INSTRUCTIONAL SUPERVISION [Autosaved].pptx

SCHOOLHEADS

1. PRINCIPALS & MASTER TEACHERS KRA Instructional Leadership Perform instructional supervision to improve learning outcomes. Provide technical assistance to teachers on matters pertaining to improving their instructional competence. Conduct classroom observation to monitor and evaluate instruction and submit recommendations towards enhancing the management and delivery of the basic education curriculum.

2. 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 ) What is Classroom Observation?

3. EXAMINING THE TOOLS DEPARTMENT OF EDUCATION Study the following IINSTRUCTIONAL SUPERVISION TOOLS Group 1: Monthly Instructional Supervisory Plan Group 2: COT RPMS Rating Sheet for T I-III Inter- Observer Agreement Form Group 3: COT RPMS Rating Sheet for MT I-IV Inter- Observer Agreement Form Group 4: COT RPMS Observation Notes Form STAR Observation Technique Group 5: Monthly Instructional Supervisory Accomplishment Report

4. EXAMINING THE FORMS/TOOLS DEPARTMENT OF EDUCATION 4 Provide details/ understanding of the tool Possible difficulties that may be encountered in accomplishing the tool Recommendations

5. Classroom Observation Tool - RPMS

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

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

8. 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)?

9. What are the four Career Stages of the PPST? are those who have gained the qualifications recognized for entry into the teaching profession. are supported to reach Career Stage 2 within two to three years. Beginning Teachers professionally independent in the application of skills vital to the teaching and learning process display skills in planning, implementing and managing learning programs B Proficient Teachers P Distinguished Teachers Highly Proficient Teachers D HP consistently display a high level of performance in their teaching practice provide support and mentoring to colleagues in their professional development embody the highest standard for teaching grounded in global best practice recognized as educators, leaders, contributors to the profession Proficient Teachers (Teacher I-III) Highly Proficient (Master Teacher I-IV)

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

11. There are 12 priority strands (out of 37) chosen by DepED for 2018 Of these twelve (12), nine (9) are classroom observable for Proficient teachers (Teacher I-III) while there are five (5) for Highly Proficient (Master Teacher I-IV)

12. How does the COT address the continuum of practice ?

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

14. INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas 3 4 5 6 7 The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence . The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate. The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in-depth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across curriculum content areas if appropriate. The teacher applies high-level knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas. INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas 4 5 6 7 8 The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate. The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in-depth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across curriculum content areas if appropriate. The teacher applies high-level knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas. T he teacher applies high-level knowledge of content within and across curriculum content areas to empower students to acquire and apply successful learning strategies to assist in their development as independent learners. TEACHER I-III (PROFICIENT) MASTER TEACHER I-IV (HIGHLY PROFICIENT) INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas 1 2 3 4 5 6 7 8 9 The teacher demonstrates substantial content errors either in the presentation of the lesson or in responding to students’ questions or comments. The teacher demonstrates moderate content errors related to lesson concepts either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content does not display coherence The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence . The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate. The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in-depth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across curriculum content areas if appropriate. The teacher applies high-level knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas. T he teacher applies high-level knowledge of content within and across curriculum content areas to empower students to acquire and apply successful learning strategies to assist in their development as independent learners. The teacher applies exceptional knowledge of content within and across curriculum content areas to develop students lifelong learning skills.

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

16. COT INDICATOR NO. COT -RPMS INDICATORS (PROFICIENT) RPMS OBJECTIVE 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 8 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals 9 9 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements 10 Mapped COT Indicators to RPMS Objectives Mapped COT Indicator to RPMS Objectives COT INDICATOR NO. COT -RPMS INDICATORS (HIGHLY PROFICIENT) RPMS OBJECTIVE NO. 1 Applies knowledge of content within and across curriculum teaching areas 1 2 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 3 3 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 4 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 5 5 Develops and applies effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts 7

17. 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 AGREED RATING Applies knowledge of content within and across curriculum teaching areas  5 7 6 6 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills  5  5  5 5 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 5  6  6  6 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  6  6 6 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7  6  5  6 Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences  6 7  7 6 Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts 6  6  6 6 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals  6  5  7  6 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements  7  6  5  7 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.

