Division Learning Action Cell

for Select RPMS Raters

DEVELOPING AND USING SUBJECT-SPECIFIC GUIDES FOR
THE CLASSROOM OBSERVATION TOOL (COT) INDICATORS
FEBRUARY 19, 2020 | 9:00AM TO 5:00PM
MATAAS NA PAARALANG NEPTALI A. GONZALES
Develop LAC materials that will aid other teachers in
preparing for the classroom observation under the RPMS
framework

RATIONALE
 Validating Final
Developing LAC Session
LAC Checking
LAC during May
Materials and
Materials INSET
(March Distribution
(Feb 2020) (May 2020)
2020) (May 2020)

PROJECT MAP
• Learning Area Specific LAC Session Guides
• WHY LEARNING AREA SPECIFIC?

GOAL TODAY
 1. Content knowledge and its application
within and across curriculum teaching areas

2. Positive use of ICT

3. Proficient use of Mother Tongue,

Filipino, and English

CLASSROOM OBSERVABLE
INDICATORS 2020
 4. Safe and secure learning environments

5. Cooperative/collaborative learning
environments

6. Strategies for linguistic, cultural, socio-

economic and religious backgrounds

7. Timely, accurate, and constructive

feedback

CLASSROOM OBSERVABLE
INDICATORS 2020
 4 5 6
DEMONSTRATES
DEMONSTRATES DEMONSTRATES
DEMONSTRATES DEMONSTRATES
DEMONSTRATES
Accurate
Accurate knowledge
knowledge accurate
accurate and
and in-depth
in-depth accurate
accurate and
and in-depth
in-depth
of
of key
key concepts
concepts knowledge
knowledge ofof all
all knowledge
knowledge ofof all
all
concepts
concepts concepts
concepts
Coherence
Coherence

Makes
Makes meaningful
meaningful
Makes
Makes connections
connections
Attempts to make connections
connections
connections

Apply knowledge of content within and

INDICATOR 11
INDICATOR

across curriculum teaching areas

 7 8 9
APPLIES
APPLIES accurate,
accurate, in-depth,
in-depth, APPLIES
APPLIES high-level
high-level APPLIES
and
and broad knowledge
broad knowledge ofof knowledge
knowledge of
of content
content exceptional
content
content and
and pedagogy
pedagogy and pedagogy
and pedagogy knowledge of
content and
Creates conducive Empowers learners pedagogy
learning  successful
environment learning strategies
Develops learners’
Extends knowledge lifelong learning
Intra-
Intra- and
and
interdisciplinary beyond the skills (real life
interdisciplinary
content
content relationships
relationships curriculum exepriences)

Apply knowledge of content within and

INDICATOR 11
INDICATOR

across curriculum teaching areas

 4 5 6
UTILIZES ICT UTILIZES ICT UTILIZES ICT

FREQUENTLY GENERALLY CONSISTENTLY

shows evidence of shows evidence of shows evidence of
positive use positive use positive use

*citation *citation
*citation is
is present
present but
but *proper
*proper citation
citation for
for all
all
*not all follow some are
some are sources of digital
sources of digital
conventions inappropriately
inappropriately labeled
labeled information
information

Ensure the positive use of ICT to

facilitate the teaching and learning
INDICATOR 22
INDICATOR

process
 7 8 9
MODELS the use ADAPTS
ADAPTS nad nad EXEMPLARY
EXEMPLARY
of ICT (ICT-based ADJUSTS
ADJUSTS ICT-based
ICT-based practice
practice in
in the
the positive
positive
learning) learning
learning activities
activities use
use of
of ICT
ICT

Applies DIGITAL learners’ digital Exploring

Exploring issues
issues and
and
solving authentic
solving authentic
etiquette literacy level problems
problems
Monitors
Monitors learners
learners
Addresses ICT responsible
responsible use
use of
of Global standards in the
issues online and multimedia
online and multimedia positive
positive use
use of
of ICT
ICT
platforms
platforms

Ensure the positive use of ICT to

facilitate the teaching and learning
INDICATOR 22
INDICATOR

process
 4 5 6
Intermediate high Advanced
Advanced MidMid
Advanced
Advanced Low
Low siblevel
siblevel proficiency
proficiency
sublevel sublevel
sublevel proficiency
proficiency (inc.
(regularly (inc. probing
probing
proficiency (regularly facilitates)
facilitates) questions)
questions)
Primarily framed Accurate
Accurate and
and clear
clear Substantial
Substantial flow
flow of
of
using connected without
without ideas / fairly extensive
ideas / fairly extensive
ideas misrepresentation
misrepresentation vocabulary
vocabulary

Precise,
Precise, without
without
Minimal linguistic Generally understood
misrepresentation
misrepresentation or
or
challenges
challenges by
by learners
learners confusion
confusion

Display proficient use of Mother

Tongue, Filipino, and/or English to
INDICATOR 33
INDICATOR

facilitate teaching and learning

 7 8 9
Advanced HIGH Superior
Superior proficiency
proficiency DISTINGUISHED
sublevel (both
(both abstract
abstract and
and
concrete perspectives) Proficiency
proficiency concrete perspectives)

