Department of Education

Region VII, Central Visayas

DIVISION OF CITY SCHOOLS

CLASSROOM OBSERVATION TOOL – RPMS

TEACHER I – III
Name of Teacher Observed Date:
Subject & Grade Level Taught: Time:
Name of Observer:
DIRECTIONS FOR THE OBSERVER:
1. Rate each indicator on the checklist according to how will the teacher perform during the classroom observation.
Mark the appropriate column with a ( / ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. Attach the Observation Notes Form to the completed rating sheet.

Scoring Guidelines
7 6 5 4 3
Consolidating
Integrating Level Applying Level Developing Level Organizing Level
Level

21st Century COT – RPMS Areas INDICATORS 7 6 5 4 3

Skills DOMAIN: CONTENT KNOWLEDGE AND PEDAGOGY
A. COMMUNI- 1. Applies Knowledge 1. The teacher relates lessons in the
CATION of content within and context of the learners’ experience
SKILLS across curriculum through employing research-based
teaching areas knowledge and principles of teaching
and learning.
2. The teacher exhibits the ability to
encourage participation and
interaction across various tasks with
the positive use of ICT.
AVERAGE RATING
2. Uses a range of 3. The teacher assesses students using
teaching strategies relevant and appropriate methods that
that enhance learner enhance learner achievement in
achievement in literacy and numeracy skills
literacy and numeracy RATING
skills
3. Applies a range of 4. The teacher delivers simplified
teaching strategies to means to address learners’ diverse
develop critical and learning styles using a variety of
creative thinking, as communication delivery methods
well as other higher- (e.g. written, electronic, oral,
order thinking skills. interpersonal) to develop critical and
creative thinking, as well as other
higher-order thinking skills.
5. The teacher utilizes appropriate
strategies to provide avenue for
development of communication skills
through display of proficient use of
Mother Tongue, Filipino and English.
6. The teacher encourages the learners
to clearly and effectively communicate
in various forms (verbal and non-
verbal).
AVERAGE RATING
Significant Observation/s:

DOMAIN: LEARNING ENVIRONMENT 7 6 5 4 3

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B.CLASS-ROOM 4. Manages classroom 1. The teacher establishes safe and
MANAGE-MENT structure to engage secure learning environments
& CLASSROOM learners, whose classroom displays are
STRUCTUR-ING
individually or in relevant, suitable and usable
groups, in consistent to the policies,
meaningful guidelines and procedures to
exploration, enhance instruction and learning.
discovery and 2. The teacher models and maintains
hands-on activities learning environment that
within the range of promote mutual respect, fairness,
physical learning care and equality to foster a sense
environment of belongingness despite learners’
diverse attitudes (avoidance of
using vulgar words, learner’s
bullying) to encourage learning.
3. The teacher manages classroom
structure to engage learners in
meaningful exploration, discovery
and hands-on activities by
utilizing the materials made by
the division and other IMs within
the range of physical learning
environments.
4. The teacher shows ability to
manage a learning situation and
maintain supportive learning
environments that nurture and
inspire learners to participate,
cooperate and collaborate in
continued learning.
5. The teacher maximizes
instructional learning time by
applying a range of successful
strategies that maintain learning
environments that motivate
learners to work productively by
assuming responsibility for their
own learning.
AVERAGE RATING
5. Manages learner 6. The teacher provides learning
behavior environment where the class is
constructively by held that is conducive to learning
applying positive and teaching and the learners’
and non-violent behaviors are managed
discipline to ensure constructively by applying positive
learning-focused and non-violent discipline to
environments. ensure learning-focused
environments.
RATING
Significant Observation/s:

DOMAIN: DIVERSITY OF LEARNERS

C. CREATI-VITY 6. Uses differentiated, 1. The teacher provides opportunity
AND developmentally to design ideas and solutions to
INNOVATION appropriate learning problems and issues using
SKILLS experiences to differentiated, developmentally
address learner’s appropriate learning experiences
gender, needs, to address learner’s gender,
strengths, interests needs, strengths, interests and
and experiences. experiences.
2. The teacher inspires the learners
to make their own reflections and
construct the lessons learned
using teaching strategies that
respond to learner’s linguistic,
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 cultural, socio-economic and
religious backgrounds.
3. The teacher designs and
implements teaching strategies
and sets rubrics in the activity
that are responsive to learners
with disabilities, giftedness and
talents.
4. The teacher provides and delivers
teaching strategies and learning
assessment that are authentic,
creative and innovative that are
responsive to the special
educational needs of learners in
difficult circumstances,
including: geographic isolation;
chronic illness; displacement due
to armed conflict, urban
resettlement or disasters; child
abuse and child labor practices.
5. The teacher models creative and
innovative thinking to find best
solutions or responses by
adapting and using culturally
appropriate teaching strategies to
address the needs of learners
from indigenous groups.
6. The teacher uses assessment
methods that encourage the idea
creation from among diverse
learners.
AVERAGE RATING
Significant Observation/s:

