.

© Department of Education - Bureau of Human Resources and Organizational Development

The Classroom Observation 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
 ©Department of Education
Bureau of Human Resources and Organizational Development

COT-RPMS Page 2
 THE PROJECT TEAM

Research Center for Teacher Quality

Gina O. Gonong, Ph.D. Jennie V. Jocson, Ph.D.

Director Deputy Director and Project Leader

Allan S. Reyes, Ph.D.

Senior Program Manager

Marilyn U. Balagtas, Ph. D.

Former Director

University of New England-SiMERR National Research Center

John Pegg, Ph.D. Joy Hardy, Ph.D.

Director Deputy Director

Ken Vine, Ph.D. Gregory McPhan, Ph.D.

Principal Research Adviser Former Principal Research Manager

THE SUPPORT TEAM

Denesse Marie B. Handumon Ma. Izella D. Lampos

Junior Research Officers

Ian Kenneth D. Magabilin Jerreld M. Romulo

Former Research Officers

Beverly E. Estocapio
Executive Assistant

Ruby Ann G. Gantalao

Administrative Officer for Finance

Guillen M. Nabong Ezra D. de Jesus

Administrative Assistant Graphic/Layout Artist

Former RCTQ Staff

Geroldine P. Tabigne Cheryl B. Cea
Jessa P. Reynoso Webster C. Ferrer

COT-RPMS Page 3
 ACKNOWLEDGEMENTS

The Philippine National Research Center for Teacher Quality (RCTQ), based at the
Philippine Normal University, together with its research partner, the University of New
England–SiMERR, wishes to express its gratitude to the members of the Technical Review
Group, DepED Teachers, Department Heads, Deans and Faculty from selected TEIs/HEIs for
their support in the development of Classroom Observation Tool (COT)-RPMS subset. Our
gratitude also extends to the teacher-participants from Regions 3, 4A and NCR who shared
with us their valuable time and expertise during the tryout of the tools.

COT-RPMS Technical Review Group

Name Designation Affiliation

Erminda C. Fortes, Ph.D.
Evangeline F. Golla, Ph.D.
Leticia V. Catris, Ph.D.
Marilou M. Ubiña, Ph.D.
Mel Greg O. Concepcion, Ph.D..
Rosemarievic V. Diaz, Ph.D.
Noemi Baysa
Jinky R. Victorio
Asuncion Q. Zambrano
Faculty, CGSTER
Faculty, CGSTER
Dean, CTD
Faculty, PNU-ITL
Faculty, CGSTER
Dean, CFLEX
Master Teacher I
Master Teacher II
Teacher III
Philippine Normal University
Philippine Normal University
Philippine Normal University
Philippine Normal University
Philippine Normal University
Philippine Normal University
Malabon national High School
Malabon National High School
Malabon National High School

COT-RPMS Manual Technical Review Group

Name Position Affiliation

Atkinson F. Tudlong Principal Mt. Province General Comprehensive High School
Diane C. Tomaneng Master Teacher I La Union National High School
Erwin L. Oamil, Ph.D. Faculty, FAL Philippine Normal University
Jovita B. De Castro Principal Mabilbila Integrated School
Mana C. Estakio Head Teacher Atok National High School
Marion A. Mallorca Principal Jose P. Laurel High School
Noemi Baysa Master Teacher I Malabon National High School
Orlando I. Guerrero Educ. Program Supervisor Schools Division Office – Alaminos City

Try-out Participants from Regions 3, 4A and NCR

Name Position Affiliation

Adrian O. Kasilag Teacher I Padre Garcia Central School
Aivy Rose N. De Ocampo Teacher I Malabag National High School
Alma L. Hernandez Teacher III Malabag National High School
Amelia Y. Lumanlan Master Teacher I Tinajero High School - Annex
Charles A. Dizon Teacher III Mangandingay Elementary School
Cheryl A. Frigillana Master Teacher I Tinajero High School - Annex
Corazon D. Racho Principal II Malabag National High School
Corazon J. Pendo Master Teacher I Padre Garcia Central School
Cristeta O. Lubi Teacher I Padre Garcia Central School

