Classroom Observation Tool - RPMS

FORMS AND TOOLS

FOR CLASSROOM OBSERVATION
Rubric
Indicator List
Observation Notes Form
Rating Sheet
Inter-observer
Agreement Form
 COT-
RPMS Applies
INDICATOR 1
INDICATOR
1
1Applies knowledge of content within and across curriculum teaching areas
Applies
knowledge
2
knowledge
of content
of content
3
within
within
andand
4
across
across
curriculum
curriculum
5
teaching
teaching
areas
areas
6 7 8 9
43 54 65 76 7
8
The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher
The teacher
demonstrate demonstrate The teacher
demonstrate demonstrateThe teacher
demonstrate The
demonstrate teacher applies
applies high- The teacher
applies high- applies
applies
s substantial
demonstrates s moderate demonstrates
s minor s accurate s accurate
demonstrates s accurate,
high-levellevel
demonstrates level
high-level exceptional
applies high-level
content content content knowledge of and in-depth in-depth and knowledge of knowledge of knowledge of
accurate
minor content
errors either
accurate and
errors related errors either
in- accurate,
accurate and
in-depth
key concepts knowledge of broad
in- knowledge
accurate, in-depth
of
content and
knowledge
content
of
content
knowledge
errors
in the either
of
toin
key the depth
lesson knowledge
in theknowledge
of key
both of and
depth
in the broad
knowledgeknowledge
most of content
andofbroad and
pedagogy content
within and within
and
within andand
presentation
concepts
presentation concepts
bothofinthe most presentation
concepts bothpresentation
concepts in
in mostconcepts
knowledge
concepts ofin allinall concepts
pedagogy
knowledge that that
creates
of all across across
pedagogy across
curriculum
that
of the lesson either in the of the lesson of the lesson the in the a conducive curriculum curriculum
the
lesson
or in
presentation
or in presentation
of the presentation
or in
of concepts
and in
the presentation
in the presentation
presentation
of creates
concepts a in the
learning
content
creates a
content
areas
content
to
the
responding
lesson
responding to and
to
of theinlessonthe lesson and
responding in
to responding presentation
the
to lesson and
of the lesson ofin the conducive
presentation
of the lesson learning
of theareas
environment empower
conducive
to students
learning
areas to
responding
students’ questions
students’ to
or in responding
students’ to students’ lesson
responding
andand
in in
to and in environment
lesson that
andenables
inthat empowerto
environment
acquiredevelop
andthat
questions or responding to questions or questions or responding to responding to an in-depth students to students
students’
or comments.
comments.
questions
The
students’
students’
comments.
questions
comments.
responding
students’ questions
students’
to enables
responding
students’
an in-depth
and
to apply
enables
acquire and
successful
an in-depth
lifelong
or
lesson
comments.
content The or in
questions or The
acomments.
manner
lesson that Thelessonstudents’
The in a manner questions
questions that
in and
students’
questions insophisticated
questionsapply
sophisticated learning
and sophisticated
strategies
learning
lesson
displays content
simple
comments. attempts
lesson
contentcontent
to becontent in attempts
a manner
a mannerto be that aismannerunderstanding
in a manner that
understandinof is successful
to
understanding
assist in their
skills. of
The lesson displays displays that attempts that is g of the learning
displays
coherence. coherence.
content does
responsive
displays
simple
coherence.
to coherence. responsive
to be
to the
responsive
teaching toand strategies
responsive to teaching and
development
the teaching
to
and
as
The teachernot display studentThe teacher The teacher
coherence. student
responsive to student learning
studentlearning
process toassist independent
learning
in their process to
attempts to coherence
make developmental
attempts to make attempts todevelopmental
student meet
developmental
development individual
process to or development
learners.
meet individual or
make development al learning meet as
connections across learning connections needs.across
The learning needs
needs.and The group
learning learning
needs andindependent
group learning
MASTER TEACHER I-IV
connections al learning needs and individual or
curriculum content teacher curriculum makes
content
across promotes
teacher
needs.makes
student
The needs
promotes
promotes within
student
group and learners.
needs within and
TEACHER I-III (PROFICIENT)
areas if connections
areas if across learning.
connections Theacross across
learning. curriculum
The across curriculum
curriculum teacher student learning

appropriate. curriculum
content
appropriate. areas if teacher
makes
curriculum makes teacher
learning. The(HIGHLY PROFICIENT)
content
teacherand
needs within
makes
areas. content areas.
connections across
contents areasappropriate.
if meaningful
contents
acrossareas ifmakesmeaningful curriculum
INDICATORS

PARTS OF THE RUBRIC

Refer to the specific classroom
observable practice
LEVEL DESCRIPTION

Refer to the description of practice for

each level.
FEATURES OF PRACTICE
FEATURES OF PRACTICE
1. Instructional 1. Instructional 1. Instructional 1. All instructional 1. Instructional
materials and materials and materials and materials ad materials are
resources are resources are resources are resources are diverse and are
minimally aligned incompletely fairly aligned aligned with the consistently
with the learning aligned with the with the instructional aligned with the
goals. instructional instructional purposes. instructional
purposes. purposes. purposes.

