Classroom Observation Tool - RPMS

FORMS AND TOOLS

FOR CLASSROOM OBSERVATION
Rubric
Indicator List
Observation Notes Form
Rating Sheet
Inter-observer
Agreement Form
 COT-RPMS
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
INDICATOR 1 Applies
Applies
knowledge
knowledge
of content
of content
within
within
andand
across
across
curriculum
curriculum
teaching
teaching
areas
areas
1 43 2 3 5 4 4 655 6 76 7 8 87 9
Theteacher
The teacher The teacher The Theteacher
teacher The teacherThe teacher
The teacher The teacher
The teacher applies The The
The teacher teacherteacherThe applies
applies
teacher
demonstrates demonstrates demonstrates
demonstrates demonstrates demonstrates demonstrates applies high-
demonstrates minor
demonstrates demonstrates demonstrates
high-level knowledge applies high-
high-level applies
knowledge
substantial moderate minor content accurate accurate and accurate, in- level level exceptional
content
accurate
content errors
errorsknowledgeeithererrors
content in accurate
of knowledge
and
errors either in in-depth of accurate,
knowledge accurate
of and
in-depth in-depth in-depth
and
depth andaccurate,
of content in-depth
and of andknowledge
knowledge of contentof and
within
knowledge andof
the presentation
key
either concepts
in the of the
both
related in keytheconcepts
to lessonknowledge of both
presentation keyin
most conceptsknowledge
broad knowledge
knowledge of ofmost
ofbroad broad knowledge
all pedagogy that and
content of allcontent
creates pedagogy
across that
withincurriculum
contentcreates
within
presentation
lesson of concepts
or in responding either of the lesson
the presentation or both in the most concepts knowledge of pedagogy that and across and across
the presentation of the concepts in the of the conceptsininthe
concepts the concepts
a conducive in thelearning a conducive
content areaslearning
to
the lesson or in in the in responding to presentation of in the all concepts in creates a curriculum curriculum
to students’
lesson
responding andto in questions
presentation orof presentation
lesson and inof the
students’ presentation
the lesson and presentation of of
the the presentation
presentation
environment conduciveof the
that environment
empower
content that areas
areas to students
content to to
responding
comments. to
students’ students’
Thethelesson responding
lesson or in lesson andorin
questions to students’
in respondinglesson
to theand
lesson in and lesson and
enables
of the lesson an in
in-depth andempower
learning enables and
acquire an in-depth
apply and
develop
questions
contentordisplays responding to questions
comments.orThe students’ in responding to and in responding to students’
environment that students to students
questions or comments. responding students’
tocomments. responding to students’ sophisticated sophisticated
successful learning
comments. students’ lesson content questions or students’ responding to enables an in- acquire and lifelong
simple
The lessoncoherence.
content
questions or The lesson
questions
displays in content
a manner
simple comments. Thequestions in ainmanner
questions a questionsdepth
students’understanding in aand manner
of the apply understanding
strategies to of the
assist
learning in
skills.
displays coherence. comments. The thatdisplays
attempts
coherence. coherence.
to be that is
lesson content attempts
responsive
manner thatto betoquestionsthat
in ais responsive
teaching and learning
sophisticated to successful
teaching
their and learning
development as
lesson content The teacher attempts displays responsive attemptsto to student
be manner student
that is understanding of learning process to meet
The teacher attempts responsive to student student process to meet independent learners.
does not coherence. The responsive to responsive to the teaching and strategies to
to make connections display to make connections
developmental teacher developmental
student developmental
studentindividual or group
learning process assist individual
in their or group
across curriculum coherence across curriculum
learning needs. The attempts tolearning needs.and
needs
developmental Thedevelopmental
learningtoneeds and development
meet within learning as needs within
content areas if contentmakes
teacher areas if make teacherlearning
promotes makes needs. learningpromotes
student needs
and individual
across student or
curriculum independent
and across curriculum
connections The teacher and promotes group learning learners.
appropriate. appropriate. across
connections across connections
learning.
makes The across teacher learning.needs
studentcontent The within
areas. teacher content areas.
curriculum contents curriculum
curriculum makes meaningful
connections contents learning.makes
The meaningful
and across
areas if appropriate. content areas
appropriate.
if across
areas across teacher connection
if appropriate.
connection
curriculum
makes
meaningful
MASTER TEACHER I-IV
curriculum
across
content areas.
curriculum
contentscontent curriculum content
TEACHER I-III (PROFICIENT) areas connection
(HIGHLY PROFICIENT)
appropriate.across areas if appropriate.
areasififappropriate.
curriculum
content areas if
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 diverse
resources are resources are resources are fairly resources are aligned and are consistently
minimally aligned with incompletely aligned aligned with the with the instructional aligned with the
the learning goals. with the 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 MAY LOOSELY-ALIGNED
INCLUDE: substantially mismatched with the learning goals
OCCASIONALLY ALIGNED
• Chalkboard
sometimes matched with the learning goals
• Manila paper or cartolina
GENERALLY ALIGNED
• Printed materials like worksheets, flashcards, usually matched with the learning goals
activity sheets, etc.
CONSISTENTLY ALIGNED
• ICT Resources: slides presentation, audio substantially matched with the learning goals
visual, social media, and other web-based
EXTENSIVE LEARNING RESOURCES
applications
wide range of learning resources
• Manipulatives, models, and other tools
MULTIDISCIPLINARY LEARNING RESOURCES
• …and others learning resources which can be used in various areas
 THE NINE (9) INDICATORS
IN THE COT RUBRIC
FOR PROFICIENT TEACHERS (TI-TIII)
 COT-RPMS RUBRIC p. 215
INDICATOR 1 Applies knowledge of content
CLARIFICATIONS
within and across curriculum teaching areas
3 4 5 PRACTICE
FEATURES OF 6 7
The KEY CONCEPTS The teacher
teacher SIMPLE COHERENCE The teacher ACCURATE BROADteacher
KNOWLEDGE
1. The teacher indicates 1. The teacher clearly 1. The teacher displays The 1. Theteacher
teacher displays The 1. The teacher applies
applies
central ideas
demonstrates of the
minor topic or
demonstrates a basic logic in the
demonstrates KNOWLEDGE
demonstrates knowledge within
