Teachers' I-Iii Forms

RPMS Tool for Teacher I-I
(Proficient Teachers)
POSITION AND COMPETENCY PROFILE
Department of Education
Position Title Teacher I - III
Parenthetical Title
Office Unit
Reports to Principal/School Heads
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and
Position Teacher I
Title
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bac
in Secondary Education, or its equivalent
For Secondary School – Bachelor of Secondary Education (BSEd) or Bach
appropriate major or Bachelor in Secondary Education, or its equivalent
Exper None required
ience RA 1080
Eligibility
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA
Exper
ience PBET/LET Passer
Eligibility
Trainings In-service training
Appendix B
Tool for Teacher I-III

oficient Teachers)
PETENCY PROFILE
PCP No. Revision Code: 00
Salary Grade
Effectivity Date
Page/s
JOB SUMMARY
ALIFICATION STANDARDS
e refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Teacher II Teacher III
Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or Bachelor
lent
Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
ondary Education, or its equivalent
1 year relevant experience 2 years relevant experience
RA 1080 RA 1080
None required None required
ducation units (18-21), at least 18 MA units

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 ma
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 perfo
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 impr
10. Undertakes activities towards personal and professional growth
11. Does related work
ES AND RESPONSIBILITIES
cross learning areas
ing strategies and classroom management practices
ograms to support learning

activities to improve learner performance
al, to promote learning and improve school performance

rowth
Major Final Outputs Key Result Areas
(MFOs) (KRAs)
Content Knowledge and

Pedagogy
Objectives
1. Applied knowledge of content within

and across curriculum teaching areas.
2. Used a range of teaching strategies

that enhance learner achievement in
literacy and numeracy skills.
Means of Verification (MOV)
1. Classroom observation tool (COT) rating sheet 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 specifyand provide annotations)

inter-observer agreement form about 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
Learning Environment and
Diversity of Learners
3. Applied a range of teaching strategies
to develop critical and creative thinking,
as well as other higher-order thinking
skills.
4. 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.
4. Performance tasks/test material(s) used in teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)

inter-observer agreement form about teaching strategies
to develop critical and creative thinking, as well as other
higher- order thinking 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
4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in teaching

inter-observer agreement form about managing
classroom structure that engages learners in various
activities
2. Lesson plans/modified DLLs highlighting various
classroom management strategies that engage learners
in activities/tasks in
different physical learning environments
5. Managed learner behavior
constructively by applyingpositive and
non-violent discipline to ensure learning-
focused environments.
6. Used differentiated, developmentally

appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
Classroom observation tool (COT) rating sheet and/or

inter-observer agreement form about teacher management
of learner behavior using the following 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
7. Encouraging learners to ask questions

inter-observer agreement form about using differentiated,
developmentally appropriate 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
Curriculum and Planning
7. Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
contexts.
8. Participated in collegial discussions

that use teacher and learner feedback to
enrich teaching practice.
9. Selected, developed, organized and

used appropriate teaching and learning
resources, including ICT, to address
learning goals.

inter-observer agreement form about using
developmentally sequenced teaching and learning
process
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
1. Personal notes of teachers on LACs/FGDs/meetings

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

inter-observer agreement form about using appropriate
teaching and learning resources, including ICT
Examples:
 Activity sheets/task sheetsw/ ork sheets
 PowerPoint presentations
 Video clips
Assessment and
Reporting
10. Designed, selected, organized and
used diagnostic, formative and summative
assessment strategies consistent
withcurriculum requirements.
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended

inter-observer agreement form about using diagnostic,
formative and summative assessment strategies
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
4. Developed summative tests: (a) with TOS reviewed
by superior; (b) with sample accomplished
5. Developed performance tasks: (a) with rubrics
reviewed by superior; (b) with sample accomplished
rubrics
11. Monitored and evaluated learner
progress and achievement using learner
attainment data.
12. Communicated promptly and clearly

the learners’ needs, progress and
achievement to key stakeholders,
including parents/guardians.
1. Compilation of a learner’s written work with summary
of results and with signature of parents
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
1. At least 3 samples of corrected test papers of the

same 3 learners in the same learning area with parents’
or guardians’ signature and date of receipt
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
Plus Factor
13. Performed various related
works/activities that contribute to the
teaching-learning process.
1. Certificate of Recognition or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
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
Per
Outstanding (5)
Objectives Means of Verification (MOV)
QET
1. Applied knowledge of 1. Classroom observation tool (COT) Quality Showed knowledge

content within and rating sheet and/or inter-observer of content and its
across curriculum agreement form about knowledge of integration within
teaching areas. content within and across curriculum and across subject
teaching areas areas as shown in
2. Lesson plans/modified DLLs MOV 1 with a
developed highlighting integration of rating of 7
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) Efficiency Submitted at least 4
highlighting integration of content lessons
knowledge within and across subject using MOV 1 and
areas supported by any 1
5. Others (Please specifyand provide of the other given
annotations) MOV
Timeliness
Performance Indicators
Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor
(4) (1)
Showed Showed knowledge Showed knowledge No acceptable

knowledge of of content and its of content and its evidence was
content and its integration within integration within shown
integration within and across subject and across subject
and across subject areas as shown in areas as shown in
areas as shown in MOV MOV
MOV 1 with a rating of 5 1 with a rating of 4
1 with a rating of 6
Submitted 3 Submitted 2 Submitted any 1 of No acceptable

lessons using lessons using MOV the given MOV evidence was
MOV 1 and 1 and supported by shown
supported by any any 1 of the other
1 of the other given MOV
given MOV
Outstanding (5)
QET
2. Used a range of 1. Classroom observation tool (COT) Quality Facilitated using

teaching strategies that rating sheet and/or inter-observer different teaching
enhance learner agreement form about teaching strategies that
achievement in literacy strategies that enhance learner promote reading,
and numeracy skills. achievement in literacy and numeracy writing and/or
skills numeracy skills as
2. Lesson plans/modified DLLs used in shown in
teaching highlighting learner-centered MOV 1 with a rating
strategies that promote literacy and/or of 7
numeracy skills
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s)
Efficiency Submitted at least 4
used in teaching
learner- centered
5. Results of assessment used in
lessons as
teaching
evidently shown in
6. Others (Please specify and provide
MOV 1 and
annotations)
supported by any 1
of the other MOV
given
Timeliness
(4) (1)
Facilitated using Facilitated using Facilitated using No acceptable

different teaching different teaching different teaching evidence was
strategies that strategies that strategies that shown
promote reading, promote reading, promote reading,
writing and/or writing and/or writing and/or
numeracy skills as numeracy skills as numeracy skills as
shown in shown in shown in
MOV 1 with a MOV 1 with a rating MOV 1 with a rating
rating of 6 of 5 of 4
Submitted 3 Submitted 2 Submitted 1 No acceptable

learner- centered learner- centered learner- centered evidence was
lessons as lessons as lesson as evidently shown
evidently shown in evidently shown in shown in any of the
MOV 1 and MOV 1 and given MOV
supported by any supported by any 1
1 of the other of the other MOV
MOV given
given
Outstanding
Objectives Means of Verification (MOV) (5)
QET
3. Applied a range of 1. Classroom observation tool (COT) Quality Used different

teaching strategies to rating sheet and/or inter-observer teaching strategies
develop critical and agreement form about teaching that develop critical
creative thinking,as well strategies to develop critical and creative and creative
as other thinking, as well as other higher-order thinking and/or
higher-order thinking thinking skills other HOTS as
skills. 2. Lesson plans/modified DLLs used in shown in MOV 1
teaching highlighting different teaching with a rating of 7
strategies that develop critical and
creative thinking and/or other HOTS
different teaching strategies that develop
critical and creative thinking and/or other Efficiency Submitted at least 4
HOTS lessons as
4. Performance tasks/test material(s) evidenced by MOV
used in demonstration teaching 1 and supported by
5. Results of assessment used in any 1 of the other
teaching given MOV
annotations)
Timeliness
Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
Used different Used different Used different No acceptable

teaching strategies teaching strategies teaching strategies evidence was
that develop that develop critical that develop critical shown
critical and and creative and creative
creative thinking thinking and/or thinking and/or
and/or other other HOTS as other HOTS as
HOTS as shown in shown in MOV 1 shown in MOV 1
MOV 1 with a with a rating of 5 with a rating of 4
rating of 6
Submitted 3 Submitted 2 Submitted 1 lesson No acceptable

