MT - I To IV FORMS

RPMS Tool for Master Teach
(Highly Proficient Teache
POSITION AND COMPETENCY PROFILE
Department of Education
Position Title Master Teacher I-IV
Parenthetical Title
Office Unit
Reports to
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 DO 51
Position Master Teacher I
Title
Education For Elementary School - Bachelor of Elementary
Education (BEEd) or Bachelor’s degree plus 18
professional units in Education; and 18 units for a
Master’s degree in Education or its equivalent
For Secondary School -

Bachelor of Secondary
Appendix C
RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)
AND COMPETENCY PROFILE PCP No.
Salary Grade
Effectivity Date
Page/s
JOB SUMMARY
QUALIFICATION STANDARDS
Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Master Teacher II Master Teacher III Master Teacher IV
For Elementary School - Bachelor of Elementary Completion of academic requirements for a Completion of academic requirements for a
Education (BEEd) or Bachelor’s degree plus 18 Master’s degree in Education or its equivalent Master’s degree in Education or its
professional units in Education; and 24 units for equivalent
a Master’s
degree in Education or its equivalent
For Secondary School - Completion of academic Completion of academic

Bachelor of Secondary requirements for a Master’s requirements for a Master’s
Appendix C
Revision Code: 00
Master Teacher IV
Completion of academic requirements for a
Master’s degree in Education or its
equivalent
Completion of academic
requirements for a Master’s
Education (BSEd) or Bachelor’s degree plus
18 professionalunits in Education with
appropriate major;and 18 units for a Master’s
degreein
Education or its equivalent
Experience 3 years relevant experience
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
DUTIES AND RESPONSIBILITIES
1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within
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 achievem
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 fo
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 e
10. Establishes links with colleagues through attendance and membership in professional organizations for self-gro
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and obser
circles/learning action cells
12. Does related work
Education (BSEd) or Bachelor’s degree plus degree in Education or its equivalent
18 professionalunits in Education; and 24
units for a Master’s degree in Education or its
equivalent
1 year as Master Teacher I or 1 year as Master Teacher II or

4 years as Teacher III 5 years as Teacher III
RA 1080 RA 1080
4 hours relevant training 8 hours of relevant training
rs

owledge and pedagogy showing its integration within and across learning
ng-learning innovations
ments that promote learner responsibility and achievement
ategies that are responsive to learner diversity
culum and its implementation

and utilization of different types of assessment tools for the improvement of the teaching and learning process
d achievement
agement of internal and external stakeholders in the educative process
membership in professional organizations for self-growth and advancement
hing, mentoring, coaching, class monitoring and observation, organizing/leading/serving as trainers/facilitators in teacher quality
degree in Education or its equivalent
1 year as Master Teacher III or

5 years as Teacher III
RA 1080
16 hours of relevant training
teaching and learning process
g/serving as trainers/facilitators in teacher quality

1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within
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 achievem
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 fo
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 e
10. Establishes links with colleagues through attendance and membership in professional organizations for self-gro
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and obser
circles/learning action cells
12. Does related work
owledge and pedagogy showing its integration within and across learning areas
ng-learning innovations
ments that promote learner responsibility and achievement
ategies that are responsive to learner diversity
culum and its implementation
and utilization of different types of assessment tools for the improvement of the teaching and learning process
d achievement
agement of internal and external stakeholders in the educative process
membership in professional organizations for self-growth and advancement
hing, mentoring, coaching, class monitoring and observation, organizing/leading/serving as trainers/facilitators in teacher quality
s
teaching and learning process
g/serving as trainers/facilitators in teacher quality

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

Pedagogy
Objectives
1. Modeled effective applications of content

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

application of research to enrich knowledge of
content and pedagogy.
Means of Verification (MOV)
1. Classroom observation tool (COT) rating sheet and/or inter-

observer agreement form about effective applications of content
knowledge within and across curriculum teaching areas
2. Lesson plans/modified DLLs used in demonstration teaching
highlighting integration of content knowledge within and across subject
areas
3. Instructional materials developed highlighting effective application
of content knowledge within and across subject areas
4. Performance tasks/test material(s) used in demonstration teaching
highlighting integration of content knowledge within and across subject
areas
5. Results of assessment used in demonstration teaching highlighting
mastery of lessons learned
6. Others (Please specify and provide annotations)
1. Copy of the research proposal focused on enriching knowledge of

content and pedagogy
2. Proof of participation and/or contribution to a 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
Learning Environment and
Diversity of Learners
3. Developed and applied effective teaching
strategies to promote critical and creative thinking, as
well as other higher-order thinking skills.
4. 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
4. Proof of dissemination of research findings with colleagues
5. Proof of utilization of research findings

observer agreement form about using effective teaching strategies to
promote critical and creative teaching, as well as other higher-order
thinking skills
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
6. Others (Please specifyand provide annotations)

observer agreement form about sharing effective techniques in the
management of classroom structure
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting effective classroom
managementstrategies that engage
within a range of physical learning environments.
5. Exhibited effective and constructive behavior

management skills by applyingpositive and non-
violent discipline to ensure learning- focused
environments.
6. Worked with colleagues to share differentiated,

developmentally appropriate opportunities to address
learners’ differences in gender, needs, strengths,
interests and experiences.
learners in activities/tasks in different physical learning environments
3. Minutes of LAC highlighting the sharing on effective classroom
management techniques
4. Instructional materials used in demonstration teaching
Classroom observation tool (COT) rating sheet and/or inter-observer

agreement form about effective 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
1. Minutes of LAC session/s, highlighting one’s sharing of strategies

on differentiated and developmentally appropriate opportunities to
address learners’ differences
2. Lesson plans/modified DLLs highlighting strategies on
differentiated and developmentally-appropriate opportunities to
address learners’ differences
Curriculum and Planning
7. Developed and applied effective strategies in the
planning and management of developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching
contexts.
8. Reviewed with colleagues, teacher and learner

feedback to plan, facilitate and enrich teaching
practice.
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)

observer agreement form about using effective strategies in
implementing developmentally sequenced teaching and learning
process
2. Results of learners’ assessment during the actual teaching
highlighting developmentally sequenced teaching-learning process
4. Instructional materials showing effective strategies in
developmentally sequenced teaching and learning process
1. Implemented LAC/FGD Plan

