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RPMS TOOL for TEACHER I-III

(Proficient Teachers)

Name of Employee: LEO CARLO M. DE LA ROSA Position: Teacher I


School: MAGPET NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 2
District: TWO Effectivity Date: September 15, 2011

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education

Position Title Teacher I-III Salary Grade


Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood
Education or Bachelor's degree plus 18 units in Education
Experience None Required

Eligibility RA 1080

Trainings None Required


B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-
21), at least 18 MA units
Experience 23 years
Professional Board Examination for
Eligibility PBET/LET Passer Teachers (PBET); May 28, 1995; 73.52%
Trainings In-service training

DUTIES AND RESPONSIBILITIES


1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counselsa and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.
RPMS TOOL for TEACHER I-III
(Proficient Teachers)

Name of Employee: LEO CARLO M. DE LA ROSA Position: Teacher I


School: MAGPET NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 2
District: TWO Effectivity Date: September 15, 2011

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education

Position Title Teacher I-III Salary Grade


Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

//SGOD-gpm©2018 Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: LEO CARLO M. DE LA ROSA Name of Rater: JOCELYN S. LOBATON
Position: Teacher I Position: Master Teacher I
District/School: MAGPET NATIONAL HIGH SCHOOL Date of Review:
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT
ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Unsatisfactory RESULTS
SCORE
KRA QET Outstanding (5)
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE

1. CONTENT 1. Applied Showed Showed Showed Showed No


knowledge of knowledge of knowledge of knowledge of knowledge of acceptable
KNOWLEDGE content and its content and its content and its content and its evidence
AND content within and
integration within integration within integration within integration within was shown
across
PEDAGOGY curricuoum Quality
and across and across and across and across
5
subject areas as subject areas as subject areas as subject areas as
teaching areas. shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 leassons least 3 leassons least 2 leassons the given MOV acceptable
using MOV 1 and using MOV 1 and using MOV 1 and evidence
Efficiency supported by any supported by any supported by any was shown 5
1of the other 1of the other 1of the other
given MOV given MOV given MOV

Timeliness

2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No
teaching different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
strategies that
promote reading, promote reading, promote reading, promote reading, was shown
enhance learner writing and/or writing and/or writing and/or writing and/or
achievement in Quality numeracy skills numeracy skills numeracy skills numeracy skills 5
literacy and as shown in as shown in as shown in as shown in
numeracy skills. MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

May 2018
to April 7.5% Submitted at Submitted at Submitted at Submitted 1 No 5 0.375
2019 least 4 learner- least 3 learner- least 2 learner- learner-centered acceptable
centered lessons centered lessons centered lessons lesson as evidence
as shown in as shown in as shown in evidently shown was shown
MOV 1 and MOV 1 and MOV 1 and in any 1 of the
Efficiency
supported by any supported by any supported by any given MOV 5
1 of the other 1 of the other 1 of the other
MOV given MOV given MOV given

Timeliness

3. Applied a range of Used different Used different Used different Used different No
teaching teaching teaching teaching teaching acceptable
strategies that strategies that strategies that strategies that evidence
strategies to
develop critical develop critical develop critical develop critical was shown
develop critical and creative and creative and creative and creative
and creative thinking and/or thinking and/or thinking and/or thinking and/or
thinkling, as well Quality other HOTS as other HOTS as other HOTS as other HOTS as 5
as other higher- shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills.
May 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted 1 No
least 4 lessons least 3 lessons least 2 lessons lesson as acceptable
as evidenced by as evidenced by as evidenced by evidenced by any evidence
MOV 1 and MOV 1 and MOV 1 and 1 of the given was shown
Efficiency supported by any supported by any supported by any MOV 5
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness

2. LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No
classroom management management management management acceptable
ENVIRONMEN strategies that strategies that strategies that strategies that evidence
structure to
T AND engage learners engage learners engage learners engage learners was shown
engage learners, in activities/tasks in activities/tasks in activities/tasks in activities/tasks
DIVERSITY OF individually or in Quality 5
as shown in as shown in as shown in as shown in
LEARNERS groups, in MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
meaningful rating of 7 rating of 6 rating of 5 rating of 4
explanation, May 2018
discovery and to April 7.5% 5 0.375
hands-on 2019
activities within a
range of physical
learning
environments.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: LEO CARLO M. DE LA ROSA Name of Rater: JOCELYN S. LOBATON
Position: Teacher I Position: Master Teacher I
District/School: MAGPET NATIONAL HIGH SCHOOL Date of Review:
Rating Period: May 2018 to April 2019
2. 4. Managed
classroom
TO BE FILLED OUT
structure to TO BE FILLED OUT DURING PLANNING DURING EVALUATION
engage learners,
individually or in PERFORMANCE INDICATORS RATING
groups, in WEIGHT
ACTUAL
KRAs OBJECTIVES
meaningful TIMELINE PER Very Unsatisfactory RESULTS
SCORE
explanation, May 2018 KRA QET Outstanding (5) Satisfactory (4) Satisfactory (3) (2)
Poor (1) Q E T AVE
discovery and to April 7.5% 5 0.375
hands-on 2019 Submitted at Submitted 3 Submitted 2 Submitted 1 No
activities within a least 4 lessons lessons lessons lesson supported acceptable
supported by supported by supported by by any of the evidence
range of physical
Efficiency MOV 1 and any 1 MOV 1 and any 1 MOV 1 and any 1 acceptable MOV was shown 5
learning of the other of the other of the other
environments. acceptable MOV acceptable MOV acceptable MOV

Timeliness

//SGOD-gpm©2018 Page 1 of 4
2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No
behavior management management management management acceptable
ENVIRONMEN strategies of strategies of strategies of strategies of evidence
constructively by
T AND learner behavior learner behavior learner behavior learner behavior was shown
applying positive that promote that promote that promote that promote
DIVERSITY OF and non-violent positive and non- positive and non- positive and non- positive and non-
LEARNERS discipline to violent discipline violent discipline violent discipline violent discipline
ensure learning-
Quality
as shown in as shown in as shown in as shown in 5
focused MOV submitted MOV submitted MOV submitted MOV submitted
environments. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

May 2018
to April 7.5% 5 0.375
2019
Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 3 of the least 2 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in at as observed in 3 as observed in 2 observed in only was shown
Efficiency least 4 lessons lessons lessons 1 lesson 5

Timeliness

6. Used Applied Applied Applied Applied No


differentiated, differentiated differentiated differentiated differentiated acceptable
teaching teaching teaching teaching evidence
developmentally
strategies to strategies to strategies to strategies to shown
appropriate address learner address learner address learner address learner
learning diversity as diversity as diversity as diversity as
experiencce to Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1 5
address learner's with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
gender, needs,
strengths,
interests and
experiences.
May 2018 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 least 3 least 2 differentiated acceptable
to April 7.5% differentiated differentiated differentiated teaching strategy evidence 5 0.375
2019 teaching teaching teaching in only 1 lesson shown
strategies in at strategies in at strategies in at as evidently
least 2 leassons least 2 lessons least 2 lessons shown in any 1 of No
as evidenced by as evidenced by as evidenced by the acceptable acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and MOV evidence 5
supported by any supported by any supported by any was shown
1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: LEO CARLO M. DE LA ROSA Name of Rater: JOCELYN S. LOBATON
Position: Teacher I Position: Master Teacher I
District/School: MAGPET NATIONAL HIGH SCHOOL Date of Review:
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT
ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Unsatisfactory RESULTS
SCORE
KRA QET Outstanding (5)
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE

3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No
managed and implemented implemented implemented implemented acceptable
AND developmentally developmentally developmentally developmentally evidence
PLANNING implemented
sequenced sequenced sequenced sequenced was shown
developmentally teaching and teaching and teaching and teaching and
sequenced learning process learning process learning process learning process
teaching and Quality as shown in as shown in as shown in as shown in 5
learning MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
processes to rating of 7 rating of 6 rating of 5 rating of 4
meet curriculum
requirements and
varied teaching
contexts. Submitted at Submitted 3 Submitted 2 Submitted 1 No
May 2018 least 4 developmentally developmentally developmentally acceptable
to April 7.5% developmentally sequenced sequenced sequenced evidence 5 0.375
2019 sequenced teaching and teaching and teaching and was shown
teaching and learning process learning process learning process
learning process as evidently as evidently as evidently
as evidently shown in MOV 1 shown in MOV 1 shown in any 1 of
shown in MOV 1 and supported by and supported by the given MOV
Efficiency
and supported by any 1 of the other any 1 of the other 5
any 1 of the other given MOV given MOV
given MOV

