Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLASSROOM OBSERVATION TOOL –

RECRUITMENT, SELECTION, PLACEMENT (RSP)
FOR
TEACHER APPLICANT
RUBRIC

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

LEVEL LEVEL LABEL LEVEL DESCRIPTION

2 BUILDING The teacher demonstrates a limited range of separate aspects of the indicator.

3 ORGANIZING The teacher demonstrates a limited range of loosely-associated pedagogical aspects of the indicator.

The teacher demonstrates a range of associated pedagogical aspects of the indicator that sometimes are
4 DEVELOPING aligned with the learners' developmental needs.

The teacher demonstrates a range of associated pedagogical aspects of the indicator that usually are aligned
5 APPLYING with the learners' developmental needs.

The teacher uses well-connected pedagogical aspects of the indicator that consistently are aligned with
6 CONSOLIDATING student development and support students to be successful learners.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas

2 3 4 5 6
The teacher demonstrates moderate The teacher demonstrates minor The teacher demonstrates accurate The teacher demonstrates The teacher demonstrates accurate
content errors related to lesson content errors either in presenting the knowledge of key concepts both accurate and in-depth knowledge and in-depth knowledge of all conceptsin
concepts either in presenting the lesson or in responding to learners’ in presenting the lesson and in of most concepts in presenting the presenting the lesson and in
lesson or in responding to learners’ questions or comments. responding to learners’ questions or lesson and in responding to responding to learners’ questions in a
questions or comments. comments. learners’ questions in a manner that manner that is responsive to learner‘s
The lesson content displays simple attempts to be responsive to student developmental needs and promotes
The lesson content does not display coherence. The lesson content displays developmental learning needs. learning.
coherence. coherence.
The teacher makes connections The teacher makes meaningful
The teacher attempts to make across curriculum teaching areas, if connections across curriculum
connections across curriculum appropriate. teaching areas, if appropriate.
teaching areas, if appropriate.

FEATURES OF PRACTICE
1. The teacher makes a few content 1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays
errors on fundamental concepts or awareness of other ideas in the concepts and makes no comprehensiveunderstanding of the extensiveknowledge of
addresses content inaccurately with same teaching area that are contenterrors. concepts and structure of the content.
limited information of the teaching connected to the lesson, but does teaching area.
area. not make solid connections. 2. The content appears to be accurate 2. The teacher addresses content
and its focus shows awareness 2. The teacher presents conceptual accurately and its focus is congruent
2. The teacher makes few content of the ideas and structure of the knowledge of the subject and makes with the big ideas and/or structure of
errors in presenting the lesson but teaching areas. connections within the teaching the teaching area.
does not affect entirely the learning area.
process. 3. The teacher demonstrates factual
knowledge of subject matter and
attempts to connect content across
teaching areas.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLARIFICATIONS
MODERATE CONTENT ERRORS CURRICULUM TEACHING AREAS
different learning/subject areas taught and learned
reasonable degree of errors in the content of the lesson
in the K to 12 curriculum which includes areas for Kindergarten Education,
Special Education, Alternative Learning System, Indigenous Peoples
MINOR CONTENT ERRORS
Education
insignificant degree of errors in the content of the lesson
For IPEd, learning/subject areas are contextualized by interfacing the national
KEY CONCEPTS
curriculum competencies with the community competencies identified in their
central ideas of the topic or lesson ACCURATE KNOWLEDGE
Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
error-free content
COHERENCE
KNOWLEDGE OF CONTENT AND PEDAGOGY
logical and/or developmental sequence in presenting the lesson IN-DEPTH KNOWLEDGE integration of expertise and teaching skill for a particular area;
foundational knowledge and finer details within the curriculum appropriateness of the pedagogy to teaching area
SIMPLE COHERENCE teaching area
basic logic in the sequence of the lesson with one part linked to WITHIN CURRICULUM TEACHING AREA
the next inclusion of appropriately chosen intra-disciplinary topics and enabling
learning competencies within the curriculum guide of a specific learning/
PEDAGOGY subject area and grade level
method and practice of teaching
ACROSS CURRICULUM TEACHING AREA
In the context of Indigenous Peoples Education (IPEd), pedagogy making meaningful connections and including appropriate interdisciplinary
is articulated in the IP's Indigenous Learning System (ILS) topics and learning competencies cited in the curriculum guide of other
(DO 32, s. 2015). learning/subect areas in any grade level

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

2 3 4 5 6
The teacher uses disconnected The teacher uses loosely-connected The teacher occasionally applies The teacher frequently applies relevant The teacher consistently applies
teaching strategies to address teaching strategies to address teaching strategies that address strategies that enhance learners’ relevant strategies that enhance
literacy and/or numeracy needs. learners’ literacy and/or numeracy learners’ literacy and/or numeracy literacy and/or numeracy skills. learners’ literacy and/or numeracy
needs. needs. skills.

