Appendix H

RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS

SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers)

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a

response
to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles
and the expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives
related
to your professional work. It consists of 13 items that you will
analyze and rate according to your level of capability and level of
priority for development. The items meet teacher quality
requirements congruent with the Philippine K to 12 Reform and
reflective of international teacher standards.

PLEASE READ THE INSTRUCTIONS

This tool has two parts: Part I: Demographic Profile and Part II:
Objectives.
For Part I: Demographic Profile, please shade the circle of the
demographic information applicable to you.

For Part II: Objectives, please shade the circle that corresponds to
how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to
the objectives on that page.

177
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to
you.
1. Age 8. Curricular Classification of the
Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
41-45 Kinder and Grade 1-6
46-50 Kinder and Grade 7-10
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-
Male 10 attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status Grade 1-6 and Grade 11-12
Full-time Grade 7-10 and Grade 11-12
Part-time Grade 1-6, Grade 7-10 and Grade
Casual 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 Grade 11-12 attached to Tertiary
years) Teacher II Kinder, Grade 7-10 and Grade 11-
Teacher III Master 12
Teacher I Master Kinder, Grade 1-6 and Grade 11-12
Teacher II Master All
Teacher III Master 9. Region
Teacher IV Luzon
5. Highest Degree Obtained National Capital Region
Bachelor’s Degree Cordillera Administrative
Master’s Degree Region I - Ilocos
Doctorate Degree II - Cagayan
6. Area of Specialization Valley III - Central
English Filipino Luzon IV-
Mathematics CALABARZON IV-
General Science MIMAROPA
Biology V - Bicol
Chemistry Visayas
Physics VI - Western Visayas
Others (Specify) VII - Central Visayas
VIII - Eastern Visayas
Mindanao
7. Grade Level IX - Zamboanga Peninsula
Taught X - Northern Mindanao
Preschool XI - Davao Region
Primary XII - SOCCSKSARGEN
Intermediate XIII - Caraga
Junior High School Autonomous Region in Muslim
Senior High School 178
PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each
column
corresponding to how you rate each objective according to the level of your
capability in performing each objective and the development priority you give to
In the box below, please provide any general comments you may have about the
objectives.

Level of Priority for

Capability Development

Very High
Low

Low
High
Moderate

High
Very High
Moderate
OBJECTIVES

1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Applied knowledge of content within and
across curriculum teaching areas.
1.2 Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy
1.3 Appliedskills.
a range of teaching strategies to
develop critical and creative thinking, as well as
other higher- order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Managed classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.
2.3 Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.

Optional: In the space provided, you may want to make some personal comments
about your practice and the objectives on this page.

179
 Level of Priority for
Capability Development

Very High
Low

High

Low
Moderate

High
Moderate

Very High
OBJECTIVES

1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.
3.3 Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals.
4. Assessment and Reporting
4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
4.2 Monitored and evaluated learner progress
and achievement using learner attainment data.
4.3 Communicated promptly and clearly the learners’
needs, progress and achievement to key
stakeholders, including parents/guardians.
5. Plus Factor
Performed various related works/activities that
contribute to the teaching-learning process.

Optional: In the space provided, you may want to make some personal comments
about your practice and the objectives on this page.

This Tool was developed through the Philippine National Research Center for
Teacher Quality (RCTQ) with support from the Australian Government through
the Basic Education Sector Transformation (BEST) Program.

180
 Appendix I

RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS

SELF-ASSESSMENT TOOL
FOR MASTER TEACHER I-IV
(Highly Proficient Teachers)

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles
and the expectations of them in the context of K to 12 Education.

This tool is designed for you to reflect on the different objectives

related
to your professional work. It consists of 13 items that you will
analyze and rate according to your level of capability and level of
priority for development. The items meet teacher quality
requirements congruent with the Philippine K to 12 Reform and
reflective of international teacher standards.

PLEASE READ THE INSTRUCTIONS

This tool has two parts: Part I: Demographic Profile and Part II:
Objectives.
For Part I: Demographic Profile, please shade the circle of the
demographic information applicable to you.