Timeliness

//SGOD-gpm©2018 Page 2 of 4
3. CURRICULUM 8. Participated in Consistently Frequently Occasionally Rarely No
collegial participated in participated in participated in participated in acceptable
AND LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
PLANNING discussions that
meetings to meetings to meetings to meetings to was shown
use teacher and discuss discuss discuss discuss
learner feedback teacher/learner teacher/learner teacher/learner teacher/learner
to enrich teaching feedback to feedback to feedback to feedback to
practice.
Quality
enrich instruction enrich instruction enrich instruction enrich instruction
5
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

May 2018
to April 7.5% 5 0.375
2019 Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
FGDs/meetings meetings as meetings as meeting as evidence
as evidently evidently shown evidently shown evidently shown was shown
shown in any 1 of in any 1 of the in any 1 of the in any 1 of the
Efficiency
the given MOV given MOV given MOV given MOV 5

Timeliness

9. Selected, Developed and Developed and Developed and Developed and No


developed, used varied used varied used varied used varied acceptable
teaching and teaching and teaching and teaching and evidence
organized, and
learning learning learning learning was shown
used appropriate resources resources resources resources
teaching and including ICT, to including ICT, to including ICT, to including ICT, to
learning Quality address learning address learning address learning address learning 5
resources, goals as shown goals as shown goals as shown goals as shown
including ICT, to in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
address learning rating of 7 rating of 8 rating of 5 rating of 4
goals.

May 2018
to April 7.5% 5 0.375
2019
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: LEO CARLO M. DE LA ROSA Name of Rater: JOCELYN S. LOBATON
Position: Teacher I Position: Master Teacher I
District/School: MAGPET NATIONAL HIGH SCHOOL Date of Review:
9. Selected,
Rating Period: May 2018 to April 2019
developed,
organized, and
used appropriate
teaching and TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
learning
resources,
PERFORMANCE INDICATORS RATING
including ICT, to WEIGHT
address learning TIMELINE PER ACTUAL
KRAs OBJECTIVES Very Unsatisfactory RESULTS
SCORE
goals. KRA QET Outstanding (5) Satisfactory (4) Satisfactory (3) (2)
Poor (1) Q E T AVE

May 2018 Submitted at Submitted 3 Submitted 2 Submitted any No


to April 7.5% least 4 varied varied teaching varied teaching teaching and acceptable 5 0.375
2019 teaching and and learning and learning learning resource evidence
learning resources resources including ICT, as was shown
resources including ICT, as including ICT, as evidently shown
including ICT, as evidently shown evidently shown in any of the
evidently shown in MOV 1 and in MOV 1 and acceptable MOV
Efficiency
in MOV 1 and supported by any supported by any 5
supported by any 1 of the 1 of the
1 of the acceptable MOV acceptable MOV
acceptable MOV

Timeliness

4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No


selected, selected, selected, selected, selected, acceptable
AND organized and organized and organized and organized and evidence
organized and
REPORTING used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
used diagnostic, formative and formative and formative and formative and
formative and summative summative summative summative
summative assessment assessment assessment assessment
assessment strategies strategies strategies strategies
consistent with consistent with consistent with consistent with
strategies Quality
curriculum curriculum curriculum curriculum
5
consistent with
requirements as requirements as requirements as requirements as
curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

May 2018
to April 7.5% 5 0.375
2019
Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 varied varied varied assessment tool acceptable
assessment tools assessment tools assessment tools as evidently evidence
as evidently as evidently as evidently shown in any of was shown
shown in any 1 of shown in any 1 of shown in any 1 of the acceptable
Efficiency the acceptable the acceptable the acceptable MOV 5
MOV MOV MOV

Timeliness

//SGOD-gpm©2018 Page 3 of 4
4. ASSESSMENT 11. Monitored and Consistently Frequently Occasionally Rarely monitored No
evaluated learner monitored and monitored and monitored and and evaluated acceptable
AND evaluated learner evaluated learner evaluated learner learner progress evidence
progress and
REPORTING progress and progress and progress and and achievement was shown
achievement achievement achievement achievement using learner
using learner
attainment data.
Quality using learner using learner using learner attainment data 5
attainment data attainment data attainment data as shown in
as shown in as shown in as shown in MOV submitted
MOV submitted MOV submitted MOV submitted
May 2018
to April 7.5% 5 0.375
2019 Submitted a Submitted a Submitted a Submitted 1 No
combination of at combination of 3 combination of 2 acceptable MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence 5
acceptable MOV MOV MOV was shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No


were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 5
was shown
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: LEO CARLO M. DE LA ROSA Name of Rater: JOCELYN S. LOBATON
Position: Teacher I Position: Master Teacher I
District/School: MAGPET NATIONAL HIGH SCHOOL Date of Review:
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT
ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Unsatisfactory RESULTS
SCORE
KRA QET Outstanding (5)
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE

12. Communicated Consistently Frequently Occasionally Rarely showed No


promptly and showed prompt showed prompt showed prompt prompt and clear acceptable
and clear and clear and clear communication evidence
clearly the
communication communication communication of the learner's was shown
learner's needs, of the learner's of the learner's of the learner's needs, progress
progress and needs, progress needs, progress needs, progress and achievement
achievement to and achievement and achievement and achievement to key
key stakeholders, to key to key to key stakeholders,
including parents/ Quality stakeholders, stakeholders, stakeholders, including parents/ 5
guardians including parents/ including parents/ including parents/ guardians as
guardians as guardians as guardians as shown in the
shown in the shown in the shown in the MOV submitted
May 2018 MOV submitted MOV submitted MOV submitted
to April 7.5% 5 0.375
2019

Submitted a Submitted a Submitted a Submitted any 1 No


combination of at combination of 3 combination of 2 of the given MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence
5
acceptable MOV MOV MOV was shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No


were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 5
was shown

5. PLUS FACTOR 13. Performed Consistently Frequently Occasionally Rarely performed No


various related performed performed performed various related acceptable
various related various related various related works/activities evidence
works/activities
works/activities works/activities works/activities that contribute to was shown
that contribute to that contribute to that contribute to that contribute to the teaching-
the teaching-
learning process
Quality the teaching- the teaching- the teaching- learning process 5
learning process learning process learning process as shown in the
as shown in the as shown in the as shown in the MOV submitted
May 2018 MOV submitted MOV submitted MOV submitted
to April 10% 5 0.500
2019
Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different different kinds of different kinds of of the acceptable acceptable
Efficiency kinds of acceptable MOV acceptable MOV MOV evidence 5
acceptable MOV was shown

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS 5.00


100%
DESCRIPTION O
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
LEO CARLO M. DE LA ROSA JOCELYN S. LOBATON 2.5 - 3.499 S
Teacher I Master Teacher I 1.5 - 2.499 US

Approving Authority:

JUAN G. DELA CRUZ


Principal

//SGOD-gpm©2018 Page 4 of 4
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its acceptable
KNOWLEDGE integration within integration within integration within integration within evidence
across curricuoum knowledge of content within and across subject
AND and across subject and across subject and across subject and across subject was shown
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 of 4
highlighting integration of content knowledge
within and across subject areas

3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
content and its integration in other subject leassons using MOV leassons using MOV leassons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
areas
any 1of the other any 1of the other any 1of the other was shown
Efficiency given MOV given MOV given MOV
4. Performance tasks/test materials highlighting
integration of content knowledge within and
across subject areas

5. Others (Please specify and provide


annotations) Timeliness

2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading, was shown
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills

3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 the given MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations) Timeliness

3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and teaching strategies to develop critical and
and creative thinking and creative thinking and creative thinking and creative was shown
creative thinkling, as creative thinking, as well as other higher-order and/or other HOTS and/or other HOTS and/or other HOTS thinking and/or
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 other HOTS as
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 4
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS

3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by acceptable
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given evidence
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
4. Performance tasks/test material(s) used in
given MOV given MOV given MOV
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations) Timeliness