high-level and
knowledge
some awareness of explains concepts comprehensive extensive knowledge extensive knowledge
content lesson
errors
other ideas ofeither andsequence
the in accurate makes no of the
knowledge of lesson withand in-depth
accurate
understanding content
of the is free
accurate, errors
of content. across
in-depth and of of curriculum
content content
contentand beyond
thesame
presentation
disciplineofthat
the key oneerrors.
concepts
content part
bothlinked
in toknowledge
the next and
concepts of most broad teacher citesofareas
2. The knowledge all pedagogy thatof
his/her area creates
lesson or in responding
are connected to the the presentation
2. The of the
content appears concepts
structureinofthe
the concepts in the
intra- and a conducive learning
specialization.
to students’
lesson butquestions
CURRICULUM not or lesson
doesCONTENT to beand in
MINOR
accurate its presentation
andCONTENT disciplines.ofIN-DEPTH
the presentation
KNOWLEDGE of the
interdisciplinary environment
2.HIGH-LEVEL
The teacher that
comments.
make solid The lesson responding
AREAS focus shows to students’
ERRORSlesson and in foundational
2. The teacher lesson
contentandrelationships.
knowledge in enables an in-depth
motivates
KNOWLEDGE learnersand to
content displays
connection. questions or comments. responding students’ responding
tocontent to students’ sophisticated
different learning/subject awareness lesserofdegree
the addresses
of errors in 3. Thewithin
and finer details teacher the investigate
Complex the
content
simple coherence. The lesson
ideas content
andcontent
structureof ofthequestions in aand
accurately manner questions
addresses in acontent
manner understanding
areaoftothe
content within
areas taught and learneddisplays in the
coherence. lesson
that attempts curriculum
to be content
that area
is responsive knowledge and
the discipline. makes connections accurately and itsto teaching
expandandtheir learning
the basic and secondary The
3. Theteacher
teacher attempts responsive to student student
across discipline. focus is congruent
across curriculum
process to meet
knowledge and
areas.
education curriculum.to demonstrates
make connections factual developmental developmental
with the big ideas individual or group
satisfy their natural
across curriculum
knowledge of subject learning needs. The learning
and/or needs
structure andof learning needs within
curiosity.
content
matterareas if
and attempts teacher makes promotes student
the discipline. and across curriculum
appropriate.
to connect content connections across learning. The teacher content areas.
across discipline. curriculum content makes meaningful
areas if appropriate. connection across
curriculum content
TEACHER I-III (PROFICIENT) areas if appropriate.
 COT-RPMS RUBRIC p. 216
INDICATOR 2 Uses a range of teaching strategies
CLARIFICATIONS
that enhance learner achievement in literacy and/or
numeracy skills
LOOSELY-CONNECTED TEACHING OCCASIONALLY LITERACY SKILLS
3STRATEGIES 4 occurs irregularly in5 the duration of the
FEATURES OF PRACTICE skills
6 needed for reading and 7 writing.
teaching approaches which are lesson These may include awareness of
The teacher
1. mismatched uses The
in addressing
The teacher defines teacher
1. In literacy
some parts of the The teacher frequently
1. The teacher uses The teacher sounds of language,
1. The teachers The
1. Theteacher
awareness
teacher integrates
of print
employs
loosely-connected
general termsnumeracy
in the occasionally applies
lesson, the teacher applies relevant
activities that consistently
routinely and applies
provides well-connected
structures activities
and/or needs FREQUENTLY the relationship between letters
teaching strategies
lesson but fails to to strategies that
provides activities strategies
enhances that relevant strategies teaching strategies
occurs often times inliteracy
the duration ofactivities
the toand
enhance that enhance
sounds. Other skills such and as
address learners’
define specific terms address learners’
which address enhance learners’
and/orlesson
numeracy in that enhance
learners’creatinglearners’ that
literacy knowledge promote
support individual
learners’
literacy and/or literacy and/or literacy and/or literacy and/or and
through
group
writing as
learners’
needed to developLITERACY
CRITICAL learners’ literacy almost all aspects of and/or numeracy highermedia
well as developing level ofandliteracy
numeracy
learners’ needs.
full numeracy skills
and/or numeracy needs numeracy
the skills
lesson. numeracy skills.
skills in all critical
aspects of are part
and/orliteracy
numeracy and/or
critically analyzing and evaluating the CONSISTENTLY technology criticalofnumeracy
literacy skills.
skills.
understanding of needs
meaning of text as it relates to global but fails to do
occurs constantly in the duration of the the lesson. skills as a significant
literacy and/or so in some critical NUMERACY part SKILLS
of his/her
issues to inform a critical stance, lesson
numeracy concepts. parts of the lesson skills which consistinstruction.
of comprehending
response and/or action
where either or both and applying fundamental arithmetic
skills are necessary. RELEVANT
operations like addition, subtraction,
CRITICAL
Example: The teacher NUMERACY ability to effectively use mathematical
multiplication, and division. Numeracy
ability to effectively
defines fraction but fails use mathematical concepts in applying, analyzing,
skills may also include the ability to
concepts in applying, analyzing,
to define/explain evaluating and creating ideas
reason with mathematical concepts like
evaluating
numerator and and creating ideas interpreting data, charts, and diagrams;
denominator. process information; solve problems
TEACHER I-III (PROFICIENT) and make decisions based on logical
thinking and reasoning.
 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 FEATURES OF
5 PRACTICE
CLARIFICATIONS 6 7
1.
TheThe teacher
teacher asks,
provided 1.
TheThe teacher
teacher makes
uses 1.
TheThe teacher
teacher employsa 1.
employs TheThe teacher
teacher challenges 1. TheLearners
teachercompare
provides a
“Who has
straight an idea
forward some attempt
questions and to a range
range of strategies learners
of targeted challenges learners
to justify their broadand range
contrast
ofideas.
about this?”
questions andthe usual activities
engage that
learners in
mostly HIGHER-ORDER
to ensure
follow-up QUESTION
that most
questions cognitively
thinking and to questions and
require answers 2. Learners synthesize
same
activitieslearners
which offer that
lead go beyond
genuine
require simpleto
thediscussion
learners information.
andlearners They are more successfully
are that
activities given abstract
advanceand require advanced
high-level
engages cognitive
activities, including
or summarize
comments.
