SET 1

CLASSROOM OBSERVATION TOOL

BEGINNING
Rubric

Based on the Philippine Professional Standards for Teachers (PPST)

RUBRIC LEVEL SUMMARY

LEVEL LEVEL LABEL LEVEL DESCRIPTION

1 NOT EVIDENT The teacher does not demonstrate the indicator.

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

1 2 3 4 5
The teacher demonstrates The teacher demonstrates The teacher demonstrates minor The teacher demonstrates accurate The teacher demonstrates accurate
substantial content errors either moderate content errors related content errors either in presenting knowledge of key concepts both and in- depth knowledge of most
in presenting the lesson or in to lesson concepts either in the lesson or in responding to in presenting the lesson and in concepts in presenting the lesson and
responding to learners’ questions presenting the lesson or in learners’ questions or comments. responding to learners’ questions or in responding to learners’ questions
or comments. responding to learners’ questions or comments. in a manner that attempts to be
comments. The lesson content displays simple responsive to student developmental
coherence. The lesson content displays learning needs.
The lesson content does not display coherence.
coherence. The teacher makes connections
The teacher attempts to make across curriculum teaching areas, if
connections across curriculum appropriate.
teaching areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher commits extensive 1. The teacher makes a few content 1. 1. The teacher indicates some 1. . The teacher clearly explains 1. The teacher display
errors in presenting key concepts errors on fundamental concepts awareness of other ideas in the concepts and makes no content comprehensive understanding of
like definitions, formula, processes, or addresses content inaccurately same teaching area that are errors. the concepts and structure of the
etc. Errors committed by learners with limited information of the connected to the lesson, but does teaching area.
are left uncorrected. teaching area. not make solid connections. 2. The content appears to be
accurate and its focus shows 2. The teacher presents conceptual
2. The teacher displays little 2. The teacher makes few content awareness of the ideas and knowledge of the subject and
knowledge of or makes multiple errors in presenting the lesson but structure of the teaching areas makes connections within the
content errors related to the does not affect entirely the learning teaching area.
central concepts and structure of process. 3. The teacher demonstrates factual
the teaching area. knowledge of subject matter
and attempts to connect content
across teaching areas.

CLARIFICATIONS
CURRICULUM CONTENT AREAS
different learning/subject areas taught and learned
SUBSTANTIAL CONTENT ERRORS in the K to 12 curriculum which include areas for Kindergarten Education,
Special Education, Alternative Learning System, Indigenous Peoples
extensive or significant degree of errors in the content of the
Education
lesson KEY CONCEPTS
central ideas of the topic or lesson For IPEd, learning/subject areas are contextualized by interfacing the national
MODERATE CONTENT ERRORS curriculum competencies with the community competencies identified in their
reasonable degree of errors in the content of the lesson COHERENCE Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
logical and/or developmental sequence in presenting the lesson
MINOR CONTENT ERRORS KNOWLEDGE OF CONTENT AND PEDAGOGY
less degree of errors in the content of the lesson SIMPLE COHERENCE integration of expertise and teaching skill for a particular area;
basic logic in the sequence of the lesson with one part linked to the appropriateness of the pedagogy to teaching area
ACCURATE KNOWLEDGE next
error-free content WITHIN CURRICULUM TEACHING AREA
PEDAGOGY inclusion of appropriately chosen intra-disciplinary topics and enabling
IN-DEPTH KNOWLEDGE method and practice of teaching learning competencies within the curriculum guide of a specific learning/
foundational knowledge and finer details within the curriculum In the context of Indigenous Peoples Education (IPEd), pedagogy is subject area and grade level
teaching area articulated in the IP's Indigenous Learning System (ILS) (DO 32, s.
2015). ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including appropriate interdisciplinary
topics and learning competencies cited in the curriculum guide of other
learning/subect areas in any grade level
 Apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking
INDICATOR 2
skills

1 2 3 4 5
The teacher does not use The teacher asks mostly low- The teacher provides The teacher uses questions and The teacher employs a range of
teaching strategies to develop order questions that require straightforward questions and activities that mostly require the targeted follow-up questions and
critical and creative thinking or simple factual responses and/ activities which lead learners learners to interpret, explain, or activities that encourage learners to
other higher-order thinking skills. or provides activities that are through a single path of inquiry. describe ideas learned. explain, demonstrate, and use ideas
routine. learned.

FEATURES OF PRACTICE
1. The teacher does not ask 1. The teacher asks simple yes/no 1. The teacher asks questions that 1. The teacher makes some 1. The teacher employs a range of
relevant questions about the questions. require rote-type responses such attempt to engage learners in strategies to ensure that most
lesson. as Who, What, Where, and When. genuine discussion rather than learners are given opportunities
simple, factual, or rote-type to give opinions about the lesson
2. The teacher asks questions but Examples of rote-type questions discussion. and to react to the opinions of
vs. high-order questions:
fails to give opportunities for others.
learners to process them. a. “Who is the author?” vs. “Who is 2. The teacher asks, “Can you
the persona?” please explain this idea?” 2. The teacher creates a genuine
3. The teacher answers his/ her discussion among learners,
own questions. b. “What is the solution to the providing adequate time for them
problem?” vs. “How will you to respond, as well as to step
address the issue?” aside when appropriate.
c. “Saang kontinente matatagpuan
ang bansang Indonesia?” vs.
“Saang kaugnay na 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
 INDICATOR 3 Select, develop, organize and use appropriate teaching and learning resources, including ICT, to address learning goals

1 2 3 4 5
The teacher does not use any The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning
available teaching and learning resources, including ICT, which are resources, including ICT, which are resources, including ICT, which resources, including ICT, which are
resources to address learning inappropriate and fail to address the loosely-aligned with the learning are occasionally aligned with the generally aligned with the learning
goals. learning goals. goals. learning goals. goals.