For Part II: Objectives, please shade the circle that corresponds to
how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to
the objectives on that page.
181
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to
you.
1. Age 8. Curricular Classification of the
Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
41-45 Kinder and Grade 1-6
46-50 Kinder and Grade 7-10
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-
Male 10 attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status Grade 1-6 and Grade 11-12
Full-time Grade 7-10 and Grade 11-12
Part-time Grade 1-6, Grade 7-10 and Grade
Casual 11-12
Contractual Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 Grade 11-12 attached to Tertiary
years) Teacher II Kinder, Grade 7-10 and Grade 11-
Teacher III Master 12
Teacher I Master Kinder, Grade 1-6 and Grade 11-12
Teacher II Master All
Teacher III Master 9. Region
Teacher IV Luzon
5. Highest Degree Obtained National Capital Region
Bachelor’s Degree Cordillera Administrative
Master’s Degree Region I - Ilocos
Doctorate Degree II - Cagayan
6. Area of Specialization Valley III - Central
English Filipino Luzon IV-
Mathematics CALABARZON IV-
General Science MIMAROPA
Biology V - Bicol
Chemistry Visayas
Physics VI - Western Visayas
Others (Specify) VII - Central Visayas
VIII - Eastern Visayas
Mindanao
7. Grade Level
IX - Zamboanga Peninsula
Taught
X - Northern Mindanao
Preschool
XI - Davao Region
Primary
XII - SOCCSKSARGEN
Intermediate
XIII - Caraga
Junior High School
Autonomous Region in Muslim
Senior High School
182
PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each
column
corresponding to how you rate each objective according to the level of your
capability in performing each objective and the development priority you give to
In the box below, please provide any general comments you may have about the
objectives.

Level of Priority for

Capability Development

Very High
Low

Low
High
Moderate

High
Moderate

Very High
OBJECTIVES

1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy

1.1 Modeled effective applications of content knowledge

within and across curriculum teaching areas.

1.2 Collaborated with colleagues in the conduct and

application of research to enrich knowledge of content
and pedagogy.
1.3 Developed and applied effective teaching strategies
to promote critical and creative thinking, as well as
other higher-order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Worked with colleagues to model and share
effective techniques in the management of classroom
structure to engage learners, individually or in groups,
in meaningful exploration, discovery and hands-on
activities within a range of physical learning
environments.
2.2 Exhibited effective and constructive behavior
management skills by applying positive and non-violent
discipline to ensure learning-focused environments.
2.3 Worked with colleagues to share differentiated,
developmentally appropriate opportunities to address
learners’ differences in gender, needs, strengths,
interests and experiences.

Optional: In the space provided, you may want to make some personal comments
about your practice and the objectives on this page.

183
 Level of Priority for
Capability Development

Very High
Low

Low
High
Moderate

High
Very High
Moderate
OBJECTIVES

1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Developed and applied effective strategies in the
planning and management of developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
3.2 Reviewed with colleagues, teacher and learner
feedback to plan, facilitate, and enrich teaching
practice.
3.3 Advised and guided colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to
address specific learning goals.
4. Assessment and Reporting
4.1 Worked collaboratively with colleagues to review
the design, selection, organization and use of a
range of effective diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements.
4.2 Interpreted collaboratively monitoring and
evaluation strategies of attainment data to support
learner progress and achievement.
4.3 Applied skills in the effective communication of
learner needs, progress and achievement to key
stakeholders, including parents/guardians.
5. Plus Factor
Performed various related works/activities that
contribute to the teaching-learning process.

Optional: In the space provided, you may want to make some personal comments
about your practice and the objectives on this page.

This Tool was developed through the Philippine National Research Center for
Teacher Quality (RCTQ) with support from the Australian Government through
the Basic Education Sector Transformation (BEST) Program.

184
 Appendix J.1

185
 RUBRIC LEVEL
SUMMARY

LEVEL LEVEL NAME DESCRIPTION

The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

3 ORGANIZING
the indicator.

The teacher demonstrates a range of associated pedagogical aspects of the indicator

4 DEVELOPING
that sometimes align with the learners’ developmental needs.

The teacher demonstrates a range of associated pedagogical aspects of the indicator

5 APPLYING that usually align with the learners’ developmental needs.

The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.

The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.