COT-RPMS Page 4
Edita M. Canatuan
Elena P. Bayan
Elvierira O. Paclibare
Fely R. Pesigan
Flora L. Cabarteja
Florinda M. Soliman
Fredelma Ellaine T. Maliwat
Gilberto Perez
Glenda S. Zara
Gregorio P. Manalo
Hederlyn L. Ferrer
Helen P. Dolormente
Irene R. Salinas
Irma Y. Almario
Janice P. Enriquez
Jay L. Escalera
Jenneefer T. Malabanan
Jhon D. Galera
Katherine O. Javier
Kaye Anne B. Amoranto
Kerwin M. Regis
Kristine B. Baybay
Lea M. Yumul
Lenie R. Tumambing
Leny R. Tacoy
Lisel B. Bargamento
Ma. Lea U. De Jesus
Maricel N. Manarang
Mario C. Felipe
Marites L. Redondo
Marites Q. Vergara
Mark Anthony S. Paraguison
Marvin C. Licup
Melanie M. Cosuco
Mena O. Dimaculangan
Michelle H. Delgado
Milagros B. Morales
Milagros B. Rosales
Mina B. Silva
Morena L. Mulitas
Myla M. Noveno
Myrna O. Avinante
Nemencia B. Ayeras
Novaleta P. Lapuz
Olivia C. Care
Onuorich T. De Lara
Racquel S. Comia
Sharon O. Tadeo
Venus C. Ustaris
Vilma A. Buladas
Principal III Padre Garcia National High School
Master Teacher I Silang Central School
Principal I Mangandingay Elementary School
Teacher I Padre Garcia Central School
Master Teacher II Padre Garcia Central School
Teacher II Tagaytay City Science National High School
Teacher I Tinajero High School - Annex
Principal I Malvar Central School
Teacher I Padre Garcia National High School
Master Teacher II Malvar Central School
Teacher III Mangandingay Elementary School
Teacher II Mangandingay Elementary School
Teacher I Demetrio Tuazon Eleementary School
Master Teacher II Tinajero High School - Annex
Teacher III Padre Garcia National High School
Teacher I Padre Garcia National High School
Teacher I Malvar Central School
Teacher III Mangandingay Elementary School
Teacher I Silang Central School
Teacher I Silang Central School
Master Teacher I Demetrio Tuazon Eleementary School
Teacher I Tagaytay City Science National High School
Teacher I Tinajero High School - Annex
Teacher II Padre Garcia Central School
Teacher III Padre Garcia Central School
Master Teacher I Padre Garcia Central School
Teacher II Tagaytay City Science National High School
Master Teacher I Tinajero High School - Annex
Teacher III Tinajero High School - Annex
Teacher III Padre Garcia Central School
Teacher I Mangandingay Elementary School
Teacher III Mangandingay Elementary School
Principal I Tinajero High School - Annex
Master Teacher I Padre Garcia Central School
Teacher I Padre Garcia National High School
Science Coordinator Padre Garcia National High School
Master Teacher I Malvar Central School
Master Teacher I Malvar Central School
Principal II Padre Garcia Central School
Teacher II Malabag National High School
Teacher III Malvar Central School
Master Teacher I Silang Central School
Master Teacher I Malabag National High School
Teacher I Tinajero High School - Annex
Master Teacher I Padre Garcia Central School
Principal I Demetrio Tuazon Eleementary School
Teacher I Padre Garcia Central School
Teacher III Mangandingay Elementary School
Teacher I Padre Garcia Central School
Master Teacher I Tagaytay City Science National High School
COT-RPMS Page 5
TABLE OF CONTENTS

The Project Team ………………………………………………………………………. 3

Acknowledgements …………………………………………..………………….…… 4
Table of Contents……………………………………………………...………………. 6
Introduction …………………………………………………………………………….. 7
Mapped COT Indicators to RPMS Objectives ……………………………………. 7
Indicator List……………………………………………………………………………..10
The COT-RPMS Forms …………………………………………………………….…….11
Rubric ……………………………………………………………………….……..11
Observation Notes Form………………………………………….…………... 15
Rating Sheet ……………………………………………………….…………….. 16
Inter-Observer Agreement Form ………………………….…………………. 17
Roles and Responsibilities ……………………………………………….……………. 18
Teacher …………………………………………………………………………… 18
Observer ………………………………………………………………………….. 18
COT-RPMS Observation Process and Protocol …………………………...……… 19
Pre-Observation …………………………………………………………………. 19
Actual Observation …………………………………………………………….. 20
Post-Observation …………………………………………………...…………… 20
Glossary of Terms ………………………………………………………………………. 23
References………………………………………………………………………………. 24

COT-RPMS Page 6
 INTRODUCTION

The Philippine Professional Standards for Teachers (PPST), now DepED order
no. 42, s. 2017, supports the framework of teachers’ career development by
stipulating what the teachers are expected to know and be able to do at
different stages in their career. The PPST-based Classroom Observation Tool
(COT) addresses this continuum to support teachers’ classroom performance.