Refer to specific classroom practices,

which help describe a particular level
CLARIFICATIONS
Refer to definitions or elaborations of some terms in
the level descriptions
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES LOOSELY-ALIGNED
MAY INCLUDE: substantially mismatched with the learning
goals
• Chalkboard
OCCASIONALLY ALIGNED
• Manila paper or cartolina sometimes matched with the learning goals
• Printed materials like worksheets, GENERALLY ALIGNED
flashcards, activity sheets, etc. usually matched with the learning goals
• ICT Resources: slides presentation, CONSISTENTLY ALIGNED
audio visual, social media, and other substantially matched with the learning goals
web-based applications
EXTENSIVE LEARNING RESOURCES
• Manipulatives, models, and other tools wide range of learning resources
• …and others MULTIDISCIPLINARY LEARNING RESOURCES
 THE NINE (9) INDICATORS
IN THE COT RUBRIC
FOR PROFICIENT TEACHERS (TI-TIII)
 COT-RPMS p. 215
RUBRIC
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
CLARIFICATIONS
3 4 5 PRACTICE
FEATURES OF 6 7
The
1. KEY
The CONCEPTS 1.
teacher
teacher TheThe SIMPLE
teacher COHERENCE
teacher The
1. The teacher
teacher ACCURATE
The
1. Theteacher
teacher BROADThe
1. TheKNOWLEDGE
teacher
teacher
central
demonstrates
indicatesideas
someof the a basic
demonstrates
clearly explains logic demonstrates
indisplays
the KNOWLEDGE
demonstrates
displays
knowledge
applies within
applies
and
high-level
extensive
across curriculum content
minortopic
awareness or lesson
content of accurate
concepts sequence
and ofaccurate
the content
and
comprehensive in- is free
accurate,errors
extensive in-depthareas knowledge
knowledge of of
errors
othereither
ideasin ofthe
the knowledge
makes noof key
lesson with one depth knowledgeof
understanding
part of and broad
knowledge of content
content andbeyond
presentation of the concepts
same discipline content both
errors.
linked in
to themostthe concepts
next concepts in
and knowledge
content. of all pedagogy that of
his/her area
lesson or in the presentation of the presentation
HIGH-LEVEL
that are
CURRICULUM 2. The content structure of theof concepts in thecites creates
2. The teacher
IN-DEPTH a
specialization.
responding
connectedtoto the the lesson to
appears and bein the lesson and in
disciplines. presentation
intra- and of the 2. KNOWLEDGE
conducive
The teacherlearning
CONTENT AREAS MINOR CONTENT KNOWLEDGE Complex content
students’ questions
lesson but does responding
accurate and to its responding
2. The teacherto lesson and in
interdisciplinary environment
motivates that
ornot different
comments.
make solidThe students’
focus shows
ERRORS
questions students’
addresses
foundational
questions responding
content to knowledge
enables
learnerswithin
anto and
in-depth
learning/subject
lesson content
connection. areas
orawareness lesser
comments. The
of degree
the aofmanner knowledge
in content that and finer
students’ questionsacross
relationships. and curriculum
sophisticated
investigate the
taught and
displays learned lesson
simple inideaserrors
and in the content
content attempts to be
accurately details 3.
and within
in the that is understanding
a manner
The teacher areas.areaof
content to
the basic and displays
coherence. structure ofofthe
thelesson
coherence. responsive
makes tocurriculum content
responsive
addresses to the teaching
expand and
their
secondary education The teacher
discipline. student
connections student
content
area learning process
knowledge and to
curriculum. 3. attempts to make
The teacher developmental
across discipline. developmental
accurately and meet individual
satisfy their or
connections
demonstrates across learning needs. The learning needs
its focus is and group learning
natural curiosity.
curriculum
factual content teacher makes promotes
congruent student
with needs within and
TEACHER I-III (PROFICIENT)
areas if
knowledge of connections across learning. the big The
ideas across curriculum
appropriate.
subject matter curriculum content teacher and/ormakes
structure content areas.
and attempts to areas if meaningful
of the discipline.
 COT-RPMS RUBRIC p. 216
INDICATOR 2 Uses a range of teaching strategies that enhance learner achievement in literacy and/or
CLARIFICATIONS
numeracy skills
LOOSELY-CONNECTED OCCASIONALLY LITERACY SKILLS
3
TEACHING STRATEGIES
4 occurs
5
irregularly in the
6 7
skills needed for reading and
FEATURES OF PRACTICE
teaching
The teacher approaches
uses which
The are
teacher duration of the lessonThe teacher
The teacher writing. These may include
The teacher
1. The teacher in addressing
1. In some parts of 1. The teacher uses 1. The teachers 1. The teacher
mismatched
loosely-connected occasionally frequently applies consistently awareness of sounds
integrates of
well-
defines
teachingand/orgeneral
strategies the
applies lesson, the
strategies activities
relevant that routinely
strategies applies relevant employs
connected of teaching
literacy numeracy needs FREQUENTLY language, awareness print
terms
to address in the teacher
that address provides enhances
that often
enhance provides
strategies that structures
strategiesbetween
that
occurs times in the and the relationship
lesson but
learners’ literacy fails to activities which
learners’ literacy literacy
learners’ and/or activities to activities that
duration ofliteracy
the lessonenhanceletterslearners’ promoteOther
and sounds. individual
skills
define specific
and/orCRITICAL
numeracyLITERACY address learners’
and/or numeracy numeracy
and/or numeracy in enhance
literacy and/or enhance
and group and
learners’
terms needed to literacy and/or almost all such
learners’skills.as creating
literacy critical knowledge
support learners’
needs. skills needs skills numeracy literacy
critically
develop analyzingnumeracy
learners’ and needs CONSISTENTLY
aspects of the through writing
and/or numeracy as level
higher well as
and/or critical of
evaluating
full the meaning butoffails
textto do sooccurs constantly in the skills in all developing
lesson. mediaand/or
literacy and
numeracy skills.
asunderstanding
it relates to global
of issues
in someto critical duration of the lesson aspects technology
of the arenumeracy
part of literacy
skills
informand/or
literacy a critical stance,
parts of the lesson. skills.
as a significant
response and/or action
numeracy lesson where RELEVANT part of his/her