18. Which indicators will be observed during observation?

19. NO. INDICATORS OBSERVATION PERIOD 1 2 3 4 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     INDICATOR LIST FOR PROFICIENT INDICATOR LIST FOR HIGHLY PROFICIENT COT INDICATOR NO. INDICATOR DESCRIPTION OBSERVATION PERIOD 1 2 3 4 1 Applies knowledge of content within and across curriculum teaching areas 2 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 3 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 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 5 Develops and applies effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts Indicators to be observed per observation period are highlighted in yellow

20. Pre-Observation Process

21. Phase I- Pre-supervisory Visit DEPARTMENT OF EDUCATION

22. for the Supervisor Notify the teacher in a tactful, non-threatening manner Review gathered information/data which are the bases in deciding to conduct instructional supervision, prior to the conference. Schedule the conference at a convenient time and set a time limit. Organize all forms and materials prior to t pre-conference. Develop trust and rapport

23. Pre-Observation Information 1. When would you like to have instructional supervision and support? Date and Time _________________________ 2. In which of your classes would you like to be observed? Class and the Period to be observed: _______________

24. Pre-Observation Information 3. What specific teaching-learning parameters would you like to be focused? Please check. ___Teacher-Learners Interaction ___ Questioning/Answering skills ___ Pacing of the Lesson ___ Testing ___ Classroom management ___ Time on Task ___ Addressing multiple intelligences/learning styles ___ Others, specify. 4. What teaching method/strategy will you use?

25. What are the steps in conducting instructional observation?

26. STEP 1 - OBSERVER COT-RPMS Rubric INDICATOR 1 Applies knowledge of content within and across curriculum content teaching areas 3 4 5 6 7 The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence . The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate. The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in-depth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across curriculum content areas if appropriate. The teacher applies high-level knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas. 1. Review the appropriate COT-RPMS rubric for the teacher to be observed. PRE- OBSERVATION

27. STEP 1 - TEACHER COT-RPMS Rubric 1. Review the COT-RPMS rubric appropriate to his/ her position. INDICATOR 1 Applies knowledge of content within and across curriculum content teaching areas 3 4 5 6 7 The teacher demonstrates minor content errors either in the presentation of the lesson or in responding to students’ questions or comments. The lesson content displays simple coherence . The teacher demonstrates accurate knowledge of key concepts both in the presentation of the lesson and in responding to students’ questions or comments. The lesson content displays coherence. The teacher attempts to make connections across curriculum content areas if appropriate. The teacher demonstrates accurate and in-depth knowledge of most concepts in the presentation of the lesson and in responding to students’ questions in a manner that attempts to be responsive to student developmental learning needs. The teacher makes connections across curriculum contents areas if appropriate. The teacher demonstrates accurate, in-depth and broad knowledge of all concepts in the presentation of the lesson and in responding to students’ questions in a manner that is responsive to student developmental learning needs and promotes student learning. The teacher makes meaningful connection across curriculum content areas if appropriate. The teacher applies high-level knowledge of content and pedagogy that creates a conducive learning environment that enables an in-depth and sophisticated understanding of the teaching and learning process to meet individual or group learning needs within and across curriculum content areas. PRE- OBSERVATION

28. OBSERVER If there are multiple observations within a day, it is recommended that an observer undertakes no more than three (3) observation per day. It is highly recommended that 2-3 observers participate in the observation, whenever possible. However, if challenges like schedules and availability of observers hinder a school to follow this recommendation, one (1) observer will be enough. PRE- OBSERVATION Will the supervisors take part in the classroom observation process? The supervisors (e.g. PSDS, EPS) may observe and use the COT-RPMS. Their feedback may be used to provide technical assistance to the principal. Their ratings will not form part of the MOV of teachers .

29. STEPS 2 & 3 TEACHER COT-RPMS Rubric Indicator List 2. Refer to the Indicator List expected to be observed in each observation period. 3. Plan the lesson based on the indicators. PRE- OBSERVATION

30. 4. Provide the observers with the lesson plan/DLP/DLL. STEP 4 - TEACHER PRE- OBSERVATION

31. COT-RPMS OBSERVATION PROCESS AND PROTOCOL OBSERVERS TOOL NEEDED TEACHER PRE- OBSERVATION Review the appropriate COT-RPMS Rubric appropriate to the position of the teacher to be observed Review the Indicator List expected to be observed in each quarter/ observation period Arrive at the designated classroom a few minutes before the observation COT-RPMS RUBRIC INDICATOR LIST Reviews the COT-RPMS Rubric appropriate to his/her position Refers to the Indicator List expected to be observed in each quarter/observation period. Plans the lesson based on the indicators Provides the observers with the lesson plan/DLP/DLL.

