RCTQ

RCTQ

What is Classroom Observation?

• One gauge in ensuring quality teaching
- RA 10533 (K to 12 Law)
• A process of providing feedback to a teacher’s classroom
practice
• Encourages teachers to reflect and develop self-awareness
about their own practice
• Provides evidence of actual teacher performance, their strengths
and areas of improvement
- RPMS Manual (2018)
 RCTQ

Rationale for the Development of the Standards-

based Classroom Observation Tool

PPST
Teacher Quality Classroom Professional
COT of K to 12
Requirement Practice Development
 RCTQ

The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for
Teachers (PPST)
 RCTQ

What is the Philippine Professional

Standards for Teachers (PPST)?
• Is a public statement of
professional accountability
• It has four career stages:
Beginning, Proficient,
Highly Proficient, and
Distinguished.
• It has seven Domains, 37
Strands, and 37 Indicators
for each career stage.
 RCTQ

Classroom Observable Strands of the Philippine

Professional Standards for Teachers
21 out of 37 strands are classroom observable
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1 2.1 3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2
1.3 2.3 3.3 4.3 5.3 6.3 7.3
1.4 2.4 3.4 4.4 5.4 6.4 7.4
1.5 2.5 3.5 4.5 5.5 7.5
1.6 2.6

1.7
 RCTQ

There are 12 priority strands (out of 37) chosen by DepED for 2018

Of these twelve (12), nine (9) are classroom observable for

Proficient teachers (Teacher I-III) while there are five (5)
for Highly Proficient (Master Teacher I-IV)
 RCTQ

How does the COT address

the continuum of practice?
 RCTQ

1 2 3 4 5 6 7 8 9
Beginning
Not Evident Building Organizing Developing Applying

Proficient
Consolidating Integrating

Highly Proficient
Discriminating

Distinguished
Synthesizing
 RCTQ

INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
INDICATOR 1 Applies
Applies
knowledge
knowledge
of content
of content
within
within
andand
across
across
curriculum
curriculum
teaching
teaching
areas
areas
1 43 2 3 5 4 4 65
5 6 76 7 8 87 9
Theteacher
The teacher The teacher The Theteacher
teacher The teacherThe teacher
The teacher The teacher
The teacher applies TheThe
The teacher teacherteacherThe applies
applies
teacher
demonstrates
demonstrates minor demonstrates demonstrates
demonstrates demonstrates demonstrates
demonstrates demonstrates
demonstratesapplies high- applies high-
high-level applies
knowledge
demonstrates
substantial moderate minor content accurate accurate and
high-level
accurate, in- level
knowledge level exceptional
content
accurate
content errors
errorsknowledgeeithererrors
content in accurate
of knowledge
and
errors either in in-depth of accurate,
knowledge accurate
of and
in-depth in-depthin-depth
and
depth andaccurate,
of content in-depth
and of andknowledge
knowledge of contentof and
within
knowledge andof
the presentation
key
either concepts
in the of the
both
related in keytheconcepts
to lessonknowledge of both
presentation keyin
most conceptsknowledge
broad knowledge
knowledge of ofmost
ofbroad broad knowledge
all pedagogy that and
content of allcontent
creates pedagogy
across that
withincurriculum
contentcreates
within
presentation
lesson of concepts
or in responding either of the lesson
the presentation or both in the most concepts knowledge of pedagogy that and across and across
the presentation
the lesson or in
of the
in the
concepts in the of
in responding to
the conceptsininthe
concepts
presentation of in the
the concepts
a conducive
all concepts in
in thelearning curriculum
creates a
a conducive
content areas learning
to
curriculum
to students’
lesson
responding andto in questions
presentation orof presentation
lesson and inof thethe lesson and
students’ presentation
presentation of of
the the presentation
presentation
environment conduciveof the
that environment
empower
content that areas
areas to students
content to to
responding
comments. to
students’ students’
Thethelesson responding
lesson or in lesson andorin
questions to students’
in respondinglesson
to theand
lessonin and lesson and
enables
of the lesson an in
in-depth andempower
learning enables and
acquire an in-depth
apply and
develop
questions
contentordisplays responding to questions
comments.orThe students’ in responding to and in responding to students’
environment that students to students
questions
comments.
or comments.
students’
responding
lesson content
students’
tocomments.
questions or
responding
students’
to students’ sophisticated
responding to enables an in-
sophisticated
successful
acquire and
learning
lifelong
simple
The lessoncoherence.
content
questions or The lesson
questions
displays in content
a manner
simple comments. Thequestions in ainmanner
questions a students’questionsdepth
understanding in aand manner
of the apply understanding
strategies to of the
assist
learning in
skills.
displays coherence. comments. The thatdisplays
attempts
coherence. coherence.
to be that is
lesson content attempts
responsive
manner thatto betoquestionsthat
in ais responsive
teaching and learning
sophisticated to successful
teaching
their and learning
development as
lesson content The teacher attempts displays responsive attemptsto to student
be manner student
that is understanding of learning process to meet
The teacher attempts does not
responsive to student student
coherence. The responsive to
process to
responsive to
meet independent
the teaching and strategies to
learners.
to make connections display to make connections
developmental teacher developmental
student developmental
studentindividual or group
learning process assist individual
in their or group
across curriculum coherence across curriculum
learning needs. The attempts tolearning needs.and
needs
developmental Thedevelopmental
learningtoneeds and development
meet within learning as needs within
content areas if contentmakes
teacher areas if make teacherlearning
promotes makes needs. learningpromotes
student needs
and individual
across student or
curriculum independent
and across curriculum
connections The teacher and promotes group learning learners.
appropriate. appropriate. across
connections across connections
learning.
makes The acrossteacher learning.areas.
studentcontent The within
needs teacher content areas.
curriculum contents curriculum
curriculum makes meaningful
connections contents learning.makes
The meaningful
and across
areas if appropriate. content areas
appropriate.
if across
areas if appropriate.
connection
curriculum
across teacher connection
makes
meaningful
MASTER TEACHER I-IV
curriculum
across
content areas.
curriculum
contentscontent curriculum content
TEACHER I-III (PROFICIENT) areas connection
(HIGHLY PROFICIENT)
appropriate.across areas if appropriate.
areasififappropriate.
curriculum
content areas if
 RCTQ

