COT- RPMS

TEACHER
TEACHERI-III
I-III

RATING SHEET

OBSERVER Erlinda M. Cabanos DATE Sept. 19, 2018

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Erlinda M. Cabanos DATE Dec. 5, 2018

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Erlinda M. Cabanos DATE Jan. 30, 2019

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Erlinda M. Cabanos DATE Feb. 14, 2019

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Erlinda M. Cabanos DATE Sept. 19, 2018

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 7:50

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten TIME ENDED 9:10

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Erlinda M. Cabanos DATE December 5, 2018

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 9:45

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten TIME ENDED 10:35

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Erlinda M. Cabanos DATE January 30, 2019

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 9:45

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten TIME ENDED 10:35

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Erlinda M. Cabanos DATE February 14, 2019

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 7:50

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten TIME ENDED 9:10

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

ERLINDA M. CABANOS
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Merriam Favila DATE Sept. 19, 2018

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 7:50

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten TIME ENDED 9:10

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Merriam Favila DATE December 5, 2018

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 9:45

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten TIME ENDED 10:35

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Merriam Favila DATE January 30, 2019

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 9:45

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten TIME ENDED 10:35

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

OBSERVATION NOTES FORM

OBSERVER Merriam Favila DATE January 30, 2019

TEACHER OBSERVED Norelyn S. Togueño TIME STARTED 7:50

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten TIME ENDED 9:10

OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:
1. The teacher applies knowledge of content within and across curriculum teaching areas. (Music, Arts,
Science, Language, Literacy and Communication, Mathematics, and Physical Education)
2. The teacher uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. The teacher applies a range of teaching strategies to develop critical and creative thinking , as well
as other higher- order thinking skills.
4. The teacher manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical learning
environments.
5. The teacher manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments.

a. The teacher provides motivation before the lesson proper.

b. The teacher gives positive feedback to the learners during independent activity.
c. The teacher sets guidelines before the guided activity.
d. The teacher ensures that the learners showed active participation.
e. The teacher allowed learners to express their ideas or opinions on the lesson at hand.
f. The teacher gives equal opportunity to each learner specially in their group activity.
g. The teacher encourages learners to ask questions during discussion.
6. The teacher uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences.
7. The teacher plans, manages and implements developmentallky sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts.
8. The teacher selects , develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals.
9. The teacher designs, selects, organizes and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER
TEACHERI-III
I-III

RATING SHEET

OBSERVER Merriam J.Favila DATE Sept. 19, 2018

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Merriam J.Favila DATE Dec. 5, 2018

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Merriam J.Favila DATE Jan. 30, 2019

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Work Period II/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHERI-III
TEACHER I-III

RATING SHEET

OBSERVER Merriam J.Favila DATE Feb. 14, 2019

TEACHER OBSERVED Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Arrival Time I- Work Period I/Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1. Rate each item on the checklist according to how well the teacher performed 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. Attached your 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, indiuvidually 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 developmentallky 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 (Principal), this form will serve as the final rating sheet.

MERRIAM J. FAVILA
Signature over Printed Name of the Observer Signature over Printed Name of the Observer
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program