learners through a rather than
interpret, processes,
simple,
explain, or e.g. giving and
opportunities
encourage justifying
to
learnersgive
to mostopinions.
thinking and in the
learners those of higher-order
information within or
single path of inquiry. factual, ideas
describe or rote-type opinions
learned. explain, to the lesson discussion
demonstrate, discourse.using well- that challenge
2. Many questions across disciplines.
discussion. andand to ideas
use react to the
learned. directed questions and learners to analyze
require rote-type 2. Learners extend the
opinions of
STRAIGHTFORWARD QUESTIONS others. activities. their thinking to
responses. The teacher asks, discussion by inviting
promote deeper
“Can you please
are predictable, not challenging and require answers based comments on obvious
from theirfacts.
2. The teacher creates understanding.
explain this idea?” classmates during
a genuine discussion
the discussion and
among learners,
challenge one
providing adequate
another’s thinking.
time for them to
respond; as well as to 3. Learners,
step aside when themselves, ensure
TEACHER I-III (PROFICIENT) doing so is
appropriate.
that all voices are
heard in the
discussion.
 COT-RPMS RUBRIC p. 218
CLARIFICATIONS
INDICATOR 4 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
PHYSICAL
3 LEARNING ENVIRONMENT
4 5 PRACTICE DISCOVERY6LEARNING ACTIVITIES 7
any area where learning takes place
FEATURES OF activities that require learners to draw on their past
The teacher manages
1. Only some learners The teacher manages The teacher
1. The classroom layout 1. The classroom manages
layout The teacher
1. The teacher manages
keeps The
1. Theteacher
teacherorganizes
utilizes
experiences and existing knowledge to discover facts,
classroom structure
work productively and classroom structure
is simple and and classroom structure and
and available relationships,classroom structure
the learning and and maintains
proactive classroom
engages only some engages the majority engages the most engages andthe new
all knowledge to be learned
classroom structure and
within allottedCLASSROOM
time, somewhat suitable
STRUCTURE resources are environment free structure
learners inspace
physical discovery
and of for
thedifferent
learnerslearning
in learners in meaningful
generally suitable for learners in meaningful
from congestion and engages learners,
management
orIncludes
hands-onthe
resources.
arrangement
learning of chairs, tables, and other
discovery
activities.and hands- exploration, discovery exploration,
different learning discovery individually
facilitates activities practices toorsupport
in
activities within a range equipment
on learning activities and hands-on learning HANDS-ON
activities. and hands-on
appropriate LEARNING the ACTIVITIES
learning
within groups,
flexibleinmovement
meaningful of
of physical learning within a range of
2. Majority of the activities within a range
activities activities
that requirewithin a range
physical
physical learning exploration,
participation ofdiscovery
learners
the learners in all
environments. physical
SOME learning
learners work of physical learning
2. Most learners work of physical
to construct, learning
consolidate or explain
environment. and hands-on
concepts.
learning learning
activities.
less than environments.
half of the learners
productively within environments.
productively within environments. activities within a range
the allotted time and the allotted time, 2.MEANINGFUL
All learners workEXPLORATION of
2. physical
Learnerslearning
are fully
physical space, using physical spaceactivities
and productively within environments.
engaged in all of
that lead to learners’ full understanding
the available
MAJORITY resources. conceptsthe andallotted
how theytime,relate to other
activities by utilizing
concepts
resources. physical space and optimal space and
more than half of the learners
resources. time, appropriate to
their needs.
MOST
TEACHER I-III (PROFICIENT)
almost all, approaching 100% of the learners
 COT-RPMS RUBRIC p. 219
FEATURES OF PRACTICE
INDICATOR 5 Manages learner behavior CLARIFICATIONS
constructively by applying positive and non-violent discipline to
ensure learning-focused
1. Standards of conduct 1. environments
The teacher’s 1. The classroom 1. The teacher 1. Learners are actively
appear to have been standards of conduct management system responds encouraged to take
3
ESTABLISHED
established, but
RULES 4
are inconsistently has been
5
MOST 6
appropriately to
RARELY 7
responsibility for their
The an existing
teacher
learners setthe
rarely
violate rules The
of enforced
conduct
teacherresultingalmost
in all,implemented
The approaching
teacher frequently100% ofThethe
teacherseldom
misbehavior of occursThe inbehavior.
the duration of the
teacher
imposed
manages in the learningoccasionally
rules. misbehavior environment
some interference in manages learners
misbehavior
appropriately which is consistently
learners at manages
all times lesson
constructively
against established manages
learningmisbehavior
and some against established
responsive to misbehavior
without anyagainst
loss of manages learner
2. Well-established
rules of conduct.process against
2. A prescribed established
loss of instructional OCCASIONALLY
rules of conduct
classroom andand the established rules
instructional of CONSISTENTLY
time. misbehavior
proceduresby for
to address learner
CONSTRUCTIVE rules of conduct andoccurs
time. the most of the needs
individual
irregularly learners
in the of conduct
duration of andoccurs
the all constantly
applyingin thepositive
learners to self- and
duration of
misconduct
positive majority of
andishelpful responses onthe follow such
learners.
the rules.
lesson learners follow such the
2. Clear expectations non-violent
monitor
lesson their discipline
own
2. Standards of conduct
communicated,
learners’ it learners follow such
butbehavior rules.
for learner behavior to ensure
classroom learning-
behavior
are clear to some
not clear and requires rules. 2. The teacher’s are evident. focused environment
are evident.
learners and may FREQUENTLY BEHAVIOR
repeated prompting, standards of behavior Standards of conduct
MAJORITY require repeatedoccurs often times in the duration of
which delays or are consistently are clearmanner
to all in which learners act; either
more than prompting.
half ofofthe learners the lesson
disrupts the quality reinforced resulting in learners and withpositive or negative
learning. 3. Appropriate little or no modest impact on
expectations for interference with learning.
3. The teacher’s behavior are learning. They are
responses to established, but clear to most learners
learner’s behavior are some of these are and require little
TEACHER I-III (PROFICIENT)
inconsistent:
sometimes harsh,
unclear, or do not
address the needs of
prompting