2. Minutes of LAC/FGD sessions on use of teacher and learner
feedback to enrich teaching practice with proof of attendance
Assessment and Reporting
9. Advised and guided colleagues in the selection,
organization, development and use of appropriate
teaching and learning resources, including ICT, to
address specific learning goals.
10. 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.
11. Interpreted collaboratively monitoring and

evaluation strategies of attainment data to support
learner progress and achievement.
1. Teaching and learning resources developed by colleagues and
critiqued on their alignment to learning goals
2. Lesson plans by colleagues critiqued in terms of the alignment of
the teaching and learning resources to the indicated learning goals and
appropriateness to the target learners
1. Any proof of collaborative review if the test is designed based on its

purpose (e.g. diagnostic, formative and summative)
2. Any proof of collaborative review of the alignment of the test with
the curriculum 2.1.formative test attached to a lesson plan
2.2.summative assessment with TOS 2.3.diagnostic test with its TOS
3. Others (Please specify and provide
annotations)
1. Collaborative interpretation of the index of mastery obtained from 1

class
2. Collaborative interpretation of item analysis of quarterly
examinations
3. Collaborative interpretation of results of performance assessment
Plus Factor
12. Applied skills in the effective communication of
learner needs, progress and achievement to key
stakeholders, including parents/guardians.
13. Performed various related works/activities that

contribute to the teaching-learning process.
1. Sample agreement for learners at risk signed by parents and
corresponding evidence of improvement
2. Record of dialogue and/or parent-teacher conferences and
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
5. Sample of accomplished rubrics given for performance task and
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
1. Served as reliever of classes in the absence of teachers

2. Served as OIC in the absence of the principal
3. Represented the principal in meetings and conferences
4. Observed classes of Teachers -IIII
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
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Co- authorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers
Objectives Means of Verification (MOV)
QET
1. Modeled effective applications 1. Classroom observation tool (COT) rating sheet Quality
of content knowledge within and and/or inter- observer agreement form about effective
across curriculum teaching applications of content knowledge within and across
areas. curriculum teaching areas
demonstration teaching highlighting integration of
content knowledge within and across subject areas
3. Instructional materials developed highlighting
effective application of content knowledge within and
across subject areas
4. Performance tasks/test material(s) used in
demonstration teaching highlighting integration of
content knowledge within and across subject areas
5. Results of assessment used in demonstration
teaching highlighting mastery of lessons learned
6. Others (Please specify and provide annotations) Efficiency
Timeliness
Performance Indicators
Outstanding Very Satisfactory Unsatisfactory (2) Poor (1)
(5) Satisfactory (3)
(4)
Modeled effective Modeled effective Modeled effective Modeled effective No acceptable

applications of content applications of applications of applications of content evidence was
knowledge within and content knowledge content knowledge knowledge within and shown
across curriculum within and across within and across across curriculum
teaching areas as curriculum teaching curriculum teaching teaching areas as
shown in MOV 1 with areas as shown in areas as shown in shown in MOV 1 with a
a rating of 8 MOV 1 with a rating MOV 1 with a rating rating of 5
of 7 of 6
Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson as No acceptable

lessons as evidenced as evidenced by MOV as evidenced by evidenced by MOV 1 evidence was
by MOV 1 and 1 from colleagues and MOV 1 from from colleagues and shown
supported by any 1 of supported by any 1 of colleagues and supported by any 1 of
the other MOV given the other MOV given supported by any 1 the other MOV given
of the other MOV
given
QET
2. Collaborated with colleagues 1. Copy of the research proposal focused on Quality

in the conduct and application of enriching knowledge of content and pedagogy
research to enrich knowledge of 2. Proof of participation and/or contribution to a
content and 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
Efficiency
Timeliness
(4)
Conducted, completed Conducted and Conducted action Proposed action No acceptable

and disseminated completed action research with research with evidence was
action research with research with colleagues colleagues shown
colleagues colleagues
Submitted at least 4 of Submitted any 3 of Submitted any 2 Submitted any 1 MOV No acceptable
the given MOV the acceptable MOV MOV evidence was
shown
Presented the Completed the Conducted the Proposed the research No acceptable
research report within research report within research report report within the rating evidence was
the rating the rating within the rating period shown
period period period
QET
3. Developed and applied 1. Classroom observation tool (COT) rating sheet Quality
effective teaching strategies to and/or inter- observer agreement form about using
promote critical and creative effective teaching strategies to promote critical and
thinking, as well as other higher- creative teaching, as well as other higher-order
order thinking skills. thinking skills
demonstration 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 the demonstration
teaching
Efficiency
Timeliness
(4)
Demonstrated Demonstrated Demonstrated Demonstrated effective No acceptable

effective teaching effective teaching effective teaching teaching strategies to evidence was
strategies to promote strategies to promote strategies to promote promote critical and shown
critical and creative critical and creative critical and creative creative thinking, as
thinking, as well as thinking, as well as thinking, as well as well as other higher-
other higher-order other higher-order other higher-order order thinking skills as
thinking skills as thinking skills as thinking skills as shown in MOV 1 with a
shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with rating of 5
a a a
rating of 8 rating of 7 rating of 6
Submitted 4 or more Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson as No acceptable

lessons as evidently as evidently shown in as evidently shown in evidently shown in MOV evidence was
shown in MOV 1 and MOV 1 and supported MOV 1 and 1 and supported by any shown
supported by any 1 of by any 1 of the other supported by any 1 of the other MOV given
the other MOV MOV of the other MOV
given given given
QET
4. Worked with colleagues to 1. Classroom observation tool (COT) rating sheet Quality
model and share effective and/or inter- observer agreement form about sharing
techniques in the management effective techniques in the management of classroom
of classroom structure to engage structure
learners, individually or in 2. Lesson plans/modified DLLs used in
groups, in meaningful demonstration teaching highlighting effective
exploration, discovery and classroom management strategies that engage
hands-on activities within a learners in activities/tasks in different physical
range of physical learning learning environments
environments. 3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
Efficiency
Timeliness
(4)
Modeled and shared Modeled and shared Modeled and shared Modeled and shared No acceptable
effective classroom effective classroom effective classroom effective classroom evidence was
management management management management strategies shown
strategies that engage strategies that strategies that that engage learners in
learners in activities/ engage learners in engage learners in activities/ tasks done in
tasks done in different activities/ tasks done activities/ tasks done different physical
physical learning in different physical in different physical learning environments
environments as learning environments learning as shown in MOV 1 with
shown in MOV 1 with as shown in MOV 1 environments as a
a with a shown in MOV 1 with rating of 5
rating of 8 rating of 7 a
rating of 6
Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted any 1 of the No acceptable
lessons supported by supported by MOV 1 supported by MOV 1 acceptable MOV evidence was
MOV 1 and any 1 of and any 1 of the other and any 1 of the shown
the other acceptable acceptable other acceptable
MOV MOV MOV
QET
5. Exhibited effective and Classroom observation tool (COT) rating sheet Quality
constructive behavior and/or inter-observer agreement form about effective
management skills by applying teacher management of learner behavior using the
positive and non- violent following strategies:
discipline to ensure learning- 1. Providing motivation
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
Efficiency
Timeliness
(4)
Exhibited effective and Exhibited effective Exhibited effective Exhibited effective and No acceptable
constructive behavior and constructive and constructive constructive behavior evidence shown
management skills by behavior behavior management skills by
applying positive and management skills by management skills applying positive and
non-violent discipline applying positive and by applying positive non-violent discipline to
to ensure learning- non-violent discipline and non-violent ensure learning-
focused environments to ensure learning- discipline to ensure focused environments
shown in MOV 1 with focused environments learning- focused shown in MOV 1 with a
a rating shown in MOV 1 with environments shown rating
of 8 a in MOV 1 with a of 5
rating of 7 rating of 6
Applied at least 7 of Applied at least 7 of Applied at least 7 of Applied any of the given No acceptable
the given strategies as the given strategies the given strategies strategies as observed evidence shown
observed in at as observed in 3 as observed in 2 in only 1 lesson
least 4 lessons lessons lessons
QET
6. Worked with colleagues to 1. Minutes of LAC session/s, highlighting one’s Quality

