RPMS-PPST For SY 2020-2021 Capacity Building For Raters Worksheets With COT PDF

RPMS-PPST for SY 2020-2021
Capacity Building
for Raters
Worksheets
The RPMS-PPST for SY 2020-2021 Capacity Building for Raters - Worksheets was developed through the collaboration between the DepEd Bureau of
Human Resource and Organizational Development (BHROD) and the Philippine National Research Center for Teacher Quality (RCTQ).
BHROD and RCTQ would like to extend their appreciation to the region and division officials, school heads, and teachers that contributed to the development
of this material.
Bureau of Human Resource and
Organizational Development
Table of Contents
Session 1 Linking Observation Notes and COT Rating (Part A) 3
Session 2 Linking Observation Notes and COT Rating (Part B) 19
Session 3 Linking Observation Notes and COT Rating (Part C) 34
Session 4 Deepening Understanding of the Classroom 45

Observable Indicators
Session 5 Reviewing Other RPMS Objectives and Rating the 56

Portfolio
Appendix Classroom Observation Tool 60
RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 2

SESSION 1
Linking Observation Notes and

COT Rating (Part A)

Linking Observation Notes and the COT Rating (PART A)

SESSION PRELIMINARIES
Activity Purpose Activity Materials Activity Process

1. To provide 1. Worksheets 1. Read the focus-indicator.
avenue for the  Each worksheet contains 2. Review the COT rubric
raters to practice observation notes and for the focus-indicator.
linking space for writing individual 3. Read the observation
observation notes rating. notes.
and rating  There are 11 worksheets 4. Identify the notes that
2. To capacitate the for this session. correspond to the focus-
raters in looking  The focus-indicator for indicator.
for and reporting observation notes are 5. Review the COT rubric
on the key selected from priority again.
aspects of the indicators of RPMS 2019- 6. Rate the focus-indicator
indicators in the 2020 and 2020-2021 based on the given
observation notes observation notes.
2. Classroom Observation Tool 7. Discuss rating with a
(COT) rubric partner.
 This covers the rubrics for
the 21 classroom
observable indicators of
the Philippine Professional
Standards for Teachers
(PPST).




Linking Observation Notes with the COT Rating (Part A)

Worksheet #1
Instructions: Study the sample observation notes below. Identify which note/s correspond to the focus-indicator. Rate
the performance of the teacher on the indicator by referring to the COT.
COT rubric
INDICATOR 3 4 5 6 7 8 NO
page reference
Maintain supportive learning environments that nurture
Indicator 10 and inspire learners to participate, cooperate and
(page 32) collaborate in continued learning
This sample form was collected from data gathered in RPMS SY 2018-2019 and the COT refinement project of RCTQ.
The use of this form was given consent.


Worksheet #2
COT rubric
page reference
Indicator 1 Apply knowledge of content within and across

(page 12) curriculum teaching areas


Worksheet #3
COT rubric
page reference
Establish safe and secure learning environments to
Indicator 7
enhance learning through the consistent implementation
(page 26)
of policies, guidelines and procedures


Worksheet #4
COT rubric
page reference
Establish a learner-centered culture by using teaching
Indicator 14
strategies that respond to learners’ linguistic, cultural,
(page 42)
socio-economic and religious backgrounds


Worksheet #5
COT rubric
page reference
Manage classroom structure to engage learners,
Indicator 9 individually or in groups, in meaningful exploration,
(page 30) discovery and hand-on activities within a range of
physical learning environments


Worksheet #6
COT rubric
page reference



Worksheet #7
COT rubric
page reference
Indicator 5 Display proficient use of Mother Tongue, Filipino

(page 20) and English to facilitate teaching and learning


Worksheet #8
COT rubric
page reference
Indicator Use strategies for providing timely, accurate and
21 constructive feedback to improve learner
(page 60) performance


Worksheet #9
COT rubric
page reference
Indicator 2 Ensure the positive use of ICT to facilitate the

(page 14) teaching and learning process


Worksheet #10
COT rubric
page reference
Select, develop, organize and use appropriate
Indicator 19
teaching and learning resources, including ICT, to
(page 54)
address learning goals


Worksheet #11
COT rubric
page reference
Indicator 5 Display proficient use of Mother Tongue, Filipino

(page 20) and English to facilitate teaching and learning
Use strategies for providing timely, accurate and

Indicator 21
constructive feedback to improve learner
(page 60)
performance

SESSION 2
Linking Observation Notes and COT

Rating (Part B)

Linking Observation Notes and the COT Rating (PART B)


1. To provide 1. Worksheet 1. Review the rating for
avenue for the  This contains one each indicator.
raters to rating sheet with 10 2. Review the COT
practice linking indicators selected rubric focusing on
observation from priority indicators the rating and the
notes and for RPMS 2019-2020, corresponding rubric
rating 2020-2021, and 2021- level description.
2. To capacitate 2022. 3. Write appropriate
the raters in  It also contains 10 observation notes
looking for and worksheets for writing that correspond to
reporting on observation notes the rating.
the key intended for 10 4. Use one worksheet
aspects of the indicators. to write your
indicators in observation notes
the 2. Classroom Observation per indicator.
observation Tool (COT) rubric 5. Discuss your
notes  This covers the rubrics observation notes
for the 21 classroom with a partner.
observable indicators
of the Philippine
Professional Standards
for Teachers (PPST).



Linking Observation Notes with the COT Rating (Part B)

Worksheet
Instructions:
1. Below is a sample rating sheet. Review the rating for each indicator.
2. Referring to the COT rubric, write appropriate classroom observation notes to correspond to the rating.
3. Use one worksheet to write your observation notes per indicator.
INDICATORS 3 4 5 6 7 8 NO*
1. Apply knowledge of content within and across curriculum teaching areas


2. Apply a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills

3. Use differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences

4. Ensure the positive use of ICT to facilitate the teaching and learning
process

5. Display proficient use of Mother Tongue, Filipino and English to facilitate

teaching and learning

6. Establish safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and 
procedures
7. Maintain supportive learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued learning

8. Establish a learner-centered culture by using teaching strategies that
respond to their linguistic, cultural, socio-economic and religious 
backgrounds
9. Use strategies for providing timely, accurate and constructive feedback to
improve learner performance

10. Apply a range of successful strategies that maintain learning environments
that motivate learners to work productively by assuming responsibility for 
their own learning
OTHER COMMENTS:

Instructions: Write your observation notes that correspond to the rating in Indicator 1.
OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

OBSERVATION NOTES

SESSION 3
Linking Observation Notes and COT

Rating (Part C)

Linking Observation Notes and the COT Rating (PART C)


1. To provide 1. Worksheets 1. Read the focus-indicator.
avenue for the  Each worksheet contains a 8-9 2. Read the given
raters to practice observation notes focused on observation notes.
linking a priority indicator for RPMS 3. Rank the notes from level
observation 2020-2021 (left column), and 1 to 8.
notes and rating space for writing COT rubric 4. Use the COT rubric as
2. To capacitate the levels that match the notes guide in ranking the
raters in looking (right column). notes.
for and reporting  There are 7 worksheets for 5. Discuss your answers
on the key this session. with a partner.
aspects of the
indicators in the 2. Classroom Observation Tool
observation (COT) rubric
notes  This covers the rubrics for the
21 classroom observable
indicators of the Philippine
Professional Standards for
Teachers (PPST).



Linking Observation Notes with the COT Rating (Part C)

Worksheet #1
Instructions: There are eight observation notes given below. Rank the notes from level 1-8. Use the COT rubric as
guide in choosing the appropriate level.
Focus-Indicator: Apply knowledge of content within and across curriculum teaching areas
COT rubric page reference: Indicator 1 (page 12)
COT Rubric
Observation Notes
Level
Good interpretation of the story. The teacher seems to enjoy the flow of the discussion, with
good questions from the students. I don’t know if I agree with your version of cultural theory
A
used.
So many mistakes. There was no coherent interpretation of the theory. No activity seems to
B
be connected.
Students enjoyed this class. The activities require them to think deeper into the lesson. Students
enjoyed the experience in using radio machines and recording their voices. Good linking to broadcast
media, although a more recent historical account of media would have added sophistication to the
C lesson. The teacher managed the activities with focus on the big idea stated on the lesson plan:
Machines make our lives easier. Questions are thought provoking and required the students to
investigate further. One student was allowed to call his uncle who is a mechanic to ask for his opinion
of how important machines are. The class was a fun learning experience.
The lesson started with a good introduction/motivation but was not carried through in the lesson. Walang
D malinaw na pagkakasunod sunod ng mga detalye. Iminumungkahi na limitahan ang mga tanong sa bata
dahil kapag di sila nakasagot, naaapektuhan ang daloy ng pagtuturo.
The lesson starts with groups learning the rules of the game. The teacher allowed the students to
demonstrate the skills of basketball with fellow students checking and giving inputs. The class ended
E with videos of best games played by best players in the world. The teacher asks: which skill in playing
basketball did the players show most impressive learning? Students gave their opinions coupled with
showcase of such skill.
The lesson started with the presentation of the different clothes used in history. Special attention was
given on how women’s and men’s clothes differ through time. The teacher asks questions like: Why do
F
you think clothes have to be different? Would you have worn these clothes? I think the questions reveal
that the teacher is supportive of the critical thinking of students.
The students happily joined the activities which were prepared for their level and understanding. I like
G best when the teacher shows that climate change is affecting economy of any country. Good use of
media.
The lesson starts with a lot of singing on how the toys must be kept properly. The children sang loudly
and enthusiastically. There was a lot of positive noise. The lesson is on numbers. The teacher asked the
children to say the number, draw them on their notebook and on the board, and pick them from the pile
of toys and place on the stands in front. The teacher asks the children (and observers) to move out of
H the classroom and allowed the students to play ‘the boat is sinking’. Then the teacher asks the children
to look around them. The children pointed to flowers, trees, rocks, and garbage cans. The children
chose a favorite object around them and they say a number. Question during this final activity: why are
the trees your favorite object? How many are the trees? Wont you like this (referring to a small tree?)
Student answer: no . there is only one. I want 2 trees.


Worksheet #2
Focus-Indicator: Ensure the positive use of ICT to facilitate the teaching and learning process
COT Rubric
Observation Notes
Level
Teacher introduces the varied ways to interact with authors nowadays. Students are
delighted to find out that they can easily reach out to the authors they like to communicate
A
to. Teacher reminded students on the etiquette in contacting people online. He did this by
posting sample anonymous online messages sent to some authors.
What is the source of the video? Did you make it? There are so many good points here.
B
There is an error in the citation of one video. One of the worksheets include grammatically
C incorrect paragraphs. Good job in praising students, they may have helped them to do
better in the group work and in sharing to the whole class.
One student asked: How do I ensure no one is doing what I am doing? If my project is
good and has the potential to earn money, will I be able to protect it?
D Teacher’s response: Yes, by being able to protect what you do in face to face discussion
with potential users and in your online presence.
He started possible protection to any project when shared online
When showing how to prepare the references for the research, the teacher gave links to latest
conventions on citations. Teacher cautions students on finding the most appropriate source for their
study. Teacher pointed out that there are varied sources available, but not all are expected to give
E
the students’ research studies valid data. Teacher said “be careful on what you pick as valid sources,
especially from the internet. It is important to cite sources of online materials so cross examination of
their validity could be done.”
The use of big books generally fostered cooperation among students. It would have been
F
better if the teacher is able to use other uses of the books: sharing photos and stories.
Was the interview shown your personal video? Did you ask permission to use it? The blog
was used as the source. Is this correct? There are so many grammatical lapses on how the
G teacher taught the lesson. The process of activities was not properly given to the students
resulting in a chaotic ending.
I like how the materials were prepared, very colorful. How would the students continue
H
reading the story? Where would they find it?


Worksheet #3
Instructions: There are nine observation notes given below. Rank the notes from level 1-8, and one as NO (Not
Observed). Use the COT rubric as guide in choosing the appropriate level.
Focus-Indicator: Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
COT Rubric
Observation Notes
Level
The lesson is on the table of elements. Teacher is able to discuss the contents well. Teacher manages
to extend learning by providing adequate examples for the students. I wish the teacher doesn’t translate
A
some of the words to the Mother Tongue. We must allow the students to learn the correct English words.
There must be continuous teaching using the MOI to teach them using the language better.
When it is becoming too difficult for students to understand fully the discussion, allow them
B
to think more logically by shifting to their language.
The students are very lively. I also learned from the lesson on different stitches. The boys in
the class seem to enjoy the lesson as the teacher facilitates well their work, with frequent
C
jokes made with each group. There is obvious camaraderie between teacher and student
judging from their conversations.
Lots of ahmmmm.
D
Please speak in straight English since the medium is English.
Upang maituro nang mahusay ang sabayang pagbigkas, kinakailangan na may kakayahan
ang guro magbigay ng tamag direksyon para sa sabayang pagbigkas. Malalim ang mga
E
naging pamamaraan sa pagtuturo ng guro. Malinaw ang naging paraan ng pagsagot sa mga
katanungan at walang naging sagabal sa pagkatuto ng mga mag-aaral.
I do not agree with how the lesson transpired. The teacher should be the model in using the language.
The teacher’s notes on the board are in English even if the lesson is Panitikan ng Pilipinas. Although the
F
teacher started the class with apologies on her using English but the lesson should be Filipino. It is not
enough that she listens to students’ responses in Filipino and she shifts to Filipino in oral communication.
There is awkward silence as teacher prepares for next layer of the class. It seems like she
G
doesn’t know what to say next. Nervous?
The teacher said: “Alice, you may use any language you are familiar with to do your vlog. But
H
you must provide English subtitle so others can understand, okay?”
When one student cannot respond to the question, the teacher gently coaches him to speak
I
freely even in straight Tagalog. This is in direct conflict with DO 60.


Worksheet #4
Focus-Indicator: Establish safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines and procedures
COT Rubric
Observation Notes
Level
Bakit walang pot holder ang mga bata? Maling gamitin ang papel sa paghawak sa mainit na
A kawali. Masarap ang mga niluto ng mga mag aaral. Mahusay ang guro.
The rules on how to sit properly is posted on the board. The teacher points to them whenever
B the students misbehave.
Teacher Donna said “Remove your candles on the table. We will no longer use that, given that
C
the windows cannot be opened.” The lesson plan was not followed. Objectives were not met.
The steps on washing hands, including operating the faucet are posted for the students to see.
D The steps are coupled with big pictures, too. The kids playfully point to them as they watch
their classmates do the exercise.
Each group is given tasks and rules on how to manage them safely.
E
F Good rule setting on use of beakers. I hope same was done on use other materials.
Alin ang mas nangangailangan ng patnubay sa tamang pag iingat: ang mag hiwa ng mga gulay
G o ang mag paningas ng apoy?
Rules on allowing students to run in the playground must be set before anyone moves out of
H
the room.


Worksheet #5
Focus-Indicator: Maintain supportive learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
COT Rubric
Observation Notes
Level
Ang paksa ay ang mga uri ng pamahalaan. Maayos ang pagbibigay linaw ng guro sa mga
susing konsepto. Iminumungkahi na bigyan ng pansin ang mga hindi sumusunod nang
A
maayos sa panuto. Mahusay ang mga gawain, naging daan ang mga ito para sa mas maayos
na paglilinaw ng mga konsepto na itinuro.
The teacher corrected students when they use inappropriate words to refer to people with disabilities.
During the entire lesson, the students learn the value of having balanced views on abilities of each other.
During the final activity, the teacher said “Group yourselves.” No rule was given on groupings. The
B
students chose their own groups. Four groups were formed: with boys and girls in each group. One
student asked that she be grouped in another team because she knows more about deaf people than
the assigned disability to her group.
I particularly appreciated the worksheets individually done before any group activities. There
C seems to be a well-thought out plan to ensure the connectedness between activities. The
students learned were able to clarify some ideas when shared with classmates.
There is a structured grouping. I like that there is a conscious effort from the teacher to have
D
mixed groupings.
E What is the lesson about?
The teacher asked the students to group themselves. Some students could not find groups
F
and were asked to join groups with fewer members
The lesson was taught using world café. Students were asked to solve problems on EDSA
traffic by walking around the café and looking for best solutions from experts. The students
G
had fun. They consulted their classmates before giving individual answer. My concern only is
that the students assigned to man the café were not able to participate in the activity.
H The students did not enjoy the activities. Use more fun activities.


Worksheet #6
Instructions: There are nine observation notes given below. Rank the notes from level 1-8, and one as NO (Not
Observed). Use the COT rubric as guide in choosing the appropriate level.
Focus-Indicator: Establish a learner-centered culture by using teaching strategies that respond to their
linguistic, cultural, socio-economic and religious backgrounds
COT Rubric
Observation Notes
Level
Ms. Cruz asked one student to stand. She asked him to see her in front. She showed the
student her slides presentation. When the student went back to his seat, the teacher
A
announced that he will do another activity different from the rest of the class as the slides she
will use are sensitive for him.
The assignment was for each student to bring any local product and discuss how this product is
reflective of their local history. When one student showed an object that has significance to his religious
B belief. The teacher quickly noted that the religious object has significant contribution to local history
when one student queried the connection of any religious belief to local history. The teacher even asked
other members of the class to discuss their religious beliefs and prove their historical importance.
Mukhang nakalimutan ni teacher bigyan ng pansin na ang kanyang isang gawain ay hindi
C
angkop sa batang Muslim na nakatayo sa likuran.
The teacher used localized teaching materials by using sticks and leaves in counting.
However, during group work, teacher used photos of different sizes and types of car and
D
airplanes as sample.
The teacher presented photos of fruits, and asked the students to identify them. When it was
time to show the grapes, the teacher asked: do you know what this is? Students responded
E “lomboy po iyan, maam.” The teacher gives students a piece of grape each to taste. The
teacher asked the students to compare grapes with lomboy.
Students are able to differentiate the 2 fruits.
May pagkukulang sa pamamaraan ng pagtuturo na naayon sa IPED curriculum. May ilang

F
salita sa lesson plan na angkop, subalit hindi ito naituloy sa tunay na pagtuturo.
In referring to proper names of places, the teacher used foreign places like Taj Mahal and
G
Statue of Liberty. Why don’t you use local places as samples?
In discussing further the effect of deforestation, the teacher showed photo of how using cars
H and other private vehicles add to the poisoning of the air. The teacher said let us refrain from
using cars to stop the poisoning of our air. One student said, I walk only.
I didn’t know that there is so much similarity between African literature and Philippine
I literature. Congratulations teacher in ensuring that the students learn the African text by using
illustrating realities using Philippine context.


Worksheet #7
Focus-Indicator: Use strategies for providing timely, accurate and constructive feedback to improve learner performance
COT Rubric
Observation Notes
Level
“Good point.”
A “Anyone who is willing to stake an opinion on his/her answer?”
“Had I called you, would you have given the same answer?”
B After each group’s presentation, teacher should have commented.
The teacher allows other groups to give comments to other’s works for the entire class.
C When it was his turn to give feedback after group’s presentation, one group committed an
error in the presentation of the activity and the teacher still commended them.
Sometimes the teacher is very harsh on the students’ wrong answers. Give points for
D
effort, teacher.
Lesson focused on previously learned skill. Instead of lectures, teacher distributed the individual
papers with her comments. She allowed the students to browse through her comments and ask
E them “do you have any questions?” Are there portions of your paper which you think deserved
better marks? Some students raised their hands. The teacher patiently responded to the queries,
sometimes resulting in a re teaching of some details of the previous lesson.
F ‘Okay’ and ‘good’ are not quality comments. Some answers should have been corrected.
Very good feedbacking. Teacher is generally satisfied with how the students performed the
G
tasks.
H No assessment was done. Puro lecture si teacher.

SESSION 4
Deepening Understanding of the

Classroom Observable Indicators

Deepening Understanding of Classroom Observable Indicators

Activity Purpose Activity Materials Activity Materials

1. To review the 1. Classroom video clips 1. Get the worksheet for a
processes of  Each video is 3- to 6-minute particular video (e.g.,
classroom long. Worksheet 1 for Video 1)
observation  Each video is focused on two 2. Read the focus-indicators.
using the PPST- classroom observable 3. Review the COT full
aligned COT indicators which are taken rubric for the focus-
2. To further from priority indicators of indicators.
capacitate the RPMS 2019-2020, 2020-2021, 4. Watch the video.
raters in looking and 2021-2022. 5. Write observation notes
at evidence of  There are 4 video clips. Videos while the video plays.
attainment of the 1 and 2 will be viewed via a 6. Rate the focus-indicators.
indicators from plenary discussion while 7. Do inter-observer
sample videos videos 3 and 4 will be viewed agreement exercise with
via group discussion. a partner.
 The videos are taken from 8. Indicate the final rating.
classroom observations in the 9. Discuss answers in the
field. Videos have consent for plenary/group.
use in training.
2. Worksheets
 Each worksheet contains
spaces for writing observation
notes, individual rating, and
final rating.
3. Classroom Observation Tool

(COT) rubric
 This covers the rubrics for the
21 classroom observable
indicators of the Philippine
Professional Standards for
Teachers (PPST).







Worksheet #1
Instructions:
1. Watch the classroom observation video clip focused on specific indicators.

2. Write observation notes (A) as you watch the video.
3. Rate the teacher using the COT rubric (B).
4. Conduct inter-observer agreement exercise with a partner to arrive at a final rating (C).
VIDEO 1
A
OBSERVATION NOTES
B
COT rubric
INDICATORS 3 4 5 6 7 8 NO
page reference
Indicator 2 Ensure the positive use of ICT to facilitate the
(page 14) teaching and learning process
C
FINAL
INDICATORS
RATING
Apply knowledge of content within and across curriculum teaching areas
Ensure the positive use of ICT to facilitate the teaching and learning process


Worksheet #2
Instructions:

VIDEO 2
A
OBSERVATION NOTES
B
COT rubric
page reference
Select, develop, organize and use appropriate teaching
Indicator 19
and learning resources, including ICT, to address learning
(page 54)
goals
Establish a learner-centered culture by using teaching
Indicator 14
strategies that respond to learners’ linguistic, cultural,
(page 42)
socio-economic and religious backgrounds
C
FINAL
INDICATORS
RATING
Select, develop, organize and use appropriate teaching and learning resources, including ICT, to
Establish a learner-centered culture by using teaching strategies that respond to learners’
linguistic, cultural, socio-economic and religious backgrounds


Worksheet #3
Instructions:

VIDEO 3
A
OBSERVATION NOTES
B
COT rubric
page reference
Indicator 9 individually or in groups, in meaningful exploration,
(page 30) discovery and hands-on activities within a range of
Indicator 5 Display proficient use of Mother Tongue, Filipino and
(page 20) English to facilitate teaching and learning
C
FINAL
INDICATORS
RATING
Manage classroom structure to engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a range of physical learning environments
Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning


Worksheet #4
Instructions:

VIDEO 4
A
OBSERVATION NOTES
B
COT rubric
page reference
Indicator 21 Use strategies for providing timely, accurate and
(page 60) constructive feedback to improve learner performance
Use effective verbal and non-verbal classroom
Indicator 6
communication strategies to support learner
(page 22)
understanding, participation, engagement and achievement
C
FINAL
INDICATORS
RATING
Use strategies for providing timely, accurate and constructive feedback to improve learner
performance
Use effective verbal and non-verbal classroom communication strategies to support learner
understanding, participation, engagement and achievement

SESSION 5
Reviewing Other RPMS Objectives

and Rating the Portfolio

Reviewing Other RPMS Objectives and Rating the Portfolio

Activity Purpose Activity Materials Activity Materials

1. To review the non- 1. RPMS Tools 2020-2021 for 1. Read the RPMS Tool
classroom Proficient and Highly Proficient rubric focusing on the
observable RPMS 2. IPCRF 2020-2021 Summary MOV and performance
objectives and the Sheet for Proficient and Highly indicators.
means of Proficient 2. Review the portfolio.
verification (MOV) 3. Sample Proficient Teacher 3. Rate the portfolio
2. To further portfolio for 2020-2021 individually using the
capacitate the 4. Sample Highly Proficient IPCRF summary sheet.
participants in Teacher portfolio for 2020-2021 4. Do inter-rater agreement
understanding the exercise with a partner.
intent of the non- 5. Indicate your final rating
classroom on another summary
observable sheet.
indicators 6. Follow the process for
3. To provide avenue both portfolios.
to clarify concerns
in appreciating
MOV and rating
portfolio

INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET

Teacher I-III, SPET I-IV (Proficient Teacher)
Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
PART III. SUMMARY OF RATINGS FOR DISCUSSION

Weight per Weight per Numerical Ratings
KRA Objectives Objective
Score
KRA Q E T Ave
Objective 1 7.5%
KRA 1 22.5% Objective 2 7.5%
Objective 3 7.5%
Objective 4 7.5%
Objective 6 7.5%
Objective 7 7.5%
Objective 9 7.5%
Objective 10 7.5%
Objective 12 7.5%
Plus Factor 10% Objective 13 10%
FINAL PERFORMANCE Final Rating
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating
Ratee Rater Approving Authority

INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUMMARY SHEET

Master Teacher I-IV, SPET V (Highly Proficient Teacher)
Name of Employee: Name of Rater:

Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
PART III. SUMMARY OF RATINGS FOR DISCUSSION
Weight per Weight per Numerical Ratings
KRA Objectives Objective
Score
KRA Q E T Ave
Objective 1 7.5%
Objective 3 7.5%
Objective 4 7.5%
Objective 6 7.5%
Objective 7 7.5%
Objective 9 7.5%
Objective 10 7.5%
Objective 12 7.5%
Plus Factor 10% Objective 13 10%
FINAL PERFORMANCE Final Rating
Accomplishments of KRAs and Objectives
RESULTS Adjectival Rating
Ratee Rater Approving Authority

Appendix
Classroom Observation Tool (COT)

Rubric

CLASSROOM
OBSERVATION TOOL
Based on the Philippine Professional Standards
for Teachers (PPST)
The PPST-based Classroom Observation Tool was finalized
in July 2019 after gathering inputs from the classroom
practices of Alternative Learning System, Special Education,
Indigenous Peoples Education, and Kindergarten teachers.
The PPST-based Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality, based at the Philippine
Normal University, with support from the University of New England-SiMMER National Research Centre, Bureau of Human Resource and Organizational
Development, the Teacher Education Council, and the Australian Government.
© 2019 Department of Education.
RCTQ
TABLE OF CONTENTS
INTRODUCTION 1
The Philippine Professional Standards for Teachers 1
Rationale for the Development of the PPST-based Classroom Observation Tool 1
The Classroom Observable Strands of PPST 2
PPST Career Stages and COT Rubric Levels 3
The Classroom Observation Tool Subsets 4
The Classroom Observation Tool Forms 7
THE COT RUBRIC 9

The Parts of the Classroom Observation Tool 10
COT Indicators and Classroom Observable Strands 11
Domain 1. Content Knowledge and Pedagogy 11
Domain 2. Learning Environment 25
Domain 3. Diversity of Learners 39
Domain 4. Curriculum and Planning 51
Domain 5. Assessment and Reporting 57
GLOSSARY OF TERMS 62
REFERENCES 63
ACKNOWLEDGMENTS 64
PPST-based Classroom Observation Tool

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PPST-based Classroom Observation Tool

INTRODUCTION
The Philippine Professional Standards for Teachers
The Department of Education (DepEd), through DepEd Order (DO) no. 42, s. 2017, adopted the Philippine
Professional Standards for Teachers (PPST). The PPST complements the reform initiatives on teacher quality from
pre-service education to in-service training. It articulates what constitutes teacher quality in the K to 12 Reform through
well-defined domains, strands, and indicators that provide measures of professional learning, competent practice, and
effective engagement. It is founded on teaching philosophies of learner-centeredness, lifelong learning, and inclusivity/
inclusiveness, among others. The professional standards is a public statement of professional accountability that
encourages teachers to reflect on and assess their own practices as they aspire for personal growth and professional
development.
Rationale for the Development of the PPST-based

Classroom Observation Tool
Among others, DO no. 42, s. 2017 aims to “apply a uniform measure to assess teacher performance, identify
needs, and provide support for professional development.” The development of the Classroom Observation Tool
(COT) based on the developmental framework of PPST supports DepEd’s move to develop a single tool to measure
teachers’ classroom performance.
PPST-based Classroom Observation Tool 1

The Classroom Observable Strands of PPST
The COT indicators were selected from the nationally-validated Philippine Professional Standards for Teachers (PPST), which contains 21 classroom
observable strands. The language used in the COT indicators is taken from the Proficient career stage indicators.
Domain 1: Content Domain 2: Learning Domain 3: Diversity of Domain 4: Curriculum and Domain 5: Assessment and
Knowledge and Pedagogy Environment Learners Planning Reporting
Strand 1.1 Strand 2.1 Strand 3.1 Strand 4.1 Strand 5.1
Content knowledge and Learner safety and security Learners’ gender, needs, Planning and management Design, selection,
its application within and strengths, interests and of teaching and learning organization and utilization
across curriculum areas Strand 2.2 experiences process of assessment strategies
Fair learning environment
Strand 1.3 Strand 3.2 Strand 4.5 Strand 5.3
Positive use of ICT Strand 2.3 Learners’ linguistic, Teaching and learning Feedback to improve
Management of classroom cultural, socio-economic resources including ICT learning
Strand 1.4 structure and activities and religious backgrounds
Strategies for promoting
literacy and numeracy Strand 2.4 Strand 3.3
Support for learner Learners with disabilities,
Strand 1.5 participation giftedness and talents
Strategies for developing
critical and creative Strand 2.5 Strand 3.4
thinking, as well as other Promotion of purposive Learners in difficult
higher-order thinking skills learning circumstances
Strand 1.6 Strand 2.6 Strand 3.5

Mother Tongue, Filipino Management of learner Learners from indigenous
and English in teaching behavior groups
and learning
Strand 1.7
Classroom communication
strategies

PPST Career Stages and COT Rubric Levels
The PPST presents a continuum of practice by stipulating what the teachers are expected to know and do at different stages of their development.
To address this continuum, each indicator in the COT uses nine (9) rubric levels based on the four (4) career stages: Beginning, Proficient, Highly
Proficient, and Distinguished. Each level corresponds to the extent of performance of teachers in each career stage.
LEVEL 1 2 3 4 5 6 7 8 9
LEVEL NAME Not Evident Building Organizing Developing Applying Consolidating Integrating Discriminating Synthesizing
LEVEL The teacher The teacher The teacher The teacher The teacher The teacher The teacher uses The teacher The teacher
does not demonstrates demonstrates demonstrates demonstrates uses well- well-connected applies deep strategically
DESCRIPTIONS demonstrate a limited a limited range a range of a range of connected pedagogical knowledge and applies exceptional
the indicator. range of of loosely- associated associated pedagogical aspects of the understanding knowledge and
separate associated pedagogical pedagogical aspects of the indicator to create of the indicator understanding of
aspects of the pedagogical aspects of the aspects of the indicator that an environment discriminately to the indicator to
indicator. aspects of the indicator that indicator that consistently that addresses contextualize foster a teaching
indicator. sometimes are usually are are aligned individual and teaching and and learning
aligned with aligned with with student group learning learning processes culture that values
the learners' the learners' development goals. within the discipline informed feedback,
developmental developmental and support to meet individual critical thinking and
needs. needs. students to and group learning lifelong learning.
be successful goals.
learners.
If taken in separate career stages, each indicator has 5 levels. The Beginning rubric uses levels 1 to 5; the Proficient rubric uses levels 3 to 7; the
Highly Proficient rubric uses levels 4 to 8; and the Distinguished rubric uses levels 5 to 9.
1 2 3 4 5 6 7 8 9
Not Evident Building Organizing Developing Applying Consolidating Integrating Discriminating Synthesizing
BEGINNING
PROFICIENT
HIGHLY PROFICIENT
DISTINGUISHED

