CLASSROOM OBSERVATION TOOL
TEACHER III APPLICANT
RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME 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.
4 DEVELOPING The teacher demonstrates a range of associated pedagogical aspects of the
indicator that sometimes are aligned with the learners' developmental needs.
5 APPLYING The teacher demonstrates a range of associated pedagogical aspects of the
indicator that usually are aligned with the learners' developmental needs.
6 CONSOLIDATING The teacher uses well- connected pedagogical aspects of the indicator that
consistently are aligned with student development and support students to be
successful learners.
Note that the language used in the COT indicators is taken from the Proficient career stage indicators of the
PPST. Each indicator has 5 levels. The rubrics for Teacher II and Teacher III applicants use levels 2 to 6; the
rubrics for Teacher IV, Teacher V, Teacher VI, and Teacher VII applicants use levels 3 to 7; the rubrics for
Master Teacher I and Master Teacher II applicants use levels 4 to 8; and the rubrics for Master Teacher III,
Master Teacher IV, and Master Teacher V applicants use levels 5 to 9.
PPST INDICATOR 1.1.2 Applies knowledge of content within and across curriculum teaching areas
2 3 4 5 6
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates
moderate content errors minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and
related to lesson concepts the presentation of the lesson concepts both in the knowledge of most broad knowledge of all
either in presenting the or in responding to learners’ presentation of the lesson concepts in the concepts in the
lesson or in responding to questions or comments. and in responding to learners’ presentation of the lesson presentation of the lesson
learners’ questions or questions or comments. and in responding to and in responding to
comments. The lesson content displays learners’ questions in a learners’ questions in a
simple coherence. The lesson content displays manner that attempts to manner that is responsive
The lesson content does coherence. be responsive to student to learner‘s
not display coherence. developmental learning developmental needs and
The teacher attempts to make needs. promotes learning.
connections across curriculum
content areas if appropriate. The teacher makes The teacher makes
connections across meaningful connections
curriculum content areas if across curriculum content
appropriate. areas, if appropriate.
FEATURES OF PRACTICE
The teacher makes a few 1. The teacher indicates 1. The teacher clearly 1. The teacher displays 1. The teacher displays
content errors on some awareness of other explains concepts and comprehensive extensive knowledge
fundamental concepts or ideas of the same makes no content understanding of the of content.
addresses content discipline that are errors. concepts and 2. The teacher
inaccurately with limited connected to the lesson 2. The content appears to structure of the addresses content
information of the but does not make solid be accurate and its focus disciplines. accurately and its
teaching area. connection. shows awareness of the 2. The teacher focus is congruent
2. The teacher makes few ideas and structure of addresses content with the big ideas
content errors in the discipline. accurately and makes and/or structure of
presenting the lesson but 3. The teacher connections across the discipline
does not affect entirely demonstrates factual disciplines
the learning process. knowledge of subject
matter and attempts to
connect content across
disciplines.
CLARIFICATIONS
SUBSTANTIAL CONTENT ERRORS ACCURATE KNOWLEDGE CURRICULUM TEACHING AREAS
extensive or significant degree of errors in the error-free content different learning/subject areas taught and learned
content of the lesson in the K to 12 curriculum which includes areas for
IN-DEPTH KNOWLEDGE Kindergarten Education, Special Education,
MODERATE CONTENT ERRORS foundational knowledge and finer details within the Alternative Learning System, Indigenous Peoples
reasonable degree of errors in the content of the curriculum teaching area Education
lesson
BROAD KNOWLEDGE For IPEd, learning/subject areas are contextualized
MINOR CONTENT ERRORS knowledge across curriculum teaching areas by interfacing the national curriculum competencies
insignificant degree of errors in the content of the with the community competencies identified in their
lesson HIGH-LEVEL KNOWLEDGE Indigenous Knowledge Systems and Practices
accurate, in-depth, and broad knowledge within and (IKSPs) (DO 32, s. 2015).
