Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV – A CALABARZON
Division of Rizal
RODRIGUEZ SUB-OFFICE

RATING TOOL FOR CLASSROOM OBSERVATION

OBSERVER: DATE:
TEACHER OBSERVED: QUARTER:
SUBJECT AND GRADE LEVEL TAUGHT: SCHOOL:

COT 1 COT 2

NOTE:
1. This tool will be accomplished by the School Head, Master Teacher and Head Teacher in conducting classroom (ODL/MDL) observation with
the teacher.
2. MOV/s other than identified in this tool that are acceptable to the observer/s maybe used.
3. Remarks include the score obtained by the teacher based on the MOV/s presented. It may also contain suggestion/s or note/s that may help
the teacher improves on the Indicator in focus.
4. A copy of this Tool should be given to the teacher for future reference.

INSTRUCTIONS:
1. Write the score of the teacher obtained indicating the remarks on the last column.
2. Provide the total score obtained by the teacher below then get the average score by dividing the total score by 3 (the number of indicators) up
to 2 decimal places. Also, determine the label based on the level description demonstrated/used by the teacher.
Example:
Indicator 1 = 6
Indicator 2 = 5
Indicator 3 = 7
Total score = 6 + 5 + 7 = 18
Average Score = 18 ÷ 3 Indicators = 6.00
Level Label: CONSOLIDATING
3. Indicate the agreement made with the teacher for follow up.
4. Make sure that the teacher and the observer sign on the space provided below.
 INDICATOR 1 3 4 5 6 7 SCORE/
REMARKS
Applied knowledge of The teacher The teacher The teacher The teacher The teacher
content within and demonstrates minor demonstrates demonstrates demonstrates applies accurate,
across curriculum content errors either accurate accurate and in- accurate and in- in-depth, and
in presenting the knowledge of key depth knowledge depth broad broad knowledge
teaching areas lesson or in concepts both in of most concepts knowledge of all of content and
responding to the presentation in the presentation concepts in pedagogy that
learners’ questions of the lesson and of the lesson and presenting the creates a
or comments. in responding to in responding to lesson and in conducive learning
learners’ learners’ questions responding to environment that
The lesson content questions or in manner that learners’ questions enables an-in-
displays simple comments. attempts to be in manner that is depth and
coherence. responsive to responsive to sophisticated
The lesson students’ learners’ understanding of
content displays developmental developmental the teaching and
coherence. learning needs. needs and promotes learning process to
learning. meet individual or
The teacher The teacher makes group learning
attempts to make connections across The Teacher makes needs within and
connections curriculum content meaningful across curriculum
across curriculum areas if connections across areas.
content areas if appropriate. curriculum teaching
appropriate. areas, if
appropriate.
FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
indicates some clearly explains displays displays extensive applies extensive
awareness of other concepts and comprehensive knowledge of knowledge of
 ideas of the same makes no content understanding of content. content beyond
discipline that are errors. the concepts and his/her area of
connected to the structure of the 2. The teacher specialization.
lesson but does not 2. The content teaching areas. addresses content
make solid appears to be accurately and its 2. The teacher
connection. accurate and its 2. The teacher focus is congruent motivates learners
focus shows addresses content with the big ideas to investigate the
2. The teacher awareness of the accurately and and/or structure of teaching area to
makes few content ideas and makes connections the teaching areas. expand their
errors in presenting structure of the across teaching knowledge and
the lesson but does teaching areas. areas. satisfy their
not affect entirely curiosity.
the learning process. 3. The teacher 3. The Teacher
demonstrates cites intra and
factual knowledge interdisciplinary
of subject matter content
and attempts to relationships.
connect content 4. The teacher
across teaching shows expertise in
areas. the content and
uses appropriate
pedagogy in
delivering the
lesson.
applied applied applied applied applied
MOVs knowledge of knowledge of knowledge of knowledge of knowledge of
content within content within content within content within content within
the subject area the subject the subject area the subject area the subject area
alone area and from and from 2 and from 3 and from 4
 1 learning area learning areas learning areas learning areas
INDICATOR 2 3 4 5 6 7 SCORE/
REMARKS
Plan and deliver The teacher employs The teacher The teacher The teacher The teacher
teaching strategies that strategies which are employs strategies employs strategies employs a variety employs extensive