Classroom Observation Tool - RPMS

 RCTQ

How is COT-RPMS used in the RPMS cycle?

 Mapped COT
Mapped COT Indicators
Indicator to
toRPMS
RPMSObjectives
Objectives
RCTQ

COT INDICATOR RPMS

COT-RPMS
COT-RPMS INDICATORS
INDICATORS (PROFICIENT)
(HIGHLY PROFICIENT)
NO. OBJECTIVE NO.
Applies knowledge of content within and across curriculum teaching areas
1 Applies knowledge of content within and across curriculum 1
1 Uses a range of teaching strategies that enhance learner achievement in
teaching areas 1
2 literacy and numeracy skills 2
Applies
Applies a range
a range of teaching
of teaching strategies
strategies to developtocritical
develop critical
and creative
3
2 and creative
thinking, as well thinking, as well as
as other higher-order otherskills
thinking higher-order thinking 33
Manages
skills classroom structure to engage learners, individually or in groups,
4 in meaningful exploration, discovery and hands-on activities within a range
Manages classroom structure to engage learners, 4
of physical learning environments
individually
Manages or behavior
learner in groups, in meaningful
constructively exploration,
by applying positive and non-
3
5 discovery
violent andtohands-on
discipline activities within
ensure learning-focused a range of physical
environments
45
Uses differentiated,
learning developmentally appropriate learning experiences to
environments
6 address learners' gender, needs, strengths, interests and experiences 6
Manages learner behavior constructively by applying
Plans, manages and implements developmentally sequenced teaching and
4
7 positiveprocesses
learning and non-violent discipline
to meet curriculum to ensure
requirements andlearning-
varied teaching 57
focused environments
contexts
Selects, develops, organizes, and uses appropriate teaching and learning
8 Develops and applies effective strategies in the
resources, including ICT, to address learning goals 9
planning and management of developmentally
5 Designs, selects, organizes, and uses diagnostic, formative and summative
sequencedstrategies
teaching and learning process to meet
7
9 assessment consistent with curriculum requirements 10
 RCTQ

COT-RPMS

The results of classroom OBSERVER 1: ___________________________________

TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

NAME OF THE TEACHER OBSERVED:

observation are OBSERVER 2: ___________________________________

OBSERVER 3: ___________________________________
DATE: __________________________________________
____________________________________
SUBJECT & GRADE LEVEL TAUGHT
_____________________________

considered non- OBSERVATION

DIRECTIONS FOR THE OBSERVER:
1 2 3

1. Indicate your individual rating for each indicator.

4

negotiable means of 2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must
resolve the difference and come up with an agreed rating. The final rating is not an average; it is a final rating
based on reasoned and consensual judgment.

verification (MOV) of
3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form.
Observer Observer Observer AGREED
THE TEACHER: 1 2 3 RATING

teacher performance that 1.

