Republic of the Philippines

Department of Education
Region III
Schools Division of Bulacan
SALAPUNGAN NATIONAL HIGH SCHOOL
Salapungsn, San Rafael, Bulacan

COT- RPMS
TEACHER I-III

INTER- OBSERVER AGREEMENT FORM

OBSERVER 01: ______________________________ NAME OF THE TEACHER OBSERVED:

OBSERVER 02: ______________________________ ______________________________
OBSERVER 03: _____________________________ SUBJECT AND GRADE LEVEL TAUGHT:
______________________________
DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual ratings for each indicator.

2. Discuss within the group your reason for such rating. In case of different ratings, the observer must resolve the differences and concur on an
agreed rating. The final rating is not necessarily an average; It is a final rating based on reasoned and consensual judgement.
3. Attach all individual Rating Sheets to this Inter- Observer Agreement Form

Observer Observer Observer AGREED

THE TEACHER: 1 2 3 RATING

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

2. Uses a range of teaching strategies that enhance learner achievement in literacy

and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking, as
well as other higher -order thinking skills

4. Manages classroom structure to engage learners, individually or in groups, in

meaningful exploration, discovery and hands-on activities within a range of physical
learning environments

5. Manages learner behavior constructively by applying positive and non- violent

discipline to ensure learning - focused environments

6. Uses differentiated, developmentally appropriate learning experiences to address

learners' gender, needs, strength, interest and experiences

7. Plans, manages and implements developmentally sequenced teaching and

learning processes to meet curriculum requirements and varied teaching contexts.

8. Selects, develops, organizes, and uses appropriate teaching and learning resources,
including ICT, to address learning goals

9. Designs, selects, organizes, and uses diagnostic, formative ans summative

assessment strategies consistent with curriculum requirements

_________________________ __________________________ __________________________

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

________________________________________
Signature over Printed Name of the Teacher
 Republic of the Philippines
Department of Education
Region III-Central Luzon
Schools Division of Bulacan
TIMOTEO POLICARPIO MEMORIAL ELEMENTARY SCHOOL
Minuyan, Norzagaray, Bulacan

IKALAWANG PANAHUNANG PAGSUSULIT SA FILIPINO 1

Mga Layunin Code Blg. ng May Tama
UNANG LINGGO 1 2

Nagagamit ang mga magagalang na pananalita sa angkop na

F1WG-IIa-1
sitwasyon sa pagpapakilala ng sarili.
Nabibilang ang pantig sa isang salita. F1KP-Iie-4 28 30
Nagagamit ang mga magagalang na pananalita sa angkop na
F1WG-IIa-1
sitwasyon sa pagpapakilala ng sarili.
Nagagamit ang mga magagalang na pananalita sa angkop na
F1WG-IIa-1
sitwasyon sa pagpapakilala ng sarili.
Nagagamit ang mga magagalang na pananalita sa angkop na
F1WG-IIa-1 2 5
sitwasyon sa pagpapakilala ng sarili.
IKALAWANG LINGGO

Nasasagot ang mga tanong tungkol sa napakinggang pabula. F1PN-IIa-3

Naipamamalas ang paggalang sa ideya, damdamin at kultura

F1PL-0a-j-3
ng may akda ng tekstong napakinggan o nabasa.

Nasisipi nang wasto at malinaw ang salita mula sa huwaran. F1KM-IIb-1

Naisasakilos ang napakinggang awit. F1PN-IIb-5

Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,
F1PT-IIb-f-6 25 28
ekspresyon ng mukha; ugnayang salita-larawan.
IKATLONG LINGGO
Nagagamit nang wasto ang mga pangngalan sa pagbibigay ng
F1WG-IIc-f-2
pangalan ng tao, lugar, hayop, bagay at pangyayari.
Nagagamit nang wasto ang mga pangngalan sa pagbibigay ng
F1WG-IIc-f-2
pangalan ng tao, lugar, hayop, bagay at pangyayari.
Nagagamit nang wasto ang mga pangngalan sa pagbibigay ng
F1WG-IIc-f-2
pangalan ng tao, lugar, hayop, bagay at pangyayari.
Nabibilang ang salita sa isang pangungusap. F1KP-IIc-2