sometimes lenient. most learners.

 COT-RPMS RUBRIC p. 220
INDICATOR 6 Uses differentiated, developmentally appropriate learning experiences to address learners’
gender, needs, strengths, interests, and experiences
3 4 FEATURES OF
5 PRACTICE
CLARIFICATIONS 6 7
1.
TheThe teacher
teacher relies ona 1.
provides TheThe teacher
teacher makes
provides 1.
TheThe teacher
teacher makes
provides 1.
The The teacher
teacher supports 1.
provides TheThe teacher
teacher provides
provides
a single
limited strategy
range of or use of the learners’
differentiated or use of developmental
differentiated and the learners’and
differentiated needs thoughtful and
differentiated and
some strategies
differentiated learning developmentally LEARNING
developmental levels developmentally NEEDS
levels of learners in through a variety of
developmentally appropriate
developmentally
allowing some
experiences learners’appropriate
to address different
or ways ofbackgrounds:
learning gender,
learning to appropriate needs,
the classroom strengths,
and
learning interestslearning
strategies,
appropriate and experiences
materials, instructional
appropriate learning
thelearners
learningtoneeds
achieveof address their
experiences learning experiences
to address the differenttoways and/or pacing
address experiences that
to address adaptation to
experiences foraddress
the learners
some instructional theneeds.
learning needs of thethey
needslearn by
of most themake learning
learning needs of theindividual learner
diverse learning
outcomes. most learners
DEVELOPMENTALLY providing
learners
APPROPRIATE LEARNING accessible
different andof
groups
EXPERIENCES needs. The
needs.
teaching and learning activities and tasks suiteddifferentiated
to the needs learning challenging
abilities,learners
skill, for
and developmental adaptation of
level of learners
2. The teacher provides experiences that different groups of instruction is realistic
activities for all enable most learners learners. and effective. Diverse
learners but does not
DIFFERENTIATED LEARNING
to progress toward
EXPERIENCES learners have
teaching 2. The teacher uses
enable most of themand learning activities that aremeeting
suited to the various learning needs of diverse opportunities
intended learners to
differentiated
to meet the intended outcomes. actively engage in
strategies that
outcomes. various learning
motivate and engage
activities.
groups of learners at
their cognitive levels,
TEACHER I-III (PROFICIENT) allowing them to
achieve the learning
outcomes.
 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 PRACTICE
FEATURES OF
CLARIFICATIONS 6 7
The
1. teacher
The implements
teacher does not 1.The teacher
The implements 1.
teacher’s TheTheteacher
teacher implements
connects 1.TheTheteacher
sequencemanages
of 1.The
Theteacher manages
progression
the lessons but only
demonstrate the lessons butofwith
demonstration theoutcomes
lessons with
to previous well-structured
activities purposefully well-structured
from the warm lessons
up
with some DEVELOPMENTALLY
elements of inappropriate SEQUENCED TEACHING
appropriate AND LEARNING
elements lessons PROCESS INCLUDES:
with with emphasis on
understanding of the knowledge of pre- and future learning. scaffolds learners into the main
developmentally
pre-requisite elements of
requisite relationships of developmentally
Transitions between developmentally
toward achieving the explicit connections
sequenced teaching developmentally sequenced teaching sequenced teaching activity previous
was
•relationships when
Lesson objectives are inaccurate or activities for
expectations are learners
smooth. at thelesson’s
end of the lesson between
objectives.
thoughtfully planned
and learning
planning and processes. sequenced and
transitions incomplete teaching and learning processes. and learning processes learning and new
•between
Learner engagement strategies
and learning 2. The lesson
strategies
processes. sequence
that include 2.
to The
activities sequence
for
meet individual
curriculum of learnerstoand/or
reviewand
concepts same
groups basic
skills.
activities are transitions between
generally kept learning activities
requirements and varied concepts, followed
too abrupt. activities are present
• Pacing teacher’s appropriate
learners engaged speedteaching
or ratelearners
keeps in presenting
contexts. the lesson
by the activities that
but may catch learners
2. The sequence of the and moving from one engaged in the
•lesson
Sequence
demonstrated
off guard or disrupt theorder of presenting the lesson and classroom activities
portion to the next in content and had a
would take the
flow of the sequence. application of this
some structure but a reasonable clear sense of
there were some 2. There may have manner. They purpose throughout knowledge to the
problems with the been a minor missed seemed to the vast majority of next level of
organization that opportunity or minor understand the the class exploration.
negatively impacted organizational issue purpose of the lesson
learning. present during the and what they were
TEACHER I-III (PROFICIENT)
lesson that affected to do to accomplish
learning time. the purpose.
 COT-RPMS RUBRIC p. 222
INDICATOR 8 Selects, develops, organize,CLARIFICATIONS
FEATURES OF PRACTICEteaching and learning resources, including
and uses appropriate
ICT,
1. to address learning1.goals
Instructional Instructional 1. Instructional 1. All instructional 1. Instructional
materials
TEACHING3and AND LEARNING materials4 and
RESOURCES materials5and
MAY materials 6ad
LOOSELY-ALIGNED materials7are diverse
resources are resources are
INCLUDE: resources are fairly resources
substantially are aligned
mismatched with the and are consistently
learning goals
The teacher utilizes
minimally aligned with The teacher utilizes
incompletely aligned The teacher utilizes
aligned with the The teacher utilizes
with the instructional The teacher integrates
aligned with the
learning resources,
the learning goals.. learning resources,
with the instructional learning resources,
instructional learning resources,
purposes. extensive and
instructional
including ICT, which • including
ChalkboardICT, which
purposes. including ICT, which
purposes. OCCASIONALLY
including ICT, which ALIGNEDmultidisciplinary
purposes.
are loosely aligned are occasionally are generally aligned sometimes matched with thelearning
are consistently learningresources,
goals
with the learning • Manilaaligned
paper with the
or cartolina with the learning aligned with the including ICT, which are
goals. learning goals. goals. learning goals.
GENERALLY appropriate and aligned
ALIGNED
• Printed materials like worksheets, flashcards, activity with the instructional
usually matched with the learning goals
purposes
sheets, etc.
CONSISTENTLY ALIGNED
• ICT Resources: slides presentation, audio visual, substantially matched with the learning goals
social media, and other web-based applications
EXTENSIVE LEARNING RESOURCES
• Manipulatives, models, and other tools wide range of learning resources

