RCTQ

Classroom Observation
Tool - RPMS
 RCTQ

What is Classroom Observation?

• One gauge in ensuring quality teaching
- RA 10533 (K to 12 Law)
• A process of providing feedback to a teacher’s classroom practice
• Encourages teachers to reflect and develop self-awareness about their
own practice
• Provides evidence of actual teacher performance, their strengths and
areas of improvement
- RPMS Manual (2018)
 RCTQ

Rationale for the Development of the Standards-based

Classroom Observation Tool

PPST
Teacher Quality Classroom Professional
COT of K to 12
Requirement Practice Development
 RCTQ

The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for Teachers
(PPST)
 RCTQ

What is the Philippine Professional

Standards for Teachers (PPST)?
• Is a public statement of
professional accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains, 37
Strands, and 37 Indicators
for each career stage.
 RCTQ

Classroom Observable Strands of the Philippine

Professional Standards for Teachers
21 out of 37 strands are classroom observable
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1 2.1 3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2
1.3 2.3 3.3 4.3 5.3 6.3 7.3
1.4 2.4 3.4 4.4 5.4 6.4 7.4
1.5 2.5 3.5 4.5 5.5 7.5
1.6 2.6

1.7
 RCTQ

There are 12 priority strands (out of 37) chosen by DepED for 2018

Of these twelve (12), nine (9) are classroom observable for

Proficient teachers (Teacher I-III) while there are five (5)
for Highly Proficient (Master Teacher I-IV)
 RCTQ