NUMERACY SKILLS
concepts. either or both ability to effectively use instruction.
skills which consist of
CRITICAL NUMERACY skills are mathematical concepts in
necessary. comprehending and applying
ability to effectively use applying, analyzing, evaluating
Example: The fundamental arithmetic
TEACHER I-III (PROFICIENT)
mathematical
teacher
applying, defines
concepts in
analyzing, evaluating
and creating ideas
operations like addition,
fraction but fails to subtraction, multiplication, and
and creating ideas
define/explain division. Numeracy skills may
 COT-RPMS RUBRIC p. 217
INDICATOR 3 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order skills
3 4 5 PRACTICE
FEATURES OF 6 7
The teacher The teacher uses
CLARIFICATIONS
The teacher The teacher The teacher
1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. Learners
provided straight questions and employs a range of challenges learners provides a broad
asks, “Who has makes some employs a range challenges compare and
forward questions activities that HIGHER-ORDER
targeted follow-up
QUESTIONto justify their range of questions
an idea about attempt to of strategies to learners contrast ideas.
andrequire
activities mostly require the questions and thinking and and activities,
this?” the answers
usual that go beyond
engage learnerssimple information.
ensure that mostTheycognitively
are moreto abstract and require
which lead learners learners to activities that successfully 2. Learners
including those of
same learnersadvanced cognitive processes,
in genuine e.g.
learners giving and
are justifying
advance opinions.
high-
through a single interpret, explain, encourage learners engages most synthesize that
higher-order or
offer comments. discussion rather given level thinking and
path of inquiry. or describe ideas to explain, learners in the summarize
challenge learners
than simple, opportunities to discourse.
2. Many questions learned. demonstrate, and discussion using to information
analyze their
factual, or STRAIGHTFORWARD
rote- give opinionsQUESTIONS
to
require rote-type use ideas learned. 2. Learners extend
well-directed within to
thinking or promote
across
type discussion. the lesson and to
are predictable, not challenging and require answers
responses. thebased on obvious
discussion
questions and by deeperfacts.
disciplines.
react to the
The teacher asks, inviting
activities. understanding.
opinions of
“Can you please comments from
others.
explain this idea?” their classmates
during the
2. The teacher
discussion and
creates a
TEACHER I-III (PROFICIENT) genuine
challenge one
another’s
discussion
thinking.
among learners,
 COT-RPMS RUBRIC p. 218
INDICATOR 4 Manages classroom structure to engage learners, individually or in groups, in meaningful
CLARIFICATIONS
exploration, discovery and hands-on activities within a range of physical and learning environments
3
PHYSICAL 4
LEARNING ENVIRONMENT FEATURES OF 5 PRACTICE
DISCOVERY 6LEARNING ACTIVITIES 7
any area where
The teacher Thelearning
teachertakes place The teacher activities Thethat require learners
teacher to draw on
The teacher
1. Only some 1. The classroom 1. The classroom 1. The teacher 1. The teacher
manages manages manages theirmanages
past experiences organizes
and existing and
learners work layout is simple layout and keeps the utilizes proactive
classroom classroom classroom knowledge to discover facts,
classroom relationships,
maintains
productively and somewhat available learning classroom
structure andCLASSROOMstructure and
STRUCTURE structure and structure and classroom
within allotted suitable for resources are and new knowledge
environment free to be learned
structure
engages
Includesonly some
the engages the
arrangement engages the most engages the all structure and
time, physical differentoflearning
chairs, tables,
generally from congestion management
learners in majority of the learners in learners in engages learners,
space and and other equipment
activities. suitable for and facilitates practices to
discovery or hands- learners in meaningful meaningful individually or in
resources. HANDS-ON
different learning LEARNING ACTIVITIES
activities support flexible
on learning discovery and exploration, exploration, groups, in
2.SOME
Majority of the activities. activitiesappropriate
that require physical movement of the
participation
activities within a hands-on learning discovery and discovery and meaningful
less than halflearners work
of thewithin
learners of learnerswithintothe learners in all
construct, exploration,
consolidate or
range of physical activities a hands-on learning hands-on learning
productively 2. Most learners physical learning learning
learning range of physical activities within a explain
activities concepts.
within a discovery and
within the work environment. activities.
environments. learning range of physical range of physical hands-on learning
allotted time and
MAJORITY productively
environments. learning learning
MEANINGFUL activities within a
EXPLORATION
physical space, within the
more than half of the learners environments. 2. All learners work 2. Learners are fully
environments. range of physical
using the allotted time, activities that lead to learners’
productively engagedfull
in all
understanding learning
of concepts and how bythey
available physical space within the activities
TEACHER I-III (PROFICIENT)
MOST
resources. and resources. relate
allottedto
environments.
other concepts
time, utilizing optimal
almost all, approaching 100% of the learners physical space space and time,
 COT-RPMS RUBRIC p. 219
INDICATOR 5 Manages learner behaviorCLARIFICATIONS
FEATURES OF PRACTICE
constructively by applying positive and non-violent discipline to
ensure learning-focused
1. Standards of
environments
1. The teacher’s 1. The classroom 1. The teacher 1. Learners are
conduct3 appear 4 of
standards 5
management responds 6 actively7
ESTABLISHED RULES MOST RARELY
to
The anhave been
teacher rarely Theconduct
teacherare Thesystem
teacherhas been Theappropriately
teacher to Theencouraged
teacher to
existing
established, butset rules of
inconsistentlyalmost all, approaching 100%
implemented seldom
misbehavior of occurs in the duration
take
manages occasionally frequently consistently constructively
conduct
learners imposed enforced
violate in the of the learners
appropriately learners at all of the lesson
responsibility