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
structure to engage and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
learners, individually managing classroom structure that engages
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments. 3. Others (Please specify and provide Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
annotations) lessons supported supported by MOV 1 supported by MOV 1 supported by any of acceptable
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable evidence
Efficiency of the other other acceptable other acceptable MOV was shown
acceptable MOV MOV MOV

Timeliness
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No
behavior and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner evidence
constructively by teacher management of learner behavior using
AND DIVERSITY behavior that behavior that behavior that behavior that was shown
applying positive and the following strategies: promote positive promote positive promote positive promote positive
OF LEARNERS non-violent discipline and non-violent and non-violent and non-violent and non-violent
1. Providing motivation Quality
to ensure learning- discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environments. 2. Praising the learners/Giving positive feedback with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

3. Setting house rules/guidelines

4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
of the given of the given of the given the given strategies acceptable
5. Allowing learners to express their strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
ideas/opinions Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide


annotations) Timeliness

6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied Applied Applied Applied No
developmentally and/or inter-observer agreement form about differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategies evidence
appropriate learning using differentiated, developmentally
to address learner to address learner to address learner to address learner shown
experiencce to appropriate learning experiences Quality diversity as shown diversity as shown diversity as shown diversity as shown
address learner's in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed rating of 7 rating of 6 rating of 5 rating of 4
strengths, interests highlighting differentiation in content, product,
and experiences. process, learning environment or others
according to learners' gender, needs, strengths, Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
interests and experiences differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategy in evidence
3. Instructional materials highlighting in at least 2 in at least 2 lessons in at least 2 lessons only 1 lesson as shown
differentiation in content, product, process, leassons as as evidenced by as evidenced by evidently shown in
evidenced by MOV MOV 1 and MOV 1 and any 1 of the No
learning environment or others according to Efficiency 1 and supported by supported by any 1 supported by any 1 acceptable MOV acceptable
learners' gender, needs, strengths, interests any 1 of the other of the other of the other evidence
and experiences acceptable MOV acceptable MOV acceptable MOV was shown

4. Others (Please specify and provide


annotations)
Timeliness

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and No
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally using developmentally sequenced teaching
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching and learning process and learning and learning and learning teaching and
and learning Quality process as shown in process as shown in process as shown in learning process as
processes to meet 2. Lesson plans/modified DLLs developed MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating shown in MOV 1
curriculumrequiremen highlighting developmetally sequenced of 7 of 6 of 5 with a rating of 4
ts and varied teaching instruction that meet curriculum goals and
contents. varied teaching contexts

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No


developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally acceptable
sequenced teaching sequenced teaching sequenced teaching sequenced evidence
curriculum goals and varied teaching contexts
and learning and learning and learning teaching and was shown
process as evidently process as evidently process as evidently learning process as
Efficiency shown in MOV 1 shown in MOV 1 shown in MOV 1 evidently shown in
4. Others (Please specify and provide and supported by and supported by and supported by any 1 of the given
annotations) any 1 of the other any 1 of the other any 1 of the other MOV
given MOV given MOV given MOV

Timeliness

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No


collegial discussions LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/ acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
that use teacher and
meetings to discuss meetings to discuss meetings to discuss teacher/learner was shown
learner feedback to teacher/learner teacher/learner teacher/learner feedback to enrich
enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich instruction as
2. Minutes of LAC/FGD sessions on use of
practice. instruction as shown instruction as shown instruction as shown shown in the MOV
teacher and learner feedback to enrich teaching
in the MOV in the MOV in the MOV submitted
practice with proof of attendance submitted submitted submitted

3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No


annotations) least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting acceptable
FGDs/meetings as meetings as meetings as as evidently shown evidence
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the was shown
any 1 of the given any 1 of the given any 1 of the given given MOV
MOV MOV MOV
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
Timeliness

3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and used 6Developed and 6Developed and 6Developed and No
organized, and used and/or inter-observer agreement form about varied teaching and used varied used varied used varied acceptable
AND PLANNING learning resources teaching and teaching and teaching and evidence
appropriate teaching using appropriate teaching and learning
including ICT, to learning resources learning resources learning resources was shown
and learning resources, including ICT address learning including ICT, to including ICT, to including ICT, to
resources, including Quality goals as shown in address learning address learning address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating goals as shown in goals as shown in goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 8 of 5 of 4
Other