186
 INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas

3 4 5 6 7
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level
minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and broad knowledge of content and
the presentation of the lesson concepts both in the presentation knowledge of most concepts knowledge of all concepts in pedagogy that creates a
or in responding to learners’ of the lesson and in responding to in the presentation of the the presentation of the lesson conducive learning
questions or comments. The learners’ questions or comments. lesson and in responding to and in responding to learners’ environment that enables an
lesson content displays learners’ questions in a questions in a manner that is in-depth and sophisticated
simple coherence. The lesson content displays manner that attempts to be res pons iv e t o learner‘s understanding of the teaching
coherence. responsive to student developmental needs and and learning process to meet
developmental learning promotes learning. individual or group learning
needs. needs within and across
The teacher attempts to make curriculum content areas.
connections across curriculum The teacher makes
content areas if appropriate. The teacher makes connections meaningful connections
across curriculum content areas across curriculum content
if appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays 1. The teacher applies
some awareness of other concepts and makes no content comprehensive extensive knowledge of extensive knowledge of
ideas of the same discipline errors. understanding of the content. content beyond his/her
that are connected to the concepts and structure of area of specialization.
lesson but does not make 2. The content appears to be the disciplines. 2. The teacher cites
solid connection. accurate and its focus shows intra- and 2. The teacher motivates
awareness of the ideas and 2. The teacher addresses interdisciplinary learners to investigate
structure of the discipline. content accurately and content relationships. the content area to
makes connections across expand their knowledge
3. The teacher demonstrates disciplines. 3. The teacher addresses and satisfy their natural
factual knowledge of subject 3. content accurately and its curiosity.
matter and attempts to connect focus is congruent with the
content across disciplines. the ideas
big discipline.
and/or structure of

CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
SIMPLE COHERENCE
central ideas of the topic or lesson content is free from errors knowledge within and across
a basic logic in the sequence of the
curriculum content areas
lesson with one part linked to the
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE foundational
next
different learning/subject areas knowledge and finer details within the HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and curriculum content complex content knowledge within
MINOR CONTENT ERRORS lesser
secondary education curriculum area and across curriculum areas
degree of errors in the content of the
lesson

187
 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
INDICATOR 2
skills

3 4 5 6 7
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistently The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance applies relevant strategies that connected teaching strategies
address learners’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or enhance that promote individual and
numeracy needs. needs. numeracy skills. learners’ literacy group learners’ critical literacy
and/or numeracy skills. and/or critical numeracy skills.

FEATURES OF PRACTICE
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher routinely 1. The teacher employs
1. The teacher uses activities
terms in the lesson but fails the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
to define specific terms which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
needed to develop learners’ literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy
some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
skills are necessary.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.

CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may
LOOSELY-CONNECTED TEACHING OCCASIONALLY include
STRATEGIES teaching approaches which are occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
mismatched in addressing literacy and/or and the relationship between letters and sounds. Other
numeracy needs FREQUENTLY skills such as creating knowledge through writing as
occurs often times in the duration of the lesson well as developing media and technology are part of
CRITICAL LITERACY literacy skills.
critically analyzing and evaluating the meaning CONSISTENTLY
of text as it relates to global issues to inform occurs constantly in the duration of the lesson NUMERACY SKILLS
a critical stance, response and/or action skills which consist of comprehending and applying
RELEVANT fundamental arithmetic operations like addition,
CRITICAL NUMERACY teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
ability to effectively use mathematical concepts in associated with the learners’ developmental needs to skills may also include the ability to reason with
applying, analyzing, evaluating and creating ideas enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.

188
 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 3
higher-order thinking skills

3 4 5 6 7
The teacher provided The teacher uses questions and The teacher employs a range of The teacher challenges The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions learners to justify their thinking range of questions and
activities which lead learners learners to interpret, explain, or and activities that encourage and successfully engages most activities, including those of
through a single path of inquiry. describe ideas learned. learners to explain, learners in the discussion using higher-order that challenge
demonstrate, and use ideas well-directed questions and learners to analyze their thinking
learned. activities. to promote deeper
understanding.
FEATURES OF PRACTICE
1. The teacher asks, “Who has 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea about this?” The attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require and to react to the opinions 2. Learners extend the within or across
rote-type responses. The teacher asks, “Can you of others. discussion by inviting disciplines.
please explain this idea?” comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one another’s thinking.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.

CLARIFICATIONS

HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying
opinions.

STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts

189
 Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
INDICATOR 4 discovery and hands-on activities within a range of physical and learning
environments
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
engages most learners in
discovery or hands-on learning discovery and hands-on learning meaningful exploration, individually or in groups, in
meaningful exploration,
activities within a range of activities within a range of discovery and hands-on meaningful exploration,
discovery and hands-on
physical learning environments. physical learning environments. learning activities within a discovery and hands-on
learning activities within a range
range of physical learning learning activities within a
of physical learning
environments. range of physical learning
environments.
environments.
FEATURES OF PRACTICE
1. Only some learners work 1. The classroom layout is 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes
productively within the allotted simple and somewhat suitable available resources are learning environment free proactive classroom
time, physical space and for different learning activities. generally suitable for different from congestion and structure management
resources. learning activities. facilitates activities practices to support flexible
2. Majority of the learners work appropriate within the movement of the learners
productively within the allotted 2. Most learners work physical learning in all learning activities.
time and physical space, productively within the environment.
using the available resources. allotted time, physical space 2. Learners are fully engaged
and resources. 2. All learners work in all activities by utilizing
productively within the optimal space and time,
allotted time, physical space appropriate to their needs.
and resources.

CLARIFICATIONS

PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

any area where learning takes place activities that require learners to draw on their past experiences
and existing knowledge to discover facts, relationships, and new
CLASSROOM STRUCTURE
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment

SOME HANDS-ON LEARNING ACTIVITIES

less than half of the learners activities that require physical participation of learners to
construct, consolidate or explain concepts
MAJORITY
more than half of the learners MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and
MOST
how they relate to other concepts
almost all, approaching 100% of the learners
190
 Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 5
ensure learning-focused environments

3 4 5 6 7
The teacher rarely manages The teacher occasionally manages The teacher frequently The teacher consistently The teacher constructively
misbehavior against established misbehavior against established manages misbehavior against manages misbehavior against manages learner behavior by
rules of conduct. rules of conduct and the majority established rules of conduct established rules of conduct applying positive and non-
of the learners follow such rules. and most learners follow such and all learners follow such violent discipline to ensure
rules. rules. learning-focused environment.
FEATURES OF PRACTICE
1. Standards of conduct appear 1. The teacher’s standards of 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for their
interference in learning and appropriately which is all times without any loss of behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners to
clear and requires repeated to some learners and may learner behavior are self-monitor their own
prompting, which delays or require repeated prompting. 2. The teacher’s standards of evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
3. The teacher’s responses to some of these are unclear, or do learning. They are clear to
learners’ behavior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.

CLARIFICATIONS

ESTABLISHED RULES MOST RARELY

an existing set rules of conduct almost all, approaching 100% of the learners seldom occurs in the duration of the lesson
imposed in the learning environment
OCCASIONALLY CONSISTENTLY
CONSTRUCTIVE occurs irregularly in the duration of the lesson occurs constantly in the duration of the lesson
positive and helpful responses on learners’ behavior
FREQUENTLY BEHAVIOR
MAJORITY occurs often times in the duration of the lesson manner in which learners act; either positive or negative
more than half of the learners

191
 Uses differentiated, developmentally appropriate learning experiences to address learners’
INDICATOR 6
gender, needs, strengths, interests and experiences

3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated learning differentiated or developmentally differentiated and differentiated and differentiated and
experiences to address the appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
learning needs of some to address the learning needs of learning experiences to learning experiences to learning experiences to address
learners. most learners. address the needs of most address the learning needs of the diverse learning
learners. different groups of learners. needs.
FEATURES OF PRACTICE
1. The teacher relies on a 1. The teacher makes use of the 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides
single strategy or some learners’ developmental levels developmental levels of learners’ needs through a thoughtful and appropriate
strategies allowing some or ways of learning to address learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the their learning needs. and the different ways they materials, and/or pacing individual learner needs. The
instructional outcomes. learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.

CLARIFICATIONS

LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences

DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners

DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various learning needs of diverse learners

192
 Plans, manages and implements developmentally sequenced teaching and learning processes to
INDICATOR 7
meet curriculum requirements and varied teaching contexts

3 4 5 6 7
The teacher implements the The teacher implements the The teacher implements the The teacher manages well- The teacher manages well-
lessons but only with some lessons but with inappropriate lessons with appropriate structured lessons with structured lessons with
elements of developmentally elements of developmentally elements of developmentally developmentally emphasis on explicit
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and connections between previous
learning processes. learning processes. learning processes to meet learning and new concepts and
learning processes.
curriculum requirements
skills.
and varied teaching
contexts.

FEATURES OF PRACTICE
1. The teacher does not 1. The teacher’s demonstration of 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are the lesson’s objectives. planned to review same
when planning and between activities are present smooth. basic concepts, followed by
transitions between but may catch learners off guard 2. The sequence of learning the activities that would take
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning.
accomplish the purpose.