• …and others MULTIDISCIPLINARY LEARNING RESOURCES

TEACHER I-III (PROFICIENT) learning resources which can be used in various areas
 COT-RPMS RUBRIC p. 223
FEATURESand
INDICATOR 9 Designs, selects, organizes, OF PRACTICE
uses diagnostic, formative and summative
CLARIFICATIONS
assessment
1. The assessment strategies
1. The consistent
teacher uses awith curriculum
1. The teacher uses requirements
a 1. The teacher 1. The teacher uses
procedures focus variety of repertoire of predominantly uses assessment
on a task3 assessment 4 ASSESSMENT
assessment 5 STRATEGIES: assessment 6 strategies strategies7which
completion and/or strategies which are strategies which are which are embedded engage learners in
The teacher provides a The teacher provides a The teacher a range of The teacher provides The teacher integrates
compliance rather partially congruent to aligned with the
DIAGNOSTIC as an integral part of assessment criteria
limited range of range of assessment assessment strategies assessment strategies assessment strategies
than learner the intended learning intended learning the lesson and are to self-monitor and
assessment
assessment usedstrategies
strategies to identify each learner’s
but only strengths,
that address most weaknesses,
of knowledge,
consistent with the and skillslearners
engages prior toin
achievement of outcomes.. goals. aligned with the reflect on their own
but fails to address some are aligned with the learning goals.
instruction curriculum requirements. self- and peer-
lesson purpose/ intended instructional progress.
the learning goals. the learning goals. assessment.
objective. 2. The teacher uses 2. The teacher uses or consistent with the
procedures that yield assessment
FORMATIVE content standards. 2. Learners frequently
assessment used toonly some evidence
identify procedures that draw
the parts of the lesson where learners need improvement, assess their own
e.g. recitation,
of learning. out evidence of 2. Learners are work and the work of
activities, and
whether the seatworksencouraged to assess
learners their peers using
have learned most of and monitor the quality assessment criteria
the intended
SUMMATIVE learning of their own work embedded in the
outcomes. against the teacher-learners-
assessment used to identify learner achievement, e.g. quizzes and tests
assessment criteria generated rubrics,
and performance peer reviews, and/or
standards that make reflection logs.
active uses of that
TEACHER I-III (PROFICIENT) information in their
learning.
 THE FIVE (5) INDICATORS
IN THE COT RUBRIC
FOR HIGHLY PROFICIENT TEACHERS
(MT I-IV)
 COT-RPMS RUBRIC p. 229
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
4 5 6
CLARIFICATIONS 7 8
The teacher The teacher The teacher
FEATURES OF PRACTICE The teacher applies The teacher applies
demonstrates demonstrates demonstrates high-level knowledge high-level knowledge
1. The teacherKEY CONCEPTS
clearly of 1. The teacher ACCURATE
displays 1. KNOWLEDGE
The teacher displays BROAD KNOWLEDGE
accurate knowledge accurate and in-depth accurate, in-depth and 1.of The teacher
content andapplies 1.
of The teacher
content applies
within and
central
explains ideas
concepts
key concepts both in of the topic or lesson
comprehensive
knowledge of most content is
extensive free errors
knowledge extensive
broad knowledge of all pedagogy that creates
knowledge
knowledge within and across
extensive and
across curriculum
theand makes no of the
presentation understanding
concepts in the of the of content.
concepts in the curriculum
of content
a conducive beyondcontent
learning areas
complex
content content
areas to
content
lesson anderrors.
in concepts and
presentation of the 2. The teacher
presentation of cites
the his/her area
environment of
that knowledge
empower to support
learners to
2. The content
responding
CURRICULUM appears
to students’
CONTENT structure
lessonAREAS
and in of the intra-and
IN-DEPTH
lesson and
KNOWLEDGE
in specialization.
enables HIGH-LEVEL
an in-depth learners
and acquire andinapply
KNOWLEDGE acquiring
todifferent
be accurate
questions and its responding
or comments.
learning/subject disciplines.
areasto students’ interdisciplinary
responding
foundational to students’
knowledge 2. The teacher
sophisticated
and finer Complex content successful
successful
knowledge learning
learning
within
Thefocus shows
lesson 2. The teacher content relationships. motivates learners to strategies in other
taught andcontent
learned in thequestions in a manner
basic and details questions
within theincurriculum
a manner contentunderstandingand of the
across strategies
curriculumtoareas.
assist in
awareness
displays of the
coherence. addresses
that attemptscontent
to be 3. The
that teacher
is responsive to investigate
teaching the
and learning areas
their of the learning.
development as
secondary
ideas education
and attempts curriculum.
structure of responsive
accuratelyto and area
addresses content content
The teacher student student process to area
meetto 2. The teacher
independent extends
learners.
to the
makediscipline.
connections makes connections
developmental accurately and its
developmental expand their
individual or group knowledge of subject
3. The teacher
across curriculum across needs.
learning discipline.
The focus isneeds
learning congruentand knowledge
learning needs andwithin beyond content in
demonstrates
content areas if factual teacher makes with the big
promotes ideas
student andsatisfy
acrosstheir natural
curriculum his/her teaching
knowledge of subject connections across
appropriate. and/or structure
learning. The teacher of curiosity.
content areas. specialty and