2.
Applies knowledge of content within and across curriculum
teaching areas
Uses a range of teaching strategies that enhance learner
5 7 6 6

can prove teacher’s achievement in literacy and numeracy skills 5 5 5 5

3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 5 6 6 6

attainment of classroom 4. Manages classroom structure to engage learners, individually

or
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments
6 6 6 6

observable objectives in 5. Manages learner behavior constructively by applying positive

and non-violent discipline to ensure learning-focused
environments
7 6 5 6

the RPMS Tools. 6. Uses differentiated, developmentally appropriate learning

experiences to address learners' gender, needs, strengths, interests
and experiences
6 7 7 6
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts
6 6 6 6
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals 6 5 7 6
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
7 6 5 7
 RCTQ

Which indicators will be observed

during observation?
 INDICATOR
INDICATOR
LISTLIST
FORFOR
HIGHLY
PROFICIENT
PROFICIENT
OBSERVATION
OBSERVATION RCTQ
COT
NO.
INDICATOR INDICATORS
INDICATOR DESCRIPTION PERIOD
PERIOD
NO. 1 2 3 4
1 Applies knowledge of content within and across curriculum teaching areas 1 2 3 4
Uses aApplies
range of knowledge of content
teaching strategies withinlearner
that enhance and across
achievement in
2 1
literacycurriculum
and numeracy teaching
skills areas
3
Applies a range of teaching strategies to develop critical and
Applies a range of teaching strategies to develop
creative thinking, as well as other higher-order thinking skills
 Indicators to
2
Manages critical and creative
classroom structure tothinking, as wellindividually
engage learners, as otherorhigher-
in be observed
4 groups,order thinkingexploration,
in meaningful skills discovery and hands-on activities within
a range of physicalclassroom
Manages learning environments
structure to engage learners,
per
5
Manages learner behavior constructively by applying positive
individually or in groups, in meaningful exploration,
and non-violent discipline to ensure learning-focused environments
observation
3 discovery and
Uses differentiated, hands-on appropriate
developmentally activities within
learninga range of period are
6 physical
experiences learning
to address environments
learners' gender, needs, strengths, interests and
experiences highlighted in
Manages learner behavior constructively by applying
Plans, manages and implements developmentally sequenced yellow
7 4 positive
teaching and non-violent
and learning discipline
processes to meet to ensure
curriculum learning-
requirements and
varied focused environments
teaching contexts
Selects, develops, organizes, and uses appropriate teaching and learning
8 Develops and applies effective strategies in the
resources, including ICT, to address learning goals
planning and management of developmentally
Designs, selects, organizes, and uses diagnostic, formative and
9 5 sequenced
summative assessment teaching and
strategies learning
consistent withprocess
curriculumto meet
curriculum requirements and varied teaching contexts
requirements
 RCTQ

What are the steps in conducting observation?

 PRE- OBSERVATION RCTQ

INDICATOR 1 Applies knowledge of content within and across

STEP 1 - OBSERVER curriculum content teaching areas
3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates applies high-
1. Review the minor content
errors either in
accurate
knowledge of
accurate and
in-depth
accurate, in-
depth and
level
knowledge of
the presentation key concepts knowledge of broad content and
appropriate COT-RPMS of the lesson or
in responding to
both in the
presentation of
most concepts
in the
knowledge of
all concepts in
pedagogy that
creates a
students’ the lesson and in presentation of the presentation conducive
rubric for the teacher to questions or
comments. The
responding to
students’
the lesson and in
responding to
of the lesson
and in
learning
environment that
lesson content questions or students’ responding to enables an in-
be observed. displays simple
coherence.
comments. The
lesson content
questions in a
manner that
students’
questions in a
depth and
sophisticated
displays attempts to be manner that is understanding of
coherence. The responsive to responsive to the teaching and
teacher student student learning process
attempts to developmental developmental to meet
make learning needs. learning needs individual or
COT- connections The teacher and promotes group learning
RPMS across makes student needs within
curriculum connections learning. The and across
Rubric content areas if across teacher makes curriculum
appropriate. curriculum meaningful content areas.
contents areas connection
if appropriate. across
curriculum
content areas if
appropriate.
 PRE- OBSERVATION RCTQ

