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Appendix C - 09 - COT - RPMS Inter - Observer Agreement Form For T I - III For SY 2022 - 2023 - 1

This document is an inter-observer agreement form used to evaluate a teacher's performance. The form contains indicators that three observers discuss and provide a final rating for. The indicators cover topics like applying content knowledge, using teaching strategies, managing student behavior, and assessing student learning.

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Janniah Romance
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23 views

Appendix C - 09 - COT - RPMS Inter - Observer Agreement Form For T I - III For SY 2022 - 2023 - 1

This document is an inter-observer agreement form used to evaluate a teacher's performance. The form contains indicators that three observers discuss and provide a final rating for. The indicators cover topics like applying content knowledge, using teaching strategies, managing student behavior, and assessing student learning.

Uploaded by

Janniah Romance
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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COT-RPMS
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2 □ 3 □ 4 □ QUARTER:

DIRECTIONS FOR THE OBSERVERS:

Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final rating.
The final rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on the column
for Final Rating.

Note that if the Ratee gets NO (Not Observed) in an indicator, write 3 as the Final Rating.

FINAL
INDICATORS RATING
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:

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3

Signature over Printed Name of the Teacher

This tool was developed through the Philippine National


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

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