The creation of the Classroom Observation Tool (COT), which is based on the growth-oriented framework of the Philippine Professional Standards for Teachers (PPST), promotes DepEd’s act to develop one tool for evaluating teachers’ classroom performance. According to DO no 42, s 2017 (among other goals), DepEd aims to “apply the same criteria to evaluate teacher performance, recognize the needs, and assist in professional development.”
The development and validation of the Results-Based Performance Management System (RPMS) Tools and Manual took three years, including over 400 educators from all over this country, including master teachers, principals, supervisors, DepEd regional directors, as well as other educators. Furthermore, nearly 10,000 pre- and in-service teachers, principals, supervisors, and regional directors, along with other educators, as well as members from governmental and non-governmental organizations, contributed to the development and validation of the PPST.
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Teachers need to use Classroom Observation Tools (COT) to evaluate and enhance their methods of teaching. With the help of these tools, teachers and students can watch and assess a variety of aspects of classroom education, such as student involvement, teacher-student interactions, and the general classroom environment.
Ensuring high-quality education is made possible by classroom observation. It gives administrators the ability to evaluate instructional strategies, provide teachers with helpful criticism, and have a beneficial impact on student conduct. They can also use it to evaluate student involvement and make sure teachers are adhering to curricular requirements.
The two distinct teacher assessment instruments—one for Master Teacher I to IV (Highly Proficient Teachers) and one for Teacher I to Ill (Proficient Teachers)—are covered by the RPMS tools.
All of the tools provide information on the roles and responsibilities teachers have at different career stages, along with the Key Result Areas (KRAs) that help fulfill those roles and the particular goals that need to be met to reach the KRAs. It also provides a detailed presentation of the several Means of Verification (MOV) that are used to demonstrate the accomplishment of particular goals in conjunction with performance indicators ranging from excellent to subpar.
These tools prioritize quality over quantity, guarantee instructor efficacy, encourage professional development, and are useful in the real world. This set of RPMS tools was created by and for teachers; it addresses the problems that teachers faced when creating their IPCRFs and gathering lengthy, pointless MOVs. It also makes sure that teachers’ performance and methods of instruction are evaluated in a uniform and impartial way.
In light of the new RPMS tools in the Manual, it makes sense to point out that teachers can now concentrate on teaching since they will no longer need to create or construct their own Individual Performance and Commitment Review Forms (IPCRF).
The 21 classroom observable strands in the nationally validated Philippine Professional Standards for Teachers (PPST) are where the COT indicators have been selected from. The Proficient career stage indicators provide the terminology that is utilized in the COT indicators.
Strand 1.1: Application of content knowledge both within and across curriculum areas
Strand 1.3: Making Good Use of ICT
Strand 1.4: Methods for advancing numeracy and reading
Strand 1.5: Techniques for fostering higher-order thinking abilities such as critical and creative thinking
Strand 1.6: Teaching and Learning in Mother Tongue, Filipino, and English
Strand 1.7: Communication techniques in the classroom
Strand 2.1: Security and safety of learners
Strand 2.2: Equitable educational environment
Strand 2.3: Overseeing the organization and activities of the classroom
Strand 2.4 Encourages learner involvement
Strand 2.5: Encouragement of purposeful education
Strand 2.6: Handling behavior of learners
Strand 3.1: Gender, needs, abilities, passions, and experiences of the learners
Strand 3.2 Language, cultural, socioeconomic, and religious backgrounds of the learners
Strand 3.3: Talents, giftedness, and learners with disabilities
Strand 3.4: Learners facing challenging situations
Strand 3.5: Learners from native ethnicities
Strand 4.1: Organizing and supervising the process of teaching
Strand 4.5: ICT-based teaching and learning resources
Strand 5.1: Development, selection, arrangement, and use of evaluation techniques
Strand 5.3: Using feedback to enhance teaching
This form is used by observers to document their specific findings and remarks made while monitoring a classroom.
Using this form, observers record the rating or level that the observed teacher has obtained for each indicator.
If more than one observer is present, this form is used to discuss and decide the teacher’s final rating.
Note: These forms are available through their regional DepEd office and/or website to be downloaded by teachers, principals, and institutions.
In the video below, YouTube teacher Binibining Lindsay discusses what a Classroom Observation Tool (COT) is and what teachers need to know to pass the observable indicators.
DepEd Philippines is an agency responsible for the formulation, implementation, and coordination of policies, plans, programs, and projects in the areas of formal and non-formal education. It is also responsible for supervising all elementary schools, secondary schools and senior high school programs in the Philippines.
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