matter and attempts curriculum content the discipline.
makes meaningful stimulates learners’
to connect content areas if appropriate. connection across curiosity beyond the
across discipline. requires course work.
MASTER TEACHER I-IV curriculum content
areas if appropriate.
(HIGHLY PROFICIENT)
 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 FEATURES6OF PRACTICE
CLARIFICATIONS 7 8
The teacher
1. The usesmakes The
teacher teacher
1. The employs
teacher a The
employs teacher
1. The challenges The
teacher teacher provides
1. Learners compare a The teacher provides,
1. Learners judge or
questions and to
some attempt range of targeted
a range of strategies learners to justify
challenges their broad range of
learners at the appropriate
HIGHER-ORDER QUESTION and contrast ideas. evaluate situations,
activities
engage that mostly
learners in follow-up questions
to ensure that most thinking and to
cognitively questions and times, a learning
problems, or issues.
requirerequire answers
the learners that go beyond
to and learners
activities simple
that information.
successfully They are more abstract
2. and
Learners
engages activities, including require
synthesize advanced cognitive
environment for
genuine discussion are given advance high-level
interpret, processes, e.g. giving and justifying or summarize
opinions.
rather explain, or
than simple, encourage learners
opportunities to mostthinking
to give learners andin the those of higher-order higher-order thinking
2. Learners invite
describe ideas learned. explain, demonstrate, information within or
factual, or rote-type opinions to the lesson discussion
discourse.using well- that challenge skills that enables
comments from their
and and
use to
ideas across disciplines.
discussion. reactlearned.
to the directed questions and learners to analyze learners to evaluate
classmates during
2. Learners
activities. extend the their thinking to theirdiscussion
thinking and
STRAIGHTFORWARD
opinions of others. QUESTIONS and to
The teacher asks, discussion by inviting promote deeper seekchallenge
constructive
are predictable, not challengingcomments and require one
“Can you please fromanswers based on obvious facts.
their understanding.
2. The teacher creates another’s
feedback fromthinking.
peers
explain this idea?” classmates during and the teacher.
a genuine discussion
the discussion and
among learners,
challenge one
providing adequate
another’s thinking.
time for them to
respond; as well as to 3. Learners,
step aside when themselves, ensure
MASTER TEACHER I-IV doing so is that all voices are
appropriate. heard in the
(HIGHLY PROFICIENT) discussion.
 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
CLARIFICATIONS
FEATURES OF 7 8
The
1. Theteacher manages
classroom The
layout 1. teacher
The classroommanages
layout 1. TheTheteacher
teacher manages
keeps The
1. Theteacher
teacher organizes
utilizes The
1. Theteacher
teacheradapts
modifies
classroom
is simple structure
and and classroom structure and classroom
and available the learningstructure and and maintains
proactive and
classroom LEARNING adjust classroom
classroom structure
PHYSICAL LEARNING MOST HANDS-ON ACTIVITIES
engages
somewhat the suitable
majority engages
resources theare
most engages the allfree
environment classroom
structurestructure and structure according to
and resources
ENVIRONMENT almost all, approaching 100% of the activities that require
learners’ physical
needs
of for
thedifferent
learnerslearning
in learners
generallyin meaningful
suitable for learners in meaningful
from congestion and engages learners,
management effectively in a and
any area
discovery where learning takes
activities.and hands- exploration, place discovery exploration,
different learning learnersdiscovery individually
facilitates activities participation
practices toorsupport
in of learners
encourages
manner thatto construct,
learners
on learning activities and hands-on learning and
activities. hands-onwithin
appropriate learning
the groups, consolidate
flexibleinmovement
meaningful of or toexplain
exploreconcepts.
acknowledgesother the
within
2. a range
Majority of
of the activities within a rangeDISCOVERY
activities
physicalwithin LEARNING
a range exploration,
learning the learnersdiscovery
in all learning
needs of activities
learners.that
physical learning
CLASSROOM
learners work of Most
physical
STRUCTURE
2. learning
learners work of environment.
physical learning
ACTIVITIES and hands-on
learning learning support
MEANINGFUL
activities. the
EXPLORATION
environments.
productively
Includes the within
arrangementenvironments.
productively
of chairs, withinactivitiesenvironments.
that require learners toactivities
draw within activities that 2.
a range lead
Thetoteacher
achievementlearners’
of full
thetables,
allottedand
timeother
and equipment
the allotted time, on their 2. Allpast
learners work
experiences of Learners
2.
and physicalunderstanding
learning
are fully learning goals.
offacilitates
concepts well-
and how
physical space, using physical space and productivelytowithin environments.
engaged in they
all relate to planned learning
existing knowledge discover facts, other concepts
the available resources. the allotted time, activities by utilizing activities appropriate
relationships, and new knowledge to
resources. physical space and optimal space and to individual and
MAJORITY be learned
resources. time, appropriate to group needs within
more than half of the learners their needs. the available physical
space and resources.
MASTER TEACHER I-IV
(HIGHLY PROFICIENT)
 COT-RPMS RUBRIC p. 232
INDICATOR 4 Manages learner behaviorCLARIFICATIONS