misbehavior manages manages manages manages learnerfor
thelearning
against rules. environment
resulting in some misbehavior
established misbehavior which is times without
misbehavior their behavior.
misbehavior by
rules of conduct. interference in OCCASIONALLY
responsive
against established against to any loss of
established against established CONSISTENTLY
applying positive
2. A prescribed learning and
rules of conduct occurs classroom
rulesirregularly and
of conduct in the instructional 2. Well-established
occurs constantly
rules of conduct and in the
non-violent
process to
CONSTRUCTIVE andsome
the loss of of duration
majority andindividual
the of
most needs
theoflesson
the andtime. procedures
durationdiscipline
the all learners of the lesson for
to ensure
address learner instructional of learners. learners to self-
positive and helpfulthe responses
learners follow learners follow follow such rules. learning-focused
misconduct is time. 2. Clear monitor their own
such
on learners’ behavior rules. such rules.
FREQUENTLY environment
BEHAVIOR
communicated, 2. The teacher’s expectations for classroom
2. Standards of occurs often times in the manner in which learners
but it not clear standards of learner behavior behavior are act;
MAJORITY conduct are clearduration
and requires of the
behavior are lesson are evident.
either positive or negative
evident.
to some learners
more than half of the learners
repeated consistently Standards of
and may require
prompting, which reinforced conduct are clear
repeated
delays or resulting in little to all learners
prompting.
disrupts the or no and with modest
TEACHER I-III (PROFICIENT)
quality of 3. Appropriate interference with impact on
learning. expectations for learning. They learning.
behavior are are clear to most
 COT-RPMS RUBRIC p. 220
INDICATOR 6 Uses differentiated, developmentally appropriate learning experiences to address learners’
gender, needs, strengths, interests, and experiences
3 4 5 PRACTICE
FEATURES OF 6 7
CLARIFICATIONS
The
1. Theteacher
teacher The teacher
1. The teacher The
1. Theteacher
teacher The
1. Theteacher
teacher The teacher
1. The teacher
provides
relies on a limited
a single provides
makes use of the provides
makes use of provides
supports the provides
provides
range of
strategy or some differentiated
learners’ or LEARNING
differentiatedNEEDS
developmental and differentiated
learners’ needsand differentiated
thoughtful andand
differentiated
strategies developmentally
learners’ different developmental developmentally
backgrounds: gender,levelsneeds, developmentally
strengths,
of learners interests
through and developmentally
a variety experiences
appropriate
learning
allowing some appropriate
levels or ways of appropriate
in the classroom appropriate
of strategies, appropriate
instructional
experiences
learners to to learning
learning to learning
and the different learning
materials, and/or learning
adaptation for
address the
achieve the experiences to
address their experiences to
ways they learn experiences
pacing to
that make experiences to
individual learner
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES
learning needs of
instructional address the
learning needs. address the needs
by providing address the
learning address the
Thediverse
needs.and
some teaching
learners and learning activities
learning needs of and tasks suited
of differentiated
most learners to the needs
learning needsabilities,
of skill,
learning needs.
outcomes. accessible and adaptation of
most learnersdevelopmentallearning
level of learners
different groups
challenging for of instruction is
2. The teacher experiences that learners
different groups realistic and
provides DIFFERENTIATED LEARNING
enable most EXPERIENCES
of learners. effective. Diverse
teaching
activities forand
all learning activities that are suited
learners to to the various learning needs of diverse
learners have
2. The teacher uses
learners but does learners
progress toward opportunities to
differentiated
not enable most meeting intended actively engage
strategies that
TEACHER I-III (PROFICIENT)
of them to meet outcomes.
motivate and
in various
the intended learning
engage groups of
outcomes. activities.
learners at their
 COT-RPMS RUBRIC p. 221
INDICATOR 7 Plans, manages and implements developmentally sequenced teaching and learning processes
to meet curriculum requirements and varied teaching contexts
3 4 5 6 7
FEATURES OF
CLARIFICATIONS PRACTICE
The teacher The teacher The teacher The teacher The teacher
1. The teacher does 1. The teacher’s 1. The teacher 1. The sequence 1. The progression
implements the implements the implements the manages well- of manages
from the well- up
warm
not demonstrate demonstration of connects activities lessons
lessons but only
DEVELOPMENTALLY
understanding lessons SEQUENCED
of the knowledge butofwith
pre- lessons
TEACHINGwith AND LEARNING
structured PROCESSstructured
INCLUDES:
into the main lessons
outcomes to purposefully
with some
pre-requisite inappropriate
requisite appropriate with activity
with was
emphasis on
elements of when elements of are previous
elements of and scaffolds
developmentally thoughtfully planned
explicit
relationships relationships
Lesson
•planning andobjectives
developmentally inaccurate or
developmentally future learning.
expectations
developmentally for learners
learners
sequenced toward
at the end toof
review
thesame
connections lessonbasic
transitions
sequencedbetween incomplete
sequencedand Transitions
sequenced achieving
teaching andthe concepts,previous
between followed
Learner engagement strategies strategy by the activities that
•activities
teaching are
andtoo transitions
teaching between
and between
teaching and that include
learning activities
lesson’sprocesses forlearning
individual
would takeand thenew
abrupt. activities are present activities are objectives.
 learning processes. learning processes. learning processes. to meet curriculum concepts applicationandof this
learners and/or groups
but may catch smooth.
2. The sequence of requirements
2. The sequence andof knowledge to the
skills.
learners off guard or
•thePacing
lesson
disrupt the flow of teacher’s
2. The lesson appropriate
varied speed or rate next
teaching
learning level of
in presenting
demonstrated some
the sequence. contexts. exploration.
structure but there sequence activities keeps
the lesson  