OBSERVER
Will If
thethere
supervisors
are multiple take part inwithin
observations the aclassroom
day, it
is recommended
observation that an observer undertakes no
process?
It is highly recommended
more that 2-3 observers
than three (3) observation per day. participate
in the observation, whenever possible.
The supervisors (e.g. PSDS, EPS)
However, if challenges like schedules and
may observe
and use the
availability COT-RPMS.
of observers Theira feedback
hinder school tomay be
usedthis
follow to provide technical assistance
recommendation, one (1) to the
principal.
observer Their
will ratings will not form part of the MOV
be enough.
of teachers.
 PRE- OBSERVATION RCTQ

INDICATOR 1 Applies knowledge of content within and across

curriculum content teaching areas

STEP 1 - TEACHER 3 4 5 6 7
The teacher The teacher The teacher The teacher The teacher
demonstrates demonstrates demonstrates demonstrates applies high-
minor accurate accurate and accurate, in- level
content knowledge of in-depth depth and knowledge of
errors either key concepts COT-RPMS
knowledge of broad content and

1. Review the COT- in the

presentation
of the lesson
both in the
presentation
of the lesson
most
Rubric
concepts in
the
knowledge of
all concepts in
the
pedagogy
that creates a
conducive

RPMS rubric or in
responding to
students’
and in
responding to
students’
presentation
of the lesson
and in
presentation
of the lesson
and in
learning
environment
that enables
questions or questions or responding to responding to an in-depth

appropriate to his/ comments.

The lesson
content
comments.
The lesson
content
students’
questions in a
manner that
students’
questions in a
manner that is
and
sophisticated
understanding

her position. displays

simple
coherence.
displays
coherence.
The teacher
attempts to
be
responsive to
responsive to
student
development
of the teaching
and learning
process to
attempts to student al learning meet
make development needs and individual or
connections al learning promotes group
across needs. The student learning
curriculum teacher learning. The needs within
content areas makes teacher and across
if appropriate. connections makes curriculum
across meaningful content
curriculum connection areas.
contents across
areas if curriculum
appropriate. content areas
if
appropriate.
 PRE- OBSERVATION RCTQ

STEPS 2 & 3 TEACHER

 COT-RPMS
2. Refer to the Indicator Rubric
List expected to be  Indicator
observed in each List

observation period.

3. Plan the lesson based on

the indicators.
 PRE- OBSERVATION RCTQ

STEP 4 - TEACHER
4. Provide the
observers with the
lesson plan/DLP/DLL.
 ACTUAL OBSERVATION RCTQ

STEPS 1 & 2 - OBSERVER  The Observation

Notes Form is the
 It is highly recommended
COT-RPMS
1. Sit at available chairs. Multiple that
OBSERVATION NOTES FORM only form to be
OBSERVER: _____________________________________________ DATE: _________________
2-3 observers participate in
NAME OF TEACHER OBSERVED:____________________________
observers are expected to sit apart.
SUBJECT & GRADE LEVEL TAUGHT: _______________________
TIME STARTED: _________
TIME ENDED: ___________
brought and
1 2 3 4 completed during
the observation.
OBSERVATION

GENERAL OBSERVATIONS: the actual

2. Use the Observation Notes Form

to However, if challenges
record comments and like
observation.

schedules and availability

observations on the teacher’s of  Use the
observers hinder a school to
performance. Observation
follow this recommendation, Notes Form to
record comments
one (1) observer will be enough. and observation
on the teacher’s
performance.
 ACTUAL OBSERVATION RCTQ

STEPS 3 & 4 - OBSERVER

3. If there are multiple observers,

avoid engaging in any discussion
with one another. Avoid discouraging
facial expressions.

4. Observe the entire class period.

 ACTUAL OBSERVATION RCTQ

STEP 1 - TEACHER

Deliver the lesson.

 POST- OBSERVATION RCTQ

STEP 1 - OBSERVER

1. Thank the teacher and leave

the room immediately after the
observation.