share differentiated, sharing of strategies on differentiated and
developmentally appropriate developmentally-appropriate opportunities to address
opportunities to address learners’ differences
learners’ differences in gender, 2. Lesson plans/modified DLLs highlighting
needs, strengths, interests and strategies on differentiated and developmentally-
experiences. appropriate opportunities to address learners’
differences
3. Corresponding instructional materials showing
differentiated and developmentally appropriate
opportunities to address learners’ differences Efficiency
4. Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained from the
Master Teacher's sharing)
Timeliness
(4)
Worked with Worked with Worked with Worked with colleagues No acceptable
colleagues at least in colleagues in the colleagues in the but no evidence of evidence shown
the district/cluster level school level to share department or grade sharing with others
to share lesson lesson level to share lesson
Submitted at least 1 Submitted at least 1 Submitted at least 1 Submitted at least 1 No acceptable

lesson as evidently lesson as evidently lesson as evidently lesson, as evidenced by evidence shown
shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and either MOV 2 or 3 but
supported by any supported by any supported by any no evidence of sharing
acceptable MOV acceptable MOV acceptable MOV with others
QET
7. Developed and applied 1. Classroom observation tool (COT) rating sheet Quality
effective strategies in the and/or inter-observer agreement form about using
planning and management of effective strategies in implementing developmentally
developmentally sequenced sequenced teaching and learning process
teaching and learning processes 2. Results of learners’ assessment during the actual
to meet curriculum requirements teaching
and varied teaching contexts. 3. Lesson plans/modified DLLs used in
demonstration teaching highlighting developmentally
sequenced teaching-learning process
4. Instructional materials showing effective
strategies in developmentally sequenced teaching
and learning process
demonstration teaching
Efficiency
Timeliness
(4)
Developed and Developed and Developed and Developed and applied No acceptable
applied effective applied effective applied effective effective strategies evidence was
strategies showing strategies showing strategies showing showing developmentall shown
developmentall y- developmenta lly- developmenta lly- y- sequenced teaching
sequenced teaching sequenced teaching sequenced teaching and learning process as
and learning process and learning process and learning process shown in MOV 1 with a
as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 rating of 5
with a rating of 8 with a rating of 7 with a
rating of 6
Submitted at least 4 Submitted 2-3 Submitted 1 lesson Submitted 1 lesson as No acceptable

lessons as evidenced lessons as evidenced as evidenced by evidenced by any 1 of evidence was
by MOV 1 and 2 and by MOV 1 and 2 and shown in MOV 1 the acceptable MOV shown
supported by any 1 of supported by any 1 of and/or
the other acceptable the other acceptable 2 and supported by
MOV MOV any 1 of the other
acceptable
MOV
QET
8. Reviewed with colleagues, 1. Implemented LAC/FGD Plan Quality

teacher and learner feedback to 2. Minutes of LAC/FGD sessions on use of teacher
plan, facilitate and enrich and learner feedback to enrich teaching practice with
teaching practice. proof of attendance
Efficiency
Timeliness
(4)
Consistently led Frequently led Occasionally led Rarely led collaborative No acceptable
collaborative reviews collaborative reviews collaborative reviews reviews of teacher and evidence was
of teacher and learner of teacher and learner of teacher and learner feedback as shown
feedback as feedback as learner feedback as evidenced by the MOV
evidenced by the MOV evidenced by the evidenced by the submitted
submitted MOV submitted MOV
submitted
Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

collaborative reviews collaborative reviews collaborative reviews collaborative review of evidence was
of teacher and learner of teacher and learner of teacher and teacher and learner shown
feedback as evidently feedback as evidently learner feedback as feedback as evidently
shown in MOV 1 and shown in MOV 1 and evidently shown in shown in any of the
supported by any 1 of supported by any 1 of MOV 1 and acceptable MOV
the acceptable the acceptable supported by any 1
MOV MOV of the acceptable
MOV
QET
9. Advised and guided 1. Teaching and learning resources developed by Quality

colleagues in the selection, colleagues and critiqued on their alignment to
organization, development and learning goals
use of appropriate teaching and 2. Lesson plans by colleagues critiqued in terms of
learning resources, including the alignment of the teaching and learning resources
ICT, to address specific learning to the indicated learning goals and appropriateness
goals. to the target learners
Efficiency
Timeliness
(4)
Consistently advised Frequently advised Occasionally advised Rarely advised No acceptable

colleagues in the colleagues in the colleagues in the colleagues in the evidence was
selection, selection, selection, selection, organization, shown
organization, organization, organization, development and
development and development and development and appropriate use of
appropriate use of appropriate use of appropriate use of teaching and learning
teaching and learning teaching and learning teaching and resources as shown in
resources as shown in resources as shown learning resources the MOV submitted
the MOV in the MOV as shown in the MOV
submitted submitted submitted
Submitted at least 4 Submitted 3 teaching Submitted 2 teaching Submitted 1 teaching No acceptable

teaching and learning and learning and learning and learning resource evidence was
resources as resources as resources as as evidenced by any of shown
evidenced by at least evidenced by at least evidenced by at least the acceptable MOV
1 of the acceptable 1 of the acceptable 1 of the acceptable
MOV MOV MOV
QET
10. Worked collaboratively with 1. Any proof of collaborative review if the test is Quality
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use formative and summative)
of a range of effective diagnostic, 2. Any proof of collaborative review of the alignment
formative and summative of the test with the curriculum
assessment strategies 2.1.formative test attached to a lesson plan
consistent with curriculum 2.2.summative assessment with TOS
requirements. 2.3.diagnostic test with its TOS
Efficiency
Timeliness
(4)
Consistently reviewed Frequently reviewed Occasionally Rarely reviewed No acceptable

collaboratively collaboratively reviewed collaboratively evidence was
assessment tools with assessment tools with collaborativel y assessment tools with shown
colleagues as shown colleagues as shown assessment tools colleagues as shown in
in the MOV in the MOV with colleagues as the MOV submitted
submitted submitted shown in the MOV
submitted
Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

