Observation Guide for

Regular Teacher I - III

Proficient Teacher
Classroom
Observation Tools
 The Classroom Observation
Tool (COT) mandated in the
Philippine Professional
Standard for Teachers –
Results Based Performance
Management (PPST-RPMS) has
become more objective and
standardized, and is used
for mentoring, coaching,
performance review and
evaluation which supports the
teachers’ on-going
professional development.
1.Applies knowledge of content within
and across curriculum teaching areas.

3 – Demonstrate minor content errors either in the

presentation of the lesson of responding to students’
questions.
4 – Provides CLEAR EXPLANATION of concepts and makes
no content errors/ attempts to make connections across
curriculum content areas if appropriate.
5 – Displays extensive knowledge of content / makes
meaningful connections.
 Continuation…

6 – Displays extensive knowledge of content / makes

meaningful connections.
7 – Applies extensive knowledge of content beyond
his/her areas of specialization/ sophisticated
understanding.
2. Uses a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills.

3 – defines general terms in the lesson but fails to

define specific terms (uses loosely – connected
teaching strategies)
4 – In some part of the lesson, provides activities which
address learners literacy / numeracy needs but fails to
do so in some critical parts of the lesson.
5 – Uses activities that enhance literacy and numeracy
in almost all details of the lesson.
Continuation…
2. Uses a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills

6 – Routinely provides activities to enhance learners

literacy / numeracy skills in all details of the lesson.
7 – Employs structured activities that enhance and
support students’ higher level of literacy and numeracy
skills as a significant part of his instruction. (integrate
well-connected teaching strategies)
3. Applies a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.

3 – Low order questions

4 – Questions and activities that mostly require the
students to interpret, explain or describe.
5 – Employs a range of targeted – follow-up
questions/creates genuine discussion among students.
6 – Challenges students to justify their thinking
7 – provides a broad range of questions and activities
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.

3 – Only some students work productively within the

allotted time .
4 – Classroom lay out and available resources are simple
and somewhat suitable for different learning activities.
Majority of the students work productively within the
allotted time.
 Continuation…

5 – Classroom lay out and available resources are generally

suitable for different learning activities.
 6 – keeps the learning environment free from congestions
all students work productively within the allotted time.
 7 – Utilizes proactive classroom structure management
practices to flexible movements of the students in all
learning activities. Students are fully engage in all learning
activities by utilizing optimal space and time.
5. Manages learner behaviour constructively by
applying positive and non-violent discipline to ensure
learning- focused environments.

 3 – rarely manages students misbehaviour against established rules

of conduct
 4 – occasionally manages students misbehaviour against established
rules of conduct and majority of the students follow such rules.
 5 – frequently manages students’ misbehaviour against established
rules of conduct and most students follow such rules.
 6 – Consistently manages students’ misbehaviour against established
rules of conduct and all students follow such rules.
 7 – Constructively manages students misbehaviour by applying
positive and non-violent discipline to ensure learning-focused
environment.
6. Uses differentiated, developmentally appropriate
learning experiences to address learner’s gender,
needs, strengths, interests and experiences.

 3 – Provides limited range of differentiated learning experiences.

 4 – Provides differentiated or developmentally appropriate learning
experiences
 5 – Provides differentiated and developmentally appropriate
learning experiences to address learning needs of most students.
 6 – Provides differentiated and developmentally appropriate
learning experiences to address to address learning needs of
diverse groups of students.
 Continuation…

7 – Provides differentiated and developmentally

appropriate learning experiences to address learning
needs of different groups of students.
7. Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching
contexts.

3 – Implements the lesson but not with some elements of

developmentally sequenced teaching and learning process.
4 – Implements the lesson but with inappropriate elements of
developmentally sequenced teaching and learning process.
5 – Implements the lesson with appropriate elements of
developmentally sequenced teaching and learning process.
 Continuation…

6 – Manages well – structured lesson with sequenced

teaching and learning process.
7 – Manages well – structured lesson with emphasis on
explicit connections between previous learning and
new concepts and skills.
8. Selects, develops, organizes and uses
appropriate teaching and learning resources
including ICT, to address learning goals.

3 - Utilized learning resources, including ICT, which are

loosely – aligned with the learning goals.
4 - Utilized learning resources, including ICT, which are
occasionally aligned with the learning goals.
5 - Utilized learning resources, including ICT, which are
generally aligned with learning goals.
 Continuation…

6 - Utilized learning resources, including ICT, which

are consistently aligned with the learning goals.
7 – Utilized learning resources, including ICT, which
are appropriately and aligned with the learning
goals.
9. Designs, selects, organizes, and uses diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.

3 – Provides limited range assessment strategies but

fails to address the learning goals.
4 – Provides range of assessment strategies but only
some are aligned with learning goals.
5 – Provides range of assessment strategies that address
most of the learning goals.
6 – Integrates assessment strategies consistent with the
curriculum requirements.
 Continuation…

7 – Integrates assessment strategies that engage

students in self and peer assessment.
Thank You!
Thanks for listening!