The Classroom Observation Tool Subsets
A. COT-RPMS
This subset is part of the Results-based Performance Management System (RPMS). There is a rubric for Proficient, Highly Proficient, and
Distinguished Teachers.
Priority Indicators for SY 2019-2020 Priority Indicators for SY 2020-2021 Priority Indicators for SY 2021-2022
Apply knowledge of content within and across Apply knowledge of content within and across Apply knowledge of content within and across
curriculum teaching areas curriculum teaching areas curriculum teaching areas
Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills Ensure the positive use of ICT to facilitate the Use effective verbal and non-verbal classroom
teaching and learning process communication strategies to support learner
Apply a range of teaching strategies to develop critical understanding, participation, engagement and
and creative thinking, as well as other higher-order achievement
Display proficient use of Mother Tongue, Filipino and
thinking skills
English to facilitate teaching and learning
Maintain learning environments that promote
Establish safe and secure learning environments fairness, respect and care to encourage learning
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of to enhance learning through the consistent
physical learning environments implementation of policies, guidelines and Apply a range of successful strategies that maintain
procedures learning environments that motivate learners to work
Manage learner behavior constructively by applying productively by assuming responsibility for their own
positive and non-violent discipline to ensure learning- Maintain supportive learning environments that learning
focused environments nurture and inspire learners to participate, cooperate
and collaborate in continued learning Design, adapt and implement teaching strategies
Use differentiated, developmentally appropriate that are responsive to learners with disabilities,
learning experiences to address learners’ gender, Establish a learner-centered culture by using giftedness and talents
needs, strengths, interests and experiences teaching strategies that respond to learners’
linguistic, cultural, socio-economic and religious
backgrounds Plan and deliver teaching strategies that are
Plan, manage and implement developmentally
responsive to the special educational needs of
sequenced teaching and learning processes to meet
Use strategies for providing timely, accurate learners in difficult circumstances, including:
curriculum requirements and varied teaching contexts
and constructive feedback to improve learner geographic isolation; chronic illness; displacement
performance due to armed conflict, urban resettlement or
Select, develop, organize and use appropriate
disasters; child abuse and child labor practices
teaching and learning resources, including ICT, to
Adapt and use culturally appropriate teaching
Design, select, organize and use diagnostic, formative strategies to address the needs of learners from
and summative assessment strategies consistent with indigenous groups
curriculum requirements

B. COT-Beginning
This subset contains the rubric for teachers in the Beginning career stage. It uses levels 1 to 5 which show the levels of practice expected of
Beginning Teachers.
SET 1 Indicators SET 2 Indicators SET 3 Indicators

Apply knowledge of content within and across
Use a range of teaching strategies that enhance Ensure the positive use of ICT to facilitate the
curriculum teaching areas
learner achievement in literacy and numeracy skills teaching and learning process
Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order Display proficient use of Mother Tongue, Filipino and
thinking skills Maintain supportive learning environments that
English to facilitate teaching and learning nurture and inspire learners to participate, cooperate
Select, develop, organize and use appropriate and collaborate in continued learning
teaching and learning resources, including ICT, to Use effective verbal and non-verbal classroom
address learning goals communication strategies to support learner
understanding, participation, engagement and Plan and deliver teaching strategies that are
Design, select, organize and use diagnostic, formative achievement responsive to the special educational needs of
and summative assessment strategies consistent with learners in difficult circumstances, including:
curriculum requirements Establish a learner-centered culture by using geographic isolation; chronic illness; displacement
teaching strategies that respond to learners' due to armed conflict, urban resettlement or
Use strategies for providing timely, accurate and linguistic, cultural, socio-economic and religious disasters; child abuse and child labor practices
constructive feedback to improve learner performance backgrounds
Apply a range of successful strategies that maintain Adapt and use culturally appropriate teaching
Design, adapt and implement teaching strategies
learning environments that motivate learners to work strategies to address the needs of learners from
that are responsive to learners with disabilities,
productively by assuming responsibility for their own indigenous groups
learning giftedness and talents
Manage learner behavior constructively by applying Establish safe and secure learning environments
positive and non-violent discipline to ensure learning- Manage classroom structure to engage learners, to enhance learning through the consistent
focused environments individually or in groups, in meaningful exploration, implementation of policies, guidelines and
discovery and hands-on activities within a range of procedures
Use differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences Maintain learning environments that promote
fairness, respect and care to encourage learning
Plan, manage and implement developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts

C. COT-Recruitment (for Teacher-Applicants)
This subset serves as the basis for the hiring system of DepEd. It uses levels 2 to 6 to support the continuum of practice from Beginning to
Proficient career stage and to accommodate teacher-applicants who are in the Beginning or Proficient career stage.
Indicators
Apply knowledge of content within and across curriculum teaching areas
Use a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
Apply a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills
Plan, manage and implement developmentally sequenced teaching and learning

processes to meet curriculum requirements and varied teaching contexts
Design, select, organize and use diagnostic, formative and summative assessment
strategies consistent with curriculum requirements

The Classroom Observation Tool Forms
A. Observation Notes Form C. Inter-observer Agreement Form*

Observers use this form to record their This form is used to discuss and determine the
specific observations and comments during teacher's final rating whenever there is more
classroom observation. than one observer.
B. Rating Sheet *
Observers use this form to indicate the
rating/level attained by the observed teacher
in each indicator.
*NOTE: The number of indicators on the Rating Sheet and Inter-observer Agreement Form depends on their use in the
subsets. For instance, in COT-RPMS Rubric for SY 2019-2020, the Rating Sheet and Inter-observer Agreement Form
contain only 9 indicators for Proficient teachers and 5 indicators for Highly Proficient teachers.


The
Classroom
Observation
Tool Rubric
The COT rubric is an assessment tool that
is used to measure classroom performance
of teachers.
The rubric for each classroom observable

indicator of the PPST is designed to assess
the classroom performance of teachers
across learning areas and grade levels.
The indicators in the rubric are rated

independently.
9
The Parts of the Classroom Observation Tool
CLARIFICATIONS
INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas
A. Indicator refers SUBSTANTIAL CONTENT ERRORS
to the observable extensive or significant degree of errors in the content of the lesson
1 2 3 4 5 6 7 8 9
practice of The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher applies The teacher
MODERATE CONTENT ERRORS
reasonable degree of errors in the content of the lesson
teachers in the demonstrates
substantial content
demonstrates
moderate content
demonstrates minor
content errors
demonstrates
accurate knowledge
demonstrates
accurate and
demonstrates
accurate and
applies accurate,
in-depth, and
high-level knowledge
of content and
applies exceptional
knowledge of
MINOR CONTENT ERRORS
insignificant degree of errors in the content of the lesson
classroom. The errors either
in presenting
errors related to
lesson concepts
either in presenting
the lesson or
of key concepts
both in presenting
in-depth knowledge
of most concepts
in-depth knowledge
of all concepts
broad knowledge
of content and
pedagogy within and
across curriculum
content and
pedagogy within and KEY CONCEPTS
language of the the lesson or in
responding to
either in presenting
the lesson or in
in responding to
learners’ questions
the lesson and
in responding to
in presenting
the lesson and
in presenting
the lesson and
pedagogy that
creates a conducive
teaching areas to
empower learners
across curriculum
teaching areas to
central ideas of the topic or lesson
indicators is taken learners’ questions

or comments.
responding to
or comments. learners’ questions
or comments.
in responding to
in responding to
learning environment
that enables an
to acquire and apply
successful learning
develop learners’
lifelong learning
COHERENCE
logical and/or developmental sequence in presenting the lesson
from the Proficient or comments. The lesson content
displays simple The lesson content
in a manner
that attempts to
in a manner that
is responsive
in-depth and
sophisticated
strategies to assist
in their development
skills.
SIMPLE COHERENCE
The lesson content coherence. displays coherence. be responsive to learner‘s understanding of as independent
career stage of does not display to student developmental the teaching and learners.
basic logic in the sequence of the lesson with one part linked to the next
coherence. The teacher developmental needs and promotes learning process to PEDAGOGY
the PPST. attempts to make learning needs. learning. meet individual or method and practice of teaching
connections across group learning needs
curriculum teaching The teacher makes The teacher within and across In the context of Indigenous Peoples Education (IPEd), pedagogy is
areas, if appropriate. connections across makes meaningful curriculum teaching articulated in the IP's Indigenous Learning System (ILS)
curriculum teaching connections across areas. (DO 32, s. 2015).
B. Level areas, if appropriate. curriculum teaching
areas, if appropriate. D. Clarifications refer ACCURATE KNOWLEDGE
error-free content
Descriptions FEATURES OF PRACTICE to the operational IN-DEPTH KNOWLEDGE
refer to the 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher foundational knowledge and finer details within the curriculum teaching area
commits makes a few indicates some clearly explains displays displays extensive applies extensive definitions
applies extensive affirmsoftheselected
role of
descriptions of extensive errors content errors awareness of concepts and comprehensive knowledge of knowledge of and complex lifelong learning BROAD KNOWLEDGE
in presenting on fundamental other ideas in the makes no content understanding of content. content beyond words/phrases
content knowledge skills, such as used in knowledge across curriculum teaching areas
practice for each key concepts concepts or same teaching errors. the concepts and his/her area of to support learners critical thinking
like definitions, addresses content area that are structure of the2. The teacher specialization. the rubric.
in acquiring and informed HIGH-LEVEL KNOWLEDGE
level. formula, inaccurately with connected to the 2. The content teaching area. addresses content successful feedback.
accurate, in-depth, and broad knowledge within and across curriculum
teaching areas
processes, etc. limited information lesson, but does appears to be accurately and its 2. The teacher learning strategies
Errors committed of the teaching not make solid accurate and 2. The teacher focus is congruent motivates learners in other areas. 2. The teacher EXCEPTIONAL KNOWLEDGE
by learners are left area. connections. its focus shows presents with the big ideas to investigate the relates the knowledge grounded in global best practices
uncorrected. awareness of conceptual and/or structure of teaching area 2. The teacher lesson to real-life
C. Features of 2. The teacher
2. The teacher
makes few
the ideas and
structure of the
knowledge of the
subject and makes
the teaching area. to expand their
knowledge and
extends
knowledge beyond
experiences,
which results
CURRICULUM TEACHING AREAS
different learning/subject areas taught and learned
Practice refer displays little
knowledge of or
content errors in
presenting the
teaching areas. connections within
the teaching area.
satisfy their curiosity. the curriculum
requirements
in learners’
willingness to
in the K to 12 curriculum which includes areas for Kindergarten Education,
Special Education, Alternative Learning System, Indigenous Peoples
to illustrations of makes multiple
content errors
lesson but does
not affect entirely
3. The teacher
demonstrates
3. The teacher
cites intra and
and stimulates
learners’ curiosity.
share their own
experiences in
Education
specific classroom related to the

central concepts
the learning
process.
factual knowledge
of subject matter
interdisciplinary
content
class or in group
work.
For IPEd, learning/subject areas are contextualized by interfacing the national
curriculum competencies with the community competencies identified in their
and structure of and attempts to relationships. Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
practices at each the teaching area. connect content
across teaching 4. The teacher KNOWLEDGE OF CONTENT AND PEDAGOGY
particular level. areas. shows expertise integration of expertise and teaching skill for a particular area;
in the content and appropriateness of the pedagogy to teaching area
uses appropriate
pedagogy in WITHIN CURRICULUM TEACHING AREA
delivering the inclusion of appropriately chosen intra-disciplinary topics and enabling
lesson. learning competencies within the curriculum guide of a specific learning/
subject area and grade level
ACROSS CURRICULUM TEACHING AREA

making meaningful connections and including appropriate interdisciplinary
topics and learning competencies cited in the curriculum guide of other
learning/subect areas in any grade level

Indicator 1
DOMAIN
Content Knowledge and Pedagogy
COT INDICATOR CLASSROOM OBSERVABLE STRAND
Strand 1.1
Content knowledge and its application within and across
1
curriculum areas
Indicator 2 Strand 1.3

Positive use of ICT

Strategies for promoting literacy and numeracy

Strategies for developing critical and creative thinking, as
well as other higher-order thinking skills

Mother Tongue, Filipino and English in teaching and learning

Classroom communication strategies

INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher applies The teacher
demonstrates demonstrates demonstrates minor demonstrates demonstrates demonstrates applies accurate, high-level knowledge applies exceptional
substantial content moderate content content errors accurate knowledge accurate and inaccurate and in- in-depth, and of content and knowledge of
errors either errors related to either in presenting of key concepts depth knowledge depth knowledge broad knowledge pedagogy within and content and
in presenting lesson concepts the lesson or both in presenting of most concepts of all concepts of content and across curriculum pedagogy within and
the lesson or in either in presenting in responding to the lesson and in presenting in presenting pedagogy that teaching areas to across curriculum
responding to the lesson or in learners’ questions in responding to the lesson and the lesson and creates a conducive empower learners teaching areas to
learners’ questions responding to or comments. learners’ questions in responding to in responding to learning environment to acquire and apply develop learners’
or comments. learners’ questions or comments. learners’ questions learners’ questions that enables an successful learning lifelong learning
or comments. The lesson content in a manner in a manner that in-depth and strategies to assist skills.
displays simple The lesson content that attempts to is responsive sophisticated in their development
The lesson content coherence. displays coherence. be responsive to learner‘s understanding of as independent
does not display to student developmental the teaching and learners.
coherence. The teacher developmental needs and promotes learning process to
attempts to make learning needs. learning. meet individual or
connections across group learning needs
curriculum teaching The teacher makes The teacher within and across
areas, if appropriate. connections across makes meaningful curriculum teaching
curriculum teaching connections across areas.
areas, if appropriate. curriculum teaching
areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
commits makes a few indicates some clearly explains displays displays extensive applies extensive applies extensive affirms the role of
extensive errors content errors awareness of concepts and comprehensive knowledge of knowledge of and complex lifelong learning
in presenting on fundamental other ideas in the makes no content understanding of content. content beyond content knowledge skills, such as
key concepts concepts or same teaching errors. the concepts and his/her area of to support learners critical thinking
like definitions, addresses content area that are structure of the 2. The teacher specialization. in acquiring and informed
formula, inaccurately with connected to the 2. The content teaching area. addresses content successful feedback.
processes, etc. limited information lesson, but does appears to be accurately and its 2. The teacher learning strategies
Errors committed of the teaching not make solid accurate and 2. The teacher focus is congruent motivates learners in other areas. 2. The teacher
by learners are left area. connections. its focus shows presents with the big ideas to investigate the relates the
uncorrected. awareness of conceptual and/or structure of teaching area 2. The teacher lesson to real-
2. The teacher the ideas and knowledge of the the teaching area. to expand their extends life experiences,
2. The teacher makes few structure of the subject and makes knowledge and knowledge beyond which results
displays little content errors in teaching areas. connections within satisfy their curiosity. the curriculum in learners’
knowledge of or presenting the the teaching area. requirements willingness to
makes multiple lesson but does 3. The teacher 3. The teacher and stimulates share their own
content errors not affect entirely demonstrates cites intra and learners’ curiosity. experiences in
related to the the learning factual knowledge interdisciplinary class or in group
central concepts process. of subject matter content work.
and structure of and attempts to relationships.
the teaching area. connect content
across teaching 4. The teacher
areas. shows expertise
in the content and
uses appropriate
pedagogy in
delivering the
lesson.

