Session 6-8 Linking Observation Notes with COT Rating.pptx

Bureau of Human Resource and
Organizational Development
Linking Observation Notes
and the COT Rating

Importance of the
Observation Notes
1. Record teacher
performance
2. Guide observers in rating
teacher performance
3. Provide evidence/basis
for coaching and
mentoring

Activity Purpose
• To provide avenue for the raters to practice linking
observation notes and rating
• To capacitate the raters in looking for and reporting on
the key aspects of the indicators in the observation
notes

and the COT Rating
PART A

Activity Materials
1. Worksheets
• Each worksheet contains observation notes and space
for writing individual rating.
• There are 11 worksheets for this session.
• The focus-indicator for observation notes are selected
from priority indicators of RPMS 2019-2020 and 2020-
2021.
2. Classroom Observation Tool (COT) rubric
• This covers the rubrics for the 21 classroom observable
indicators of the Philippine Professional Standards for
Teachers (PPST).

Front cover of the Classroom Observation Tool

Source: Classroom Observation Tool (pg. 3)
BEGINNING
PROFICIENT
HIGHLY PROFICIENT
DISTINGUISHED

Let’s try Worksheet #1.
1. Read the focus-indicator.
2. Review the COT rubric for the focus-indicator.
Indicator 10
(page 32)

3. Read the
observation notes.
4. Identify the notes
that correspond to
the focus-indicator.

5. Review the COT rubric again.
6. Rate the focus-indicator based on the given
observation notes.

Let’s discuss your answers.

Do the other worksheets.

and the COT Rating
PART B

Activity Purpose
1. To provide avenue for the raters to
practice linking observation notes and
rating.
2. To capacitate the raters in looking
for and reporting on the key aspects of
the indicators in the observation notes.

Activity Materials
1. Worksheets
• This contains one rating sheet with 10 indicators
selected from priority indicators for RPMS 2019-2020,
2020-2021, and 2021-2022.
• It also contains 10 worksheets for writing observation
notes intended for 10 indicators.
Teachers (PPST).

Let’s answer Worksheet #1.
1. Review the rating for each indicator.

2. Review the COT rubric focusing on the rating and the
corresponding rubric level description
Level 8
Level Description:
The teacher applies high-level knowledge of content and
pedagogy within and across curriculum teaching areas to
empower learners to acquire and apply successful learning
strategies to assist in their development as independent
learners.
Indicator 1
Apply knowledge of content within and
across curriculum teaching areas

Clarifications:
HIGH-LEVEL KNOWLEDGE
accurate, in-depth, and broad knowledge within and
across curriculum teaching areas
WITHIN CURRICULUM TEACHING AREA
inclusion of appropriately chosen intra-disciplinary topics
and enabling learning competencies within the curriculum
guide of a specific learning/subject area and grade level
ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including appropriate
interdisciplinary topics and learning competencies cited in
the curriculum guide of other learning/subject areas in any
grade level

3. Write appropriate observation notes that correspond
to the rating.

Sample observation notes-Indicator 1
The students showed learning from the lesson
through the plan for the play:
• Use of globe theatre adopted to the covered
court of the barangay
• Adapt the technicalities of the play: costumes,
music, musical instrument, language and use
it in this barangay presentation.
The teacher commented on the plan and the
students adjusted accordingly. One main
adjustment was for the play to become musical
play.

Explanation
The students learned the requisite information on
plays. The activity of the teacher is for the students to
bring the learning to another level: adapt the learning
to another play (in the barangay). After further review,
through the guidance of the teacher, the students
were able to further plan for the presentation. The new
presentation is now a musical play. This shows the
students became independent learners.
The sample notes support level 8 because when the
students are able to adapt their learning to prepare
another play, they are showing that they are
empowered learners to acquire and apply successful
learning strategies.

Sample Notes- Indicator 4
• The teacher asked “How do we solve the traffic
problems in Manila?” Students gave their
answers. A student-volunteer wrote all answers
on the manila paper. Each response (manila
paper) was posted on the wall. Teacher
instructed:
• Those who answered will please stay beside
the posted manila paper.
• •The rest of the class will please ask
questions/clarifications to the authors of the
possible traffic solutions.
• It was a noisy activity

Explanation-Indicator 4
• The main concern of the teacher was to give
venue for the students to raise questions and
queries to the student-proponents. It clarifies
the position of the students to be involved in a
social concern.
• The notes support level 6 because through
the activity, the students will be able to justify
their thinking. The activity seemingly will be
done by the entire class to support the
expectation of engaging most learners in
discussion

• How many activities were designed for the
class? Seems like the lesson is only to run
the activities. Who should do the activities?
All students? Did you consider the boy’s
ability to do the dance activity

Explanation-Indicator 13
• The query “did you consider the boy’s ability
to do the dance activity?” refers to the
teacher’s inability to recognize differences
among the students. This resulted in activities
that do not respond to differentiated,
developmentally appropriate learning
experiences.

• All the photos, videos, and other instructional
materials are copied from ABS-CBN. There is
adequate reference for all the materials used.

• The teacher facilitated the lesson with ease
and grace. Her command of the language is
understood by all students. All parts of the
lesson, including the variety of the activities,
were explained well.

• The teacher consistently points to the board
where safety rules are posted. The teacher
did not leave the students in doing all the
activities, supporting an inclusive classroom.

• Teacher says: “Please address your
questions to the panelists. Please go direct to
the point and show your respect to the panel
member you are addressing. We will treat this
panel discussion as if it is a regular
classroom discussion.”

• There are few activities for the students.
Suggestion to pray an inter faith prayer at the
beginning of the class, rather than a Catholic
one. I like the group works. Maybe the
students can choose which group they would
be of more help. This could have enriched the
activity and discussion further. Good
responses of teachers to the questions.

• There were moments when the students gave
excellent answers but the teacher did not
provide appropriate comments.

• The teacher succeeded in motivating the
students to join the activities. This resulted in
successful applications of the theory of
relativity. The final activity supported
individual learning by allowing the students to
report on their progress within a group. The
teacher used this to allow the students to
decide on their learning process.

and the COT Rating
PART C

Activity Materials
1. Worksheets
• Each worksheet contains a 8-9 observation notes
focused on a priority indicator for RPMS 2020-2021 (left
column), and space for writing COT rubric levels that
match the notes (right column).
• There are 7 worksheets for this session.
Teachers (PPST).

1. Read the focus-indicator.
2. Read the observation notes (left column).

3. Rate each note from NO to level 8 (right column).
4. Use the COT rubric as guide in rating the notes.

References
Department of Education – Bureau of Human Resource
and Organizational Development. (2019). Classroom
observation tool.
Department of Education – Bureau of Human Resource
and Organizational Development. (2019). RPMS-
PPST for SY 2020-2021 capacity building for raters –
worksheets.

Presentation Slides prepared by
Dr. Jennie V. Jocson, RCTQ Deputy Director
jocson.jv@pnu.edu.ph
Donnadette SG. Belza, RCTQ Research Officer
belza.ds@pnu.edu.ph
Ma. Izella D. Lampos, RCTQ Project Officer
lampos.mid@pnu.edu.ph
Contact Us
Phone +63 2 53171768 Local 763/764
Telefax +63 2 53369755
Web http://www.rctq.ph/
Email rctq@pnu.edu.ph

Session 6-8 Linking Observation Notes with COT Rating.pptx

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Session 6-8 Linking Observation Notes with COT Rating.pptx

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