lessons as lessons as as evidenced by evidence was
evidenced by evidenced by MOV any 1 of the given shown
MOV 1 and 1 and supported by MOV
supported by any any 1 of the other
1 of the other given MOV
given MOV
Objectives Means of Verification (MOV) Outstanding (5)
QET
4. Managed classroom 1. Classroom observation tool (COT) Quality Used classroom

structure to engage rating sheet and/or inter-observer management
learners, individually or agreement form about managing strategies that
in groups, in meaningful classroom structure that engages engage learners in
exploration, discovery learners in various activities activities/tasks as
and hands-on activities 2. Lesson plans/modified DLLs shown in MOV 1
within a range of highlighting various classroom with a rating of 7
physical learning management strategies that engage
environm learners in activities/tasks in different
ents. physical learning environments
annotations)
lessons supported
by MOV 1 and any
1 of the other
acceptable MOV
Timeliness
(4) (1)
Used classroom Used classroom Used classroom No acceptable

management management management evidence was
strategies that strategies that strategies that shown
engage learners engage learners in engage learners in
in activities/tasks activities/tasks as activities/tasks as
as shown in MOV shown in MOV 1 shown in MOV 1
1 with a rating of 6 with a rating of 5 with a rating of 4
Submitted 3 Submitted 2 Submitted 1 lesson No acceptable

lessons supported lessons supported supported by any of evidence was
by MOV 1 and any by MOV 1 and any the acceptable shown
1 of the other 1 of the other MOV
acceptable MOV acceptable MOV
Outstanding (5)
QET
5. Managed learner Classroom observation tool (COT) rating Quality Applied teacher
behavior constructively sheet and/or inter-observer agreement management
by applying positive and form about teacher management of strategies of learner
non-violent discipline to learner behavior using the following behavior that
ensure learning-focused strategies: promote positive
environments. 1. Providing motivation and non-violent
2. Praising the learners/Giving positive discipline as shown
feedback in MOV submitted
3. Setting house rules/guidelines with a rating of 7
4. Ensuring learners’ active
participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask Efficiency Submitted at least 4
questions of the given
8. Others (Please specify and provide strategies as
annotations) observed in at least
4 lessons
Timeliness
(4) (1)
Applied teacher Applied teacher Applied teacher No acceptable

management management management evidence was
strategies of strategies of strategies of shown
learner behavior learner behavior learner behavior
that promote that promote that promote
positive and non- positive and non- positive and non-
violent discipline violent discipline as violent discipline as
as shown in MOV shown in MOV shown in MOV
submitted with a submitted with a submitted with a
rating of 6 rating of 5 rating of 4
Submitted at least Submitted at least Submitted any 1 of No acceptable

4 of the given 4 of the given the given strategies evidence was
strategies as strategies as as observed in only shown
observed in 3 observed in 2 1 lesson
lessons lessons
Outstanding (5)
QET
6. Used differentiated, 1. Classroom observation tool (COT) Quality Applied

developmentally rating sheet and/or inter-observer differentiated
appropriate learning agreement form about using teaching strategies
experiences to address differentiated, developmentally to address learner
learners’ gender, needs, appropriate learning experiences diversity as shown
strengths, interests and 2. Lesson plans/modified DLLs in MOV 1 with a
experiences. developed highlighting differentiation in rating of 7
content, product, process, learning
environment or others according to
learners’ gender, needs, strengths,
interests and experiences
3. Instructional materials developed Efficiency Submitted at least 4
highlighting differentiation in content, differentiated
product, process, learning environment teaching strategies
or others according to learners’ gender, in at least 2
needs, strengths, interests and lessons as
experiences evidenced by MOV
4. Others (Please specify and provide 1 and supported by
annotations) any 1 of the other
acceptable
MOV
Timeliness
(4) (1)
Applied Applied Applied No acceptable

differentiated differentiated differentiated evidence shown
teaching strategies teaching strategies teaching strategies
to address learner to address learner to address learner
diversity as shown diversity as shown diversity as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating rating of 5 rating of 4
of 6
Submitted 3 Submitted 2 Submitted any 1 No acceptable

differentiated differentiated differentiated evidence shown
teaching strategies teaching strategies teaching strategy in No acceptable
in at least 2 in 2 lessons as only 1 lesson as evidence was
lessons as evidenced by MOV evidently shown in shown
evidenced by 1 and supported by any 1 of the
MOV 1 and any 1 of the other acceptable MOV
supported by any acceptable MOV
1 of the other
acceptable MOV
Outstanding (5)
QET
7. Planned, managed 1. Classroom observation tool (COT) Quality Planned and

and implemented rating sheet and/or inter-observer implemented
developmentally agreement form about using developmentally
sequenced teaching developmentally sequenced teaching sequenced
and learning processes and learning process teaching and
to meet curriculum 2. Lesson plans/modified DLLs learning process as
requirements and varied highlighting developmentally sequenced shown in MOV 1
teaching contexts. instruction that meet curriculum goalsand with a rating
varied teaching contexts of 7
3. Instructional materials used to
implement developmentally sequenced
teaching and learning process to meet
curriculum requirements and varied Efficiency Submitted at least 4
teaching contexts. developmentally
4. Others (Please specify and provide sequenced
annotations) teaching and
learning process as
evidently shown in
MOV 1 and
supported by any 1
of the other given
MOV
Timeliness
(4) (1)
Planned and Planned and Planned and No acceptable

implemented implemented implemented evidence was
developmentally developmentally developmentall y shown
sequenced sequenced sequenced
teaching and teaching and teaching and
learning process learning process as learning process as
as shown in MOV shown in MOV 1 shown in MOV 1
1 with a rating with a rating with a rating
of 6 of 5 of 4
Submitted 3 Submitted 2 Submitted 1 No acceptable

developmentally developmentally developmentally evidence was
sequenced sequenced sequenced shown
learning process learning process as learning process as
as evidently evidently shown in evidently shown in
shown in MOV 1 MOV 1 and any 1 of the given
and supported by supported by any 1 MOV
any 1 of the other of the other given
given MOV MOV
QET
8. Participated in 1. Personal notes of teachers on Quality Consistently

collegial discussions LACs/FGDs/meetings with proof of participated in
that use teacher and attendance LACs/FGDs/
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to discuss
enrich teaching practice. use of teacher and learner feedback to teacher/learner
enrich teaching practice with proof of feedback to enrich
attendance instruction as
3. Others (Please specify and provide shown in the MOV
annotations) submitted
Efficiency Participated in at
least 4 LACs/FGDs/
meetings as
evidently shown in
any 1 of the given
MOV
Timeliness
(4) (1)
Frequently Occasionally Rarely participated No acceptable

participated in participated in in LAC/FGD/ evidence was
LACs/FGDs/ LACs/FGDs/ meeting to discuss shown
meetings to meetings to discuss teacher/learner
discuss teacher/learner feedback to enrich
teacher/learner feedback to enrich instruction as
feedback to enrich instruction as shown in the MOV
instruction as shown in the MOV submitted
shown in the MOV submitted
submitted
Participated in 3 Participated in 2 Participated in 1 No acceptable

LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence was
meetings as meetings as meeting as shown
evidently shown in evidently shown in evidently shown in
any 1 of the given any 1 of the given any 1 of the given
MOV MOV MOV
Outstanding (5)
QET
9. Selected, developed, 1. Classroom observation tool (COT) Quality Developed and

organized and used rating sheet and/or inter-observer used varied
appropriate teaching agreement form about using appropriate teaching and
and learning resources, teaching and learning resources, learning resources,
including ICT, to including ICT including ICT, to
address learning goals. Examples: address learning
 Activity sheets/task sheets/work goals as shown in
sheets MOV 1 with a rating
 PowerPoint presentations of 7
 Video clips
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with
varied teaching and
appropriate instructional materials
learning resources,
appended
including ICT, as
evidently shown in
annotations)
MOV 1 and
supported by any 1
of the acceptable
MOV
Timeliness
(4) (1)
Developed and Developed and Developed and No acceptable

used varied used varied used varied evidence was
teaching and teaching and teaching and shown
learning learning resources, learning resources,
resources, including ICT, to including ICT, to
including ICT, to address learning address learning
address learning goals as shown in goals as shown in
goals as shown in MOV 1 with a rating MOV 1 with a rating
MOV 1 with a of 5 of 4
rating of 6
Submitted 3 varied Submitted 2 varied Submitted any No acceptable

