RPMS Tool For Teacher I-III (Proficient Teachers) : Position and Competency Profile

Appendix B
RPMS Tool for

Teacher I-III
(Proficient
Teachers) PCP No. Revision Code: 00
POSITION AND COMPETENCY PROFILE
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
Experien None required
ce
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experien
ce
Eligibility PBET/LET Passer
Trainings In-service training
132
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 and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels 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
133
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Applied knowledge of content within 1. Classroom observation tool (COT) rating sheet
and across curriculum teaching areas. and/or inter-observer agreement form about
knowledge of content within and across curriculum
teaching areas
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 material(s) highlighting
integration of content knowledge within and across
subject areas
5. Others (Please specify and provide annotations)
2. Used a range of teaching strategies 1. Classroom observation tool (COT) rating sheet
Content Knowledge and that enhance learner achievement in and/or inter-observer agreement form about
Pedagogy literacy and numeracy skills. teaching strategies that enhance learner
achievement in literacy and numeracy 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
3. Applied a range of teaching 1. Classroom observation tool (COT) rating sheet
strategies to develop critical and and/or inter-observer agreement form about
teaching strategies to develop critical and creative
134
creative thinking, as well as other thinking, as well as other higher-order thinking
higher-order thinking skills. skills
2. Lesson plans/modified DLLs used in teaching
highlighting different teaching 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
demonstration teaching
5. Results of assessment used in teaching
4. Managed classroom structure to 1. Classroom observation tool (COT) rating sheet
engage learners, individually or in and/or inter-observer agreement form about
groups, in meaningful exploration, managing classroom structure that engages
discovery and hands-on activities within learners in various activities
a range of physical learning 2. Lesson plans/modified DLLs highlighting various
environments. classroom management strategies that engage
learners in activities/tasks in different physical
learning environments
Learning Environment and 3. Others (Please specify and provide annotations)
Diversity of Learners 5. Managed learner behavior Classroom observation tool (COT) rating sheet and/or
constructively by applying positive and inter-observer agreement form about teacher
non-violent discipline to ensure management of learner behavior using the following
learning-focused environments. strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
135
7. Encouraging learners to ask questions
6. Used differentiated, developmentally 1. Classroom observation tool (COT) rating sheet
appropriate learning experiences to and/or inter-observer agreement form about using
address learners’ gender, needs, differentiated, developmentally appropriate
strengths, interests and experiences. learning 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
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests and
experiences
7. Planned, managed and implemented 1. Classroom observation tool (COT) rating sheet
developmentally sequenced teaching and/or inter-observer agreement form about using
and learning processes to meet developmentally sequenced teaching and learning
curriculum requirements and varied process
Curriculum and Planning teaching contexts. 2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that meet
curriculum goals and varied teaching contexts
3. Instructional materials used to implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts
136
1. Personal notes of teachers on
8. Participated in collegial discussions
that use teacher and learner feedback LACs/FGDs/meetings with proof of attendance
to enrich teaching practice. 2. Minutes of LAC/FGD sessions on use of teacher
and learner feedback to enrich teaching practice
with proof of attendance
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet
used appropriate teaching and learning and/or inter-observer agreement form about using
resources, including ICT, to address appropriate teaching and learning resources,
learning goals. including ICT
Examples:
 Activity sheets/task sheets/work sheets
 PowerPoint presentations
 Video clips
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
Assessment and Reporting 10. Designed, selected, organized and 1. Classroom observation tool (COT) rating sheet
used diagnostic, formative and and/or inter-observer agreement form about using
summative assessment strategies diagnostic, formative and summative assessment
consistent with curriculum strategies
requirements. 2. Prepared lesson plans/modified DLLs highlighting
appropriate use of formative assessment
strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
137
4. Developed summative tests: (a) with TOS
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
accomplished rubrics
11. Monitored and evaluated learner 1. Compilation of a learner’s written work with
progress and achievement using summary of results and with signature of parents
learner attainment data. 2. Formative/summative assessment tools 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
12. Communicated promptly and 1. At least 3 samples of corrected test papers of the
clearly the learners’ needs, progress same 3 learners in the same learning area with
and achievement to key stakeholders, parents’ or guardians’ signature and date of receipt
including parents/guardians. 2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s 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
138
13. Performed various related 1. Certificate of Recognition or Participation
works/activities that contribute to the 2. Certificate of Training
teaching-learning process. 3. Certificate of Speakership
4. Committee involvement
Plus Factor 5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
139
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied knowledge 1. Classroom observation tool Quality Showed Showed Showed Showed No
of content within and (COT) rating sheet and/or inter- knowledge of knowledge of knowledge of knowledge of acceptable
across curriculum observer agreement form about content and its content and its content and its content and its evidence
teaching areas. knowledge of content within and integration within integration integration integration within was shown
across curriculum teaching areas and across within and within and and across
2. Lesson plans/modified DLLs subject areas as across subject across subject subject areas as
developed highlighting integration shown in MOV 1 areas as shown areas as shown shown in MOV 1
of content knowledge within and with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
a rating of 6 rating of 5
140
across subject areas Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
3. Instructional materials least 4 lessons lessons using lessons using of the given acceptable
highlighting mastery of content using MOV 1 MOV 1 and MOV 1 and MOV evidence
and its integration in other subject and supported supported by supported by was shown
areas by any 1 of the any 1 of the any 1 of the
4. Performance tasks/test other given MOV other given other given
material(s) highlighting integration MOV MOV
of content knowledge within and Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
across subject areas were distributed MOV were were distributed was completed acceptable
5. Others (Please specify and across 4 distributed across 2 in only 1 quarter evidence
provide annotations) quarters across 3 quarters was shown
quarters
2. Used a range of 1. Classroom observation tool Quality Facilitated using Facilitated Facilitated using Facilitated using No
teaching strategies (COT) rating sheet and/or inter- different using different different different acceptable
that enhance learner observer agreement form about teaching teaching teaching teaching evidence
achievement in teaching strategies that enhance strategies that strategies that strategies that strategies that was shown
promote promote promote promote reading,
140
Performance
Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
literacy and learner achievement in reading, writing reading, writing reading, writing writing and/or
numeracy skills. literacy and numeracy skills and/or numeracy and/or and/or numeracy skills
2. Lesson plans/modified DLLs skills as shown numeracy skills numeracy skills as shown in
used in teaching highlighting in MOV 1 with a as shown in as shown in MOV 1 with a
learner-centered strategies that rating of 7 MOV 1 with a MOV 1 with a rating of 4
promote literacy and/or rating of 6 rating of 5
numeracy skills Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
3. Instructional materials least 4 learner- learner- learner- learner-centered acceptable
highlighting learner-centered centered centered centered lesson as evidence
strategies that promote lessons as lessons as lessons as evidently was shown
literacy and/or numeracy evidently shown evidently evidently shown in any of
skills in MOV 1 and shown in MOV shown in MOV the given MOV
4. Performance tasks/test supported by 1 and 1 and
material(s) used in any 1 of the supported by supported by
teaching other MOV any 1 of the any 1 of the
5. Results of assessment used given other MOV other MOV
in teaching given given
6. Others (Please specify Timeliness
and provide annotations)
3. Applied a range of 1. Classroom observation tool Quality Used different Used different Used different Used different No
teaching strategies (COT) rating sheet and/or teaching teaching teaching teaching acceptable
to develop critical inter- observer agreement strategies that strategies that strategies that strategies that evidence
and creative form about teaching strategies develop critical develop critical develop critical develop critical was shown
thinking, as well as to develop critical and creative and creative and creative and creative and creative
other higher- order thinking, as well as other thinking and/or thinking and/or thinking and/or thinking and/or
thinking skills. higher-order thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
2. Lesson plans/modified shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
DLLs used in teaching with a rating of 7 1 with a rating 1 with a rating with a rating of 4
highlighting of 6 of 5
different teaching strategies that
141
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
develop critical and creative Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
thinking and/or other HOTS least 4 lessons lessons as lessons as lesson as acceptable
3. Instructional materials as evidenced by evidenced by evidenced by evidenced by evidence
highlighting different teaching MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
strategies that develop critical supported by supported by supported by given MOV
and creative thinking and/or any 1 of the any 1 of the any 1 of the
other HOTS other given MOV other given other given
4. Performance tasks/test MOV MOV
material(s) used in
demonstration teaching Timeliness
5. Results of assessment used in
teaching
6. Others (Please specify and
provide annotations)
4. Managed 1. Classroom observation tool Quality Used classroom Used Used classroom Used classroom No
classroom structure (COT) rating sheet and/or inter- management classroom management management acceptable
to engage learners, observer agreement form about strategies that management strategies that strategies that evidence
individually or in managing classroom structure engage learners strategies that engage learners engage learners was shown
groups, in meaningful that engages learners in various in activities/tasks engage in in activities/tasks
exploration, discovery activities as shown in learners in activities/tasks as shown in
and hands-on 2. Lesson plans/modified DLLs MOV 1 with a activities/tasks as shown in MOV 1 with a
activities within a highlighting various classroom rating of 7 as shown in MOV 1 with a rating of 4
range of physical management strategies that MOV 1 with a rating of 5
learning engage learners in rating of 6
environments. activities/tasks in different Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
physical learning environments least 4 lessons lessons lessons lesson acceptable
3. Others (Please specify and supported by supported by supported by supported by evidence
provide annotations) MOV 1 and any MOV 1 and MOV 1 and any was shown
142
Performance
Indicators
Objectives Means of Verification (MOV) Very
Outstanding Satisfactory Unsatisfactory Poo
QE Satisfactor
(5) (3) (2) r
T y
(1)
(4
)
1 of the other any 1 of 1 of the other any of the
acceptable the other acceptable acceptable MOV
MOV acceptable MOV
MOV
Timeliness
5. Managed learner Classroom observation tool Quality Applied teacher Applied Applied teacher Applied teacher No
behavior (COT) rating sheet and/or inter- management teacher management management acceptable
constructively by observer agreement form about strategies of management strategies of strategies of evidence
applying positive teacher management of learner learner strategies of learner learner was shown
and non-violent behavior using the following behavior that learner behavior that behavior that
discipline to ensure strategies: promote behavior that promote promote
learning- focused 1. Providing motivation positive and promote positive and positive and
environments. 2. Praising the non-violent positive and non-violent non-violent
learners/Giving positive discipline as non-violent discipline as discipline as
feedback shown in MOV discipline as shown in MOV shown in MOV
3. Setting house rules/guidelines submitted with shown in submitted with a submitted with a
4. Ensuring learners’ a rating of 7 MOV rating of 5 rating of 4
active participation submitted with
5. Allowing learners to a rating of 6
express their Efficiency Submitted at Submitted at Submitted at Submitted any No
ideas/opinions least 4 of the least 4 of the least 4 of the 1 of the given acceptable
6. Giving equal opportunities given strategies given given strategies as evidence
to learners as observed in strategies as strategies as observed in was shown
7. Encouraging learners to at least 4 observed in 3 observed in 2 only 1 lesson
ask questions lessons lessons lessons
8. Others (Please specify
and provide annotations)
Timeliness
143
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Used 1. Classroom observation tool Quality Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or inter- differentiated differentiated differentiated differentiated acceptable
developmentally observer agreement form about teaching teaching teaching teaching evidence
appropriate learning using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address learner address learner address learner
address learners’ learning experiences diversity as diversity as diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
strengths, interests developed highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
and experiences. differentiation in content, product, of 6 of 5
process, learning environment or Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
others according to learners’ least 4 differentiated differentiated differentiated acceptable
gender, needs, strengths, differentiated teaching teaching teaching evidence
interests and experiences teaching strategies in at strategies in 2 strategy in only 1 shown
3. Instructional materials developed strategies in at least 2 lessons lessons as lesson as No
highlighting differentiation in least 2 lessons as evidenced evidenced by evidently shown acceptable
content, product, process, as evidenced by by MOV 1 and MOV 1 and in any 1 of the evidence
learning environment or others MOV 1 and supported by supported by acceptable MOV was shown
according to learners’ gender, supported by any 1 of the any 1 of the
needs, strengths, interests and any 1 of the other other
experiences other acceptable acceptable acceptable
4. Others (Please specify and MOV MOV MOV
provide annotations) Timeliness
7. Planned, managed 1. Classroom observation tool (COT) Quality Planned and Planned and Planned and Planned and No
and implemented rating sheet and/or inter- implemented implemented implemented implemented acceptable
developmentally observer agreement form about developmental- developmental- developmental- developmentally evidence
sequenced teaching using developmentally ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and
144
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
processes to meet sequenced teaching and learning learning process learning learning learning process
curriculum process as shown in process as process as as shown in
requirements and 2. Lesson plans/modified DLLs MOV 1 with a shown in MOV shown in MOV MOV 1 with a
varied teaching highlighting developmentally rating of 7 1 with a rating 1 with a rating rating of 4
contexts. sequenced instruction that meet of 6 of 5
curriculum goals and varied Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
teaching contexts least 4 developmental- developmental- developmentally acceptable
3. Instructional materials used to developmentally sequenced ly sequenced sequenced evidence
implement developmentally ly sequenced teaching and teaching and teaching and was shown
sequenced teaching and learning teaching and learning learning learning process
process to meet curriculum learning process process as process as as evidently
requirements and varied as evidently evidently evidently shown shown in any 1
teaching contexts. shown in MOV 1 shown in MOV in MOV 1 and of the given
4. Others (Please specify and and supported 1 and supported by MOV
provide annotations) by any 1 of the supported by any 1 of the
other given MOV any 1 of the other given
other given MOV
MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
collegial discussions LACs/FGDs/meetings with proof participated in participated in participated in participated in acceptable
that use teacher and of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to meetings to meetings to meeting to was shown
enrich teaching use of teacher and learner discuss discuss discuss discuss
practice. feedback to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice with proof of attendance feedback to feedback to feedback to feedback to
3. Others (Please specify and enrich enrich enrich enrich instruction
provide annotations) instruction as instruction as instruction as
145
Very
Objectives Means of Verification (MOV) Outstanding (5) Satisfactory (3) Unsatisfactory (2) Poor
QET Satisfactory
(1)
(4)
shown in the shown in the shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No acceptable