CLARIFICATIONS
SUBSTANTIAL CONTENT ERRORS

CURRICULUM TEACHING AREAS
extensive or significant degree of errors in the content of the
different learning/subject areas taught and learned
lesson
in the K to 12 curriculum which includes areas for Kindergarten
Education, Special Education, Alternative Learning System,
MODERATE CONTENT ERRORS
Indigenous Peoples Education
reasonable degree of errors in the content of the lesson ACCURATE KNOWLEDGE
error-free content
For IPEd, learning/subject areas are contextualized by
MINOR CONTENT ERRORS
interfacing the national curriculum competencies with the
insignificant degree of errors in the content of the lesson IN-DEPTH KNOWLEDGE
community competencies identified in their Indigenous
foundational knowledge and finer details within the curriculum
Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
KEY CONCEPTS teaching area
central ideas of the topic or lesson
KNOWLEDGE OF CONTENT AND PEDAGOGY
BROAD KNOWLEDGE
integration of expertise and teaching skill for a particular area;
COHERENCE knowledge across curriculum teaching areas
appropriateness of the pedagogy to teaching area
logical and/or developmental sequence in presenting the lesson
HIGH-LEVEL KNOWLEDGE
WITHIN CURRICULUM TEACHING AREA
SIMPLE COHERENCE accurate, in-depth, and broad knowledge within and across
inclusion of appropriately chosen intra-disciplinary topics and
basic logic in the sequence of the lesson with one part linked to curriculum teaching areas
enabling learning competencies within the curriculum guide of a
the next
specific learning/subject area and grade level
EXCEPTIONAL KNOWLEDGE
PEDAGOGY knowledge grounded in global best practices
ACROSS CURRICULUM TEACHING AREA
method and practice of teaching
making meaningful connections and including appropriate
interdisciplinary topics and learning competencies cited in the
In the context of Indigenous Peoples Education (IPEd), pedagogy
curriculum guide of other learning/subect areas in any grade
is articulated in the IP's Indigenous Learning System (ILS)
level
(DO 32, s. 2015).

INDICATOR 2 Ensure the positive use of ICT to facilitate the teaching and learning process
1 2 3 4 5 6 7 8 9
The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher models The teacher adapts The teacher displays
ICT but never ICT but rarely ICT but occasionally ICT and frequently ICT and generally ICT and consistently the positive use of and adjusts ICT- an exemplary
shows evidence shows evidences shows evidences shows evidences shows evidences shows evidences ICT to learners in all based learning practice in the
of the positive use of the positive use of the positive use of the positive use of the positive use of the positive use ICT-based learning activities in keeping positive use of ICT
of ICT to facilitate of ICT to facilitate of ICT to facilitate of ICT to facilitate of ICT to facilitate of ICT to facilitate activities. with the positive use and consistently
the teaching and the teaching and the teaching and the teaching and the teaching and the teaching and of ICT appropriate encourages
learning process. learning process. learning process. learning process. learning process. learning process. to students’ learning the learners to
needs. demonstrate
responsible, ethical,
and appropriate use
of ICT within the
classroom context.
disseminates or seldom gives sometimes gives gives credit to normally gives appropriately demonstrates reviews and establishes a
presents digital credit to the credit to the most of the digital credit to all the gives credit to all responsible differentiates ICT- responsible and
information sources of sources of digital information used sources of digital the sources of use of online based learning technology-
without giving information or information that but some of these information digital information and multimedia activities taking rich learning
credits to the cites only search he/she presented do not follow the but some are he/she presented platforms by into account environment that
source. engines such or disseminated. conventions for inappropriately or disseminated applying digital learners’ digital engages learners
as Google and For example, citing sources, labeled based throughout the etiquette and literacy level. in exploring
Yahoo instead of some pictures e.g. APA, on the applied lesson. responsible social issues and
the website where presented have Chicago Style, standards in citing interaction. 2. The teacher solving authentic
the information citations and etc. sources. monitors learners’ problems using
came from. some do not. 2. The teacher responsible digital tools and
addresses use of online resources.
issues, such and multimedia
as plagiarism, platforms in 2. The teacher
cyberbullying, any ICT-based and the learners
copyright, learning activities clearly adhere to
and/or takes supported by global standards
precaution in appropriate and in the positive
sharing sensitive varied situations use of ICT in
information in the relevant to the education.
use of ICT-based lesson.
learning materials
and/or activities.

CLARIFICATIONS
POSITIVE USE OF ICT

responsible, ethical, and appropriate use of ICT to ensure and achieve learning (PPST, 2017);
ICT includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases, scripts, etc. in digital form), and
digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) that can be used for instruction.
STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION

facilitate and inspire student learning and creativity; design and develop digital age learning experiences and assessments; model digital age work and learning;
promote and model digital citizenship and responsibility; and engage in professional growth and leadership (ISTE, 2008)
RARELY
seldom occurs
OCCASIONALLY
irregularly occurs
FREQUENTLY
often occurs
GENERALLY
normally occurs
CONSISTENTLY
constantly occurs

INDICATOR 3 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
1 2 3 4 5 6 7 8 9
The teacher does The teacher uses The teacher uses The teacher The teacher The teacher The teacher The teacher adjusts The teacher
not use teaching disconnected loosely-connected occasionally applies frequently applies consistently applies integrates well- teaching and negotiates with and
strategies that teaching strategies teaching strategies teaching strategies relevant strategies relevant strategies connected teaching learning strategies supports learners
address learners’ to address literacy to address learners’ that address that enhance that enhance strategies that in order to enhance as they develop
literacy and/or and/or numeracy literacy and/or learners’ literacy learners’ literacy learners’ literacy promote individual individual and group strategies for the
numeracy needs. needs. numeracy needs. and/or numeracy and/or numeracy and/or numeracy and group learners’ learners’ critical ongoing review of
needs. skills. skills. critical literacy and/ literacy and/or their critical literacy
or critical numeracy critical numeracy and/or critical
skills. skills. numeracy skills.
1. The teacher 1. The teacher 1. The teacher 1. In some parts of 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher
makes no uses unrelated defines general the lesson, the activities that provides activities employs activities modifies provides
reference to the activities which terms in the teacher provides enhance literacy to enhance that enhance and challenging opportunities
use of numerical do not develop lesson but fails activities which and/or numeracy learners’ literacy support learners’ activities to fit with for learners to
concepts and learners' to define specific address learners’ in almost all and/or numeracy higher level of learners’ level independently
literacy skills to understanding of terms needed to literacy and/or aspects of the skills in all aspects literacy and/or of literacy and select literacy
understand the literacy concepts develop learners’ numeracy needs lesson. of the lesson. numeracy skills numeracy skills. and numeracy
lesson. and/or numeracy full understanding but fails to do so as a significant strategies that
needs. of literacy and/ in some critical part of his/her support their
or numeracy parts of the lesson instruction. learning.
concepts. where either or
both skills are
necessary.

CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may include awareness of sounds of language,
awareness of print, and the relationship between letters and sounds. Other skills such as creating
knowledge through writing as well as developing media and technology are part of literacy skills.
DISCONNECTED TEACHING STRATEGIES
teaching approaches which are inappropriate in
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves,
addressing literacy and/or numeracy needs
formation of clouds, wind direction and temperature; identifying the meaning of dreams
LOOSELY CONNECTED TEACHING STRATEGIES
NUMERACY SKILLS
teaching approaches which are mismatched in
skills which consist of comprehending and applying fundamental arithmetic operations like addition,
addressing literacy and/or numeracy needs
subtraction, multiplication, and division. Numeracy skills may also include the ability to reason with
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve
OCCASIONALLY
problems; and to make decisions based on logical thinking and reasoning.
irregularly occurs
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting
FREQUENTLY
the number of boys and girls; folding of clothes using numbered pattern
often occurs
Examples of numeracy skills in IPEd classrooms: indigenous measurement (handspan, pacing,
CONSISTENTLY
etc.); indigenous calendar; synchronized planting; weaving patterns
constantly occurs
CRITICAL LITERACY
RELEVANT STRATEGIES
ability to critically analyze and evaluate the meaning of text as it relates to community and global
teaching approaches which are moderately associated with the learners’
issues to inform a critical stance, response, and/or action
developmental needs to enhance literacy and/or numeracy skills
CRITICAL NUMERACY
ability to effectively use mathematical concepts in applying, analyzing, evaluating, and creating
ideas

INDICATOR 4 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
1 2 3 4 5 6 7 8 9
The teacher does The teacher asks The teacher provides The teacher uses The teacher employs The teacher The teacher provides The teacher The teacher
not use teaching mostly low-order straightforward questions and a range of targeted challenges a broad range provides, at the provides, at the
strategies to questions that questions and activities that mostly follow-up questions learners to justify of questions and appropriate times, a appropriate times, a
develop critical and require simple activities which lead require the learners and activities their thinking and activities, including learning environment learning environment
creative thinking or factual responses learners through a to interpret, explain, that encourage successfully engages those of higher- for higher-order that supports
other higher-order and/ or provides single path of inquiry. or describe ideas learners to explain, most learners in order, that challenge thinking skills that learners to discuss,
thinking skills. activities that are learned. demonstrate, and discussion using learners to analyze enable learners justify, apply,
routine. use ideas learned. well-directed their thinking to to evaluate their analyze, evaluate,
questions and promote deeper thinking and to and create useful
activities. understanding. seek constructive ideas in real-life
feedback from peers situations.
and the teacher.
1. The teacher does 1. The teacher asks 1. The teacher asks 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not ask relevant simple yes/no questions that makes some employs a range challenges gives learners leads learners to challenges
questions about questions. require rote-type attempt to of strategies to learners opportunities to judge or evaluate learners to
the lesson. responses such engage learners ensure that most cognitively to compare and situations and formulate high-
as Who, What, in genuine learners are given advance high- contrast ideas. problems to level questions
Where, and When.
2. The teacher discussion rather opportunities to level thinking resolve issues/ to provoke
asks questions Examples of rote- than simple, give opinions and discourse 2. The teacher concerns. one another’s
but fails to give type questions factual, or rote- about the lesson in an interactive gives learners thinking.
opportunities vs. high-order type discussion. and to react to exchange of opportunities 2. The teacher
for learners to questions: the opinions of views. to synthesize extends the 2. The teacher
process them. 2. The teacher asks, others. or summarize discussion by and learners
a. “Who is the “Can you please 2. The teacher information inviting learners to collaboratively
author?” vs.
3. The teacher “Who is the
explain this idea?” 2. The teacher ensures that all within or across give comments to apply ideas to
answers his/ her persona?” creates a genuine voices of learners disciplines. others' answers/ create life-long
own questions. discussion are heard in the output during the learning activities
b. “What is the among learners, discussion. discussion. that can be
solution to the providing applied to real-life
problem?” vs. adequate time for situations.
“How will you them to respond,
address the as well as to
issue?” step aside when
c. “Saang appropriate.
kontinente
matatagpuan
ang bansang
Indonesia?” vs.
“Saang kaugnay
na lokasyon
matatagpuan
ang Indonesia?”
2. The teacher
accepts all
contributions
without
processing the
learners’ answers.

CLARIFICATIONS
CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion
CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for multiple right answers rather than just one
HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity

INDICATOR 5 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher displays The teacher displays The teacher displays The teacher displays The teacher displays The teacher displays The teacher displays
displays Novice displays Intermediate Mid Intermediate High Advanced Low Advanced Mid Advanced High Superior proficiency Distinguished
proficiency in the Intermediate Low sublevel proficiency sublevel proficiency sublevel proficiency sublevel proficiency sublevel proficiency in the use of Mother proficiency in the use
use of Mother sublevel proficiency in the use of Mother in the use of Mother in the use of Mother in the use of Mother in the use of Mother Tongue, and/or of Mother Tongue,
Tongue, and/ in the use of Tongue, and/or Tongue, and/or Tongue, and/or Tongue, and/ Tongue, and/ Filipino, and/or and/or Filipino,
or Filipino, and/ Mother Tongue, Filipino, and/or Filipino, and/or Filipino, and/or or Filipino, and/ or Filipino, and/ English that engages and/or English that
or English that and/or Filipino and/ English that loosely English that fairly English that regularly or English that or English that learners in a variety reflects a wide
hinders teaching or English that facilitates teaching facilitates teaching facilitates teaching progressively extensively facilitates of learning situations range of global
and learning. somewhat hinders and learning. and learning. and learning. facilitates teaching teaching and from both concrete competence in a
teaching and and learning learning including and abstract culturally appropriate
learning. including probing probing questions perspectives. manner.
questions and and feedback.
feedback.
1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. Teacher’s use of 1. The teacher is
Mother Tongue, Mother Tongue, Mother Tongue, Mother Tongue, Mother Tongue, Mother Tongue, Mother Tongue, Mother Tongue, articulate in the
and/or Filipino, and/or Filipino, and/or Filipino, and/or Filipino, and/or Filipino, and/or Filipino, and/or Filipino, and/or Filipino, use of Mother
and/or English and/or English and/or English and/or English is and/or English is and/or English and/or English and/or English is Tongue, and/or
is primarily is with frequent is characterized primarily framed mostly sufficient, is marked by a demonstrates a consistent, fluent, Filipino, and/or
limited to short pauses and self- by occasional using connected accurate, clear, substantial flow well-developed and accurate. English. He/she
and sometimes corrections as pauses and self- ideas. and precise of ideas. His/ ability in using He/she explores produces highly
incomplete he/she searches corrections as in conveying her vocabulary communication alternative sophisticated,
sentences and for appropriate he/she searches 2. Teacher’s ideas to is fairly extensive strategies, such communication refined, and
may be hesitant linguistic forms for adequate use of Mother learners without and appropriate as code switching strategies to meet organized
or inaccurate. and vocabulary. vocabulary and Tongue, and/or misrepresentation to the level of and translation. individual and extended
appropriate Filipino, and/or or confusion. learners. group language communication
language forms English manifests 2. The teacher needs. strategies that
in delivering the minimal linguistic 2. Teacher’s use of 2. Teacher’s use of uses precise foster life-long
lesson. challenges. Mother Tongue, Mother Tongue, vocabulary and learning.
and/or Filipino, and/or Filipino, intonation to
2. The teacher and/or English and/or English express meaning
rarely has is generally is concrete, and often shows
difficulty linking understood by accurate, clear great fluency and
ideas and using the learners. and precise, ease in delivering
communication conveying his/ the lesson.
strategies, such her ideas without
as code switching misinterpretations
and translation. or confusion.