teaching and teaching and teaching and evidence was
learning learning resources, learning resource, shown
resources, including ICT, as including ICT, as
including ICT, as evidently shown in evidently shown in
evidently shown in MOV 1 and any of the
MOV 1 and supported by any 1 acceptable MOV
supported by any of the acceptable
1 of the MOV
acceptable MOV
Outstanding (5)
QET
10. Designed, selected, 1. Classroom observation tool (COT) Quality Designed, selected,
organized and used rating sheet and/or inter-observer organized and used
diagnostic, formative agreement form about using diagnostic, diagnostic,
and summative formative and summative assessment formative and
assessment strategies strategies summative
consistent with 2. Prepared lesson plans/modified assessment
curriculum DLLs highlighting appropriate use of strategies
requirements. formative assessment strategies consistent with
3. Developed diagnostic tests: curriculum
(a) with TOS reviewed by superior; (b) requirements as
with sample accomplished shown in
questionnaire/answer sheets MOV 1 with a rating
4. Developed summative tests: of 7
(a) with TOS reviewed by superior; (b)
with sample accomplished
5. Developed performance tasks:
(a) with rubrics reviewed by superior; (b) Efficiency Submitted at least 4
with sample accomplished rubrics varied assessment
6. Others (Please specify and tools as evidently
provide annotations) shown in any 1 of
the acceptable
MOV
Timeliness
(4) (1)
Designed, Designed, selected, Designed, selected, No acceptable

selected, organized and used organized and used evidence was
organized and diagnostic, diagnostic, shown
used diagnostic, formative and formative and
formative and summative summative
summative assessment assessment
assessment strategies strategies
strategies consistent with consistent with
consistent with curriculum curriculum
curriculum requirements as requirements as
requirements as shown in shown in
shown in MOV 1 with a rating MOV 1 with a rating
MOV 1 with a of 5 of 4
rating of 6
Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

assessment tools assessment tools assessment tool as evidence was
as evidently as evidently shown evidently shown in shown
shown in any 1 of in any 1 of the any of the
the acceptable acceptable MOV acceptable MOV
MOV
Outstanding (5)
QET
11. Monitored and 1. Compilation of a learner’s written Quality Consistently

evaluated learner work with summary of results and with monitored and
progress and signature of parents evaluated learner
achievement using 2. Formative/summative assessment progress and
learner attainment data. tools with TOS and frequency of errors achievement using
with identified least mastered skills learner attainment
3. Class records/grading sheets data as shown in
4. Lesson plans/modified DLLs showing the MOV submitted
index of mastery
annotations)
Efficiency Submitted a
combination of at
least 4 of the
acceptable MOV
Timeliness Submitted MOV

were distributed
across 4 quarters
(4) (1)
Frequently Occasionally Rarely monitored No acceptable

monitored and monitored and and evaluated evidence was
evaluated learner evaluated learner learner progress shown
progress and progress and and achievement
achievement using achievement using using learner
learner attainment learner attainment attainment data as
data as shown data as shown in shown in the MOV
in the MOV the MOV submitted submitted
submitted
Submitted a Submitted a Submitted 1 No acceptable

combination of 3 combination of 2 of acceptable MOV evidence was
of the acceptable the acceptable shown
MOV MOV
Submitted MOV Submitted MOV Submitted MOV No acceptable

were distributed were distributed was completed in evidence was
across 3 quarters across 2 quarters only 1 quarter shown
QET
12. Communicated 1. At least 3 samples of corrected test Quality Consistently

promptly and clearly the papers of the same 3 learners in the showed prompt and
learners’ needs, same learning area with parents’ or clear
progress and guardians’ signature and date of receipt communication of
achievement to key 2. Minutes of PTA meetings or Parent- the learners’ needs,
stakeholders, including Teacher conferences in all quarters with progress and
parents/guardians. proof of parents’/guardians’ attendance achievement to key
3. Report cards with parent’s or stakeholders,
guardian’s signature in all quarters including parents/
supported by minutes of meeting guardians as shown
4. Communication with parents/ in the MOV
guardians using various modalities submitted
5. Anecdotal record showing entries per
quarter
6. Other documents showing learners’
needs, progress and achievement
submitted to other stakeholders
Efficiency Submitted a
combination of at
least 4 of the
acceptable MOV
Timeliness Submitted MOV

were distributed
across 4 quarters
(4) (1)
Frequently Occasionally Rarely showed No acceptable

showed prompt showed prompt and prompt and clear evidence was
and clear clear communication of shown
communication of communication of the learners’ needs,
the learners’ the learners’ needs, progress and
needs, progress progress and achievement to key
and achievement achievement to key stakeholders,
to key stakeholders, including parents/
stakeholders, including parents/ guardians as
including parents/ guardians as shown in the MOV
guardians as shown in the MOV submitted
shown in the MOV submitted
submitted
Submitted a Submitted a Submitted any 1 of No acceptable

combination of 3 combination of 2 of the given MOV evidence was
of the acceptable the acceptable shown
MOV MOV
Submitted MOV Submitted MOV Submitted MOV No acceptable

were distributed were distributed was completed in evidence was
across 3 quarters across 2 quarters only 1 quarter shown
QET Outstanding (5)
13. Performed various 1. Certificate of Recognition or Quality Consistently

related works/activities Participation performed various
that contribute to the 2. Certificate of Training related
teaching-learning 3. Certificate of Speakership work/activities that
process. 4. Committee involvement contribute to the
5. Advisorship of Co-curricular teaching learning
activities process as shown
6. Book or Journal Authorship/Co- in the MOV
authorship/Contributorship submitted
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners in
competitions
9. Mentoring pre-service/in- service
teachers Efficiency Submitted at least 4
10. Others (Please specify and provide different kinds of
annotations) acceptable MOV
Timeliness
Very Satisfactory
Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
Frequently Occasionally Rarely performed No acceptable

performed various performed various various related evidence was
related related work/activities that shown
work/activities that work/activities that contribute to the
contribute to the contribute to the teaching learning
teaching learning teaching learning process as shown
process as shown process as shown in the MOV
in the MOV in the MOV submitted
submitted submitted
Submitted 3 Submitted 2 Submitted any 1 of No acceptable

different kinds of different kinds of the acceptable evidence was
acceptable MOV acceptable MOV MOV shown
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW F
Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED OUT DURING PLANNING
Weight Performance Indicator

per KRA Outstanding (5) Very Satisfactory
MFOs KRAs Objectives Timeline
QET (4)
Basic 1. Content 1. Applied knowledge Quality Showed Showed

Education Knowledge and of content within and knowledge of knowledge of
Services Pedagogy across curriculum content and its content and its
teaching areas. integration integration
within and within and
across subject across subject
areas as shown areas as shown
in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6
Efficiency Submitted at Submitted 3

least 4 lessons lessons using
using MOV 1 MOV 1 and
and supported supported by
by any 1 of the any 1 of the
other given other given
MOV MOV
Timeliness
Basic 2. Used a range of Quality Facilitated using Facilitated using
Education teaching strategies different different
Services that enhance learner teaching teaching
achievement in strategies that strategies that
literacy and numeracy promote promote
skills. reading, writing reading, writing
and/or and/or
numeracy skills numeracy skills
as shown in as shown in
MOV 1 with a MOV 1 with a
Appendix D.1
MENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Rater:
Position:
Date of Review:
TO BE FILLED OUT DURING EVALUATION
Satisfactory (3) Unsatisfactory (2) Poor (1) Rating
Actual Results Score
Q E T Ave
Showed Showed No
knowledge of knowledge of acceptable
content and its content and its evidence
integration integration was shown
within and within and
across subject across subject
areas as shown areas as shown
Submitted 2 Submitted any 1 No

lessons using of the given acceptable
MOV 1 and MOV evidence
supported by was shown
any 1 of the
other given
MOV
Facilitated using Facilitated using No

different different acceptable
teaching teaching evidence
strategies that strategies that was shown
promote promote
reading, writing reading, writing
and/or and/or
numeracy skills numeracy skills
Weight Performance Indicators
MFOs KRAs Objectives Timeline (4)
QET