assessment tools as assessment tools as assessment tools as assessment tool as evidence was
evidently shown in any evidently shown in evidently shown in evidently shown in any shown
of the acceptable MOV any of the acceptable any of the acceptable of the acceptable MOV
MOV MOV
QET
11. Interpreted collaboratively 1. Collaborative interpretation of the index of Quality

monitoring and evaluation mastery obtained from 1 class
strategies of attainment data to 2. Collaborative interpretation of item analysis of
support learner progress and quarterly examinations
achievement. 3. Collaborative interpretation of results of
performance assessment
Efficiency
Timeliness
(4)
Consistently Frequently Occasionally Rarely collaborated with No acceptable

collaborated with collaborated with collaborated with colleagues in the evidence was
colleagues in the colleagues in the colleagues in the interpretation of shown
interpretation of interpretation of interpretation of assessment data as
assessment data as assessment data as assessment data as shown in the MOV
shown in the MOV shown in the MOV shown in the MOV submitted
Submitted at least 2 Submitted at least 3 Submitted at least 2 Submitted any 1 of the No acceptable
different types of MOV of the same kind of of the same kind of MOV evidence was
MOV MOV shown
QET
12. Applied skills in the effective 1. Sample agreement for learners at risk signed by Quality
communication of learner needs, parents and corresponding evidence of improvement
progress and achievement to 2. Record of dialogue and/or parent- teacher
key stakeholders, including conferences and corresponding evidence of
parents/guardians. 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
(4)
Consistently applied Frequently applied Occasionally applied Rarely applied skills in No acceptable
skills in the effective skills in the effective skills in the effective the effective evidence was
communication of communicatio n of communicatio n of communication of shown
learner needs and learner needs and learner needs and learner needs and
progress to parents/ progress to parents/ progress to parents/ progress to parents/
guardians as shown in guardians as shown guardians as shown guardians as shown in
the MOV in the MOV in the MOV the MOV submitted
QET
8. Correspondence notebook/letters/proof of Efficiency

communication using other modalities (e.g. e-mail,
SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record Others (Please
specify and provide annotations)
Timeliness
(4)
Submitted at least 4 of Submitted any 3 MOV Submitted any 2 Submitted any 1 MOV No acceptable
the acceptable MOV MOV evidence was
shown
QET
13. Performed various related 1. Served as reliever of classes in the absence of Quality
works/activities that contribute to teachers
the teaching-learning process. 2. Served as OIC in the absence of the principal
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
9. Committee involvement
(4)
Consistently Frequently performed Occasionally Rarely performed No acceptable

performed special special tasks and/or performed special special tasks and/or evidence was
tasks and/or assignments as tasks and/or assignments as shown shown
assignments as shown shown in the MOV assignments as in the MOV submitted
in the MOV submitted submitted shown in the MOV
submitted
QET
10. Advisorship of Co-curricular activities Efficiency

11. Book or Journal Authorship/Co-
authorship/Contributorship
12. Coordinatorship/chairmanship
13. Coaching and mentoring learners in competitions
14. Mentoring pre-service/in-service teachers
Timeliness
(4)
Submitted at least 4 Submitted only 3 Submitted only 2 Submitted any 1 of the No acceptable
different kinds of different kinds of different kinds of acceptable MOV evidence was
acceptable MOV acceptable MOV acceptable MOV shown
Name of Employee: Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED OUT DURING PLANNING

MFOs KRAs Objectives Timelin Weight Performance Indicato
e per KRA
QET Outstanding (5) Very Satisfactory (4)
Basic 1. Content 1. Modeled effective Quality Modeled Modeled

Education Knowledge and applications of content effective applications effective applications
Services Pedagogy knowledge within and of content knowledge of content knowledge
across curriculum within and across within and across
teaching areas.
curriculum curriculum
teaching areas teaching areas
as shown in as shown in
MOV 1 with a MOV 1 with a
Efficiency Submitted at Submitted 3
least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and MOV 1 from
supported by colleagues and
any 1 of the supported by
other MOV any 1 of the
given other MOV
given
Timeliness
Basic 2. Collaborated with Quality Conducted, Conducted and
Education colleagues in the conduct completed and completed action
Services and application of disseminated action research with
research colleagues
with colleagues
research to enrich
knowledge of content and Efficiency Submitted at Submitted any 3
pedagogy. least 4 of the given of the acceptable
MOV
MOV
Appendix D.2
Name of Rater: Position:
Date of Review:
TO BE FILLED OUTDURING EVALUATION

Performance Indicators Actual Rating Score
Results
Satisfactory (3) Unsatisfactory (2) Poor (1)
Q E T Ave
Modeled Modeled No
effective applications of effective applications acceptable
content knowledge of content knowledge evidence was
within and across within and across shown
curriculum curriculum
teaching areas teaching areas
as shown in as shown in
MOV 1 with a MOV 1 with a
Submitted 2 Submitted 1 No
lessons as lesson as acceptable
evidenced by evidenced by evidence
MOV 1 from MOV 1 from was shown
colleagues and colleagues and
supported by supported by
any 1 of the any 1 of the
other MOV other MOV
given given
Conducted Proposed action No

action research with research with acceptable
colleagues colleagues evidence was
shown
Submitted any 2 MOV Submitted any 1 MOV No

acceptable
evidence
was shown
MFOs KRAs Objectives Timeline Weight Performance Indicators
per KRA
QET Outstanding Very Satisfactory
(5) (4)
Timeliness Presented the Completed the

research report research report
within the rating within the rating
period period
Basic 3. Developed and Quality Demonstrated Demonstrated
Education applied effective teaching effective teaching effective teaching
Services strategies to promote strategies to strategies to
critical and creative promote critical and promote critical and
thinking, as well as other creative thinking, as creative thinking, as
higher- order thinking well well
skills. as other higher- as other higher-
order thinking order thinking

skills as shown skills as shown
in MOV 1 with a in MOV 1 with a
Efficiency Submitted 4 or Submitted 3
more lessons as lessons as
evidently shown evidently shown
in MOV 1 and in MOV 1 and
any 1 of the any 1 of the
other MOV other MOV
given given
Timeliness
Basic 2. Learning 4. Worked with Quality Modeled and Modeled and
Education Environment and colleagues to model shared effective shared effective
Services Diversity of and share effective classroom classroom
management management
Learners techniques in the
strategies that strategies that
management of engage learners in engage learners in
classroom structure to activities/ tasks activities/ tasks
engage learners, done in different done in different
individually or in physical learning physical learning
groups, in meaningful environments as environments as
exploration, discovery shown in MOV 1 shown in MOV 1
with a with a
and hands-on rating of 8 rating of 7
activities within a
range of physical
Performance Indicators Actual Results Rating Score
Q E T Ave
Conducted the Proposed the No