FEATURES OF PRACTICE
1. The teacher does not utilize or 1. The teacher uses poorly thought 1. The teacher utilizes a variety of 1. The teacher utilizes a variety 1. The teacher utilizes a variety
adapt materials and resources to out instructional resources materials and resources that do of instructional materials and of instructional materials and
support new learning. which are not suitable to the not support the learning goals. resources but is not able to resources that are aligned with
instructional purposes. maximize their purpose to the instructional purposes which
support the learning goals. usually support the learning
goals.

CLARIFICATIONS

TEACHING AND LEARNING RESOURCES

instructional materials and resources used in the teaching and learning processes,
which include:

• Curriculum guides, teacher’s manual

• Chalkboard, whiteboard, Manila paper, cartolina, charts, manipulatives, models,
LOOSELY ALIGNED
flashcards, meta-cards, graphic organizers
substantially mismatched with the learning goals
• Printed materials such as books, periodicals, worksheets, activity sheets
• ICT resources such as calculators, computers, audio visual equipment, slide presentation,
OCCASIONALLY ALIGNED
multimedia products, social media, web-based applications, instructional software, email,
sometimes matched with the learning goals
distance learning softwares, e-books and other digital resources
• Tools and equipment (in cookery, dressmaking, beauty and care, agriculture, carpentry,
GENERALLY ALIGNED
among others)
usually matched with the learning goals
• Assistive devices such as Braille systems, large print books, audio devices, screen
readers for computers, hearing aids, electronic speech output devices
• Localized instructional materials
• Indigenized instructional materials (may require Free and Prior Informed Consent, or
permission from the indigenous cultural community, before use for instruction purposes)
 Design, select, organize and use diagnostic, formative and summative assessment strategies consistent with
INDICATOR 4
curriculum requirements

1 2 3 4 5
The teacher does not provide The teacher attempts to The teacher provides a limited The teacher provides a range of The teacher provides a range of
any form of assessment during incorporate assessment in the range of assessment strategies but assessment strategies but only assessment strategies that address
the lesson. lesson without set criteria. fails to address the learning goals. some are aligned with the learning most of the learning goals.
goals.

FEATURES OF PRACTICE
1. There is no assessment or 1. The teacher does not provide 1. The teacher uses assessment 1. The teacher uses a variety of 1. The teacher uses a repertoire
monitoring of students’ learning. a set of criteria to assess the procedures focused on task assessment strategies, but some of assessment strategies which
learners’ work. completion and/or compliance do not measure the intended are aligned with the intended
2. The teacher does not rather than learner achievement learning outcomes. learning goals.
demonstrate the ability to use 2. The teacher does not provide a of lesson purpose/ objective.
assessment to measure learner set of standards, e.g. rubric or 2. The teacher uses procedures 2. The teacher uses assessment
progress. checklist, to assess the learners’ that yield only some evidence of procedures that draw out
work and output. learning. evidence of whether learners
have learned the intended
learning outcomes.

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)
 INDICATOR 5 Use strategies for providing timely, accurate and constructive feedback to improve learner performance

1 2 3 4 5
The teacher does not provide The teacher attempts to provide The teacher rarely provides The teacher occasionally The teacher frequently provides
any feedback to help learners feedback but does not result in feedback that results in limited provides feedback that results in feedback that results in
improve their learning. improving students’ learning. opportunities for learners to improve opportunities for majority of the opportunities for most of the
their learning. learners to improve their learning. learners to improve their learning.

FEATURES OF PRACTICE
1. Learners receive no feedback. 1. Teacher’s feedback is of poor 1. Teacher’s feedback is superficial, 1. The teacher provides accurate 1. The teacher provides accurate,
They have no idea if they are on quality and not oriented toward not informative, and not feedback but sometimes absent timely, and constructive
the right track in achieving the future improvement of learning. constructive. when it is necessary. feedback, i.e. suggestions/ tasks/
intended learning outcomes. It lacks specificity or is untimely activities/ clarifications, that
and inaccurate. 2. Feedback is directed to only 2. Feedback is selective to some fully guides most of the learners
some of the learners. groups of learners. toward the intended learning
2. Feedback is dismissive, does outcomes.
not explain what went “wrong,” 3. Teacher’s feedback partially 3. The teacher falls short of
and does not suggest a specific guides learners toward the addressing the learners’
course of action for the learner intended learning outcomes common need/ weakness.
to follow. and does not target students’
strengths and weaknesses.

CLARIFICATIONS

FEEDBACK
essential and culturally-appropriate written and/or oral information RARELY
about learners’ behavior/ performance/ output that can be used to raise awareness seldom occurs
on their strengths and weaknesses as bases for improvement
OCCASIONALLY
MAJORITY irregularly occurs
more than half
FREQUENTLY
MOST often occurs
almost all, approaching 100%
 Apply a range of successful strategies that maintain learning environments that motivate learners to work productively
INDICATOR 6
by assuming responsibility for their own learning

1 2 3 4 5
The teacher does not apply any The teacher applies limited The teacher applies limited The teacher applies sufficient The teacher applies sufficient
strategy to motivate learners strategies and fails to motivate strategies, which are loosely strategies, which are somewhat strategies, which are usually
to work productively and be learners to work productively associated with the learning goals, aligned with the learning goals, aligned with the learning goals, and
responsible for their own and be responsible for their own and motivates only some of the and motivates the majority of the motivates most learners to work
learning. learning. learners to work productively learners to work productively productively and be responsible for
and be responsible for their own and be responsible for their own their own learning.
learning. learning.