least 4 learner- learner-
centered centered
lessons as lessons as
evidently shown evidently shown
in MOV 1 and in MOV 1 and
supported by supported by
any 1 of the any 1 of the
other MOV other MOV
given given
Timeliness
Basic 3. Applied a range of Quality Used different Used different
Education teaching strategies to teaching teaching
Services develop critical and strategies that strategies that
creative thinking, as develop critical develop critical
well as other higher- and creative and creative
order thinking skills. thinking and/or thinking and/or
other HOTS as other HOTS as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 7 of 6
least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and MOV 1 and
supported by supported by
MOV MOV
Timeliness
Basic 2. Learning 4. Managed Quality Used classroom Used classroom
Education Environment and classroom structure to management management
Services Diversity of engage learners, strategies that strategies that
Learners individually or in engage learners engage learners
groups, in meaningful in activities/ in activities/
exploration, discovery tasks as shown tasks as shown
and hands-on in MOV 1 with a in MOV 1 with a
activities within a rating of 7 rating of 6
Performance Indicators Rating
Satisfactory (3) Unsatisfactory (2) Poor
(1) Actual Results Score
Q E T Ave
Submitted 2 Submitted 1 No
learner- learner-centered acceptable
centered lesson as evidence
lessons as evidently shown was shown
evidently shown in any of the
in MOV 1 and given MOV
supported by
any 1 of the
other MOV
given
Used different Used different No

teaching teaching acceptable
strategies that strategies that evidence
develop critical develop critical was shown
and creative and creative
thinking and/or thinking and/or
other HOTS as other HOTS as
shown in MOV shown in MOV 1
1 with a rating with a rating of 4
of 5
Submitted 2 Submitted 1 No
lessons as lesson as acceptable
evidenced by evidenced by evidence
MOV 1 and any 1 of the was shown
supported by given MOV
any 1 of the
other given
MOV
Used classroom Used classroom No `

management management acceptable
strategies that strategies that evidence
engage learners engage learners was shown
in activities/ in activities/
tasks as shown tasks as shown
Weight Performance Indicato
per KRA Outstanding (5)
QET
range of physical Efficiency Submitted at

learning least 4 lessons
environments. supported by
MOV 1 and any
1 of the other
acceptable
MOV
Timeliness
Basic 5. Managed learner Quality Applied teacher
Education behavior management
Services constructively by strategies of
applying positive and learner behavior
non-violent discipline that promote
to ensure learning- positive and
focused non-violent
environments. discipline as
shown in MOV
submitted with a
rating of 7
Efficiency Submitted at
least 4 of the
given strategies
as observed in
at least 4
lessons
Timeliness
Basic 6. Used differentiated, Quality Applied
Education developmentally differentiated
Services appropriate learning teaching
experiences to strategies to
address learners’ address learner
gender, needs, diversity as
strengths, interests shown in MOV
and experiences. 1 with a rating
of 7
least 4
differentiated
teaching
Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor Rating
(4) (1) Actual Results Score
Q E T Ave
Submitted 3 Submitted 2 Submitted 1 No

lessons lessons lesson acceptable
supported by supported by supported by evidence
MOV 1 and any MOV 1 and any any of the was shown
1 of the other 1 of the other acceptable
acceptable acceptable MOV
MOV MOV
Applied teacher Applied teacher Applied teacher No

management management management acceptable
strategies of strategies of strategies of evidence
learner behavior learner behavior learner behavior was shown
that promote that promote that promote
positive and positive and positive and
non-violent non-violent non-violent
discipline as discipline as discipline as
shown in MOV shown in MOV shown in MOV
submitted with a submitted with a submitted with a
rating of 6 rating of 5 rating of 4
Submitted at Submitted at Submitted any 1 No
least 4 of the least 4 of the of the given acceptable
given strategies given strategies strategies as evidence
as observed in as observed in observed in only was shown
3 lessons 2 lessons 1 lesson
Applied Applied Applied No

differentiated differentiated differentiated acceptable
teaching teaching teaching evidence
strategies to strategies to strategies to shown
address learner address learner address learner
diversity as diversity as diversity as
shown in MOV shown in MOV shown in MOV 1
1 with a rating 1 with a rating with a rating of 4
of 6 of 5
Submitted 3 Submitted 2 Submitted any 1 No
differentiated differentiated differentiated acceptable
teaching teaching teaching evidence
strategies in at strategies in 2 strategy in only shown
per KRA Outstanding (5)
QET
strategies in at
least 2 lessons
as evidenced by
MOV 1 and
supported by
any 1 of the
other
acceptable
MOV
Timeliness
Basic 3. Curriculum 7. Planned, managed Quality Planned and
Education and Planning and implemented implemented
Services developmentally developmental-
sequenced teaching ly sequenced
and learning teaching and
processes to meet learning
curriculum process as
requirements and shown in MOV
varied teaching 1 with a rating
contexts. of 7
least 4
developmental-
ly sequenced
teaching and
learning
process as
evidently shown
in MOV 1 and
supported by
any 1 of the
other given
MOV
Timeliness
Very Satisfactory (4) Satisfactory Unsatisfactory (2) Poor (1) Rating
Q E T Ave
least 2 lessons lessons as 1 lesson as No

as evidenced by evidenced by evidently shown acceptable
MOV 1 and MOV 1 and in any 1 of the evidence
supported by supported by acceptable was shown
any 1 of the any 1 of the MOV
other other
acceptable acceptable
MOV MOV
Planned and Planned and Planned and No

implemented implemented implemented acceptable
developmental- developmental- developmentally evidence
ly sequenced ly sequenced sequenced was shown
learning learning learning process
process as process as as shown in
shown in MOV shown in MOV MOV 1 with a
1 with a rating 1 with a rating rating of 4
of 6 of 5
developmental- developmental- developmental- acceptable
ly sequenced ly sequenced ly sequenced evidence
teaching and teaching and teaching and was shown
learning learning learning process
process as process as as evidently
evidently shown evidently shown shown in any 1
in MOV 1 and in MOV 1 and of the given
supported by supported by MOV
MOV MOV
per KRA Outstanding (5) Very Satisfactory (4)
QET
8. Participated in Quality Consistently Frequently

collegial discussions participated in participated in
that use teacher and LACs/FGDs/ LACs/FGDs/
learner feedback to meetings to meetings to
enrich teaching discuss discuss
practice. teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
shown in the shown in the
MOV submitted MOV submitted
Efficiency Participated in Participated in 3
at least 4 LACs/FGDs/
LACs/FGDs/ meetings as
meetings as evidently shown
evidently shown in any 1 of the
in any 1 of the given MOV
given MOV
Timeliness
Basic 9. Selected, Quality Developed and Developed and
Education developed, organized used varied used varied
Services and used appropriate teaching and teaching and
teaching and learning learning learning
resources, including resources, resources,
ICT, to address including ICT, to including ICT, to
learning goals. address address
learning goals learning goals
least 4 varied varied teaching
teaching and and learning
learning resources,
resources, including ICT,
including ICT, as evidently
as evidently shown in MOV
shown in MOV 1 and supported
1 and supported by any 1 of the
Satisfactory (3) Unsatisfactory (2) Poor Rating
Q E T Ave
Occasionally Rarely No
participated in participated in acceptable
LACs/FGDs/ LAC/FGD/ evidence
meetings to meeting to was shown
discuss discuss
teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
Participated in 2 Participated in 1 No
LACs/FGDs/ LAC/FGD/ acceptable
meetings as meeting as evidence
evidently shown evidently shown was shown
in any 1 of the in any 1 of the
given MOV given MOV
Developed and Developed and No

used varied used varied acceptable
teaching and teaching and evidence
learning learning was shown
resources, resources,
including ICT, to including ICT, to
address address
learning goals learning goals
Submitted 2 Submitted any No
varied teaching teaching and acceptable
and learning learning evidence
resources, resource, was shown
including ICT, including ICT,
as evidently as evidently
shown in MOV shown in any of
1 and supported the acceptable
by any 1 of the MOV
per KRA Outstanding
QET
by any 1 of the
acceptable
MOV
Timeliness
Basic 4. Assessment 10. Designed, Quality Designed,
Education and Reporting selected, organized selected,
Services and used diagnostic, organized and
formative and used diagnostic,
summative formative and
assessment summative
strategies consistent assessment
with curriculum strategies
requirements. consistent with
curriculum
requirements as
shown in MOV
1 with a rating
of 7
least 4 varied
assessment
tools as
evidently shown
in any 1 of the
acceptable
MOV
Timeliness
Basic 11. Monitored and Quality Consistently
Education evaluated learner monitored and
Services progress and evaluated
achievement using learner progress
learner attainment and
data. achievement
using learner
attainment data
as shown in the
MOV submitted
Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor Rating
(4) (1) Actual Results Score
Q E T Ave
MOV MOV
Designed, Designed, Designed, No

selected, selected, selected, acceptable
organized and organized and organized and evidence
used diagnostic, used diagnostic, used diagnostic, was shown
formative and formative and formative and
summative summative summative
assessment assessment assessment
strategies strategies strategies
consistent with consistent with consistent with
curriculum curriculum curriculum
requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV 1
1 with a rating 1 with a rating with a rating of 4
of 6 of 5
varied varied assessment tool acceptable
assessment assessment as evidently evidence
tools as tools as shown in any of was shown
evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the MOV
MOV MOV
Frequently Occasionally Rarely No

monitored and monitored and monitored and acceptable
evaluated evaluated evaluated evidence
learner progress learner progress learner progress was shown
and and and
achievement achievement achievement
using learner using learner using learner
attainment data attainment data attainment data
as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted
Weight Performance Indicat
QET
Efficiency Submitted a Submitted a

combination of combination of
at least 4 of the 3 of the
MOV MOV
Timeliness Submitted MOV Submitted MOV
were distributed were distributed
across 4 across 3
quarters quarters
Basic 12. Communicated Quality Consistently Frequently

