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PST1

The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

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Jade España De Jesus
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368 views1 page

PST1

The document is an inter-observer agreement form used to evaluate a pre-service teacher's performance across 9 indicators related to teaching skills and classroom management. The 3 observers discuss their individual ratings for each indicator, come to a consensus on a final rating, and provide any additional comments at the end. The final rating is not an average but a reasoned judgment agreed upon by all observers. A rating of "NO" for an indicator requires a consensus final rating of 2. The observers then sign to finalize the evaluation.

Uploaded by

Jade España De Jesus
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-BEGINNING

PRE-SERVICE TEACHER

INTER-OBSERVER AGREEMENT FORM - SET 1

OBSERVER 1: ______________________________________ NAME OF PRE-SERVICE TEACHER OBSERVED:


OBSERVER 2: ______________________________________ ____________________________________
OBSERVER 3: ______________________________________ SUBJECT & GRADE LEVEL TAUGHT:
DATE: _______________ ____________________________________

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 applicant gets NO (Not Observed) in an indicator, write 2 as the final rating.

INDICATORS 1 2 3 4 5 NO*

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

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

3. Select, develop, organize, and use appropriate teaching and learning resources,
including ICT, to address learning goals

4. Design, select, organize, and use diagnostic, formative and summative assessment
strategies consistent with curriculum requirements

5. Use strategies for providing timely, accurate and constructive feedback to improve
learning performance
6. Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning
7. Manage student behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments

8. Use differentiated, developmentally appropriate learning experiences to address


learners’ gender, needs, strength, interests and experiences.

9. Plan, manage and implement developmentally sequenced teaching and learning


process to meet curriculum requirements and varied teaching contexts
OTHER COMMENTS:

______________________________ _______________________________ ______________________________


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

____________________________________________
Signature over Printed Name of the Pre-service Teacher

This tool was developed through the Philippine National


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

COT-BEGINNING

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