How does the COT address

the continuum of practice?
 RCTQ

1 2 3 4 5 6 7 8 9
Beginning
Not Evident Building Organizing Developing Applying

Proficient
Consolidating Integrating

Highly Proficient
Discriminating

Distinguished
Synthesizing
 COT-RPMS RCTQ

INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
INDICATOR 1 Applies
Applies
knowledge
knowledge
of content
of content
within
within
and and
across
across
curriculum
curriculum
teaching
teaching
areas
areas
1 3
4 2 3 5 4 4 65
5 6 6 7
7 8 7
8 9
Theteacher
The demonstrates
teacher demonstrates
The teacher TheTheteacher
teacher demonstrates
The teacher The teacher demonstrates
The teacher The teacher
The teacher demonstrates
Theapplies
teacher high- The The teacherteacher applies
applies
The teacher high-
high-
minor content
demonstrates
accurate errorsof
knowledgedemonstrates accurate and knowledge
demonstrates in-depth of
demonstrates accurate and
demonstrates
accurate, in-depth
in-depth accurate,
demonstrates
and level in-depth
applies
knowledge of and
high-level level knowledge of
applies high-level applies
substantial moderate content minor content accurate accurate and in- accurate, in- knowledge of knowledge of exceptional
either
key
content in the presentation
concepts
errors both in related
errors keyerrors
the to knowledgeconcepts
eitherofinboth
mostin the ofbroad
knowledge knowledge of mostof all
knowledge
key depth knowledge depth andbroad
broad knowledge
content and andof all content
pedagogy
content content and knowledge
within within pedagogy
and of
of the
either lessonof
presentation
in the orthe
in lesson
lesson presentation
concepts concepts of of
in the
the presentation the lesson concepts
concepts bothconcepts
in in the
in
of most the
concepts knowledgeconcepts
that in
of creates
all atheconducive
pedagogy that that
acrosscreates
and across acontent
curriculumconducivewithin
responding
presentation
and to students’
of the
in responding either
to in the andtheinlesson
responding
presentation in the to
or of the presentation
lesson of in the presentation
presentation presentation
concepts learning
of the lesson in the of athe lesson
creates
environment learningareas
that curriculum
content environment
and across that
to empower
lesson or in presentation of the responding to the lesson and in of the lesson and presentation of the conducive content areas to curriculum
questionstoquestions
students’
responding or comments. oror in
lesson students’
and questionstoresponding
in responding
students’ or toand in inresponding
responding toto lesson and andin in responding
enables in-depthtoand empower
anlearning enables
students an
to in-depth
students acquire andto
and
content areas
The lesson The
comments.
students’ content
lesson to students’
responding comments. orThe lesson
questionsquestions in a
students’ students’ questions in aresponding
students’ students’
sophisticated
to questions
environment in thata sophisticated
apply
to acquire andsuccessfuldevelop learning
students
questions
content or
displaysdisplays
simple students’ comments.
contentthat
manner The
displays questions
attempts to or questions
manner that is in a
attempts students’
to
responsive manner that is of
understandingenables an in-
responsive
the apply successful
understanding
strategies lifelong
of thein their
to assist learning
comments. questions or lesson content comments. The manner that questions in a depth and learning skills.
coherence. The comments.
teacher The be coherence.
responsive Thetoteacher
displays simple student
lesson contentbe student
to responsive toto
bestudent
developmental
attempts to isstudent
teaching
manner that and developmental
learning
sophisticated teaching
development
strategies and learning
to assist as
attempts to make attempts
lesson content developmental
coherence.to make learning
displays developmental
learning learning
needstoand
responsive learning
process
responsive to toneeds
meet and individual
understanding of process to meet
independent
in their individual
learners.
connections across does not display connections
needs. The teacher coherence.
acrossmakes promotesThe student
needs. Thestudent student
teacher makes or promotes the teaching
student needs
group learning and development as
or group learning needs
coherence teacher attempts developmental developmental learning process independent
curriculum content areas connections curriculum content acrossto areas
make connections
learning. Theacross
learning learning.
teacher learningwithin
needs. needs and The
to teacher
across
meet within and across
learners.
if appropriate. if appropriate.
curriculum contents curriculum
connections makes contents and promotes
meaningful
The teacher makes meaningful
curriculum content
individual or curriculum content
areas if appropriate.across areas ifmakes
connection appropriate.
across student learning.
connection
areas. group learning
across areas.
curriculum connections The teacher needs within and
content areascurriculum
if across content areas makes curriculum content areas
across
appropriate. if appropriate.
curriculum if appropriate.
meaningful curriculum
contents areas if connection across content areas.
appropriate. curriculum
content areas if
appropriate.
MASTER TEACHER I-IV
TEACHER I-III (PROFICIENT) (HIGHLY PROFICIENT)
 RCTQ

Classroom Observation Tool - RPMS

 RCTQ

How is COT-RPMS used in the RPMS cycle?

 Indicator totoRPMS
Mapped COT Indicators RPMSObjectives
Objectives
RCTQ

RPMS COT INDICATOR

RPMS
OBJECTIVE NO. COT-RPMS INDICATORS
COT-RPMS INDICATORS (PROFICIENT)
(HIGHLY PROFICIENT)
CO INDICATOR
NO.
OBJECTIVE NO. NO.
Applies knowledge of content within and across curriculum teaching areas
1 1
Applies knowledge of content withinlearner
and achievement
across curriculum
12 Uses a range of teaching strategies
teachingskills
numeracy areas
that enhance in literacy and
21
Applies a range of teaching strategies to develop critical and creative thinking, as
3 Applies a range of teaching strategies to develop critical and
well as other higher-order thinking skills 3
3 creativeclassroom
Manages thinking, as well
structure as other
to engage higher-order
learners, thinking
individually or in groups, inskills
2
4 meaningful exploration, discovery and hands-on activities within a range of physical
Manages
learning classroom structure to engage learners, individually
environments
4
or in groups, in meaningful exploration, discovery and hands-on
45 Manages
activities
discipline
learner behavior
to within
constructively
a range of physical
ensure learning-focused
by applying positive
environments
and non-violent
learning environments 53
Uses differentiated, developmentally appropriate learning experiences to address
6 Manages
learners' learner
gender, needs, behavior constructively
strengths, interests by applying positive
and experiences 6
Plans, manages and implements developmentally
to ensure sequenced teaching and learning
57 and non-violent discipline learning-focused
processes to meet curriculum requirements and varied teaching contexts 74
environments
Develops
Selects, andorganizes,
develops, appliesandeffective strategies
uses appropriate teachinginand
the learning resources,
9 including
planning ICT, to address
and learning goals
management of developmentally 8
7 Designs,
sequenced selects,teaching
organizes, and
anduses diagnostic,process
learning formative and summative
to meet 5
10 assessment strategies consistent with curriculum requirements
curriculum requirements and varied teaching contexts 9
 RCTQ