CLARIFICATIONS

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

• 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 appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities

MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs

193
 Selects, develops, organizes, and uses appropriate teaching and learning resources, including
INDICATOR 8
to address learning goals
ICT,

3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
resources, including ICT, resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
which are loosely-aligned with are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
the learning goals. learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
FEATURES OF PRACTICE
1. Instructional materials and 1. Instructional materials and 1. Instructional materials and 1. All instructional 1. Instructional materials are
resources are minimally resources are incompletely resources are fairly aligned materials and resources diverse and are consistently
aligned with the learning aligned with the instructional with the instructional are aligned with the aligned with the
goals. purposes. purposes. instructional purposes. instructional purposes.

CLARIFICATIONS

TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED

substantially mismatched with the learning goals
• Chalkboard
OCCASIONALLY ALIGNED
• Manila paper or Cartolina sometimes matched with the learning goals

• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals
• ICT Resources: slides presentation, audio visual, social media, and
other web-based applications CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
• Manipulatives, models, and other tools
EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources

MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas

194
 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
INDICATOR 9
consistent with curriculum requirements

3 4 5 6 7
The teacher provides a The teacher provides a range The teacher provides a range of The teacher provides The teacher integrates
limited range of assessment of assessment strategies but assessment strategies that assessment strategies assessment strategies
strategies but fails to address only some are aligned with address most of the learning consistent with the curriculum engages learners in self- and
the learning goals. the learning goals. goals. requirements. peer-assessment.
FEATURES OF PRACTICE
1. The assessment procedures 1. The teacher uses a variety of 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses
focus on task completion assessment strategies which of assessment strategies uses assessment strategies assessment strategies
and/or compliance rather than are partially congruent to the which are aligned with the which are embedded as an which engage learners in
learner achievement of lesson intended learning outcomes. intended learning goals. integral part of the lesson assessment criteria to self-
purpose/ objective. and are aligned with the monitor and reflect on their
2. The teacher uses procedures 2. The teacher uses intended instructional or own progress.
that yield only some evidence of assessment procedures that consistent with the content
learning. draw out evidence of whether standards. 2. Learners frequently assess
learners have learned most their own work and the work
of the intended learning 2. Learners are encouraged to of their peers using
outcomes. assess and monitor the assessment criteria
quality of their own work embedded in the teacher-
against the assessment learners-generated rubrics,
criteria and performance peer reviews, and/or
standards that make active reflection logs.
use of that information in
their learning.

CLARIFICATIONS

ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction

FORMATIVE
assessment used to identify the parts of the lesson where learners need
improvement, e.g. recitation, activities and seatworks

SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests

195
 © Department of Education - Bureau of Human Resources and Organizational
Development
with support from the Australian Government through the Basic Education Sector Transformation (BEST)
Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality

BEST
Basic Education
A~stralian •
Aid ~ {.:_
~
Sect0< Transformabon ,,
196
 Appendix J.2

COT-RPMS
TEACHER I-III

PRE-OBSERVATION CHECKLIST

OBSERVER: DATE:

TEACHER OBSERVED: QUARTER:

SUBJECT & GRADE LEVEL TAUGHT:

DIRECTIONS FOR THE

TEACHER:
Put a check mark ( ) on the box provided for each indicator that you think is observable during your
teaching classroom

THE TEACHER: Observable Indicators

1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement
in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills

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
5. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching
and learning processes to meet curriculum requirements and varied
teaching contexts
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

Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

198
 Appendix J.3

COT-RPMS
TEACHER I-III

RATING
SHEET

OBSERVER: DATE:

TEACHER OBSERVED: QUARTER:

SUBJECT & GRADE LEVEL TAUGHT:

DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark
theappropriate column with a ( ) mark.

2. Each indicator is assessed on an individual basis, regardless of its relationship to other

indicators.
3. Attach your Observation Notes Form to this completed rating sheet.

THE TEACHER: 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills
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
5. Manages learner behavior constructively by applying positive and non-violent discipline
to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts
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
OTHER COMMENTS:

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

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

199
 Appendix J.4

COT-RPMS

TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER

OBSERVED:
OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL

TAUGHT:
DATE: QUARTER:

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual ratings for each indicator .
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must
resolve the differences and concur on an agreed rating. The final rating is not necessarily 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.