were some problems 2. There may have generally kept learners engaged
•with the organization been a minor missed
Sequence learners
order engaged in the
of presenting thecontent
lesson and classroom
that negatively opportunity or minor and moving from and had a clear
TEACHER I-III (PROFICIENT)
activities
impacted learning. organizational issue
present during the
one portion to sense of purpose
the next in a throughout the
lesson that affected
reasonable vast majority of
learning time.
 COT-RPMS RUBRIC p. 222
INDICATOR 8 Selects, develops, organize,
FEATURES OF PRACTICEteaching and learning resources, including
and uses appropriate
CLARIFICATIONS
ICT, to address learning goals
1. Instructional 1. Instructional 1. Instructional 1. All instructional 1. Instructional
3 4 5 6 7
materials and materials
TEACHING AND LEARNING RESOURCES MAY and materials and materials ad
LOOSELY-ALIGNED materials are
resources
The teacher are resources
teacher are
utilizes INCLUDE:
The utilizes Theresources are
teacher substantially
utilizes Theresources
teacher are diverse
utilizes with
mismatched The and are
teacher
the learning
minimally
learning aligned learning
resources, incompletely fairly aligned
resources, learning alignedresources,
resources, learning with the consistently
integrates
goals
with theICT,
including learning including
aligned ICT,
with the with theICT,
including instructional
including ICT, aligned with
extensive and the
• Chalkboard
goals..
which are loosely instructional
which are instructional
which are generally whichpurposes.
are instructional
multidisciplinary
aligned with the purposes.
occasionally purposes.
aligned with the OCCASIONALLY
consistently ALIGNED
purposes.
learning resources,
• Manila paper
learning goals. alignedor cartolina
with the learning goals.sometimes matched
aligned with the
with the learning
including goals
ICT,
learning goals. learning goals. which are
• Printed materials like worksheets, GENERALLY ALIGNED appropriate and
flashcards, activity sheets, etc. usually matched with the aligned learning with the
goals
instructional
purposes
• ICT Resources: slides presentation, audio CONSISTENTLY ALIGNED
visual, social media, and other web-based substantially matched with the learning goals
applications
EXTENSIVE LEARNING RESOURCES
• Manipulatives, models, and other tools wide range of learning resources
TEACHER I-III (PROFICIENT)
• …and others MULTIDISCIPLINARY LEARNING RESOURCES
 COT-RPMS p. 223
RUBRIC
INDICATOR 9 Designs, selects, FEATURESand
organizes, OF PRACTICE
uses diagnostic, formative and summative
CLARIFICATIONS
assessment strategies consistent with curriculum requirements
1. The 1. The teacher uses 1. The teacher uses 1. The teacher 1. The teacher uses
assessment a variety of a repertoire of predominantly assessment
3
procedures assessment4 ASSESSMENT
assessment5 STRATEGIES: 6
uses assessment 7 which
strategies
Thefocus on a task
teacher strategies
The teacherwhich strategies
The teacher which
a Thestrategies
teacher which Theengage
teacherlearners
completion
provides a limited are partially
provides are aligned
DIAGNOSTIC
a range of range of with are embedded as
provides in assessment
integrates
and/or
range of congruent to the
assessment the intended
assessment an integral part of
assessment criteria to self-
assessment
assessment
compliance
used to identify each learner’s
intended but only strategies
strengths,
learning goals.
weaknesses, knowledge,
the lesson and are strategies
monitor and
and
assessment strategies that strategies engages
rather than
strategies learning
but fails some are aligned
skills prior to instruction
address most of aligned with
consistent withthe
the reflect in
learners onself-
theirand
to learner
address the outcomes..
with the learning 2.the
Thelearning
teacher goals.
uses intended
curriculum own progress.
peer-assessment.
achievement
learning goals. of goals. assessment
FORMATIVE requirements.instructional or
lesson purpose/ 2. The teacher uses procedures that consistent with 2. Learners
assessment
objective.
used to identify
procedures that
the parts
draw out
of the lesson where
the content
learners need
frequently assess
improvement,
yield only somee.g. recitation,
evidence of activities, and seat works their own work
standards.
evidence of whether the and the work of
learning. SUMMATIVE
learners have 2. Learners are their peers using
assessment used to identifylearned learner most of
achievement, encouraged to
e.g. quizzes assessment
and tests
the intended assess and criteria
learning monitor the quality embedded in the
TEACHER I-III (PROFICIENT) outcomes. of their own work teacher-learners-
against the generated
assessment rubrics, peer
 THE FIVE (5) INDICATORS
IN THE COT RUBRIC
FOR HIGHLY PROFICIENT TEACHERS
(MT I-IV)
 COT-RPMS p. 229
RUBRIC
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6 7 8
CLARIFICATIONS
The teacher The teacher FEATURES
The teacherOF PRACTICE The teacher The teacher
demonstrates demonstrates demonstrates applies high-level applies high-level
1. The
accurate KEY
teacher CONCEPTS1. The teacher
accurate and in- ACCURATE
1. The KNOWLEDGE
teacher
accurate, in-depth 1. The teacher
knowledge of BROAD KNOWLEDGE
1. The teacher
knowledge of
central ideas knowledge within and across
knowledge of keyof the
clearly explains topic
depth or
displays
knowledge ofcontent
and is free errorscontent
displays
broad appliesand
extensive content
curriculum content
applieswithin
areas
extensive
and
concepts
concepts and
bothlesson
in comprehensive
most concepts in extensiveof all
knowledge knowledge
pedagogy thatof and complex
across curriculum
makes no understanding of
the presentation of the presentation of concepts in theknowledge of content
creates a beyond content
content areas to
thecontent
lessonerrors.
and in thethe concepts
lesson and presentation
and in content. of the conducive
HIGH-LEVEL
his/her area of