least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence was
LACs/FGDs/ meetings as meetings as meeting as shown
meetings as evidently shown evidently shown in evidently shown
evidently shown in in any 1 of the any 1 of the given in any 1 of the
any 1 of the given MOV given MOV
given MOV MOV
Timeliness
9. Selected, developed, 1. Classroom observation tool (COT) Quality Developed and Developed and Developed and Developed and No acceptable
organized and used rating sheet and/or inter- observer used varied used varied used varied used varied evidence was
appropriate teaching agreement form about using teaching and teaching and teaching and teaching and shown
and learning resources, appropriate teaching and learning learning learning learning learning
including ICT, to resources, including ICT Examples: resources, resources, resources, resources,
address learning goals.  Activity sheets/task including ICT, to including ICT, to including ICT, to including ICT, to
sheets/work sheets address learning address learning address learning address learning
 PowerPoint presentations goals as shown in goals as shown goals as shown goals as shown in
 Video clips MOV 1 with a in MOV 1 with a in MOV 1 with a
 Module rating of 7 rating of 6 MOV 1 with a rating of 4
 SIMs-Strategic Intervention rating of 5
Materials Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any No acceptable
 Others 4 varied teaching varied teaching varied teaching teaching and evidence was
and learning and learning and learning learning resource, shown
resources, resources, resources, including ICT, as
including ICT, as including ICT, including ICT, evidently shown
as evidently as evidently
146
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Lesson plans/modified DLLs with evidently shown shown in MOV shown in MOV in any of the
appropriate instructional in MOV 1 and 1 and 1 and supported acceptable MOV
materials appended supported by supported by by any 1 of the
3. Others (Please specify and any 1 of the any 1 of the acceptable
provide annotations) acceptable MOV acceptable MOV
MOV
Timeliness
10. Designed, 1. Classroom observation tool Quality Designed, Designed, Designed, Designed, No
selected, organized (COT) rating sheet and/or inter- selected, selected, selected, selected, acceptable
and used diagnostic, observer agreement form about organized and organized and organized and organized and evidence
formative and using diagnostic, formative and used diagnostic, used used diagnostic, used diagnostic, was shown
summative summative assessment formative and diagnostic, formative and formative and
assessment strategies summative formative and summative summative
strategies consistent 2. Prepared lesson plans/modified assessment summative assessment assessment
with curriculum DLLs highlighting appropriate strategies assessment strategies strategies
requirements. use of formative assessment consistent with strategies consistent with consistent with
strategies curriculum consistent with curriculum curriculum
3. Developed diagnostic tests: (a) requirements as curriculum requirements as requirements as
with TOS reviewed by superior; shown in MOV 1 requirements shown in MOV shown in MOV 1
(b) with sample accomplished with a rating of 7 as shown in 1 with a rating with a rating of 4
questionnaire/answer sheets MOV 1 with a of 5
4. Developed summative tests: (a) rating of 6
with TOS reviewed by superior; Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
(b) with sample accomplished least 4 varied varied varied assessment tool acceptable
questionnaire/answer sheets assessment assessment assessment as evidently evidence
5. Developed performance tasks: tools as tools as tools as shown in any of was shown
(a) with rubrics reviewed by evidently shown evidently evidently shown the acceptable
shown in any 1 in any 1 of the MOV
147
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
superior; (b) with sample in any 1 of the of the acceptable
accomplished rubrics acceptable MOV acceptable MOV
6. Others (Please specify and MOV
Timeliness
11. Monitored and 1. Compilation of a learner’s written Quality Consistently Frequently Occasionally Rarely No
evaluated learner work with summary of results and monitored and monitored and monitored and monitored and acceptable
progress and with signature of parents evaluated evaluated evaluated evaluated evidence
achievement using 2. Formative/summative learner progress learner learner progress learner progress was shown
learner attainment assessment tools with TOS and and progress and and and
data. frequency of errors with identified achievement achievement achievement achievement
least mastered skills using learner using learner using learner using learner
3. Class records/grading sheets attainment data attainment data attainment data attainment data
4. Lesson plans/modified DLLs as shown in the as shown in the as shown in the as shown in the
showing index of mastery MOV submitted MOV submitted MOV submitted MOV submitted
provide annotations) Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable MOV acceptable
at least 4 of the 3 of the 2 of the evidence
acceptable MOV acceptable acceptable was shown
MOV MOV
Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No