Nabibilang ang salita sa isang pangungusap. F1KP-IIc-2

IKAAPAT NA LINGGO
Nagagamit nang wasto ang mga pangngalan sa pagbibigay ng
F1WG-IIc-f-2
pangalan ng tao, lugar, hayop, bagay at pangyayari.
Napapantig ang mga salita. F1KP-IId-3
Naiuulat nang pasalita ang mga naobserbahang pangyayari sa
F1PS-IIc-3
paaralan.
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba't
F1WG-IIIe-g-5 20 24
ibang gawain sa tahanan, paaralan at pamayanan.
Nagagamit ang mga salitang kilos sa pag-uusap tungkol sa iba't
F1WG-IIIe-g-5
ibang gawain sa tahanan, paaralan at pamayanan.
IKALIMANG LINGGO
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,
F1PT-IIb-f-6
ekspresyon ng mukha; ugnayang salita-larawan.
Nagagamit ang naunang kaalaman sa pag-unawa ng
F1PN-IIe-2
napakinggang alamat.
Nababasa ang mga salitang batayan. F1PP-IIe-2
Nababaybay nang wasto ang mga salitang may 3 o 4 na pantig F1PY-IIe-i-
na natutuhan sa aralin. 2.1:f2.2
Nabibigyang kahulugan ang mga simpleng mapa. F1EP-IIe-2 10 11

IKAANIM NA LINGGO
Naisasalaysay muli ang napakinggang teksto sa tulong ng
F1PS-IIf-6.1
larawan.
Natutukoy ang kailanan ng pangngalan. F1WG-IIc-f-2.1

Nababaybay nang wasto ang mga salitang natutuhan sa aralin. F1PY-IIf-2.2

Nakikilala ang mga tunog na bumubuo sa pantig ng mga salita. F1KP-IIf-5 25 30

Napagsusunud-sunod ang mga pangyayari sa napakinggang

F1PN-IIf-8 5 7
kuwento sa tulong ng mga larawan.
IKAPITONG LINGGO
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,
F1PT-IIb-f-6
ekspresyon ng mukha; ugnayang salita-larawan.
Nasusundan ang pagkakasulat ng teksto ayon sa estilo. F1Al-IIg-4
Nagagamit ang mga salitang pamalit sa ngalan ng tao (ako,
F1WG-IIg-h-3
ikaw, siya).
Nakapagsasalaysay ng orihinal na kuwento na kaugnay ng
F1PS-IIg-7
napakinggang kuwento.
Natutukoy ang kahulugan ng salita batay sa kumpas, galaw,
F1PT-IIb-f-6
ekspresyon ng mukha; ugnayang salita-larawan.
IKAWALONG LINGGO

Naibibigay ang paksa ng talatang napakinggan. F1PN-IIh-10 6 6

Nasasabi ang mensahe ng isang babala. F1PS-IIh-9

Naiuulat nang pasalita ang mga naobserbahang pangyayari sa
F1PS-IIc-3
paaralan.
Nabibigyang kahulugan ang mga simpleng mapa. F1EP-IIe-2

Napagsusunud-sunod ang mga pangyayari sa napakinggang

F1PN-IIf-8
kuwento sa tulong ng mga larawan.

IKASIYAM NA LINGGO
Nakapag-uuri ng mga salita ayon sa ipinahihiwatig ng kaisipang
F1PP-IIi-5
konseptwal.
Nailalarawan ang damdamin ng isang tauhan sa kuwentong
F1PN-IIi-11 5 5
napakinggan.
Napapalitan at nadadagdagan ang mga tunog upang makabuo
F1KP-IIi-6 24 29
ng bagong salita.
Nagagamit ang mga salitang pamalit sa ngalan ng tao (tayo,
F1WG-IIg-i-3
kayo, sila).