 Do not discuss observations with

fellow observer/s while still inside
the classroom.
 POST- OBSERVATION RCTQ

STEP 2 - OBSERVER
Individual Rating
Rate the teacher using the
COT-RPMS Rubric Rating should be done individually.
appropriate to the teacher’s If there are multiple observers, the
subject specialist/s will rate indicator 1.
position.
If there is only one observer, she/he
Refer to the Indicator List for will rate ALL indicators.
the indicators to be rated. Elementary teachers are generalists;
therefore, all observers are expected
to rate Indicator 1.
  Do not bring this form during
COT-RPMS actual observation. COT-RPMS RCTQ
TEACHER I-III  Refer to your observation notes MASTER TEACHER I-IV
RATING SHEET in rating the teacher observed. RATING SHEET
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the DIRECTIONS FOR THE OBSERVER:
classroom observation. Mark the appropriate column with a () mark. 1. Rate each item on the checklist according to how well the teacher performed during
2. Each indicator is assessed on an individual basis, regardless of its relationship to other the classroom observation. Mark the appropriate column with a () mark.
indicators. 2. Each indicator is assessed on an individual basis, regardless of its relationship to
3. Attach your Observation Notes Form to this completed rating sheet. other indicators.
THE TEACHER: 3 4 5 6 7 NO 3. Attach your Observation Notes Form to this completed rating sheet.
1. Applies knowledge of content within and across curriculum THE TEACHER: 4 5 6 7 8 NO
teaching areas
2. Uses a range of teaching strategies that enhance learner 1. Applies knowledge of content within and across
achievement in literacy and numeracy skills curriculum teaching areas
3. Applies a range of teaching strategies to develop critical and 2. Applies a range of teaching strategies to develop
creative thinking, as well as other higher-order thinking skills
critical and creative thinking, as well as other higher-
4. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on order thinking skills
activities within a range of physical learning environments 3. Manages classroom structure to engage learners,
5. Manages learner behavior constructively by applying positive individually or in groups, in meaningful exploration,
and non-violent discipline to ensure learning-focused environments
discovery and hands-on activities within a range of
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths, interests physical learning environments
and experiences 4. Manages learner behavior constructively by applying
7. Plans, manages and implements developmentally sequenced positive and non-violent discipline to ensure learning-
teaching and learning processes to meet curriculum requirements
focused environments
and varied teaching contexts
8. Selects, develops, organizes, and uses appropriate teaching and 5. Develops and applies effective strategies in the
learning resources, including ICT, to address learning goals planning and management of developmentally
9. Designs, selects, organizes, and uses diagnostic, formative and sequenced teaching and learning process to meet
summative assessment strategies consistent with curriculum curriculum requirements and varied teaching contexts
requirements OTHER COMMENTS:
OTHER COMMENTS:

Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
Note: For schools with only one observer (Principal), this form will serve as the final rating sheet.
 POST- OBSERVATION RCTQ

STEP 3 - OBSERVER COT-RPMS

TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:

In case of multiple observers OBSERVER 2: ___________________________________

OBSERVER 3: ___________________________________
DATE: __________________________________________
________________________________________
SUBJECT & GRADE LEVEL TAUGHT
________________________________

Inter-Observer Agreement Exercise OBSERVATION 1 2

DIRECTIONS FOR THE OBSERVER:
3 4

1. Indicate your individual rating for each indicator.

• Discuss the rating with fellow
(5+7+6)/3= 6
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the
difference and come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and
consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.

observer/s THE TEACHER:

1. Applies knowledge of content within and across curriculum
teaching areas
Observer
1

5
Observer
2

7
Observer
3

6
AGREED
RATING

6
• Decide the final rating 2.

3.
Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
Applies a range of teaching strategies to develop critical and
5 5 5 5
creative thinking, as well as other higher-order thinking skills 5 6 6 6
4. Manages classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on 6 6 6 6
 The agreed rating is NOT an 5.
activities within a range of physical learning environments
Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused environments 7 6 5 6
average; it is the final rating 6. Uses differentiated, developmentally appropriate learning experiences
to address learners' gender, needs, strengths, interests and 6 7 7 6
experiences

based on reasoned and 7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching strategies
6 6 6 6

consensual judgment. 8.

