Sir Boni

Prepared by;
Sir BONI
Nicomedes R. Tubar Sr. NHS
San Dionisio, Iloilo
Sir BONI - Nicomedes R. Tubar Sr. NHS

Understand how to use the
Classroom Observation Tool.
Identify the processes and
protocol in classroom
observation.

4 COTs = 67.5% of the total rating for a
teacher.
Gauge in ensuring quality teaching.
Process of providing feedback.
Encourage teachers to reflect and
develop self-awareness about practice.
Provides evidence of actual teaching
performance and areas of improvement.
First eSAT next Development Plan

1
•PPST
2
•Classroom Practice
3
•COT
4
•Professional development

Public statement of
professional accountability
Has four career stages
Has 37 strands and 37
indicators

27 out of 37 are classroom
observable
12 priority strands out of 37
for RPMS Year 1
9 out of 12 are classroom
observable
11 and 12 – with timeliness
# 1 – 7…………… 1-7
# 2 – 7 ………….. 1 2 3 4 5 6 8
# 3 – 7 …………… 1 – 7
# 4 – 7 ………….. 1 2 3 4 5 7 9

NE Not Evident
B Building
O Organizing
D Developing
A Applying
C Consultative
I Integrating
D Discriminating
S Synthesizing
Instructional Management Curriculum
Strategies Techniques Design
Effective Pedagogy

Spiral Progression
Constructivism
Features of
Differentiated
the K to 12 Instruction
Curriculum
Contextualization
ICT Integration

Instructional models,
strategies and methods
1. Direct Instruction
2. Indirect Instruction
3. Interactive Instruction
4. Experiential Instruction
5. Independent Study

 Are some instructional strategies more
effective in certain subject areas?
effective at certain grade levels?
effective with students from different
backgrounds?
effective with students of different
aptitude?
PROFICIENT HIGHLY PROFICIENT
T- 1 2 3 MT 1 2 3 4
Rating
7 5 O 8
6 4 VS 7
5 3 S 6
4 2 U 5
3 1 P 4
Step 1 Pre- Observation
Review tools
- COT-RPMS rubrics
- List of indicators
- Lesson Plan / Lesson Log

Step 2 Observation
- Bring observation notes form
- take notes of qualitative parts to
be used for TA
- Observe the entire period
- Leave immediately after the
observation
- Do not bring the COT during the
actual observation

Step 3 Post Observation
- Rating sheet – refer to the
list of indicators
- Inter-observer agreement
form
- Follow directions for
observer

reflection
Teacher’s to improve
learning
practice
path towards
personal Writing Careful
development annotations introspection
Critical
evaluation

Make your evidence speak on your behalf
Allow you to exercise
Highlight your professional strengths in teaching

reflective thinking
Help you reflect on your teaching practices that pave the

way for professional advancement
Describe your intentions, goals and purposes towards
career growth
Present and explain credentials required by the Rater for

ranking and promotion
Make it easier for the Rater to rate your performance

When writing annotations, you need to
present evidences of your best practices in
the various KRAs. The following are
possibilities for annotations;
Documents/artifacts that show creativity and

resourcefulness in teaching
Evidence that may fully satisfy the requirements of the

performance indicators but do not clearly demonstrate their
link to the indicators themselves
Classroom context that explains your teaching practice and

the realities you face in the classroom/school/community
context

Annotations help your Rater understand the story behind your
MOV and be familiar with the documents being reviewed.
STEP 1 - Describe the Means of Verification (MOV)
that you want to annotate.
A. What is your MOV about?
B. How does your MOV meet the KRA’s objectives?
STEP 2 - Reflect on your MOV

A. How does your MOV meet the objective?
B. What do you wish to highlight in your MOV in
relation to the objective?
C. What classroom contexts explain your practices as
reflected in your MOV?

Objectives Means of Verification Description of Annotations
the
MOV Presented

Sustain employee’s high
performance
Opportunity to develop
succession plans and career
development of high performing
and high potential staff
promotion.

Coach for maximum
performance
Coach for work improvement
Coach to strengthen skills,
competences and behavior

•Observation
• The rater identifies
a performance gap
or an opportunity to
improve
1

•Discussion and
Agreement
• Coach and Coachee agree
on : (1) problems to be
fixed; and (2) an
2 opportunity to move job
performance two notches
higher

•Active Coaching
• Coach and Coachee
create and agree on the
action plan to address
3 the gap.

•Follow up
• Setting follow-up sessions
to check on the status of
4 the agreed upon action
plan

1. Applies knowledge of content within
and across curriculum teaching areas.
2. Uses a range of teaching strategies that
enhance learner achievement in
literacy and numeracy skills.
3. Applies a range of teaching strategies to
develop critical and creative thinking,
as well as HOTS.

4. Manages classroom structure to engage
learners, individually or groups, in
meaningful explanation, discovery and
hands-on activities within a range of
physical learning environments.
5. Manages learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments.
6. Uses differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs, strengths,
interests and experiences.
7. Plans, manages and implements
developmentally-sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts.
8. Selects, develops, organizes, and uses
appropriate teaching and learning
resources, including ICT, to address
learning goals.
9. Designs, selects, organizes, and
uses diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.

Plus Factor

Opening/ Climate setting/
establishing Rapport
 Thank employee for making time
for the meeting
 Express your hope that you will
find the meeting useful

Objective Setting
 Tell employee things he or she is
doing right; express sincere
appreciation
 Tell your reason for calling the
meeting with him /her
 Give feedback on performance
deficiency you have observed.
 Listen with empathy, i.e. give an
empathic response, paraphrase what
he or she had said, and reflect on his
or hr feelings.

Discussion and Agreement proper
 Tell what you want him/her to do, how you
want it done, and why
 If possible show (model) how it is done.
 Ask him/her to do it while you observe.
 Give positive feedback; offer suggestions
 Let him/her know you respect his/her
ability
 Agree upon appropriate actions –
employee’s and yours
 Let him/her know you will closely monitor
his/her performance
Closing
 Share how you feel about the meeting.
 Ask him/her how he/she feels about the
meeting.
 Schedule a follow-up meeting on a specific
date.
 Thank him/her and express confidence that
he/she can do it. Assure him/her of your
support.
 Shake hands and smile, while maintaining
eye contact.
Half the world is composed of
people who have something to
say and can’t and the other half
who have nothing to say and
keep on saying it.
- Robert Frost

Thank You Very Much
Sir Boni
Nicomedes R. Tubar Sr. NHS
San Dionisio, Iloilo

Sir Boni

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Prepared by;

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Highlight your professional strengths in teaching

Help you reflect on your teaching practices that pave the

Present and explain credentials required by the Rater for

Make it easier for the Rater to rate your performance

Sir BONI - Nicomedes R. Tubar Sr. NHS

Documents/artifacts that show creativity and

Evidence that may fully satisfy the requirements of the

Classroom context that explains your teaching practice and

Sir BONI - Nicomedes R. Tubar Sr. NHS

STEP 2 - Reflect on your MOV

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

Sir BONI - Nicomedes R. Tubar Sr. NHS

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