The results of classroom

COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

observation are considered

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ____________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ _____________________________

non-negotiable means of OBSERVATION

DIRECTIONS FOR THE OBSERVER:

1 2 3 4

verification (MOV) of
1. Indicate your individual rating for each indicator.
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the
difference and come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned
and consensual judgment.

teacher performance that can

3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form.
Observer Observer Observe AGREE
THE TEACHER: 1 2 r D
3 RATING

prove teacher’s attainment of 1.

2.
Applies knowledge of content within and across curriculum
teaching areas
Uses a range of teaching strategies that enhance learner
 5 7 6 6
 5  5  5 5
classroom observable
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 5  6  6  6

objectives in the RPMS 4. Manages classroom structure to engage learners, individually or

in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
 6  6  6 6

Tools.
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments
7  6  5  6
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests
and experiences  6 7  7 6
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts 6  6  6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals  6  5  7  6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements  7  6  5  7
 RCTQ

Which indicators will be observed

during observation?
 INDICATOR LISTLIST
INDICATOR FORFOR
HIGHLY PROFICIENT
PROFICIENT
OBSERVATION
OBSERVATION RCTQ

NO.COT
COT INDICATORS PERIOD
PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas 1✓ ✓
2 3✓ ✓4
Uses a range of teaching strategies that enhance learner achievement in literacy
2
Applies knowledge of content within and across
✓ ✓ ✓ ✓
3
and numeracy
1
skills
Appliescurriculum
a range of teaching strategies
teaching to develop critical and
areas ✓
✓✓✓ ✓
✓✓✓ ❑ Indicators to
creative thinking, as well as other higher-order thinking skills
Applies a structure
range of teaching strategies
individuallytoordevelop be observed
4
Manages
2
meaningful
classroom
critical and creative
exploration,
to engage learners,
discovery thinking,
and hands-on asactivities
well as
in groups, in
other
within higher-
a range of ✓
✓✓✓ ✓
✓✓✓
physical learning environments
order thinking skills
per observation
5
Manages learner behavior constructively by applying positive
Manages classroom
to ensurestructure to engage learners,
✓ ✓ ✓ ✓ period are
and non-violent discipline learning-focused
Uses differentiated, developmentally appropriate learning
individually or in groups, in meaningful exploration,
environments
✓ ✓ ✓ ✓ highlighted in
6
3experiences to address learners' gender, needs, strengths, interests and
discovery and hands-on activities within a range of ✓ 🗴 ✓ 🗴
experiences
physical
yellow
Plans, manages andlearning
implementsenvironments
developmentally sequenced
7 teaching and learning processes to meet curriculum requirements and varied
✓ ✓ ✓ ✓
Manages
contexts learner behavior constructively by applying
teaching
Selects,positive
4 develops, and non-violent
organizes, discipline
and uses appropriate to ensure
teaching learning-
and learning ✓✓✓✓
resources, including ICT, to address learning goals 🗴
8 focused environments
focused environments 🗴  ✓ 🗴
Develops and applies effective strategies in the  
planning
Designs, and management
selects, organizes, of developmentally
and uses diagnostic, formative and summative ✓✓🗴  
✓ ✓ pp. 84-85
assessment strategies consistent
sequenced teaching withand
curriculum
learningrequirements
process to meet
 RCTQ

What are the steps in conducting observation?