FEATURES OF PRACTICE
1. The teacher displays no 1. The teacher uses poorly thought- 1. The teacher displays little 1. The teacher uses strategies that 1. The teacher displays
knowledge on how to motivate out strategies that leave learners knowledge on how to motivate are likely to motivate and engage comprehensive knowledge to
learners. uninvolved and/or passive. learners and engages only some majority of the learners during engage almost all learners.
of the learners during the lesson. the lesson.
2. The teacher attempts to motivate 2. The teacher succeeds in
learners to complete a task. 2. The teacher motivates the 2. The teacher engages the motivating almost all learners
learners to accept the learning learners to exhibit commitment to understand their role and to
tasks but fails to engage them to to complete the work on their consistently expend effort to
work productively. own but a few do not work learn.
productively.

CLARIFICATIONS

SOME
less than half
LEARNING ENVIRONMENT
diverse physical locations, contexts, cultures in which students learn MAJORITY
(The Glossary of Education Reform, 2013) more than half

In the context of IPEd classroom, the ancestral ___domain is the primary learning environment and MOST
space for indigenous learners. It includes not only the physical environment but the total environment almost all, approaching 100%
including the spiritual and cultural bonds to the areas (DO 32, s. 2015).
LOOSELY ASSOCIATED
LIMITED association substantially mismatched with the other learning goals
insufficient strategies employed when more are required by the learning situation
SOMEWHAT ALIGNED
SUFFICIENT minimal degree of association with the other learning goals
minimum strategies employed as required by the learning situation
USUALLY ALIGNED
generally matched with the other learning goals
 Manage learner behavior constructively by applying positive and non-violent discipline to ensure learning-focused
INDICATOR 7
environments

1 2 3 4 5
There appears to be no The teacher attempts to manage The teacher rarely manages The teacher occasionally manages The teacher frequently manages
established rule on learner misbehavior without setting any misbehavior against established misbehavior against established misbehavior against established
behavior. rules on learners’ conduct. rules of conduct. rules of conduct and majority of the rules of conduct and most learners
learners follow such rules. follow such rules.
Or

The teacher does not manage

learners’ misbehavior.

FEATURES OF PRACTICE
1. The teacher ignores noises 1. The teacher tries to keep track 1. The teacher seems to have set 1. The teacher’s standards of 1. The teacher often implements
produced by the learners which of learner behavior, but with no rules of conduct, but they are not conduct are inconsistently an appropriate classroom
interfere with the lesson. apparent system and with much clear to all students. enforced resulting in some management system which is
instructional time lost. interference in student learning responsive to the classroom and
2. The teacher communicates a and some loss of instructional individual needs of learners.
prescribed process to address time.
learner misconduct but is not 2. The teacher’s standards of
clear and requires repeated 2. The teacher sets clear standards behavior are consistently
prompting, which delays or of conduct but learners need to reinforced and are clear to most
disrupts the quality of student be prompted repeatedly. learners. The learners require
learning. little prompting, resulting in little
3. The teacher establishes or no disruption to their learning.
3. The teacher’s responses appropriate expectations for
to learner misbehavior are behavior but some of these are 3. The teacher moves to a
inconsistent: sometimes harsh, unclear or do not address the misbehaving learner and gives
sometimes lenient. needs of most learners. a verbal or non-verbal signal to
stop the misbehavior.

CLARIFICATIONS

Positive and Non-Violent Discipline of Children is "a way of thinking and a holistic, constructive,
CONSTRUCTIVE
and pro-active approach to teaching that helps children develop appropriate thinking and behavior in
positive and helpful
the short and long-term and fosters self-discipline (DO 40, s. 2012, Enclosure p.9)."
BEHAVIOR
POSITIVE DISCIPLINE
positive or negative action/manner
non-violent, respectful, and diplomatic means of managing learner behavior without the use of
punishment (PPST, 2017) RARELY
seldom occurs
NON-VIOLENT DISCIPLINE
a form of discipline that avoids the use of punishment such as spanking, verbal abuse, and OCCASIONALLY
humiliation (PPST, 2017) irregularly occurs
ESTABLISHED RULE
FREQUENTLY
an existing set rules of conduct imposed in the learning environment
often occurs
 Use differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths,
INDICATOR 8
interests and experiences

1 2 3 4 5
The teacher does not provide The teacher provides learning The teacher provides a limited The teacher provides differentiated The teacher provides differentiated
learning experiences that experiences but fails to address range of differentiated learning or developmentally appropriate and developmentally appropriate
address the learning needs of the learning needs of learners. experiences to address the learning learning experiences to address the learning experiences to address the
the learners. needs of some learners. learning needs of learners. learning needs of learners.

FEATURES OF PRACTICE
1. The teacher does not use any 1. The teacher uses strategies 1. The teacher relies on a single 1. The teacher addresses the 1. The teacher addresses the
strategy to meet the diverse that are not appropriate to strategy or some strategies developmental levels of developmental levels of learners
learning needs of learners. accommodate either the to accommodate learners’ learners by providing learning in the classroom and makes
learners’ differences or differences and developmental experiences that enable most use of the different ways they
developmental levels. needs but fails to meet intended learners to progress toward learn by providing differentiated
outcomes for most learners. meeting intended outcomes. learning experiences that enable
most learners to progress toward
2. The teacher makes use meeting intended outcomes.
of differentiated learning
experiences to enable most
learners to progress toward
meeting intended outcomes.

CLARIFICATIONS

LEARNERS’ GENDER
social attributes and opportunities associated with being male and female and the relationships
DIFFERENTIATED LEARNING EXPERIENCES between women and men and girls and boys, as well as the relationships between women and those
teaching and learning activities that are suited to the various learning needs, abilities, and skills of between men
diverse learners
LEARNERS’ NEEDS
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES gaps between a learner’s present knowledge or competence and the curriculum standards identified
teaching and learning activities that are suited to the developmental level of learners as necessary for the grade level

LEARNING NEEDS LEARNERS’ STRENGTHS

comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving) pre-existing knowledge or competence that helps a learner meet required standards
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully LEARNERS’ INTERESTS
in development, to improve the quality of their lives, to make informed decisions, and to continue learners’ personal preferences, likes or dislikes, which must be considered in the teaching-learning
learning (UNESCO, 1992) process

LEARNERS’ EXPERIENCES
skill or knowledge that a learner gets from doing something
 Plan, manage and implement developmentally sequenced teaching and learning processes to meet curriculum
INDICATOR 9
requirements and varied teaching contexts

1 2 3 4 5
The teacher does not implement The teacher implements a poorly The teacher implements the lesson The teacher implements the lesson The teacher implements the
a developmentally sequenced sequenced teaching and learning but only with some elements of but with inappropriate elements lesson with appropriate elements
teaching and learning processes processes to meet curriculum a developmentally sequenced of a developmentally sequenced of a developmentally sequenced
to meet curriculum requirements requirements and varied teaching teaching and learning processes to teaching and learning processes to teaching and learning processes to
and varied teaching contexts. contexts. meet curriculum requirements and meet curriculum requirements and meet curriculum requirements and
varied teaching contexts. varied teaching contexts. varied teaching contexts.

FEATURES OF PRACTICE
1. There was no structured plan. 1. The teacher’s lesson procedures 1. The teacher does not 1. The teacher demonstrates 1. The teacher connects outcomes
are haphazard and ill-planned, demonstrate understanding of inaccurate or incomplete from previous and future
2. Transitions between activities are which interferes in learners’ the prerequisite relationships knowledge of prerequisite learning, and transitions between
missing. progress toward achieving the when planning, and transitions relationships, and transitions activities are smooth.
lesson’s objectives. between activities are too abrupt. between activities are present
but may disrupt the flow of the 2. The teacher’s sequence of
2. There was a major problem with 2. The teacher’s sequence of sequence. learning activities generally
the organization or framing of learning activities demonstrates keeps learners engaged and
the lesson that significantly and some structure but there are 2. The teacher presents minor moving from one portion to the
negatively impacted student some problems with organization organizational issues and missed next in a reasonable manner.
learning. that negatively impact learning. opportunities during the lesson Learners understand the
that affect learning time. purpose of the lesson and what
they are to do to accomplish the
purpose.

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 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
 © Department of Education - Bureau of Human Resource and Organizational Development

The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government.
 SET 2

CLASSROOM OBSERVATION TOOL

BEGINNING
Rubric

Based on the Philippine Professional Standards for Teachers (PPST)

 INDICATOR 1 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills

1 2 3 4 5
The teacher does not use The teacher uses disconnected The teacher uses loosely-connected The teacher occasionally applies The teacher frequently applies
teaching strategies that address teaching strategies to address teaching strategies to address teaching strategies that address relevant strategies that enhance
learners’ literacy and/or literacy and/or numeracy needs. learners’ literacy and/or numeracy learners’ literacy and/or numeracy learners’ literacy and/or numeracy
numeracy needs. needs. needs. skills.

FEATURES OF PRACTICE
1. The teacher makes no reference 1. The teacher uses unrelated 1. The teacher defines general 1. In some parts of the lesson, the 1. The teacher uses activities
to the use of numerical concepts activities which do not develop terms in the lesson but fails to teacher provides activities which that enhance literacy and/or
and literacy skills to understand learners' understanding of define specific terms needed address learners’ literacy and/or numeracy in almost all aspects of
the lesson. literacy concepts and/or to develop learners’ full numeracy needs but fails to do the lesson.
numeracy needs. understanding of literacy and/or so in some critical parts of the
numeracy concepts. lesson where either or both skills
are necessary.

CLARIFICATIONS

LITERACY SKILLS
skills needed for reading and writing. These may include awareness of sounds of language,
awareness of print, and the relationship between letters and sounds. Other skills such as creating
knowledge through writing as well as developing media and technology are part of literacy skills.
DISCONNECTED TEACHING STRATEGIES
teaching approaches which are inappropriate in addressing literacy and/or numeracy needs
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
LOOSELY CONNECTED TEACHING STRATEGIES
teaching approaches which are mismatched in
NUMERACY SKILLS
addressing literacy and/or numeracy needs
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
OCCASIONALLY
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve
irregularly occurs
problems; and to make decisions based on logical thinking and reasoning.
FREQUENTLY
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting
often occurs
the number of boys and girls; folding of clothes using numbered pattern

Examples of numeracy skills in IPEd classrooms: indigenous measurement (handspan, pacing, etc.);
indigenous calendar; synchronized planting; weaving patterns
 INDICATOR 2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

1 2 3 4 5
The teacher displays Novice The teacher displays Intermediate The teacher displays Intermediate The teacher displays Intermediate The teacher displays Advanced Low
proficiency in the use of Mother Low sublevel proficiency in the Mid sublevel proficiency in the use High sublevel proficiency in the use sublevel proficiency in the use of
Tongue, and/or Filipino, and/or use of Mother Tongue, and/ of Mother Tongue, and/or Filipino, of Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino, and/
English that hinders teaching and or Filipino and/or English that and/or English that loosely facilitates and/or English that fairly facilitates or English that regularly facilitates
learning. somewhat hinders teaching and teaching and learning. teaching and learning. teaching and learning.
learning.