THE TEACHER: Observer Observer Observer AGREED

1 2 3 RATING
1. Applies knowledge of content within and across
curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills
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
5. Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments
6. Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests and experiences
7. Plans, manages and implements developmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts
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

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3

Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

200
Appendix K.1

I'

JYJJ]. il@J]] iJ/iJJJ;.JiY!litJ U_,UiJJ

201
 RUBRIC LEVEL
SUMMARY

LEVEL LEVEL NAME DESCRIPTION

The teacher demonstrates a range of associated pedagogical aspects of the

4 DEVELOPING indicator
that sometimes align with the learners’ developmental needs.

The teacher demonstrates a range of associated pedagogical aspects of the indicator

5 APPLYING
that usually align with the learners’ developmental needs.

The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.

The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.

The teacher applies deep knowledge and understanding of the indicator discriminately
8 DISCRIMINATING to contextualize teaching and learning processes within the discipline to meet individual
and group learning goals.

202
 INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas

4 5 6 7 8
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level The teacher applies high-level
accurate knowledge of key accurate and in-depth knowledge accurate, in-depth and broad knowledge of content and knowledge of content within
concepts both in the of most concepts in the knowledge of all concepts in the pedagogy that creates a and across curriculum content
presentation of the lesson and presentation of the lesson and in presentation of the lesson and conducive learning environment areas to empower learners to
in responding to learners’ responding to learners’ questions in responding to learners’ that enables an in-depth and acquire and apply successful
questions or comments. questions in a manner that is sophisticated understanding of learning strategies to assist in
in a manner that attempts to
responsive to learner the teaching and learning their development as
The lesson content displays be responsive to learner
developmental needs and processes to meet individual or independent learners.
coherence. developmental learning
promotes learning. group learning needs within
needs.
The teacher attempts to and across curriculum content
The teacher makes
make connections across The teacher makes connections areas.
meaningful connections
curriculum content areas if across curriculum content areas if
across curriculum content
appropriate. appropriate.
areas, if appropriate.

FEATURES OF PRACTICE
1. The teacher clearly 1. The teacher displays 1. The teacher displays 1. The teacher applies 1. The teacher applies extensive
explains concepts and comprehensive understanding extensive knowledge of extensive knowledge of and complex content knowledge
makes no content errors. of the concepts and structure of content. content beyond his/her to support learners in acquiring
the disciplines. area of specialization. successful learning strategies in
2. The content appears to be 2. The teacher cites intra- other areas of the learning.
accurate and its focus 2. The teacher addresses and interdisciplinary 2. The teacher motivates
shows awareness of the content accurately and makes content relationships. learners to investigate the
2. The teacher extends
ideas and structure of the connections across disciplines. content area to expand their
3. The teacher addresses knowledge of subject beyond
discipline. knowledge and satisfy their content in his/her teaching
content accurately and its natural curiosity.
3. The teacher demonstrates focus is congruent with the specialty and stimulates
factual knowledge of subject big ideas and/or structure of learners’ curiosity beyond the
matter and attempts to connect the discipline. required course work.
content across disciplines.

CLARIFICATIONS

KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE

central ideas of the topic or lesson content is free from errors knowledge within and across curriculum content areas

CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE foundational HIGH-LEVEL KNOWLEDGE

different learning/subject areas taught and learned in knowledge and finer details within the complex content knowledge within and across
the basic and secondary education curriculum curriculum content area curriculum areas

203
 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 2
higher-order thinking skills

4 5 6 7 8
The teacher uses questions The teacher employs a range of The teacher challenges learners The teacher provides a broad The teacher provides, at the
and activities that mostly targeted follow-up questions and to justify their thinking and range of questions and appropriate times, a learning
require the learners to activities that encourage learners successfully engages most of activities, including those of environment for higher-order
interpret, explain, or describe thinking skills that enables
to explain, demonstrate, and use them in the discussion using higher-order that challenge
ideas learned.
ideas learned. well-directed questions and learners to analyze their learners to evaluate their
activities. thinking to promote deeper thinking and to seek
understanding. constructive feedback from
peers and the teacher.