 PRE- OBSERVATION RCTQ

INDICATOR 1 Applies knowledge of content within and

STEP 1 – OBSERVER/S across curriculum teaching areas
3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher

1. Review the appropriate

demonstrates demonstrates demonstrates demonstrates applies high-level
minor content accurate accurate and in- accurate, in- knowledge of
errors either in knowledge of key depth knowledge depth and broad content and
the presentation of concepts both in of most concepts knowledge of all pedagogy that

COT-RPMS rubric for the the lesson or in

responding to
students’
the presentation of
the lesson and in
responding to
in the presentation
of the lesson and
in responding to
concepts in the
presentation of the
lesson and in
creates a
conducive
learning

teacher to be observed. questions or

comments. The
lesson content
students’
questions or
comments. The
students’
questions in a
manner that
responding to
students’
questions in a
environment that
enables an in-
depth and
displays simple lesson content attempts to be manner that is sophisticated
coherence. displays responsive to responsive to understanding of
coherence. The student student the teaching and
teacher attempts developmental developmental learning process to
to make learning needs. learning needs meet individual
connections The teacher and promotes or group learning
across makes student learning. needs within and
curriculum connections The teacher across
content areas if across makes curriculum
COT-RPMS appropriate. curriculum meaningful content areas.
Rubric contents areas if connection across
appropriate. curriculum
content areas if
appropriate.
 RCTQ

OBSERVER/S
Will❑
the supervisors
If there take
are multiple part inwithin
observations the classroom
a day, it is
observation process?
recommended that an observer undertakes no more
It is highly recommended
than that 2-3
three (3) observation observers participate in the
per day.
observation, whenever possible.
The supervisors (e.g. PSDS, EPS)
However, if challenges like schedules and
may observe and use
the COT-RPMS.
availability Theirhinder
of observers feedback maytobe used to provide
a school
technical
follow assistance to the one
this recommendation, principal.
(1) Their ratings will
not form
observer willpart of the MOV of teachers.
be enough.
 INDICATOR LIST FOR PROFICIENT
OBSERVATION RCTQ

PERIOD
INDICATORS
STEP 2 – OBSERVER/S
NO.

1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas ✓ ✓ ✓ ✓
22.Uses
Review
and numeracy skills
the
a range of teaching Indicator
strategies that enhance learner achievement in literacy
✓ ✓ ✓ ✓
❑ Indicators to
3List
Appliesexpected to be
a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
✓ ✓ ✓ ✓ be observed
observed in each
Manages classroom structure to engage learners, individually or in groups, in
4 meaningful exploration, discovery and hands-on activities within a range of
✓ ✓ ✓ ✓ per observation
observation period.
physical learning environments period are
Manages learner behavior constructively by applying positive
5
and non-violent discipline to ensure learning-focused environments
✓ ✓ ✓ ✓ highlighted in
Uses differentiated, developmentally appropriate learning yellow
6 experiences to address learners' gender, needs, strengths, interests and
experiences
✓ 🗴 ✓ 🗴
Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements and varied
✓ ✓ ✓ ✓
7
teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals 🗴
8 🗴  ✓ 🗴
 
 INDICATOR LIST FOR HIGHLY PROFICIENT
OBSERVATION RCTQ

COT PERIOD
INDICATOR
NO.
INDICATOR DESCRIPTION
1 2 3 4

Applies knowledge of content within and across

1 curriculum teaching areas ✓✓✓✓ ❑ Indicators to
Applies a range of teaching strategies to develop
✓✓✓✓ be observed
2 critical and creative thinking, as well as other higher-
per observation
order thinking skills
Manages classroom structure to engage learners, period are
individually or in groups, in meaningful exploration, ✓✓✓✓ highlighted in
3 discovery and hands-on activities within a range of yellow
physical learning environments
Manages learner behavior constructively by applying
4 positive and non-violent discipline to ensure learning- ✓✓✓✓
focused environments
Develops and applies effective strategies in the
planning and management of developmentally ✓✓✓✓
sequenced teaching and learning process to meet
 PRE- OBSERVATION RCTQ