Education promptly and clearly showed prompt showed prompt
Services the learners’ needs, and clear and clear
progress and communication communication
achievement to key of the learners’ of the learners’
stakeholders, needs, progress needs, progress
including and and
parents/guardians. achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
Efficiency Submitted a Submitted a
combination of combination of
at least 4 of the 3 of the
MOV MOV
Timeliness Submitted MOV Submitted MOV
were distributed were distributed
across 4 across 3
quarters quarters
Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently
Education related performed performed
Services works/activities that various related various related
contribute to the work/activities work/activities
that contribute that contribute
Satisfactory (3) Unsatisfactory (2) Poor (1) Rating
Actual Results Score
Q E T Ave
Submitted a Submitted 1 No
combination of acceptable acceptable
2 of the MOV evidence
acceptable was shown
MOV
Submitted MOV Submitted MOV No
were distributed was completed acceptable
across 2 in only 1 quarter evidence
quarters was shown
Occasionally Rarely showed No

showed prompt prompt and acceptable
and clear clear evidence
communication communication was shown
of the learners’ of the learners’
needs, progress needs, progress
and and
achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
Submitted a Submitted any 1 No
combination of of the given acceptable
2 of the MOV evidence
acceptable was shown
MOV
Submitted MOV Submitted MOV No
were distributed was completed acceptable
across 2 in only 1 quarter evidence
quarters was shown
Occasionally Rarely No
performed performed acceptable
various related various related evidence
work/activities work/activities was shown
that contribute that contribute
Weight Performance Indicators
per KRA Outstanding Very Satisfactory
MFOs KRAs Objectives Timeline (5) (4)
QET
teaching-learning to the teaching to the teaching

process. learning process as learning process as
Efficiency Submitted at least 4 Submitted 3

different kinds of different kinds of
acceptable acceptable MOV
MOV
Timeliness
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 – 5.000 Outstanding
3.500 – 4.499 Very Satisfactory
2.500 – 3.499 Satisfactory
1.500 – 2.499 Unsatisfactory
below 1.499 Poor
Rater Ratee
Satisfactory (3) Unsatisfactory (2) Poor Rating
Q E T Ave
to the teaching to the teaching

learning process as learning process as
shown in the shown in the MOV
MOV submitted submitted
Submitted 2 Submitted any 1 of No acceptable

different kinds of the acceptable evidence was
acceptable MOV MOV shown
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
Ratee Approving Authority

PART IV: DEVELOPMENT PLANS
Strengths Development Needs Action Plan (Recommended Develo

Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RATEE RATER
Appendix D.4
Appendix G
S
ecommended Developmental Timeline Resources Needed
APPROVING AUTHORITY
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
Weight per KRA Performance

MFOs KRAs Objectives Timeline MOV Target
Quality
Efficiency
Timeliness
*Please see attached list of MOV
Rater Ratee
Appendix E
Name of Rater:
Position:
Date of Review:
Mid-year Review/Rating
Ratee (Teacher) Rater (Principal) Mid-Year Review Results
Rating Remarks Rating Remarks
Approving Authority
PERFORMANCE MONITORING AND COACHI
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
.
Appendix F
ORMANCE MONITORING AND COACHING FORM

OUTPUT IMPACT ON JOB/ACTION
PLAN
Appendix F
SIGNATURE
(RATER/RATEE)
RUBRIC LEVEL SUMMARY
LEVEL LEVEL NAME DESCRIPTION
3 ORGANIZING The teacher demonstrates a limited range of loosely-associated
The teacher demonstrates a range of associated pedagogical as

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

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

6 CONSOLIDATING
students to be successful learners.
The teacher uses well-connected pedagogical aspects of the ind

7 INTEGRATING
group learning goals.
VEL SUMMARY
DESCRIPTION
The teacher demonstrates a limited range of loosely-associated pedagogical aspects of the indicator.
The teacher demonstrates a range of associated pedagogical aspects of the indicator

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

that usually align with the learners’ developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator consistently aligned with student develo
students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an environment that addresses
group learning goals.
INDICATOR 1 Applies knowledge of content within and across curriculum teaching are
3 4 5
The teacher demonstrates minor content errors The teacher demonstrates The teacher demonstrates accurate and in-
either in the presentation of the lesson or in accurate knowledge of key concepts both in the depth knowledge of most concepts in the
responding to learners’ questions or presentation of the lesson and in responding to presentation of the lesson and in responding
comments. The lesson content displays learners’ questions or comments. to learners’ questions in a manner that
simple coherence. The lesson content displays coherence. attempts to be responsive to student
The teacher attempts to make connections across developmental learning needs.
curriculum content areas if appropriate. The teacher makes connections
across curriculum content areas if
appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some awareness of 1. The teacher clearly explains concepts and 1. The teacher displays comprehensive
other ideas of the same discipline that are makes no content errors. understanding of the concepts and structure
connected to the lesson but does not make 2. The content appears to be accurate and its of the disciplines.
solid connection. focus shows awareness of the ideas and structure 2.The teacher addresses content accurately
of the discipline. and makes connections across disciplines.
3. The teacher demonstrates factual knowledge of 3.
subject matter and attempts to connect
content across disciplines.
CLARIFICATIONS
KEY CONCEPTS SIMPLE COHERENCE
central ideas of the topic or lesson a basic logic in the sequence of the lesson with one part
CURRICULUM CONTENT AREAS linked to the next
different learning/subject areas taught and learned in the MINOR CONTENT ERRORS
basic and secondary education curriculum lesser degree of errors in the content of the lesson
across curriculum teaching areas
5 6 7
eacher demonstrates accurate and in- The teacher demonstrates accurate, in- The teacher applies high-level
knowledge of most concepts in the depth and broad knowledge of all concepts in knowledge of content and pedagogy that
ntation of the lesson and in responding the presentation of the lesson and in creates a conducive learning environment that
rners’ questions in a manner that responding to learners’ questions in a enables an in-depth and sophisticated
pts to be responsive to student manner that is responsive to learner‘s understanding of the teaching and learning
opmental learning needs. developmental needs and promotes learning. process to meet individual or group learning
eacher makes connections The teacher makes meaningful connections needs within and across
s curriculum content areas if across curriculum content areas, if curriculum content areas.
priate. appropriate.
EATURES OF PRACTICE
e teacher displays comprehensive 1. The teacher displays extensive knowledge 1. The teacher applies extensive knowledge
standing of the concepts and structure of content. of content beyond his/her area of
disciplines. 2. The teacher cites intra- and specialization.
teacher addresses content accurately interdisciplinary content relationships. 2. The teacher motivates learners to
makes connections across disciplines. 3. The teacher addresses content accurately investigate the content area to expand their
and its focus is congruent with the big ideas knowledge and satisfy their natural curiosity.
and/or structure of the discipline.
CLARIFICATIONS
ACCURATE KNOWLEDGE BROAD KNOWLEDGE
content is free from errors knowledge within and across curriculum content areas
IN-DEPTH KNOWLEDGE HIGH-LEVEL KNOWLEDGE
foundational knowledge and finer details within the complex content knowledge within and across curriculum
curriculum content areas
area
INDICATOR 2 Uses a range of teaching strategies that enhance learner achievement in
3 4
The teacher uses loosely- The teacher occasionally applies
connected teaching strategies to address teaching strategies that address learners’ literacy
learners’ literacy and/or numeracy needs. and/or numeracy needs.
1. The teacher defines general terms in the 1. In some parts of the lesson, the teacher
lesson but fails to define specific terms needed provides activities which address learners’ literacy
to develop learners’ full understanding of and/or numeracy needs but fails to do so in some
literacy and/or numeracy concepts. critical parts of the lesson where either or both
Example: The teacher defines fraction but fails skills are necessary.
to define/explain numerator and
denominator.
CLARIFICATIONS
LOOSELY-CONNECTED TEACHING STRATEGIES OCCASIONALLY
teaching approaches which are mismatched in addressing literacy and/or occurs irregularly in the duration of the lesson
numeracy needs FREQUENTLY
CRITICAL LITERACY occurs often times in the duration of the lesson
critically analyzing and evaluating the meaning of text as it relates to global CONSISTENTLY
issues to inform occurs constantly in the duration of the lesson
a critical stance, response and/or action RELEVANT
CRITICAL NUMERACY teaching approaches which are moderately associated with the le
ability to effectively use mathematical concepts in applying, analyzing, developmental needs to enhance literacy and/or numeracy sk
evaluating and creating ideas
ategies that enhance learner achievement in literacy and numeracy skills
5 6
The teacher frequently applies The teacher consistentlyapplies
relevant strategies that enhance learners’ relevant strategies that enhance learners’
literacy and/or numeracy skills. literacy and/or numeracyskills.
1. The teacher uses activities that enhance 1. The teacher routinely provides activities to
literacy and/or numeracy in almost all aspects enhance learners’ literacy and/or numeracy
of the lesson. skills in all aspects of the lesson.
CLARIFICATIONS
OCCASIONALLY LITERACY SKILLS
occurs irregularly in the duration of the lesson skills needed for reading and writing. These may include
FREQUENTLY awareness of sounds of language, awareness of print and the relationship
occurs often times in the duration of the lesson between letters and sounds. Other skills such as creating knowledge through
CONSISTENTLY writing as well as developing media and technology are part of literacy skills.
occurs constantly in the duration of the lesson NUMERACY SKILLS
RELEVANT skills which consist of comprehending and applying fundamental arithmetic
ching approaches which are moderately associated with the learners’ operations like addition, subtraction, multiplication, and division. Numeracy
developmental needs to enhance literacy and/or numeracy skills skills may also include the ability to reason with mathematical concepts like
interpreting data, charts, and diagrams; process information; solve problems
and make decisions based on logical thinking and
reasoning.
y skills
7
The teacher integrates well- connected
teaching strategies that promote individual and
group learners’ critical literacy and/or critical
numeracy skills.
1. The teacher employs structured activities