FEATURES OF PRACTICE
1. The teacher makes some 1. The teacher employs a range 1. The teacher challenges 1. Learners compare 1. Learners judge or
attempt to engage learners of strategies to ensure that learners cognitively to and contrast ideas. evaluate situations,
in genuine discussion rather most learners are given advance high-level thinking issues.
problems, or
than simple, factual, or rote- opportunities to give opinions to 2. Learners synthesize or
and discourse.
type discussion. the lesson and to react to the summarize information within
2. Learners extend the or across disciplines.
opinions of others.
2. The teacher asks, “Can discussion by inviting 2. Learners invite
you please explain this comments from their comments from their
2. The teacher creates a genuine classmates during the
idea?” challenge one
classmates another’s
during
discussion among learners, discussion and challenge
discussion and
providing adequate time for one another’s thinking.
them to respond; as well as to
3. Learners, themselves, thinking.
step aside when doing so is
appropriate. ensure that all voices are
heard in the discussion.

CLARIFICATIONS

HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying
opinions.

STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts

204
 Manages classroom structure to engage learners, individually or in groups, in meaningful
INDICATOR 3 exploration, discovery and hands-on activities within a range of physical and learning
environments

4 5 6 7 8
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and The teacher adapts and
classroom structure and structure and engages most classroom structure and maintains classroom structure adjusts classroom structure
engages the majority of the learners in meaningful exploration, engages all learners in and engages learners, ac c ording t o learners ’
learners in discovery and discovery and hands-on learning meaningful exploration, individually or in groups, in needs and encourages
hands-on learning activities activities within a range of discovery and hands-on meaningful exploration, learners to explore other
within a range of physical physical learning environments. learning activities within a range discovery and hands-on learning activities that
learning environments. of physical learning learning activities within a support the achievement of
environments. range of physical learning learning goals.
environments.

FEATURES OF PRACTICE
1. The classroom layout and 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes 1. The teacher modifies
available resources are available resources are learning environment free proactive classroom classroom structure and
simple and somewhat generally suitable for different from congestion and management practices resources effectively in a
suitable for different learning facilitates activities to support flexible manner that acknowledges
learning activities.
appropriate within the movement of the the needs of learners.
activities.
2. Most learners work physical learning learners in all learning
2. Majority of the learners productively within the environment. activities. 2. The teacher facilitates
work productively within the allotted time, physical well-planned learning
allotted time and physical 2. All learners work 2. Learners are fully activities appropriate to
space and resources.
productively within the engaged in all activities individual and group needs
space, using the available
allotted time, physical by utilizing optimal within the available
resources. physical space and
space and resources. space and time,
appropriate to their resources.
needs.

CLARIFICATIONS

PHYSICAL LEARNING ENVIRONMENT MOST HANDS-ON LEARNING ACTIVITIES

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

205
 Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 4
ensure learning-focused environments

4 5 6 7 8
The teacher occasionally The teacher frequently manages The teacher consistently The teacher constructively The teacher enables learners
manages misbehavior against misbehavior against established manages misbehavior against manages learner behavior by to take control of their own
established rules of conduct and rules of conduct and most learners established rules of conduct applying positive and non- behavior against rules of
the majority of the learners follow such rules. and all learners follow such violent discipline to ensure conduct in which learners are
follow such rules. learning-focused environment.
rules. aware of the impact of their
behavior.
FEATURES OF PRACTICE
1. The teacher’s standards of 1. The classroom management 1. The teacher responds 1. Learners are actively 1. Standards of conduct are
conduct are inconsistently system has been appropriately to misbehavior encouraged to take clear to all learners.
enforced resulting in some implemented appropriately of learners at all times without responsibility for their Learners respectfully
interference in learning and which is responsive to any loss of instructional time. behavior. intervene with classmates
some loss of instructional classroom and individual at appropriate moments to
time. needs of learners. 2. Clear expectations for 2. Well-established ensure compliance with
learner behavior are procedures for standards of conduct.
2. Standards of conduct are 2. The teacher’s standards of evident. Standards of learners to self-
clear to some learners conduct are clear to all
behavior are consistently monitor their own
and may require repeated
reinforced resulting in little or no learners and with modest classroom behavior
prompting.
interference with learning. They impact on learning. are evident.
3. Appropriate expectations are clear to most learners and
for behavior are require little prompting.
established, but some of
these are unclear, or do
not address the needs of
most learners.