INDICATOR 1 Applies knowledge of content within and

across curriculum content teaching areas

STEP 1 - TEACHER 3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates applies high-
minor content accurate accurate and accurate, in- level
errors either in knowledge of in-depth depth and knowledge of
the presentation key concepts COT-RPMS
knowledge of broad content and

1. Review the COT- of the lesson or

in responding to
students’
both in the
presentation of
the lesson and
most concepts
Rubric
in the
presentation of
knowledge of
all concepts in
the presentation
pedagogy that
creates a
conducive
questions or in responding to the lesson and of the lesson learning

RPMS rubric comments. The

lesson content
displays simple
students’
questions or
comments. The
in responding to
students’
questions in a
and in
responding to
students’
environment
that enables an
in-depth and

appropriate to his/ her

coherence. lesson content manner that questions in a sophisticated
displays attempts to be manner that is understanding
coherence. The responsive to responsive to of the teaching
teacher student student and learning

position.
attempts to developmental developmental process to meet
make learning needs. learning needs individual or
connections The teacher and promotes group learning
across makes student needs within
curriculum connections learning. The and across
content areas if across teacher makes curriculum
appropriate. curriculum meaningful content areas.
contents areas connection
if appropriate. across
curriculum
content areas if
appropriate.
 PRE- OBSERVATION RCTQ

STEPS 2 & 3 TEACHER

▪ COT-RPMS
2. Refer to the Indicator List Rubric
expected to be observed in ▪ Indicator List
each observation period.

3. Plan the lesson based on the

indicators.
 PRE- OBSERVATION RCTQ

STEP 4 - TEACHER
4. Provide the observer/s
with the lesson
plan/DLP/DLL.
 ACTUAL OBSERVATION RCTQ

p.STEPS
235 1 & 2 - OBSERVER COT-RPMS
❑ The Observation
Notes Form is the
1. Sit at available chairs. Multiple
OBSERVATION NOTES FORM
OBSERVER: _____________________________________________ DATE: _________________
only form to be
NAME OF TEACHER OBSERVED:____________________________ TIME STARTED: _________
brought and
observers are expected to sit apart.
SUBJECT & GRADE LEVEL TAUGHT: _______________________
OBSERVATION 1 2 3 4
TIME ENDED: ___________

completed during
GENERAL OBSERVATIONS: the actual
2. Use the Observation Notes Form to observation.
record comments and observations on ❑ Use the
the teacher’s performance. Observation Notes
Form to record
comments and
observation on the
teacher’s
performance.
 ACTUAL OBSERVATION RCTQ

STEPS 3 & 4 – OBSERVER/S

3. If there are multiple observers, avoid

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

4. Observe the entire class period.

 ACTUAL OBSERVATION RCTQ

STEP 1 - TEACHER

Deliver the lesson.

 POST- OBSERVATION RCTQ

STEP 1 – OBSERVER/S

1. Thank the teacher and leave the

room immediately after the
observation.

❑ Do not discuss observations with

fellow observer/s while still inside the
classroom.
 POST- OBSERVATION RCTQ

STEP 2 – OBSERVER/S In
c a di -
t
Li or
Individual Rating st

Rate the teacher using the COT-

RPMS Rubric appropriate to the ❑ Rating should be done individually.
teacher’s position. ❑ If there are multiple observers, the subject
specialist/s will rate indicator 1.
Refer to the Indicator List for the❑ If there is only one observer, she/he will
indicators to be rated. rate ALL indicators.
❑ Elementary teachers are generalists;
therefore, all observers are expected to rate
Indicator 1.
 ❑ Do not bring this form during
pp.223/233 COT-RPMS actual observation. COT-RPMS RCTQ
TEACHER I-III ❑ Refer to your observation notes in MASTER TEACHER I-IV
RATING SHEET rating the teacher observed. RATING SHEET
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom DIRECTIONS FOR THE OBSERVER:
observation. Mark the appropriate column with a ( ✔) mark. 1. Rate each item on the checklist according to how well the teacher performed during the
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators. classroom observation. Mark the appropriate column with a ( ✔) mark.
3. Attach your Observation Notes Form to this completed rating sheet. 2. Each indicator is assessed on an individual basis, regardless of its relationship to other
indicators.
THE TEACHER: 3 4 5 6 7 NO 3. Attach your Observation Notes Form to this completed rating sheet.
1. Applies knowledge of content within and across curriculum            
THE TEACHER: 4 5 6 7 8 NO
teaching areas
2. Uses a range of teaching strategies that enhance learner             1. Applies knowledge of content within and across curriculum            