were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
148
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Communicated 1. At least 3 samples of corrected Quality Consistently Frequently Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt showed prompt showed prompt prompt and clear acceptable
the learners’ needs, learners in the same learning and clear and clear and clear communication evidence
progress and area with parents’ or guardians’ communication communication communication of the learners’ was shown
achievement to key signature and date of receipt of the learners’ of the learners’ of the learners’ needs, progress
stakeholders, 2. Minutes of PTA meetings or needs, progress needs, needs, progress and
including Parent-Teacher conferences in and progress and and achievement to
parents/guardians. all quarters with proof of achievement to achievement to achievement to key
parents’/guardians’ attendance key key key stakeholders,
3. Report cards with parent’s or stakeholders, stakeholders, stakeholders, including
guardian’s signature in all including including including parents/
quarters supported by minutes of parents/ parents/ parents/ guardians as
meeting guardians as guardians as guardians as shown in the
4. Communication with parents/ shown in the shown in the shown in the MOV submitted
guardians using various MOV submitted MOV submitted MOV submitted
modalities Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
5. Anecdotal record showing entries combination of combination of combination of of the given acceptable
per quarter at least 4 of the 3 of the 2 of the MOV evidence
6. Other documents showing acceptable MOV acceptable acceptable was shown
learners’ needs, progress and MOV MOV
achievement submitted to other
stakeholders Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
149
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed 1. Certificate of Recognition or Quality Consistently Frequently Occasionally Rarely No
various related Participation performed performed performed performed acceptable
works/activities that 2. Certificate of Training various related various related various related various related evidence
contribute to the 3. Certificate of Speakership work/activities work/activities work/activities work/activities was shown
teaching-learning 4. Committee involvement that contribute to that contribute that contribute that contribute to
process. 5. Advisorship of Co-curricular the teaching to the teaching to the teaching the teaching
activities learning process learning learning learning process
6. Book or Journal Authorship/Co- as shown in the process as process as as shown in the
authorship/Contributorship MOV submitted shown in the shown in the MOV submitted
7. Coordinatorship/Chairpersonship MOV submitted MOV submitted
8. Coaching and mentoring learners Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
in competitions least 4 different different kinds different kinds of the acceptable
9. Mentoring pre-service/in-service kinds of of acceptable of acceptable acceptable MOV evidence
teachers acceptable MOV MOV MOV was shown
Timeliness
150
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
151
Appendix C
RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)
POSITION AND COMPETENCY PROFILE PCP No. Revision Code: 00
Department of Education
Position Title Master Teacher I-IV

Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Page/s
Position
Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education and 18 units for a Master’s degree in
Education or its equivalent (MT-I), Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 professional units in
Education and 24 units for a Master’s degree in Education or its equivalent (MT-II)
Experience
Eligibility RA 1080
Trainings
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
152
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across l earning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching
and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving
as trainers/facilitators in teacher quality circles/learning action cells
12. Does related work
153
Major Final Outputs Key Result Areas
Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Modeled effective applications of 1. Classroom observation tool (COT) rating sheet
content knowledge within and across and/or inter-observer agreement form about
curriculum teaching areas. 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
demonstration teaching highlighting integration of
content knowledge within and across subject areas
5. Results of assessment used in demonstration
Content Knowledge and
teaching highlighting mastery of lessons learned
Pedagogy 6. Others (Please specify and provide annotations)
2. Collaborated with colleagues in the 1. Copy of the research proposal focused on
conduct and application of research to enriching knowledge of content and pedagogy
enrich knowledge of content and 2. Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Certified completed collaborative research focused
on enriching knowledge of content and pedagogy
4. Proof of dissemination of research findings with
colleagues
5. Proof of utilization of research findings
3. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
teaching strategies to promote critical and/or inter-observer agreement form about using
154
and creative thinking, as well as other effective teaching strategies to promote critical and
higher-order thinking skills. creative teaching, as well as other higher-order
thinking skills
teaching highlighting different teaching 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
5. Results of assessment used in the demonstration
teaching
4. Worked with colleagues to model and 1. Classroom observation tool (COT) rating sheet
share effective techniques in the and/or inter-observer agreement form about
management of classroom structure to sharing effective techniques in the management of
engage learners, individually or in classroom structure
groups, in meaningful exploration, 2. Lesson plans/modified DLLs used in demonstration
teaching highlighting effective classroom
discovery and hands-on activities within
management strategies that engage learners in
a range of physical learning
activities/tasks in different physical learning
Learning Environment and environments. environments
Diversity of Learners 3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
5. Exhibited effective and constructive Classroom observation tool (COT) rating sheet and/or
behavior management skills by applying inter-observer agreement form about effective teacher
management of learner behavior using the following
strategies:
155
positive and non-violent discipline to 1. Providing motivation
ensure learning-focused environments. 2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
6. Worked with colleagues to share 1. Minutes of LAC session/s, highlighting one’s
differentiated, developmentally sharing of strategies on differentiated and
appropriate opportunities to address developmentally appropriate opportunities to
learners’ differences in gender, needs, address learners’ differences
strengths, interests and experiences. 2. Lesson plans/modified DLLs highlighting strategies
on differentiated and developmentally-appropriate
opportunities to address learners’ differences
3. Corresponding instructional materials showing
differentiated and developmentally-appropriate
opportunities to address learners’ differences
4. Others (e.g. testimonial, write-up from colleagues
of the lessons/insights gained from the Master
Teacher's sharing)
7. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
strategies in the planning and and/or inter-observer agreement form about using
management of developmentally effective strategies in implementing
sequenced teaching and learning developmentally sequenced teaching and learning
processes to meet curriculum process
Curriculum and Planning
requirements and varied teaching 2. Results of learners’ assessment during the actual
teaching
contexts.
teaching highlighting developmentally sequenced
teaching-learning process
156
4. Instructional materials showing effective strategies
in developmentally sequenced teaching and
learning process
8. Reviewed with colleagues, teacher 1. Implemented LAC/FGD Plan
and learner feedback to plan, facilitate 2. Minutes of LAC/FGD sessions on use of teacher
and enrich teaching practice. and learner feedback to enrich teaching practice
with proof of attendance
9. Advised and guided colleagues in the 1. Teaching and learning resources developed by
selection, organization, development colleagues and critiqued on their alignment to
and use of appropriate teaching and learning goals
learning resources, including ICT, to 2. Lesson plans by colleagues critiqued in terms of
address specific learning goals. the alignment of the teaching and learning
resources to the indicated learning goals and
appropriateness to the target learners
10. Worked collaboratively with 1. Any proof of collaborative review if the test is
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use of a formative and summative)
range of effective diagnostic, formative 2. Any proof of collaborative review of the alignment
and summative assessment strategies of the test with the curriculum
consistent with curriculum requirements. 2.1. formative test attached to a lesson plan
Assessment and Reporting 2.2. summative assessment with TOS
2.3. diagnostic test with its TOS
11. Interpreted collaboratively monitoring 1. Collaborative interpretation of the index of mastery
and evaluation strategies of attainment obtained from 1 class
data to support learner progress and 2. Collaborative interpretation of item analysis of
achievement. quarterly examinations
157
3. Collaborative interpretation of results of
performance assessment
12. Applied skills in the effective 1. Sample agreement for learners at risk signed by
communication of learner needs, parents and corresponding evidence of
progress and achievement to key improvement
stakeholders, including 2. Record of dialogue and/or parent-teacher
parents/guardians. conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and signed by
the learners and/or parents with corresponding
evidence of improvement
4. Sample of learners' test results signed by parents
and corresponding evidence of improvement
5. Sample of accomplished rubrics given for
performance task and corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with
corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. e-mail,
SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
13. Performed various related 1. Served as reliever of classes in the absence of
Plus Factor
works/activities that contribute to the teachers
teaching-learning process. 2. Served as OIC in the absence of the principal
158
3. Represented the principal in meetings and
conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in the
evaluation of credentials when hiring or promoting
teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
8. Certificate of Speakership
10. Advisorship of Co-curricular activities
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers
159
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modeled effective 1. Classroom observation tool (COT) Quality Modeled Modeled Modeled Modeled No
applications of content rating sheet and/or inter-observer effective effective effective effective acceptable
knowledge within and agreement form about effective applications of applications of applications of applications of evidence
across curriculum applications of content knowledge content content content content was shown
teaching areas. within and across curriculum knowledge knowledge knowledge knowledge
teaching areas within and within and within and within and
2. Lesson plans/modified DLLs used in across across across across
demonstration teaching highlighting curriculum curriculum curriculum curriculum
integration of content knowledge teaching areas teaching areas teaching areas teaching areas
within and across subject areas as shown in as shown in as shown in as shown in
3. Instructional materials developed MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
highlighting effective application of rating of 8 rating of 7 rating of 6 rating of 5
content knowledge within and across Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
subject areas least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test material(s) as evidenced by evidenced by evidenced by evidenced by evidence
used in demonstration teaching MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
highlighting integration of content supported by colleagues and colleagues and colleagues and
knowledge within and across subject any 1 of the supported by supported by supported by
areas other MOV any 1 of the any 1 of the any 1 of the
5. Results of assessment used in given other MOV other MOV other MOV
demonstration teaching highlighting given given given
mastery of lessons learned Timeliness Submitted MOV Submitted Submitted Submitted MOV No
6. Others (Please specify and provide were distributed MOV were MOV were was completed acceptable
annotations) across 4 distributed distributed in only 1 evidence
quarters quarter was shown
160
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
across 3 across 2
quarters quarters
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Conducted and Conducted Proposed No
colleagues in the focused on enriching knowledge of completed and completed action action research acceptable
conduct and application content and pedagogy disseminated action research research with with colleagues evidence
of research to enrich 2. Proof of participation and/or action research with colleagues colleagues was shown
knowledge of content contribution to a collaborative with colleagues
and pedagogy. research (e.g. e-mail, actual output Efficiency Submitted at Submitted any Submitted any Submitted any No
submitted, terms of reference, etc.) least 4 of the 3 of the 2 MOV 1 MOV acceptable
3. Certified completed collaborative given MOV acceptable evidence
research focused on enriching MOV was shown
knowledge of content and pedagogy Timeliness Presented the Completed the Conducted the Proposed the No
4. Proof of dissemination of research research report research report research report research report acceptable
findings with colleagues within the rating within the within the within the rating evidence
5. Proof of utilization of research period rating period rating period period was shown
findings
6. Others (Please specify and provide
annotations)
3. Developed and 1. Classroom observation tool (COT) Quality Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective rating sheet and/or inter-observer effective effective effective effective acceptable
teaching strategies to agreement form about using teaching teaching teaching teaching evidence
promote critical and effective teaching strategies to strategies to strategies to strategies to strategies to was shown
creative thinking, as well promote critical and creative promote critical promote critical promote critical promote critical
as other higher-order teaching, as well as other higher- and creative and creative and creative and creative
thinking skills. order thinking skills thinking, as well thinking, as thinking, as thinking, as well
2. Lesson plans/modified DLLs used in as other higher- well as other well as other as other higher-
demonstration teaching highlighting order thinking higher-order higher-order order thinking
different teaching strategies that skills as shown thinking skills thinking skills skills as shown
as shown in as shown in
161
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
develop critical and creative thinking in MOV 1 with a MOV 1 with a MOV 1 with a in MOV 1 with a
and/or other HOTS rating of 8 rating of 7 rating of 6 rating of 5
3. Instructional materials highlighting
different teaching strategies that
develop critical and creative thinking
and/or other HOTS
4. Performance tasks/test material(s)
used in demonstration teaching
5. Results of assessment used in the
demonstration teaching Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
6. Others (Please specify and provide more lessons as lessons as lessons as lesson as acceptable
annotations) evidently shown evidently evidently evidently shown evidence
in MOV 1 and shown in MOV shown in MOV in MOV 1 and was shown
supported by 1 and 1 and supported by
any 1 of the supported by supported by any of the other
other MOV any 1 of the any 1 of the MOV given
given other MOV other MOV
given given
Timeliness
4. Worked with 1. Classroom observation tool (COT) Quality Modeled and Modeled and Modeled and Modeled and No
colleagues to model and rating sheet and/or inter-observer shared effective shared shared shared effective acceptable
share effective agreement form about sharing classroom effective effective classroom evidence
techniques in the effective techniques in the management classroom classroom management was shown
management of management of classroom structure strategies that management management strategies that
classroom structure to 2. Lesson plans/modified DLLs used in engage learners strategies that strategies that engage
engage learners, demonstration teaching highlighting in activities/ engage engage learners in
individually or in groups, effective classroom management tasks done in learners in learners in activities/ tasks
in meaningful strategies that engage learners in different activities/ tasks activities/ tasks done in
exploration, discovery physical done in done in different
162
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
and hands-on activities activities/tasks in different physical learning different different physical
within a range of learning environments environments physical physical learning
physical learning 3. Minutes of LAC highlighting the as shown in learning learning environments
environments. sharing on effective classroom MOV 1 with a environments environments as shown in
management techniques rating of 8 as shown in as shown in MOV 1 with a
4. Instructional materials used in MOV 1 with a MOV 1 with a rating of 5
demonstration teaching rating of 7 rating of 6
5. Others (Please specify and provide Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
annotations) least 4 lessons lessons lessons 1 of the acceptable
supported by supported by supported by acceptable evidence
MOV 1 and any MOV 1 and MOV 1 and MOV was shown
1 of the other any 1 of the any 1 of the
acceptable other other
MOV acceptable acceptable
MOV MOV
Timeliness
5. Exhibited effective Classroom observation tool (COT) rating Quality Exhibited Exhibited Exhibited Exhibited No
and constructive sheet and/or inter-observer agreement effective and effective and effective and effective and acceptable
behavior management form about effective teacher constructive constructive constructive constructive evidence
skills by applying management of learner behavior using behavior behavior behavior behavior shown
positive and non-violent the following strategies: management management management management
discipline to ensure 1. Providing motivation skills by skills by skills by skills by
learning-focused 2. Praising the learners/Giving positive applying applying applying applying
environments. feedback positive and positive and positive and positive and
3. Setting house rules/guidelines non-violent non-violent non-violent non-violent
4. Ensuring learners’ active discipline to discipline to discipline to discipline to
participation ensure learning- ensure ensure ensure
5. Allowing learners to express their focused learning- learning- learning-
ideas/opinions environments focused focused focused
163
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Giving equal opportunities to shown in MOV 1 environments environments environments
learners with a rating of shown in MOV shown in MOV shown in MOV
7. Encouraging learners to ask 8 1 with a rating 1 with a rating 1 with a rating
questions of 7 of 6 of 5
annotations)
Efficiency Applied at least Applied at least Applied at Applied any of No