constructively by applying positive and non-violent discipline to
FEATURES OF PRACTICE
ensure
1. learning-focused
The teacher’s 1. environments
The classroom 1. The teacher 1. Learners are actively 1. Standards of conduct
standards4of conduct management 5 system responds6 encouraged7 to take are clear 8to all
are inconsistently has been appropriately to responsibility for their learners. Learners
The teacher
enforced resulting in The teacher
implemented frequently The teacher
misbehavior of The teacher
behavior. The teacher enables
respectfully intervene
occasionally
some interference manages
ESTABLISHED
in misbehavior
RULES
appropriately which is consistently manages
learners at all times constructively learners to
OCCASIONALLY with classmates at take
manages
an existing
learning misbehavior
andset rules of against
some conduct established
responsiveimposed
to in themisbehavior
without any against
learning loss of manages
occurs2.
irregularlylearner control
in the duration
Well-established of theoflesson
appropriatetheir own
moments
against
loss ofestablished rules
instructional environment of conduct
classroom andand the established rules
instructional of
time. misbehavior
procedures by for behavior
to ensure against rules
compliance
rules of conduct and the most
time. of the needs
individual learnersof conduct and the all applying
learnerspositive
to self- and of with
conduct in which
standards of
FREQUENTLY
majority of the follow such
learners. rules. learners follow such
2. Clear expectations non-violent
monitor discipline
their own learners
conduct. are aware of
2. Standards
learners CONSTRUCTIVE
of conduct
follow such rules. occurs often times
to classroom in
ensure learning- the duration of the lesson
the impact of their
for learner behavior behavior
positive
are
rules. clear toand helpful responses on learners’ behavior
some focused environment behavior.
2. The teacher’s are evident. are evident.
learners and may CONSISTENTLY
standards of behavior Standards of conduct
require repeated MAJORITY
are consistently are clear to all occurs constantly in the duration of the lesson
prompting. more than half of the learners
reinforced resulting in learners and with
3. Appropriate little or no modest impact on BEHAVIOR
expectations for interference with
MOST learning. manner in which learners act; either positive or negative
behavior
almost areall, approachinglearning.
100% They are learners
of the
established, but clear to most learners
some of these are and require little
MASTER TEACHER I-IV
unclear, or do not prompting
address the needs of
(HIGHLY PROFICIENT)
most learners.
 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 PRACTICE
FEATURES OF 7 8
CLARIFICATIONS
The
1. The teacher implements The
teacher’s 1. Theteacher implements
teacher connects 1. The teacher
The sequencemanages
of The
1. teacher
The manages
progression The
1. Theteacher
lessonreflects
was an
the lessons butofwith
demonstration theoutcomes
lessons with
to previous well-structured
activities purposefully well-structured
from the warm lessons
up understanding of the
structured to take into
knowledge ofDEVELOPMENTALLY
inappropriate pre- appropriate SEQUENCED
and future elements
learning. TEACHING
lessons AND LEARNING
withlearners
scaffolds with emphasisPROCESS
into the main
on INCLUDES:
prerequisite
account or build prior
elements of
requisite relationships of developmentally
Transitions between developmentally
toward achieving the explicit connections relationships
knowledge ofamong
the
developmentally sequenced teaching sequenced teaching activity
between was
previous the important content,
are inaccurate
•sequenced
Lesson or
objectives lesson’s objectives.
activities are smooth.expectations for learners at the end of the lesson topic and was well
incomplete teaching
and and learning processes. and learning processes learning and new thoughtfully planned concepts,
paced with asawell as
•transitions
and learning
Learner processes. 2.strategies
engagement
between
The lesson sequence 2. to The
meetsequence
strategies curriculum
that
of
include to review
concepts
activities same
and
for individual basic
skills. multiple
learners and/or pathways
thoughtfullygroups
chosen for
generally kept learning activities
requirements and varied concepts, followed learning depending on
activities are present sequence of learning
•butPacing
may catch learners
learners engaged teacher’s
keeps
teachingappropriate
contexts. speed or
learners
by rate in presenting
the activities that the lessonneeds.
learners’
activities, and the
and moving from one engaged in the
off guard or disrupt the
• Sequence portion to the next inorder content
of presenting
and hadthe
would take the
a lesson and classroom activities
teacher had
flow of the sequence. application of this anticipated the
a reasonable clear sense of
knowledge to the pedagogical
2. There may have manner. They purpose throughout
approaches that
been a minor missed seemed to the vast majority of next level of
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to would variousbelearner
most
opportunity or minor understand the the class exploration.
purpose of the needs
effective in engaging
organizational issue lesson
the learners
present during the and what they were
MASTER TEACHER I-IV
lesson that affected to do to accomplish
throughout the entire
class period.
(HIGHLY PROFICIENT)
learning time. the purpose.
 INDICATOR LISTLIST
INDICATOR FORFOR
HIGHLY PROFICIENT
PROFICIENT
OBSERVATION
OBSERVATION
NO.COT
INDICATOR
INDICATORS
INDICATOR DESCRIPTION PERIOD
NO. 1 PERIOD
2 3 4
1 Applies knowledge of content within and across curriculum teaching areas 1 2 
3 4