achievement in literacy and numeracy skills teaching areas

3. Applies a range of teaching strategies to develop critical and             2. Applies a range of teaching strategies to develop critical and            
creative thinking, as well as other higher-order thinking skills
creative thinking, as well as other higher-order thinking skills
4. Manages classroom structure to engage learners, individually or            
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments 3. Manages classroom structure to engage learners,            
5. Manages learner behavior constructively by applying positive             individually or in groups, in meaningful exploration,
and non-violent discipline to ensure learning-focused environments discovery and hands-on activities within a range of physical
6. Uses differentiated, developmentally appropriate learning            
learning environments
experiences to address learners' gender, needs, strengths, interests
and experiences 4. Manages learner behavior constructively by applying positive            
7. Plans, manages and implements developmentally sequenced             and non-violent discipline to ensure learning-focused
teaching and learning processes to meet curriculum requirements environments
and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and             5. Develops and applies effective strategies in the          
learning resources, including ICT, to address learning goals planning and management of developmentally
9. Designs, selects, organizes, and uses diagnostic, formative and             sequenced teaching and learning process to meet
summative assessment strategies consistent with curriculum curriculum requirements and varied teaching contexts
requirements OTHER COMMENTS:
OTHER COMMENTS:  
     
   Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
 POST- OBSERVATION RCTQ

STEP 3 - OBSERVERS COT-RPMS

TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

In case of multiple observers

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ________________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ ________________________________

Inter-Observer Agreement Exercise OBSERVATION 1 2

DIRECTIONS FOR THE OBSERVER:

3 4

(5+7+6)/3= 6
• Discuss the rating with fellow
1. Indicate your individual rating for each indicator.
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the difference and
come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.

observer/s
Observer Observe Observer AGREED
THE TEACHER: 1 r 3 RATING
2
1. Applies knowledge of content within and across curriculum
 5 7 6  6
• Decide the final rating
teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills  5  5  5 5
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 5  6  6  6
4. Manages classroom structure to engage learners, individually or

❑ The agreed rating is NOT an 5.

in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
 6  6  6 6
7  6  5  6
average; it is the final rating based on 6.
and non-violent discipline to ensure learning-focused environments
Uses differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and  6 7  7 6
reasoned and consensual judgment.
experiences
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
6  6  6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements
 POST- OBSERVATION RCTQ

STEP 4 – OBSERVER/S & COT-RPMS

TEACHER I – III COT-RPMS

TEACHER
RATING SHEET TEACHER I-III
OBSERVER: _______________________________________ DATE: ______________ INTER-OBSERVER AGREEMENT FORM
TEACHER OBSERVED:______________________________ QUARTER_____________
SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________
COT-RPMS
DIRECTIONS FOR THE TEACHER:
OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
TEACHER I – III ________________________________________
Put a check (✔) mark on the box OBSERVER
provided for each2:indicator
___________________________________
that you think is observable during your

Post- Conference
classroom teaching. OBSERVER 3: ___________________________________ RATING SHEET SUBJECT & GRADE LEVEL TAUGHT
THE TEACHER: DATE: __________________ QUARTER:
OBSERVER: ________________________________
3 4 5 _____________
6 7 DATE: ________________________________
NO _______
TEACHER teaching
1. Applies knowledge of content within and across curriculum OBSERVED:_______________________ QUARTER_____________
areas SUBJECT & GRADE LEVEL   ✔
TAUGHT:____________________________________________
DIRECTIONS
2. Uses a range of teaching strategies FOR THE
that enhance DIRECTIONS
learner FOROBSERVER:
THE TEACHER:
COT-RPMS

