment integrates fully integrates and learners
form of assessment incorporate range of assessment range of strategies consistent assessment assessment collaboratively
during the lesson. assessment in the of assessment strategies but only assessment with the curriculum strategies that strategies taking into set and attain
lesson without set strategies but fails to some are aligned strategies that requirements. engage learners account different the learning
criteria. address the learning with the learning address most of in self- and learners’ cognitive goals using
goals. goals. the learning goals. peer- levels as well as their assessment
assessment. particular learning strategies consistent
needs. with the curriculum
requirements.
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 uses a variety uses a predominantly uses successfully involves learners
monitoring of a set of criteria assessment of assessment repertoire of uses assessment assessment uses multiple in developing
students’ learning. to assess the procedures strategies, but assessment strategies which strategies which learner data self-assessment
learners’ work. focused on task some do not strategies which are embedded engage learners and feedback strategies to
2. The teacher completion and/or measure the are aligned with as an integral in assessment to inform monitor academic
does not 2. The teacher compliance rather intended learning the intended part of the criteria to self- future goals.
demonstrate the does not provide than learner outcomes. learning goals. lesson and are monitor and instructional
ability to use a achievement of aligned with the reflect on their decision 2. The teacher
assessment to set of standards, lesson purpose/ 2. The teacher 2. The teacher intended own progress. making and to requires learners
measure learner e.g. rubric or objective. uses procedures uses instructional or differentiate to set their own
progress. checklist, to that yield only assessment consistent with 2. The teacher instruction to instructional
assess the some evidence procedures the content prompts learners address individual outcomes based
learners’ work of learning. that draw out standards. to frequently learning needs. on feedback.
and output. evidence of assess their
whether learners 2. The teacher own work and 3. The teacher
have learned the encourages the the work of their provides learners
intended learning learners to assess peers using with
outcomes. and monitor the assessment opportunities to
quality of their criteria embedded 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.

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)

INDICATOR 21 Use strategies for providing timely, accurate and constructive feedback to improve learner performance
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher rarely The teacher The teacher The teacher The teacher The teacher adjusts The teacher creates
not provide any attempts to provide provides feedback occasionally frequently provides consistently provides consistently provides and refines different and maintains a
feedback to help feedback but that results in limited provides feedback feedback that results feedback that results feedback that results forms of feedback learning
learners improve does not result in opportunities for that results in in opportunities for in opportunities in opportunities grounded on environment that
their learning. improving students’ learners to improve opportunities for most of the learners for all learners to for all learners to students’ learning supports learners’
learning. their learning. majority of the to improve their improve learning and improve learning and needs. life-long learning
learners to improve learning. leads to assess their to assess their own through teacher-
their learning. own progress. progress and that of learners and
others. learners-learners
feedback.
1. Learners receive 1. Teacher’s 1. Teacher’s 1. The teacher 1. The teacher 1. The teacher 1. The 1. The teacher 1. The teacher
no feedback. feedback is of feedback is provides accurate provides provides teacher provides consistently sets
They have no poor quality superficial, not feedback but accurate, timely, substantive, establishes individualized, up a
idea if they are and not informative, and sometimes and constructive specific, and a routine descriptive constructive
on the right oriented not constructive. absent when it is feedback, i.e. timely feedback, for feedback that learning
track in toward future necessary. suggestions/ and shares constructive is accurate environment
achieving the improvement 2. Feedback is tasks/ activities/ strategies to feedbacking and that instills
intended learning of learning. It directed to 2. Feedback is clarifications, that learners to where learners actionable to positive stance
outcomes. lacks specificity only some of selective to fully guides most improve their can participate help learners towards giving
or is untimely the learners. some groups of the learners performance and respond advance their and receiving
and inaccurate. of learners. toward the toward the productively. learning. feedback which
3. Teacher’s intended intended learning can be applied
2. Feedback is feedback partially 3. The teacher learning outcomes. 2. The teacher 2. The teacher to real-life
dismissive, does guides learners falls short of outcomes. provides uses varied context.
not explain what toward the addressing opportunities forms of
went “wrong,” intended learning the for self and feedback that
and does not outcomes learners’ common peer are accurate
suggest a and does not need/ weakness. feedbacking that and specific
specific course of target students’ is specific and which can
action for the strengths and is focused on maximize
learner to follow. weaknesses. advancing their students’ ability to
learning of the learn.
lesson on
hand.