7 of the given 7 of the given least 7 of the the given acceptable
strategies as strategies as given strategies as evidence
observed in at observed in 3 strategies as observed in shown
least 4 lessons lessons observed in 2 only 1 lesson
lessons
Timeliness
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Worked with Worked with Worked with No
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues but acceptable
differentiated, strategies on differentiated and least in the the school the no evidence of evidence
developmentally developmentally-appropriate district/cluster level to share department or sharing with shown
appropriate opportunities to address learners’ level to share lesson grade level to others
opportunities to address differences lesson share lesson
learners’ differences in 2. Lesson plans/modified DLLs
gender, needs, highlighting strategies on Efficiency Submitted at Submitted at Submitted at Submitted at No
strengths, interests and differentiated and developmentally- least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
experiences. appropriate opportunities to address as evidently as evidently as evidently as evidenced evidence
learners’ differences shown in MOV 1 shown in MOV shown in MOV by either MOV shown
3. Corresponding instructional and supported 1 and 1 and 2 or 3 but no
materials showing differentiated and by any supported by supported by evidence of
developmentally appropriate acceptable any any sharing with
MOV others
164
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
opportunities to address learners’ acceptable acceptable
differences MOV MOV
4. Others (e.g. testimonial, write-up
from colleagues of the
lessons/insights gained from the
Master Teacher's sharing) Timeliness
7. Developed and 1. Classroom observation tool (COT) Quality Developed and Developed and Developed and Developed and No
applied effective rating sheet and/or inter-observer applied effective applied applied applied acceptable
strategies in the agreement form about using effective strategies effective effective effective evidence
planning and strategies in implementing showing strategies strategies strategies was shown
management of developmentally sequenced teaching developmentally showing showing showing
developmentally and learning process - sequenced developmentall developmentall developmentall
sequenced teaching and 2. Results of learners’ assessment teaching and y- sequenced y- sequenced y- sequenced
learning processes to during the actual teaching learning teaching and teaching and teaching and
meet curriculum 3. Lesson plans/modified DLLs used in process as learning learning learning
requirements and varied demonstration teaching highlighting shown in MOV 1 process as process as process as
teaching contexts. developmentally sequenced with a rating of shown in MOV shown in MOV shown in MOV
teaching-learning process 8 1 with a rating 1 with a rating 1 with a rating
4. Instructional materials showing of 7 of 6 of 5
effective strategies in Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
developmentally sequenced teaching least 4 lessons lessons as lesson as lesson as acceptable
and learning process as evidenced by evidenced by evidenced by evidenced by evidence
5. Performance tasks/test material(s) MOV 1 and 2 MOV 1 and 2 shown in MOV any 1 of the was shown
used in demonstration teaching and supported and supported 1 and/or 2 and acceptable
6. Others (Please specify and provide by any 1 of the by any 1 of the supported by MOV
annotations) other other any 1 of the
acceptable acceptable other
MOV MOV
165
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
acceptable
MOV
Timeliness
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Consistently led Frequently led Occasionally Rarely led No
colleagues, teacher and 2. Minutes of LAC/FGD sessions on collaborative collaborative led collaborative acceptable
learner feedback to plan, use of teacher and learner feedback reviews of reviews of collaborative reviews of evidence
facilitate and enrich to enrich teaching practice with proof teacher and teacher and reviews of teacher and was shown
teaching practice. of attendance learner learner teacher and learner
3. Others (Please specify and provide feedback as feedback as learner feedback as
annotations) evidenced by evidenced by feedback as evidenced by
the MOV the MOV evidenced by the MOV
submitted submitted the MOV submitted
submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of reviews of reviews of review of evidence
teacher and teacher and teacher and teacher and was shown
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently evidently evidently evidently
shown in MOV shown in MOV shown in MOV shown in any of
1 and 1 and 1 and the acceptable
supported by supported by supported by MOV
any 1 of the any 1 of the any 1 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
166
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Advised and guided 1. Teaching and learning resources Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the developed by colleagues and advised advised advised colleagues in acceptable
selection, organization, critiqued on their alignment to colleagues in colleagues in colleagues in the selection, evidence
development and use of learning goals the selection, the selection, the selection, organization, was shown
appropriate teaching 2. Lesson plans by colleagues critiqued organization, organization, organization, development
and learning resources, in terms of the alignment of the development development development and appropriate
including ICT, to teaching and learning resources to and appropriate and and use of teaching
address specific learning the indicated learning goals and use of teaching appropriate use appropriate and learning
goals. appropriateness to the target and learning of teaching and use of teaching resources as
learners resources as learning and learning shown in the
3. Others (Please specify and provide shown in the resources as resources as MOV submitted
annotations) MOV submitted shown in the shown in the
MOV submitted MOV
submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 teaching teaching and teaching and teaching and acceptable
and learning learning learning learning evidence
resources as resources as resources as resource as was shown
evidenced by at evidenced by evidenced by evidenced by
least 1 of the at least 1 of the at least 1 of any of the
acceptable acceptable the acceptable acceptable
MOV MOV MOV MOV
Timeliness
10. Worked 1. Any proof of collaborative review if Quality Consistently Frequently Occasionally Rarely No
collaboratively with the test is designed based on its reviewed reviewed reviewed reviewed acceptable
colleagues to review the purpose (e.g. diagnostic, formative collaboratively collaboratively collaboratively collaboratively evidence
design, selection, and summative) assessment assessment assessment assessment was shown
organization and use of tools with tools with tools with tools with
a range of effective colleagues as colleagues as colleagues as colleagues as
167
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
diagnostic, formative 2. Any proof of collaborative review of shown in the shown in the shown in the shown in the
and summative the alignment of the test with the MOV submitted MOV submitted MOV MOV submitted
assessment strategies curriculum submitted
consistent with 2.1. formative test attached to a Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
curriculum requirements. lesson plan least 4 assessment assessment assessment acceptable
2.2. summative assessment with assessment tools as tools as tool as evidence
TOS tools as evidently evidently evidently shown was shown
2.3. diagnostic test with its TOS evidently shown shown in any of shown in any in any of the
3. Others (Please specify and provide in any of the the acceptable of the acceptable
annotations) acceptable MOV acceptable MOV
MOV MOV
Timeliness
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Frequently Occasionally Rarely No
collaboratively index of mastery obtained from 1 collaborated collaborated collaborated collaborated acceptable
monitoring and class with colleagues with colleagues with with colleagues evidence
evaluation strategies of 2. Collaborative interpretation of item in the in the colleagues in in the was shown
attainment data to analysis of quarterly examinations interpretation of interpretation of the interpretation of
support learner progress 3. Collaborative interpretation of results assessment assessment interpretation assessment
and achievement. of performance assessment data as shown data as shown of assessment data as shown
4. Others (Please specify and provide in the MOV in the MOV data as shown in the MOV
annotations) submitted submitted in the MOV submitted
submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No
least 2 different least 3 of the least 2 of the 1 of the MOV acceptable
types of MOV same kind of same kind of evidence
MOV MOV was shown
Timeliness
168
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills in the 1. Sample agreement for learners at Quality Consistently Frequently Occasionally Rarely applied No
effective communication risk signed by parents and applied skills in applied skills in applied skills in skills in the acceptable
of learner needs, corresponding evidence of the effective the effective the effective effective evidence
progress and improvement communication communication communication communication was shown
achievement to key 2. Record of dialogue and/or parent- of learner needs of learner of learner of learner
stakeholders, including teacher conferences and and progress to needs and needs and needs and
parents/guardians. corresponding evidence of parents/ progress to progress to progress to
improvement guardians as parents/ parents/ parents/
3. Anecdotal record communicated to shown in the guardians as guardians as guardians as
and signed by the learners and/or MOV submitted shown in the shown in the shown in the
parents with corresponding evidence MOV submitted MOV MOV submitted
of improvement submitted
4. Sample of learners’ test results
signed by parents and
169
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
corresponding evidence of Efficiency Submitted at Submitted any Submitted any Submitted any No
improvement least 3 of the 3 MOV 2 MOV 1 MOV acceptable
5. Sample of accomplished rubrics acceptable evidence
given for performance task and MOV was shown
corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-
teacher conference
7. Signed report cards of students at
risk with corresponding evidence of
improvement
8. Correspondence
notebook/letters/proof of
communication using other
modalities (e.g. e-mail, SMS, etc.)
and corresponding evidence of
improvement Timeliness
9. Learners’ performance record
annotations)
13. Performed various 1. Served as reliever of classes in the Quality Consistently Frequently Occasionally Rarely No
related works/activities absence of teachers performed performed performed performed acceptable
that contribute to the 2. Served as OIC in the absence of the special tasks special tasks special tasks special tasks evidence
teaching-learning principal and/or and/or and/or and/or was shown
process. 3. Represented the principal in assignments as assignments as assignments assignments as
meetings and conferences shown in the shown in the as shown in shown in the
4. Observed classes of Teachers I-III MOV submitted MOV submitted the MOV MOV submitted
submitted
170
Very
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Assisted the school selection Efficiency Submitted at Submitted only Submitted only Submitted any No
committee in the evaluation of least 4 different 3 different 2 different 1 of the acceptable
credentials when hiring or promoting kinds of kinds of kinds of acceptable evidence
teachers acceptable acceptable acceptable MOV was shown
6. Certificate of Recognition or MOV MOV MOV
Participation
7. Certificate of Training
8. Certificate of Speakership
10. Advisorship of Co-curricular
activities
12. Coordinatorship/chairmanship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service Timeliness
teachers
annotations)
171
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
172
Appendix D
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Performance Indicators Rating Score
Weight
Very Actual
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory
QET Satisfactory Poor (1) Results Q E T Ave
KRA (5) (3) (2)
(4)
Quality
Efficiency
Timeliness
OVERALL
RATING FOR
ACCOMPLISH-
MENTS
Rater Ratee Approving Authority