research report research report acceptable
within the rating within the rating evidence
period period was shown
Demonstrated Demonstrated No
effective teaching effective teaching acceptable
strategies to strategies to evidence was
promote critical and promote critical and shown
creative thinking, as creative thinking, as
well well
as other higher- as other higher-
order thinking order thinking

skills as shown skills as shown
in MOV 1 with a in MOV 1 with a
lessons as lesson as acceptable
evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and was shown
any 1 of the any of the other
other MOV MOV given
given
Modeled and Modeled and shared No

shared effective effective classroom acceptable
classroom management evidence
management strategies that
was shown
strategies that engage learners in
engage learners in activities/ tasks done
activities/ tasks in different physical
done in different learning
physical learning environments as
environments as shown in MOV 1 with
shown in MOV 1 a
with a rating of 5
rating of 6
MFOs KRAs Objectives Timelin Weight Performance Indicators
e per KRA
QET Outstanding (5) Very Satisfactory
(4)
learning Efficiency Submitted at Submitted 3

environments. least 4 lessons lessons supported
supported by by
MOV 1 and any MOV 1 and any
1 of the other 1 of the other
acceptable acceptable
MOV MOV
Timeliness
Basic 5. Exhibited effective Quality Exhibited Exhibited
Education and constructive behavior effective and effective and
Services management skills by constructive constructive
applying positive and non- behavior behavior
violent discipline to ensure management skills management skills
learning- focused by applying positive by applying positive
environments. and non-violent and non-violent
discipline to discipline to
ensure learning- ensure learning-

focused focused
environments environments
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 8 of 7
Efficiency Applied at least Applied at least
7 of the given 7 of the given
strategies as strategies as
observed in at observed in 3
least 4 lessons lessons
Timeliness
Basic 6. Worked with Quality Worked with Worked with
Education colleagues to share colleagues at least colleagues in the
Services differentiated, in the district/cluster school level to share
level to share lesson
developmentally
lesson
appropriate
opportunities to address
learners’ differences in Efficiency Submitted at least 1 Submitted at least 1
gender, needs, strengths, lesson as evidently lesson as evidently
1 and supported 1 and supported

Q E T Ave
lessons supported lesson supported by acceptable evidence
by
MOV 1 and any any of the was shown
1 of the other acceptable
acceptable MOV
MOV
Exhibited Exhibited No
effective and effective and acceptable evidence
constructive constructive shown
behavior behavior
management skills management skills
by applying positive by applying positive
and non-violent and non-violent
discipline to discipline to
ensure learning- ensure learning-

focused focused
environments environments
1 with a rating 1 with a rating
of 6 of 5
Applied at least Applied any of No
7 of the given the given acceptable
strategies as strategies as evidence
observed in 2 observed in only shown
lessons 1 lesson
Worked with Worked with No acceptable

colleagues in the colleagues but no evidence shown
department or grade evidence of sharing
level to share lesson with others
Submitted at least 1 Submitted at least 1 No acceptable

lesson as evidently lesson, as evidence
shown in MOV evidenced by shown
either MOV 2 or
1 and supported 3 but no

MFOs KRAs Objectives Timeline Weight Performance Indicato
per KRA
QET Outstanding (5) Very Satisfactory
(4)
interests and experiences. by any acceptable by any acceptable

MOV MOV
Timeliness
Basic Education 3. Curriculum and 7. Developed and applied Quality Developed and Developed and
Services Planning effective strategies in the applied effective applied effective
planning and management strategies showing strategies showing
of developmentally developmentally developmentally
sequenced teaching and - sequenced teaching - sequenced teaching
and learning process and learning process
learning processes to
as shown in MOV as shown in MOV
meet curriculum 1 with a rating of 8 1 with a rating of 7
requirements and varied
teaching contexts.
Efficiency Submitted at least 4 Submitted 2-3

lessons as lessons as
evidenced by MOV 1 evidenced by MOV 1
and 2 and supported and 2 and supported
by any 1 of the other by any 1 of the other
acceptable MOV acceptable MOV
Timeliness
8. Reviewed with Quality Consistently led Frequently led
colleagues, teacher and collaborative reviews collaborative reviews
learner feedback to plan, of teacher and of teacher and
facilitate and enrich learner feedback as learner feedback as
teaching practice. evidenced by the evidenced by the
MOV MOV
submitted submitted
Efficiency Submitted 4 Submitted 3

collaborative collaborative
reviews of teacher reviews of teacher
and and
Performance Indicators Actual Rating Score
Results
Q E T Ave
by any acceptable evidence of sharing

MOV with others
Developed and Developed and No acceptable

applied effective applied effective evidence was shown
strategies showing strategies showing
developmentally developmentally
- sequenced teaching - sequenced teaching
and learning process and learning process
as shown in MOV as shown in MOV
1 with a rating of 6 1 with a rating of 5
Submitted 1 lesson Submitted 1 lesson No acceptable

as evidenced by as evidenced by any evidence was shown
shown in MOV 1 1 of the acceptable
and/or 2 and MOV
supported by any 1
of the other
acceptable
MOV
Occasionally led Rarely led No acceptable

collaborative reviews collaborative reviews evidence was shown
of teacher and of teacher and
learner feedback as learner feedback as
evidenced by the evidenced by the
MOV MOV
submitted submitted
Submitted 2 Submitted 1 No acceptable

collaborative collaborative evidence was shown
reviews of teacher review of teacher
and and
per KRA
(5) (4)
learner feedback as learner feedback as

evidently shown in evidently shown in
MOV 1 and MOV 1 and
supported by any 1 supported by any 1
of the acceptable of the acceptable
MOV MOV
Timeliness
Basic Education 9. Advised and guided Quality Consistently Frequently advised
Services colleagues in the advised colleagues colleagues in the
selection, organization, in the selection, selection,
development and use of organization, organization,
appropriate teaching and development and development and
learning resources, appropriate use of appropriate use of
including ICT, to address teaching and teaching and
specific learning goals. learning resources learning resources
as shown in the as shown in the
MOV submitted MOV submitted
Efficiency Submitted at least 4 Submitted 3

teaching and teaching and
learning resources learning resources
as evidenced by at as evidenced by at
least 1 of the least 1 of the
Timeliness
Basic Education 4. Assessment and 10. Worked collaboratively Quality Consistently Frequently
Services Reporting with colleagues to review reviewed reviewed
the design, selection, collaboratively collaboratively
organization and use of a assessment tools assessment tools
range of effective with colleagues as with colleagues as
diagnostic, formative shown in the shown in the
Q E T Ave
learner feedback as learner feedback

evidently shown in as evidently shown
MOV 1 and in any of the
supported by any 1 acceptable MOV
of the acceptable
MOV
Occasionally Rarely advised No acceptable

advised colleagues colleagues in the evidence was
in the selection, selection, shown
organization, organization,
development and development and
appropriate use of appropriate use of
teaching and teaching and
learning resources learning resources
as shown in the as shown in the

teaching and teaching and evidence was
learning resources learning resource shown
as evidenced by at as evidenced by
least 1 of the any of the
Occasionally Rarely reviewed No acceptable

reviewed collaboratively evidence was
collaboratively assessment tools shown
assessment tools with colleagues as
with colleagues as shown in the MOV
shown in the submitted
MOV submitted
per KRA
(5) (4)
and summative Efficiency Submitted at least 4 Submitted 3

assessment strategies assessment tools assessment tools
consistent with curriculum as evidently shown as evidently shown
requirements. in any of the in any of the
acceptable acceptable MOV
MOV
Timeliness
Basic Education 11. Interpreted Quality Consistently Frequently
Services collaboratively monitoring collaborated with collaborated with
and evaluation strategies colleagues in the colleagues in the
of attainment data to interpretation of interpretation of
support learner progress assessment data as assessment data as
and achievement. shown in the MOV shown in the MOV
submitted submitted
Efficiency Submitted at least 2 Submitted at least 3

different types of of the
MOV same kind of MOV
Timeliness
Basic Education 12. Applied skills in the Quality Consistently applied Frequently applied
Services effective communication of skills in the effective skills in the effective
learner needs, progress communication of communication of
and achievement to key learner needs and learner needs and
stakeholders, including progress to parents/ progress to parents/
parents/guardians. guardians as shown guardians as shown
in the in the
Efficiency Submitted at least 4 Submitted any 3

of the acceptable MOV
MOV
Timeliness
Q E T Ave

assessment tools assessment tool as evidence was
as evidently shown evidently shown in shown
in any of the any of the
Occasionally Rarely collaborated No acceptable

collaborated with with colleagues in evidence was
colleagues in the the interpretation of shown
interpretation of assessment data
assessment data as as shown in the
shown in the MOV MOV
submitted submitted
Submitted at least 2 Submitted any 1 of No acceptable

of the the MOV evidence was
same kind of MOV shown
Occasionally Rarely applied No acceptable

applied skills in the skills in the evidence was
effective effective shown
communication of communication of
learner needs and learner needs and
progress to parents/ progress to
guardians as shown parents/ guardians
in the as shown in the
Submitted any 2 Submitted any 1 No acceptable

MOV MOV evidence
was shown
per KRA
(5) (4)
Basic Education 5. Plus Factor 13. Performed various Quality Consistently Frequently
Services related works/activities performed special performed special
that contribute to the tasks and/or tasks and/or
teaching-learning assignments as assignments as
process. shown in the shown in the
Efficiency Submitted at least 4 Submitted only 3

different kinds of different kinds of
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
Q E T Ave
Occasionally Rarely performed No acceptable

performed special special tasks evidence was
tasks and/or and/or assignments shown
assignments as as shown in the
shown in the MOV submitted
MOV submitted
Submitted only 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 II: COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management
1. Sets personal goals and directions, needs and development.
2. Understands personal actions and behavior that are clear and purposive and takes into account
personal goals and values congruent to that of the organization.
3. Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4. Prioritize work tasks and schedules (through Gantt chants, checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics

1. Demonstrate the values and behavior enshrined in the Norms and Conduct and Ethical
Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the impact of his/her
actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve
system and help others improve their effectiveness.
Results Focus
1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing organizational
needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating procedures
correctly and consistently. Able to produce
very satisfactory quality work in terms of usefulness/acceptability and completeness with no
supervision required.
4. Expresses a desire to do better and may express frustration at waste or inefficiency. May focus
on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve performance.
Examples may include doing something better, faster, at a lower cost, more efficiently, or
improving quality, customer satisfaction, morale,
without setting any specific goal.
Appendix D.3
PART II: COMPETENCIES
Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal accomplishment across the
organization.
3. Applies negotiation principles in arriving at win-win agreements.
4. Drives consensus and team ownership of decisions.
5. Works constructively and collaboratively with others and across organizations to accomplish
organization goals and objectives.
Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women empowerment.
4. Participates in updating office vision, mission, mandates and strategies based on DepEd strategies
and directions.
5. Develops and adopts service improvement program through simplified procedures that will further
enhance service delivery.
Innovation
1. Examines the root cause of problems and suggests effective solutions. Foster new ideas, processes
and suggests better ways to do things (cost and/or operational
efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving personal
productivity to create higher value and results.
3. Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
4. Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
OVERALLCOMPETENCY RATING
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
p
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
The teacher demonstrates a range of asso

