Classroom Observation

Tool - RPMS
 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)
Rationale for the Development of the Standards-
based Classroom Observation Tool

PPST
Teacher Quality Classroom Professional
COT of K to 12
Requirement Practice Development
 The new
Classroom Observation Tool (COT)
is based on the
Philippine Professional Standards for
Teachers (PPST)
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.
 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
 12 priority strands were chosen for RPMS Year 1
out of the 37 strands of the PPST
9 out of 12 strands are classroom observable
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1
1.1 2.1 3.1
3.1 4.1
4.1 5.1
5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2

1.3 2.3
2.3 3.3 4.3 5.3 6.3 7.3

1.4
1.4 2.4 3.4 4.4 5.4 6.4 7.4
1.5
1.5 2.5 3.5 4.5
4.5 5.5 7.5
1.6 2.6
2.6

1.7
Content Knowledge and Pedagogy

Domain 1
Domain 1 Domain 2 Domain 3 Domain 4 Domain 5 Domain 6 Domain 7
1.1 Apply knowledge of content within and across
1.1
1.1 2.1 3.1 4.1 5.1 6.1 7.1
curriculum teaching areas
1.2 2.2 3.2 4.2 5.2 6.2 7.2
1.4 Use a range of teaching strategies that
1.3 2.3 3.3 4.3 5.3 6.3 7.3
enhance learner achievement in literacy and
1.4
1.4 2.4 3.4
numeracy skills
4.4 5.4 6.4 7.4
1.5
1.5 2.5 3.5 4.5 5.5 7.5
1.6
1.5
2.6
Apply a range of teaching strategies to develop
critical and creative thinking, as well as other
1.7
higher-order thinking skills
Learning Environment
Domain
Domain 1 22
Domain 2.3 Manage
Domain 3 classroom
Domain 4 Domain structure
5 Domain 6 toDomain
engage 7
1.1 2.1 learners,
3.1 individually
4.1 5.1or in groups,
6.1 in 7.1
1.2 2.2 meaningful
3.2 exploration,
4.2 5.2 discovery
6.2 and7.2hands-
1.3 2.3
2.3 on3.3activities
4.3within 5.3
a range of 6.3physical
7.3learning
1.4 2.4 environments
3.4 4.4 5.4 6.4 7.4
1.5 2.5
2.6
3.5
Manage 4.5
learner behavior
5.5
constructively
7.5
by applying positive and non-violent
1.6 2.6
2.6
discipline to ensure learning-focused
1.7
environments
 Diversity of Learners

Domain 1 Domain 2 Domain

Domain 33 Domain 4 Domain 5 Domain 6 Domain 7
1.1 2.1 3.1
3.1 4.1 5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.2 6.2 7.2
3.1 Use differentiated, developmentally
1.3 2.3 3.3 4.3 5.3 6.3 7.3
appropriate learning experiences to address
1.4 2.4 3.4 4.4 5.4 6.4 7.4
learners’ gender, needs, strengths, interests and
1.5 2.5 3.5 4.5 5.5 7.5
experiences
1.6 2.6

1.7
 Curriculum and Planning

Domain 1 Domain 2 Domain 3

Domain
Domain 4
4 Domain 5 Domain 6 Domain 7
1.1 2.1 3.1 4.1
4.1 5.1 6.1 7.1
4.1 Plan,
1.2
manage
2.2
and 3.2 4.2 4.55.2Select, develop,
6.2 7.2
implement
1.3
developmentally
2.3 3.3 4.3 organize,
5.3 and
6.3 use 7.3
sequenced teaching and appropriate teaching and
1.4 2.4 3.4 4.4 5.4 6.4 7.4
learning processes to meet learning resources, 7.5
1.5 2.5 3.5 4.5
4.5 5.5
curriculum requirements including ICT, to address
1.6 2.6
and varied teaching contexts learning goals
1.7
 Assessment and Reporting

