CLASSROOM OBSERVATION TOOLS (COT)-RPMS FOR TEACHER 1-3 RUBRIC

Indicator 1-APPLIES KNOWLEDGE OF CONTENT WITHIN AND ACROSS CURRICULUM TEACHING AREAS
The Teacher applies high-level knowledge of content and pedagogy meeting the individual or group learning
needs within and across curriculum areas.
Feature of Practice
*The TEACHER APPLIES EXTENSIVE KNOWLEDGE of content beyond his/her area of specialization
* The teacher motivates LEARNERS to INVESTIGATE the content area to expand their knowledge and satisfy
their natural curiosity.
Clarifications
*Central ideas of the topic or lesson linking to various different learning or subject areas without errors on
complex content knowledge.
Indicator 2-Uses a RANGE of TEACHING STRATEGIES that ENHANCE LEARNER ACHIEVEMENT in LITERACY and
NUMERACY
The Teacher integrates well-connected teaching strategies that promote individual and group learners’ critical
literacy or critical numeracy skills.
Feature of Practice
*The TEACHER employs SRUCTURED ACTIVITIES that ENHANCE and SUPPORT learners’ HIGHER LEVEL of
LITERACY and or NUMERACY SKILLS as a SIGNIFICANT part of her LESSON.
Clarifications
*LITERACY SKILLS-skills needed for reading and writing. These may include awareness of sounds of language,
relationship between letters and sounds. Creating KNOWLEDGE through WRITING as WELL as DEVELOPING MEDIA
AND TECHNOLOGY.
* NUMERACY SKILLS-skills which consist of COMPREHENDING and APPLYING FUNDAMENTAL ARITHMETIC
OPERATIONS (ASMD). INTERPRET MATHEMATICAL CONCEPS like DATA, CHARTS, and DIAGRAMS, PROCESS
INFORMATION, SOLVE PROBLEMS and MAKE DECISIONS based on LOGICAL THINKING and REASONING.
Indicator 3-APPLIES A RANGE OF TEACHING STRATEGIES TO DEVELOP CRITICAL AND CREATIVE THINKING AS WELL
AS HIGHER-ORDER THINKING SKILLS
The Teacher PROVIDES a BROAD RANGE of QUESTIONS and ACTIVITIES including those of HOTs that
CHALLENGE learners to ANALYZE THEIR THINKING to PROMOTE DEEPER UNDERSTANDING.
Feature of Practice
*Learners COMPARE and CONTRAST
*Learners SYTHESIZE or SUMMARIZE INFORMATION within or ACROSS DISCIPLINES.
Clarifications
*Higher Order Questions-GIVING and JUSTIFYING OPINIONS
Indicator 4-MANAGES CLASSROOM STRUCTURE TO ENGAGE LEARNERS, INDIVIDUALLY OR GROUPS, IN
MEANINGFUL EXPLORATION, DISCOVERY AND HANDS-ON ACTIVITIES WITHIN A RANGE OF PHYSICAL AND
LEARNING ENVIRONMENTS
The Teacher ORGANIZES and MAINTAINS CLASSROOM STRUCTURE AND ENGAGES LEARNERS in MEANINGFUL
EXPLORATION and HANDS-ON LEARNING DISCOVERY.
Feature of Practice
*Teacher UTILIZES PROACTIVE CLASSROOM where STUDENTS can MOVE FLEXIBLE.
*Students are FULLY ENGAGED IN ALL ACTIVITIES by utilizing optimal space and time appropriate to their
needs.
Clarifications
*DISCOVERY LEARNING ACTIVITIES-activities that draw past experiences and existing knowledge to discover
facts, relationships, and new knowledge to be learned.
*HANDS-ON LEARNING ACTIVITIES-Physical participation of learners to CONSTRUCT, CONSOLIDATE or EXPLAIN
CONCEPTS.
*MEANINGFUL EXPLORATION-activities that lead to learners’ full understanding of concepts and relating it to
other concepts.