173
Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
Rater Ratee Approving Authority
174
PERFORMANCE MONITORING AND COACHING FORM
IMPACT ON JOB/ACTION SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)
175
PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RATEE RATER APPROVING

AUTHORITY
176
Appendix H
RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers)
The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles and
the expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related
to your professional work. It consists of 13 items that you will analyze
and rate according to your level of capability and level of priority for
development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher
standards.
PLEASE READ THE INSTRUCTIONS
This tool has two parts: Part I: Demographic Profile and Part II: Objectives.
For Part I: Demographic Profile, please shade the circle of the

demographic information applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
177
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the

Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
41-45 Kinder and Grade 1-6
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-10
Male attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status
Grade 1-6 and Grade 11-12
Full-time
Part-time Grade 1-6, Grade 7-10 and Grade
Casual
11-12
Contractual
Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II 9. Region
Master Teacher III Luzon
Master Teacher IV National Capital Region
5. Highest Degree Obtained Cordillera Administrative Region
Bachelor’s Degree I - Ilocos
Master’s Degree II - Cagayan Valley
Doctorate Degree III - Central Luzon
6. Area of Specialization IV-CALABARZON
English IV-MIMAROPA
Filipino V - Bicol
Mathematics Visayas
General Science VI - Western Visayas
Biology VII - Central Visayas
Chemistry VIII - Eastern Visayas
Physics Mindanao
Others (Specify) IX - Zamboanga Peninsula
X - Northern Mindanao
7. Grade Level Taught XI - Davao Region
Preschool
XII - SOCCSKSARGEN
Primary
XIII - Caraga
Intermediate
Autonomous Region in Muslim
Junior High School
Mindanao
Senior High School
178
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column
corresponding to howyou rate each objective according to the level of your capability in
performing each objective and the development priority you give to each objective.
In the box below, please provide any general comments you may have about the
objectives.
Level of Priority for

Capability Development
Very High
Very High
Moderate
Moderate
High
High
OBJECTIVES
Low
Low
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Applied knowledge of content within and across
curriculum teaching areas.
1.2 Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
1.3 Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.
2.3 Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences.
Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.
179
Very High
Very High
Moderate
Moderate
High
High
OBJECTIVES
Low
Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied
teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.
3.3 Selected, developed, organized and used
appropriate teaching and learning resources, including
ICT, to address learning goals.
4. Assessment and Reporting
4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
4.2 Monitored and evaluated learner progress and
achievement using learner attainment data.
4.3 Communicated promptly and clearly the learners’
needs, progress and achievement to key stakeholders,
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute
to the teaching-learning process.
180
Appendix I
RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR

MASTER TEACHER I-IV
(Highly Proficient Teachers)
The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles and
the expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related
to your professional work. It consists of 13 items that you will analyze
and rate according to your level of capability and level of priority for
development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher
standards.
PLEASE READ THE INSTRUCTIONS
This tool has two parts: Part I: Demographic Profile and Part II: Objectives.
For Part I: Demographic Profile, please shade the circle of the

demographic information applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
181
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.
1. Age 8. Curricular Classification of the

Under 25 School
25-30 Kindergarten
31-35 Grade 1-6
36-40 Grade 7-10
51-55 Grade 1-6 and Grade 7-10
Over 55 Kinder, Grade 1-6, Grade 7-10
2. Sex Kinder, Grade 1-6, Grade 7-10
Male attached to Tertiary
Female Grade 11-12
Kinder and Grade 11-12
3. Employment Status
Full-time
Part-time Grade 1-6, Grade 7-10 and Grade
Casual
11-12
Contractual
Kinder, Grade 1-6, Grade 7-10 and
4. Position Grade 11-12
Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and
Teacher I (more than 3 years) Grade 11-12 attached to Tertiary
Teacher II Kinder, Grade 7-10 and Grade 11-12
Teacher III Kinder, Grade 1-6 and Grade 11-12
Master Teacher I All
Master Teacher II 9. Region
Master Teacher III Luzon
Master Teacher IV National Capital Region
5. Highest Degree Obtained Cordillera Administrative Region
Bachelor’s Degree I - Ilocos
Master’s Degree II - Cagayan Valley
Doctorate Degree III - Central Luzon
6. Area of Specialization IV-CALABARZON
English IV-MIMAROPA
Filipino V - Bicol
Mathematics Visayas
General Science VI - Western Visayas
Biology VII - Central Visayas
Chemistry VIII - Eastern Visayas
Physics Mindanao
Others (Specify) IX - Zamboanga Peninsula
7. Grade Level Taught X - Northern Mindanao
Preschool XI - Davao Region
Primary XII - SOCCSKSARGEN
Intermediate XIII - Caraga
Junior High School Autonomous Region in Muslim
Senior High School Mindanao
182
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column
corresponding to howyou rate each objective according to the level of your capability in
performing each objective and the development priority you give to each objective.
In the box below, please provide any general comments you may have about the
objectives.

Very High
Very High
Moderate
Moderate
High
High
OBJECTIVES
Low
Low
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Modeled effective applications of content knowledge

within and across curriculum teaching areas.
1.2 Collaborated with colleagues in the conduct and

application of research to enrich knowledge of content
and pedagogy.
1.3 Developed and applied effective teaching strategies
to promote critical and creative thinking, as well as other
higher-order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Worked with colleagues to model and share effective
techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a
range of physical learning environments.
2.2 Exhibited effective and constructive behavior
management skills by applying positive and non-violent
discipline to ensure learning-focused environments.
2.3 Worked with colleagues to share differentiated,
developmentally appropriate opportunities to address
learners’ differences in gender, needs, strengths, interests
and experiences.
183
Very High
Very High
Moderate
Moderate
High
High
OBJECTIVES
Low
Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Developed and applied effective strategies in the
planning and management ofdevelopmentally sequenced
teaching and learning processes to meet curriculum
requirements and varied teaching contexts.
3.2 Reviewed with colleagues, teacher and learner
feedback to plan, facilitate, and enrich teaching practice.
3.3 Advised and guided colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to address
specific learning goals.
4. Assessment and Reporting
4.1 Worked collaboratively with colleagues to review the
design, selection, organization and use of a range of
effective diagnostic, formative and summative assessment
strategies consistent with curriculum requirements.
4.2 Interpreted collaboratively monitoring and evaluation
strategies of attainment data to support learner progress
and achievement.
4.3 Applied skills in the effective communication of learner
needs, progress and achievement to key stakeholders,
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute
to the teaching-learning process.
This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.
184
....
■
-,
-
"t,
C
G,J
0.
0.
RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME DESCRIPTION
The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

3 ORGANIZING
the indicator.
The teacher demonstrates a range of associated pedagogical aspects of the indicator

4 DEVELOPING
that sometimes align with the learners’ developmental needs.
The teacher demonstrates a range of associated pedagogical aspects of the indicator

