RCTQ

RCTQ

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

PRE- OBSERVATION
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 demonstrate demonstrate demonstrate applies high-
minor s accurate s accurate s accurate, level
content knowledge of and in-depth in-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 and in presentation presentation learning
responding to responding to of the lesson of the lesson environment
students’ students’ and in and in 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
displays displays attempts to responsive of the

her position. simple

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

PRE- OBSERVATION
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.
 RCTQ

PRE- OBSERVATION
STEP 4 - TEACHER
4. Provide the
observer/s with the
lesson plan/DLP/DLL.
 RCTQ

p. 235 ACTUAL OBSERVATION

STEPS 1 & 2 - OBSERVER  The Observation
COT-RPMS Notes Form is the
1. Sit at availableOBSERVATION
chairs.NOTES
Multiple
FORM
OBSERVER: _____________________________________________ DATE: _________________
only form to be
NAME OF TEACHER OBSERVED:____________________________ TIME STARTED: _________
brought and
observers are expected to sit apart.
SUBJECT & GRADE LEVEL TAUGHT: _______________________
OBSERVATION 1 2 3 4
TIME ENDED: ___________

completed during
GENERAL OBSERVATIONS: the actual
2. Use the Observation Notes Form observation.
to record comments and  Use the
observations on the teacher’s Observation
performance. Notes Form to
record comments
and observation
on the teacher’s
performance.
RCTQ
 RCTQ

ACTUAL OBSERVATION
STEPS 3 & 4 – OBSERVER/S

3. If there are multiple observers,

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

4. Observe the entire class period.

 RCTQ

ACTUAL OBSERVATION

STEP 1 - TEACHER

Deliver the lesson.

 RCTQ

POST- OBSERVATION
STEP 1 – OBSERVER/S

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.
 RCTQ

POST- OBSERVATION
STEP 2 – OBSERVER/S In
ca di-
t
Li or
Individual Rating st

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
position.
1.
Refer to the Indicator List for  If there is only one observer, she/he
the indicators to be rated. will rate ALL indicators.
 Elementary teachers are generalists;
therefore, all observers are expected
to rate Indicator 1.
 RCTQ

Show the INDICATORS’ LISTS

pp. 213-221
RCTQ
RCTQ
RCTQ
 RCTQ

For QUALITY

Level 3-------------1 pt.

Level 4-------------2 pts.
Level 5-------------3 pts.
Level 6-------------4 pts.
Level 7-------------5 pts.
 RCTQ

POST- OBSERVATION
STEP 3 - OBSERVERS COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

In case of multiple observers

OBSERVER 1: ___________________________________ NAME OF THE TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ________________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT
DATE: __________________________________________ ________________________________

Inter-Observer Agreement OBSERVATION 1 2

DIRECTIONS FOR THE OBSERVER:
3 4

1. Indicate your individual rating for each indicator.

(5+7+6)/3=
Exercise
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must resolve the

consensual judgment.
3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form.
6
difference and come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and

• Discuss the rating with fellow THE TEACHER:

1. Applies knowledge of content within and across curriculum

Observer
1
Observer
2
Observer
3
AGREED
RATING

observer/s
teaching areas  5 7 6  6
2. Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills  5  5  5 5

• Decide the final rating

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

 The agreed rating is NOT an

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
5. Manages learner behavior constructively by applying positive

average; it is the final rating 6.

and non-violent discipline to ensure learning-focused environments
Uses differentiated, developmentally appropriate learning experiences
7  6  5  6
to address learners' gender, needs, strengths, interests and  6 7  7 6
based on reasoned and 7.
experiences
Plans, manages and implements developmentally sequenced teaching

6  6  6 6
consensual judgment.
and learning processes to meet curriculum requirements and varied
teaching strategies
8. Selects, develops, organizes, and uses appropriate teaching and
learning resources, including ICT, to address learning goal
9. Designs, selects, organizes, and uses diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements
RCTQ
 RCTQ

POST- OBSERVATION
STEP 4 – OBSERVER/S & COT-RPMS

TEACHER I – III COT-RPMS

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

Post- Conference
OBSERVER: ________________________________
DATE: __________________
observable during your classroom teaching. QUARTER: _____________ ________________________________
DATE: _______
TEACHER OBSERVED:_______________________ QUARTER_____________
THE TEACHER: 3 4 5 6 7 NO
SUBJECT & GRADE LEVEL
DIRECTIONS
1. Applies knowledge of content within and FOR
acrossTHE OBSERVER:
TAUGHT:____________________________________________ COT-RPMS
  
curriculum teaching areas 1. Indicate your individual ratings
DIRECTIONS FOR THE TEACHER: for each indicator.