4 DEVELOPING
that sometimes align with the
The teacher demonstrates a range of asso

5 APPLYING
that usually align with the le
The teacher uses well-connected pedagogical aspects of the indic

6 CONSOLIDATING
students to be su
The teacher uses well-connected pedagogical aspects of the indic

7 INTEGRATING
learnin
The teacher applies deep knowledge and understanding of the indic

8 DISCRIMINATING
within the discipline to meet ind
UMMARY
DESCRIPTION
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 develop
students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an environment that addresses in
learning goals.
The teacher applies deep knowledge and understanding of the indicator discriminately to contextualize teaching an
within the discipline to meet individual and group learning goals.
INDICATOR 1 Applies knowledge of content within andacross curriculum teaching are
4 5
The teacher demonstrates The teacher demonstrates accurate and in-
accurate knowledge of key concepts both depth knowledge of most concepts in the
in the presentation of the lesson and in presentation of the lesson and in responding to
responding to learners’ questions or learners’ questions
comments. in a manner that attempts to
The lesson content displays coherence. be responsive to learner developmental learning
The teacher attempts to needs.
make connections across The teacher makes connections
curriculum content areas if appropriate. across curriculum content areas if appropriate.
FEATURES OF PRACTICE
1. The teacher clearly explains concepts 1. The teacher displays comprehensive
and makes no content errors. understanding of the concepts and structure of the
2. The content appears to be accurate and disciplines.
its focus shows awareness of the ideas and 2. The teacher addresses content accurately and
structure of the discipline. makes connections across disciplines.
3. The teacher demonstrates factual
knowledge of subject matter and attempts
to connect content across disciplines.
CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE
central ideas of the topic or lesson content is free from errors
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE
different learning/subject areas taught and learned in the basic and secondary foundational knowledge and finer details within the curriculum con
education curriculum
nt within andacross curriculum teaching areas
6 7 8
The teacher demonstrates accurate, in- The teacher applies high-level The teacher applies high-level
depth and broad knowledge of all concepts in knowledge of content and pedagogy that knowledge of content within
the presentation of the lesson and in creates a conducive learning environment and across curriculum content areas to
responding to learners’ questions in a manner that enables an in-depth and sophisticated empower learners to acquire and
that is responsive to learner understanding of the teaching and learning apply successful learning strategies to assist in
developmental needs and promotes learning. processes to meet individual or their development as independent learners.
The teacher makes meaningful connections group learning needs within
across curriculum content areas, if and across curriculum content areas.
appropriate.
1. The teacher displays extensive knowledge 1. The teacher applies extensive knowledge 1. The teacher applies extensive and complex
of content. of content beyond his/her area of content knowledge to support learners in
2. The teacher cites intra- and interdisciplinary specialization. acquiring successful learning strategies in
content relationships. 2. The teacher motivates learners to other areas of the learning.
3. The teacher addresses content accurately investigate the content area to expand their 2. The teacher extends knowledge of subject
and its focus is congruent with the big ideas knowledge and satisfy their natural curiosity. beyond content in his/her teaching specialty
and/or structure of the discipline. and stimulates learners’ curiosity beyond the
required course work.
CLARIFICATIONS
ACCURATE KNOWLEDGE BROAD KNOWLEDGE
content is free from errors knowledge within and across curriculum content areas
IN-DEPTH KNOWLEDGE HIGH-LEVEL KNOWLEDGE
dational knowledge and finer details within the curriculum content area complex content knowledge within and across curriculum areas
Applies a range of teaching strategies to develop critical and creative th
INDICATOR 2
4 5
The teacher uses questions The teacher employs a range of targeted follow-
and activities that mostly require the learners to up questions and
interpret, explain, or describe ideas learned. activities that encourage learners
to explain, demonstrate, and use ideas learned.
1. The teacher makes some attempt to 1. The teacher employs a range of strategies to
engage learners in genuine discussion ensure that most learners are given opportunities
rather than simple, factual, or rote- type to give opinions to the lesson and to react to the
discussion. opinions of others.
2. The teacher asks, “Can you please 2. The teacher creates a genuine discussion
explain this idea?” among learners, providing adequate time for them
to respond; as well as to step aside when doing so
is appropriate.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
require answers that go beyond simple information. They are more abstract and require advanced cogniti
STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obv
strategies to develop critical and creative thinking, as well as other higher-order thinking skills
6 7
The teacher challenges learners The teacher provides a broad
to justify their thinking and range of questions and
successfully engages most of activities, including those of higher-
them in the discussion using well-directed order that challenge learners to analyze their
questions and activities. thinking to promote deeper understanding.
1. The teacher challenges learners cognitively 1. Learners compare and contrast ideas.
to advance high-level thinking and discourse. 2. Learners synthesize or summarize
2. Learners extend the discussion by inviting information within or across disciplines.
comments from their classmates during the
discussion and challenge one another’s
thinking.
3. Learners, themselves, ensure that all voices
are heard in the discussion.
CLARIFICATIONS
HIGHER-ORDER QUESTIONS
rmation. 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
r higher-order thinking skills
8
The teacher provides, at the
appropriate times, a learning
environment for higher-order
thinking skills that enables learners to evaluate
their thinking and to seek
constructive feedback from peers and the
teacher.
1. Learners judge or evaluate situations,

problems, or issues.
2. Learners invite comments from their
classmates during discussion and challenge
one another’s thinking.
tifying opinions.
Manages classroom structure to engage learners, individually or in grou
INDICATOR 3 activities within a range ofphysical and learning
environments
4 5
The teacher manages classroom structure The teacher manages classroom structure and
and engages the majority of the engages most learners in meaningful exploration,
learners in discovery and hands- discovery and hands-on learning activities within a
on learning activities within a range of range of physical learning environments.
physical learning environments.
1. The classroom layout and available 1. The classroom layout and available
resources are simple and somewhat resources are generally suitable for different
suitable for different learning activities. learning activities.
2. Majority of the learners work productively 2. Most learners work productively within the
within the allotted time and physical space, allotted time, physical space and resources.
using the available resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIRONMENT MOST
any area where learning takes place almost all, approaching 100% of the learners
CLASSROOM STRUCTURE DISCOVERY LEARNING ACTIVITIES
the physical set-up of the learning environmentwhich generally includes the activities that learners draw on their pastexperiences and existing k
arrangement of chairs,tables, and other equipment to discoverfacts, relationships, and new knowledge to belear
MAJORITY
more than half of the learners
re to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on
hysical and learning
6 7 8
The teacher manages classroom structure and The teacher organizes and The teacher adapts and adjusts classroom
engages all learners in maintains classroom structure and structure according to learners’ needs
meaningful exploration, discovery and hands- engages learners, individually or in groups, in and encourages learners to
on learning activities within a range of physical meaningful exploration, discovery and hands- explore other learning
learning environments. on learning activities within a range of activities that support the
physical learning environments. achievement of learning goals.
1. The teacher keeps the learning 1. The teacher utilizes proactive 1. The teacher modifies classroom
environment free from congestion and classroom management practices to structure and resources effectively in a
facilitates activities appropriate within the support flexible movement of the learners manner that acknowledges the needs of
physical learning environment. in all learning activities. learners.
2. All learners work productively within 2. Learners are fully engaged in all 2. The teacher facilitates well-planned
the allotted time, physical space and activities by utilizing optimal space and learning activities appropriate to
resources. time, appropriate to their individual and group needs within the
needs. available physical space and resources.
CLARIFICATIONS
MOST HANDS-ON LEARNING ACTIVITIES
almost all, approaching 100% of the learners activities that require physical participationof learners to construct,
DISCOVERY LEARNING ACTIVITIES consolidate or explain concepts
ties that learners draw on their pastexperiences and existing knowledge MEANINGFUL EXPLORATION
to discoverfacts, relationships, and new knowledge to belearned activities that lead to learners’ fullunderstanding of concepts and how
theyrelate to other concepts
Manages learner behavior constructively by applying positive and non-v
INDICATOR 4
4 5 6
The teacher occasionally The teacher frequently manages misbehavior The teacher consistently
manages misbehavior against established against established rules of conduct and manages misbehavior against established
rules of conduct and most learners follow such rules. rules of conduct and all learners follow such
the majority of the learners follow such rules. rules.
1. The teacher’s standards of conduct are 1. The classroom management system has been 1. The teacher responds appropriately to
inconsistently enforced resulting in some implemented appropriately which is responsive to misbehavior of learners at all times without
interference in learning and some loss of classroom and individual needs of learners. any loss of instructional time.
instructional time. 2. The teacher’s standards of behavior are 2. Clear expectations for learner behavior are
2. Standards of conduct are clear to some consistently reinforced resulting in little or no evident. Standards of conduct are clear to all
learners and may require repeated interference with learning. They are clear to most learners and with modest impact on learning.
prompting. learners and require little prompting.
3. Appropriate expectations for behavior
are established, but some of these are
unclear, or do not address the needs of
most learners.
CLARIFICATIONS
ESTABLISHED RULES
an existing set rules of conduct imposed in the learning environment
CONSTRUCTIVE
positive and helpful responses on learners’ behavior
MAJORITY
more than half of the learners
MOST
almost all, approaching 100% of the learners
by applying positive and non-violent discipline to ensure learning-focused environments
6 7 8
eacher consistently The teacher constructively The teacher enables learners
ges misbehavior against established manages learner behavior by to take control of their own behavior against
of conduct and all learners follow such applying positive and non- violent discipline rules of conduct in which learners are
to ensure learning-focused environment. aware of the impact of their behavior.
EATURES OF PRACTICE
e teacher responds appropriately to 1. Learners are actively encouraged to 1. Standards of conduct are clear to all
havior of learners at all times without take responsibility for their behavior. learners. Learners respectfully intervene
ss of instructional time. 2. Well-established procedures for with classmates at appropriate moments to
ar expectations for learner behavior are learners to self- monitor their own ensure compliance with standards of
nt. Standards of conduct are clear to all classroom behavior are evident. conduct.
ers and with modest impact on learning.
CLARIFICATIONS
OCCASIONALLY
occurs irregularly in the duration of the lesson
FREQUENTLY
occurs often times in the duration of the lesson
CONSISTENTLY
occurs constantly in the duration of the lesson
BEHAVIOR
manner in which learners act; either positive or negative
Plans, manages and implements developmentally sequenced teaching and lear
INDICATOR 5 teaching contexts.
4 5 6
The teacher implements the lessons The teacher implements the lessons The teacher manages well- structured lessons
but with inappropriate elements of with appropriate elements of developmentally with developmentally sequenced teaching and
developmentally sequenced teaching and learning processes. learning processes to meet curriculum
sequenced teaching and learning processes. requirements and varied teaching contexts.
1. The teacher’s demonstration of knowledge of 1. The teacher connects outcomes to previous and 1. The sequence of activities purposefully
pre-requisite relationships are inaccurate or future learning. Transitions between activities are scaffolds learners toward achieving the lesson’s
incomplete and transitions between activities are smooth. objectives.
present but may catch learners off guard or 2. The lesson sequence generally kept learners 2. The sequence of learning activities keeps
disrupt the flow of the sequence. engaged and moving from one portion to the next in a learners engaged in the content and had a clear
2. There may have been a minor missed reasonable manner. They seemed to understand the sense of purpose throughout the vast majority of
opportunity or minor organizational issue present purpose of the lesson and what they were to do to the class time.
during the lesson that affected learning time. 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 grou
• 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 vario
opmentally sequenced teaching and learning processes to meet curriculum requirements and varied
6 7 8
The teacher manages well- structured lessons The teacher manages well- structured lessons The teacher reflects an understanding of the
with developmentally sequenced teaching and with emphasis on explicit prerequisite relationships
learning processes to meet curriculum connections between previous learning and among the important content,
requirements and varied teaching contexts. new concepts and skills. concepts, as well as multiple
pathways for learning
depending on learners’ needs.
1. The sequence of activities purposefully 1. The progression from the warm up into 1. The lesson was structured to take into
scaffolds learners toward achieving the lesson’s the main activity was thoughtfully planned account or build prior knowledge of the topic
objectives. to review same basic concepts, followed by and was well paced with a thoughtfully
2. The sequence of learning activities keeps the activities that would take the chosen sequence of learning activities, and
learners engaged in the content and had a clear application of this knowledge to the next the teacher had anticipated the pedagogical
sense of purpose throughout the vast majority of level of exploration. approaches that would be most effective in
the class time. engaging the learners throughout the entire
class period.
CLARIFICATIONS
EARNING PROCESS INCLUDES:
tions for learners at the end of the lesson
that include activities for individual learners and/or groups
r’s appropriate speed or rate in presenting the lesson
of presenting the lesson and classroom activities
ys of presenting the lesson and activities suited to various learner needs
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