5 APPLYING
that usually align with the learners’ developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.
186
INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas
3 4 5 6 7
The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher demonstrates The teacher applies high-level
minor content errors either in accurate knowledge of key accurate and in-depth accurate, in-depth and broad knowledge of content and
the presentation of the lesson concepts both in the presentation knowledge of most concepts knowledge of all concepts in pedagogy that creates a
or in responding to learners’ of the lesson and in responding to in the presentation of the the presentation of the lesson conducive learning
questions or comments. The learners’ questions or comments. lesson and in responding to and in responding to learners’ environment that enables an
lesson content displays learners’ questions in a questions in a manner that is in-depth and sophisticated
simple coherence. The lesson content displays manner that attempts to be responsive to learner‘s understanding of the teaching
coherence. responsive to student developmental needs and and learning process to meet
developmental learning promotes learning. individual or group learning
needs. needs within and across
The teacher attempts to make curriculum content areas.
connections across curriculum The teacher makes
content areas if appropriate. The teacher makes connections meaningful connections
across curriculum content areas across curriculum content
if appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays 1. The teacher applies
awareness of other ideas of concepts and makes no content comprehensive extensive knowledge of extensive knowledge of
the same discipline that are errors. understanding of the content. content beyond his/her
connected to the lesson but concepts and structure of area of specialization.
does not make solid 2. The content appears to be the disciplines. 2. The teacher cites intra-
connection. accurate and its focus shows and interdisciplinary 2. The teacher motivates
awareness of the ideas and 2. The teacher addresses content relationships. learners to investigate
structure of the discipline. content accurately and the content area to
makes connections across 3. The teacher addresses expand their knowledge
3. The teacher demonstrates disciplines. content accurately and its and satisfy their natural
factual knowledge of subject 3. focus is congruent with the curiosity.
matter and attempts to connect big ideas and/or structure of
content across disciplines. the discipline.
CLARIFICATIONS
KEY CONCEPTS SIMPLE COHERENCE ACCURATE KNOWLEDGE BROAD KNOWLEDGE
central ideas of the topic or lesson content is free from errors knowledge within and across
a basic logic in the sequence of the
curriculum content areas
lesson with one part linked to the
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE
next
different learning/subject areas foundational knowledge and finer details HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and within the curriculum content complex content knowledge within
MINOR CONTENT ERRORS
secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson
187
Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
INDICATOR 2
skills
3 4 5 6 7
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance relevant strategiesthat enhance connected teaching strategies
address learners’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or learners’ literacy and/or that promote individual and
needs. numeracy skills. numeracyskills. group learners’ critical literacy
numeracy needs.
and/or critical numeracy skills.
1. The teacher defines general 1. In some parts of the lesson, 1. The teacher routinely 1. The teacher employs
1. The teacher uses activities
terms in the lesson but fails the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
to define specific terms which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
needed to develop learners’ literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
full understanding of literacy
some critical parts of the skills as a significant part
and/or numeracy concepts. lesson where either or both of his/her instruction.
skills are necessary.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY include
teaching approaches which are mismatched in occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
addressing literacy and/or numeracy needs
and the relationship between letters and sounds. Other
FREQUENTLY
skills such as creating knowledge through writing as
CRITICAL LITERACY occurs often times in the duration of the lesson well as developing media and technology are part of
critically analyzing and evaluating the meaning
literacy skills.
of text as it relates to global issues to inform CONSISTENTLY
a critical stance, response and/or action occurs constantly in the duration of the lesson NUMERACY SKILLS
skills which consist of comprehending and applying
CRITICAL NUMERACY RELEVANT fundamental arithmetic operations like addition,
ability to effectively use mathematical concepts in teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
applying, analyzing, evaluating and creating ideas associated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
188
Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 3
higher-order thinking skills
3 4 5 6 7
The teacher provided The teacher uses questions and The teacher employs a range of The teacher challenges The teacher provides a broad
straightforward questions and activities that mostly require the targeted follow-up questions learners to justify their thinking range of questions and
activities which lead learners learners to interpret, explain, or and activities that encourage and successfully engages most activities, including those of
through a single path of inquiry. describe ideas learned. learners to explain, learners in the discussion using higher-order that challenge
demonstrate, and use ideas well-directed questions and learners to analyze their thinking
learned. activities. to promote deeper
understanding.
1. The teacher asks, “Who has 1. The teacher makes some 1. The teacher employs a 1. The teacher challenges 1. Learners compare
an idea about this?” The attempt to engage learners in range of strategies to learners cognitively to and contrast ideas.
usual same learners offer genuine discussion rather ensure that most learners advance high-level thinking
comments. than simple, factual, or rote- are given opportunities to and discourse. 2. Learners synthesize or
type discussion. give opinions to the lesson summarize information
2. Many questions require and to react to the opinions 2. Learners extend the within or across
rote-type responses. The teacher asks, “Can you of others. discussion by inviting disciplines.
please explain this idea?” comments from their
2. The teacher creates a classmates during the
genuine discussion among discussion and challenge
learners, providing adequate one another’s thinking.
time for them to respond; as
well as to step aside when 3. Learners, themselves,
doing so is appropriate. ensure that all voices are
heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts
189
INDICATOR 4
3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
engages most learners in
discovery or hands-on learning discovery and hands-on learning meaningful exploration, individually or in groups, in
meaningful exploration,
activities within a range of activities within a range of discovery and hands-on meaningful exploration,
discovery and hands-on
physical learning environments. physical learning environments. learning activities within a discovery and hands-on
learning activities within a range
range of physical learning learning activities within a
of physical learning
environments. range of physical learning
environments.
environments.
1. Only some learners work 1. The classroom layout is simple 1. The classroom layout and 1. The teacher keeps the 1. The teacher utilizes
productively within the allotted and somewhat suitable for available resources are learning environment free proactive classroom
time, physical space and different learning activities. generally suitable for different from congestion and structure management
resources. learning activities. facilitates activities practices to support flexible
2. Majority of the learners work appropriate within the movement of the learners
productively within the allotted 2. Most learners work physical learning in all learning activities.
time and physical space, productively within the environment.
using the available resources. allotted time, physical space 2. Learners are fully engaged
and resources. 2. All learners work in all activities by utilizing
productively within the optimal space and time,
allotted time, physical space appropriate to their needs.
and resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

any area where learning takes place activities that require learners to draw on their past experiences
and existing knowledge to discover facts, relationships, and new
CLASSROOM STRUCTURE
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment
SOME HANDS-ON LEARNING ACTIVITIES

less than half of the learners activities that require physical participation of learners to
construct, consolidate or explain concepts
MAJORITY
more than half of the learners MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and
MOST
how they relate to other concepts
almost all, approaching 100% of the learners
190
Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 5
ensure learning-focused environments
3 4 5 6 7
The teacher rarely manages The teacher occasionally manages The teacher frequently The teacher consistently The teacher constructively
misbehavior against established misbehavior against established manages misbehavior against manages misbehavior against manages learner behavior by
rules of conduct. rules of conduct and the majority established rules of conduct established rules of conduct applying positive and non-
of the learners follow such rules. and most learners follow such and all learners follow such violent discipline to ensure
rules. rules. learning-focused environment.
1. Standards of conduct appear 1. The teacher’s standards of 1. The classroom 1. The teacher responds 1. Learners are actively
to have been established, but conduct are inconsistently management system has appropriately to encouraged to take
learners violate the rules. enforced resulting in some been implemented misbehavior of learners at responsibility for their
interference in learning and appropriately which is all times without any loss of behavior.
2. A prescribed process to some loss of instructional time. responsive to classroom instructional time.
address learner misconduct is and individual needs of 2. Well-established
communicated, but is not 2. Standards of conduct are clear learners. 2. Clear expectations for procedures for learners to
clear and requires repeated to some learners and may learner behavior are self-monitor their own
prompting, which delays or require repeated prompting. 2. The teacher’s standards of evident. Standards of classroom behavior are
disrupts the quality of behavior are consistently conduct are clear to all evident.
learning. 3. Appropriate expectations for reinforced resulting in little learners and with modest
behavior are established, but or no interference with impact on learning.
3. The teacher’s responses to some of these are unclear, or do learning. They are clear to
learners’ behavior are not address the needs of most most learners and require
inconsistent: sometimes learners. little prompting.
harsh, sometimes lenient.
CLARIFICATIONS
ESTABLISHED RULES MOST RARELY