32. A Teacher will deliver the lesson. TEAM OBSERVERS

33. TEAM OBSERVERS A Master Teacher will deliver the lesson.

34. ACTUAL OBSERVATION

35. ACTUAL OBSERVATION

36. The teacher delivers the lesson. ACTUAL OBSERVATION

37. COT RPMS Observation Notes Form Star Observation COT- RPMS Rating Sheet Instruments to be used for Instructional Observation

38. STEPS 1 & 2 - OBSERVER It is highly recommended that 2-3 observers participate in the observation. ACTUAL OBSERVATION 1. Sit at available chairs. Multiple observers are expected to sit apart. However, if challenges like schedules and availability of observers hinder a school to follow this recommendation, one (1) observer will be enough . 2. Use the Observation Notes Form to record comments and observations on the teacher’s performance. COT-RPMS OBSERVATION NOTES FORM OBSERVER: _____________________________________________ DATE: _________________ NAME OF TEACHER OBSERVED:____________________________ TIME STARTED: _________ SUBJECT & GRADE LEVEL TAUGHT: _______________________ TIME ENDED: ___________ OBSERVATION 1 2 3 4 GENERAL OBSERVATIONS: During the drill on mastery of basic facts in subtraction the teacher instructed the learners to get their window cards which they did quietly worked on the drill with satisfactory results. In the review of the previous lesson on subtracting 2 digit number by another 2 digit number and the teacher presented exercises on the board and called 4 boys who hurriedly came over and answered the exercises correctly. The Observation Notes Form is the only form to be brought and completed during the actual observation. Use the Observation Notes Form to record comments and observation on the teacher’s performance.

39.     DIGA (Describe, Interpret, Generalize, Apply)   Describe What happened today? Describe your observations without interpretation. Use your senses as prompts, for example, What did you see, hear, feel? Interpret Interpret or internalise the experience. What does this mean for me or us? What had the most impact? What did or did not make sense?    Generalise Generalise the learning from today. What are the general principles from the work done today? What messages should I take away with me?  Apply How will I apply the learning from today? What actions will I take as a result of today? What are the opportunities for implementing the learning from today?  

40. STAR OBSERVATION PROCESS

41. If there are multiple observers, avoid engaging in any discussion with one another. Avoid discouraging facial expressions. ACTUAL OBSERVATION Observe the entire class period.

42. COT-RPMS OBSERVATION PROCESS AND PROTOCOL OBSERVERS TOOL NEEDED TEACHER PRE- OBSERVATION Review the appropriate COT-RPMS Rubric appropriate to the position of the teacher to be observed Review the Indicator List expected to be observed in each quarter/ observation period Arrive at the designated classroom a few minutes before the observation COT-RPMS RUBRIC INDICATOR LIST Reviews the COT-RPMS Rubric appropriate to his/her position Refers to the Indicator List expected to be observed in each quarter/observation period. Plans the lesson based on the indicators Provides the observers with the lesson plan/DLP/DLL. OBSERVA-TION Sit at any available seats in the classroom Multiple observers are to sit apart Record all comments on the Observation Notes Form OBSERVATION NOTES FORM Delivers the lesson

43. Thank the teacher and leave the room immediately after the observation. Go back to your office (Principal / room ( MT) the accomplished the RATING SHEET . AFTER THE CLASS OBSERVATION Do not discuss observations with fellow observer/s while still inside the classroom.

44. COT RPMS Rating Sheet (T I-III)

45. COT RPMS Rating Sheet (T I-III) Inter-Observer Agreement Form

46. COT RPMS Rating Sheet (MT I-IV)

47. COT RPMS Rating Sheet (MT I-IV) Inter-Observer Agreement Form

48. POST- OBSERVATION

49. STEP 1 - OBSERVER Rating should be done individually. If there are multiple observers, the subject specialist/s will rate indicator 1. If there is only one observer, she/he will rate ALL indicators. Elementary teachers are generalists; therefore, all observers are expected to rate Indicator 1. Individual Rating Rate the teacher using the COT-RPMS Rubric appropriate to the teacher’s position. Refer to the Indicator List for the indicators to be rated. POST- OBSERVATION Indi-cator List

50. 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. Attach your Observation Notes Form to this completed rating sheet . COT-RPMS MASTER TEACHER I-IV RATING SHEET THE TEACHER: 4 5 6 7 8 NO Applies knowledge of content within and across curriculum teaching areas             Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills             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             Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments             5. Develops and applies effective strategies in the planning and management of developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts           OTHER COMMENTS:        Note: For schools with only one observer (Principal), this form will serve as the final rating sheet. 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. Attach your Observation Notes Form to this completed rating sheet. COT-RPMS TEACHER I-III RATING SHEET THE TEACHER: 3 4 5 6 7 NO Applies knowledge of content within and across curriculum teaching areas             Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills             Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills             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             Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments             Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences             Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching contexts             Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals             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. Do not bring this form during actual observation. Refer to your observation notes in rating the teacher observed.

