Republic of the Philippines

Department of Education
Region IV-A CALABARZON
CITY SCHOOLS DIVISION OF DASMARIÑAS

Peer Classroom Observation in the New Normal:

An Online Community of Practice
in Cluster V
A Community of Practice (CoP) Initiative of the City Schools Division of Dasmarinas- Cluster 5

I.Basic Information

a. Program Title: Peer Classroom Observation in the New Normal: An Online

Community of Practice in Cluster V
b. Implementaing Unit: Curriculum Implementation Division - District Instructional
Management
c. Focal Persons: Emily L. Belanio
d. Execom In-Charge: Dr. Gemma G. Cortez
e. Organizational Strand: Curriculum Management and Implementation Strand
f. Fund Sources: No fund needed
g. Implementing Period: January 2021-June 2021
h. Mode of Delivery: Online/ Hybrid Monitoring

II. Rationale
The world has changed ubruptedly For the past couple of months, the
world has been suffering from the pandemic. Adullts and children alike saddened
by the effects made by COVID-19 virus which includes education and how
children learn. Onyemar (2020) The results show that COVID-19 has adverse
effects on education including, learning disruptions, and decreased access to
education and research facilities, job losses and increased student debts.

School personnel need to work together in order that education will take
place regardless of the present context. A good initiative to do is the creation of
a group synergy called- Community of Practice (CoP).

A community of practice (CoP) was defined as a group of people who

share a craft or profession (Lave & Wenger, 1991). One method for combining the
development of a knowledge-driven business strategy with individual continuous
professionalization and social learning is a community of practice. Initially, a
community of practice (CoP) was defined as a group of people who share a craft
or profession (Lave & Wenger, 1991).

There has been a growing recognition of the importance in using online

communities of practice as a model for professional development, and in
particular, to support teachers and educators in reflecting on their practice, in a
collaborative and supportive learning environment (Kirschmer,2007).

Address: CSDO Bldg., DasCA Compound, Burol-II, City of Dasmariñas, 4115

Telephone No: (046) 432 9355
Email Address: [email protected]
Website: https://depeddasma.edu.ph
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These situation lead us to initiate a project to strengthen the support of every

teacher for we believe that “it takes a village to educate a child” and the
importance of peer classroom observation to improve the quality of teaching and
learning for an individual and a whole school.

III. Program Objectives

Outcomes

This activity will ensure improvement in the instructional / curricular delivery of

the schools thereby achievement level and efficiency will be enhanced and
improved.

Goal

This program aims to improve the instructional competencies both of the

teachers and instructional leaders in the school though worthwhile synergy. Teachers
and school heads will be made aware of the different strategies that will address
challenges in the school.

Specifically it will:

1. Describe the current status of instructional practices and identifying

instructional problems.
2. Gain feedback and ensure the improvement of teachers’ classroom
instruction based on the feedback from peers and instructional leader.
3. Improve the instructional competencies both of the teachers, peers and
instructional leaders in school.

Outputs

This program aims to provide technical assistance to schools in the conduct

of their Community of Practice (CoP) projects. Schools shall have one (1) CoP project
that will run beginning January 2021.

IV. Description
Peer classroom observation refers to a teacher or other observer closely
watching and monitoring a language lesson or part of a lesson in order to gain an
understanding of some aspect of teaching, learning or classroom interaction.
(Richards and Farrel). This is a method of gaining feedback to improve your teaching
skills.
Peer observation is a two-way process that can benefit both the observer and
the teacher being observed, with the goal of improving learning and teaching.
“…the defining characteristic of this model is the importance of the one-to-one
relationship, generally between two or more teachers, which is designed to build a
Community of Practice.” (Kennedy, 2005)
The diagram, adapted from Classroom Observation’ by Matt O’ Leary (2014),
is a typical model of how peer observation works.
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V. Project Implementation
This program will be headed by Dr. Emily L. Belanio, Public Schools District
Supervisors (PSDS) of Cluster V as the proponent of “PEER CLASSROOM
OBSERVATION IN THE NEW NORMAL”, with the collaboration and support of all
School Heads under this cluster.
This programs will be implemented from January – June 2021. This will
commence by conducting an orientation to guide all school heads and
teachers to perform their function and to ensure the effectiveness, efficiency,
sustainability and impact of the implementation of the programs.