KEY CONCEPTS across curriculum teaching areas
central ideas of the topic or lesson KNOWLEDGE OF CONTENT AND PEDAGOGY
EXCEPTIONAL KNOWLEDGE integration of expertise and teaching skill for a
COHERENCE knowledge grounded in global best practices particular area; appropriateness of the pedagogy to
logical and/or developmental sequence in teaching area
presenting the lesson
WITHIN CURRICULUM TEACHING AREA
SIMPLE COHERENCE inclusion of appropriately chosen intra-disciplinary
basic logic in the sequence of the lesson with one topics and enabling learning competencies within
part linked to the next the curriculum guide of a specific learning/subject
area and grade level
PEDAGOGY
method and practice of teaching ACROSS CURRICULUM TEACHING AREA
In the context of Indigenous Peoples Education making meaningful connections and including
(IPEd), pedagogy is articulated in the IP's appropriate interdisciplinary topics and learning
Indigenous Learning System (ILS) (DO 32, s. 2015). competencies cited in the curriculum guide of other
learning/subject areas in any grade level
PPST INDICATOR 1.5.2 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
2 3 4 5 6
The teacher asks mostly low- The teacher provides The teacher uses questions The teacher employs a The teacher challenges
order questions that require straightforward questions and activities that mostly range of targeted follow- learners to justify their
simple factual responses and/ and activities which lead require the learners to up questions and thinking and successfully
or provides activities that are learners through a single interpret, explain, or activities engages most learners in
routine. path of inquiry. describe ideas learned. that encourage learners discussion using well-
to explain, demonstrate, directed questions and
and use ideas learned. activities.
FEATURES OF PRACTICE
1. The teacher asks simple 1. The teacher asks 1. The teacher makes 1. The teacher employs 1. The teacher
yes/no questions. questions that require some attempt to a range of strategies challenges learners
rote-type responses such engage learners in to ensure that most cognitively to
as Who, What, Where, genuine discussion learners are given advance high- level
and When. rather than simple, opportunities to give thinking and
factual, or rote- type opinions about the discourse in an
Examples of rote- type
questions vs. high-order
discussion. lesson and to react interactive exchange
questions: to the opinions of of views.
2. The teacher asks, “Can others.
a. “Who is the author?” you please explain this 2. The teacher ensures
vs. “Who is the idea?”. 2. The teacher creates that all voices of
persona?”
b. “What is the solution to a genuine discussion learners are heard
the problem?” vs. “How among learners, in the discussion.
will you address the providing adequate
issue?” time for them to
c. “Saang kontinente
respond, as well as
matatagpuan ang
bansang Indonesia?” vs. to step aside when
“Saang kaugnay na appropriate.
lokasyon matatagpuan
ang Indonesia?”
2. The teacher accepts all
contributions without
processing the learners’
answers.
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
PPST INDICATOR 1.7.2 Use effective verbal and non-verbal classroom communication strategies to support learner understanding,
participation, engagement and achievement
2 3 4 5 6
The teacher uses limited and The teacher uses limited The teacher uses sufficient The teacher uses The teacher uses
disconnected verbal and verbal and non- verbal verbal a variety of verbal and a variety of verbal and
non-verbal communication communication strategies, and non-verbal non-verbal non-verbal
strategies to support learners’ which are loosely associated communication strategies, communication communication
understanding, participation, and support only some of the which are somewhat aligned strategies, which are strategies, which are well
engagement, and learners. with each other and support generally aligned with aligned with each other
achievement. the majority of learners. each other and support and support all of the
most of the learners. learners.
FEATURES OF PRACTICE
1. The teacher does not 1. The teacher rarely uses 1. The teacher speaks 1. Teacher uses clear 1. The teacher clearly
speak clearly or at an non-verbal clearly and at an verbal and concisely
appropriate pace and communication appropriate pace, but communication communicates
dominates the strategies, occasionally employing wide written and oral
discussion when 2. such as hand gestures, monopolizes the vocabulary along content,
facilitating learner facial expressions, etc., discussions. with appropriate expectations,
interaction. to reinforce non-verbal explanations,
2. There is limited appropriate learner communication to directions, and
communication between understanding. ensure learning procedures using
the teacher and expectations are appropriate verbal
learners, but not among comprehensible to and non-verbal
the learners and their most learners. communication
peers. methods.
2. The teacher speaks
clearly and at an
appropriate pace
and successfully
facilitates learner
discussion.
CLARIFICATIONS
VERBAL COMMUNICATION STRATEGIES LIMITED
use of spoken words and written information that includes short phrases, insufficient strategies employed when more are required by the learning
instructions, etc. situation
NON-VERBAL COMMUNICATION STRATEGIES SUFFICIENT
use of non-spoken messages that include facial expressions, gestures, minimum strategies employed as required by the learning situation
Picture Exchange Communication System (PECS), etc.