FEATURES OF PRACTICE
1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue, 1. Teacher’s use of Mother Tongue,
and/or Filipino, and/or English and/or Filipino, and/or English is and/or Filipino, and/or English and/or Filipino, and/or English is and/or Filipino, and/or English
is primarily limited to short with frequent pauses and self- is characterized by occasional primarily framed using connected is mostly sufficient, accurate,
and sometimes incomplete corrections as he/she searches pauses and self-corrections as ideas. clear, and precise in conveying
sentences and may be hesitant for appropriate linguistic forms he/she searches for adequate ideas to learners without
or inaccurate. and vocabulary. vocabulary and appropriate 2. Teacher’s use of Mother Tongue, misrepresentation or confusion.
language forms in delivering the and/or Filipino, and/or English
lesson. manifests minimal linguistic 2. Teacher’s use of Mother Tongue,
challenges. and/or Filipino, and/or English
2. The teacher rarely has difficulty is generally understood by the
linking ideas and using learners.
communication strategies,
such as code switching and
translation.

CLARIFICATIONS

MOTHER TONGUE
INTERMEDIATE LOW SUBLEVEL PROFICIENCY
the native language or the first language the learner learns as a child (PPST, 2017)
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
but in a limited number of simple communicative tasks in learning situations
PROFICIENCY
the use of language (medium of instruction) to communicate effectively in speech and in writing,
INTERMEDIATE MID SUBLEVEL PROFICIENCY
including code switching and translation
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) in
a variety of simple communicative tasks in learning situations
Proficiency for SPED teachers handling learners with hearing impairment:
use of Total Communication (TC), that is incorporating various modes of communication such as
speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language (ASL), INTERMEDIATE HIGH SUBLEVEL PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
Filipino Sign Language (FSL), Signed Exact English (SEE))
with ease and confidence when dealing with routine tasks and learning situations
NOVICE PROFICIENCY ADVANCED LOW SUBLEVEL PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English) able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
but unable to sustain performance at proficient level Filipino/English) in a variety of communicative tasks in learning situations
 Use effective verbal and non-verbal classroom communication strategies to support learner understanding,
INDICATOR 3
participation, engagement and achievement

1 2 3 4 5
The teacher lacks verbal and non- The teacher uses limited and The teacher uses limited verbal and The teacher uses sufficient verbal The teacher uses a variety of verbal
verbal communication strategies disconnected verbal and non-verbal communication strategies, and non-verbal communication and non-verbal communication
and does not support learners’ non-verbal communication which are loosely associated and strategies, which are somewhat strategies, which are generally
understanding, participation, strategies to support learners’ support only some of the learners. aligned with each other and support aligned with each other and support
engagement, and achievement. understanding, participation, the majority of learners. most of the learners.
engagement, and achievement.

FEATURES OF PRACTICE
1. The teacher is not able to 1. The teacher does not speak 1. The teacher rarely uses non- 1. The teacher speaks clearly and 1. Teacher uses clear verbal
communicate written and clearly or at an appropriate pace verbal communication strategies, at an appropriate pace, but communication employing
oral content, expectations, and dominates the discussion such as hand gestures, occasionally monopolizes the wide vocabulary along with
explanations, directions, and when facilitating learner facial expressions, etc., to discussions. appropriate non-verbal
procedures in a clear and interaction. reinforce appropriate learner communication to ensure
organized manner. understanding. learning expectations are
2. There is limited communication comprehensible to most
2. There is no open communication between the teacher and learners.
between the teacher and learners, but not among the
learners nor between the learners and their peers.
learners and their peers.

CLARIFICATIONS

VERBAL COMMUNICATION STRATEGIES

LIMITED
use of spoken words and written information that includes short phrases, instructions, etc.
insufficient strategies employed when more are required by the learning situation
NON-VERBAL COMMUNICATION STRATEGIES
SUFFICIENT
use of non-spoken messages that include facial expressions, gestures, Picture Exchange
minimum strategies employed as required by the learning situation
Communication System (PECS), etc.
VARIETY
DISCONNECTED
a range of different strategies employed as required by the learning situation
no association with other strategies
SOME
LOOSELY ASSOCIATED
less than half
association substantially mismatched with other strategies
MAJORITY
SOMEWHAT ALIGNED
more than half
minimal degree of association with other strategies
MOST
GENERALLY ALIGNED
almost all, approaching 100%
usually matched with other strategies
 Establish a learner-centered culture by using teaching strategies that respond to learners' linguistic, cultural, socio-
INDICATOR 4
economic and religious backgrounds

1 2 3 4 5
The teacher does not employ The teacher employs limited The teacher employs strategies The teacher employs strategies The teacher employs strategies
strategies to address learners’ strategies but fails to address which are somewhat appropriate which are partially appropriate which are appropriate to address
linguistic, and/or cultural, and/or learners’ linguistic, and/or to address learners’ linguistic, to address learners’ linguistic, learners’ linguistic, and/or
socio-economic, and/or religious cultural, and/or socio-economic, and/or cultural, and/or socio- and/or cultural, and/or socio- cultural, and/or socio-economic,
backgrounds. and/or religious backgrounds. economic, and/or religious economic, and/or religious and/or religious backgrounds.
backgrounds. backgrounds.

FEATURES OF PRACTICE
1. The teacher does not 1. The teacher lacks familiarity with 1. The teacher demonstrates a 1. The teacher displays familiarity 1. The teacher demonstrates an
demonstrate an accurate learners’ backgrounds and has limited understanding of the of learners’ background but understanding of the purpose
understanding of the educability made no attempts to modify educability of individual learners. sometimes lacks responsiveness and value of learning about
of individual learners. instructions. in addressing them. learners’ background to inform
2. The teacher gives opportunities instructions.
2. The teacher provides no 2. Teacher’s instructional strategies to only few learners to actively
instructional adaptation for do not respond to learners’ engage in the learning activities.
individual learner needs. background.