51. 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 this Inter-Observer Agreement Form. THE TEACHER: Observer 1 Observer 2 Observer 3 AGREED RATING Applies knowledge of content within and across curriculum teaching areas  5 7 6  6 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills  5  5  5 5 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 5  6  6  6 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  6  6 6 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7  6  5  6 Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences  6 7  7 6 7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching strategies 6  6  6 6 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goal  6  5  7  6 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements  7  6  5  7 STEP 2 - OBSERVER (5+7+6)/3= 6 In case of multiple observers Inter-Observer Agreement Exercise Discuss the rating with fellow observer/s Decide the final rating POST- OBSERVATION The agreed rating is NOT an average; it is the final rating based on reasoned and consensual judgment.

52. 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: __________________ QUARTER: _____________ ________________________________ DIRECTIONS FOR THE OBSERVER: 1. Indicate your individual ratings for each indicator. 2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve the difference and concur on an agreed rating. The final rating is not necessarily an average; it is a final rating based rating based on reasoned and consensual judgment. 3. Attach all individual Rating Sheets to this Inter-Observer Agreement Form. THE TEACHER: Observer 1 Observer 2 Observer 3 AGREED RATING Applies knowledge of content within and across curriculum teaching areas  5 7 6  6 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy skills  5  5  5 5 Applies a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills 5  6  6  6 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  6  6 6 Manages learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused environments 7  6  5  6 6. Uses differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences  6 7  7 6 7. Plans, manages and implements developmentally sequenced teaching and learning processes to meet curriculum requirements and varied teaching strategies 6  6  6 6 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT, to address learning goals  6  5  7  6 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies consistent with curriculum requirements  7  6  5  7 STEP 3 – OBSERVER & TEACHER Post- Conference 1. Meet with the teacher to discuss the results of the observation. 2. Affix signatures on the rating sheets. POST- OBSERVATION COT-RPMS TEACHER I – III RATING SHEET OBSERVER: _______________________________________ DATE: ______________ TEACHER OBSERVED:______________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:___________________________________________________ DIRECTIONS FOR THE TEACHER: Put a check (  ) mark on the box provided for each indicator that you think is observable during your classroom teaching. 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    ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ________________________________ DATE: _______ TEACHER OBSERVED:_______________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT:____________________________________________ DIRECTIONS FOR THE TEACHER: Put a check (  ) mark on the box provided for each indicator that you think is observable during your classroom teaching. 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    ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher COT-RPMS TEACHER I – III RATING SHEET OBSERVER: ____________________________________________ DATE: ________________ TEACHER OBSERVED:___________________________________ QUARTER_____________ SUBJECT & GRADE LEVEL TAUGHT______________________________________________ DIRECTIONS FOR THE TEACHER: Put a check (  ) mark on the box provided for each indicator that you think is observable during your classroom teaching. 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    ____________________ _______________ Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

53. Create a Positive Atmosphere in the Post- conference DEPARTMENT OF EDUCATION

54. Phase III- Post-Observation Supervision Supervisor, School Head and the Teacher hold Post-Observation Conference. 1.1 Supervisor commends teacher for the strengths in the actual teaching and other observed indicators. Teacher recognizes his/her own strengths in the teaching the lesson plan. 1.2 Supervisor makes suggestions/ recommendations/ on observations which need improvements. Teacher listens and interacts with the supervisor’s suggestions. 1.3 Supervisor demonstrates how improvement can be done through direct instruction. Teacher observes supervisor’s demonstration on how to improve instruction.   Teacher clarifies on the demonstration of the supervisor. 1.4 Supervisor informs the teacher of the overall results of the actual observations. 1.5 Supervisor informs teacher where assistance can be provided. 1.6 Supervisor provides instructional advice for the teacher’s improvement. Supervisor, teacher and the school head agree on the next supervisory actions for the professional growth and development of teachers.

55. Post-Observation Information What did your learners gain in your lesson in terms of Knowledge, Skills and Attitudes (KSAs)? Please enumerate. a. Knowledge: b. Skills: c. Attitude: 2. How did you make the learners gain the KSAs which you listed above? 3. What did your pupils/students do in order to gain/learn the KSAs?

