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Cot 1

This document contains a rating sheet for observing a Grade 9 teacher, Sheila L. Tirador, who was teaching Jubilant. It lists 9 indicators for classroom instruction that are rated on a scale of 3 to 7. The observer, Cezar G. Atun Jr., observed the teacher on May 15th and provided comments noting that the teacher asked higher-order thinking questions, applied localized activities and videos, and held student interest and mastery of the lesson. Both the observer and teacher signed the sheet.

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152 views1 page

Cot 1

This document contains a rating sheet for observing a Grade 9 teacher, Sheila L. Tirador, who was teaching Jubilant. It lists 9 indicators for classroom instruction that are rated on a scale of 3 to 7. The observer, Cezar G. Atun Jr., observed the teacher on May 15th and provided comments noting that the teacher asked higher-order thinking questions, applied localized activities and videos, and held student interest and mastery of the lesson. Both the observer and teacher signed the sheet.

Uploaded by

shiela landingin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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COT-RPMS

TEACHER I-III

RATING SHEET
OBSERVER: CEZAR G. ATUN JR. DATE: MAY 15, 2023

TEACHER OBSERVED: SHIELA L. TIRADOR QUARTER: FOURTH

SUBJECT & GRADE LEVEL TAUGHT: GRADE 9/ JUBILANT

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVERS:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (✓) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.

INDICATORS 3 4 5 6 7 NO*

1. Applied knowledge of content within and across curriculum teaching areas.

2. Used a range of teaching strategies that enhance learner achievement in


literacy and numeracy skills.

3. Applied a range of teaching strategies to develop critical and creative thinking,


as well as other higher-order thinking skills.
4. Managed 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. Managed learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments.

6. Used differentiated, developmentally appropriate learning experiences to


address learners’ gender, needs, strengths, interests and experiences.

7. Planned, managed and implemented developmentally sequenced teaching and


learning processes to meet curriculum requirements and varied teaching
contexts.
8. Selected, developed, organized and used appropriate teaching and learning
resources, including ICT, to address learning goals.

9. Designed, selected, organized and used diagnostic, formative and summative


assessment strategies consistent with curriculum requirements.
OTHER COMMENTS:

1. The teacher asked questions that develop student’s creativity and higher -order thinking skills.
2. The teacher applied localized activities and self-made video materials to relate the lesson to their real life situation.
3. The learners showed attentiveness in the lesson and sustained their interest throughout the lesson.
4. Mastery of the lesson was observed.

* NO stands for Not Observed which automatically gets a rating of 3.

CEZAR G. ATUN JR. SHIELA L. TIRADOR


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

This tool was developed through the Philippine National


S.Y. 2022-2023 | Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
from the Australian Government

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