that enhance and support learners’ higher
level of literacy and/or numeracy skills as a
significant part of his/her instruction.
LITERACY SKILLS
ded for reading and writing. These may include
ds of language, awareness of print and the relationship
sounds. Other skills such as creating knowledge through
veloping media and technology are part of literacy skills.
NUMERACY SKILLS
of comprehending and applying fundamental arithmetic
tion, subtraction, multiplication, and division. Numeracy
ude the ability to reason with mathematical concepts like
arts, and diagrams; process information; solve problems
ake decisions based on logical thinking and
reasoning.
Applies a range of teaching strategies to developcritical and creative thi
INDICATOR 3
3 4
The teacher provided The teacher uses questions and
straightforward questions and activities which activities that mostly require the learners to
lead learners through a single path of inquiry. interpret, explain, or describe ideas learned.
1. The teacher asks, “Who has an idea about 1. The teacher makes some attempt to engage
this?” The usual same learners offer learners in genuine discussion rather than simple,
comments. factual, or rote- type discussion.
2. Many questions require rote-type responses. The teacher asks, “Can you please explain this
idea?”
CLARIFICATIONS
HIGHER-ORDER QUESTION
require answers that go beyondsimple information. They are more abstract and require advanced cognitiv
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obv
strategies to developcritical and creative thinking, as well as other higher-order thinking skills
5 6
The teacher employs a range of The teacher challenges learners to justify their
targeted follow-up questions thinking and successfully engages most
and activities that encourage learners to learners in the discussion using well-directed
explain, demonstrate, and use ideas learned. questions and activities.
1. The teacher employs a range of 1. The teacher challenges learners
strategies to ensure that most learners are cognitively to advance high-level thinking
given opportunities to give opinions to the and discourse.
lesson and to react to the opinions of 2. Learners extend the discussion by
others. inviting comments from their classmates
2. The teacher creates a genuine during the discussion and challenge one
discussion among learners, providing another’s thinking.
adequate time for them to respond; as well 3. Learners, themselves, ensure that all
as to step aside when doing so is voices are heard in the discussion.
appropriate.
CLARIFICATIONS
HIGHER-ORDER QUESTION
mation. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.
STRAIGHTFORWARD QUESTIONS
redictable, not challenging and require answers based on obvious facts
higher-order thinking skills
7
The teacher provides a broad
range of questions and
activities, including those of higher-
order that challenge learners to analyze their
thinking to promote deeper
understanding.
1. Learners compare and contrast ideas.

2. Learners synthesize or summarize
information within or across disciplines.
ifying opinions.
Manages classroom structure to engage learners, individually or in groups, in m
INDICATOR 4 range of physical and learning environments
3 4 5
The teacher manages classroom structure and The teacher manages classroom structure and The teacher manages classroom structure
engages only some learners in engages the majority of the learners in and engages most learners in
discovery or hands-on learning activities within discovery and hands-on learning activities within a meaningful exploration, discovery and hands-
a range of physical learning environments. range of physical learning environments. on learning activities within a range of
physical learning environments.
1. Only some learners work productively within 1. The classroom layout is simple and somewhat 1. The classroom layout and available
the allotted time, physical space and suitable for different learning activities. resources are generally suitable for different
resources. 2. Majority of the learners work productively within learning activities.
the allotted time and physical space, using the 2. Most learners work productively within the
available resources. allotted time, physical space and resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT
any area where learning takes place
CLASSROOM STRUCTURE
includes the arrangement of chairs, tables, and other equipment
SOME
less than half of the learners
MAJORITY
more than half of the learners
MOST
almost all, approaching 100% of the learners
ers, individually or in groups, in meaningful exploration, discovery and hands-on activities within a
5 6 7
eacher manages classroom structure The teacher manages classroom structure The teacher organizes and maintains
ngages most learners in and engages all learners in classroom structure and engages learners,
ngful exploration, discovery and hands- meaningful exploration, individually or in groups, in
rning activities within a range of discovery and hands-on learning activities meaningful exploration, discovery and hands-
cal learning environments. within a range of physical learning on learning activities within a range of physical
environments. learning
environments.
EATURES OF PRACTICE
e classroom layout and available 1. The teacher keeps the learning 1. The teacher utilizes proactive
rces are generally suitable for different environment free from congestion and classroom structure management practices
ng activities. facilitates activities appropriate within the to support flexible movement of the
st learners work productively within the physical learning environment. learners in all learning activities.
d time, physical space and resources. 2. All learners work productively within the 2. Learners are fully engaged in all
allotted time, physical space activities by utilizing optimal space and
and resources. time, appropriate to their needs.
CLARIFICATIONS
DISCOVERY LEARNING ACTIVITIES
activities that require learners to draw on their past experiences and existing knowledge to discover facts,
relationships, and new knowledge to be learned
HANDS-ON LEARNING ACTIVITIES
activities that require physical participation of learners to construct, consolidate or explain concepts
MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and how they relate to other concepts
INDICATOR 5 Manages learner behavior constructively by applying positive and non-v
3 4
The teacher rarely manages misbehavior The teacher occasionally manages misbehavior
against established rules of conduct. against established rules of conduct and the
majority of the learners follow such rules.
1. Standards of conduct appear to have been 1. The teacher’s standards of conduct are
established, but learners violate the rules. inconsistently enforced resulting in some
2. A prescribed process to address learner interference in learning and some loss of
misconduct is communicated, but is not clear instructional time.
and requires repeated prompting, which delays 2. Standards of conduct are clear to some
or disrupts the quality of learning. learners and may require repeated prompting.
3. The teacher’s responses to learners’ 3. Appropriate expectations for behavior are
behavior are inconsistent: sometimes harsh, established, but some of these are unclear, or do
sometimes lenient. not address the needs of most learners.
CLARIFICATIONS
ESTABLISHED RULES MOST