VI. Target Beneficiaries

Specifically the target beneficiaries of this program are the 3 Public Elementary
Schools and 1 Integrated High School in Dasmarinas Cluster 5 namely:
NAME OF SCHOOL SCHOOL HEAD POSITION
Dasmarinas Integrated High School Raymundo Reyes Principal IV
Dasmarinas II Central School Delia P. Cerbito Principal IV
San Miguel Elementary School Margarita A. Sapida Principal IV
Sultan Esmael Elementary School Anecita Taneo Head Teacher III

VII. Process Flow of the Program

Phase 2: Project
Phase 1: Needs Phase 3:
Development
Assessement Implementation
and Design

Phase 4:
Phase 5: Project
Monitoring and
Closure
Evaluation
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Note: Specific details of the process flow will be discussed in the attached
form.

VIII. Terms of Reference

Key Person Roles/Responsibilities

Public Schools District Supervisor The PSDSs shall be monitoring the
conduct of the CoP of each school.
Technical Assistance shall be provided
also to schools.
School Heads School Heads shall monitor/ assess the
conduct of the CoP activities. Principals
should ensure the activities related to
CoP will be done according to time and
output requirements.
School CoP Focal Person School CoP Focal Person shall work
closely to the school head regarding the
implementation of the CoP activities. It
shall ensure time element and expected
outputs are realized. The focal person
shall design activities related to the
conduct of CoP.
Team Leader CoP Group Leader facilitates the
conduct of the CoP activities. Record
the development of the activities and
report thereto the School CoP Focal
Person and School Head.
Documenter
Lead Teacher
Peer Observer

IX. Financial Details

This program will not require budgetary allocation

X. Project Sustainability
To ensure the sustainability of this project collaboration of the PSDS,
School Heads, CoP Focal Person and other members shall be
required. Documentation/ narrative report of the activities undertaken and
summary of the findings are expected to be submitted to the Chief of the
Curriculum Implementation Division (CID), to be then forwarded to the Schools
Division Superintendent (SDS). Reporting of the accomplishment will also be
done to determine how well the program turned out. Likewise, suggestions and
recommendations will be solicited for further improvement of the
program. Result of the program evaluation will be the basis for further studies
and policy recommendation.

XI. Program Monitoring and Evaluation System

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To ensure the efficiency and effectiveness of this program, monitoring

and evaluation will be done through systematic data gathering, analysis and
utilization of information during the implementation of the curriculum program.
The target activities set during the planning stage will be monitored using the
crafted monitoring tools. Information will be used for evaluation and
determined whether the program is effective or not, and if the program
implementers followed their plan. Monitoring will be done on monthly basis.
Evaluation will be made through systematic and objective assessment
of the program. Based on the information gathered through monitoring,
statement of reports will be made about the program relevance, and
effectiveness.

PREPARED BY:

EMILY L. BELANIO
Public Schools District Supervisor

RECOMMENDING APPROVAL:

GEMMA G. CORTEZ, Ed.D

Chief, CID

APPROVED:

CELEDONIO B. BALDERAS, JR.

Schools Division Superintendent
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Annex 1
PROCESS OF THE IMPLEMENTATION:
The Four Stages in a Peer Classroom Observation

1. Pre-observation –
- Introduction of the Team
- Agree what the focus of the observation will be.
- Plan the observation.

2. Observation Phase
- Observe both small details and the ‘big picture”
- Observer writes down any information relevant to the agreed focus.
- The observer (MTs and peers) will use the COT-RPMS Tool (Observation
Notes Form) to record comments and observation on the teacher’s
performance. This was to be completed during the actual observation.
- Note: Avoid engaging in any discussion with one another while the session
is going on. Avoid discouraging facial expressions.

3. After Observation (Post-observation)

- Peers discuss and analyze what transpired in the actual teaching by
identifying what factors led to the teacher’s success and what
instructional needs that require immediate solution.
- The team will meet to discuss and reflect on the information collected.
Note: Factors that lead to the teacher’s success will be used by peers on
his return teaching.

Annex 2: CoP Team

Annex 3: Action Plan or Timeline of Activities

Annex 4: Observation and Monitoring Tools