1. Meet with the teacher to

1. Indicate Put a check (✔) mark on the   box provided
✔ for each indicator that you think is observable during
achievement in literacy and numeracy skills your individual ratings for each indicator.
your classroom teaching. TEACHER I –resolve
III
2. Discuss within the group your reason
3. Applies a range of teaching strategies to develop critical and creative
 
for such✔rating. In case of different ratings, the observers must the difference and
THE TEACHER: 3 4 7 RATING SHEET
thinking, as well as other higher-order
concurthinking
on an skills
agreed rating. The final rating is not necessarily an average; it is 5a final
6
rating NO
based rating based on reasoned and
4. Manages classroom structure toconsensual
engage learners, 1.individually
Applies knowledge
or in of content within and across curriculum
judgment.
teaching activities
areas
OBSERVER: ____________________________________________
✔ DATE: ________________
groups, in meaningful exploration, discovery and hands-on   ✔

discuss the results of the

3.environments
Attach all individual Rating Sheets to thisthat
Inter-Observer TEACHER
AgreementOBSERVED:___________________________________
Form. QUARTER_____________
within a range of physical learning 2. Uses a range of teaching strategies enhance learner
SUBJECT & GRADE LEVEL TAUGHT______________________________________________
  ✔
5. Manages learner behavior constructively by applying achievement
positive andin literacy and numeracy skills DIRECTIONS FOR THE TEACHER: Observer Observe Observer AGREED
non-violent discipline to ensure learning-focused 3. Applies a range of teaching
environments   strategies to ✔ Put and
develop critical a check (✔) mark on the box provided for 1 each indicator rthat you think 3is observableRATING
during your
THE TEACHER: classroom teaching.
creative thinking, as well as other higher-order thinking skills   ✔
2
6. Uses differentiated, developmentally appropriate learning

observation.
THE TEACHER: 3 4 5 6 7 NO
experiences to address learners'1.gender,
Applies knowledge
4. Manages of content
classroom within
structure and learners,
to engage across curriculum
individually
and experiences
needs, strengths,
teaching areas
interests  
or in groups, in meaningful exploration, discovery and 1.
✔
activities within a range of physical learning environments
 5
Applies knowledge of content within and across curriculum
hands-on
teaching areas
  ✔ 7 6    6
✔
7. Plans, manages and implements developmentally sequenced
2. Uses a range of teaching strategies that enhance learner
2. Uses a range of teaching strategies that enhance learner
teaching and learning processes to meet curriculum
and varied teaching contexts achievement
5. Manages learner behavior
requirements
in literacydiscipline
and non-violent
 
and numeracy
constructively
skills
✔by applying
to ensure learning-focused
positive
 5
achievement in literacy and numeracy skills
  of teaching strategies  5
✔ to develop critical and  5   ✔
5

2. Affix
3. Applies a range
environments   ✔
3.uses appropriate
8. Selects, develops, organizes, and Applies 6. a teaching
range of
andteaching strategies toappropriate
develop critical creative
andthinking, as well as other higher-order thinking skills
learning resources, including ICT, to address learning
creative thinking,
Uses
experiencesas
9. Designs, selects, organizes, and uses diagnostic, formative and
to well
address
 
differentiated, developmentally
goals
aslearners'
✔
other higher-order
learning
thinkingorskills
gender, needs, strengths,
in groups,  in meaningful exploration,
✔
5  6
4. Manages classroom structure to engage learners, individually
discovery and hands-
 6  
 6
✔
interests and experiences
4.
summative assessment strategies consistent Manages classroom structure  to engage learners,
with curriculum ✔ individually
on activitiesorwithin a range of physical learning environments

