CLASS OBSERVATION GUIDE

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
RPMSPROFICIENT
OBJECTIVE 1 RPMS OBJECTIVE 1 PROFICIENT TEACHERS
HIGHLY
TEACHERS
Applied knowledge of content within and across curriculum teaching Modeled effective applications of content within and across the
areas curriculum teaching areas.

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Delivering error free content

• Relating concerned MELC/s to other MELC/s of the same learning area to provide in-depth discussion of the topic.
• Relating concerned MELC/s to MELC/s of other subjects/learning areas to provide a broad discussion of the topic.
• Providing learning tasks that motivates learners to investigate the topic to expand their knowledge and satisfy their curiosity about the
interrelationships of learning areas.
• Targeting individual and/or group learning needs in terms of curriculum integration
• Not required number of MELC/s or learning area/s to be integrated
• Refer to Module 1 of the PPST Resource Package for further information. Discussion of the module content maybe done during the LAC
Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
PROFICIENT
RPMS OBJECTIVE 2 RPMS OBJECTIVE 2
UsedTEACHERS
range of teaching strategies that enhance learners NON-CLASSROOM OBSERVABLE INDICATOR
achievement in literacy and numeracy

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Demonstration of teaching strategies that develop learners’ skills needed for reading and writing (literacy),
and/or the skills of comprehending and applying fundamental arithmetic operations, logical reasoning and
problem solving (numeracy)
• Refer to Module 2 of the PPST Resource Package for further information. Discussion of the module content
maybe done during the LAC Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
PROFICIENT
RPMS OBJECTIVE 3 RPMS OBJECTIVE 3
TEACHERS
Applied range of teaching strategies to develop critical and Developed and applied effective teaching strategies to promote
creative thinking, as well as higher order thinking skills critical and creative thinking, as well as other higher orser thinking
skills

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Demonstration of teaching strategies (e. g. problem-based strategies, effective questioning techniques) that
utilize a broad range of challenging questions and activities aiming to develop critical and creative thinking,
and higher-order thinking skills.
• Utilization of HOTS Professional Learning Packages (HOTS-PLPs) and SOLO-based learning approaches,
activities, questions and assessments for Grades 7-10.
• Refer to Module 3 of the PPST Resource Package for further information. Discussion of the module content
maybe done during the LAC Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
RPMSPROFICIENT
OBJECTIVE 4 RPMS OBJECTIVE 4
TEACHERS
Displayed proficient use of Mother Tongue, Filipino and English to Modeled and supported colleagues in the proficient use of Mother
facilitate teaching and learning Tongue, Filipino and English to improve teaching and learning, as well
as to develop the learners’ pride of their language, heritage and culture.

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Using precise vocabulary in the Mother Tongue, and/or Filipino, and/or English and intonation to express meaning
• Showing great fluency and ease in delivering the lesson and in giving probing questions and feedback in the Mother Tongue, and/or Filipino,
and/or English
• Using code switching, translation, context clues, paraphrasing, verbal cues, structural analysis, sentence frame, visual imagery, among others,
whichever is/are applicable, in teaching moments that need extensive facilitation of teaching and learning
• Not required to use all the languages (Mother Tongue, Filipino, and English) in the entire duration of the lesson
• Refer to Module 14 of the PPST Resource Package for further information. Discussion of the module content maybe done during the LAC
Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
RPMSPROFICIENT
OBJECTIVE 5 RPMS OBJECTIVE 5
TEACHERS
Established safe and secure learning environments to enhance learning Exhibited effective strategies that ensure safe and secure learning
through the consistent implementation of policies, guidelines and environments to enhance learning through the consistent implementation
procedures. of policies, guidelines and procedures.

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Implementing safety policies, guidelines, and procedures (e.g., proper conduct and demeanor while engaging in the lesson, safety precautions
during experiments, proper use of tools) during learning tasks/activities, and ensuring that learners adhere to these
• Providing a safe and secure learning environment (e.g., physical environment, learning mood or atmosphere) to enhance individual and group
learning
• Refer to Module 15 of the PPST Resource Package for further information. Discussion of the module content maybe done during the LAC
Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
PROFICIENT
RPMS OBJECTIVE 6 RPMS OBJECTIVE 6
TEACHERS
Maintained learning environments that promote fairness, respect Exhibited effective practices to foster learning environments that
and care to encourage learning. promote fairness, respect and care to encourage learning

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Providing a supportive and nurturing learning environment (e.g., physical environment, learning mood or atmosphere)
where learners feel accepted, encouraged to learn, and free to take learning risks
• Ensuring polite and respectful interactions with learners and among learners
• Exhibiting sensitivity to learners’ differences

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
RPMSPROFICIENT
OBJECTIVE 7 RPMS OBJECTIVE 7
TEACHERS
Established a learner-centered culture by using teaching Exhibited a learner-centered culture that promotes success by using
strategies that respond to their linguistic, cultural, socio- effective teaching strategies that respond to their linguistic,
economic and religious backgrounds. cultural, socio-economic and religious backgrounds

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Understanding learning profile (language, and/or culture, and/or socio-economic status, and/or religion) in designing and
implementing lessons, and in adjusting/modifying strategies within the lesson
• Providing appropriate, non-discriminatory activities to respond to these diverse backgrounds
• Refer to Module 17 of the PPST Resource Package for further information. Discussion of the module content maybe done during
the LAC Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
PROFICIENT
RPMS OBJECTIVE 8 RPMS OBJECTIVE 8
TEACHERS
Adapted and used culturally appropriate teaching strategies to Developed and applied teaching strategies to address effectively
address the needs of learners from indigenous groups the needs of learners from indigenous groups

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• For classes with learners from indigenous groups, using of culturally appropriate teaching strategies (e.g. inviting community
elders to share inputs about the lesson)
• For classes without learners from indigenous groups, the next basis of competence is employing teaching strategies that are
culturally appropriate to the needs of learners (e.g. understanding learners’ cultural profile in designing and implementing lessons,
and in adjusting/modifying strategies within the lesson)
• Providing appropriate, non-discriminatory activities to respond to the diverse cultural backgrounds

CURRICULUM IMPLEMENTATION DIVISION

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 PROFICIENT TEACHER HIGHLY PROFICIENT TEACHER
PROFICIENT
RPMS OBJECTIVE 10 RPMS OBJECTIVE 10
UsedTEACHERS
strategies for providing timely, accurate and constructive Used effective strategies for providing timely, accurate and
feedback to improve learner performance constructive feedback to encourage learners to reflect and improve
their own learning

SAMPLE ILLUSTRATIONS/FEATURES OF PRACTICE AND OTHER NOTES

• Employing varied types of feedback strategies, whenever applicable, in a timely and constructive manner
• Oral • Formative
• Written • Summative
• Deep feedback • Non-verbal
• Peer feedback

• Refer to Module 20 of the PPST Resource Package for further information. Discussion of the module content maybe done during the
LAC Sessions or FGDs

CURRICULUM IMPLEMENTATION DIVISION

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Let us all work for quality

CURRICULUM IMPLEMENTATION DIVISION

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