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    AppendixJ COT T1-3.final PDF

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    Nasmer Bembi
    This document contains two rating sheets for observing and evaluating teachers. The first sheet lists nine indicators for evaluating teachers and includes spaces for observers to rate each indicator from 1 to 7 and add comments. The second sheet is an inter-observer agreement form where multiple observers can record their individual ratings, discuss any differences, and agree on a final rating for each indicator.

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    AppendixJ COT T1-3.final PDF

    Uploaded by

    Nasmer Bembi
    88 views3 pages
    This document contains two rating sheets for observing and evaluating teachers. The first sheet lists nine indicators for evaluating teachers and includes spaces for observers to rate each indicator from 1 to 7 and add comments. The second sheet is an inter-observer agreement form where multiple observers can record their individual ratings, discuss any differences, and agree on a final rating for each indicator.

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    AppendixJ_COT_T1-3.final.pdf

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    This document contains two rating sheets for observing and evaluating teachers. The first sheet lists nine indicators for evaluating teachers and includes spaces for observers to rate each indicator from 1 to 7 and add comments. The second sheet is an inter-observer agreement form where multiple observers can record their individual ratings, discuss any differences, and agree on a final rating for each indicator.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    88 views3 pages

    AppendixJ COT T1-3.final PDF

    Uploaded by

    Nasmer Bembi
    This document contains two rating sheets for observing and evaluating teachers. The first sheet lists nine indicators for evaluating teachers and includes spaces for observers to rate each indicator from 1 to 7 and add comments. The second sheet is an inter-observer agreement form where multiple observers can record their individual ratings, discuss any differences, and agree on a final rating for each indicator.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 3

    COT-RPMS

    TEACHER I-III

    RATING SHEET

    OBSERVER: _____________________________________________ DATE:


    ________________________

    TEACHER OBSERVED:
    ___________________________________

    SUBJECT & GRADE LEVEL TAUGHT:


    ____________________________________________________________

    OBSERVATION PERIOD: 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 (

    2. Each indicator is assessed on an individual basis, regardless of its relationship to other


    indicators.

    3. Attach 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, individually or in groups, in


    meaningful exploration, discovery and hands-on activities within a range of physical
    learning environments 5. Manages learner behavior constructively by applying
    positive and non-violent discipline to ensure learning-focused environments

    6. Uses differentiated, developmentally appropriate learning experiences to address


    learners’ gender, needs, strengths, interests and experiences

    7. Plans, manages and implements developmentally sequenced teaching and learning


    processes to meet curriculum requirements and varied teaching contexts

    8. Selects, develops, organizes, and uses appropriate teaching and learning resources,
    including ICT, to address learning goals

    9. Designs, selects, organizes, and uses diagnostic, formative and summative


    assessment strategies consistent with curriculum requirements

    OTHER COMMENTS:

    Note: For schools with only one observer (Principal), this form will serve as the final rating
    sheet.

    Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

    *​NO s​ tands for Not Observed which automatically gets a rating of


    3.

    This Tool was developed through the Philippine National Research Center for Teacher Quality
    (RCTQ) with support from the Australian Government through the Basic Education Sector
    Transformation (BEST) Program.

    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 PERIOD: 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
    differences 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.
    Observer
    THE TEACHER: ​
    1
    Signature over Printed Name Signature over Printed Name Signature over Printed Name
    of Observer 1 of Observer 2 of Observer 3
    Signature over Printed Name of the Teacher
    AGREED RATING
    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
    This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government
    through the Basic Education Sector Transformation (BEST) Program.
    Observer 2
    Observer 3

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