VARIETY
DISCONNECTED a range of different strategies employed as required by the learning
no association with other strategies situation
LOOSELY ASSOCIATED SOME
association substantially mismatched with other strategies less than half
SOMEWHAT ALIGNED MAJORITY
minimal degree of association with other strategies more than half
GENERALLY ALIGNED MOST
usually matched with other strategies almost all, approaching 100%
WELL ALIGNED
perfectly matched with other strategies
PPST INDICATOR 3.2.2 Establish a learner-centered culture by using teaching strategies that respond to learners' linguistic, cultural, socio-
economic and religious backgrounds
2 3 4 5 6
The teacher employs limited The teacher employs The teacher employs The teacher employs The teacher employs a
strategies but fails to address strategies which are strategies which are partially strategies which are variety of strategies
learners’ linguistic, and/or somewhat appropriate to appropriate to address appropriate to address which
cultural, and/or socio- address learners’ linguistic, learners’ linguistic, and/or learners’ linguistic, are appropriate to
economic, and/or religious and/or cultural, and/or cultural, and/or socio- and/or address learners’
backgrounds. socio-economic, and/or economic, and/or religious cultural, and/or socio- linguistic, and/or
religious backgrounds. backgrounds. economic, and/or cultural, and/or socio-
religious economic,
backgrounds. and/or religious
backgrounds.
FEATURES OF PRACTICE
1. The teacher lacks 1. The teacher 1. The teacher displays 1. The teacher 1. The teacher
familiarity with learners’ demonstrates a limited familiarity of learners’ demonstrates an delivers appropriate
backgrounds and has understanding of the background but understanding of instructional
made no attempts to educability of sometimes lacks the purpose and adaptation for
modify instructions. individual learners. responsiveness in value of learning individual learner
addressing them. about learners’ needs. The
2. Teacher’s instructional 2. The teacher gives background to adaptation of
strategies do not opportunities to only inform instructions. instruction is
respond to learners’ few learners to actively realistic and
background. engage in the learning effective.
activities.
2. The teacher
provides diverse
learners with
opportunities to
actively engage in
various learning
Activities
CLARIFICATIONS
LEARNER-CENTERED CULTURE EDUCABILITY
a set of attitudes, conventions, and practices that place learners at the observed variations in the learners’ capacity to perform tasks
center of the learning process by using varied teaching modalities
responsive to learners’ diverse backgrounds and VARIETY
relevant to meaningful learning experience a range of different strategies employed as required by the learning
situation
LINGUISTIC BACKGROUND
learners' understanding of the principles of language and their application EXTENSIVE REPERTOIRE
to the language being taught wide and comprehensive range of strategies
CULTURAL BACKGROUND SOMEWHAT APPROPRIATE
ethnic and racial factors and values that shape the learners' upbringing at minimal degree of appropriateness
the family or societal level
PARTIALLY APPROPRIATE
SOCIO-ECONOMIC BACKGROUND moderate degree of appropriateness
factors that affect the social standing or class of the learners as
determined by their education and
family's income and occupation
RELIGIOUS BACKGROUND
learners' belief system and/or spirituality that is reflected in a worldview
and in expected actions
PPST INDICATOR 4.1.2 Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts
2 3 4 5 6
The teacher implements a The teacher implements the The teacher implements the The teacher implements The teacher manages
poorly sequenced teaching lesson but only with some lesson but with the lesson with well- structured lesson
and learning processes to elements of a inappropriate elements of a appropriate elements of a with a developmentally
meet curriculum developmentally sequenced developmentally sequenced developmentally sequenced teaching and
requirements and varied teaching and learning teaching and learning sequenced teaching and learning processes to
teaching contexts. processes to meet processes to meet learning processes to meet curriculum
curriculum requirements and curriculum requirements and meet curriculum requirements and varied
varied teaching contexts. varied teaching contexts. requirements and varied teaching contexts.
teaching contexts.
FEATURES OF PRACTICE
1. The teacher’s lesson 1. The teacher does not 1. The teacher 1. The teacher 1. The teacher’s
procedures are demonstrate demonstrates connects outcomes sequence of
haphazard and ill- understanding of the inaccurate or from previous and activities
planned, which prerequisite incomplete knowledge future learning, and purposefully
interferes in learners’ relationships when of prerequisite transitions between scaffolds learners
progress toward planning, and relationships, and activities are toward achieving
achieving the lesson’s transitions between transitions between smooth. the lesson’s
objectives. activities are too activities are present objectives.
abrupt. but may disrupt the 2. The teacher’s
2. There was a major flow of the sequence. sequence of learning 2. The teacher’s
problem with the 2. The teacher’s sequence activities generally sequence of
organization or framing of learning activities 2. The teacher presents keeps learners learning activities
of the lesson that demonstrates some minor organizational engaged and moving keeps learners
significantly and structure but there are issues and missed from one portion to engaged in the
negatively impacted some problems with opportunities during the next in a content and has a
student learning. organization that the lesson that affect reasonable manner. clear sense of
negatively impact learning time. Learners understand purpose throughout
learning. the purpose of the the class period but
lesson and what lacks in-depth
they are to do to processing of the
accomplish the activities.
purpose.
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 groups
• Pacing teacher’s 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
MULTIPLE PATHWAYS FOR LEARNING
different ways of presenting the lesson and activities suited to various learner needs