1. Meet with the teacher to

2. Uses a range of teaching2. Discussthat within TEACHER I – III
strategies Put a the
enhance group
check youron
() mark reason
the box forprovided
such rating. In indicator
for each case of different ratings,
that you think is the observers must resolve the
learner difference and concur on
observable during   classroom
an agreed
your rating.
 The final rating is not necessarily an average;
teaching. RATINGitSHEET
is a final rating based rating
achievement in literacy and
basednumeracy skills and consensual judgment.
on reasoned OBSERVER:3____________________________________________ DATE:
THE TEACHER: 4 5 6 7 NO
3. Applies a range of teaching strategies
3. Attach to develop Rating Sheets to this Inter-Observer
all individual ________________
1. Applies knowledge of content within and across Agreement Form.
critical and creative thinking, as well as other higher-    

discuss the results of the

curriculum teaching areas TEACHER OBSERVED:___________________________________
order thinking skills Observer Observer Observer AGREED
QUARTER_____________ 1 2 3 RATING
THE to TEACHER: 2. Uses a range of teaching strategies that enhance
4. Manages classroom structure engage learners, SUBJECT & GRADE LEVEL
learner   
individually or in groups, in meaningful exploration, TAUGHT______________________________________________
achievement in literacy
  and numeracy
 skills
1.
discovery and hands-on activities Applies knowledge
within a range of of content within and across DIRECTIONS
curriculumFOR THE TEACHER:
physical learning environmentsteaching3.areas Applies a range of teaching strategies to develop
 5 7 6  6
observation.
Put a check () mark on the box provided for each indicator that you think is
critical and creative thinking, as well as other  
observable during  classroom teaching.
your
5. Manages learner behavior constructively by applying
2. Uses ahigher-order
range thinking skills
of teaching   strategies that enhance learner
positive and non-violent discipline
focused environments
to ensure
4.
learning-
Manages classroom
achievement in literacy and numeracy skillsstructure to

engage
individually or in groups, in meaningful exploration,
THE TEACHER:
learners,  5  5
1. Applies knowledge of content within and across  5 3 4 5
56 7 NO

6. Uses differentiated, developmentally appropriate curriculum      

2. Affix
3. Applies a rangeand
discovery of teaching
hands-on strategies to develop
activities within a range critical
of and
learning
creative physical
thinking,learning
experiences to address learners' gender, needs,
as wellenvironments
as  other higher-order
teaching areas
 thinking skills 5  6
2. Uses a range of teaching strategies that enhance
 6  6
5. Manages learner behavior constructively by
4.
strengths, interests and experiences Manages classroom structure to engage learners, learnerindividually or   
applying positive and non-violent discipline to   
7. Plans, manages and implements in groups, in meaningful
developmentally
ensure exploration,
learning-focused discovery and
environments  6  6
hands-on in literacy and numeracy skills
achievement
 6 6
signatures
sequenced activities6. within a range of physical learning environments
3. Applies a range of teaching strategies to develop
Uses differentiated,   developmentally  appropriate
teaching and learning processes to meet curriculum critical and
5. Manages learning experiences to address learners' gender, positive  
contexts learner behavior constructively by applying    
requirements and varied teaching
8. Selects, develops, organizes, andanduses needs,
non-violent strengths,
appropriate
interests and experiences
discipline to ensure learning-focused
7. Plans, manages and implements developmentally
thinkingenvironments
skills 7  6
creative thinking, as well as other higher-order
 5  6
teaching and learning resources,
6. Uses including ICT, to
differentiated,  
developmentally  appropriate learning
Manages experiences
processes4.to classroom structure to engage learners,

on the rating
sequenced teaching and learning
address learning goals individually   
9. Designs, selects, organizes, and uses
formative and summative assessment strategies
meet curriculum requirements and varied teaching
diagnostic,
to address learners' gender, needs, strengths, interests and
contexts
  and hands-
 6 7
or in groups, in meaningful exploration, discovery  7   6


experiences
consistent with curriculum requirements
8. Selects, develops, organizes, and uses on activities within a range of physical learning
7. Plans, manages appropriate teaching
and and learning
implements resources,environments
developmentally sequenced   teaching

sheets. _______________
including ICT, to address learning goals
____________________
Signature over Printed Name of and the Observer
9. Designs, selects, organizes, and uses diagnostic,
learning
formative
processes
Signature to meet
over
and summative Printedcurriculum requirements
Name ofstrategies
assessment the positive and varied
 
6 
 6
5. Manages learner behavior constructively by applying
 6  
6

Teacher teachingconsistent
strategieswith curriculum requirements and non-violent discipline to ensure learning-focused
8. Selects, develops, organizes, and uses appropriate environments
teaching and
learning____________________ 6. Uses goals
resources, including ICT, to address learning  6
differentiated, developmentally appropriate
learning
 5  7  6
9.
_______________
Designs, selects, organizes, and uses diagnostic, formativetoand
experiences address learners' gender, needs,   
summative assessment strategies consistent strengths,
with curriculum
Signature over Printed Name of the Observer interests
requirements
Signature over
and Printed Name of
experiences  7  6  5  7
the Teacher
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

____________________ _______________