FEATURES OF PRACTICE
1. The teacher uses unrelated 1. The teacher defines general terms 1. In some parts of the lesson, the 1. The teacher uses activities that 1. The teacher provides activities to
activities which do not develop in the lesson but fails to define teacher provides activities which enhance literacy and/or numeracy enhance learners’ literacy and/or
learners' understanding of literacy specific terms needed to develop address learners’ literacy and/or in almost all aspects of the lesson. numeracy skills in all aspects of the
concepts and/or numeracy needs. learners’ full understanding of numeracy needs but fails to do so lesson.
literacy and/or numeracy concepts. in some critical parts of the lesson
where either or both skills are
necessary.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLARIFICATIONS

LITERACY SKILLS
DISCONNECTED TEACHING STRATEGIES
skills needed for reading and writing. These may include awareness of sounds of language,
teaching approaches which are inappropriate in
awareness of print, and the relationship between letters and sounds. Other skills such as creating
addressing literacy and/or numeracy needs
knowledge through writing as well as developing media and technology are part of literacy skills.
LOOSELY CONNECTED TEACHING STRATEGIES
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves,
formation of clouds, wind direction and temperature; identifying the meaning of dreams teaching approaches which are mismatched in
addressing literacy and/or numeracy needs
NUMERACY SKILLS
OCCASIONALLY
skills which consist of comprehending and applying fundamental arithmetic operations like addition,
subtraction, multiplication, and division. Numeracy skills may also include the ability to reason with irregularly occurs
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve
problems; and to make decisions based on logical thinking and reasoning. FREQUENTLY
often occurs
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting
the number of boys and girls; folding of clothes using numbered pattern CONSISTENTLY
constantly occurs
Examples of numeracy skills in IPEd classrooms: indigenous measurement (handspan, pacing,
etc.);indigenous calendar; synchronized planting; weaving patterns RELEVANT STRATEGIES
teaching approaches which are moderately associated with the learners’
developmental needs to enhance literacy and/or numeracy skills

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking
INDICATOR 3
skills

2 3 4 5 6
The teacher asks mostly low-order The teacher provides straightforward The teacher uses questions and The teacher employs a range of The teacher challenges learners to
questions that require simple factual questions and activities which lead activities that mostly require the targeted follow-up questions and justify their thinking and successfully
responses and/ or provides activities learners through a single path of learners to interpret, explain, or activities that encourage learners to engages most learners in discussion
that are routine. inquiry. describe ideas learned. explain, demonstrate, and use ideas using well-directed questions and
learned. activities.

FEATURES OF PRACTICE
1. The teacher asks simple yes/no 1. The teacher asks questions that 1. The teacher makes some attempt 1. The teacher employs a range of 1. The teacher challenges
questions. require rote-type responses such to engage learners in genuine strategies to ensure that most learnerscognitively to advance
asWho, What, Where, and When. discussion rather than simple, learners are given opportunities to high-levelthinking and
factual, or rote-type discussion. give opinions about the lesson and discourse in an interactive
Examples of rote-type questions vs. to react to the opinions of others. exchange of views.
high-order questions:
2. The teacher asks, “Can you
a. “Who is the author?” vs. “Who is the pleaseexplain this idea?” 2. The teacher creates a genuine 2. The teacher ensures that all
persona?” discussion among learners, voices of learners are heard in the
providing adequate time for them discussion.
b. “What is the solution to the problem?” to respond, as well as to step aside
vs. “How will you address the issue?” when appropriate.
c. “Saang kontinente matatagpuan ang
bansang Indonesia?” vs. “Saang
kaugnay na lokasyon matatagpuan
ang Indonesia?”