9.
Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
Designs, selects, organizes, and uses diagnostic, formative and
6 5 7 6
summative assessment strategies consistent with curriculum 7 6 5 7
requirements
 POST- OBSERVATION RCTQ

STEP 4 – OBSERVER & COT-RPMS

TEACHER I – III COT-RPMS

TEACHER
RATING SHEET TEACHER I-III
OBSERVER: _______________________________________ DATE: ______________ INTER-OBSERVER AGREEMENT FORM
TEACHER OBSERVED:______________________________ QUARTER_____________
SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________
OBSERVER 1: ___________________________________ COT-RPMS NAME OF THE TEACHER OBSERVED:
DIRECTIONS FOR THE TEACHER: TEACHER I – III
OBSERVER 2: ___________________________________
Put a check () mark on the box provided for each indicator that you think is observable during
________________________________________
OBSERVER 3: ___________________________________ RATING SHEET SUBJECT & GRADE LEVEL TAUGHT

Post- Conference
your classroom teaching.
OBSERVER: ________________________________ NODATE: _______
THE TEACHER:
DATE: __________________
TEACHER
3 4
QUARTER: 5 6 7
_____________
OBSERVED:_______________________ QUARTER_____________
________________________________
1. Applies knowledge of content within and across curriculum

teaching areas SUBJECT & GRADE LEVEL TAUGHT:____________________________________________
DIRECTIONS FOR
DIRECTIONS
2. Uses a range of teaching strategies that enhance
THE OBSERVER:
learner FOR THE TEACHER:
 indicator. COT-RPMS
achievement in literacy and 1. Indicate your
Put aindividual ratings forbox
each

1. Meet with the teacher to

numeracy skills check () mark on the provided for each indicator that you think is observable
3. Applies a range of teaching 2. during your classroom
Discuss within the group your reason for 
strategies to develop critical and teaching. TEACHER
such rating. In case of different ratings, the observers I – III must resolve the
THE TEACHER: 3 4 5 6 7 RATING
NO
creative thinking, as well as other higher-order
difference andthinking
concur skills
on an agreed rating. The final rating is not necessarily an average; itSHEET
is a final rating based rating
1. Applies
4. Manages classroom structure to engage learners, knowledge of content within and acrossOBSERVER: ____________________________________________ DATE: ________________
individually
based on reasoned and consensual judgment. 
curriculum
or in groups, in meaningful exploration, discovery teaching
and hands-on areas  TEACHER OBSERVED:___________________________________ QUARTER_____________
3. Attach allenvironments
individual Rating Sheets to thisthat
Inter-ObserverlearnerAgreement Form.

discuss the results of the

activities within a range of physical learning 2. Uses a range of teaching strategies enhanceSUBJECT & GRADE LEVEL  TAUGHT______________________________________________
achievement
5. Manages learner behavior constructively by applying in literacy and numeracy skills DIRECTIONS FOR THE TEACHER: Observer
positive Observer Observer AGREED
THE TEACHER: 3. Applies a range of teaching strategies
and non-violent discipline to ensure learning-focused  to develop Putcritical
a check () mark on the box provided 1 for each indicator
2 that you 3think is observable
RATING
environments and creative thinking, as well as other higher-order 
during your classroom teaching.
1. Applies thinkingknowledge skills of content within and acrossTHE curriculum
6. Uses differentiated, developmentally appropriate
experiences to address learners' teaching 4.areas
learning TEACHER:
5 7 6 3 4 5 6
6 7 NO

observation.
Manages
gender, needs, classroom structure to engage learners,
strengths,  1. Applies knowledge of content within and across curriculum
interests and experiences individually or in groups, in meaningful exploration, teaching areas 
2. Uses a discovery
range ofand teaching strategies that enhance learner 
7. Plans, manages and implements developmentally
achievementphysical
teaching and learning processes to meet curriculum
sequenced
in
hands-on activities within a range of
literacy
learning and numeracy
environments skills

5
achievement in literacy and numeracy skills
5
2. Uses a range of teaching strategies that enhance learner 5  5
requirements and varied teaching 5. Manages learner behavior constructively by applying
3. contexts
Applies positive
a range of teaching strategies to develop 3. Applies
critical a and
range of teaching strategies to develop critical and