CLARIFICATIONS
MOTHER TONGUE
the native language or the first language the learner learns as a child (PPST, 2017)
ADVANCED LOW SUBLEVEL PROFICIENCY
PROFICIENCY
able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
the use of language (medium of instruction) to communicate effectively in speech and in writing,
Filipino/English) in a variety of communicative tasks in learning situations
including code switching and translation
ADVANCED MID SUBLEVEL PROFICIENCY
Proficiency for SPED teachers handling learners with hearing impairment:
use of Total Communication (TC), that is incorporating various modes of communication such as
Filipino/English) with ease and confidence in a large number of communicative tasks
speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language
(ASL), Filipino Sign Language (FSL), Signed Exact English (SEE))
ADVANCED HIGH SUBLEVEL PROFICIENCY
NOVICE PROFICIENCY
Filipino/English) with linguistic ease, confidence, and competence in complex communicative tasks
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
but unable to sustain performance at proficient level
SUPERIOR PROFICIENCY
able to communicate in any of the mediums of instruction (Mother Tongue/Filipino/English) with
INTERMEDIATE LOW SUBLEVEL PROFICIENCY
accuracy and fluency in order to engage learners fully and effectively in a variety of learning
situations from both concrete and abstract perspectives
but in a limited number of simple communicative tasks in learning situations
DISTINGUISHED PROFICIENCY
INTERMEDIATE MID SUBLEVEL PROFICIENCY
able to use any of the mediums of instruction (Mother Tongue/Filipino/English) skillfully, and with
accuracy, efficiency, effectiveness, and cultural appropriateness
in a variety of simple communicative tasks in learning situations
(Adapted from ACTFL Proficiency Guidelines, 2012)
INTERMEDIATE HIGH SUBLEVEL PROFICIENCY
with ease and confidence when dealing with routine tasks and learning situations

Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
INDICATOR 6
engagement and achievement
1 2 3 4 5 6 7 8 9
The teacher lacks The teacher The teacher uses The teacher uses The teacher uses The teacher uses The teacher The teacher adapts The teacher employs
verbal and non-verbal uses limited and limited verbal and non- sufficient verbal a variety of verbal a variety of verbal uses of verbal and modifies verbal highly strategic
communication disconnected verbal communication and non-verbal and non-verbal and non-verbal and non-verbal and non-verbal and consistently
strategies and does verbal and strategies, which are communication communication communication communication communication effective verbal
not support learners’ non-verbal loosely associated and strategies, which are strategies, which are strategies, which strategies to create a strategies to address and non-verbal
understanding, communication support only some of somewhat aligned generally aligned are well aligned learning environment learners’ individual communication
participation, strategies to the learners. with each other and with each other and with each other and that provides and group learning strategies that
engagement, and support learners’ support the majority support most of the support all of the opportunities needs leading to create diverse
achievement. understanding, of learners. learners. learners. for inquiry and motivation and opportunities for
participation, involvement of growing support. inquiry, involvement,
engagement, and learners individually and motivation of
achievement. and in groups. learners within the
classroom.
1. The teacher 1. The teacher 1. The teacher rarely 1. The teacher 1. Teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher
is not able to does not speak uses non-verbal speaks clearly clear verbal clearly and establishes adapts maintains an
communicate clearly or at communication and at an communication concisely classroom communication environment
written and an appropriate strategies, appropriate pace, employing wide communicates practices which style and that encourages
oral content, pace and such as hand but occasionally vocabulary along written and promote open proactively learners to
expectations, dominates the gestures, facial monopolizes the with appropriate oral content, communication modifies develop effective
explanations, discussion when expressions, discussions. non-verbal expectations, between the communication communication
directions, and facilitating learner etc., to reinforce communication to explanations, teacher and strategies in skills which can
procedures interaction. appropriate ensure learning directions, and learners, and response to be applied in
in a clear and learner expectations are procedures using among the students’ learning social contexts
organized 2. There is limited understanding. comprehensible appropriate verbal learners and their needs. and real-life
manner. communication to most learners. and non-verbal peers. situations.
between the communication
2. There is no open teacher and methods.
communication learners, but
between the not among the 2. The teacher
teacher and learners and their speaks clearly
learners nor peers. and at an
between the appropriate pace
learners and their and successfully
peers. facilitates learner
discussion.

CLARIFICATIONS
VERBAL COMMUNICATION STRATEGIES

use of spoken words and written information that includes short phrases, instructions, etc.
LIMITED
insufficient strategies employed when more are required by the learning situation
NON-VERBAL COMMUNICATION STRATEGIES
use of non-spoken messages that include facial expressions, gestures, Picture Exchange
SUFFICIENT
Communication System (PECS), etc.
minimum strategies employed as required by the learning situation
DISCONNECTED
VARIETY
no association with other strategies
a range of different strategies employed as required by the learning situation
LOOSELY ASSOCIATED
SOME
association substantially mismatched with other strategies
less than half
SOMEWHAT ALIGNED
MAJORITY
minimal degree of association with other strategies
more than half
GENERALLY ALIGNED
MOST
usually matched with other strategies
almost all, approaching 100%
WELL ALIGNED
perfectly matched with other strategies


COT INDICATOR
Indicator 7
DOMAIN
Learning Environment
CLASSROOM OBSERVABLE STRAND
Strand 2.1
Learner safety and security
2
Fair learning environment

Management of classroom structure and activities

Support for learner participation

Promotion of purposive learning

Management of learner behavior

Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
INDICATOR 7
guidelines and procedures
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher rarely The teacher The teacher The teacher The teacher The teacher adapts The teacher creates
not implement any attempts to implements safety occasionally frequently generally implements consistently and modifies safety and maintains a
safety policies, implement safety policies, guidelines, implements safety implements safety safety policies, implements safety policies, guidelines, learning environment
guidelines, and policies, guidelines, and procedures policies, guidelines, policies, guidelines, guidelines, and policies, guidelines, and procedures where learners
procedures and procedures but to establish a safe and procedures and procedures procedures to and procedures to taking into account strictly follow and
to establish fails to establish and secure learning to establish a safe to establish a safe establish a safe regularly maintain the individual and advocate safety
a safe and a safe and environment and and secure learning and secure learning and secure learning a safe and secure group of learners’ policies, guidelines,
secure learning secure learning only some learners environment and environment and environment and all learning environment needs which result in and procedures
environment. environment. follow such rules. majority of the most of the learners learners follow such to enhance individual enhanced learning. within the classroom.
learners follow such follow such rules. rules. and group learning.
rules.
1. The teacher is 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
oblivious to or makes the implements safety implements implements safety implements ensures that identifies key consciously
disregards the learners aware of guidelines and safety guidelines guidelines and safety guidelines learners can safety guidelines designs a learning
risks associated safety guidelines practices to very and practices to practices to most and practices in articulate and and practices that environment
with the activities and practices but few selected several learning of the learning almost all of the adhere to the are relevant to the where learners
that the learners does not clarify tasks. tasks. tasks. learning tasks. safety guidelines learning needs consistently relate
undertake. such rules for the and practices in and environment. classroom safety
learners. all the learning guidelines and
tasks. practices to real-
life situations.

CLARIFICATIONS
RARELY
seldom occurs
OCCASIONALLY
irregularly occurs
SAFE LEARNING ENVIRONMENT
every aspect of creating a positive experience for students whihc includes FREQUENTLY
the physical space and the relationships between students, teachers, and the learning community often occurs
as a whole (UNHCR, 2007)
GENERALLY
SECURE LEARNING ENVIRONMENT normally occurs
school spaces and activities that free learners from physical harm or risks to promote their well-
being and support their learning (NCSSLE, 2019) CONSISTENTLY
constantly occurs
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and SOME
equipment; general cleanliness; precautions in handling, storage, and disposal of hazardous less than half
chemicals in laboratories; proper use of tools; etc.
MAJORITY
more than half
MOST

INDICATOR 8 Maintain learning environments that promote fairness, respect and care to encourage learning
1 2 3 4 5 6 7 8 9
The teacher- The teacher-learner The teacher- The teacher-learner The teacher- The teacher- The teacher The teacher and The teacher-learner
learner interactions interactions rarely learner interactions interactions are learner interactions learner interactions promotes a learners create a interactions model a
are negative or support fairness, occasionally support generally fair, are consistently are consistently supportive and democratic learning high level of civility
disrespectful. respect, and care, fairness, respect, respectful, and fair, respectful, fair, respectful, nurturing learning environment at all times that can
which results and care, which caring, and the and caring, and and caring, and environment of harmonious be applied within the
in poor overall results in some majority of learners most learners feel all learners feel where all learners relationships classroom context.
classroom climate. learners feeling feel accepted and accepted and accepted and feel accepted, and sensitivity to
accepted and encouraged to learn. encouraged to learn. encouraged to learn. encouraged to learn, social and cultural
encouraged to learn. and free to take differences.
learning risks.
1. The teacher does 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher and
not promote inconsistently encourages promotes maintains polite establishes enhances polite consciously learners achieve
positive social makes attempts social positive generally positive and respectful positive social and respectful designs learning a consistent
interactions to promote interactions with interactions with interactions with interactions with interactions environment, and high level
among learners. positive social learners and learners and learners and learners and with learners where learners of positive
interactions among learners among learners among learners. among learners. and among are respectful interactions within
2. The interactions among learners. but occasional but some conflict Disagreements, learners, and and sensitive to the classroom.
between teacher inconsistencies and/or occasional if present, exhibits sensitivity social and cultural
and learners, and like favoritism, insensitivity are are handled to learners’ differences.
among learners, or disregard displayed. respectfully. differences.
are inappropriate for learners’
or insensitive. differences are
evident.

CLARIFICATIONS
FAIRNESS
impartial and just treatment or behavior
RESPECT RARELY
due regard for the feelings, rights, and culture of others learner-teacher interactions are minimally acceptable
CARE OCCASIONALLY
attention or consideration to others learner-teacher interactions are moderately acceptable
SOME GENERALLY
less than half learner-teacher interactions are mostly acceptable
MAJORITY CONSISTENTLY
more than half learner-teacher interactions are highly acceptable
MOST

Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-
INDICATOR 9
on activities within a range of physical learning environments
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher and
does not manage manages classroom manages classroom manages classroom manages manages classroom organizes and adapts and adjusts learners maintain a
classroom structure but fails structure and structure and classroom structure structure and maintains classroom classroom structure classroom structure
structure. to engage learners engages some engages the and engages engages all learners structure and according to that promotes a
in various learning learners in discovery majority of learners most learners in meaningful engages learners, learners’ needs and learning-focused
activities. or hands-on in discovery in meaningful exploration, individually encourages learners environment
learning activities and hands-on exploration, discovery, or in groups, to explore other and encourages
within a range of learning activities discovery, and hands-on in meaningful learning activities constructive
physical learning within a range of and hands-on learning activities exploration, that support the classroom
environments. physical learning learning activities within a range of discovery, and achievement of interactions
environments. within a range of physical learning hands-on activities learning goals. geared towards
physical learning environments. within a range of advancement of
environments. physical learning learning.
environments.
1. The teacher 1. The teacher does 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
fails to structure not structure the involves some structures a structures the keeps the learning sustains proactive effectively and learners
the classroom classroom to learners in simple classroom classroom environment free classroom modifies work together in
to address the facilitate learning productive layout and layout and from congestion structure classroom creating a logical
learners’ needs. and movement of work using the uses available uses available and facilitates management structure and and seamless
learners. resources within resources that resources that activities that practices to resources to classroom
the allotted time are somewhat are generally are appropriate support flexible suit the learning structure
2. The teacher and physical suitable for suitable for within the movement of needs of the characterized by
arranges the space. different learning different learning physical learning learners in all learners. fluent interchange
classroom poorly activities to activities which environment for learning activities of actions of
for the learning involve the involve most of all learners to by providing 2. The teacher learners through
activities. majority of the learners. work productively optimal space and facilitates challenging
learners in within the allotted time appropriate well-planned and stimulating
productive work. time. to their needs. learning activities learning activities.
appropriate to
individual and
group needs
within the
available physical
space and with
the available
resources.

CLARIFICATIONS
MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and
how they relate to other concepts SOME
PHYSICAL LEARNING ENVIRONMENT
less than half
area/space where learning takes place
DISCOVERY LEARNING ACTIVITIES
activities that require learners to draw on their experiences and MAJORITY
CLASSROOM STRUCTURE
existing knowledge to discover facts, relationships, and new more than half
physical set-up of the learning environment, which generally
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment
MOST
in the classroom designed to maximize learning
HANDS-ON LEARNING ACTIVITIES almost all, approaching 100%
activities that require physical participation of learners to
construct, consolidate, or explain concepts

Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in
INDICATOR 10
continued learning
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher provides The teacher provides The teacher provides The teacher provides The teacher The teacher adapts The teacher creates
does not provide provides limited learning sufficient learning sufficient learning a variety of learning consistently provides and modifies learning and maintains a
any learning limited learning opportunities, opportunities, which opportunities, which opportunities, varied learning opportunities to learning environment
opportunities opportunities which are loosely are somewhat are usually aligned which are well opportunities, which create a supportive that links classroom
for learners and fails to associated with aligned with the with the learning aligned with the are well aligned learning environment learning contexts to
to participate, engage learners the learning goals, learning goals, and goals, and engages learning goals, and with the learners’ for learners to real-life situations
cooperate, and to participate, and engages only engages majority most learners engages all learners individual and group recognize each and enables learners
collaborate in cooperate, and some learners of the learners to participate, to participate, learning needs, and other’s learning to independently
continued learning. collaborate in to participate, to participate, to cooperate, and cooperate, and engages learners strengths, and value support each other’s
continued learning. cooperate, and cooperate, and collaborate in collaborate in to participate, the contribution of learning.
collaborate in to collaborate in continued learning. continued learning. cooperate, and others.
continued learning. continued learning. collaborate in
continued learning.
provides no puts learners in puts learners conducts engages learners clearly provides constructs adjusts learning promotes
activity designed small groups, in small groups collaborative in a structured the class with carefully- activities inclusivity in
for collaborative but activity is to complete a work which is task that features structured structured groups for learners the learning
learning. unstructured. certain task. structured. some elements tasks involving in which learners to actively environment
However, group of cooperative most elements are engaged participate in where learners
2. Learners are constitution and 2. The majority learning: positive of cooperative in learning groups with are fully vested
passively involved tasks are poorly of learners are interdependence, learning. experiences that diverse peers. in the learning
in group learning structured. engaged in the individual clearly reflect process.
activities. tasks. accountability, all elements 2. The teacher
2. Only some and face-to-face of cooperative involves the 2. The teacher leads
learners are interaction. learning. learners in the learners to think
actively engaged formation or critically, solve
in group learning 2. The teacher adjustment problems, and
activities. provides complex of learning find solutions
tasks in which all activities, taking to self-directed
learners share into account challenges with
the authority of their possible connections to
setting goals, contribution real-life contexts.
assessing to the learning
learning, and outcomes.
facilitating
learning.

CLARIFICATIONS
LIMITED
insufficient strategies employed when more are required by the
PRINCIPLES OF COLLABORATIVE LEARNING
learning situation
• heterogeneous grouping
• mixed abilities LOOSELY ASSOCIATED
SUFFICIENT
• mixed gender association substantially mismatched with the other learning goals
minimum strategies employed as required by the learning
• interdependence
situation
SOMEWHAT ALIGNED
STRUCTURED TASKS minimal degree of association with the other learning goals
VARIETY
specific tasks given to learners in group activities
a range of different strategies employed as required by the
USUALLY ALIGNED
learning situation
For SPED classrooms: A healthy balance of structured and generally matched with the other learning goals
unstructured processes is important to maintain an organized
SOME
classroom and limit distractions. WELL ALIGNED
less than half
perfectly matched with the other learning goals
SUPPORTIVE LEARNING ENVIRONMENT
MAJORITY
child-friendly and conducive to learning
more than half
MOST

Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by
INDICATOR 11
assuming responsibility for their own learning
1 2 3 4 5 6 7 8 9
The teacher The teacher applies The teacher applies The teacher applies The teacher applies The teacher The teacher The teacher adapts The teacher creates
does not apply limited strategies limited strategies, sufficient strategies, sufficient strategies, applies a variety of consistently applies and modifies and maintains a
any strategy and fails to which are loosely which are somewhat which are usually strategies, which strategies, which strategies to learning environment
to motivate motivate learners to associated with the aligned with the aligned with the are well aligned with are well aligned maintain a learning where learners
learners to work work productively learning goals, and learning goals, learning goals, and the learning goals, with the learners’ environment for exhibit passion
productively and and be responsible motivates only some and motivates the motivates most and motivates all individual and group learners to monitor for learning and
be responsible for for their own of the learners to majority of the learners to work learners to work learning needs, and and evaluate their highlight applications
their own learning. learning. work productively learners to work productively and be productively and be motivates them to learning towards of their knowledge
and be responsible productively and be responsible for their responsible for their work productively achieving individual and skills.
for their own responsible for their own learning. own learning. and be responsible and shared learning
learning. own learning. for their own goals.
learning.
1. The teacher 1. The teacher uses 1. The teacher 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher is 1. The teacher 1. The teacher
displays no poorly thought- displays little strategies that are displays applies extensive able to create consistently consistently
knowledge on out strategies that knowledge on likely to motivate comprehensive knowledge a learning promotes a maintains an
how to motivate leave learners how to motivate and engage knowledge to to engage all environment sense of pride in environment
learners. uninvolved and/or learners and majority of the engage almost all learners. that sustains learners’ work or where learners
passive. engages only learners during learners. learners’ active accomplishment. express their
some of the the lesson. 2. The teacher engagement and ideas, take
2. The teacher learners during 2. The teacher succeeds in self-motivation. 2. The teacher leads initiative, and
attempts to the lesson. 2. The teacher succeeds in motivating all the learners to have high
motivate learners engages the motivating almost learners to monitor their expectations for
to complete a 2. The teacher learners to exhibit all learners to expend effort to own progress their learning and
task. motivates the commitment to understand complete high- as they strive to achievement.
learners to accept complete the their role and quality work. meet challenging
the learning work on their own to consistently learning goals.
tasks but fails to but a few do not expend effort to
engage them to work productively. learn.
work productively.

