Region 1 Schools Division Office II of Pangasinan Eastern Pangasinan Agricultural College

Region 1
Schools Division Office II of Pangasinan

EASTERN PANGASINAN AGRICULTURAL
COLLEGE
RONALIZA C. CERDEÑOLA
Teacher II TESSIE C. MENDOZA
OIC, Asst. Principal II / MT I
JOSIE M.MACARAEG, EdD
Principal IV
Classroom Observation Tool (COT) rating
sheet or inter- observer agreement form
from
1. an observation of synchronous
teaching (limited face-to face teaching,
online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an

observation of a recorded video lesson
or audio lesson that is SLM-based or
MELC-aligned
3. if options 1 and 2 are not possible, an

observation of a demonstration
teaching* via LAC
1
Applied
knowledge of
content
Within and
across
curriculum
teaching
areas
One (1) lesson plan
with annotations
identifying the
research-based
knowledge and/or
principles of teaching
and learning used as
basis for planning /
designing the lesson
2
Used
Research based
knowledge
and principles
of teaching
and learning to
enhance
professional
practice
3
Displayed
proficient use
of Mother
Tongue,
Filipino and
English to
facilitate
teaching and
learning
sheet or inter-observer agreement form from
1. an observation of synchronous teaching

(limited face to- face teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation

of a recorded video lesson or audio
lesson that is SLM-based or MELC
aligned

observation of a Demonstration teaching*
via LAC
4
Used
effective verbal
and non-verbal
classroom
communication
strategies to
support learner
understanding,
participation,
engagement
and
achievement
1. an observation of synchronous teaching

(limited face to- face teaching, online
teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation

of a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned

observation of a demonstration teaching*
via LAC
5
Established
safe and secure
learning
environments to
enhance
learning through
the consistent
implementation
of policies,
guidelines and
procedures
Classroom Observation Tool (COT)
rating sheet or inter observer agreement
form from
teaching (limited face to- face
teaching, online teaching, or two-way
radio instruction)

observation of a recorded video
lesson or audio lesson that is SLM
based or MELC-aligned

teaching* via LAC
6
Maintained
learning
environments
that promote
fairness,
respect and
care to
encourage
learning
teaching (limited face to- face
teaching, online teaching, or two-
way radio instruction)

observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned

teaching* via LAC
7
Maintained
Learning
environments
that nurture
and inspire
learners to
participate,
cooperate
and
collaborate in
continued
learning
SET A
Any supplementary material (in print/digital format) made by the ratee*
and used in the lesson delivery that highlights maintaining learning
environments that nurture and inspire learners to participate, cooperate
and collaborate in continued learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars,
and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital format (please specify and
provide annotations)
with client/learner feedback on how the material encouraged the
learners to participate, cooperate, and collaborate
SET B
Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from
1. an observation of synchronous teaching (limited face-to-face

teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson

or audio lesson that is SLM-based or MELC-aligned
3. if options 1 and 2 are not possible, an observation of a

demonstration teaching** via LAC
8
Applied a range of
Successful strategies
that maintain
learning
environments
that motivate
learners to work
Productively by
assuming
responsibility
for their own
learning
SET A
Any supplementary material (in print/digital format) made by the ratee* and
used in the lesson delivery that highlights a range of strategies that maintain
learning environments that motivate learners to work productively by
assuming responsibility for their own learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the
likes)
● video lesson
● audio lesson
● other learning materials in print/digital format (please specify
and provide annotations)
SET B
Classroom Observation Tool (COT) rating sheet or inter-observer agreement
form from
1. an observation of synchronous teaching (limited face-to-face teaching,

online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or

audio lesson that is SLM-based or MELC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration

teaching** via LAC
9
Designed,
adapted and
implemented
teaching
strategies
that are
responsive to
learners with
disabilities,
giftedness
and talents
SET A
Classroom Observation Tool (COT) rating sheet or
interobserver agreement form from
1. an observation of synchronous teaching (limited face-to-

face teaching, online teaching, or two-way radio
instruction)
2. if option 1 is not possible, an observation of a recorded

video lesson or audio lesson that is SLM-based or
MELC-aligned

demonstration teaching* via LAC
SET B
Teacher Reflection Form (TRF) on designing, adapting,
and/or implementing teaching strategies that are
responsive to learners with disabilities, giftedness and
talents and a certification from the school head that the
ratee’s classes have no identified learner/s with disabilities,
giftedness and/or talents
10
Adapted and used

culturally
appropriate
Teaching strategies to
address the
needs of learners
From indigenous
groups
SET A
Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from
1. an observation of synchronous teaching (limited face-to face
teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video

lesson or audio lesson that is SLM based or MELC-aligned

demonstration teaching* via LAC
SET B
Teacher Reflection Form (TRF) on adapting and using
culturally appropriate teaching strategies to address the needs
of learners from indigenous groups and a certification from the
school head that the ratee’s classes have no identified
learner/s from indigenous groups
11
Adapted and
implemented
learning
programs that
ensure
relevance and
responsiveness
to the needs of
all learners
1. Proof of evaluation* on the
implementation of the adapted /
contextualized learning program
2. Progress report on the
implementation of the adapted /
3. Accomplishment / completion /
technical report on the
implementation of an adapted /
4. Action plan / activity proposal /
activity matrix that shows an
adapted / contextualized learning
program
12
Utilized
assessment
data to inform
the
modification of
teaching and
learning
practices and
programs
A list of identified least /most mastered skills
based on the frequency of errors / correct
responses with any of the following supporting
MOV
1. accomplishment report for remedial /