2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
instructional materials appended varied teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
3. Others (Please specify and provide
annotations) Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV

Timeliness

4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used organized and used acceptable
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING and summative and summative and summative formative and was shown
and summative assessment startegies assessment assessment assessment summative
assessment strategies consistent strategies consistent strategies consistent assessment
strategies consistent 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
with curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with a rating of 5 requirements as
3. Develop diagnostic tests: (a) with TOS reviewed shown in MOV 1
by superior; (b) with sample accomplished with a rating of 4
questionaire/answer sheets

4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
reviewed by superior; (b) with sample varied assessment assessment tools as assessment tools as assessment tool as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
accomplished questionaire/answer sheets
shown in any 1 of any 1 of the any 1 of the any of the was shown
Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics

6. Others (Please specify and provide


annotations) Timeliness

11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified
MOV submitted MOV submitted MOV submitted submitted
least mastered skills

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No


combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
4. Lesson plans/modified DLLs showing index of Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
mastery
5. Others (Please specify and provide Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
annotations) were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
was shown

12. Communicated 1. At least 3 samples of corrected test papers of Consistently Frequently showed Occasionally Rarely showed No
promptly and clearly the same 3 learners innthe same learning area showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication communication of clear communication communication of evidence
the learner's needs, with parents' or guardians' signature and date
of the learner's the learner's needs, of the learner's the learner's needs, was shown
progress and of receipt needs, progress and progress and needs, progress and progress and
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
achievement to key achievement to key achievement to key achievement to key
stakeholders, conferences in all quarters with proof of Quality stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ parents'/guardians' attendance including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
3. Report cards with parent's or guardian's in the MOV in the MOV in the MOV in the MOV
signature in all quarters supported by minutes submitted submitted submitted submitted
of meeting

4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No


various modalities combination of at combination of 3 of combination of 2 of the given MOV acceptable
Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
5. Anecdotal record showing entries per quarter acceptable MOV was shown
12. Communicated
promptly and clearly
the learner's needs,
progress and
achievement to key
stakeholders,
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
including parents/
guardians

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
progress and achievement submitted to other were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
stakeholders
was shown

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No
related performed various performed various performed various various related acceptable
works/activities that 2. Certificate of Training related related related works/activities that evidence
works/activities that works/activities that works/activities that contribute to the was shown
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in in the MOV
the MOV submitted the MOV submitted the MOV submitted submitted
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No
different kinds of kinds of acceptable kinds of acceptable the acceptable acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide Timeliness
annotations)
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating


KNOWLEDGE content within and sheet and/or inter-observer agreement
across curricuoum form about knowledge of content within and
AND
teaching areas. across subject areas
PEDAGOGY

2. Lesson plans/modified DLLs developed


highlighting integration of content
knowledge within and across subject areas

3. Instructional materials highlighting mastery


of content and its integration in other
subject areas

4. Performance tasks/test materials


highlighting integration of content
knowledge within and across subject areas

5. Others (Please specify and provide


annotations)

2. Used a range of 1. Classroom observation tool (COT) rating


teaching strategies sheet and/or inter-observer agreement
that enhance learner form about teaching strategies that
achievement in enhance learner achievement in literacy
literacy and numeracy and numeracy skills
skills.

2. Lesson plans/modified DLLs used in


teaching highlighting learner-centered
strategies that promote literacy and/or
numeracy skills

3. Instructional materials highlighting learner-


centered strategies that promote literacy
and/or numeracy skills

4. Performance tasks/test material(s) used in


teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide


annotations)

3. Applied a range of 1. Classroom observation tool (COT) rating


teaching strategies to sheet and/or inter-observer agreement
develop critical and form about teaching strategies to develop
creative thinkling, as critical and creative thinking, as well as
well as other higher- other higher-order thinking skills
order thinking skills.

2. Lesson plans/modified DLLs used in


teaching highlighting learner-centered
strategies that develop critical and creative
thinking, and/or other HOTS

3. Instructional materials highlighting different


teaching strategies that develop critical and
creative thinking, and/or other HOTS
3. Applied a range of
teaching strategies to
develop critical and
creative thinkling, as
well as other higher-
order thinking skills.