learning
KNOWLEDGE
knowledge
empower to
learners
IN-DEPTH KNOWLEDGE
2. The content
responding to structure to
responding of the 2. The teacher
lesson and in cites environment Complexthat content
specialization. tosupportknowledge
acquire learners
and
CURRICULUM CONTENT foundational knowledge and
appearsquestions
students’ to be disciplines.
students’ intra- and to
questions responding 2. The teacher
enables within and across
an in-depth in acquiring
apply curriculum
successful
AREAS finer details within the
oraccurate
comments. and its
The 2.
in The teacher
a manner that interdisciplinary
students’ questions and motivates
sophisticated successful
areas.
learning strategies
different
focuscontent
shows learning/subject
addresses curriculum content area
lesson attempts to be in content learners to of
a manner that is understanding tolearning
assist in their
areas
displays taught
awarenesscoherence.and learned
of the contentin to
responsive relationships.
responsive to theinvestigate
teaching and the strategies in
development as
The the
ideas basic
and and secondary
teacher accurately and
student 3. The teacher
student content
learning area toto independent
process other areas of
structure to of
education
attempts the
make makes
curriculum.
developmental addresses
developmental expand
meet their or
individual the learning.
learners.
discipline. across learning
connections connections content
needs. The learning needs and group knowledge
learning and 2. The teacher
3. The teacher
curriculum content teacheracrossmakes
discipline. promotes
accurately and
student satisfy
needs theirand
within extends
areas MASTER TEACHER I-IV
demonstrates
if connections across learning.its focus is
The natural
across curiosity.
curriculum knowledge of
factual
appropriate. curriculum content teacher congruent
makes with content areas. subject beyond
(HIGHLY PROFICIENT)
knowledge of areas if the big ideas
meaningful content in his/her
 COT-RPMS RUBRIC p. 230
INDICATOR 2 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order skills
4 5 6 7 8
FEATURES OF PRACTICE
CLARIFICATIONS
The teacher uses The teacher The teacher The teacher The teacher
1. The teacher 1. The teacher 1. The teacher 1. Learners 1. Learners judge or
questions and employs a range of challenges learners provides a broad provides, at the
makes some employs a range challenges compare and evaluate
activities that targeted follow-up HIGHER-ORDER
to justify theirQUESTION range of questions appropriate times,
attempt to of strategies to learners contrast ideas. situations,
mostlyrequire answers
require the that go and
questions beyond simple information.
thinking and They are more abstract
and activities, and require
a learning
engage learners ensure that most cognitively to problems, or
learners to activities
advanced that
cognitive successfully including those opinions.
2. Learners of environment for
in genuine learners are processes, advancee.g.high-
giving and justifying issues.
interpret, explain, encourage learners engages most higher-order
synthesize that
or higher-order
discussion rather given level thinking and
or describe ideas to explain, learners in the challenge learners
summarize thinking skills that
than simple, opportunities to discourse. 2. Learners invite
learned. demonstrate, and discussion using to analyze their
information enables learners to
factual, or rote- STRAIGHTFORWARD
give opinions
use ideas learned.
to
well-directed
QUESTIONS to promote evaluate comments from
2. Learners extend thinking within or across their
type discussion. the lesson and
are predictable, not challenging to anddiscussion
require answers based on obvious their classmates
facts.
questions
the and by deeper
disciplines. thinking and to
react to the during discussion
The teacher asks, activities.
inviting understanding. seek constructive
opinions of and challenge
“Can you please comments from feedback from
others. one another’s
explain this idea?” their classmates peers and the
thinking.
during the teacher.
2. The teacher
discussion and
creates a
MASTER TEACHER I-IV genuine
challenge one
another’s
(HIGHLY PROFICIENT) discussion
thinking.
among learners,
 COT-RPMS RUBRIC p. 231
INDICATOR 3 Manages classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical and learning environments
4 5 6 PRACTICE
FEATURES OF
CLARIFICATIONS 7 8
The
1. Theteacher
classroom The
1. Theteacher
classroom The
1. Theteacher
teacher The
1. Theteacher
teacher The
1. Theteacher
teacher adapts
manages
layout is simple manages
layout and manages
keeps the organizes and
utilizes proactive and adjust
PHYSICAL LEARNING MOST HANDS-ONmodifiesLEARNING
classroom
and somewhat classroom
available classroom
learning maintains
classroom classroom
classroom
structure
ENVIRONMENT almost all, approaching 100% ACTIVITIES
suitableand
for structure
resourcesandare structure and free classroom
environment structure structure
structure according
and
any area
engages where
the
different learning
learning engages takes
the most
generally of the
engages learners
the all
from congestion structure
managementand activities that
toresourcesrequire
learners’ needs
majority of theplace learners
activities. suitableinfor learners in
and facilitates engages
practices physical
learners,
to participation
and encourages
effectively inof
a
learners in meaningful
different learningDISCOVERY
activitiesLEARNING
meaningful individually learners
or in
support flexible to construct,
learners
manner tothat
explore
discovery
2. Majorityand
of the exploration,
activities. ACTIVITIES
exploration,
appropriate groups,
movementin consolidate
of the other orlearning
explain
acknowledges
hands-on
learners
CLASSROOMlearning discovery and
work STRUCTURE discovery
within the
activities and requiremeaningful
that learners in all activities
the needs
concepts. that
of
activities
Includes within
productively a hands-on
2. learning
