This study determined how institutionalized classroom observation under the RPMS-PPST framework maximizes teachers’ professional growth and development. Specifically, it examined the level of implementation of classroom observation across three phases: pre-conference, during-observation, and post-conference, alongside teachers’ professional growth in terms of instructional competence, reflective practice, engagement in professional learning activities, and career-stage progression. A descriptive-correlational research design was employed involving n=100 public school teachers selected via stratified random sampling from a population of N=512. Data were gathered using a validated 56-item questionnaire and analyzed through descriptive statistics and Pearson's r correlation analysis. Findings revealed that classroom observation practices were implemented to a very high extent across all phases (Grand Mean = 4.64). Moreover, teachers strongly perceived classroom observation feedback and technical assistance as highly effective in enhancing their professional growth (Grand Mean=4.64). Crucially, positive and statistically significant relationships (p<.001) were established across all dimensions, with post-observation feedback (r= 0.735) and technical assistance (r=0.718) emerging as the strongest drivers of professional learning and reflective practice. The findings demonstrate that institutionalized classroom observation, when fully aligned with the RPMS-PPST framework, serves as a powerful mechanism for continuous educator empowerment and long-term career fulfillment.