 6  6  6 6
7. Plans, manages and implements developmentally sequenced

signatures
requirements in groups, in meaningful exploration, discovery and hands-on 5. Manages learner behavior constructively by applying positive
teaching and learning processes to meet curriculum requirements and non-violent  discipline to ensure
✔ learning-focused
_______________
  ✔
____________________ activities andwithin
varied a teaching
range ofcontexts
physical learning environments environments
Signature over Printed Name of the 5. Observer
Manages 8.learner
Selects,
Signature develops,
over Printedorganizes,
behavior andTeacher
constructively
Name of the uses appropriate
by applying teaching and
positive
6. Uses differentiated, developmentally appropriate learning
learning resources, including ICT, to address learning goals
and non-violent discipline to ensure learning-focused interests experiences to  address learners'
environments 7  6
✔ gender, needs, strengths,
 5    6 ✔

on the rating
and experiences
9. Designs, selects, organizes, and uses diagnostic, formative and
6. Uses differentiated, developmentally appropriate learning
summative assessment strategies consistent with curriculum
7. Plans,experiences
manages and implements developmentally sequenced
 6 7  7 6
  ✔
to addressrequirements
learners' gender, needs, strengths, interests and teaching and learning processes to meet curriculum   ✔
requirements and varied teaching contexts
experiences
____________________
7. Plans, manages and implements developmentally sequenced _______________
8. Selects, develops, organizes, and uses appropriate teaching
teaching   ✔

sheets.
and learning resources, including ICT, to address learning goals
and learning
teaching strategies
processes
Signature to meet
over Printed Name curriculum requirements
of the Observer Signature andPrinted
over
9. Designs, varied Name
selects, of the Teacher
organizes, 6  6
and uses diagnostic, formative
and summative assessment strategies consistent with
 6   ✔
6
curriculum requirements
8. Selects, develops, organizes, and uses appropriate teaching and
____________________
learning resources, including ICT, to address learning goals  6 _______________
 5  7  6
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
9. Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements  7  6  5  7
 OBSERVERS TOOL NEEDED TEACHER

• Review the appropriate COT-RPMS • Reviews the COT-RPMS Rubric RCTQ

Rubric appropriate to the position of the appropriate to his/her position
PRE- teacher to be observed COT-RPMS • Refers to the Indicator List expected
• Review the Indicator List expected to RUBRIC to be observed in each
be observed in each quarter/ observation quarter/observation period.
period • Plans the lesson based on the
OBSER COT-RPMS OBSERVATION
INDICATOR
PROCESS
• Arrive at the designated classroom a
LIST indicators
VATIO few minutes before the observation • Provides the observers with the
N
AND PROTOCOL lesson plan/DLP/DLL.

• Sit at any available seats in the • Delivers the lesson

classroom OBSERVATION
OBSERV • Multiple observers are to sit apart NOTES FORM
A-TION • Record all comments on the
Observation Notes Form

• Rate the teacher RATING SHEET

POST- In case of multiple observers:
OBSE • Discuss the rating with fellow observer/s INTER-
RVA- • Decide the final rating OBSERVER
AGREEMENT
TION FORM

Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s affix
 RCTQ

Training Proper
 RCTQ

Before we proceed…

Please avoid taking pictures/videos of the

sample classroom teaching videos that
will be used in the mock observation.
 RCTQ

Video 1

Grade 10 – Edukasyon sa
Pagpapakatao
Teacher I
 RCTQ

Video 2

Grade 7 – Mathematics
Master Teacher I
 RCTQ

Video 3

Kindergarten
Teacher III
 RCTQ

REFERENCES:
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and supporting
effective teaching. Stanford, CA. Stanford Center for Opportunity Policy in Education.

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

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

Results-based management performance system manual for teachers and school heads. (2018).
Department of Education.
 RCTQ
P resen tation s lid es pr ep ared by :

Dr. Jennie V. Jocson

Deputy Director & Project Leader, RCTQ

Denesse Marie B. Handumon,

Research Officer, RCTQ

Technical Working Group

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