an existing set rules of conduct almost all, approaching 100% of the learners seldom occurs in the duration of the lesson
imposed in the learning environment
OCCASIONALLY CONSISTENTLY
CONSTRUCTIVE occurs irregularly in the duration of the lesson occurs constantly in the duration of the lesson
positive and helpful responses on learners’ behavior
FREQUENTLY BEHAVIOR
MAJORITY occurs often times in the duration of the lesson manner in which learners act; either positive or negative
more than half of the learners
191
Uses differentiated, developmentally appropriate learning experiences to address learners’
INDICATOR 6
gender, needs, strengths, interests and experiences
3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated learning differentiated or developmentally differentiated and differentiated and differentiated and
experiences to address the appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
learning needs of some to address the learning needs of learning experiences to learning experiences to learning experiences to address
learners. most learners. address the needs of most address the learning needs of the diverse learning
learners. different groups of learners. needs.
1. The teacher relies on a 1. The teacher makes use of the 1. The teacher makes use of 1. The teacher supports the 1. The teacher provides
single strategy or some learners’ developmental levels developmental levels of learners’ needs through a thoughtful and appropriate
strategies allowing some or ways of learning to address learners in the classroom variety of strategies, instructional adaptation for
learners to achieve the their learning needs. and the different ways they materials, and/or pacing individual learner needs. The
instructional outcomes. learn by providing that make learning adaptation of instruction is
differentiated learning accessible and challenging realistic and effective. Diverse
2. The teacher provides experiences that enable for different groups of learners have opportunities to
activities for all learners but most learners to progress learners. actively engage in various
does not enable most of toward meeting intended learning activities.
them to meet the intended outcomes. 2. The teacher uses
outcomes. differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners
DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various learning needs of diverse learners
192
Plans, manages and implements developmentally sequenced teaching and learning processes to
INDICATOR 7
meet curriculum requirements and varied teaching contexts
3 4 5 6 7
The teacher implements the The teacher implements the The teacher implements the The teacher manages well- The teacher manages well-
lessons but only with some lessons but with inappropriate lessons with appropriate structured lessons with structured lessons with
elements of developmentally elements of developmentally elements of developmentally developmentally emphasis on explicit
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and connections between previous
learning processes. learning processes. learning processes to meet learning and new concepts and
learning processes.
curriculum requirements
skills.
and varied teaching
contexts.
1. The teacher does not 1. The teacher’s demonstration of 1. The teacher connects 1. The sequence of activities 1. The progression from the
demonstrate knowledge of pre-requisite outcomes to previous and purposefully scaffolds warm up into the main
understanding of the pre- relationships are inaccurate or future learning. Transitions learners toward achieving activity was thoughtfully
requisite relationships incomplete and transitions between activities are the lesson’s objectives. planned to review same
when planning and between activities are present smooth. basic concepts, followed by
transitions between but may catch learners off guard 2. The sequence of learning the activities that would take
activities are too abrupt. or disrupt the flow of the 2. The lesson sequence activities keeps learners the application of this
sequence. generally kept learners engaged in the content knowledge to the next level
2. The sequence of the engaged and moving from and had a clear sense of of exploration.
lesson demonstrated 2. There may have been a minor one portion to the next in a purpose throughout the
some structure but there missed opportunity or minor reasonable manner. They vast majority of the class
were some problems organizational issue present seemed to understand the time.
with the organization that during the lesson that affected purpose of the lesson and
negatively impacted learning time. what they were to do to
learning. accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs
193
Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
INDICATOR 8
to address learning goals
3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
resources, including ICT, resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
which are loosely-aligned with are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
the learning goals. learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
1. Instructional materials and 1. Instructional materials and 1. Instructional materials and 1. All instructional 1. Instructional materials are
resources are minimally resources are incompletely resources are fairly aligned materials and resources diverse and are consistently
aligned with the learning aligned with the instructional with the instructional are aligned with the aligned with the
goals. purposes. purposes. instructional purposes. instructional purposes.
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED

substantially mismatched with the learning goals
• Chalkboard
OCCASIONALLY ALIGNED
• Manila paper or Cartolina sometimes matched with the learning goals
• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals
• ICT Resources: slides presentation, audio visual, social media, and other
web-based applications CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
• Manipulatives, models, and other tools
EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources
MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas
194
Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
INDICATOR 9
consistent with curriculum requirements
3 4 5 6 7
The teacher provides a The teacher provides a range The teacher provides a range of The teacher provides The teacher integrates
limited range of assessment of assessment strategies but assessment strategies that assessment strategies assessment strategies
strategies but fails to address only some are aligned with address most of the learning consistent with the curriculum engages learners in self- and
the learning goals. the learning goals. goals. requirements. peer-assessment.
1. The assessment procedures 1. The teacher uses a variety of 1. The teacher uses a repertoire 1. The teacher predominantly 1. The teacher uses
focus on task completion assessment strategies which of assessment strategies uses assessment strategies assessment strategies
and/or compliance rather than are partially congruent to the which are aligned with the which are embedded as an which engage learners in
learner achievement of lesson intended learning outcomes. intended learning goals. integral part of the lesson assessment criteria to self-
purpose/ objective. and are aligned with the monitor and reflect on their
2. The teacher uses procedures 2. The teacher uses intended instructional or own progress.
that yield only some evidence of assessment procedures that consistent with the content
learning. draw out evidence of whether standards. 2. Learners frequently assess
learners have learned most their own work and the work
of the intended learning 2. Learners are encouraged to of their peers using
outcomes. assess and monitor the assessment criteria
quality of their own work embedded in the teacher-
against the assessment learners-generated rubrics,
criteria and performance peer reviews, and/or
standards that make active reflection logs.
use of that information in
their learning.
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction
FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests
195
© Department of Education - Bureau of Human Resources and Organizational Development
with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)
■
Australian
BEST
Basic Education Aid
Sector Tran!;'fbrmalion

RPMS Tool For Teacher I-III (Proficient Teachers) : Position and Competency Profile

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Appendix B

RPMS Tool for

Position Title Teacher I - III Salary Grade

3. Manages an environment conducive to learning

4. Addresses learner diversity

5. Implements and supervises curricular and co-curricular programs to support learning

7. Maintains updated records of learners’ progress

8. Counsels and guides learners

10. Undertakes activities towards personal and professional growth

11. Does related work

Efficiency Participated in at Participated in 3 Participated in 2 Participated in 1 No acceptable

Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No

RPMS Tool for Master Teacher I-IV

POSITION AND COMPETENCY PROFILE PCP No. Revision Code: 00

Position Title Master Teacher I-IV

Efficiency Applied at least Applied at least Applied at Applied any of No

Rater Ratee Approving Authority

*Please see attached list of MOV

Rater Ratee Approving Authority

IMPACT ON JOB/ACTION SIGNATURE

Strengths Development Needs Action Plan Timeline Resources

B. Core Behavioral Competencies

RATEE RATER APPROVING

RESULTS-BASED PERFORMANCE MANAGEMENT

SELF-ASSESSMENT TOOL FOR TEACHER I-III

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

PLEASE READ THE INSTRUCTIONS

For Part I: Demographic Profile, please shade the circle of the

1. Age 8. Curricular Classification of the

Level of Priority for

RESULTS-BASED PERFORMANCE MANAGEMENT

SELF-ASSESSMENT TOOL FOR

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

PLEASE READ THE INSTRUCTIONS

For Part I: Demographic Profile, please shade the circle of the

1. Age 8. Curricular Classification of the

Level of Priority for

1.1 Modeled effective applications of content knowledge

1.2 Collaborated with colleagues in the conduct and

LEVEL LEVEL NAME DESCRIPTION

The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

The teacher demonstrates a range of associated pedagogical aspects of the indicator

The teacher demonstrates a range of associated pedagogical aspects of the indicator

The teacher uses well-connected pedagogical aspects of the indicator consistently

The teacher uses well-connected pedagogical aspects of the indicator to create an

PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

SOME HANDS-ON LEARNING ACTIVITIES

ESTABLISHED RULES MOST RARELY

DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

DIFFERENTIATED LEARNING EXPERIENCES

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED

MULTIDISCIPLINARY LEARNING RESOURCES

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