Most learners
the arrangement of hands-on
learners physical
to draw learning
on their exploration,
learning learning
past support the
learners.
range of the
within physical activities within a activities within a discovery and achievement of
chairs, tables, andwork
other environment.
experiences and existingactivities. MEANINGFUL EXPLORATION
learning
allotted time and range of physical
productively range of physical hands-on learning learning
2. goals.
The teacher
equipment knowledge to discover facts, activities that lead to
environments.
physical space, learning
within the learning
2. All learners work 2. activities
Learners within a
are fully facilitates well-
using the environments.
allotted time, relationships,
environments.
productively and new range oflearners’
engaged in all full understanding
physical planned learning of
availableMAJORITY physical space knowledge to be learned
within the learning concepts
activities by and activities
how they relate
MASTER TEACHER I-IV
resources. and resources. allotted time, environments. to other appropriate
utilizing optimal concepts to
more than half of the learners
(HIGHLY PROFICIENT) physical space space and time, individual and
 COT-RPMS RUBRIC p. 232
INDICATOR 4 Manages learner behaviorCLARIFICATIONS
constructively by applying positive and non-violent discipline to
FEATURES OF PRACTICE
ensure learning-focused environments
1. The teacher’s 1. The classroom 1. The teacher 1. Learners are 1. Standards of
4
standards of
5
management responds
6 actively
7 8
conduct are clear
Theconduct
teacherare system
The has been The
teacher appropriately
teacher to Theencouraged
teacher to Theto teacher
all learners.
inconsistently
occasionally implemented
frequently misbehavior of
consistently take
constructively Learners
enables learners to
enforced
manages ESTABLISHED
manages RULES
appropriately learners at all
manages managesOCCASIONALLY
responsibility
learnerfor take respectfully
control of
an existing
resulting
misbehavior set rules
in some of conduct
which is
misbehavior imposed in without
times
misbehavior occursmisbehavior
irregularly in the duration
their behavior.
by ownof
intervene
their the
with
behavior
interference
against theinlearning
established responsive
against to
environment
established any loss
against of
established lesson against
applying positive classmates
rules ofat
learning
rules and
of conduct classroom
rules and
of conduct instructional
rules of conduct 2.
andWell-established
non-violent appropriate
conduct in which
andsome
the loss of of and
majority individual
the mostneeds
of the and time. procedures
the all learners discipline for
to ensure moments
learners areto
aware
CONSTRUCTIVE FREQUENTLY
theinstructional
learners follow of learners.
learners follow follow such rules. learners to self-
learning-focused of ensure
the impact of
positive
time.
and helpful responses on learners’
2. Clear
occurs often times in the duration
monitor their own their compliance
of the
such rules. such rules. environment behavior.with
behavior
2. The teacher’s expectations for classroom lesson standards of
2. Standards of
standards of learner behavior behavior are conduct.
conduct are clear
MAJORITY
behavior are are evident. CONSISTENTLY
evident.
to some learners
more than half of the learners Standards ofoccurs constantly in the duration of the
consistently
and may require
reinforced conduct are clear lesson
repeated
MOST
resulting in little to all learners
prompting.
MASTER TEACHER I-IV
almost all, approaching
3. Appropriate
or no100% of the learners
interference with
and with modest
impact on
BEHAVIOR
(HIGHLY PROFICIENT)
expectations for learning. They learning.
manner in which learners act; either positive
or negative
 COT-RPMS RUBRIC p. 233
INDICATOR 5 Plans, manages and implements developmentally sequenced teaching and learning processes
to meet curriculum requirements and varied teaching contexts
4 5 6 7 8
FEATURES OF PRACTICE
The teacher The teacher CLARIFICATIONS
The teacher The teacher The teacher
1. The teacher’s 1. The teacher 1. The sequence of 1. The progression 1. The lesson was
implements the implements the manages well- manages
from the well-
warm up reflects an
demonstration of connects activities structured to
lessons
knowledge butofwith lessons with
DEVELOPMENTALLY
pre- SEQUENCED structured
TEACHING lessons
AND structured lessons
into the main
LEARNING PROCESS understanding
INCLUDES: of
outcomes to purposefully take into account
inappropriate
requisite appropriate with activity
with was
emphasis on the prerequisite
previous and scaffolds or build prior
thoughtfully planned relationships
elements
relationshipsof are elements of developmentally explicit
future learning. learners toward tolearners
review same knowledge of the
inaccurate
• Lessonorobjectives
developmentally developmentally expectations for
sequenced connections atbasic
the end
amongof the
the lesson
incomplete and Transitions achieving the concepts, followed topic and was
sequenced sequenced teaching and between previous important content,
Learner
•transitions engagement
between between
strategies lesson’s
strategies by the activities
thatlearning
include that for
activities well paced with a
individual
teaching and teaching and learning processes would and
take new
the concepts, as well
activities are present activities are objectives. thoughtfully
learning processes. learning processes. to meet curriculum concepts applicationand
of this as multiple
butlearners
may catchand/or groups
smooth. chosen sequence
learners off guard or requirements
2. The sequence andof knowledge to the
skills. pathways for
next level of of learning
Pacing
•disrupt the flow of 2. The lesson varied teaching appropriate
teacher’s
learning speed learning
or rate depending
in presenting
the sequence. contexts. exploration. activities, and
on learners’ needs.
sequence activities keeps
 