Domain 1 Domain 2 Domain 3 Domain 4 Domain

Domain 55 Domain 6 Domain 7
1.1 2.1 3.1 4.1 5.1
5.1 6.1 7.1
1.2 2.2 3.2 4.2 5.1 Designs,
5.2 selects,
6.2 7.2
1.3 2.3 3.3 4.3 organizes,
5.3 and6.3uses 7.3
1.4 2.4 3.4 4.4 diagnostic,
5.4 formative
6.4 and
7.4
1.5 2.5 3.5 4.5 summative
5.5 assessment7.5
1.6 2.6 strategies consistent with
1.7 curriculum requirements.
 1 2 3 4 5 6 7 8 9
Beginning
Not Evident Building Organizing Developing Applying
How does the COT address
Proficient
the continuumConsolidating
of practice?
Integrating

Highly Proficient
Discriminating

Distinguished
Synthesizing
How is COT-RPMS used in the RPMS cycle?
 I PERFORMANCE
PLANNING AND
COMMITMENT
Activity:
Discussion/Issuance of
RPMS Tools

How is COT-RPMS used in the RPMS cycle?

IV PERFORMANCE
Teacher II PERFORMANCE
REWARDING AND DEVELOPMENT
MONITORING AND COACHING
PLANNING Quality Activity: Mid-Year Review and
Activity: Ways Forward
Assessment
Development Planning

III PERFORMANCE
REVIEW AND EVALUATION
Activity: Year-End Review &
Assessment, Evaluation of
Portfolio & Computation of
Final Rating
 COT-RPMS

The results of classroom TEACHER I-III

INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ 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 FINAL
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
4 4 7 7

can prove teacher’s achievement in literacy and numeracy skills 5 6 6 6

3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 7 7 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 5 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 7

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

experiences to address learners' gender, needs, strengths, interests
and experiences
6 6 5 5
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum requirements
and varied teaching contexts
7 6 5 5
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
1. Classroom observation tool
(COT) rating sheet and/or inter-
rater agreement form about
effective applications of content
knowledge within and across
curriculum teaching areas
`
1. Classroom observation tool
(COT) rating sheet and/or inter-
rater agreement form about
effective applications of content
knowledge within and across
curriculum teaching areas
 Mapped RPMS Objectives to COT Indicators
RPMS COT INDICATOR
COT
RPMS COT-RPMS INDICATORS (PROFICIENT)
OBJECTIVE NO. COT-RPMS INDICATORS (HIGHLY PROFICIENT) NO.
INDICATOR
OBJECTIVE NO. Applies knowledge of content within and across curriculum teaching areas
1 1 NO.
Applies
Uses knowledge
a range of teachingof contentthat
strategies within andlearner
enhance across curriculum
achievement in
21 literacy and numeracy
teaching areas skills
2 1
Applies a range of teaching strategies to develop critical and creative
3 Appliesasawell
thinking, range of teaching
as other strategies
higher-order to develop critical and
thinking skills 3
3 creativeclassroom
Manages thinking,structure
as welltoas otherlearners,
engage higher-order thinking
individually skillsin
or in groups, 2
4 meaningful exploration, discovery and hands-on activities within a range of
Manages classroom structure to engage learners, individually or
4
physical learning environments
in groups,
Manages in meaningful
learner exploration,
behavior constructively discovery
by applying and
positive andhands-on
non-violent
54 discipline
activitiesto within
ensure learning-focused environments
a range of physical learning environments
5 3
Uses differentiated, developmentally appropriate learning experiences to
6 address
Manages learners' gender,
learner needs, strengths,
behavior interestsby
constructively and experiences
applying positive and 6
Plans, manages and implements developmentally sequenced teaching and
75 7 4
non-violent discipline to ensure learning-focused environments
learning processes to meet curriculum requirements and varied teaching
contexts
Plans,develops,
Selects, manages and implements
organizes, developmentally
and uses appropriate teaching and learning
9 resources,
sequenced including ICT, toand
teaching address learning
learning goals
processes to meet
8
7 Designs, selects, organizes, and uses diagnostic, formative and summative
curriculum requirements and varied teaching contexts 5
10 assessment strategies consistent with curriculum requirements 9
 See page 31

WEIGHT PER
OBJECTIVE IN
THE RPMS
PORTFOLIO
ASSESSMENT
Thank You!
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.
Presentation slides prepared by:

Dr. Jennie V. Jocson

Deputy Director & Project Leader, RCTQ

Technical Working Group

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