CLARIFICATIONS

ESTABLISHED RULES OCCASIONALLY

an existing set rules of conduct imposed in the learning environment occurs irregularly in the duration of the lesson

CONSTRUCTIVE FREQUENTLY
positive and helpful responses on learners’ behavior occurs often times in the duration of the lesson

MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson

MOST BEHAVIOR
almost all, approaching 100% of the learners manner in which learners act; either positive or negative

206
 Uses differentiated, developmentally appropriate learning experiences to address learners’
INDICATOR 5
gender, needs, strengths, interests and experiences.

4 5 6 7 8
The teacher provides The teacher provides differentiated The teacher provides The teacher provides The teacher adjusts learning
differentiated or developmentally and developmentally appropriate differentiated and differentiated experiences to meet individual
appropriate learning learning experiences to address developmentally appropriate developmentally appropriate and group learning needs of
experiences to address the the learning needs of most learning experiences to address learning experiences to learners.
learning needs of most learners. learners. the learning needs of different address diverse learning
groups of learners. needs.
FEATURES OF PRACTICE
1. The teacher makes use of 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides 1. The teacher modifies
the learners’ developmental developmental levels of needs of learners through a thoughtful and appropriate instruction and matches
levels or ways of learning to earners in the classroom and variety of strategies, instructional adaptation for strategies to meet diverse
address their learning needs. the different ways they learn materials, and/or pacing individual learner needs. learning needs and make
by providing differentiated that make learning The adaptation of learning accessible and
learning experiences that accessible and challenging instruction is realistic and
challenging for all learners.
enable most learners to for different groups of effective. Diverse learners
progress toward meeting learners. have opportunities to
intended outcomes. actively engage in various 2. The teacher effectively
2. The teacher uses learning activities. uses independent,
differentiated strategies that collaborative and whole-
motivate and engage class instruction to support
groups of learners at their individual learning goals.
cognitive levels, allowing
them to achieve the 3. The teacher provides
learning outcomes.
varied options for how
learners will demonstrate
mastery.

CLARIFICATIONS

LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences

DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners

DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various needs of diverse learners

207
 © Department of Education - Bureau of Human Resources and Organizational
Development
with support from the Australian Government through the Basic Education Sector Transformation (BEST)
Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality

BE 5 T
Basic Education
A~stralian •
Aid~. ~
~UU!ll.UJlll

Sector Transformation

208
 Appendix K.2

COT-RPMS
MASTER TEACHER I-IV

PRE-OBSERVATION CHECKLIST

OBSERVER: DATE:

TEACHER OBSERVED: QUARTER:

SUBJECT & GRADE LEVEL TAUGHT:

DIRECTIONS FOR THE

TEACHER:
Put a check mark ( ) on the box provided for each indicator that you think is observable during your
teaching classroom

THE TEACHER: Observable Indicators

1. Applies knowledge of content within and across curriculum teaching areas
2. Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
3. 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
4. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments
5. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences

Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

199
 Appendix K.3

COT-RPMS
MASTER TEACHER I-IV

RATING
SHEET

OBSERVER: DATE:

TEACHER OBSERVED: QUARTER:

SUBJECT & GRADE LEVEL TAUGHT:

DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark
theappropriate column with a ( ) mark.

2. Each indicator is assessed on an individual basis, regardless of its relationship to other

indicators.
3. Attach your Observation Notes Form to this completed rating sheet.

THE TEACHER: 4 5 6 7 8 NO
1. Applies knowledge of content within and across curriculum
teaching areas
2. Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills
3. 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
4. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments
5. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences

OTHER COMMENTS:

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

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

210
 Appendix K.4

COT-RPMS

MASTER TEACHER I-IV

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER

OBSERVED:
OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL

TAUGHT:
DATE: QUARTER:

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual ratings for each indicator .
2. Discuss within the group your reason for such rating. In case of different ratings, the observers must
resolve the differences and concur on an agreed rating. The final rating is not necessarily 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.
THE TEACHER: Observer Observer Observer AGREED
1 2 3 RATING
1. Applies knowledge of content within and
across curriculum teaching areas
2. Applies a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills
3. 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
4. Manages learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
5. Uses differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3

Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

211
 Appendix L

COT-RPMS
OBSERVATION NOTES FORM

OBSERVER: DATE:

TEACHER OBSERVED: QUARTER:

SUBJECT & GRADE LEVEL TIME STARTED:

TAUGHT:
TIME ENDED:

GENERAL OBSERVATIONS:

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

212
 GENERAL OBSERVATIONS:

Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.

213