CLARIFICATIONS
SOME
less than half
LEARNING ENVIRONMENT
diverse physical locations, contexts, cultures in which students learn MAJORITY
(The Glossary of Education Reform, 2013) more than half
In the context of IPEd classroom, the ancestral domain is the primary learning environment MOST
and space for indigenous learners. It includes not only the physical environment but the total almost all, approaching 100%
environment including the spiritual and cultural bonds to the areas (DO 32, s. 2015).
LOOSELY ASSOCIATED
LIMITED association substantially mismatched with the other learning goals
insufficient strategies employed when more are required by the learning situation
SOMEWHAT ALIGNED
SUFFICIENT minimal degree of association with the other learning goals
minimum strategies employed as required by the learning situation
USUALLY ALIGNED
VARIETY generally matched with the other learning goals
WELL ALIGNED
perfectly matched with the other learning goals

Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused
INDICATOR 12
environments
1 2 3 4 5 6 7 8 9
There appears to The teacher The teacher The teacher The teacher The teacher The teacher The teacher enables The teacher
be no established attempts to manage rarely manages occasionally frequently manages consistently constructively learners to take supports learners
rule on learner misbehavior without misbehavior against manages misbehavior against manages manages learners’ control of their own to monitor that their
behavior. setting any rules on established rules of misbehavior against established rules of misbehavior against behavior by behavior against behavior and that of
learners’ conduct. conduct. established rules conduct and most established rules applying positive rules of conduct others is sensitive
or of conduct and the learners follow such of conduct and all and non-violent and learners and respectful to
majority of learners rules. learners follow such discipline to ensure demonstrate that individual learners’
The teacher follow such rules. rules. learning-focused they are aware of needs and dignity.
does not manage environment. the impact of their
learners’ behavior.
misbehavior.
1. The teacher 1. The teacher tries 1. The teacher 1. The teacher’s 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
ignores noises to keep track of seems to have set standards of often implements responds encourages the enforces clear encourages
produced by the learner behavior, rules of conduct, conduct are an appropriate appropriately to learners to take standards of learners to
learners which but with no but they are inconsistently classroom learners’ behavior responsibility of conduct to all independently
interfere with the apparent system not clear to all enforced management without any loss their behavior. learners who use proactive
lesson. and with much students. resulting in some system which is of instructional respectfully strategies and
instructional time interference in responsive to the time. 2. The teacher intervene with take responsibility
lost. 2. The teacher student learning classroom and implements a classmates at for their behavior
communicates and some loss of individual needs 2. The teacher well-established appropriate in different social
a prescribed instructional time. of learners. evidently procedure for moments contexts.
process to establishes learners to to ensure
address learner 2. The teacher sets 2. The teacher’s standards of monitor their compliance with
misconduct but clear standards standards of conduct that own classroom standards of
is not clear and of conduct but behavior are are clear to all behavior. conduct.
requires repeated learners need consistently learners and with
prompting, which to be prompted reinforced and impact on student 3. The teacher
delays or disrupts repeatedly. are clear to most learning. closely monitors
the quality of learners. The the learners so
student learning. 3. The teacher learners require that misbehavior
establishes little prompting, is detected early
3. The teacher’s appropriate resulting in little or before it involves
responses expectations no disruption to more learners
to learner for behavior but their learning. or becomes a
misbehavior are some of these serious disruption.
inconsistent: are unclear or do 3. The teacher
sometimes harsh, not address the moves to a
sometimes needs of most misbehaving
lenient. learners. learner and
gives a verbal
or non-verbal
signal to stop the
misbehavior.

CLARIFICATIONS
Positive and Non-Violent Discipline of Children is "a way of thinking and a holistic, constructive, SOME
and pro-active approach to teaching that helps children develop appropriate thinking and behavior less than half
in the short and long-term and fosters self-discipline (DO 40, s. 2012, Enclosure p.9)."
MAJORITY
POSITIVE DISCIPLINE more than half
non-violent, respectful, and diplomatic means of managing learner behavior without the use of
punishment (PPST, 2017) MOST
NON-VIOLENT DISCIPLINE
a form of discipline that avoids the use of punishment such as spanking, verbal abuse, and RARELY
humiliation (PPST, 2017) seldom occurs
ESTABLISHED RULE OCCASIONALLY

an existing set rules of conduct imposed in the learning environment irregularly occurs
CONSTRUCTIVE FREQUENTLY
positive and helpful often occurs
BEHAVIOR CONSISTENTLY
positive or negative action/manner constantly occurs


COT INDICATOR
Indicator 13
DOMAIN
Diversity of Learners
Strand 3.1
Learners’ gender, needs, strengths, interests and experiences
3
Learners’ linguistic, cultural, socio-economic and religious
backgrounds

Learners with disabilities, giftedness and talents

Learners in difficult circumstances

Learners from indigenous groups

Use differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths,
INDICATOR 13
interests and experiences
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher provides The teacher provides The teacher provides The teacher provides The teacher provides The teacher adjusts The teacher fosters a
does not provides learning a limited range differentiated or differentiated and differentiated and differentiated and learning experiences learning culture that
provide learning experiences but of differentiated developmentally developmentally developmentally developmentally to meet individual enables learners to
experiences fails to address the learning experiences appropriate learning appropriate learning appropriate learning appropriate learning and group learning take part in creating
that address the learning needs of to address the experiences to experiences to experiences to experiences to needs of learners. learning experiences
learning needs of learners. learning needs of address the learning address the learning address the learning address the diverse to support their
the learners. some learners. needs of learners. needs of learners. needs of different individual learning diverse learning
groups of learners. needs of learners. needs.
1. The teacher 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher plans
does not use strategies that are relies on a single addresses the addresses the supports the provides modifies for learners to
any strategy to not appropriate strategy or some developmental developmental learners’ needs appropriate instruction suggest ways in
meet the diverse to accommodate strategies to levels of learners levels of learners through a variety instructional and matches which instruction
learning needs of either the accommodate by providing in the classroom of strategies, adaptation strategies to meet or lessons might
learners. learners’ learners’ learning and makes use materials, and/ for diverse diverse learning be modified to
differences or differences and experiences of the different or pacing that learners to allow needs and to demonstrate and
developmental developmental that enable ways they learn make learning them to have make learning advance their
levels. needs but fails most learners to by providing accessible and opportunities to accessible and own learning.
to meet intended progress toward differentiated challenging for actively engage challenging for
outcomes for meeting intended learning different groups of in various and all learners in the
most learners. outcomes. experiences learners. effective learning classroom.
that enable activities.
2. The teacher most learners to 2. The teacher uses 2. The teacher
makes use of progress toward differentiated effectively uses
differentiated meeting intended strategies that independent,
learning outcomes. motivate and collaborative,
experiences to engage groups and whole-class
enable most of learners, instruction to
learners to allowing them to support individual
progress toward achieve learning learning goals
meeting intended outcomes. and provides
outcomes. varied options
for how learners
will demonstrate
mastery.

CLARIFICATIONS
LEARNERS’ GENDER
social attributes and opportunities associated with being male and female and the relationships
between women and men and girls and boys, as well as the relationships between women and
DIFFERENTIATED LEARNING EXPERIENCES
those between men
teaching and learning activities that are suited to the various learning needs, abilities, and skills of
diverse learners
LEARNERS’ NEEDS
gaps between a learner’s present knowledge or competence and the curriculum standards
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES
identified as necessary for the grade level
teaching and learning activities that are suited to the developmental level of learners
LEARNERS’ STRENGTHS
LEARNING NEEDS
pre-existing knowledge or competence that helps a learner meet required standards
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving)
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings
LEARNERS’ INTERESTS
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully
learners’ personal preferences, likes or dislikes, which must be considered in the teaching-learning
in development, to improve the quality of their lives, to make informed decisions, and to continue
process
learning (UNESCO, 1992)
LEARNERS’ EXPERIENCES
skill or knowledge that a learner gets from doing something

Establish a learner-centered culture by using teaching strategies that respond to learners' linguistic, cultural, socio-
INDICATOR 14
economic and religious backgrounds
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher The teacher employs The teacher The teacher The teacher The teacher adapts
does not employ employs limited strategies which employs strategies strategies which employs a variety employs extensive applies consistently and modifies
strategies to strategies but are somewhat which are partially are appropriate to of strategies which repertoire of effective strategies teaching and
address learners’ fails to address appropriate to appropriate to address learners’ are appropriate to strategies to create for learners’ learning experiences
linguistic, and/or learners’ linguistic, address learners’ address learners’ linguistic, and/or address learners’ a learner-centered linguistic, and/or taking into account
cultural, and/or and/or cultural, linguistic, and/or linguistic, and/or cultural, and/or linguistic, and/or environment cultural, and/or the individual and
socio-economic, and/or socio- cultural, and/or cultural, and/or socio-economic, cultural, and/or that addresses socio-economic, group of learners’
and/or religious economic, and/ socio-economic, socio-economic, and/or religious socio-economic, individual and and/or religious linguistic, and/or
backgrounds. or religious and/or religious and/or religious backgrounds. and/or religious group of learners’ backgrounds that cultural, and/or
backgrounds. backgrounds. backgrounds. backgrounds. linguistic, and/or encourage learners socio-economic,
cultural, and/or to be successful and/or religious
socio-economic, citizens within the backgrounds to
and/or religious changing local and promote learners’
backgrounds. global environments. success.
1. The teacher does 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not demonstrate lacks familiarity demonstrates displays familiarity demonstrates an delivers demonstrates provides provides
an accurate with learners’ a limited of learners’ understanding of appropriate a wider opportunities instructional
understanding of backgrounds understanding of background but the purpose and instructional understanding of for learners to adaptation for
the educability of and has made no the educability of sometimes lacks value of learning adaptation the educability of suggest ways in individual and
individual learners. attempts to modify individual learners. responsiveness in about learners’ for individual individual learners. which instruction group learners’
instructions. addressing them. background learner needs. or lessons might background
2. The teacher 2. The teacher gives to inform The adaptation 2. The teacher's be modified to maintain an
provides no 2. Teacher’s opportunities to instructions. of instruction instructional according to environment
instructional instructional only few learners is realistic and strategies respond their diverse for learners’
adaptation for strategies do to actively engage effective. to individual and backgrounds to engagement.
individual learner not respond in the learning group of learners’ advance their
needs. to learners’ activities. 2. The teacher background, learning and 2. The teacher
background. provides diverse thus creating enhance their self- enhances
learners with an environment confidence. learners’ ability to
opportunities to where learners adapt activities
actively engage in feel equally 2. The teacher according to
various learning involved. sustains an their diverse
activities. engaging backgrounds to
relationship with enhance their
others to make understanding.
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
LEARNER-CENTERED CULTURE
a set of attitudes, conventions, and practices that place learners at the center of the learning EDUCABILITY
process by using varied teaching modalities responsive to learners’ diverse backgrounds and observed variations in the learners’ capacity to perform tasks
relevant to meaningful learning experience
VARIETY
LINGUISTIC BACKGROUND a range of different strategies employed as required by the learning situation
learners' understanding of the principles of language and their application to the language being
taught EXTENSIVE REPERTOIRE
wide and comprehensive range of strategies
CULTURAL BACKGROUND
ethnic and racial factors and values that shape the learners' upbringing at the family or societal level SOMEWHAT APPROPRIATE
minimal degree of appropriateness
SOCIO-ECONOMIC BACKGROUND
factors that affect the social standing or class of the learners as determined by their education and PARTIALLY APPROPRIATE
family's income and occupation moderate degree of appropriateness
RELIGIOUS BACKGROUND
learners' belief system and/or spirituality that is reflected in a worldview and in expected actions

INDICATOR 15 Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher employs The teacher The teacher The teacher applies The teacher adapts
does not employ employs strategies strategies which strategies which are strategies which employs a variety employs extensive consistently effective and modifies
strategies to but fails to address are somewhat partially appropriate are appropriate of strategies which repertoire of strategies for teaching and
address the the learning needs appropriate in in addressing the in addressing the are appropriate strategies to create learners with special learning experiences
learning needs of learners with addressing the learning needs of learning needs of in addressing the a learner-centered educational needs taking into account
of learners with special educational learning needs of learners with special learners with special learning needs of environment that to encourage them the learning needs
special educational needs. learners with special educational needs. educational needs. learners with special addresses the to be successful of the individual
needs. educational needs. educational needs. learning needs of citizens within the and group of
the individual and changing local and learners with special
group of learners global environments. educational needs
with special to promote learners’
educational needs. success.
not demonstrate lacks familiarity demonstrates displays familiarity demonstrates an provides demonstrates provides provides
an accurate with learners’ a limited of learners’ understanding of thoughtful and an expanded opportunities instructional
understanding of backgrounds understanding of background but the purpose and appropriate understanding of for learners to adaptation for
the educability and has made the educability occasionally lacks value of learning instructional the educability suggest ways in individual and
of individual no attempts of individual responsiveness in about learners’ adaptation of individual which instruction group learners’
learners. to modify learners. addressing them. background for individual learners. or lessons might background
instructions. to inform learner needs. be modified to maintain an
2. The teacher 2. The teacher gives instructions. The adaptation 2. The teacher’s according to environment
provides no 2. Teacher’s opportunities to of instruction instructional their diverse for learners’
instructional instructional only few learners is realistic and strategies backgrounds to engagement.
adaptation for strategies do to actively engage effective. respond to advance their
individual learner not respond in the learning individual and learning and 2. The teacher
needs. to learners’ activities. 2. The teacher group of learners’ enhance their enhances
background. provides diverse background, self-confidence. learners’ ability to
learners with thus creating adapt activities
opportunities to an environment 2. The teacher according to
actively engage in where learners sustains an their diverse
various learning feel equally engaging backgrounds to
activities. involved. relationship with enhance their
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory learning disability, or other conditions
impairment and cultural differences; these persons may be:
• gifted/talented EDUCABILITY
• fast learner observed variations in the learners’ capacity to perform tasks
• mentally retarded
• visually impaired VARIETY
• hearing impaired a range of different strategies employed as required by the learning situation
• with behavior problems
• orthopedically handicapped EXTENSIVE REPERTOIRE
• with special health problems wide and comprehensive range of strategies
• learning disabled
• speech impaired SOMEWHAT APPROPRIATE
• multiple handicapped (DO 117, s. 1987) minimal degree of appropriateness
PARTIALLY APPROPRIATE
moderate degree of appropriateness

Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult
INDICATOR 16 circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labor practices
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher employs The teacher The teacher The teacher applies The teacher adapts
does not employ employs strategies strategies which strategies which are strategies which employs a variety employs extensive consistently effective and modifies
strategies to but fails to address are somewhat partially appropriate are appropriate of strategies which repertoire of strategies for teaching and
address the the special appropriate in in addressing in addressing the are appropriate strategies to create learners in difficult learning experiences
special educational educational addressing the the special special educational in addressing a learner-centered circumstances to taking into account
needs of learners needs of learners special educational educational needs needs of learners the special environment that encourage them the special
in difficult in difficult needs of learners of learners in difficult in difficult educational needs addresses the to be successful educational needs
circumstances. circumstances. in difficult circumstances. circumstances. of learners in difficult special educational citizens within the of the individual
circumstances. circumstances. needs of the changing local and and group of
individual and group global environments. learners in difficult
of learners in difficult circumstances to
circumstances. promote learners’
success.
not demonstrate lacks familiarity demonstrates displays familiarity demonstrates an provides demonstrates provides provides
an accurate with learners’ a limited of learners’ understanding of thoughtful and a wider opportunities instructional
understanding of backgrounds understanding of background but the purpose and appropriate understanding of for learners to adaptation for
the educability and has made the educability sometimes lacks value of learning instructional the educability suggest ways in individual and
of individual no attempts of individual responsiveness in about learners’ adaptation of individual which instruction group learners’
learners. to modify learners. addressing them. background for individual learners. or lessons might background
instructions. to inform learner needs. be modified to maintain an
2. The teacher 2. The teacher gives instructions. The adaptation 2. Teacher’s according to environment
provides no 2. Teacher’s opportunities to of instruction instructional their diverse for learners’
instructional instructional only few learners is realistic and strategies backgrounds to engagement.
adaptation for strategies do to actively engage effective. respond to advance their
individual learner not respond in the learning individual and learning and 2. The teacher
needs. to learners’ activities. 2. The teacher group of learners’ enhance their enhances
background. provides diverse background, self-confidence. learners’ ability to
learners with thus creating adapt activities
opportunities to an environment 2. The teacher according to
actively engage in where learners sustains an their diverse
various learning feel equally engaging backgrounds to
activities. involved. relationship with enhance their
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

VARIETY
a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
learning disability, or other conditions
EXTENSIVE REPERTOIRE
LEARNERS IN DIFFICULT CIRCUMSTANCES
wide and comprehensive range of strategies
persons who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse, diseases,
exclusion, harassment, problems with the law, imprisonment, destructive drugs, domestic slavery,
SOMEWHAT APPROPRIATE
violence, among others (UNESCO, 1999)
EDUCABILITY
observed variations in the learners’ capacity to perform tasks

INDICATOR 17 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups
1 2 3 4 5 6 7 8 9
The teacher The teacher The teacher employs The teacher employs The teacher employs The teacher The teacher The teacher The teacher
does not employ employs strategies strategies which strategies which are strategies which are employs a variety of employs extensive applies consistently adapts and
strategies to but fails to address are somewhat partially culturally culturally appropriate strategies which are repertoire of effective strategies modifies teaching
address the the learning needs culturally appropriate appropriate in in addressing the culturally appropriate strategies to create for learners from and learning
learning needs of learners from in addressing the addressing the learning needs in addressing the a learner-centered indigenous groups experiences through
of learners from indigenous groups. learning needs learning needs of learners from learning needs environment that to encourage them contextualization,
indigenous groups. of learners from of learners from indigenous groups. of learners from addresses the to be successful taking into account
indigenous groups. indigenous groups. indigenous groups. learning needs of citizens within the the learning needs
individual and group changing local and of the individual and
of learners from global environments. group of learners
indigenous groups. from indigenous
groups to develop
holistic learners.
1. The teacher does 1. The teacher lacks 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not demonstrate familiarity with demonstrates displays demonstrates an provides a demonstrates provides provides
an accurate learners’ cultural a limited familiarity of understanding of culture-based a wider opportunities contextualized
understanding of backgrounds understanding of learners’ cultural the purpose and instruction to understanding of for learners to instruction for
a culture-based and has made a culture-based background but value of learning meet the needs a culture-based suggest ways in individual and
education. no attempts to education. sometimes lacks in the learners' of learners. The education. which instruction group learners’
contextualize responsiveness in context. adaptation of or lessons might background
2. The teacher instructions. 2. The teacher gives addressing them. instruction is 2. Teacher’s be modified or to maintain an
provides no opportunities to realistic and instructional contextualized environment
instructional 2. Teacher’s only few learners effective. strategies according to their for learners’
adaptation for instructional to actively engage respond to diverse cultural engagement.
learners' needs. strategies do in the learning 2. The teacher individual backgrounds to
not respond to activities. provides diverse and group of advance their 2. The teacher
learners’ cultural learners with learners’ cultural learning and develops
background. opportunities to background, enhance their learners’ ability to
actively engage in thus creating self-confidence. adapt activities
various learning an environment according to their
activities. where learners 2. The teacher diverse cultural
feel equally sustains an backgrounds to
involved. engaging enhance their
relationship with understanding.
others to make
the learners
competent to
achieve the
objectives.

CLARIFICATIONS
CULTURE-BASED EDUCATION
LEARNERS FROM INDIGENOUS GROUPS an education that is grounded in the context of the indigenous communities' life, recognizes their
people who have, under claims of ownership since time immemorial, occupied, possessed, and Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural perspectives
utilized ancestral territories, shared common bonds of language, customs, traditions, and other (DO 32, s. 2015, Enclosure p.4)
unique cultural traits (RA 8371, IPRA)
CONTEXTUALIZATION
TEACHING STRATEGIES the educational process of relating the curriculum to a particular setting, situation or area of
In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's application to make the competencies relevant, meaningful, and useful to all learners;
(ICC) Indigenous Learning System (ILS), which is an ICC's system of educating succeeding distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
generations of youth into the community's cultural system (DO 32, s. 2015).
VARIETY
LEARNING NEEDS a range of different strategies employed as required by the learning situation
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving)
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings EXTENSIVE REPERTOIRE
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully wide and comprehensive range of strategies
in development, to improve the quality of their lives, to make informed decisions, and to continue
learning (UNESCO, 1992) SOMEWHAT APPROPRIATE


COT INDICATOR
DOMAIN
Curriculum and Planning

4
Planning and management of teaching and learning process

Teaching and learning resources including ICT

Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum requirements
INDICATOR 18
and varied teaching contexts
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher The teacher The teacher The teacher The teacher The teacher The teacher
not implement a implements a implements the implements the implements manages well- manages well- demonstrates an shows evidence of
developmentally poorly sequenced lesson but only with lesson but with the lesson with structured structured lesson understanding of designing coherent
sequenced teaching and some elements of inappropriate appropriate elements lesson with a with emphasis on the prerequisite instruction in a
teaching and learning processes a developmentally elements of a of a developmentally developmentally explicit connections relationships among collaborative manner
learning processes to meet curriculum sequenced teaching developmentally sequenced teaching sequenced teaching between previous the important by intentionally
to meet curriculum requirements and and learning sequenced teaching and learning and learning learning and new contents, concepts, demonstrating
requirements and varied teaching processes to and learning processes to processes to concepts and skills. as well as multiple awareness of and
varied teaching contexts. meet curriculum processes to meet curriculum meet curriculum pathways for processes for
contexts. requirements and meet curriculum requirements and requirements and learning depending engaging all learners
varied teaching requirements and varied teaching varied teaching on learners’ needs. in application-based
contexts. varied teaching contexts. contexts. experiences.
contexts.
1. There was no 1. The teacher’s 1. The teacher does 1. The teacher 1. The teacher 1. The teacher’s 1. The teacher’s 1. The teacher's 1. The teacher
structured plan. lesson not demonstrate demonstrates connects sequence progression from structure of the applies
procedures are understanding of inaccurate or outcomes from of activities the warmup to lesson takes into professional
2. Transitions haphazard and the prerequisite incomplete previous and purposefully the main activity account or builds knowledge
between activities ill-planned, which relationships knowledge of future learning, scaffolds learners is thoughtfully prior knowledge in planning
are missing. interferes in when planning, prerequisite and transitions toward achieving planned. The of the topic and and designing
learners’ progress and transitions relationships, between activities the lesson’s review of basic is well paced with well-structured
toward achieving between activities and transitions are smooth. objectives. concepts and a thoughtfully and sequenced
the lesson’s are too abrupt. between activities the activities chosen sequence lessons, which
objectives. are present but 2. The teacher’s 2. The teacher’s that follow are of learning are contextually
2. The teacher’s may disrupt sequence of sequence of effective in taking activities. relevant and
2. There was a sequence of the flow of the learning activities learning activities the application of culturally
major problem learning activities sequence. generally keeps keeps learners this knowledge to 2. The teacher has responsive to
with the demonstrates learners engaged engaged in the the next level of anticipated the learners' needs,
organization some structure 2. The teacher and moving content and has exploration. pedagogical using learners’
or framing of but there are presents minor from one portion a clear sense approaches aptitude .
the lesson that some problems organizational to the next in of purpose that would be
significantly with organization issues and missed a reasonable throughout the most effective
and negatively that negatively opportunities manner. Learners class period but in engaging
impacted student impact learning. during the understand the lacks in-depth the learners
learning. lesson that affect purpose of the processing of the throughout the
learning time. lesson and what activities. entire class
they are to do to period.
accomplish the
purpose.

CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives
by maximizing allotted class time. These include:
• Lesson objectives expectations for learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
POORLY SEQUENCED TEACHING AND LEARNING PROCESS

illogical order of classroom activities
MULTIPLE PATHWAYS FOR LEARNING

different ways of presenting the lesson and activities suited to various learner needs

INDICATOR 19 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals
1 2 3 4 5 6 7 8 9
The teacher The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher utilizes The teacher The teacher The teacher
does not use any learning resources, learning resources, learning resources, learning resources, learning resources, integrates extensive contextualizes and the learners
available teaching including ICT, which including ICT, which including ICT, which including ICT, which including ICT, which and multidisciplinary multidisciplinary collaboratively use
and learning are inappropriate are loosely-aligned are occasionally are generally aligned are consistently learning resources, and interactive multidisciplinary and
resources to and fail to address with the learning aligned with the with the learning aligned with the including ICT, which learning resources, interactive learning
address learning the learning goals. goals. learning goals. goals. learning goals. are appropriate and including ICT, to resources, including
goals. aligned with the deepen the learners’ ICT, and which
learning goals. understanding. learners assess the
impact of the uses of
ICT and implement
ways of minimizing
unproductive uses
of ICT.
1. The teacher does 1. The teacher uses 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
not utilize or poorly thought- utilizes a variety utilizes a variety utilizes a variety utilizes a variety skillfully modifies directs the use
adapt materials out instructional of materials and of instructional of instructional of instructional manages diverse instructional of instructional
and resources resources which resources that do materials and materials and materials and instructional materials making materials to
to support new are not suitable to not support the resources but resources that resources that materials that them fit to achieve new
learning. the instructional learning goals. is not able to are aligned with are aligned with encompass other accommodate learning in
purposes. maximize their the instructional the instructional disciplines which learners’ multiple ways,
purpose to purposes which purposes which consistently differences. including
support the usually support always support support the application of new
learning goals. the learning the learning learning goals. 2. The teacher learning to make
goals. goals. exhibits proficient interdisciplinary
use of localized or and real world
indigenized and connections.
multidisciplinary
instructional
materials to
cognitively
engage learners
and extend new
learning.
3. The teacher
succeeds in
cognitively
engaging the
learners to
demonstrate new
learning.

CLARIFICATIONS
TEACHING AND LEARNING RESOURCES

instructional materials and resources used in the teaching and learning processes, LOOSELY ALIGNED
which include: substantially mismatched with the learning goals
• Curriculum guides, teacher’s manual OCCASIONALLY ALIGNED

• Chalkboard, whiteboard, Manila paper, cartolina, charts, manipulatives, models, sometimes matched with the learning goals
flashcards, meta-cards, graphic organizers
• Printed materials such as books, periodicals, worksheets, activity sheets GENERALLY ALIGNED
• ICT resources such as calculators, computers, audio visual equipment, slide usually matched with the learning goals
presentation, multimedia products, social media, web-based applications,
instructional software, email, distance learning softwares, e-books and other digital CONSISTENTLY ALIGNED
resources always matched with the learning goals
• Tools and equipment (in cookery, dressmaking, beauty and care, agriculture,
carpentry, among others) EXTENSIVE LEARNING RESOURCES
• Assistive devices such as Braille systems, large print books, audio devices, screen wide range of learning resources
readers for computers, hearing aids, electronic speech output devices
• Localized instructional materials MULTIDISCIPLINARY LEARNING RESOURCES
• Indigenized instructional materials (may require Free and Prior Informed Consent, learning resources which can be used in various subject areas
or permission from the indigenous cultural community, before use for instruction
purposes) INTERACTIVE LEARNING RESOURCES
learning resources aided with technology that influence learners to work individually or in groups


COT INDICATOR
DOMAIN
Assessment and Reporting

5
Design, selection, organization and utilization of assessment
strategies

Feedback to improve learning

Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum
INDICATOR 20
requirements
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher provides The teacher The teacher The teacher The teacher The teacher The teacher
not provide any attempts to a limited range provides a range provides a range provides assessment integrates fully integrates and learners
form of assessment incorporate of assessment of assessment of assessment strategies consistent assessment assessment collaboratively
during the lesson. assessment in the strategies but fails to strategies but only strategies that with the curriculum strategies that strategies taking into set and attain the
lesson without set address the learning some are aligned address most of the requirements. engage learners account different learning goals
criteria. goals. with the learning learning goals. in self- and peer- learners’ cognitive using assessment
goals. assessment. levels as well as their strategies consistent
particular learning with the curriculum
needs. requirements.
1. There is no 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
assessment or does not provide uses assessment uses a variety uses a repertoire predominantly uses assessment successfully involves learners
monitoring of a set of criteria procedures of assessment of assessment uses assessment strategies which uses multiple in developing
students’ learning. to assess the focused on task strategies, but strategies which strategies which engage learners learner data self-assessment
learners’ work. completion and/or some do not are aligned with are embedded in assessment and feedback strategies to
2. The teacher does compliance rather measure the the intended as an integral criteria to self- to inform future monitor academic
not demonstrate 2. The teacher does than learner intended learning learning goals. part of the lesson monitor and instructional goals.
the ability to use not provide a achievement of outcomes. and are aligned reflect on their decision
assessment to set of standards, lesson purpose/ 2. The teacher with the intended own progress. making and to 2. The teacher
measure learner e.g. rubric or objective. 2. The teacher uses uses assessment instructional or differentiate requires learners
progress. checklist, to procedures that procedures consistent with 2. The teacher instruction to to set their own
assess the yield only some that draw out the content prompts learners address individual instructional
learners’ work evidence of evidence of standards. to frequently learning needs. outcomes based
and output. learning. whether learners assess their on feedback.
have learned the 2. The teacher own work and
intended learning encourages the the work of their 3. The teacher
outcomes. learners to assess peers using provides learners
and monitor the assessment with opportunities
quality of their criteria embedded to evaluate and
work against in teacher- or contribute to the
the assessment learners- development of
criteria and generated criteria/rubrics.
performance rubrics, peer
standards. reviews, and/or
reflection logs.

CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge, and skills prior to instruction,
e.g., pretest, drills, review, anticipation guide, content knowledge boxes
FORMATIVE
assessment used to identify knowledge and/or skills that learners can hone/build on or need to improve,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat works (reflection journal, exercises, practice)
SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)

INDICATOR 21 Use strategies for providing timely, accurate and constructive feedback to improve learner performance
1 2 3 4 5 6 7 8 9
The teacher does The teacher The teacher rarely The teacher The teacher The teacher The teacher The teacher adjusts The teacher creates
not provide any attempts to provide provides feedback occasionally frequently provides consistently provides consistently provides and refines different and maintains a
feedback to help feedback but that results in limited provides feedback feedback that results feedback that results feedback that results forms of feedback learning environment
learners improve does not result in opportunities for that results in in opportunities for in opportunities in opportunities grounded on that supports
their learning. improving students’ learners to improve opportunities for most of the learners for all learners to for all learners to students’ learning learners’ life-long
learning. their learning. majority of the to improve their improve learning and improve learning and needs. learning through
learners to improve learning. leads to assess their to assess their own teacher-learners and
their learning. own progress. progress and that of learners-learners
others. feedback.
1. Learners receive 1. Teacher’s 1. Teacher’s 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher 1. The teacher
no feedback. feedback is of feedback is provides accurate provides provides establishes provides consistently sets
They have no poor quality and superficial, not feedback but accurate, timely, substantive, a routine for individualized, up a constructive
idea if they are not oriented informative, and sometimes and constructive specific, and constructive descriptive learning
on the right track toward future not constructive. absent when it is feedback, i.e. timely feedback, feedbacking feedback that environment
in achieving the improvement of necessary. suggestions/ and shares where learners is accurate and that instills
intended learning learning. It lacks 2. Feedback is tasks/ activities/ strategies to can participate actionable to help positive stance
outcomes. specificity or is directed to only 2. Feedback is clarifications, that learners to and respond learners advance towards giving
untimely and some of the selective to fully guides most improve their productively. their learning. and receiving
inaccurate. learners. some groups of of the learners performance feedback which
learners. toward the toward the 2. The teacher 2. The teacher uses can be applied to
2. Feedback is 3. Teacher’s intended learning intended learning provides varied forms of real-life context.
dismissive, does feedback partially 3. The teacher outcomes. outcomes. opportunities feedback that
not explain what guides learners falls short of for self and peer are accurate and
went “wrong,” toward the addressing the feedbacking that specific which
and does not intended learning learners’ common is specific and can maximize
suggest a specific outcomes need/ weakness. is focused on students’ ability to
course of action and does not advancing their learn.
for the learner to target students’ learning of the
follow. strengths and lesson on hand.
weaknesses.

CLARIFICATIONS
RARELY
FEEDBACK
seldom occurs
essential and culturally-appropriate written and/or oral information
about learners’ behavior/ performance/ output that can be used to raise awareness
OCCASIONALLY
on their strengths and weaknesses as bases for improvement
irregularly occurs
MAJORITY
FREQUENTLY
more than half
often occurs
MOST
CONSISTENTLY
constantly occurs

GLOSSARY OF TERMS
The different phases in one’s teaching career which starts from being a Beginning, to Proficient, to Highly Proficient, and to Distinguished
Career Stages
teacher
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of professional standards for teachers
Concrete, observable, and measurable teacher behaviors/practices covered in every strand in the set of professional standards for
Indicators
teachers
A set of professional standards for teachers that operationalizes teacher quality aspects of the K to 12 reform and elaborates teacher
Philippine Professional
lifelong learning. It contains 37 performance indicators per career stage. It provides an acceptable common language for professional
Standards for Teachers
discussions among teachers and other concerned stakeholders.
Results-based DepEd-contextualized Srategic Performance Management System (SPMS). It is an organization-wide process of ensuring that employees
Performance Management focus work efforts towards achieving DepEd-vision, mission, values, and strategic priorities. It is also a mechanism to manage, monitor and
System (RPMS) measure performance, and identify human resource and organizational development needs (DepEd Order No. 2, s. 2015, p. 3).
Rubric An evaluation tool used to promote the consistent application of standards and expectations at a particular level
Strand More specific dimensions of teacher practice under every domain in the set of professional standards for teachers

REFERENCES
American Council on the Tecahing of Foreign Languages. (2012). ACTFL proficiency guidelines 2012. Retrieved from https://www.actfl.org/publications/guidelines-
and-manuals/actfl-proficiency-guidelines-2012
Department of Education. (1987). Policies and guidelines for special education (DepEd Order no. 117, s. 1987). Retrieved from http://www.deped.gov.
ph/1987/12/05/ do-117-s-1987-policies-and-guidelines-for-special-education/
Department of Education. (2012). DepEd child protection policy (DepEd Order no. 40, s. 2012). Retrieved from https://www.deped.gov.ph/wp-content/uploads/
2012/05/DO_s2012_40.pdf
Department of Education. (2015). Guidelines on the establishment and implementation of the results-based performance management system (RPMS) in the
department of education (DepEd Order no. 2, s. 2015). Retrieved from http://www.deped.gov.ph/2015/02/05/do-2-s-2015-guidelines-on-the-
establishment-and-implementation-of-the-results-based-performance-management-system-rpms-in-the-department-of-education/
Department of Education. (2015). Adopting the indigenous peoples education curriculum framework (DepEd Order no. 32, s. 2015). Retrieved from https://www.
deped.gov.ph/wp-content/uploads/2015/07/DO_s2015_32.pdf
Department of Education. (2017). National adoption and implementation of the Philippine professional standards for teachers (DepEd Order no. 42, s. 2017).
Retrieved from http://www.deped.gov.ph/2017/08/11/do-42-s-2017-national-adoption-and-implementation-of-the-philippine-professional-standards-
for-teachers/
Department of Education – Teacher Education Council. (2017). Philippine professional standards for teachers.
Department of Education – Teacher Education Council. (2018). Philippine professional standards for teachers (PPST) resource package.
Indigenous Peoples Rights Act of 1997 (Republic Act No. 8371). (1997). Retrieved from https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
The Glossary of Education Reform. (2013). Retrieved from https://www.edglossary.org/
International Society for Technology in Education. (2008). ISTE standards for teachers. Retrieved from https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf
National Center on Safe Supportive Learning Environments. (2019). Safe and healthy students. Retrieved from https://safesupportivelearning.ed.gov/safe-and-
healthy- students
Pyramid Educational Consultants. (n.d.). Picture exchange communication system. Retrieved from https://pecsusa.com/pecs/.
United Nations Educational, Scientific and Cultural Organization. (1992). Basic learning needs. Retrieved from http://www.ibe.unesco.org/en/glossary-curriculum-
terminology/b/basic-learning-needs
United Nations Educational, Scientific and Cultural Organization. (1999). Programme for the education of children in difficult circumstances: street
children, working children...access to education, even for the most destitute. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000118101_
eng?posInSet=1&queryId=9046c1d9-f537-4e9c-9641-9d4d93b0a429
United Nations High Commissioner for Refugees. (2007). Safe schools and learning environment: How to prevent and respond to violence in refugee schools.
Retrieved from https://www.refworld.org/pdfid/469200e82.pdf

ACKNOWLEDGMENTS
THE PROJECT TEAM TEACHER EDUCATION COUNCIL COT WRITING GROUP
Jennie V. Jocson, Ph.D. Leonor Magtolis Briones Galcoso Alburo

Deputy Director and Project Leader, PNU-RCTQ Secretary, Department of Education Ma. Gina A. Anama
Katherine B. Arkaina
Ma. Izella D. Lampos Allan B. De Guzman, Ph.D. Noemi S. Baysa, Ph.D.
Project Officer, PNU-RCTQ Conrado Contreras
Luzon Zonal Representative Edwin Cubero
Edna Imelda Legazpi
Donnadette SG. Belza Rita May P. Tagalog, Ph.D. Flordelita Male
Ian Kenneth D. Magabilin Visayas Zonal Representative Marion Mallorca
Jerreld M. Romulo Annabelle Palmiery
Denesse Marie B. Handumon Evelyn G. Chavez, Ph.D. Blesilda M. Salamoding
Research Officers, PNU-RCTQ Mindanao Zonal Representative Marilou Ubiña
Angelo A. Unay
PNU-Philippine National Research Center Lourdes R. Baetiong, Ph.D. Jinky R. Victorio, Ph.D.
for Teacher Quality Language Subject Representative Asuncion Q. Zambrano, Ph.D.
Core Group
Gina O. Gonong, Ph.D. Myrna B. Libutaque, Ph.D. Sarah Veronica M. Badiola
Director Mathematics Subject Representative Lederma A. De Guzman
Michelle Gladys M. Lomeda
Allan S. Reyes, Ph.D. Lorina Y. Calingasan, Ph.D. Joanne P. Manalo
Senior Program Manager Social Studies Subject Representative Joan B. Matining
Floricar M. Ramos
Philip Jay N. Alcoberes, Ph.D. Runvi V. Manguerra, Ph.D. SPED Group
Senior Program Manager Executive Director II, TEC Secretariat
Mischelle M. Babiera
UNE-SiMERR National Research Centre Ronald R. Dela Cruz
Jayson A. Peñafiel Zandro P. Donceras
Education Program Supervisor, TEC Secretariat Belen T. Mendoza
John Pegg, Ph.D. Arnold C. Montemayor
Director BUREAU OF HUMAN RESOURCE AND Arlene I. Lazaro
ORGANIZATIONAL DEVELOPMENT IPED Group
Joy Hardy, Ph.D.
Deputy Director Joy A. Bautista
Jennifer E. Lopez Renante P. Bestudio
Ken Vine, Ph.D. OIC, Office of the Director III Leila A. Hipolito
Principal Research Adviser Maricar G. Raquiza
Special thanks to: ALS Group
All Regional Directors, Schools Division
Superintendents, Division Officials, School Cristy O. Atienza
Dyna Mariel B. Bade Dhana A. Canoy
Pamela L. Lamparas Heads, Teachers, and Staff who supported Elona Jean Labay
Beverly E. Estocapio and participated in the development, Patria G. Montealto
Ruby Ann G. Gantalao validation, and refinement of the project. Kindergarten Group
Support Staff, PNU-RCTQ

COT VALIDATION GROUP Nora D. Dalapnas Sinamar V. Bucao
Jovita B. De Castro Gemmaline C. Bumanglag
Raymond Bustamante Maria Glenda O. De Lara Shyrlinna V. Butale
Lydia Culimay Helen F. De los Santos Rogelyne A. Calabon
Eileen Marie de Leon Rosemarievic V. Diaz, Ph.D. Emelyn A. Caluya
Luningning de Villa Mana C. Estakio Jose A. Capacap
Victoria delos Santos Salve A. Favila Nida C. Cariaga
Elma Donaal Erminda C. Fortes Priscilla L. Cariño
Maville Dizon Genelita S. Garcia Ma. Theresa R. Casero
Rizalyn Guznian Evangeline F. Golla Nelson R. Corpuz
Desiree Hidalgo Orlando I. Guerrero Leo Peter N. Dacumos
Esther Litilit Lydia L. Hilbero Zenaida I. Delfinado
Ma. Eljie Mabunga Celia M. Ilanan Corazon A. Deocares
Mildred Mata Catherine E. Lang-ayan Domingo T. Dismaya II
Maria Cristina R. Miranda Cholette Lecaroz Fides Maribel M. Escalante
Catherine Pastrana Elvira R. Liwanag, Ph.D. Marilou B. Ferrer
Rhodora Maria Theresa Pecho Lydia B. Liwanag, Ph.D. Fernandino H. Galdones
Theo Arsenia Pedrezuela Artemio N. Niro, Jr. Charlinemay A. Inay
William Quiñones Rebecca C. Nueva España, Ph.D. Pinky R. Isidro
Ernesto Ramos Jr. Geoffrey B. Palao-ay, Sr. Fely L. Kidange
Rodel Sampang Edgardo P. Pescador Analiza B. Killaen
Romina Santos Twila Punsalan, Ph.D. Xylene Grail D. Kinomis
Corazon Sigua, Ph.D. Wilma S. Reyes, Ph.D. Janice R. Lacar
Mina B. Silva Zenaida Q. Reyes, Ph.D. Loreta J. Laranang
Rufina Suanding, Ph.D. Florisa B. Simeon, Ph.D. Ederlina S. Laureta
Lucia D. Ticag Condy D. Lopez
COT OBSERVERS Diane C. Tomaneng Gieahnne L. Lucena
Atkinson F. Tudlong Mary A. Lumiwan
Laarni A. Urbiztondo Racquel L. Manuel
Carolyn Catalina S. Aguada Leonora P. Varela Andrea L. Nagen
Jackelyn R. Aguinaldo Lordinio A. Vergara, Ph.D. Balbino Jr. D. Nicolas
Maria Lourdes Agustin Angel B. Pablo, Jr.
Sandra Lyne G. Alicda Gloria C. Paguirigan
Ruth A. Alido, Ph.D.
COT TRYOUT DEMONSTRATION TEACHERS
Eleonor D. Panesa
Estefania F. Anao-ao Yolly D. Pastor
Editha C. Bagcal Janice U. Abon
Maricris S. Aglibot Rosebel P. Perlas
Lolita T. Bandril, Ph.D. Debora V. Rapayrapay
Allan O. Bermudez Cherry Ann D. Andres
Sherwin R. Andres Marites A. Sagun
Johnny P. Binwag Ronald O. Salvador
Leticia V. Catris Judith M. Apilas
Froilan Shyr P. Aroco Eufemia Pauline A. Tictaca
Shirley N. Cerbo, Ph.D. Gemma T. Urmeneta
Mel Greg O. Concepcion Christina B. Balbawang
Tessie B. Ballucan Andrea DV. Vila
April Ann M. Curugan
George D. Daagdag Larry M. Bautista

COT REFINEMENT OBSERVERS
Wendy M. Babao
Lester John A. Cajes
Lourdes E. De Jesus
Renato F. Fajutagana
Rosa M. Garcia
Lourdilyn P. Glorioso
Nolan E. Glorioso
Roselle Marie A. Glorioso
Trinidad O. Levida
Maricel A. Malabanan
Jo-Ann C. Marimla
Ericson S. Mayor
Ranilo P. Merle
Jun A. Robles
Amalia C. Taban
Amanah Fatima C. Villapando
COT REFINEMENT DEMONSTRATION

TEACHERS
Precious C. Altamira
Maricel A. Callo
Aicel C. Datinggaling
Rachel N. Dimaano
Vilma L. Dimaisip
Winnie G. Dionglay
Gladicy F. Famadico
Cristy A. Gumiday
Glenda R. Huelgas
Rowena M. Lopez
Aida Marie A. Mendoza
Dolores N. Mercado
Babylene A. Palma
Arlene R. Pedral
Michelle T. Rueca
Eva C. Suangco
Lorraine P. Unigo
Adelfa R. Venturanza
Prescila A. Vertudazo
Rowena A. Zara

DEPARTMENT OF EDUCATION
DepEd Complex
Meralco Ave., Pasig City

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RPMS-PPST for SY 2020-2021

Session 1 Linking Observation Notes and COT Rating (Part A) 3

Session 2 Linking Observation Notes and COT Rating (Part B) 19

Session 3 Linking Observation Notes and COT Rating (Part C) 34

Session 4 Deepening Understanding of the Classroom 45

Session 5 Reviewing Other RPMS Objectives and Rating the 56

Appendix Classroom Observation Tool 60

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 2

Linking Observation Notes and

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 3

Linking Observation Notes and the COT Rating (PART A)

Activity Purpose Activity Materials Activity Process

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 4

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 5

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 6

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 7

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 8

Linking Observation Notes with the COT Rating (Part A)

Indicator 1 Apply knowledge of content within and across

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 9

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 10

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 11

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 12

Linking Observation Notes with the COT Rating (Part A)

Indicator 1 Apply knowledge of content within and across

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 13

Linking Observation Notes with the COT Rating (Part A)

Indicator 5 Display proficient use of Mother Tongue, Filipino

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 14

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 15

Linking Observation Notes with the COT Rating (Part A)

Indicator 2 Ensure the positive use of ICT to facilitate the

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 16

Linking Observation Notes with the COT Rating (Part A)

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 17

Linking Observation Notes with the COT Rating (Part A)

Indicator 5 Display proficient use of Mother Tongue, Filipino

Use strategies for providing timely, accurate and

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 18

Linking Observation Notes and COT

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 19

Linking Observation Notes and the COT Rating (PART B)

Activity Purpose Activity Materials Activity Process

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 20

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 21

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 22

Linking Observation Notes with the COT Rating (Part B)

1. Apply knowledge of content within and across curriculum teaching areas

2. Apply a range of teaching strategies to develop critical and creative

5. Display proficient use of Mother Tongue, Filipino and English to facilitate

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 23

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 24

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 25

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 26

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 27

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 28

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 29

RPMS-PPST for SY 2020-2021 Capacity Building for Raters | 30