CLARIFICATIONS

LEARNER-CENTERED CULTURE
a set of attitudes, conventions, and practices that place learners at the center of the learning process
by using varied teaching modalities responsive to learners’ diverse backgrounds and relevant to
meaningful learning experience
EDUCABILITY
LINGUISTIC BACKGROUND observed variations in the learners’ capacity to perform tasks
learners' understanding of the principles of language and their application to the language being
taught VARIETY
a range of different strategies employed as required by the learning situation
CULTURAL BACKGROUND
ethnic and racial factors and values that shape the learners' upbringing at the family or societal level SOMEWHAT APPROPRIATE
minimal degree of appropriateness
SOCIO-ECONOMIC BACKGROUND
factors that affect the social standing or class of the learners as determined by their education and PARTIALLY APPROPRIATE
family's income and occupation moderate degree of appropriateness

RELIGIOUS BACKGROUND
learners' belief system and/or spirituality that is reflected in a worldview and in expected actions
 INDICATOR 5 Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents

1 2 3 4 5
The teacher does not employ The teacher employs strategies The teacher employs strategies The teacher employs strategies The teacher employs strategies
strategies to address the but fails to address the learning which are somewhat appropriate which are partially appropriate in which are appropriate in addressing
learning needs of learners with needs of learners with special in addressing the learning needs of addressing the learning needs of the learning needs of learners with
special educational needs. educational needs. learners with special educational learners with special educational special educational needs.
needs. needs.

FEATURES OF PRACTICE
1. The teacher does not 1. The teacher lacks familiarity with 1. The teacher demonstrates a 1. The teacher displays familiarity 1. The teacher demonstrates an
demonstrate an accurate learners’ backgrounds and has limited understanding of the of learners’ background understanding of the purpose
understanding of the educability made no attempts to modify educability of individual learners. but occasionally lacks and value of learning about
of individual learners. instructions. responsiveness in addressing learners’ background to inform
2. The teacher gives opportunities them. instructions.
2. The teacher provides no 2. Teacher’s instructional strategies to only few learners to actively
instructional adaptation for do not respond to learners’ engage in the learning activities.
individual learner needs. background.

CLARIFICATIONS

LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS

persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory SPECIAL EDUCATIONAL NEEDS
impairment and cultural differences; these persons may be: a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
• gifted/talented learning disability, or other conditions
• fast learner
• mentally retarded EDUCABILITY
• visually impaired observed variations in the learners’ capacity to perform tasks
• hearing impaired
• with behavior problems SOMEWHAT APPROPRIATE
• orthopedically handicapped minimal degree of appropriateness
• with special health problems
• learning disabled PARTIALLY APPROPRIATE
• speech impaired moderate degree of appropriateness
• multiple handicapped (DO 117, s. 1987)
 Manage classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and
INDICATOR 6
hands-on activities within a range of physical learning environments

1 2 3 4 5
The teacher does not manage The teacher manages classroom The teacher manages classroom The teacher manages classroom The teacher manages classroom
classroom structure. structure but fails to engage structure and engages some structure and engages the majority structure and engages most
learners in various learning learners in discovery or hands-on of learners in discovery and hands- learners in meaningful exploration,
activities. learning activities within a range of on learning activities within a range discovery, and hands-on learning
physical learning environments. of physical learning environments. activities within a range of physical
learning environments.

FEATURES OF PRACTICE
1. The teacher fails to structure 1. The teacher does not structure 1. The teacher involves some 1. The teacher structures a simple 1. The teacher structures the
the classroom to address the the classroom to facilitate learners in productive work using classroom layout and uses classroom layout and uses
learners’ needs. learning and movement of the resources within the allotted available resources that are available resources that are
learners. time and physical space. somewhat suitable for different generally suitable for different
learning activities to involve the learning activities which involve
2. The teacher arranges the majority of learners in productive most of the learners.
classroom poorly for the learning work.
activities.

CLARIFICATIONS

PHYSICAL LEARNING ENVIRONMENT

area/space where learning takes place

CLASSROOM STRUCTURE MEANINGFUL EXPLORATION

physical set-up of the learning environment, which generally includes the arrangement of chairs, activities that lead to learners’ full understanding of concepts and how they relate to other concepts
tables, and other equipment in the classroom designed to maximize learning
DISCOVERY LEARNING ACTIVITIES
SOME activities that require learners to draw on their experiences and existing knowledge to discover facts,
less than half relationships, and new knowledge to be learned

MAJORITY HANDS-ON LEARNING ACTIVITIES

more than half activities that require physical participation of learners to construct, consolidate, or explain concepts

MOST
almost all, approaching 100%
 © Department of Education - Bureau of Human Resource and Organizational Development

The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government.
 SET 3

CLASSROOM OBSERVATION TOOL

BEGINNING
Rubric

Based on the Philippine Professional Standards for Teachers (PPST)

 INDICATOR 1 Ensure the positive use of ICT to facilitate the teaching and learning process

1 2 3 4 5
The teacher utilizes ICT but The teacher utilizes ICT but rarely The teacher utilizes ICT but The teacher utilizes ICT and The teacher utilizes ICT and
never shows evidence of the shows evidences of the positive occasionally shows evidences frequently shows evidences of the generally shows evidences of the
positive use of ICT to facilitate use of ICT to facilitate the of the positive use of ICT to positive use of ICT to facilitate positive use of ICT to facilitate
the teaching and learning teaching and learning process. facilitate the teaching and the teaching and learning the teaching and learning
process. learning process. process. process.

