The new Classroom Observation Tool (COT) for deped teachers...

2. What is Classroom Observation?
• 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)
• One gauge in ensuring quality teaching
- RA 10533 (K to 12 Law)

3. COT
Rationale for the Development of the Standards-
based Classroom Observation Tool
PPST
Teacher Quality
Requirement of K to 12
Professional
Development
Classroom
Practice

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

5. • 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.
What is the Philippine Professional
Standards for Teachers (PPST)?

6. 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
Classroom Observable Strands of the Philippine
Professional Standards for Teachers
21 out of 37 strands are classroom observable

7. 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
1.1
1.4
1.5
2.3
2.6
3.1 4.1
4.5
5.1
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

8. 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
Content Knowledge and Pedagogy
1.1
1.4
1.5
1.1 Apply knowledge of content within and across
curriculum teaching areas
1.4 Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills
1.5 Apply a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills
Domain 1

9. 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
2.3
2.6
2.3 Manage classroom structure to engage
learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities
within a range of physical learning environments
2.6 Manage learner behavior constructively
by applying positive and non-violent discipline
to ensure learning-focused environments
Domain 2
Learning Environment

10. 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
Diversity of Learners
3.1
3.1 Use differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences
Domain 3

11. 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
Curriculum and Planning
4.1
4.5
4.1 Plan, manage and
implement developmentally
sequenced teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts
Domain 4
4.5 Select, develop, organize,
and use appropriate
teaching and learning
resources, including ICT, to
address learning goals

12. 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
Assessment and Reporting
5.1
5.1 Designs, selects, organizes,
and uses diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
Domain 5

13. 1 2 3 4 5 6 7 8 9
Discriminating
Highly Proficient
Synthesizing
Distinguished
Consolidating Integrating
Proficient
Not Evident Building Organizing Developing Applying
Beginning
How does the COT address
the continuum of practice?

14. How is COT-RPMS used in the RPMS cycle?

15. I PERFORMANCE
PLANNING AND
COMMITMENT
Activity:
Discussion/Issuance of
RPMS Tools
IV PERFORMANCE
REWARDING AND DEVELOPMENT
PLANNING
Activity: Ways Forward
Development Planning
Teacher
Quality
II PERFORMANCE
MONITORING AND COACHING
Activity: Mid-Year Review and
Assessment
III PERFORMANCE
REVIEW AND EVALUATION
Activity: Year-End Review &
Assessment, Evaluation of
Portfolio & Computation of
Final Rating
How is COT-RPMS used in the RPMS cycle?

18. I PERFORMANCE
PLANNING AND
COMMITMENT
Activity:
Discussion/Issuance of
RPMS Tools
IV PERFORMANCE
REWARDING AND DEVELOPMENT
PLANNING
Activity: Ways Forward
Development Planning
Teacher
Quality
II PERFORMANCE
MONITORING AND COACHING
Activity: Mid-Year Review and
Assessment
III PERFORMANCE
REVIEW AND EVALUATION
Activity: Year-End Review &
Assessment, Evaluation of
Portfolio & Computation of
Final Rating

21. 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: __________________________________________ _____________________________
OBSERVATION 1 2 3 4
DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual rating for each indicator.
2. Discuss within the group your reason/s for such rating. In case of different ratings, the observers must
resolve the difference and come up with an agreed rating. The final rating is not an average; it is a final rating
based on reasoned and consensual judgment.
3. Attach all individual Rating Sheets to the Inter-Observer Agreement Form.
THE TEACHER:
Observer
1
Observer
2
Observer
3
FINAL
RATING
1. Applies knowledge of content within and across curriculum
teaching areas 4 4 7 7
2. Uses a range of teaching strategies that enhance learner
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
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
5. Manages learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments
7 6 5 7
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
The results of classroom
observation are
considered non-
negotiable means of
verification (MOV) of
teacher performance that
can prove teacher’s
attainment of classroom
observable objectives in
the RPMS Tools.

22. 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

23. `
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

24. RPMS
OBJECTIVE NO.
COT-RPMS INDICATORS (PROFICIENT)
COT INDICATOR
NO.
1 Applies knowledge of content within and across curriculum teaching areas
1
2
Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills 2
3
Applies a range of teaching strategies to develop critical and creative
thinking, as well as other higher-order thinking skills 3
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
4
5
Manages learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments 5
6
Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences 6
7
Plans, manages and implements developmentally sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
contexts
7
9
Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals 8
10
Designs, selects, organizes, and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements 9
Mapped RPMS Objectives to COT IndicatorsMapped RPMS Objectives to COT Indicators
RPMS
OBJECTIVE NO.
COT-RPMS INDICATORS (HIGHLY PROFICIENT)
COT INDICATOR
NO.
1
Applies knowledge of content within and across curriculum
teaching areas 1
3
Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills 2
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
5
Manages learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments 4
7
Plans, manages and implements developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts 5

25. WEIGHT PER
OBJECTIVE IN
THE RPMS
PORTFOLIO
ASSESSMENT
See page 31

26. Thank You!

27. 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.

28. 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