2
Uses aApplies
1
range of knowledge
literacycurriculum 
 
teaching strategies
and/or numeracy
 
 
of content
skills areas
teaching
 withinlearner
that enhance and across
achievement in

     Indicators to
Applies a range of teaching strategies to develop critical and
3
2 critical and creative
 observed
Which indicators will be    be observed
Applies a range of teaching strategies to develop
creative thinking, as well as other higher-order thinking skills
structure tothinking, as wellindividually
as otherorhigher-
Manages classroom engage learners, in    
4 groups,
a range
order
in meaningful
of physicalclassroom
during observation?
thinkingexploration,
skills discovery and hands-on activities within
learning environments per
5
Manages structure to engage learners,
Manages learner behavior constructively by applying positive
individually or in togroups, in meaningfulenvironments
exploration,

 
 
 
 observation
and non-violent discipline ensure learning-focused
3 discovery and
Uses differentiated, hands-on appropriate
developmentally activities within
learninga range of period are
6 physical
experiences learning
to address environments
learners' gender, needs, strengths, interests and  
highlighted in
experiences

7
Plans,Manages
manages and
positive
teaching
learner behavior
implements
and non-violent
and learning
constructively
developmentally
discipline
processes to meet curriculum
by applying
sequenced
to ensure learning-
requirements and

 
 
 
 yellow
4
varied focused
teaching contexts
environments
Selects, develops, organizes, and uses appropriate teaching and learning
8
resources, including ICT, to and
address learning goals 
Plans, manages implements developmentally
Designs, selects, organizes, and uses diagnostic, formative and
sequenced teaching and learning processes to meet 
9 5
summative assessment strategies consistent with curriculum
curriculum requirements and varied teaching contexts
requirements
 pp. 92-93
 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
SUBJECT AND GRADE LEVEL TAUGHT: _____________ TIME ENDED: 11:00
_____am

OBSERVATION PERIOD: 1 2 3 4 
 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

In case of multiple observers TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

• All observers must write their OBSERVER 1: ___________________________________

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

ratings on the Inter-Observer OBSERVATION 1 2

DIRECTIONS FOR THE OBSERVER:
3 4
(4+4+7)/3= 5
1. Indicate your individual rating for each indicator.

Agreement Form 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.

• The final rating for each indicator

3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer FINAL
THE TEACHER: 1 2 3 RATING
1. Applies knowledge of content within and across curriculum
4 4 7 7
must be written under the
teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and/or numeracy skills 5 6 6 6

column Final Rating 3.

4.
Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or
7 7 6 6
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
6 5 6 6
 The final rating is NOT an 5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 5 6 7 7
average; it is based on reasoned 6. Uses differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and
experiences
6 6 5 5

and consensual judgment.
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
7 6 5 5
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
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.
Presentation slides prepared by:

Dr. Jennie V. Jocson

Deputy Director & Project Leader, RCTQ

Technical Working Group

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