enhancement activities (e.g., remedial
sessions, Summer Reading Camp, Phil-IRI
based reading program)
2. intervention material used for remediation /

reinforcement / enhancement
3. lesson plan/activity log for remediation /

enhancement utilizing of assessment data to
modify teaching and learning practices or
programs
13
Maintained
learning
environments
that are
responsive to
community
contexts
1. Accomplishment report of a program /
project / activity that maintains a learning
environment
2. Program / Project / Activity plan on

maintaining a learning environment
3. Minutes of a consultative meeting /

community stakeholders meeting about a
program / project / activity that maintains a
learning environment with proof of
attendance
4. Communication letter about a program /

project / activity that maintains a learning
environment
14
Reviewed regularly
Personal teaching
practice using
existing laws
and regulations
that apply to the
Teaching profession and the
responsibilities
specified in the
Code of Ethics
for Professional
Teachers
1. Annotated video / audio recording of one’s
teaching that shows impact of regularly reviewing
one’s teaching practice/s
2. Annotated teaching material that shows impact of

regularly reviewing one’s teaching practice/s
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs from

participation in review of personal teaching
practices in four (4) quarters
4. Proof of attendance (with date) in LAC or

coaching and mentoring sessions for review of
personal teaching practices
15
Complied with and
implemented
school policies
and procedures
consistently to
foster
harmonious
relationships
with learners,
parents, and
other
stakeholders
1. Proof of participation / involvement in a
school-community partnership for the
implementation of a school policy /
procedure (e.g., certificate as committee
member, narrative report)
2. Minutes of parent teacher conference /

stakeholders’ meeting about an
implemented school policy / procedure with
proof of attendance
3. Communication letter about an

implemented school policy / procedure sent
to parent / guardian
16
Applied a
personal
philosophy of
teaching that is
learner-centered
One (1) lesson plan
with annotations
explaining the
application of a
learner-centered
teaching philosophy
(e.g., constructivism,
existentialism) used
as basis for planning /
designing the lesson
17
Adopted
practices that
uphold the dignity of
teaching as a
profession by
exhibiting
qualities such
as caring attitude,
respect and
integrity
1. Documented feedback from superiors, colleagues,
learners, parents / guardian, or other stakeholders
directly reflecting the ratee’s good practices that uphold
the dignity of teaching as a profession
2. Annotated evidence of practice indirectly linking to the

upholding of the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and
integrity
● Screenshot of text message / chat / email / any
form of communication with parents / guardian or
learners (name or any identifier removed)
● Remarks from mentor / master teacher / school
head about one’s qualities (e.g., entries in
Performance Monitoring and Coaching Form [PMCF]
or in Mid-Year Review Form)
● Recognition from the school / school community
about one’s qualities
● Others (please specify)
18
Set
professional
development
goals based on
the Philippine
Professional
Standards for
Teachers
1. Updated IPCRF-DP from
Phase II
2. Mid-year Review Form

(MRF)
3. IPCRF-DP
4. Certification from the ICT

Coordinator /School Head /
Focal Person in charge of
e-SAT
19
Performed
various related
works /
activities that
contribute
To the teaching
learning
process
Any proof of:
• committee involvement
• advisorship of cocurricular activities
• book or journal authorship /
contributorship
• coordinatorship / chairpersonship
• coaching and mentoring learners in
competitions
• serving as reliever of classes in the
absence of teachers
• mentoring pre-service teachers
• participation in demonstration teaching
• participation as technical working group
member
• others (please specify and provide
annotations)

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Region 1

Schools Division Office II of Pangasinan

2. if option 1 is not possible, an

3. if options 1 and 2 are not possible, an

1. an observation of synchronous teaching

2. if option 1 is not possible, an observation

3. if options 1 and 2 are not possible, an

1. an observation of synchronous teaching

2. if option 1 is not possible, an observation

3. if options 1 and 2 are not possible, an

2. if option 1 is not possible, an

3. if options 1 and 2 are not possible, an

2. if option 1 is not possible, an

3. if options 1 and 2 are not possible, an

1. an observation of synchronous teaching (limited face-to-face

2. if option 1 is not possible, an observation of a recorded video lesson

3. if options 1 and 2 are not possible, an observation of a

1. an observation of synchronous teaching (limited face-to-face teaching,

2. if option 1 is not possible, an observation of a recorded video lesson or

3. if options 1 and 2 are not possible, an observation of a demonstration

1. an observation of synchronous teaching (limited face-to-

2. if option 1 is not possible, an observation of a recorded

3. if options 1 and 2 are not possible, an observation of a

Adapted and used

2. if option 1 is not possible, an observation of a recorded video

3. if options 1 and 2 are not possible, an observation of a

1. accomplishment report for remedial /

2. intervention material used for remediation /

3. lesson plan/activity log for remediation /

2. Program / Project / Activity plan on

3. Minutes of a consultative meeting /

4. Communication letter about a program /

2. Annotated teaching material that shows impact of

3. Personal reflection notes as outputs from

4. Proof of attendance (with date) in LAC or

2. Minutes of parent teacher conference /

3. Communication letter about an

2. Annotated evidence of practice indirectly linking to the

2. Mid-year Review Form

4. Certification from the ICT

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