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

4. Performance tasks/test material(s) used in


demonstration teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide


annotations)

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating


ENVIRONMENT structure to engage sheet and/or inter-observer agreement
AND DIVERSITY learners, individually form about managing classroom structure
or in groups, in that engages learners in various activities
OF LEARNERS meaningful
explanation,
discovery and hands-
on activities within a 2. Lesson plans/modified DLLs highlighting
range of physical various classroom management strategies
learning that engage learners in activities/tasks in
environments. different physical learning environments

3. Others (Please specify and provide


annotations)

5. Managed learner Classroom observation tool (COT) rating


behavior sheet and/or inter-observer agreement
constructively by form about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused 1. Providing motivation
environments.

2. Praising the learners/Giving positive


feedback

3. Setting house rules/guidelines

4. Ensuring learner's active participation

5. Allowing learners to express their


ideas/opinions

6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide


annotations)

6. Used differentiated, 1. Classroom observation tool (COT) rating


developmentally sheet and/or inter-observer agreement
appropriate learning form about using differentiated,
experiencce to developmentally appropriate learning
address learner's experiences
gender, needs,
strengths, interests
and experiences. 2. Lesson plans/modified DLLs developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners' gender,
needs, strengths, interests and
experiences
6. Used differentiated,
developmentally
appropriate learning
experiencce to
address learner's
gender, needs,
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
strengths, interests
and experiences.

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

3. Instructional materials highlighting


differentiation in content, product, process,
learning environment or others according to
learners' gender, needs, strengths,
interests and experiences

4. Others (Please specify and provide


annotations)

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating


AND PLANNING and implemented sheet and/or inter-observer agreement
developmentally form about using developmentally
sequenced teaching sequenced teaching and learning process
and learning
processes to meet
curriculumrequiremen 2. Lesson plans/modified DLLs developed
ts and varied teaching highlighting developmetally sequenced
contents. instruction that meet curriculum goals and
varied teaching contexts

3. Instructional materials used to implement


developmetally sequenced instruction that
meet curriculum goals and varied teaching
contexts

4. Others (Please specify and provide


annotations)

8. Participated in 1. Personal notes of teachers on


collegial discussions LAC/FGDs/meetings with proof of
that use teacher and attendance
learner feedback to
enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

3. Others (Please specify and provide


annotations)

9. Selected, developed, 1. Classroom observation tool (COT) rating


organized, and used sheet and/or inter-observer agreement
appropriate teaching form about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks
learning goals. sheets/work sheets, powerpoint
presentations, video clips, module, SIMs-
Strategic Intervention Matertials, Other

2. Lesson plans/modified DLLs with


apprropriate instructional materials
appended

3. Others (Please specify and provide


annotations)

4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating


AND organized and used sheet and/or inter-observer agreement
diagnostic, formative form about using diagnostic, formative and
REPORTING
and summative summative assessment startegies
assessment
strategies consistent 2. Prepared lesson plans/modified DLLs
with curriculum highlighting appropriate use of formative
requirements. assessment strategies

3. Develop diagnostic tests: (a) with TOS


reviewed by superior; (b) with sample
accomplished questionaire/answer sheets
4. ASSESMENT 10. Designed, selected,
AND organized and used
diagnostic, formative
REPORTING
and summative
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
assessment
strategies consistent
with curriculum
requirements.

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

4. Develop summative tests: (a) with TOS


reviewed by superior; (b) with sample
accomplished questionaire/answer sheets

5. Develop performance tasks: (a) with rubrics


reviewed by superior; (b) with sample
accomplished rubrics

6. Others (Please specify and provide


annotations)

4. ASSESMENT 11. Monitored and 1. Compilation of learner's written work with


AND evaluated learner summary of results and with signature of
REPORTING progress and parents
achievement using
learner attainment
2. Formative/summative assessment tools
data.
with TOS and frequency of errors with
identified least mastered skills

3. Class records/grading sheets

4. Lesson plans/modified DLLs showing index


of mastery

5. Others (Please specify and provide


annotations)

12. Communicated 1. At least 3 samples of corrected test papers


promptly and clearly of the same 3 learners innthe same
the learner's needs, learning area with parents' or guardians'
progress and signature and date of receipt
achievement to key
stakeholders, 2. Minutes of PTA meetings or Parent-Teacher
including parents/ conferences in all quarters with proof of
guardians parents'/guardians' attendance