CLARIFICATIONS
RARELY
FEEDBACK
seldom occurs
essential and culturally-appropriate written and/or oral information
about learners’ behavior/ performance/ output that can be used to raise awareness
OCCASIONALLY
on their strengths and weaknesses as bases for improvement
irregularly occurs
MAJORITY
FREQUENTLY
more than half
often occurs
MOST
CONSISTENTLY
constantly occurs

GLOSSARY OF TERMS
The different phases in one’s teaching career which starts from being a Beginning, to Proficient, to Highly Proficient, and to Distinguished
Career Stages
teacher
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of professional standards for teachers
Concrete, observable, and measurable teacher behaviors/practices covered in every strand in the set of professional standards for
Indicators
teachers
A set of professional standards for teachers that operationalizes teacher quality aspects of the K to 12 reform and elaborates
Philippine Professional
teacher lifelong learning. It contains 37 performance indicators per career stage. It provides an acceptable common language for
Standards for Teachers
professional discussions among teachers and other concerned stakeholders.
Results-based DepEd-contextualized Srategic Performance Management System (SPMS). It is an organization-wide process of ensuring that employees
Performance Management focus work efforts towards achieving DepEd-vision, mission, values, and strategic priorities. It is also a mechanism to manage, monitor and
System (RPMS) measure performance, and identify human resource and organizational development needs (DepEd Order No. 2, s. 2015, p. 3).
Rubric An evaluation tool used to promote the consistent application of standards and expectations at a particular level
Strand More specific dimensions of teacher practice under every domain in the set of professional standards for teachers

REFERENCES
American Council on the Teaching of Foreign Languages. (2012). ACTFL proficiency guidelines 2012. Retrieved from
https://www.actfl.org/publications/guidelines- and-manuals/actfl-proficiency-guidelines-2012
Department of Education. (1987). Policies and guidelines for special education (DepEd Order no. 117, s. 1987). Retrieved from http://www.deped.gov.
ph/1987/12/05/ do-117-s-1987-policies-and-guidelines-for-special-education/
Department of Education. (2012). DepEd child protection policy (DepEd Order no. 40, s. 2012). Retrieved from https://www.deped.gov.ph/wp-content/uploads/
2012/05/DO_s2012_40.pdf
Department of Education. (2015). Guidelines on the establishment and implementation of the results-based performance management system (RPMS) in the
department of education (DepEd Order no. 2, s. 2015). Retrieved from http://www.deped.gov.ph/2015/02/05/do-2-s-2015-guidelines-on-the-
establishment-and-implementation-of-the-results-based-performance-management-system-rpms-in-the-department-of-education/
Department of Education. (2015). Adopting the indigenous peoples education curriculum framework (DepEd Order no. 32, s. 2015). Retrieved from https://www.
deped.gov.ph/wp-content/uploads/2015/07/DO_s2015_32.pdf
Department of Education. (2017). National adoption and implementation of the Philippine professional standards for teachers (DepEd Order no. 42, s.
2017). Retrieved from http://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-
standards- for-teachers/
Department of Education – Teacher Education Council. (2017). Philippine professional standards for teachers.
Department of Education – Teacher Education Council. (2018). Philippine professional standards for teachers (PPST) resource package.
Indigenous Peoples Rights Act of 1997 (Republic Act No. 8371). (1997). Retrieved from https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
The Glossary of Education Reform. (2013). Retrieved from https://www.edglossary.org/
International Society for Technology in Education. (2008). ISTE standards for teachers. Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-
T_PDF.pdf National Center on Safe Supportive Learning Environments. (2019). Safe and healthy students. Retrieved from
https://safesupportivelearning.ed.gov/safe-and-
healthy- students
Pyramid Educational Consultants. (n.d.). Picture exchange communication system. Retrieved from https://pecsusa.com/pecs/.
United Nations Educational, Scientific and Cultural Organization. (1992). Basic learning needs. Retrieved from http://www.ibe.unesco.org/en/glossary-curriculum-
terminology/b/basic-learning-needs
United Nations Educational, Scientific and Cultural Organization. (1999). Programme for the education of children in difficult circumstances: street
children, working children...access to education, even for the most destitute. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000118101_ eng?posInSet=1&queryId=9046c1d9-f537-4e9c-9641-9d4d93b0a429
United Nations High Commissioner for Refugees. (2007). Safe schools and learning environment: How to prevent and respond to violence in refugee schools.