FEATURES OF PRACTICE
1. The teacher disseminates or 1. The teacher seldom gives credit 1. The teacher sometimes 1. The teacher gives credit to most 1. The teacher normally gives
presents digital information to the sources of information gives credit to the sources of of the digital information used but credit to all the sources of
without giving credits to the or cites only search engines digital information that he/she some of these do not follow the digital information but some are
source. such as Google and Yahoo presented or disseminated. conventions for citing sources, inappropriately labeled based on
instead of the website where the For example, some pictures e.g. APA, Chicago Style, etc. the applied standards in citing
information came from. presented have citations and sources.
some do not.

CLARIFICATIONS

POSITIVE USE OF ICT

responsible, ethical, and appropriate use of ICT to ensure and achieve learning (PPST, 2017); RARELY
ICT includes, but is not limited to, computer hardware and software, digital resources (e.g., books, seldom occurs
journals, research reports, databases, scripts, etc. in digital form), and
digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) OCCASIONALLY
that can be used for instruction. irregularly occurs

STANDARDS IN THE POSITIVE USE OF ICT IN EDUCATION FREQUENTLY

facilitate and inspire student learning and creativity; design and develop digital age learning often occurs
experiences and assessments; model digital age work and learning;
promote and model digital citizenship and responsibility; and engage in professional growth and GENERALLY
leadership (ISTE, 2008) normally occurs
 Maintain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate
INDICATOR 2
in continued learning

1 2 3 4 5
The teacher does not provide The teacher provides limited The teacher provides limited The teacher provides sufficient The teacher provides sufficient
any learning opportunities learning opportunities and fails to learning opportunities, which are learning opportunities, which are learning opportunities, which are
for learners to participate, engage learners to participate, loosely associated with the learning somewhat aligned with the learning usually aligned with the learning
cooperate, and collaborate in cooperate, and collaborate in goals, and engages only some goals, and engages majority of goals, and engages most learners
continued learning. continued learning. learners to participate, cooperate, the learners to participate, to to participate, cooperate, and
and collaborate in continued cooperate, and to collaborate in collaborate in continued learning.
learning. continued learning.

FEATURES OF PRACTICE
1. The teacher provides no activity 1. The teacher puts learners in 1. The teacher puts learners in 1. The teacher conducts 1. The teacher engages learners
designed for collaborative small groups, but activity is small groups to complete a collaborative work which is in a structured task that
learning. unstructured. certain task. However, group structured. features some elements of
constitution and tasks are poorly cooperative learning: positive
2. Learners are passively involved structured. 2. The majority of learners are interdependence, individual
in group learning activities. engaged in the tasks. accountability, and face-to-face
2. Only some learners are actively interaction.
engaged in group learning
activities.

CLARIFICATIONS

PRINCIPLES OF COLLABORATIVE LEARNING

LIMITED
• heterogeneous grouping
insufficient strategies employed when more are required by the
• mixed abilities
learning situation
• mixed gender
• interdependence LOOSELY ASSOCIATED
SUFFICIENT
association substantially mismatched with the other learning goals
minimum strategies employed as required by the learning situation
STRUCTURED TASKS
specific tasks given to learners in group activities SOMEWHAT ALIGNED
SOME
minimal degree of association with the other learning goals
less than half
For SPED classrooms: A healthy balance of structured and
unstructured processes is important to maintain an organized USUALLY ALIGNED
MAJORITY
classroom and limit distractions. generally matched with the other learning goals
more than half
SUPPORTIVE LEARNING ENVIRONMENT
MOST
child-friendly and conducive to learning
almost all, approaching 100%
 Plan and deliver teaching strategies that are responsive to the special educational needs of learners in difficult circumstances,
INDICATOR 3 including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse
and child labor practices

1 2 3 4 5
The teacher does not employ The teacher employs strategies The teacher employs strategies The teacher employs strategies The teacher employs strategies
strategies to address the special but fails to address the special which are somewhat appropriate which are partially appropriate which are appropriate in addressing
educational needs of learners in educational needs of learners in in addressing the special in addressing the special the special educational needs of
difficult circumstances. difficult circumstances. educational needs of learners in educational needs of learners in learners in difficult circumstances.
difficult circumstances. difficult circumstances.

FEATURES OF PRACTICE
1. The teacher does not 1. The teacher lacks familiarity with 1. The teacher demonstrates a 1. The teacher displays familiarity 1. The teacher demonstrates an
demonstrate an accurate learners’ backgrounds and has limited understanding of the of learners’ background but understanding of the purpose
understanding of the educability made no attempts to modify educability of individual learners. sometimes lacks responsiveness and value of learning about
of individual learners. instructions. in addressing them. learners’ background to inform
2. The teacher gives opportunities instructions.
2. The teacher provides no 2. Teacher’s instructional strategies to only few learners to actively
instructional adaptation for do not respond to learners’ engage in the learning activities.
individual learner needs. background.

CLARIFICATIONS

SPECIAL EDUCATIONAL NEEDS

a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
learning disability, or other conditions
SOMEWHAT APPROPRIATE
LEARNERS IN DIFFICULT CIRCUMSTANCES
minimal degree of appropriateness
persons who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse, diseases,
exclusion, harassment, problems with the law, imprisonment, destructive drugs, domestic slavery,
PARTIALLY APPROPRIATE
violence, among others (UNESCO, 1999)
moderate degree of appropriateness
EDUCABILITY
observed variations in the learners’ capacity to perform tasks
 INDICATOR 4 Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups

1 2 3 4 5
The teacher does not employ The teacher employs strategies The teacher employs strategies The teacher employs strategies The teacher employs strategies
strategies to address the but fails to address the which are somewhat culturally which are partially culturally which are culturally appropriate in
learning needs of learners from learning needs of learners from appropriate in addressing the appropriate in addressing the addressing the learning needs of
indigenous groups. indigenous groups. learning needs of learners from learning needs of learners from learners from indigenous groups.
indigenous groups. indigenous groups.