Indicator 5-MANAGES LEARNERS BEHAVIOR CONSTRUCTIVELY BY APPLYING POSITIVE AND NON-VIOLENT
DISCIPLINE TO ENSURE LEARNING-FOCUSED ENVIRONMENTS
The Teacher CONSTRUCTIVELY manages learner behavior by APPYING POSITIVE AND NON-VIOLENT
DISCIPLINE.
Feature of Practice
*Learners are ACTIVELY ENCOURAGED to take RESPONSIBILITY for their BEHAVIOR.
* Teacher allow students to self-monitor their behavior.
Clarifications
*ESTABLISHED RULES-set of RULES of CONDUCT
*CONSTRUCTIVE-positive and helpful responses on learner’s behavior
Indicator 6-USES DIFFERENTIATED, DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES TO ADDRESS
LERANERS’ GENDER, NEEDS STRENGTHS, INTERESTS AND EXPERIENCES (TWICE only)
The teacher PROVIDES DIFFENTIATED and DEVELOPMENTALLY appropriate learning experiences to address
DIVERSE learning needs.
Feature of Practice
* Teacher PROVIDES THOUGHTFUL and APPROPRIATE INSTRUCTIONAL ADAPTATION for learner NEEDS.
Clarifications
*LEARNER NEEDS-learners backgrounds, gender, needs strengths, interests and experiences
*DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES-tasks and activities suited to the needs, abilities,
skills, and developmental level of learners.
*DIFFERENTIATED LEARNING EXPERIENCES-teaching and learning activities that are suited to the various
learning needs of diverse learner.
Indicator 7-PLANS, MANAGES AND IMPLEMENTS DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING
PROCESSES TO MEET CURRICULUM REQUIREMENTS AND VARIED TEACHING CONTEXTS
The teacher MANAGES WELL STRUCTURE LESSONS with emphasis on EXPLICIT CONNECTIONS between
previous learning and NEW CONCEPTS and SKILLS.
Feature of Practice
* The progression of the DEVELOPMENTALLY SEQUENCED TEACHING LEARNING PROCESS was EVIDENT.
Clarifications
* DEVELOPMENTALLY SEQUENCED TEACHING LEARNING PROCES-lessons objectives, learner engagement
strategies, pacing (speed or rate of presenting the lesson) and the Sequence.
Indicator 8-SELECTS, DEVELOPS, ORGANIZES, AND USES APPROPRIATE TECHING AND LEARNING RESOURCES,
INCLUDING ICT TO ADDRESS LEARNING GOALS (ONCE only)
The teacher INTEGRATES EXTENSIVE AND MULTIDISCIPLINARY LEARNING RESOURCES, including ICT, which are
appropriate and aligned with the LEARNING GOALS.
Feature of Practice
* INSTRUCTIONAL MATERIALS are DIVERSE and CONSISTENTLY AKIGNED with INSTRUCTIONAL PURPOSES.
Clarifications
* TEACHING AND LEARNING RESOURCES-Chalkboard, manila paper, printed materials like worksheets,
flashcards and activity sheets, ICT Resources slide presentation, audio-visual, social media, and other web-based
applications, manipulatives, models and other tools.
Indicator 9-DESIGNS, SELECTS, ORGANIZES, AND USES DIAGNOSTIC, FORMATIVE AND SUMMATIVE ASSESSMENT
STRATEGIES CONSISTENT WITH CURRICULUM REQUIREMENT
The teacher INTEGRATES ASSESSMENTS strategies ENGAGES LEARNING in SELF-and PEER-ASSESSMENT.
Feature of Practice
* Teacher uses assessment strategies which engages learner in ASSESSMENT CRITERIA to reflect on their own
progress and PEER ASSESSMENT
Clarifications
* ASESSMENT STRATEGIES-DIAGNOSTIC (weakness of students), FORMATIVE (recitations, activities and
seatwork) and SUMMATIVE (short Quiz or Test).
Prepared by:
ROSEMARIE B. CARO
SHS T-III