Retrieved from https://www.refworld.org/pdfid/469200e82.pdf

ACKNOWLEDGMENTS
TEACHER EDUCATION COUNCIL
THE PROJECT TEAM COT WRITING GROUP
Leonor Magtolis Briones
Jennie V. Jocson, Ph.D. Galcoso Alburo
Secretary, Department of Education Ma. Gina A. Anama
Deputy Director and Project Leader, PNU-RCTQ
Katherine B. Arkaina
Allan B. De Guzman, Ph.D. Noemi S. Baysa, Ph.D.
Ma. Izella D. Lampos Luzon Zonal Representative Conrado Contreras
Project Officer, PNU-RCTQ Edwin Cubero
Rita May P. Tagalog, Ph.D. Edna Imelda
Donnadette SG. Belza Ian Kenneth D. Visayas Zonal Representative Legazpi Flordelita
Magabilin Jerreld M. Romulo Male Marion
Denesse Marie B. Handumon Evelyn G. Chavez, Ph.D. Mallorca Annabelle
Research Officers, PNU-RCTQ Palmiery
Mindanao Zonal Representative Blesilda M. Salamoding
Marilou Ubiña
PNU-Philippine National Research Lourdes R. Baetiong, Ph.D. Angelo A. Unay
Center for Teacher Quality Language Subject Representative Jinky R. Victorio, Ph.D.
Asuncion Q. Zambrano,
Gina O. Gonong, Ph.D. Myrna B. Libutaque, Ph.D. Ph.D. Core Group
Director Mathematics Subject Representative
Sarah Veronica M. Badiola
Allan S. Reyes, Ph.D. Lorina Y. Calingasan, Ph.D. Lederma A. De Guzman
Senior Program Manager Michelle Gladys M.
Social Studies Subject Representative Lomeda Joanne P. Manalo
Joan B. Matining
Philip Jay N. Alcoberes, Ph.D. Runvi V. Manguerra, Ph.D. Floricar M. Ramos
Senior Program Manager Executive Director II, TEC Secretariat SPED Group
UNE-SiMERR National Research Centre Jayson A. Peñafiel Mischelle M. Babiera
Education Program Supervisor, TEC Ronald R. Dela Cruz
John Pegg, Ph.D. Secretariat Zandro P. Donceras
Director Belen T. Mendoza
Arnold C.
BUREAU OF HUMAN RESOURCE AND Montemayor Arlene I.
Joy Hardy, Ph.D. Lazaro
ORGANIZATIONAL DEVELOPMENT
Deputy Director IPED Group
Ken Vine, Ph.D. Jennifer E. Lopez Joy A. Bautista
Principal Research Adviser OIC, Office of the Director III Renante P. Bestudio
Leila A. Hipolito
Special thanks to: Maricar G. Raquiza
All Regional Directors, Schools Division ALS Group
Dyna Mariel B. Bade Superintendents, Division Officials, School
Pamela L. Lamparas Heads, Teachers, and Staff who Cristy O. Atienza
Beverly E. Estocapio supported and participated in the Dhana A. Canoy
Ruby Ann G. Gantalao Elona Jean Labay
development, validation, and refinement Patria G. Montealto
Support Staff, PNU- of the project.
RCTQ Kindergarten Group
COT VALIDATION GROUP Nora D. Dalapnas Sinamar V. Bucao
