1.3.7 Performance Indicators.

This part provides the exact quantification of objectives, which shall serve
as the assessment tool that gauges whether performance is positive or negative (D.O. No. 2 s. 2015). In
the RPMS Tools, the performance indicators provide descriptions of quality and quantity given five
performance levels: 5-Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. •
Outstanding te 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) 9 THE RPMS
TOOLS FOR TEACHERS The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O. No. 2, s. 2015.
Figure 1.8 shows the different categories of performance measures and their operational definition. •
Very subject areas as shown in MOV 1 with a rating of 5 Showed knowledge of content and its
integration within and across subject areas as shown in MOV 1 with a rating of 4 No acceptable evidence
was shown Efficiency Submitted at least 4 lessons using MOV 1 and supported by any 1 of the other
given MOV Submitted 3 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted
2 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted any 1 of the given
MOV No acceptable evidence was shown Timeliness Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters Submitted MOV were distributed across 2 quarters
Submitted MOV was completed in only 1 quarter No acceptable evidence was shown 2. Used a range of
teaching strategies that 1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement Quality Facilitated using different teaching Facilitated using different teaching Facilitated
using different teaching Facilitated using different teaching No acceptable THE RPMS MANUAL 10
CATEGORY DEFINITION Effectiveness/ Quality The extent to which actual performance compares with
targeted performance. The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right things done. Efficiency
The extent to which time or resources is used for the intended task or purpose. Measures whether
targets are accomplished with a minimum amount of quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right. Timeliness Measures whether the
deliverable was done on time based on the requirements of the rules and regulations, and/or
clients/stakeholders. Time-related performance indicators evaluate such things as project completion
deadlines, time management skills and other time-sensitive expectations. Figure 1.8. Performance
Measures (D.O. No. 2, s. 2015) The performance indicators need not have all three (3) categories. Some
performance may only be rated on quality and efficiency, some on quality and timeliness and others on
efficiency only. Figure 1.9 illustrates how the performance measures are embedded in the performance
indicators of the RPMS Tools. 11 THE RPMS TOOLS FOR TEACHERS Figure 1.9. Performance Indicators of
RPMS Tool for Master Teacher I-IV with QET RTOT Version, April 2018 1 Objectives Means of Verification
(MOV) Performance Indicators QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory
(2) Poor (1) 1. Modeled effective applications of content knowledge within and across curriculum
teaching areas. 1. Classroom observation tool (COT) rating sheet and/or interobserver agreement form
about effective applications of content knowledge within and across curriculum teaching areas 2. Lesson
plans/modified DLLs used in demonstration teaching highlighting integration of content knowledge
within and across subject areas 3. Instructional materials developed highlighting effective application of
content knowledge within and across subject areas 4. Performance tasks/test material(s) used in
demonstration teaching highlighting integration of content knowledge within and across subject areas 5.
Results of assessment used in demonstration teaching highlighting mastery of lessons learned 6. Others
(Please specify and provide annotations) Quality Modeled effective applications of content knowledge
within and across curriculum teaching areas as shown in MOV 1 with a rating of 8 Modeled effective
applications of content knowledge within and across curriculum teaching areas as shown in MOV 1 with
a rating of 7 Modeled effective applications of content knowledge within and across curriculum teaching
areas as shown in MOV 1 with a rating of 6 Modeled effective applications of content knowledge within
and across curriculum teaching areas as shown in MOV 1 with a rating of 5 No acceptable evidence was
shown Efficiency Submitted at least 4 lessons as evidenced by MOV 1 and supported by any 1 of the
other MOV given Submitted 3 lessons as evidenced by MOV 1 from colleagues and supported by any 1
of the other MOV given Submitted 2 lessons as evidenced by MOV 1 from colleagues and supported by
any 1 of the other MOV given Submitted 1 lesson as evidenced by MOV 1 from colleagues and
supported by any 1 of the other MOV given No acceptable evidence was shown Timeliness Submitted
MOV were distributed across 4 quarters Submitted MOV were distributed across 3 quarters Submitted
MOV were distributed across 2 quarters Submitted MOV was completed in only 1 quarter No acceptable
evidence was shown Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. •
Outstanding te 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) 9 THE RPMS
TOOLS FOR TEACHERS The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O. No. 2, s. 2015.