an existing set rules of conduct imposed in the learning environment almost all, approaching 100% of the learners
CONSTRUCTIVE OCCASIONALLY
positive and helpful responses on learners’ behavior occurs irregularly in the duration of the lesson
MAJORITY FREQUENTLY
more than half of the learners occurs often times in the duration of the lesson
onstructively by applying positive and non-violent discipline to ensure learning-focused environments
5 6 7
The teacher frequently The teacher consistently The teacher constructively
manages misbehavior against established manages misbehavior against established manages learner behavior by
rules of conduct and rules of conduct and all learners follow such applying positive and non- violent discipline to
most learners follow such rules. ensure
rules. learning-focused environment.
1. The classroom management system 1. The teacher responds appropriately to 1. Learners are actively encouraged to
has been implemented appropriately which misbehavior of learners at all times take responsibility for their behavior.
is responsive to classroom and individual without any loss of instructional time. 2. Well-established procedures for
needs of learners. 2. Clear expectations for learner behavior learners to self-monitor their own
2. The teacher’s standards of behavior are evident. Standards of conduct are classroom behavior are evident.
are consistently reinforced resulting in little clear to all learners and with modest
or no interference with learning. They are impact on learning.
clear to most learners and require little
prompting.
CLARIFICATIONS
MOST RARELY
almost all, approaching 100% of the learners seldom occurs in the duration of the lesson
OCCASIONALLY CONSISTENTLY
occurs irregularly in the duration of the lesson occurs constantly in the duration of the lesson
FREQUENTLY BEHAVIOR
occurs often times in the duration of the lesson manner in which learners act; either positiveor negative
Uses differentiated, developmentally appropriate learning experiences t
INDICATOR 6 gender, needs, strengths, interests and experiences
3 4
The teacher provides a limited The teacher provides differentiated or
range of differentiated learning experiences to developmentally
address the learning needs of some learners. appropriate learning experiences to address
the learning needs of most learners.
1. The teacher relies on a single strategy or 1. The teacher makes use of the learners’
some strategies allowing some learners to developmental levels or ways of learning to
achieve the instructional outcomes. address their learning needs.
2. The teacher provides activities for all
learners but does not enable most of them to
meet the intended outcomes.
CLARIFICATIONS
LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests an
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENC
teaching and learning activities and tasks suited to the needs abilities, skills, and dev
DIFFERENTIATED LEARNING EXPERIENCES
teaching and learning activities that are suited to the various learning needs
mentally appropriate learning experiences to address learners’
erests and experiences
5 6
The teacher provides differentiated and The teacher provides differentiated and
developmentally appropriate learning developmentally appropriate learning
experiences to address the needs of most experiences to address the learning needs of
learners. different groups of learners.
1. The teacher makes use of 1. The teacher supports the learners’
developmental levels of learners in the needs through a variety of strategies,
classroom and the different ways they materials, and/or pacing that make
learn by providing differentiated learning learning accessible and challenging for
experiences that enable most learners to different groups of learners.
progress toward meeting intended 2. The teacher uses differentiated
outcomes. strategies that motivate and engage
groups of learners at their cognitive levels,
allowing them to achieve the
learning outcomes.
CLARIFICATIONS
LEARNING NEEDS
different backgrounds: gender, needs, strengths, interests and experiences
DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES
activities and tasks suited to the needs abilities, skills, and developmental level of learners
DIFFERENTIATED LEARNING EXPERIENCES
earning activities that are suited to the various learning needs of diverse learners
7
The teacher provides differentiated and
developmentally appropriate learning
experiences to address the diverse learning
needs.
1. The teacher provides thoughtful and

appropriate instructional adaptation for
individual learner needs. The adaptation of
instruction is realistic and effective. Diverse
learners have opportunities to actively engage
in various learning activities.
INDICATOR 7 Plans, manages and implements developmentally sequenced teaching a
varied teaching contexts
3 4
The teacher implements the lessons The teacher implements the lessons
but only with some elements of but with inappropriate elements of
developmentally sequenced teaching and developmentally
learning processes. sequenced teaching and learning processes.
1. The teacher does not demonstrate 1. The teacher’s demonstration of knowledge of
understanding of the pre- requisite pre-requisite relationships are inaccurate or
relationships when planning and incomplete and transitions between activities are
transitions between activities are too present but may catch learners off guard or disrupt
abrupt. the flow of the sequence.
2. The sequence of the lesson 2. There may have been a minor missed
demonstrated some structure but there opportunity or minor organizational issue present
were some problems with the during the lesson that affected learning time.
organization that negatively impacted
learning.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHINGAND LEARNING PROCESS INCLUDES:
• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategies strategies that include activities for individual learners an
• Pacing teacher’s appropriate speed or rate inpresenting the les
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suite
ents developmentally sequenced teaching and learning processes t meet curriculum requirements and
5 6
The teacher implements the lessons The teacher manages well- structured lessons
with appropriate elements of developmentally with developmentally sequenced teaching and
sequenced teaching and learning processes to meet curriculum
learning processes. requirements and varied teaching contexts.
1. The teacher connects outcomes to previous 1. The sequence of activities purposefully
and future learning. Transitions between scaffolds learners toward achieving the
activities are smooth. lesson’s objectives.
2. The lesson sequence generally kept 2. The sequence of learning activities
learners engaged and moving from one keeps learners engaged in the content
portion to the next in a reasonable manner. and had a clear sense of purpose
They seemed to understand the purpose of throughout the vast majority of the class
the lesson and what they were to do to time.
accomplish the purpose.
CLARIFICATIONS
EACHINGAND LEARNING PROCESS INCLUDES:
expectations for learners at the end of the lesson
strategies that include activities for individual learners and/or groups
teacher’s appropriate speed or rate inpresenting the lesson
order of presenting the lesson and classroom activities
G different ways of presenting the lesson and activities suited to variouslearner needs
t meet curriculum requirements and
7
The teacher manages well- structured lessons
with emphasis on explicit
connections between previous learning and
new concepts and skills.
1. The progression from the warm up into the

main activity was thoughtfully planned to
review same basic concepts, followed by the
activities that would take the application of this
knowledge to the next level of exploration.
Selects, develops, organizes, and uses appropriate teaching and learnin
INDICATOR 8
3 4 5
The teacher utilizes learning resources, The teacher utilizes learning resources, including The teacher utilizes learning resources,
including ICT, which are loosely-aligned with ICT, which are occasionally aligned with the including ICT, which
the learning goals. learning goals. are generally aligned with the learning goals.
1. Instructional materials and resources are 1. Instructional materials and resources are 1. Instructional materials and resources are
minimally aligned with the learning incompletely aligned with the instructional fairly aligned with the instructional
goals. purposes. purposes.
CLARIFICATIONS
TEACHING AND LEARNING RESOURCES MAY INCLUDE:
• Chalkboard
• Manila paper or Cartolina
• Printed materials like worksheets, flashcards, activity sheets, etc.
• ICT Resources: slides presentation, audio visual, social media, and other web-based applications
• Manipulatives, models, and other tools

• ...and others
propriate teaching and learning resources, including ICT, to address learning goals
5 6 7
eacher utilizes learning resources, The teacher utilizes learning resources, The teacher integrates
ing ICT, which including ICT, which extensive and multidisciplinary learning
enerally aligned with the learning goals. are consistently aligned with resources, including ICT, which are
the learning goals. appropriate and
aligned with the learning goals.
EATURES OF PRACTICE
ructional materials and resources are 1. All instructional materials and 1. Instructional materials are diverse and are
aligned with the instructional resources are aligned with the consistently aligned with the
ses. instructional purposes. instructional purposes.
CLARIFICATIONS
LOOSELY-ALIGNED
substantially mismatched with the learning goals
OCCASIONALLY ALIGNED
sometimes matched with the learning goals
GENERALLY ALIGNED
usually matched with the learning goals
CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
EXTENSIVE LEARNING RESOURCES