Jovita B. De Gemmaline C.
Raymond Bustamante Castro Bumanglag Shyrlinna V.
Lydia Culimay Maria Glenda O. De Lara Butale Rogelyne A.
Eileen Marie de Leon Helen F. De los Santos Calabon Emelyn A.
Luningning de Villa Rosemarievic V. Diaz, Caluya
Victoria delos Santos Ph.D. Mana C. Estakio Jose A. Capacap
Elma Donaal Salve A. Favila Nida C. Cariaga
Maville Dizon Erminda C. Fortes Priscilla L. Cariño
Rizalyn Guznian Genelita S. Garcia Ma. Theresa R. Casero
Desiree Evangeline F. Golla Nelson R. Corpuz
Hidalgo Esther Orlando I. Guerrero Leo Peter N. Dacumos
Litilit Lydia L. Hilbero Zenaida I. Delfinado
Ma. Eljie Mabunga Celia M. Ilanan Corazon A. Deocares
Mildred Mata Catherine E. Lang-ayan Domingo T. Dismaya II
Maria Cristina R. Miranda Cholette Lecaroz Fides Maribel M.
Catherine Pastrana Elvira R. Liwanag, Ph.D. Escalante Marilou B.
Rhodora Maria Theresa Lydia B. Liwanag, Ph.D. Ferrer Fernandino H.
Pecho Theo Arsenia Artemio N. Niro, Jr. Galdones Charlinemay A.
Pedrezuela William Quiñones Rebecca C. Nueva España, Inay
Ernesto Ramos Jr. Ph.D. Geoffrey B. Palao-ay, Sr. Pinky R. Isidro
Rodel Sampang Edgardo P. Pescador Fely L. Kidange
Romina Santos Twila Punsalan, Ph.D. Analiza B.
Corazon Sigua, Wilma S. Reyes, Ph.D. Killaen
Ph.D. Mina B. Silva Zenaida Q. Reyes, Ph.D. Xylene Grail D. Kinomis
Rufina Suanding, Ph.D. Florisa B. Simeon, Ph.D. Janice R. Lacar
Lucia D. Ticag Loreta J. Laranang
COT OBSERVERS Diane C. Tomaneng Ederlina S. Laureta
Atkinson F. Tudlong Condy D. Lopez
Carolyn Catalina S. Laarni A. Urbiztondo Gieahnne L. Lucena
Aguada Jackelyn R. Leonora P. Varela Mary A. Lumiwan
Aguinaldo Maria Lourdes Lordinio A. Vergara, Racquel L. Manuel
Agustin Sandra Lyne G. Ph.D. Andrea L. Nagen
Alicda Ruth A. Alido, Ph.D. Balbino Jr. D.
Estefania F. Anao-ao COT TRYOUT DEMONSTRATION Nicolas Angel B.
Editha C. Bagcal TEACHERS Pablo, Jr.
Lolita T. Bandril, Gloria C. Paguirigan
Ph.D. Allan O. Janice U. Abon Eleonor D. Panesa
Bermudez Maricris S. Aglibot Yolly D. Pastor
Johnny P. Binwag Rosebel P. Perlas
Cherry Ann D.
Andres Sherwin R. Debora V.
Andres Rapayrapay Marites
A. Sagun
Leticia V. Catris Mel Greg O. April Ann M. Curugan George D. Daagdag
Shirley N. Cerbo, Ph.D. Concepcion

Judith M. Apilas Froilan R eneta Andrea DV. Vila
Shyr P. Aroco Christina o
B. Balbawang Tessie B. n
a
Ballucan Larry M. l
Bautista d
O
.
S
a
l
v
a
d
o
r
E
u
f
e
m
i
a
P
a
u
li
n
e
A
.
T
i
c
t
a
c
a
G
e
m
m
a
T
.
U
r
m

