COT-RPMS RATING SHEET cosenven_ROY R. PINTOR onre: fg 21, 200> reacreroaserven: mek P: Redremisy) ouarrer:_(t_ ‘SUBJECT & GRADE LEVEL TAUGHT: Eo OBSERVATION: 1 20 30 40 DIRECTIONS FOR THE OBSERVERS: 41. Rate each item on the checklist according to how wel the teacher performed during the dassroom observation. Mark the ‘appropriate column with a (/) symbol 2 2. Each ndicatoris assessed on an individual basis, regardless of ts relationship to other indicators. 2. Forschools with only one observer, this form wil serve as the final rating sheet. 1. Applied knowtedge of content within and across curiculum teaching areas. 2. Used a renge of teaching strategies that enhance leamer achieverent in Reracy ‘and numeracy skis 3. Applied a range of teaching strategies to develop cical and creative thinking, 28 well as oer higher-order thinking skis, “4. Displayed proficient use of Mother Tongue, Flipino and English to faciate teaching and learning. ‘6. Established safe and secure learning environments to enhance leaming through the consistent implementation of policies, quidalines and procedures. ‘6. Maintained learning environments that promote faimess, respect and care to ‘encourage tearing, 7. Established a leamer-centered culture by using teaching strategies that respond to their Ingustc, cultural, and religious backgrounds. | 8 Adapted and used cuturally | in ies to address the needs ‘cfieamers from indigenous groups. ‘Used statages lor providing tly, eccrate and constructive Teadbeck io improve ——— Same 2 IN RIN IN FS \ wtih joes a raing 3 ROY RPINTOR - Principal | . & ‘Sipanse over Ported Name ofthe Observer ‘Signature over Piigfd Name ofthe Teacherwe € 2 << COT-RPMS OBSERVATION NOTES FORM coaserver: _ROY R. PINTOR, DATE: hyp. 41, Was TEACHER OBSERVED: a TIME STARTED: __ ‘SUBJECT & GRADE LEVEL TAUGHT: _TL @ 4 TIME ENDED: __ 2:20. osservanion 1% 20 DIRECTIONS FOR THE OBSERVERS: \Weite our observations on the teacher's classroom performance on the space provided. Use additional sheets whenever necessary. aermeny fhe — Ba eka pte af feetaie ichuctnind amber i He Grurertferes Ht romney efedie te retinal ly i Lhe Reser. a tle Fe Lee let iba Ord aovere Cree rcole We prRened = Vrcctecie flare “f Sonera [Rat fuer , fatrtes Aaph, aonb cane, fe prem Prnnty : = Be leek. we ote fe mer ho nde Re eran ae Le pL BR fale Morn way te tee re Pegs, a achouihy He eis ith i metsAppendix F | PERFORMANCE MONITORING AND COACHING FORM } ‘ae = DATE af 21 [es dM | Te regan tay perk brid one | CRITICAL , INCIDENCE | Cbenrued . | DESCRIPTION | heat of te plete oma abe fe ourPuT terete BR Vs Venton of fhe Pewee Bek from He Areurt | IMPACTON | WeeR- pLanned Jerem~ afl JOBIACTION PLAN trrgenfateliney - ‘SIGNATURERATING SHEET osserver__ROY R. PINTOR eee pare fash: 41, 20a> excren oosenven: Gah P. Redineyiry) ouarTer: Qy ‘SUBJECT & GRADE LEVEL TAUGHT: Eo (OBSERVATION: 10 20 30 40 DIRECTIONS FOR THE OBSERVERS: 1. Rate each item on the checkSst according to how wal the teacher perlormed during the dassroom observation. Mark the ‘appropriate column with a (V) symbol. 5 2. Each indicator is assessed on an individual basi, regardless of its relationship to other indicators. 3. For schools with only one observer, this form will serve asthe fina rating sheet. 1. Applied knowedge of content within and across curiculum teaching areas. 2. Used a range of teaching strategies that enhance learner achlevernent in iteracy and numeracy skis. ‘Applied a range of teaching strategies to develop ciical and creative thinking, as well as cther higher-order thinking sks. 4. Displayed profcent use of Mother Tongue, Flipino and Engish to Tactile teaching and earring. '. Established safo and secure fearing environments to enhance leaming trough the consistent implementation of polices, uideines and procedures. ‘6. Maintained earring environments that promote faimess, respect and care to ‘encourage fearing. 7. Established a learner-centered culture by using teaching strategies that reapond to {heir inguist, cultural, socio-economic and religious backgrounds. ‘8. Adapted and used cuturally appropriate teaching tratoges to address the needs: cf leamers trom indigenous groupe. CRIS RIS IS IX a erneciilall 0 Seen erie ‘Sqpanse over 4