Department of Education

Region VII, Central Visayas

DIVISION OF CITY SCHOOLS
City of Naga
NAGA NATIONAL HIGH SCHOOL
West Poblacion, City of Naga, Cebu

CLASSROOM OBSERVATION TOOL – RPMS

TEACHER I - III

Name of Teacher Observed: ____________________________ Date: _________________

Subject & Grade Level Taught: __________________________ Time: _________________
Name of Observer: ____________________________________
DIECTIONS FOR THE OBSERVER:
1. Rate each indicator on the checklist according to how will the teacher perform during the
classroom observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis, regardless of its relationship to their indicators.
3. Attach the Observation Notes Form to the completed rating sheet.

SCORING GUIDELINES
7 6 5 4 3

Integrating Level Consolidating Level Applying Level Developing Level Organizing Level

COT – RPMS Areas INDICATORS 7 6 5 4 3

21st Century Skills DOMAIN: CONTENT KNOWLEGDE AND PEDAGOGY
A.COMMUNICATION 1. Applies Knowledge of 1. The teacher relates lessons in the
SKILLS content within and across context of the learner’s experience
curriculum teaching areas through employing research-based
knowledge and principles of teaching
and learning.
2. The teacher exhibit the ability to
encourage participation and interaction
across various tasks with the positive
use of ICT.
AVERAGE RATING
2. Uses a range of 3. The teacher assesses students using
teaching strategies that relevant and appropriate methods that
enhance learner enhance learner achievement in literacy
achievement in literacy and numeracy skills.
and numeracy skills
3. Applies a range of 4. The teacher delivers simplified means
teaching strategies to to address learner’s diverse learning
develop critical and styles using a variety of communication
creative thinking as well delivery methods (e.g. written,
as other higher-order electronic, oral, interpersonal) to
thinking skills. develop critical and creative thinking, as
well as other higher-order thinking
skills.
5. The teacher utilizes appropriate to
provide avenue for development of
communication skills through display of
proficient use of Mother Tongue,
Filipino and English.
6. The teacher encourages the learners to
clearly and effectively communicate in
various forms (verbal and non-verbal).
Significant Observation/s:
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 DOMAIN: LEARNING ENVIRONMENT
B. CLASSROOM 4. Manages classroom 1. The teacher establishes safe and
MANAGEMENT & structure to engage secure learning environment whose
CLASSROOM learners, individually or in classroom displays are relevant, suitable
STRUCTURE groups, in meaningful and usable consistent to the policies,
exploration, discovery guidelines and procedures to enhance
and hands-on activities instruction and learning.
within the range of 2. The teachers models and maintains
physical learning learning environment that promote
environment mutual respect, fairness, care and
equality to foster a sense of
belongingness despite learners’ diverse
attitudes (avoidance of using vulgar
words, learner’s bullying) to encourage
learning.
3. The teacher manages classroom
structure to engage learners in
meaningful exploration, discovery and
hands – on activities by utilizing the
materials made by the division and other
IMS within the range of physical
learning environments.
4. The teacher shows ability to manage a
learning situation and maintain
supportive learning environments that
nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
5. The teacher maximizes instructional
learning time by applying a range of
successful strategies that maintain
learning environments that motivate
learners to work productively by
assuming responsibility for their own
learning.
AVERAGE RATING
5. Manages learner 6. The teacher provides learning
behavior constructively environment where the class is held that
by applying positive and is conducive to learning and teaching
non-violent discipline to and the learner’s behaviors are managed
ensure learning-focused constructively by applying positive and
environments. non-violent discipline to ensure learning
focused-environments.
Significant Observation/s:
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DOMAIN: DIVERSITY OF LEARNERS

C. CREATIVITY AND 6. Uses differentiated, 1. The teachers provide opportunity to
INNOVATION SKILLS appropriate learning design idea and solutions to problems
experiences to address and issues using differentiated,
learner’s gender, needs, developmentally appropriate learner
strengths, interests and experiences to address learner’s gender,
experiences. needs, strengths, interests and
experiences.
2. The teacher inspires the learners to
make their own reflections and construct
the lesson learned using teaching
 strategies that respond to learner’s
linguistic, cultural, socio-economic and
religious backgrounds.
3. The teacher designs and implements
teaching strategies and sets rubrics in the
activity that are responsive to learners
with disabilities, giftedness and talents.
4. The teacher provides and delivers
teaching strategies and learning
assessment that are authentic, creative
and innovative that are responsive to the
special educational needs of learners in
difficult circumstances, including:
geographic isolation; chronic illness;
displacement due to armed conflict,
urban resettlement or disasters; child
abuse and child labor practices.
5. The teachers model creative and
innovative thinking to find best
solutions or responses by adapting and
using culturally appropriate teaching
strategies to address the needs of
learners from indigenous groups.
6. The teacher uses assessment methods
that encourage the idea creation from
among diverse learners.
AVERAGE RATING
Significant Observation/s:

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DOMAIN: CURRICULUM AND PLANNING

D.COLLABORATION 7. Plans, manages and 1. The teacher implements
SKILLS implements developmentally sequenced teaching
developmentally and learning processes and provides
sequenced teaching and differentiated learning activities that
learning processes to meet promote learner’s collaboration to meet
curriculum requirements curriculum requirements and varied
and varied teaching teaching contexts.
contexts.
2. The teacher sets achievable and
appropriate learning outcomes that are
aligned with the learning competencies
and utilizes rubrics in assessing learner’s
performance and group output which are
properly understood by learners.
3. The teacher adapts and implements
learning programs that are responsive to
learner’s needs and ensures that the
equipment/ instructional materials
needed are readily available to facilitate
group work activity.
4. The teacher creates an environment
that promotes collegial discussions that
uses teacher and learner feedback and
enables learners to express freely their
suggestions/ideas/opinions to enrich
teaching and learning practice.
AVERAGE RATING
 8. Selects, develops, and 5. The teacher selects, develops,
organizes and uses organizes and uses appropriate teaching
appropriate teaching and and learning resources, including ICT
learning resources, and utilizes strategies best suited to
including ICT to address promote collaboration to achieve the
learning goals. learning goals.
6. The teacher uses assessment methods
of the curriculum content that are
relevant to learners and bases on the
principles of effective teaching and
learning.
AVERAGE RATING
Significant Observation/s:
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DOMAIN: ASSESSMENT AND REPORTING

E. CRITICAL 9. Designs, selects, 1. The teacher formulates questions that
THINKING AND organizes and uses encourage critical thinking in diagnostic,
PROBLEM SOLVING diagnostic, formative and formative and summative assessment
SKILLS summative assessment consistent with the curriculum
strategies consistent with requirements.
curriculum requirements.
2. The teacher designs lessons that
provide critical thinking and problem
solving skills and monitors and
evaluates learner progress and
achievement using learner attainment
data.
3. The teacher motivates the students to
think critically and share their ideas on
the given situation/activity and provides
timely, accurate and constructive
feedback to improve learner
performance.
4. The teacher processes learners’
responses in a manner that encourages
critical thinking and communicates
promptly and clearly the learners’ needs,
progress and achievement to key
stakeholders, including parents and
guardians.
5. The teacher utilizes issues related to
the lesson an opportunity for open-
ended discussions and for modification
of teaching and learning practices and
programs.
6. The teacher prepares specific learning
activities like games, puzzles, panel
discussions, buzz sessions, simulation
activities etc., the prepare learners for
higher order thinking and learning.
AVERAGE RATING
Significant Observation/s:
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___________________________________ ________________________________
(Signature over printed name of the observer) (Signature over printed name of the teacher)