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COT TI-III Inter

This document is an inter-observer agreement form used to evaluate a teacher's classroom performance. It contains 9 indicators that 3 observers discuss and rate the teacher's performance on. For each indicator, the observers discuss their individual ratings and agree on a final consensus rating. The form is signed by all observers and the teacher to finalize the evaluation.

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Rhianne Rose Tesico
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34 views

COT TI-III Inter

This document is an inter-observer agreement form used to evaluate a teacher's classroom performance. It contains 9 indicators that 3 observers discuss and rate the teacher's performance on. For each indicator, the observers discuss their individual ratings and agree on a final consensus rating. The form is signed by all observers and the teacher to finalize the evaluation.

Uploaded by

Rhianne Rose Tesico
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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COT-RPMS

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION:
1 D 2 D 3 D 4 D QUARTER:

DIRECTIONS FOR THE OBSERVERS:

Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final
rating. The final rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on
the column for Final Rating.

Note that if the Ratee gets NO (Not Observed) in an indicator, write 3 as the Final Rating.

1. Applied knowledge of content within and across curriculum teaching areas.


2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
3. Ensured the positive use of ICT to facilitate the teaching and learning process.
4. Used effective verbal and non-verbal dassroom communication strategies to support learner
understanding, participation, engagement and achievement.
5. Maintained supportive learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
6. Applied a range of successful strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.
7. Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities,
giftedness and talents.
8. Planned and delivered teaching strategies 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.
OTHER COMMENTS:

Signature over Printed Signature over Printed Name Signature over Printed
Name of Observer 1 of Observer 2 Name of Observer 3

Signature over Printed Name of the Teacher

This tool was developed through the Philippine National


Research Center for Teacher Quality (RCTQ) with support
from the Australian Government

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