FEATURES OF PRACTICE
1. The teacher does not 1. The teacher lacks familiarity with 1. The teacher demonstrates 1. The teacher displays familiarity of 1. The teacher demonstrates an
demonstrate an accurate learners’ cultural backgrounds a limited understanding of a learners’ cultural background but understanding of the purpose
understanding of a culture-based and has made no attempts to culture-based education. sometimes lacks responsiveness and value of learning in the
education. contextualize instructions. in addressing them. learners' context.
2. The teacher gives opportunities
2. The teacher provides no 2. Teacher’s instructional strategies to only few learners to actively
instructional adaptation for do not respond to learners’ engage in the learning activities.
learners' needs. cultural background.

CLARIFICATIONS

LEARNERS FROM INDIGENOUS GROUPS

people who have, under claims of ownership since time immemorial, occupied, possessed, and CULTURE-BASED EDUCATION
utilized ancestral territories, shared common bonds of language, customs, traditions, and other an education that is grounded in the context of the indigenous communities' life, recognizes their
unique cultural traits (RA 8371, IPRA) Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural perspectives
(DO 32, s. 2015, Enclosure p.4)
TEACHING STRATEGIES
In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's (ICC) CONTEXTUALIZATION
Indigenous Learning System (ILS), which is an ICC's system of educating succeeding generations of the educational process of relating the curriculum to a particular setting, situation or area of
youth into the community's cultural system (DO 32, s. 2015). application to make the competencies relevant, meaningful, and useful to all learners;
distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
LEARNING NEEDS
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving) SOMEWHAT APPROPRIATE
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings minimal degree of appropriateness
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully
in development, to improve the quality of their lives, to make informed decisions, and to continue PARTIALLY APPROPRIATE
learning (UNESCO, 1992) moderate degree of appropriateness
 Establish safe and secure learning environments to enhance learning through the consistent implementation of
INDICATOR 5
policies, guidelines and procedures

1 2 3 4 5
The teacher does not implement The teacher attempts to The teacher rarely implements The teacher occasionally The teacher frequently implements
any safety policies, guidelines, implement safety policies, safety policies, guidelines, and implements safety policies, safety policies, guidelines, and
and procedures to establish guidelines, and procedures procedures to establish a safe and guidelines, and procedures to procedures to establish a safe and
a safe and secure learning but fails to establish a safe and secure learning environment and establish a safe and secure learning secure learning environment and
environment. secure learning environment. only some learners follow such environment and majority of the most of the learners follow such
rules. learners follow such rules. rules.

FEATURES OF PRACTICE
1. The teacher is oblivious to or 1. The teacher makes the learners 1. The teacher implements safety 1. The teacher implements safety 1. The teacher implements safety
disregards the risks associated aware of safety guidelines and guidelines and practices to very guidelines and practices to guidelines and practices to most
with the activities that the practices but does not clarify few selected tasks. several learning tasks. of the learning tasks.
learners undertake. such rules for the learners.

CLARIFICATIONS

RARELY
seldom occurs
SAFE LEARNING ENVIRONMENT
every aspect of creating a positive experience for students whihc includes OCCASIONALLY
the physical space and the relationships between students, teachers, and the learning community as irregularly occurs
a whole (UNHCR, 2007)
FREQUENTLY
SECURE LEARNING ENVIRONMENT often occurs
school spaces and activities that free learners from physical harm or risks to promote their well-being
and support their learning (NCSSLE, 2019) SOME
less than half
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and equipment; MAJORITY
general cleanliness; precautions in handling, storage, and disposal of hazardous chemicals in more than half
laboratories; proper use of tools; etc.
MOST
almost all, approaching 100%
 INDICATOR 6 Maintain learning environments that promote fairness, respect and care to encourage learning

1 2 3 4 5
The teacher-learner interactions The teacher-learner interactions The teacher-learner interactions The teacher-learner interactions The teacher-learner interactions
are negative or disrespectful. rarely support fairness, respect, occasionally support fairness, are generally fair, respectful, and are consistently fair, respectful,
and care, which results in poor respect, and care, which results in caring, and the majority of learners and caring, and most learners feel
overall classroom climate. some learners feeling accepted and feel accepted and encouraged to accepted and encouraged to learn.
encouraged to learn. learn.

FEATURES OF PRACTICE
1. The teacher does not promote 1. The teacher inconsistently 1. The teacher encourages 1. The teacher promotes generally 1. The teacher maintains polite
positive social interactions makes attempts to promote social positive interactions with positive interactions with learners and respectful interactions with
among learners. positive social interactions learners and among learners and among learners but some learners and among learners.
among learners. but occasional inconsistencies conflict and/or occasional
2. The interactions between like favoritism, or disregard for insensitivity are displayed.
teacher and learners, and among learners’ differences are evident.
learners, are inappropriate or
insensitive.

CLARIFICATIONS
FAIRNESS
impartial and just treatment or behavior

RESPECT RARELY
due regard for the feelings, rights, and culture of others learner-teacher interactions are minimally acceptable

CARE OCCASIONALLY
attention or consideration to others learner-teacher interactions are moderately acceptable

SOME GENERALLY
less than half learner-teacher interactions are mostly acceptable

MAJORITY CONSISTENTLY
more than half learner-teacher interactions are highly acceptable

MOST
almost all, approaching 100%
 © Department of Education - Bureau of Human Resource and Organizational Development

The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government.