Natutukoy ang ugnayan ng teksto at larawan. F1AL-IIj-5

e Philippines
of Education
ntral Luzon
on of Bulacan
RIAL ELEMENTARY SCHOOL
garay, Bulacan

PAGSUSULIT SA FILIPINO 1
Blg. ng May Tamang Sagot sa Bawat Seksyon Kabuuan
3 4 5 6 7 8 9 10

27 29 26 29 26 28 28 29 280

9 6 9 6 7 8 8 8 68

28 26 26 25 26 28 26 28 266
23 21 22 24 23 25 23 24 229

13 14 13 11 10 11 13 13 119

29 28 27 28 27 29 30 29 282

8 9 9 10 7 8 10 9 82
8 8 9 8 8 9 8 8 78

7 7 8 7 6 7 6 8 66

28 27 26 27 25 27 28 29 270
 Republic of the Philippines
Department of Education
Region III
Schools Division of Bulacan
SALAPUNGAN NATIONAL HIGH SCHOOL
Salapungan, San Rafael, Bulacan

COT- RPMS
TEACHER I- III

PRE- OBSERVATION CHECKLIST

OBSERVER: ___________________________________________ DATE: ___________________________

TEACHER OBSERVED: ___________________________________ QUARTER: _______________________
SUBJECT & GRADE LEVEL TAUGHT: __________________________________________________________

DIRECTION FOR THE TEACHER:

Put check mark ( ⁄ ) on the box provided for each indicator that you think is observable during
your classroom teaching

THE TEACHER: OBSERVABLE INDICATORS

1. Applies knowledge of content within and across

curriculum teaching areas.

2. Uses a range of teaching strategies that enhance learner

achievement in literacy and numeracy skills.

3. Applies a range of teaching strategies to develop critical

and creative thinking, as well as other higher -order thinking
skills.

4. Manages classroom structure to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical
learning environments.

5. Manages learner behavior constructively by applying

positive and non- violent discipline to ensure learning -
focused environments.

6. Uses differentiated, developmentally appropriate learning

experiences to address learners' gender, needs, strength,
interest and experiences.

7. Plans, manages and implements developmentally

sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.

8. Selects, develops, organizes, and uses appropriate

teaching and learning resources, including ICT, to address
learning goals.

9. Designs, selects, organizes, and uses diagnostic, formative

ans summative assessment strategies consistent with
curriculum requirements.

____________________________________________
Signature over Printed Name of the Teacher
 Republic of the Philippines
Department of Education
Region III
Schools Division of Bulacan
SALAPUNGAN NATIONAL HIGH SCHOOL
Salapungan, San Rafael, Bulacan

COT- RPMS
TEACHER I- III

SUMMARY OF RATING

TEACHER OBSERVED: _ ROSSAN M. DELA CRUZ SCHOOL YEAR: 2018-2019

SUBJECT/S TAUGHT: _________________________ AREA OF SPECIALIZATION:
OBSERVER: VIRGINIA S. SAN GABRIEL

Observation Period
COT Indicator No. THE TEACHER: Ave.
1 2 3 4
Applies knowledge of content within and across
1 curriculum teaching areas.

Uses a range of teaching strategies that enhance

2 learner achievement in literacy and numeracy skills.

Applies a range of teaching strategies to develop

3 critical and creative thinking, as well as other higher
-order thinking skills.

Manages classroom structure to engage learners,

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

Manages learner behavior constructively by applying

5 positive and non- violent discipline to ensure learning
- focused environments.

Uses differentiated, developmentally appropriate

6 learning experiences to address learners' gender,
needs, strength, interest and experiences.

Plans, manages and implements developmentally

sequenced teaching and learning processes to meet
7 curriculum requirements and varied teaching
contexts.

Selects, develops, organizes, and uses appropriate

8 teaching and learning resources, including ICT, to
address learning goals.

Designs, selects, organizes, and uses diagnostic,

9 formative and summative assessment strategies
consistent with curriculum requirements.
 VIRGINIA S. SAN GABRIEL ROSSAN M. DELA CRUZ
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher