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Observation Tool..... 2016

This document contains a classroom observation tool used to evaluate teachers in the Philippines. It lists 9 criteria used to rate teachers on a scale from 3 to 7, including applying knowledge of content, using a range of teaching strategies, managing student behavior, and designing assessments. The tool also has spaces to record the teacher's name, school, date of observation, subject taught, and any other comments from the observer.

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Cortez del Airam
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3K views

Observation Tool..... 2016

This document contains a classroom observation tool used to evaluate teachers in the Philippines. It lists 9 criteria used to rate teachers on a scale from 3 to 7, including applying knowledge of content, using a range of teaching strategies, managing student behavior, and designing assessments. The tool also has spaces to record the teacher's name, school, date of observation, subject taught, and any other comments from the observer.

Uploaded by

Cortez del Airam
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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DepED –Iligan, August 2016

CLASSROOM OBSERVATION TOOL – RPMS


TEACHER I – III (5 years in service)
NAME OF TEACHER:MARIA DEL A. CORTEZ SCHOOL: TABUNAN ELEMENTARY SCHOOL

DATE: February 22, 2018 SUBJECT: __________________________

DIRECTION FOR OBSERVER:


1. Rate each item on the checklist according to how well the teacher characteristic or behavior was
demonstrated during the classroom observation. Mark the appropriate column with a check mark.
2. Each item is judged on an individual basis, regardless of its relationship to an overall set of behavior
relevant to the cluster heading

THE TEACHER 3 4 5 6 7 NO.


1 Applies knowledge of content within and across
Curriculum content teaching areas
2 Uses a range of teaching strategies that enhance
Learner achievement in the 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 student 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, interest and experiences
7 Plans, manages and implements developmentally
Sequenced teaching and learning process to meet
Curriculum requirements and varied teaching contexts
8 Selects, develops, organizes, and 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:

____________________________________________________________________________________

____________________________________________________________________________________________________

_____________________________________________________________________________________________________

MICHAEL O. EMANO
Principal I

SIGNATURE OVER PRINTED NAME OF OBSERVER


DepED –Iligan, August 2016
CLASSROOM OBSERVATION TOOL – RPMS
TEACHER I – III (5 years in service)
NAME OF TEACHER:_______________________________ SCHOOL: ____________________

DATE: _______________________________

DIRECTION FOR OBSERVER:


1. Rate each item on the checklist according to how well the teacher characteristic or behavior was
demonstrated during the classroom observation. Mark the appropriate column with a check mark.
2. Each item is judged on an individual basis, regardless of its relationship to an overall set of behavior
relevant to the cluster heading

THE TEACHER 3 4 5 6 7 NO.


1 Applies knowledge of content within and across
Curriculum content teaching areas
2 Uses a range of teaching strategies that enhance
Learner achievement in the 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 student 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, interest and experiences
7 Plans, manages and implements developmentally
Sequenced teaching and learning process to meet
Curriculum requirements and varied teaching contexts
8 Selects, develops, organizes, and 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:

____________________________________________________________________________________

____________________________________________________________________________________________________

_____________________________________________________________________________________________________

MICHAEL O. EMANO
Principal I

SIGNATURE OVER PRINTED NAME OF OBSERVER

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