Figure 1.8 shows the different categories of performance measures and their operational definition. •
Very subject areas as shown in MOV 1 with a rating of 5 Showed knowledge of content and its
integration within and across subject areas as shown in MOV 1 with a rating of 4 No acceptable evidence
was shown Efficiency Submitted at least 4 lessons using MOV 1 and supported by any 1 of the other
given MOV Submitted 3 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted
2 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted any 1 of the given
MOV No acceptable evidence was shown Timeliness Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters Submitted MOV were distributed across 2 quarters
Submitted MOV was completed in only 1 quarter No acceptable evidence was shown 2. Used a range of
teaching strategies that 1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement Quality Facilitated using different teaching Facilitated using different teaching Facilitated
using different teaching Facilitated using different teaching No acceptable THE RPMS MANUAL 10
CATEGORY DEFINITION Effectiveness/ Quality The extent to which actual performance compares with
targeted performance. The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right Outstanding, 4-Very
Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. • Outstanding te 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) 9 THE RPMS TOOLS FOR TEACHERS The performance
indicators of the RPMS Tools for Teachers operationalize the performance measures, namely quality,
efficiency and timeliness required by the D.O. No. 2, s. 2015. Figure 1.8 shows the different categories of
performance measures and their operational definition. • Very subject areas as shown in MOV 1 with a
rating of 5 Showed knowledge of content and its integration within and across subject areas as shown in
MOV 1 with a rating of 4 No acceptable evidence was shown Efficiency Submitted at least 4 lessons
using MOV 1 and supported by any 1 of the other given MOV Submitted 3 lessons using MOV 1 and
supported by any 1 of the other given MOV Submitted 2 lessons using MOV 1 and supported by any 1 of
the other given MOV Submitted any 1 of the given MOV No acceptable evidence was shown Timeliness
Submitted MOV were distributed across 4 quarters Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters Submitted MOV was completed in only 1 quarter No
acceptable evidence was shown 2. Used a range of teaching strategies that 1. Classroom observation
tool (COT) rating sheet and/or inter-observer agreement Quality Facilitated using different teaching
Facilitated using different teaching Facilitated using different teaching Facilitated using different
teaching No acceptable THE RPMS MANUAL 10 CATEGORY DEFINITION Effectiveness/ Quality The extent
to which actual performance compares with targeted performance. The degree to which objectives are
achieved and the extent to which targeted problems are solved. In management, effectiveness relates to
getting the right Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. •
Outstanding te 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) 9 THE RPMS
TOOLS FOR TEACHERS The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O. No. 2, s. 2015.
Figure 1.8 shows the different categories of performance measures and their operational definition. •
Very subject areas as shown in MOV 1 with a rating of 5 Showed knowledge of content and its
integration within and across subject areas as shown in MOV 1 with a rating of 4 No acceptable evidence
was shown Efficiency Submitted at least 4 lessons using MOV 1 and supported by any 1 of the other
given MOV Submitted 3 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted
2 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted any 1 of the given
MOV No acceptable evidence was shown Timeliness Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters Submitted MOV were distributed across 2 quarters
Submitted MOV was completed in only 1 quarter No acceptable evidence was shown 2. Used a range of
teaching strategies that 1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement Quality Facilitated using different teaching Facilitated using different teaching Facilitated
using different teaching Facilitated using different teaching No acceptable THE RPMS MANUAL 10
CATEGORY DEFINITION Effectiveness/ Quality The extent to which actual performance compares with
targeted performance. The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right Outstanding, 4-Very
Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. • Outstanding te 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) 9 THE RPMS TOOLS FOR TEACHERS The performance
indicators of the RPMS Tools for Teachers operationalize the performance measures, namely quality,
efficiency and timeliness required by the D.O. No. 2, s. 2015. Figure 1.8 shows the different categories of
performance measures and their operational definition. • Very subject areas as shown in MOV 1 with a
rating of 5 Showed knowledge of content and its integration within and across subject areas as shown in
MOV 1 with a rating of 4 No acceptable evidence was shown Efficiency Submitted at least 4 lessons
using MOV 1 and supported by any 1 of the other given MOV Submitted 3 lessons using MOV 1 and
supported by any 1 of the other given MOV Submitted 2 lessons using MOV 1 and supported by any 1 of
the other given MOV Submitted any 1 of the given MOV No acceptable evidence was shown Timeliness
Submitted MOV were distributed across 4 quarters Submitted MOV were distributed across 3 quarters
Submitted MOV were distributed across 2 quarters Submitted MOV was completed in only 1 quarter No
acceptable evidence was shown 2. Used a range of teaching strategies that 1. Classroom observation
tool (COT) rating sheet and/or inter-observer agreement Quality Facilitated using different teaching
Facilitated using different teaching Facilitated using different teaching Facilitated using different
teaching No acceptable THE RPMS MANUAL 10 CATEGORY DEFINITION Effectiveness/ Quality The extent
to which actual performance compares with targeted performance. The degree to which objectives are
achieved and the extent to which targeted problems are solved. In management, effectiveness relates to
getting the right Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory, and 1-Poor. •
Outstanding te 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) 9 THE RPMS
TOOLS FOR TEACHERS The performance indicators of the RPMS Tools for Teachers operationalize the
performance measures, namely quality, efficiency and timeliness required by the D.O. No. 2, s. 2015.
Figure 1.8 shows the different categories of performance measures and their operational definition. •
Very subject areas as shown in MOV 1 with a rating of 5 Showed knowledge of content and its
integration within and across subject areas as shown in MOV 1 with a rating of 4 No acceptable evidence
was shown Efficiency Submitted at least 4 lessons using MOV 1 and supported by any 1 of the other
given MOV Submitted 3 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted
2 lessons using MOV 1 and supported by any 1 of the other given MOV Submitted any 1 of the given
MOV No acceptable evidence was shown Timeliness Submitted MOV were distributed across 4 quarters
Submitted MOV were distributed across 3 quarters Submitted MOV were distributed across 2 quarters
Submitted MOV was completed in only 1 quarter No acceptable evidence was shown 2. Used a range of
teaching strategies that 1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement Quality Facilitated using different teaching Facilitated using different teaching Facilitated
using different teaching Facilitated using different teaching No acceptable THE RPMS MANUAL 10
CATEGORY DEFINITION Effectiveness/ Quality The extent to which actual performance compares with
targeted performance. The degree to which objectives are achieved and the extent to which targeted
problems are solved. In management, effectiveness relates to getting the right