MT - I To IV FORMS

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RPMS Tool for Master Teach

(Highly Proficient Teache

POSITION AND COMPETENCY PROFILE

Position Title Master Teacher I-IV

For Secondary School -

AND COMPETENCY PROFILE PCP No.

For Secondary School - Completion of academic Completion of academic

Experience 3 years relevant experience

8. Updates parents/guardians on learner needs, progress and achievement

1 year as Master Teacher I or 1 year as Master Teacher II or

DUTIES AND RESPONSIBILITIES

culum and its implementation

1 year as Master Teacher III or

teaching and learning process

g/serving as trainers/facilitators in teacher quality

2. Conducts in-depth studies or action researches on teaching-learning innovations

8. Updates parents/guardians on learner needs, progress and achievement

culum and its implementation

teaching and learning process

g/serving as trainers/facilitators in teacher quality

Content Knowledge and

1. Modeled effective applications of content

2. Collaborated with colleagues in the conduct and

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

1. Copy of the research proposal focused on enriching knowledge of

4. Worked with colleagues to model and share

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

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

5. Exhibited effective and constructive behavior

6. Worked with colleagues to share differentiated,

Classroom observation tool (COT) rating sheet and/or inter-observer

1. Minutes of LAC session/s, highlighting one’s sharing of strategies

8. Reviewed with colleagues, teacher and learner

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

1. Implemented LAC/FGD Plan

10. Worked collaboratively with colleagues to review

11. Interpreted collaboratively monitoring and

1. Any proof of collaborative review if the test is designed based on its

1. Collaborative interpretation of the index of mastery obtained from 1

13. Performed various related works/activities that

1. Served as reliever of classes in the absence of teachers

Modeled effective Modeled effective Modeled effective Modeled effective No acceptable

Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson as No acceptable

2. Collaborated with colleagues 1. Copy of the research proposal focused on Quality

Conducted, completed Conducted and Conducted action Proposed action No acceptable

Demonstrated Demonstrated Demonstrated Demonstrated effective No acceptable

Submitted 4 or more Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson as No acceptable

6. Worked with colleagues to 1. Minutes of LAC session/s, highlighting one’s Quality

Submitted at least 1 Submitted at least 1 Submitted at least 1 Submitted at least 1 No acceptable

Submitted at least 4 Submitted 2-3 Submitted 1 lesson Submitted 1 lesson as No acceptable

8. Reviewed with colleagues, 1. Implemented LAC/FGD Plan Quality

Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

9. Advised and guided 1. Teaching and learning resources developed by Quality

Consistently advised Frequently advised Occasionally advised Rarely advised No acceptable

Submitted at least 4 Submitted 3 teaching Submitted 2 teaching Submitted 1 teaching No acceptable

Consistently reviewed Frequently reviewed Occasionally Rarely reviewed No acceptable

Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

11. Interpreted collaboratively 1. Collaborative interpretation of the index of Quality

Consistently Frequently Occasionally Rarely collaborated with No acceptable

8. Correspondence notebook/letters/proof of Efficiency

Consistently Frequently performed Occasionally Rarely performed No acceptable

10. Advisorship of Co-curricular activities Efficiency

TO BE FILLED OUT DURING PLANNING