Well-developed
Well-developed ability
ability Consistent, fluent,
in using communication
Reflects a wide range
in using communication
strategies
strategies
and accurate of global competence
Highly
Highly sophisticated,
sophisticated,
Intonation to express Alternative
Alternative reined,
reined, and organized
and organized
communication
communication
meaning; great strategies
extended
extended
strategies to
to meet
meet ind
ind communication
fluency and ease and group needs
and group needs
communication
strategies
strategies

Display proficient use of Mother

Tongue, Filipino, and/or English to
INDICATOR 33
INDICATOR

facilitate teaching and learning

 4 5 6
OCCASIONALLY FREQUENTLY GENERALLY
implements implements implements
MAJORITY of MOST of the
ALL learners
learners follow learners follow
follow such rules
such rules such rules
Guidelines
Guidelines and
and MOST of the ALMOST all of
practices to SEVERAL
practices to SEVERAL
learning
learning tasks
tasks learning tasks the learning tasks

Establish safe and secure learning environments to

enhance learning through the consistent
INDICATOR 44

implementation of policies, guidelines, and

INDICATOR

procedures
 7 8 9
ADAPTS and CREATES and
CONSISTENTLY
MODIFIES safety MAINTAINS a
implements learning environment
policies
Enhance INDIVIDUAL and ALL learners
INDIVIDUAL and GROUP learning follow and
GROUP learning needs advocate
Relevant to the Learners relate
Learners
Learners can
can articulate
articulate classroom safety
and
and adhere safety
adhere safety learning needs and guidelines to real life
guidelines
guidelines environment situations

Establish safe and secure learning environments to

enhance learning through the consistent
INDICATOR 44

implementation of policies, guidelines, and

INDICATOR

procedures
 4 5 6
SOMEWHAT USUALLY
WELL-ALIGNED
aligned sufficient aligned sufficient
learning variety of
learning
opportunities activities
opportunities
Structured Tasks with
Structured Structured tasks with
some elements of
COLLABORATIVE most elements of
Cooperative
work cooperative learning
Learning
MAJORITY
MAJORITY of of the
the MOST learners are
ALL learners are
learners
learners are engaged in
are engaged in engaged in the
the tasks engaged
the tasks tasks

Maintain supportive learning environments that

nurture and inspire learners to participate,
INDICATOR 55
INDICATOR

cooperate, and collaborate in continued learning

 7 8 9
adapts and modifies
CONSISTENT
learning links classroom
WELL-ALIGNED
opportunities to learning contexts to
learning
create a supportive real-life situations
opportunities
learning environment
adjusts learning promotes
carefully- structured activities
groups inclusivity in the
learning environment
complex
complex tasks
tasks in
in which
which involves
involves the
the
all
all learners share the
learners share the learners
learners in
in the
the formation
formation leads learners to
authority of setting
authority of setting or adjustment
or adjustment think critically
goals
goals of
of learning
learning activities
activities

Maintain supportive learning environments that

nurture and inspire learners to participate,
INDICATOR 55
INDICATOR

cooperate, and collaborate in continued learning

 4 5 6
Strategies are VARIETY of
partially appropriate Strategies are
appropriate
appropriate
strategies
Familiarity with the
students’ background
Demonstrates Appropriate
understanding of instructional
Lacks
Lacks responsiveness
responsiveness purpose and value of adaptation for
in
in addressing
addressing learning about diverse individual
background
background learners’ background learner needs

Establish a learner-centered culture by using teaching

strategies that respond to learners' linguistic, cultural,
INDICATOR 66
INDICATOR

socio- economic and religious backgrounds

 7 8 9
ADAPTS and
EXTENSIVE Applies MODIFIES T&L
repertoire of CONSISTENTLY experiences
strategies
effective taking into
Wider understanding strategies account the
of the educability of learners’
individual learners Opportunities for background
learners to suggest Instructional
Instructional
Instructional strategies
strategies ways in which adapatation accdg to
respond to individual
respond to individual instruction or lessons diverse learner
and
and group
group ofof learners
learners might be modified backgrounds

Establish a learner-centered culture by using teaching

strategies that respond to learners' linguistic, cultural,
INDICATOR 66
INDICATOR

socio- economic and religious backgrounds

 4 5 6
Occasionally Frequently
provides feedback CONSISTENTLY
provides
provides feedback
opportunity
Feedback is selective
Accurate, timely, and
Substantive, specific,
consturctive
and timely feedback,
Falls
Falls short
short in
in addressing
addressing feedback
the shares strategies to
the learners’ common
learners’ common (suggestions,
need/weakness learners
need/weakness clarifications, etc)

Use strategies for providing timely, accurate,

and constructive feedback to improve
INDICATOR 77
INDICATOR

learner performance
 7 8 9
CONSISTENTLY ADJUSTS and
provides REFINES Life-long learning
opportunities
different forns of through feedback
Routine for feedback
constructive
feedback
Individualized
Consistently sets up
descriptive feedback;
Opportunities for self a constructive
varied forms of
and peer feedbacking environment
feedback

Use strategies for providing timely, accurate,

and constructive feedback to improve
INDICATOR 77
INDICATOR

learner performance
Template
Submissio Final
n Editing

Validation Printing and

-School Heads Distribution
- EPSs/PSDSs
Chief ESs

Ways Forward