COT- RPMS

TEACHER I-III
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1 Merriam J. Favila NAME OF TEACHER OBSERVED

OBSERVER 2 Erlinda M. Cabanos Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Meeting Time I- Work Period I Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1.Indicate your individual rating for each indicator

2. Discuss within the group your reason(s) for such rating. In case of different ratings, the observers must resolve the differences and come up
with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and consensual judgment.
3. Attached all Individual Rating Sheets to this Inter-Observer Agreement Form

THE TEACHER Observer 1 Observer 2 AGREED RATING

1. Applies knowledge of content within and across curriculum teaching areas. 5

2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills. 4
3. Applies a range of teaching strategies to develop critical and creative thinking , as
well as other higher- order thinking skills. 4
4. Manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments. 5
5. Manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments. 5
6. Uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences. 5
7. Plans, manages and implements developmentallky sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts. 5
8. Selects , develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals. 5
9. Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. 5

Signature MERRIAM J.FAVILA

over Printed Name of the Observer 1 ERLINDA
Signature M. CABANOS
over Printed Name of the
Observer 2

NORELYN S. TOGUEÑO
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER I-III
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1 Merriam J. Favila NAME OF TEACHER OBSERVED

OBSERVER 2 Erlinda M. Cabanos Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Meeting Time I- Work Period I Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1.Indicate your individual rating for each indicator

2. Discuss within the group your reason(s) for such rating. In case of different ratings, the observers must resolve the differences and come up
with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and consensual judgment.
3. Attached all Individual Rating Sheets to this Inter-Observer Agreement Form

THE TEACHER Observer 1 Observer 2 AGREED RATING

1. Applies knowledge of content within and across curriculum teaching areas. 5

2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills. 5
3. Applies a range of teaching strategies to develop critical and creative thinking , as
well as other higher- order thinking skills. 5
4. Manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments. 5
5. Manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments. 5
6. Uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences. 6
7. Plans, manages and implements developmentallky sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts. 6
8. Selects , develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals. 6
9. Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. 6

Signature MERRIAM J.FAVILA

over Printed Name of the Observer 1 ERLINDA
Signature M. CABANOS
over Printed Name of the
Observer 2

NORELYN S. TOGUEÑO
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER I-III
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1 Merriam J. Favila NAME OF TEACHER OBSERVED

OBSERVER 2 Erlinda M. Cabanos Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Meeting Time I- Work Period I Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1.Indicate your individual rating for each indicator

2. Discuss within the group your reason(s) for such rating. In case of different ratings, the observers must resolve the differences and come up
with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and consensual judgment.
3. Attached all Individual Rating Sheets to this Inter-Observer Agreement Form

THE TEACHER Observer 1 Observer 2 AGREED RATING

1. Applies knowledge of content within and across curriculum teaching areas. 7

2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills. 6
3. Applies a range of teaching strategies to develop critical and creative thinking , as
well as other higher- order thinking skills. 6
4. Manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments. 6
5. Manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments. 7
6. Uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences. 7
7. Plans, manages and implements developmentallky sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts. 6
8. Selects , develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals. 7
9. Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. 6

Signature MERRIAM J.FAVILA

over Printed Name of the Observer 1 ERLINDA
Signature M. CABANOS
over Printed Name of the
Observer 2

NORELYN S. TOGUEÑO
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER I-III
TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1 Merriam J. Favila NAME OF TEACHER OBSERVED

OBSERVER 2 Erlinda M. Cabanos Norelyn S. Togueño

SUBJECT & GRADE LEVEL TAUGHT Meeting Time I- Work Period I Kindergarten

OBSERVATION: 1 2 3 4

DIRECTIONS FOR THE OBSERVER

1.Indicate your individual rating for each indicator

2. Discuss within the group your reason(s) for such rating. In case of different ratings, the observers must resolve the differences and come up
with an agreed rating. The final rating is not an average; it is a final rating based on reasoned and consensual judgment.
3. Attached all Individual Rating Sheets to this Inter-Observer Agreement Form

THE TEACHER Observer 1 Observer 2 AGREED RATING

1. Applies knowledge of content within and across curriculum teaching areas. 6

2. Uses a range of teaching strategies that enhance learner achievement in literacy
and numeracy skills. 6
3. Applies a range of teaching strategies to develop critical and creative thinking , as
well as other higher- order thinking skills. 6
4. Manages classroom structure to engage learners, indiuvidually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments. 6
5. Manages learner behavior constructively by applying positive and non- violent
discipline to ensure learning-focused environments. 6
6. Uses differentiated, developmentally appropriate learning experiences to address
learners' gender, needs, strengths, interests and experiences. 6
7. Plans, manages and implements developmentallky sequenced teaching and
learning processes to meet curriculum requirements and varied teaching contexts. 6
8. Selects , develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals. 6
9. Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. 6

Signature MERRIAM J.FAVILA

over Printed Name of the Observer 1 ERLINDA
Signature M. CABANOS
over Printed Name of the
Observer 2

NORELYN S. TOGUEÑO
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE Australian
Government through the Basic Education Sector Transformation (BEST)Program
 COT- RPMS
TEACHER I-III

CLASSROOM OBSERVATION TOOL

RATING CONSOLIDATION

OBSERVER 1 Merriam J. Favila NAME OF TEACHER OBSERVED

OBSERVER 2 Erlinda M. Cabanos NORELYN S. TOGUEÑO

AVERAGE RPMS
THE TEACHER COT 1 COT 2 COT 3 COT4 TRANSMUTE
D RATING
SCALE
(QUALITY)

5 5 7 6
1. Applies knowledge of content within and across curriculum teaching areas. 3.750 4
3 3 5 4

4 5 6 6
2. Uses a range of teaching strategies that enhance learner achievement in
literacy and numeracy skills. 3.250 3
2 3 4 4

4 5 6 6
3. Applies a range of teaching strategies to develop critical and creative
thinking , as well as other higher- order thinking skills. 3.250 3
2 3 4 4

4. Manages classroom structure to engage learners, indiuvidually or in 5 5 6 6

groups, in meaningful exploration, discovery and hands-on activities within a 3.500 4
range of physical learning environments. 3 3 4 4

5 5 7 6
5. Manages learner behavior constructively by applying positive and non-
violent discipline to ensure learning-focused environments. 3.750 4
3 3 5 4

5 6 7 6
6. Uses differentiated, developmentally appropriate learning experiences to
address learners' gender, needs, strengths, interests and experiences. 4.000 4
3 4 5 4

5 6 6 6
7. Plans, manages and implements developmentallky sequenced teaching and
learning processes to meet curriculum requirements and varied teaching
3.750 4
3 4 4 4
contexts.

5 6 7 6
8. Selects , develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address learning goals. 4.000 4
3 4 5 4

5 6 6 6
9. Designs, selects, organizes and uses diagnostic, formative and summative
assessment strategies consistent with curriculum requirements. 3.750 4
3 4 4 4

MERRIAM J.FAVILA ERLINDA M. CABANOS

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

NORELYN S. TOGUEÑO
Signature over Printed Name of the Teacher
This Tool was developed through the Philippine National Research Center for the Teacher Quality (RTCO) WITH SUPPORT FROM THE
Australian Government through the Basic Education Sector Transformation (BEST)Program