wide range of learning resources
MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas
Designs, selects, organizes, and uses diagnostic, formative and summat
INDICATOR 9 requirements
3 4 5
The teacher provides a limited range of The teacher provides a range of assessment The teacher provides a range of assessment
assessment strategies but fails to address strategies but only some are aligned with strategies that address most of the learning
the learning goals. the learning goals. goals.
1. The assessment procedures focus on task 1. The teacher uses a variety of assessment 1. The teacher uses a repertoire of
completion and/or compliance rather than strategies which are partially congruent to the assessment strategies which are aligned with
learner achievement of lesson purpose/ intended learning outcomes. the intended learning goals.
objective. 2. The teacher uses procedures that yield only 2. The teacher uses assessment procedures
some evidence of learning. that draw out evidence of whether learners
have learned most of the intended learning
outcomes.
CLARIFICATIONS
ASSESSMENT STRATEGIES: DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and
FORMATIVE
assessment used to identify the parts of the lesson where learners need
e.g. recitation, activities and seatworks
SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes an
es diagnostic, formative and summative assessment strategie consistent with curriculum
5 6 7
The teacher provides a range of assessment The teacher provides assessment strategies The teacher integrates assessment strategies
strategies that address most of the learning consistent with thecurriculum engages learners in self- and
goals. requirements. peer-assessment.
1. The teacher uses a repertoire of 1. The teacher predominantly uses 1. The teacher uses assessment strategies
assessment strategies which are aligned with assessment strategies which are embedded which engage learners in assessment criteria
the intended learning goals. as an integral part of the lesson and are to self- monitor and reflect on their own
2. The teacher uses assessment procedures aligned with the intended instructional or progress.
that draw out evidence of whether learners consistent with the content standards. 2. Learners frequently assess their own work
have learned most of the intended learning 2. Learners are encouraged to assess and and the work of their peers using assessment
outcomes. monitor the quality of their own work against criteria embedded in the teacher- learners-
the assessment criteria and performance generated rubrics, peer reviews, and/or
standards that make active use of that reflection logs.
information in
their learning.
CLARIFICATIONS
ASSESSMENT STRATEGIES: DIAGNOSTIC
ach learner’s strengths, weaknesses, knowledge and skills prior to instruction
FORMATIVE
o identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks
SUMMATIVE
used to identify learner achievement, e.g. quizzes and tests
Annotation Template
Objectives Means of Verification
Results- Based Per f orman
Manual for Teac

ACKNOWLEDG
The Results-based Performance Management System (RPMS) Manual for Teachers and School Heads was developed through the Philippine National Research Center for Teacher Q
© Department of Education - Bureau of Human Resourc
Philippine National
RESEARCH CENTER FOR TEACHER QUALITY

DEPARTMENT OF EDUCATION
Bureau of Human Resource
National Educators Academy and Organizational Development (BHROD) o
Philippines (NEAP)
Dir. Maria Lourdes D. Pantoja Dir. John Arnold S. Siena
BUREAU OF HUMAN RESOURCE AND ORGANIZATIONAL DEVELOPMENT

Cecille A. Anyayahan Earl Ryan A. Losito
Project Development Officer IV Project Development Officer III
Joanna Christina Sta. Isabel Allan Jerome Gutierrez Ma. Fatima Luzviminda B. Ang
Leonardo G. Bautista, Jr.
Millie Jane T. Fudolig Administrative Assistant II
Erika Marie E. Daza
Michael Joseph P. Cabauatan Reynier B. Cruz Ruby Chanda J. Crisostomo
Cynthia M. Sabando
Project Development Officer III Administrative Support
THE PROJECT TEAM
RPMS MANUAL AND TOOLS
Gina O. Gonong, Ph.D.
Director and Project Leader, RCTQ
John Pegg, Ph.D.
Director, UNE-SiMERR National Research Centre
Ken Vine, Ph.D.
Principal Research Adviser, UNE-SiMERR National Research Centre
Michael Wilson I. Rosero Favian L. Noche
Senior Research Officers, RCTQ
Alwaleed Alssamani
Web Programmer, UNE-SiMERR National Research Centre
CLASSROOM OBSERVATION TOOL-RPMS

Jennie V. Jocson, Ph.D.
Deputy Director and Project Leader, RCTQ
Ian Kenneth D. Magabilin Jerreld M. Romulo Research Officers, RCTQ
RCTQ and UNE-SiMERR TEAM

Joy Hardy, Ph.D.
Deputy Director, UNE-SiMERR National Research Centre
Allan S. Reyes
Senior Program Manager, RCTQ
Marilyn U. Balagtas, Ph.D. Greg McPhan Ph.D.
Appendix L
Annotation Template
Description of the MOV Annotations
Presented
Results- Based Per f ormance Management S ys t em
Manual for Teachers and School Heads

KNOWLEDGEMENTS
hool Heads was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian Government through the Basic Education Sector Transformati
© Department of Education - Bureau of Human Resource and Organizational Development
d Organizational Development (BHROD) of the
Arnold S. Siena
NIZATIONAL DEVELOPMENT
Earl Ryan A. Losito
Project Development Officer III
Allan Jerome Gutierrez Ma. Fatima Luzviminda B. Angeles
Administrative Assistant II
Reynier B. Cruz Ruby Chanda J. Crisostomo
Administrative Support
OJECT TEAM
UAL AND TOOLS
Gonong, Ph.D.
oject Leader, RCTQ
egg, Ph.D.
National Research Centre
ine, Ph.D.
E-SiMERR National Research Centre
osero Favian L. Noche
ch Officers, RCTQ
d Alssamani
MERR National Research Centre
RVATION TOOL-RPMS
Jocson, Ph.D.
d Project Leader, RCTQ
M. Romulo Research Officers, RCTQ
NE-SiMERR TEAM
ardy, Ph.D.
ERR National Research Centre
S. Reyes
m Manager, RCTQ
Ph.D. Greg McPhan Ph.D.
Appendix L
Annotations
nagement S ys t em
s and School Heads

EMENTS
Q) with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program.
nizational Development

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RPMS Tool for Teacher I-I

Position Title Teacher I - III

Tool for Teacher I-III

PCP No. Revision Code: 00

ducation units (18-21), at least 18 MA units

ograms to support learning

al, to promote learning and improve school performance

Content Knowledge and

1. Applied knowledge of content within

2. Used a range of teaching strategies

1. Classroom observation tool (COT) rating sheet and/or

1. Classroom observation tool (COT) rating sheet and/or

4. Managed classroom structure to

1. Classroom observation tool (COT) rating sheet and/or

1. Classroom observation tool (COT) rating sheet and/or

6. Used differentiated, developmentally

Classroom observation tool (COT) rating sheet and/or

1. Classroom observation tool (COT) rating sheet and/or

8. Participated in collegial discussions

9. Selected, developed, organized and

1. Classroom observation tool (COT) rating sheet and/or

1. Personal notes of teachers on LACs/FGDs/meetings

1. Classroom observation tool (COT) rating sheet and/or

1. Classroom observation tool (COT) rating sheet and/or

12. Communicated promptly and clearly

1. At least 3 samples of corrected test papers of the

1. Applied knowledge of 1. Classroom observation tool (COT) Quality Showed knowledge

Showed Showed knowledge Showed knowledge No acceptable

Submitted 3 Submitted 2 Submitted any 1 of No acceptable

2. Used a range of 1. Classroom observation tool (COT) Quality Facilitated using

Facilitated using Facilitated using Facilitated using No acceptable

Submitted 3 Submitted 2 Submitted 1 No acceptable

3. Applied a range of 1. Classroom observation tool (COT) Quality Used different

Used different Used different Used different No acceptable

Submitted 3 Submitted 2 Submitted 1 lesson No acceptable

4. Managed classroom 1. Classroom observation tool (COT) Quality Used classroom

Used classroom Used classroom Used classroom No acceptable

Submitted 3 Submitted 2 Submitted 1 lesson No acceptable

Applied teacher Applied teacher Applied teacher No acceptable

Submitted at least Submitted at least Submitted any 1 of No acceptable

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

Applied Applied Applied No acceptable

Submitted 3 Submitted 2 Submitted any 1 No acceptable

7. Planned, managed 1. Classroom observation tool (COT) Quality Planned and

Planned and Planned and Planned and No acceptable

Submitted 3 Submitted 2 Submitted 1 No acceptable

8. Participated in 1. Personal notes of teachers on Quality Consistently

Frequently Occasionally Rarely participated No acceptable

Participated in 3 Participated in 2 Participated in 1 No acceptable

9. Selected, developed, 1. Classroom observation tool (COT) Quality Developed and

Developed and Developed and Developed and No acceptable

Submitted 3 varied Submitted 2 varied Submitted any No acceptable

Designed, Designed, selected, Designed, selected, No acceptable

Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

11. Monitored and 1. Compilation of a learner’s written Quality Consistently

Timeliness Submitted MOV

Frequently Occasionally Rarely monitored No acceptable

Submitted a Submitted a Submitted 1 No acceptable

Submitted MOV Submitted MOV Submitted MOV No acceptable

12. Communicated 1. At least 3 samples of corrected test Quality Consistently

Timeliness Submitted MOV

Frequently Occasionally Rarely showed No acceptable

Submitted a Submitted a Submitted any 1 of No acceptable