the lesson the teacher had
2. There may have generally kept learners engaged
anticipated the
been a minor
• Sequence missed learners engaged in the content
order of presenting the lesson and classroom pedagogical
opportunity or minor and moving from and had a clear
approaches that
MASTER TEACHER I-IV
organizational
activities issue
present during the
one portion to sense of purpose
would be most
the next in a throughout the
(HIGHLY PROFICIENT)
lesson that affected
reasonable vast majority of
effective in
learning time. engaging the
 INDICATOR LISTLIST
INDICATOR FORFOR
HIGHLY PROFICIENT
PROFICIENT
OBSERVATION
OBSERVATION
NO.COT INDICATORS PERIOD
PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION 1 2 3 4
1 Applies knowledge of content within and across curriculum 1
 2
 3 
 4
teaching areas
2
Uses Applies
1 a range ofknowledge
 

of content

teaching strategies thatwithin
enhance
 Indicators
and across
learner

Applies Which indicators will be

curriculum
achievement
a rangea of
teaching
in literacy
 observed
teaching
areas
and/or
 
numeracy skills
strategiesstrategies
to develop to
critical
and
Applies range
    to be
of teaching
3 2 during observation?
develop critical and creative thinking, as well
creative thinking, as well as other higher-order thinking
as other higher-order thinking skills observed
skills
Manages
Manages classroom
classroom structure
structure to engageto engage
learners,

 
 per
individually
learners,or inindividually
groups, in meaningful exploration,
or in groups, in
4
discovery and hands-on activitiesdiscovery
within a range observatio
3 meaningful exploration, andofhands-
physical
learning environments
on activities withinconstructively
a range of physical learning n period
Manages learner behavior by applying    
5
environments
positive are
4
Manages learner
and non-violent
environments
Uses applying
discipline
positive
behavior
to ensureconstructively
learning-focusedby
and non-violent discipline to
 highlighted
6
differentiated,
ensure to
experiences
developmentally
learning-focused
appropriate
address learners' environments
learning
gender, needs, strengths,  
in yellow
Plans,
interests
Plans,
andmanages
experiences and implements
manages and implements developmentally
developmentally 
 
 pp. 92-93
sequenced
 When do observations take place?
There are four observations needed in the RPMS tool.
The results of these observations will form part of the teacher’s portfolio.
Sample Observation Schedule
Quarter 1 Quarter 2 Quarter 3 Quarter 4

Sample 1 Observation 1 Observation 2 Observation 3 Observation 4

What are the forms used in COT?
p. 235 OBSERVATION NOTES FORM

The Observation Notes Form is the only

form to be brought and completed
during the actual observation.

Use the Observation Notes Form to

record comments and observation on
the teacher’s performance.
 Juan Cruz
OBSERVER: _________________________________ DATE: Jan. 10, 2019
___________
Maria Gomez
NAME OF TEACHER OBSERVED: _________________ TIME STARTED: 10:00
_____ am

English 10 TIME ENDED: 11:00

SUBJECT AND GRADE LEVEL TAUGHT: _____________ _____ am

OBSERVATION PERIOD: 1 2 3 4 P
 SAMPLE
OBSERVATION
NOTES
p.225

RATING SHEET
Do not bring this
form during
actual
observation.
Refer to your
observation
notes in rating
the teacher
observed.
p. 235

RATING SHEET
Do not bring this
form during
actual
observation.
Refer to your
observation
notes in rating
the teacher
observed.
p. 235
INTER-OBSERVER
AGREEMENT FORM
In case of multiple
observers
• Discuss the rating with
fellow observer/s
• Arrive at a final rating
 The final rating is NOT an
average; it is based on
reasoned and consensual
judgment.
INTER-OBSERVER AGREEMENT FORM
COT-RPMS
TEACHER I-III
In case of multiple INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:

observers
OBSERVER 2: ___________________________________ ________________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ ________________________________
OBSERVATION 1 2 3 4

• All observers must write their DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator. (4+4+7)/3= 5
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers

ratings on the Inter-Observer

must resolve the difference and come up with an agreed rating. The final rating is not an average ; it
is a final rating based on reasoned and consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer FINAL
THE TEACHER:

Agreement Form
1 2 3 RATING
1. Applies knowledge of content within and across
curriculum
teaching areas

• The final rating for each indicator 2. Uses a range of teaching strategies that enhance learner
achievement in literacy and/or numeracy skills
3. Applies a range of teaching strategies to develop critical
4
5
4
6
7
6
7
6

must be written under the

and
creative thinking, as well as other higher-order thinking 7 7 6 6
skills
4. Manages classroom structure to engage learners,
6 5 6 6
column Finalrating
Rating is NOT an individually or

The final in groups, in meaningful exploration, discovery and

hands-on
activities within a range of physical learning
5 6 7 7
6 5
average; it is based on environments
5. Manages learner behavior constructively by applying
7
6
6 5
5
positive 5
reasoned and consensual and non-violent discipline to ensure learning-focused
environments
6. Uses differentiated, developmentally appropriate

judgment. and
learning experiences
to address learners' gender, needs, strengths, interests

experiences
7. Plans, manages and implements developmentally
sequenced teaching
Thank You!
REFERENCES:
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating
and supporting effective teaching. Stanford, CA. Stanford Center for
Opportunity Policy in Education.

Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school
personnel. Harvard Graduate School of Education: Harvard, CA.

Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining
high quality observations with student surveys and achievement gains.
Philippine professional standards for teachers. (2017). Department of Education.

Results-based management performance system manual for teachers and

school heads. (2018). Department of Education.
 P resentation sli des prepared by:

Dr. Jennie V. Jocson

Deputy Director & Project Leader, RCTQ

Technical Working Group

Noemi S. Baysa
Jinky R. Victorio
Asuncion Q. Zambrano