2. Affix 5 6 6 6
and non-violent discipline to ensure learning-
8. Selects, develops, organizes, and uses appropriate teaching creative thinking, as well as other higher-order thinking skills
creative focused
and learning resources, including ICT, to address
thinking, as
environments
learning goals

well as other higher-order thinking
4. Manages skills
classroom structure to engage learners, individually
9. Designs, selects, organizes,4. Manages
and uses 6. Uses
diagnostic, differentiated,
classroom
formative developmentally
structure to engageappropriate
learners,orindividually or
in groups, in meaningful exploration, discovery and hands- 
learning experiences to address learners'  gender, activities within a range 
needs,
and summative assessment strategies
curriculum requirements
consistent
in groups, inwith
meaningful
strengths, interests exploration,
and experiences discovery on
and hands-on 6 6
of physical learning environments
5. Manages learner behavior constructively by applying positive 6 6
signatures
activities7. within a rangeand
Plans, manages of implements
physical learning environments
developmentally and non-violent discipline to ensure learning-focused 
____________________ _______________
sequenced teaching and learning
5. Manages learner behavior constructively by applying processes to meet positive
environments 
Signature over Printed Name of the Observer
curriculum requirements and varied teaching contexts
and non-violent
Signature discipline
over Printed toName
ensure learning-focused
of the Teacher
8. Selects, develops, organizes, and uses appropriate
environments 7 6
6. Uses differentiated, developmentally appropriate learning
experiences to address learners' gender, needs, strengths,
5 6 
6. Uses differentiated, developmentally
teaching and learning appropriate
resources, including learningand
ICT, to address
interests experiences 
experiences

on the rating to address

7. Plans, manages
learning goals
learners' gender, needs, strengths, interests 7. Plans, manages

formative and summative assessment strategies requirements and varied teaching

consistent and implements
with curriculum developmentally
requirements sequenced
8. Selects, develops,teaching
6
 contexts
7
and and implements developmentally sequenced
9. Designs, selects, organizes, and uses diagnostic,teaching and learning processes to meet curriculum
experiences
organizes, and uses appropriate teaching
7 6



_______________6 6 6 6
and learning processes to meet curriculum requirements and learning resources,
and varied including ICT, to address learning goals
____________________
sheets. teaching strategies
Signature over Printed Name of the Observer Signature
8. Selects, develops, organizes, and uses appropriate
learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative
and summative
over Printed
teaching
curriculum
assessment
and
strategies
Name of the
requirements
Teacherconsistent with

6 5 7


6
____________________ _______________
9. Designs, selects, organizes, and uses diagnostic, formative
Signature and Name of the Observer
over Printed Signature over Printed Name of the Teacher
summative assessment strategies consistent with curriculum 7 6 5 7
requirements
 OBSERVERS TOOL NEEDED TEACHER

• Review the appropriate COT-RPMS • Reviews the COT-RPMS Rubric

OBSERVATION
RCTQ

Rubric appropriate to the position of appropriate to his/her position

the teacher to be observed COT-RPMS • Refers to the Indicator List
• Review the Indicator List expected RUBRIC expected to be observed in each
PRE-
to be observed in each quarter/ quarter/observation period.
INDICATOR
COT-RPMS OBSERVATION
observation period
LIST PROCESS
• Arrive at the designated classroom a
• Plans the lesson based on the
indicators
AND PROTOCOL
few minutes before the observation • Provides the observers with the
lesson plan/DLP/DLL.
• Sit at any available seats in the • Delivers the lesson
OBSERVA-

classroom OBSERVATION
TION

• Multiple observers are to sit apart NOTES FORM

• Record all comments on the
Observation Notes Form
• Rate the teacher RATING SHEET
OBSERVA-
POST-

TION

In case of multiple observers: INTER-

• Discuss the rating with fellow OBSERVER
observer/s AGREEMENT
• Decide the final rating FORM

Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s affix
their signatures on the rating sheets.
 RCTQ

Training Proper
RCTQ
RCTQ
RCTQ
RCTQ
 RCTQ

REFERENCES:
Darling-Hammond, L. (2012). Creating a comprehensive system for evaluating and
supporting effective teaching. Stanford, CA. Stanford Center for Opportunity
Policy in Education.

Ho, A.D. & Kane, T.J. (2013). The reliability of classroom observations by school
personnel. Harvard Graduate School of Education: Harvard, CA.

Kane, T.J. & Staiger, D.O. (2012). Gathering feedback for teaching: Combining high
quality observations with student surveys and achievement gains.
Philippine professional standards for teachers. (2017). Department of Education.

Results-based management performance system manual for teachers and school

heads. (2018). Department of Education.
 RCTQ

Presentation slides prepared by:

Dr. Jennie V. Jocson

Deputy Director & Project Leader, RCTQ

Denesse Marie B. Handumon,

Research Officer, RCTQ

Technical Working Group

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