2. The teacher accepts all

contributionswithout processing the
learners’ answers.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLARIFICATIONS

CRITICAL THINKING SKILLS

high-level thinking skills such as analysis, evaluation, interpretation, or synthesis of information and application of creative thought
to form an argument, solve a problem, or reach a conclusion

CREATIVE THINKING SKILLS

thinking skills that involve exploring ideas, generating possibilities, and looking for multiple right answers rather than just one

HIGHER-ORDER THINKING SKILLS

complex thinking processes which include analysis, evaluation, synthesis, reflection, and creativity

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum
INDICATOR 4
requirements and varied teaching contexts

2 3 4 5 6
The teacher implements a poorly The teacher implements the lesson The teacher implements the lesson The teacher implements the lesson with The teacher manages well-structured
sequenced teaching and learning but only with some elements of a but with inappropriate elements of a appropriate elements of a lesson with a developmentally
processes to meet curriculum developmentally sequenced teaching developmentally sequenced teaching developmentally sequenced teaching sequenced teaching and learning
requirements and varied teaching and learning processes to meet and learning processes to meet and learning processes to meet processes to meet curriculum
contexts. curriculum requirements and varied curriculum requirements and varied curriculum requirements and varied requirements and varied teaching
teaching contexts. teaching contexts. teaching contexts. contexts.

FEATURES OF PRACTICE
1. The teacher’s lesson 1. The teacher does not demonstrate 1. The teacher demonstrates 1. The teacher connects outcomes 1. The teacher’s sequence of
proceduresare haphazard and understanding of the prerequisite inaccurate or incomplete knowledge from previous and future learning, activitiespurposefully scaffolds
ill-planned, which interferes in relationships when planning, and of prerequisite relationships, and and transitions between activities learners toward achieving the
learners’ progress toward transitions between activities are transitions between activities are are smooth. lesson’s objectives.
achieving the lesson’s too abrupt. present but may disrupt the flow of
objectives. the sequence. 2. The teacher’s sequence of 2. The teacher’s sequence of
2. The teacher’s sequence of learningactivities generally keeps learningactivities keeps learners
2. There was a major problem with the learningactivities demonstrates 2. The teacher presents minor learners engaged and moving from engagedin the content and has a
organization or framing of the lesson some structure but there are some organizational issues and missed one portion to the next in a clear sense of purpose throughout
that significantly and negatively problems with organization that opportunities during the lesson that reasonable manner. Learners the class period but lacks in-
impacted student learning. negatively impact learning. affect learning time. understand the purpose of the depth processing of the activities.
lesson and what they are to do to
accomplish the purpose.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLARIFICATIONS

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESSES

the order of activities that keeps learners engaged in the content and purposely scaffolds learners towards achieving the lesson’s objectives
by maximizing allotted class time. These include:

• Lesson objectives expectations for learners at the end of the lesson

• Learner engagement strategies strategies that include activities for individual learners and/or groupsteacher’s
• Pacing speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities

POORLY SEQUENCED TEACHING AND LEARNING PROCESS

illogical order of classroom activities

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with curriculum
INDICATOR 5
requirements

2 3 4 5 6
The teacher attempts to incorporate The teacher provides a limited range The teacher provides a range of The teacher provides a range of The teacher provides assessment
assessment in the lesson without set of assessment strategies but fails to assessment strategies but only some assessment strategies that address strategies consistent with the
criteria. address the learning goals. are aligned with the learning goals. most of the learning goals. curriculum requirements.

FEATURES OF PRACTICE
1. The teacher does not provide a set 1. The teacher uses assessment 1. The teacher uses a variety of 1. The teacher uses a repertoire of 1. The teacher predominantly uses
of criteria to assess the learners’ procedures focused on task assessment strategies, but some do assessment strategies which are assessment strategies which are
work. completion and/or compliance not measure the intended learning aligned with the intended learning embedded as an integral part of
rather than learner achievement of outcomes. goals. the lesson and are aligned with the
2. The teacher does not provide a lesson purpose/ objective. intended instructional or consistent
set of standards, e.g. rubric or 2. The teacher uses procedures 2. The teacher uses assessment with the content standards.
checklist, to assess the that yield only some evidence of procedures that draw out evidence
learners’work and output. learning. of whether learners have learned 2. The teacher encourages the
the intended learning outcomes. learners to assess and monitor
the quality of their work against
the assessment criteria and
performance standards.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
___________________________________________________________________________________________________________

CLARIFICATIONS

ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge, and skills prior to instruction,
e.g., pretest, drills, review, anticipation guide, content knowledge boxes

FORMATIVE
assessment used to identify knowledge and/or skills that learners can hone/build on or need to improve,
e.g., recitation (show of hands, response cards, happy/sad face), activities (games, tableau, exit cards), and seat works (reflection journal, exercises, practice)

SUMMATIVE
assessment used to identify learner achievement of the objectives of the lesson,
e.g., written works (quizzes, essays), performance tasks (skills demonstration, group presentations, oral work)

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
[email protected]