are responsive to the somewhat which are which are of strategies which repertoire of
special educational needs appropriate in partially appropriate in are appropriate in strategies to create
of learners in difficult addressing the appropriate in addressing the addressing the a learner-centered
circumstances, special educational addressing the special educational special educational environment that
including: geographic needs of learners in special needs of learners needs of learners in addresses the
isolation; chronic illness; difficult educational needs in difficult difficult special educational
displacement due to circumstances. of learners in circumstances. circumstances. needs of the
armed conflict, urban difficult individual and
resettlement circumstances. group of learners
or disasters; child abuse in difficult
and child labor practices circumstances.
FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. The teacher The teacher
demonstrates a displays demonstrates an provides thoughtful demonstrates a
limited familiarity of understanding of and appropriate wider
understanding of the learners’ the purpose and instructional understanding of
educability of background but value of learning adaptation for the educability of
individual learners. sometimes lacks about learners’ individual learner individual learners.
2. The teacher gives responsiveness in background to needs. The 2. Teacher’s
opportunities to only addressing them. inform adaptation of instructional
few learners to instructions. instruction is strategies respond
actively engage in realistic and to individual and
the learning effective. 2. The group of learners’
activities. teacher provides background, thus
 diverse learners creating an
with opportunities environment where
to actively engage learners feel
in various learning equally involved.
activities.
1 teaching 2 teaching 3 teaching 4 teaching 5 teaching
MOVs strategy strategies strategies strategies strategies
employed employed employed employed employed
INDICATOR 3 3 4 5 6 7 SCORE/
REMARKS
Select, develop, The teacher utilizes The teacher The teacher The teacher utilizes The teacher
organize and use learning utilizes learning utilizes learning learning integrates
appropriate teaching resources, including resources, resources, resources, including extensive
ICT, which are including ICT, including ICT, ICT, which and
and learning loosely-aligned with which which are are consistently multidisciplinary
resources, including the learning are occasionally generally aligned aligned with the learning
ICT, to address goals. aligned with the with the learning learning goals. resources,
learning goals learning goals. goals. including ICT,
which are
appropriate and
aligned with the
learning goals.
FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
utilizes a variety of utilizes a variety utilizes a variety utilizes a variety skillfully manages
materials and of instructional of instructional of instructional diverse
resources that do materials and materials and materials and instructional
not support the resources but is resources that are resources that are materials
learning goals. not able to aligned with aligned with that encompass
 maximize their the instructional the instructional other disciplines
purpose to purposes which purposes which which consistently
support the usually support the always support the support the
learning goals. learning learning learning goals.
goals. goals.
1 appropriate 2-3 4-5 appropriate 6 appropriate 7 appropriate
MOVs learning appropriate learning learning learning
resource learning resources resources resources
resources

TOTAL SCORE: _________

AVERAGE: __________
LEVEL LABEL: ______________

RUBRIC LEVEL SUMMARY

LEVEL RANGE LEVEL LABEL LEVEL DESCRIPTION
3 3.00 - 3.80 ORGANIZING The teacher demonstrates a limited range of loosely associated pedagogical aspects
of the indicator.
4 3.81-4.60 DEVELOPING The teacher demonstrates a range of associated pedagogical aspects of the
indicator that sometimes align with the learners’ developmental needs.
5 4.61- 5.40 APPLYING The teacher demonstrates a range of associated pedagogical aspects of the
indicator that usually align with the learners’ developmental needs.
6 5.41-6.20 CONSOLIDATING The teacher uses well-connected pedagogical aspects of the indicator consistently
aligned with students’ development that supports to be successful learners.
7 6.21-7.00 INTEGRATING The teacher uses well-connected pedagogical aspects of the indicator to create an
environment that addresses individual and group learning goals.
AGREEMENT:

Name of Observer 1 (Signature above name) Name of Teacher Observed (Signature above name)

Name of Observer 2 (Signature above name)

Name of Observer 3 (Signature above name)