3. Report cards with parent's or guardian's


signature in all quarters supported by
minutes of meeting

4. Communication with parents/guardians


using various modalities

5. Anecdotal record showing entries per


quarter

6. Other documents showing learner needs,


progress and achievement submitted to
other stakeholders

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation


related
works/activities that
contribute to the 2. Certificate of Training
teaching-learning
process
3. Certificate of Speakership

4. Committee involvement

5. Advisorship of Co-curricular activities

6. Book or Journal Authorship/Co-


authorship/Contributorship

7. Coordinatorship/Chairpersonship
related
works/activities that
contribute to the
teaching-learning
process

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

8. Coaching and mentoring learners in


competitions

9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide


annotations)
COMPETENCIES

CORE BEHAVIORAL COMPETENCIES


Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibility.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
personal goals and values congruent to that of the organization. organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
5 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Sets high quality, challenging, realistic goals for self and others. 5 Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

Professionalism and Ethics


1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems.
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 4 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
and directions.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems 5 Develops and adopts service improvement programs through simplified procedures that will further
and help others improve their effectiveness. enhance service delivery.

Result Focus Innovation


1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
3 Delivers error-free outputs most of the time by conforming to standard operating procedures productivity to create higher value and results.
correctly and consistently. Able to produce very satisfactoy quality of work in terms of 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
usefulness/acceptability and completeness with no supervision required.

4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
or more precise ways of meeting goals set. 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
5 Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at alower cost, more efficiently; or improving quality,
costumer satisfaction, morale, without setting any specific goal.

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate

OVERALL
COMPETENCY
RATINGS

//SGOD-gpm©2018
PETENCIES

3.33
3.33
PART IV: DEVELOPMENT PLANS

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEED


(Recommended Developmetal Intervention)

A. Functional Competencies

B. Core Behavioral Competencies


Feedback:

Ratee Rater Approving Authority

//SGOD-gpm©2018
EVELOPMENT PLANS

RESOURCES NEEDED
MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks

Quality

Efficiency

Timeliness

*Please see attached list of MOV

Ratee Ratee Approving Authority


MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks

//SGOD-gpm©2018
PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN


//SGOD-gpm©2018
MONITORING AND COACHING FORM

SIGNATURE
(Rater/Ratee)
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III

RATING SHEET

OBSERVER: DATE:

TEACHER OBSERVED:

SUBJECT & GRADE LEVEL TAUGHT:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 3 4 5 6 7 NO
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
Manages classroom structure to engage learners, individually or in groups,
4. 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 environment

6. Uses differentiated, developmentally appropriate learning experiences to


addresslearners' gender, needs, strengths, interests and experiences

Plans, manages and implements developmentally sequenced teaching and


7. 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 and summative


assessment strategies consistent with curriculum requirements
OTHER COMMENTS:

Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III

RATING SHEET

OBSERVER: DATE:

TEACHER OBSERVED:

SUBJECT & GRADE LEVEL TAUGHT:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 3 4 5 6 7 NO

//SGOD-gpm©2018
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.


2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.

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

6. Uses differentiated, developmentally appropriate learning experiences to


addresslearners' gender, needs, strengths, interests and experiences

Plans, manages and implements developmentally sequenced teaching and


7. 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 and summative


assessment strategies consistent with curriculum requirements
OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.


2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.

3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

Observer Observer Observer AGREED


THE TEACHER 1 2 3 RATING
Signature over Printed Name of the Teacher

//SGOD-gpm©2018
CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE:

TEACHER OBSERVED: TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:

OBSERVATION: 1 □ 2 □ 3 □ 4 □

GENERAL OBSERVATIONS:

Signature over Printed Name of the Observer


CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE:

TEACHER OBSERVED: TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:

OBSERVATION: 1 □ 2 □ 3 □ 4 □

GENERAL OBSERVATIONS:
//SGOD-gpm©2018
ANNOTATION

DESCRIPTION OF THE MOV


OBJECTIVES MEANS OF VERIFICATION PRESENTED
//SGOD-gpm©2018
ANNOTATION

ANNOTATIONS