DOMAIN: CURRICULUM AND PLANNING 7 6 5 4 3

D. COLLABO- 7. Plans, manages and 1. The teacher implements
RATION implements developmentally sequenced
SKILLS developmentally teaching and learning processes
sequenced teaching and provides differentiated
and learning learning activities that promote
processes to meet learners’ collaboration to meet
curriculum curriculum requirements and
requirements and varied teaching contexts.
varied teaching 2. The teacher sets achievable and
contexts. appropriate learning outcomes
that are aligned with the learning
competencies and utilizes rubrics
in assessing learners’
performance and group outputs
which are properly understood by
learners.
3. The teacher adapts and
implements learning programs
that are responsive to learners’
needs and ensures that the
equipment / instructional
materials needed are readily
available to facilitate group work
activity.
4. The teacher creates an
environment that promotes
collegial discussions
that uses teacher and learner
feedback and enables learners to
express freely their suggestions /
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 ideas / opinions to enrich
teaching and learning practice.
AVERAGE RATING
8. Selects, develops, 5. The teacher selects, develops,
and organizes and organizes and uses appropriate
uses appropriate teaching and learning resources,
teaching and including ICT and utilizes
learning resources, strategies best suited to promote
including ICT to collaboration to achieve the
address learning learning goals.
goals. 6. The teacher uses assessment
methods of the curriculum
content that are relevant to
learners and bases on the
principles of effective teaching
and learning.
AVERAGE RATING
Significant Observation/s:

DOMAIN: ASSESSMENT AND REPORTING 7 6 5 4 3

E. CRITICAL 9. Designs, selects, 1. The teacher formulates questions
THINKING organizes and uses that encourage critical thinking in
AND diagnostic, diagnostic, formative and
PROBLEM formative and summative assessment consistent
SOLVING summative with the curriculum requirements.
SKILLS assessment 2. The teacher designs lessons that
strategies consistent provide critical thinking and
with curriculum problem solving skills and
requirements monitors and evaluates learner
progress and achievement using
learner attainment data.
3. The teacher motivates the students
to think critically and share their
ideas on the given situation /
activity and provides timely,
accurate and constructive feedback
to improve learner performance.
4. The teacher processes learners’
responses in a manner that
encourages critical thinking and
communicates promptly and
clearly the learners’ needs,
progress and achievement to key
stakeholders, including parents and
guardians.
5. The teacher utilizes issues related
to the lesson an opportunity for
open-ended discussions and for
modification of teaching and
learning practices and programs
6. The teacher prepares specific
learning activities like games,
puzzles, panel discussions, buzz
sessions, simulation activities etc.,
that prepare learners for higher
order thinking and learning
AVERAGE RATING
Significant Observation/s:

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(Signature over printed name of the observer) (Signature over printed name of the teacher)

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 Department of Education
Region VII, Central Visayas
DIVISION OF CITY SCHOOLS

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

CLASSROOM OBSERVATION TOOL – RPMS

TEACHER I – III

RATING SHEET SUMMARY

Name of Teacher Observed: Date:
Subject & Grade Level Taught: Time:
Name of Observer:
DIRECTIONS FOR THE OBSERVER:
1. Rate each indicator on the checklist according to how will the teacher perform during the classroom observation.
Mark the appropriate column with a ( / ) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. Attach the Observation Notes Form to the 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 (i.e. Principal), this form will serve as the final rating sheet.

(Signature over printed name of the observer) (Signature over printed name of the teacher)

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 Department of Education
Region VII, Central Visayas
DIVISION OF CITY SCHOOLS

ANTONIO R. LAPIZ NATIONAL HIGH SCHOOL

Jaguimit, City of Naga, Cebu

OBSERVATION NOTES FORM - RPMS

Name of Teacher Observed: Date:
Subject & Grade Level Taught: Time Started
Name of Observer: Time Ended:

GENERAL OBSERVATIONS:

AGREEMENT/S:

1.
2.
3.
4.
5.

Observed by: ________________________ Conforme:

School Head/Observer Teacher