COT REFINEMENT OBSERVERS
Wendy M. Babao
Lester John A.
Cajes Lourdes E. De
Jesus Renato F.
Fajutagana Rosa M.
Garcia Lourdilyn P.
Glorioso Nolan E.
Glorioso
Roselle Marie A.
Glorioso Trinidad O.
Levida Maricel A.
Malabanan
Jo-Ann C.
Marimla Ericson
S. Mayor Ranilo
P. Merle Jun A.
Robles Amalia C.
Taban
Amanah Fatima C. Villapando
COT REFINEMENT DEMONSTRATION

TEACHERS
Precious C. Altamira
Maricel A. Callo
Aicel C. Datinggaling
Rachel N. Dimaano
Vilma L. Dimaisip
Winnie G. Dionglay
Gladicy F. Famadico
Cristy A. Gumiday
Glenda R. Huelgas
Rowena M. Lopez
Aida Marie A.
Mendoza Dolores N.
Mercado Babylene A.
Palma Arlene R.
Pedral Michelle T.
Rueca
Eva C. Suangco
Lorraine P. Unigo
Adelfa R. Venturanza
Prescila A. Vertudazo

Rowena A. Zara

DEPARTMENT OF EDUCATION
DepEd Complex Meralco
Ave., Pasig City

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THE COT RUBRIC 9

PPST-based Classroom Observation Tool

PPST-based Classroom Observation Tool

The Philippine Professional Standards for Teachers

Rationale for the Development of the PPST-based

PPST-based Classroom Observation Tool 1

Strand 1.1 strategies Strand 2.1 Strand 3.1 Strand 4.1

PPST-based Classroom Observation Tool 2

PPST-based Classroom Observation Tool 3

PPST-based Classroom Observation Tool 4

PPST-based Classroom Observation Tool 5

SET 1 Indicators SET 2 Indicators SET 3 Indicators

PPST-based Classroom Observation Tool 6

Apply knowledge of content within and across curriculum teaching

Plan, manage and implement developmentally sequenced teaching and learning

PPST-based Classroom Observation Tool 7

A. Observation Notes Form

PPST-based Classroom Observation Tool 8

PPST-based Classroom Observation Tool 9

The rubric for each classroom observable

The indicators in the rubric are rated

indicators is learners’ questions

PPST-based Classroom Observation Tool 10

Indicator 2 Strand 1.3

Indicator 3 Strand 1.4

Indicator 4 Strand 1.5

Indicator 5 Strand 1.6

Indicator 6 Strand 1.7

PPST-based Classroom Observation Tool 11

PPST-based Classroom Observation Tool 12

PPST-based Classroom Observation Tool 13

SUBSTANTIAL CONTENT ERRORS

PPST-based Classroom Observation Tool 14

PPST-based Classroom Observation Tool 15

POSITIVE USE OF ICT

STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION

PPST-based Classroom Observation Tool 16

PPST-based Classroom Observation Tool 17

CRITICAL LITERACY RELEVANT STRATEGIES

PPST-based Classroom Observation Tool 18

PPST-based Classroom Observation Tool 19

CRITICAL THINKING SKILLS

CREATIVE THINKING SKILLS

HIGHER-ORDER THINKING SKILLS

PPST-based Classroom Observation Tool 20

PPST-based Classroom Observation Tool 21

PROFICIENCY ADVANCED LOW SUBLEVEL PROFICIENCY

INTERMEDIATE MID SUBLEVEL PROFICIENCY DISTINGUISHED PROFICIENCY

PPST-based Classroom Observation Tool 22

PPST-based Classroom Observation Tool 23

VERBAL COMMUNICATION STRATEGIES

PPST-based Classroom Observation Tool 24

PPST-based Classroom Observation Tool 25

Indicator 8 Strand 2.2

Indicator 9 Strand 2.3

Indicator 10 Strand 2.4

Indicator 11 Strand 2.5

Indicator 12 Strand 2.6

PPST-based Classroom Observation Tool 26

PPST-based Classroom Observation Tool 27