Classroom Observation Tool in the RPMS Cycle

Classroom observation is a process of providing feedback to a teacher’s

classroom practice. Feedback given provides quality input for the continuous
improvement of teacher practice and provides opportunities to share ideas
and expertise, as well as promote mentoring and coaching among colleagues.
It also encourages teachers to reflect and develop awareness about their own
practice as it provides evidence of actual teacher performance, their strengths
and areas for development and the impact of their practice. Finally, classroom
observation aims to visualize classroom practices.
To be more effective, classroom observation must be based on a set of
standards, which can assess teaching quality across a continuum of
development (Darling-Hammond, 2012). The link between what the teachers
can do as evidenced by their classroom performance and the standards
against which this performance can be rated or evaluated is crucial in
classroom observation.
In the RPMS Cycle, teacher’s classroom performance is assessed against the
indicators of the Philippine Professional Standards for Teachers (PPST). 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.
Mapped RPMS Objectives and COT Indicator
Not all objectives in the RPMS tools are classroom observable. The tables
below show the congruence between the RPMS objectives and COT indicators.

COT-RPMS Page 7
Proficient Teacher
RPMS Objectives
Objective
Number
1 Applied knowledge of content within and
across curriculum teaching areas.
2 Used a range of teaching strategies
that enhance learner achievement in literacy
and numeracy skills.
3 Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.
4 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.
5 Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning focused environments.
6 Used differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests and
experiences.
7 Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts.
9 Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals.
10 Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements.
COT Indicator
Indicator
Number
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

8
COT-RPMS Page
Highly Proficient Teacher
RPMS COT
Objective OBJECTIVES Indicator INDICATORS
Number Number
1 Modeled effective applications of content 1 Applies knowledge of content within and across
knowledge within and across curriculum curriculum teaching areas
teaching areas.
3 Developed and applied effective 2 Applies a range of teaching strategies to develop
teaching strategies to promote critical and critical and creative thinking, as well as other
creative thinking, as well as other higher- higher-order thinking skills
order thinking skills.
4 Worked with colleagues to model and 3 Manages classroom structure to engage learners,
share effective techniques in the individually or in groups, in meaningful exploration,
management of classroom structure to discovery and hands-on activities within a range of
engage learners, individually or in groups, physical learning environments
in meaningful exploration, discovery and
hands-on activities within a range of
physical learning
environments.
5 Exhibited effective and constructive 4 Manages learner behavior constructively by
behavior management skills by applying applying positive and non-violent discipline to
positive and non-violent discipline to ensure learning-focused environments
ensure learning-focused environments.
7 Developed and applied effective 5 Plans, manages and implements developmentally
strategies in the planning and sequenced teaching and learning processes to
management of developmentally meet curriculum requirements and varied teaching
sequenced teaching and learning contexts
processes to meet curriculum requirements
and varied teaching
contexts.

9
COT-RPMS Page
Indicator List
There are prescribed indicators per observation period. These are
shown in the table below.

INDICATOR LIST FOR PROFICIENT TEACHER

Table 1. Indicator List for Proficent Level

For Highly Proficient level, all indicators are expected to be observed

per observation period.

COT-RPMS Page 10
The Classroom Observation Tool-RPMS (COT-RPMS)

There are two (2) Classroom Observation Tools for RPMS (COT-RPMS), one
for Teachers I-III (Proficient) and one for Master Teachers I-IV (Highly Proficient).
The indicators in the tools are the observable classroom objectives listed in the
RPMS tools. The language of the indicators is from the Proficient career stage
in the Philippine Professional Standards for Teacher (PPST).
COT-RPMS for Teachers I-III has nine (9) indicators, while the COT-RPMS for
Master Teacher I-IV has five (5) indicators.

The COT-RPMS Tools

COT-RPMS tools are composed of four forms:
• Rubric
• Observation Notes Form
• Rating Sheet
• Inter-Observer Agreement Form
Each form is used at a specific stage in the observation process.

I. Rubric

The rubric contains a performance continuum for each career stage. For
Teacher I-III (with Levels 3-7), the expected attained level is at least Level 6,
Consolidating. For Master Teacher I-IV (with Levels 4-8), the expected attained
level is at least Level 7, Integrating.

Figure 1. Rubric Front Page

COT-RPMS Page 11
The rubric has the following parts:

1. Rubric level summary - This refers to both the name and description of
each level, described according to performance of teachers in the
classroom.

Figure 2. Rubric Level Summary for Teacher I-III

Figure 3. Rubric Level Summary for Master Teacher I-IV

COT-RPMS Page 12
 2. Indicator - This refers to the specific classroom observable practice
of teachers.

Figure 4. Indicator number and description

3. Level description - This refers to the description of practice for each level.
As teachers progress in their careers, different levels of performance are
expected of them. The development in levels refers to the expectations
of teachers in different career stages:
Levels 3-7 for Teacher I-III and Levels 4-8 for Master Teacher I-IV.

Figure 5. Level Description

COT-RPMS Page 13
4. Clarifications - This refers to definitions or elaborations of some terms
included in the level descriptions.

5. Features of practice - This refers to specific classroom practices, which help

describe a particular level.

Figure 6. Clarifications and Features of Practice

COT-RPMS Page 14
II. Observation Notes Form
The observer(s) use(s) this form to take note of his/her/their specific
observations and comments during the classroom observation. This is the only
form the observer(s) will bring and complete during the observation.

Figure 7. Observation Notes Form

COT-RPMS Page 15
III. Rating Sheet

This form lists the indicators in the COT-RPMS tool. The observer(s) use(s)
this form to indicate the rating/level attained by the observed teacher in
each indicator.

This form is completed after the observation. Refer to the Indicator List to
check which indicators are expected to be observed within the
observation period.

Figure 8. Rating Sheet

COT-RPMS Page 16
Note:
• If possible, a subject expert is expected to rate Indicator 1 (Applies Knowledge of
Content within and across curriculum content areas).
• Elementary teachers are ‘generalists’, any observer may rate Indicator 1.
• It is highly recommended that 2-3 observers sit for an observation. However, if
challenges like schedules and availabilty of observers hinder a school to follow this
recommendation, one (1) observer will be enough.

IV. Inter-Observer Agreement Form

Observer(s) use(s) this form. It serves as the final rating form used during
the Inter-Observer Agreement Exercise.
To arrive at an agreed rating, each observer discusses and justifies the
rating/s given to the observed teacher. The agreed rating is not the average
of the ratings given but the rating agreed upon by all the observers.
In case there is only one observer, i.e. the Principal, his or her rating is the
final rating.

Figure 9. Inter-Observer Agreement Form

COT-RPMS Page 17
Notes:
1. This form is used when there are 2-3 observers.
2. The observers meet with the teacher to discuss the results of the observation. This aims to
help the teacher improve his or her performance through constructive feedback.

ROLES AND RESPONSIBILITIES

Teacher – Teacher I-III or Master Teacher I-IV to be observed

Teachers are expected to:
1. Review the Classroom Observation Rubric appropriate to their career
stage.
2. Understand the observation process.
3. Prepare for and participate in each step of the observation process.
4. Prepare and provide the lesson plan/modified DLL for the observation.

Observers - Principals/School Heads, Department Heads/Chair, and/or Master

Teacher/s

Observers are expected to:

1. Review the observation process and ensure that all steps are correctly
followed.
2. Review and understand the Classroom Observation Rubric and the
different forms to be used at different stage in the observation:
Observation Notes Form, Rating Sheet, and Inter-Observer Agreement
Form (to be used if there are more than one observer).
3. Rate the teacher using the Rating Sheet. Identify the teacher’s strengths
and areas for improvement then make recommendations for improving
performance, as guided by the COT-RPMS rubric.
4. Ensure that the Classroom Observation Forms (Observation Notes Form,
Rating Sheet, and Inter-Observer Agreement Form) contain accurate
information about the teacher and the class observed.
5. Meet with the teacher after the observation to discuss the results of the
observation.
*It is encouraged that more than one but a maximum of three observers participate in the
observation, whenever possible. However, if challenges like schedules and availabilty of
observers hinder a school to follow this recommendation, one (1) observer will be enough.

COT-RPMS Page 18
COT-RPMS OBSERVATION PROCESS AND PROTOCOL

Pre-Observation

Observer
1. Reviews the COT-RPMS Rubric
appropriate to the level of the
teacher he or she will observe.
• It is highly recommended that
2-3 observers participate in the
observation, whenever
possible.
However, if challenges like
schedules and availabilty of
observers hinder a school to
follow this recommendation,
one (1) observer will be
enough.
2. Refers to the list of indicators
expected to be observed in each
observation period.
Teacher
1. Reviews the COT-RPMS Rubric
appropriate to his/her position.
2. Refers to the Indicator List
expected to be observed in each
quarter/observation period in
order to plan well for the
observation.
3. Plans his or her lesson according
to the indicators expected for the
particular observation period.
4. Provides the observers with the
lesson plan/DLP/DLL.

Notes:
If there are multiple
observations within a day, it is
recommended that an observer
undertake no more than three
(3) observations per day.

COT-RPMS Page 19
Actual Observation

Observer Teacher
1. Sits at available chairs. Multiple 1. Delivers the lesson.
observers are expected to sit
apart.
2. Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3. If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on the
teacher’s performance using
facial expression is also
discouraged.
4. Observes the entire class period.

Post-Observation

Observer Teacher
1. Thanks the teacher and leaves the
room immediately after
observation.

2. Individual rating
Rates the teacher using the COT-
RPMS Rubric appropriate to the
teacher’s level. Only those
indicators expected to be observed
in an observation period as
specified in the table of list of
indicators, must be given rating.

COT-RPMS Page 20
 o If there are multiple observers,
only the subject specialist is
expected to rate Indicator 1.
o If there is only one observer, he or
she rates Indicator 1.
o Elementary teachers are
generalists; all observers are
expected to rate Indicator 1.

3. Inter-Observer Agreement Exercise

(in case of multiple observers)
Meets all other observers to discuss
the individual ratings given. In case
of different ratings, the observers
must resolve the differences and
assign an agreed rating. The agreed
rating is not an average; it is a final
rating based on reasoned and
consensual judgment.

4. Meets with the teacher to discuss

the results of the observation.

COT-RPMS Page 21
 OBSERVERS TOOL NEEDED TEACHER

 Review the COT-RPMS  Review the COT-RPMS

Rubric appropriate for the Rubric appropriate to
rank of the teacher to be his/her rank
RUBRIC
observed.  Plan the lesson
 Refer to the indicator list INDICATOR LIST  Refer to the indicator list
PRE-OBSERVATION

for the prescribed indicator for the prescribed indicator

to be rated to plan the lesson

 Arrive at the designated

classroom few minutes
before the observation

 Sit at any available seats in

the classroom
OBSERVATION

 Multiple observers are to OBSERVATION NOTES  Deliver the lesson

sit apart
FORM
 Record all comments on
the Observation Notes
Form

 Rate the teacher RATING SHEET

POST-OBSERVATION

IN CASE OF MULTIPLE OBSERVERS:

 Discuss the rating with the
INTER-OBSERVER
fellow observers
 Decide on the final rating AGREEMENT FORM

Observers and the teacher meet to discuss the results of the observation.
The teacher and observer/s affix their signatures on the rating.

Figure 10. Graphical representation of the Classroom Observation Process

COT-RPMS Page 22
GLOSSARY OF TERMS

Observation - classroom observation; usually 50-60 minutes

Classroom Observation Tool – Results-based Performance Management

System (COT-RPMS) – subset of the full Classroom Observation Tool used for
RPMS for Teachers

Clarifications – definitions or explanations of some terms included in the level

descriptions

Observation Notes – form used by the observer(s) during the observation

Indicator – observable teacher practices which are specified in the RPMS tools

Indicator List – A table showing the prescribed indicators per observation

period

Individual Rating – rating/level assigned by an observer on any indicator to

assess teacher performance

Inter-Observer Agreement Exercise – discussion among observers to arrive at

an agreed rating. This occurs during the post-observation process and
involves the use of the Inter-Observer Agreement Exercise Form

Level Description - description of practice for each level. The description

explains the features of practice expected of teachers in the classroom

Observers - School Heads, Department Heads/Chairpersons, Master Teacher/s

who conduct the classroom observation for RPMS. This is provided in DO 2,s
2015.

Features of practice - specific classroom practice, which may characterize a

particular level

COT-RPMS Page 23
Post-Observation - concluding phase of the observation process during which
observers assign individual ratings, undertake the inter-observer agreement
exercise and make recommendations to improve a teacher’s performance.

Pre-Observation - preliminary phase of the observation process in which

teachers and observers prepare for the observation

Rating Sheet - form used by observers to record individual rating/level for each
indicator.

RPMS Tools – set of forms used to assess teacher performance. There are two
sets: for Teacher I-III and for Master Teacher I-IV.

Rubric Level Summary - summary that describes levels of performance.

References:

Darling-Hammond, L. (2012). Creating a comprehensive system for evaluat- ing and

supporting effective teaching. Stanford, CA. Stanford Center for Opportunity Policy in
Education.

Philippine Professional Standards for Teachers. 2017. Department of Education.

COT-RPMS Page 24
COT-RPMS Page 25