56. Post-Observation Information 4. Were you able to accomplish your lesson objective? Yes__ All_____ Some_______ No __ All_____ Some_______ 5. If yes, how did you do it? 6. If No, what difficulties did you encounter? 7. Did you and your class enjoy the lesson? Yes____ No____ Why?

57. Post-Observation Information 8. If you are going to teach the same lesson again, can you think of ways to improve it? Please write it down. 9. What teaching assistance would you need to overcome difficulties that you have encountered? 10. Can you suggest from whom you can ask this assistance and support? And how?

58. Post-Observation Information 11. Would you welcome another visit or observation? Yes_____ No____ Why? Commendation for the Teacher: Suggested support for the Teacher:

59.   Actual Observation Using Appropriate Tools ACTIVITY 1 Demo No. 1 with 2 observer Demo No 2 with one observer Group 1 will act as pupils ( Demo -1) Group 2 will act as pupils ( Demo -2 ) One Principal & Master Teacher will act as observer (Demo 1) Group 3 6. One TIC ( Demo No. 2 ) Group 4 7. Group 5 will write an observation note .

60. Observe the conduct of the post conference. List down the processes taken by the characters. 3. Report the output to the class. Activity 2: Post Conference

61. Post Observation Conference (Observe How the Principal conducts the feedback session with the Teacher) Did the Principal make the teacher feel at ease before the start of the Post-conference? Was there a logical sequencing of the questions posed by the School Head to the teacher? Did the School Head show to the teacher the data he/she has recorded during the Observation phase? Did the School Head describe his/her data to the teachers without making any value judgments? Did the school Head encourage the teacher to firm up a future plan to improve his/her teaching skill? Where agreement reached before the post-conference ended?

62. SH and PSDS/ EPS/ Coordinator Feedback Session Ask the School Head how he/ she felt about the recent experience. Show the School Head the data you have recorded regarding post- conference between him/her and the teacher. Encourage the School Head to give suggestions or ideas regarding possible alternatives that could be considered in future supervisory visits. If you have suggestions/ recommendations to add, you can share them to the School Head. Summarize the conference. Agreements must be reached. An appointment for the next supervisory visit must be set.

63. MAC DEMO

64. Effective Instructional Leaders.. Promote dialogue that encourages teachers to reflect on their learning and practice. Use inquiry and solicit advice/opinions Praise Give feedback DEPARTMENT OF EDUCATION

65. Things to Consider when Giving Feedback DEPARTMENT OF EDUCATION Comment on positives Be specific and clear Own the statement Offer constructive idea

66. behavior NOT personality evidence NOT assumption description NOT value judgments specifics NOT generalities discussion NOT telling Information NOT gossip Feedback should be focused on:

67. COT-RPMS OBSERVATION PROCESS AND PROTOCOL OBSERVERS TOOL NEEDED TEACHER PRE- OBSERVATION Review the appropriate COT-RPMS Rubric appropriate to the position of the teacher to be observed Review the Indicator List expected to be observed in each quarter/ observation period Arrive at the designated classroom a few minutes before the observation COT-RPMS RUBRIC INDICATOR LIST Reviews the COT-RPMS Rubric appropriate to his/her position Refers to the Indicator List expected to be observed in each quarter/observation period. Plans the lesson based on the indicators Provides the observers with the lesson plan/DLP/DLL. OBSERVA-TION Sit at any available seats in the classroom Multiple observers are to sit apart Record all comments on the Observation Notes Form OBSERVATION NOTES FORM Delivers the lesson POST- OBSERVA-TION Rate the teacher RATING SHEET In case of multiple observers: Discuss the rating with fellow observer/s Decide the final rating INTER-OBSERVER AGREEMENT FORM Observer/s and the teacher meet to discuss the results of the observation. The teacher and observer/s affix their signatures on the rating sheets.

68. Activity worth emulating

69. DEPARTMENT OF EDUCATION

70. DEPARTMENT OF EDUCATION

71. CLOSING PROGRAM

72. CLOSING PROGRAM (JUBAN DISTRICT ) PRAYER IMPRESSION - PRINCIPAL -CASIGURAN HEAD TEACHERS- JUBAN MASTER TEACHERS-CASIGURAN TEACHER IN CHARGE –JUBAN 3. Challenge ………PSDS 4. ACCEPTANCE OF CHALLENGE – PRINCIPAL -1 5. CLOSING REMARKS – MRS ROWENA MANCION