RPMS TOOL for TEACHER I-III

(Proficient Teachers)
Name of Employee: JUAN A. DELA CRUZ Position:
School: ABCDE Central School Salary Grade:
District: ABCDE Effectivity Date:

POSITION AND COMPETENCY PROFILE PCP No.               

Department of Education
Position Title Teacher I-III Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Ed Bachelor of Elementary/Secondary/Early Childhood Bachelor of Secondary Educati
uc Education or Bachelor's degree plus 18 units in Education
ati 12 years
Exper None Required
on
ience
Eli RA 1080 Licensure Examination for Tea
gib September 25, 2014
ilit
Tr None Required
yain
B. Preferred Qualifications
ing
Ed
s BSE/BSEEd/College Graduate with Education units (18-
uc 21), at least 18 MA units
ati
Exper
on
ienceEli PBET/LET Passer
gib
ilit
Tr In-service training
yain
ing
s
DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counselsa and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performan
10. Undertakes activities towards personal and professional growth.
 11. Does related work.
//SGOD-gpm©2018

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
JOANNA MARIE S. DE LOS REYES JUAN G. DELA CRUZ
Name of Employee: Name of Rater:
Position: Teacher I Position: Principal I
District/School: ABCDE Central School Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT

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

1. CONTENT 1. Applied Showed Showed Showed Showed No

knowledge of content knowledge of knowledge of knowledge of knowledge of acceptabl
KNOWLEDGE AND content and content and its content and its content and its e
PEDAGOGY within and across
its integration integration within integration within integration within evidence
curricuoum teaching
areas. Quality within and and across and across and across was
5
across subject areas as subject areas as subject areas as shown
subject areas
as
May 2018
to April 5 0.375
2019 Submitted at Submitted at least Submitted at least Submitted any 1 No 5
least 4 3 leassons using 2 leassons using the given MOV acceptabl
leassons MOV 1 and MOV 1 and e
Efficiency using MOV 1 supported by any supported by any evidence
and was
supported by shown
any

Timeliness
7.5%
2. Used a range of teaching Facilitated Facilitated using Facilitated using Facilitated using No
strategies that using different different teaching different teaching different teaching acceptabl
enhance learner teaching strategies that strategies that strategies that e
strategies promote reading, promote reading, promote reading, evidence
achievement in
that promote writing and/or writing and/or writing and/or was
literacy and numeracy Quality reading, numeracy skills numeracy skills numeracy skills shown 5
skills. writing and/or
numeracy
skills

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

Timeliness
7.5%
2. LEARNING 4.
Managed classroom Used Used classroom Used classroom Used classroom No
classroom management management management acceptabl
ENVIRONMENT AND structure to engage management strategies that strategies that strategies that e
DIVERSITY OF learners, individually strategies engage learners engage learners engage learners in evidence
LEARNERS or in groups, in
meaningful Quality that engage in activities/tasks in activities/tasks activities/tasks was
5
learners in as shown in MOV as shown in MOV as shown in MOV shown
explanation, discovery activities/task
and hands-on s
activities within a May 2018 as shown in
range of physical MOV
to April 5 0.375
learning 2019 Submitted at Submitted 3 Submitted 2 Submitted 1 No 5
environments. least 4 lessons lessons lesson supported acceptabl
lessons supported by supported by by any of the e
Efficiency supported by MOV 1 and any 1 MOV 1 and any 1 acceptable MOV evidence
MOV 1 and was
any 1 shown

Timeliness
7.5%
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2. LEARNING 5. Managed learner Applied Applied teacher Applied teacher Applied teacher No
behavior teacher management management management acceptabl
ENVIRONMENT AND management strategies of strategies of strategies of e
DIVERSITY OF constructively by
strategies of learner behavior learner behavior learner behavior evidence
applying positive and
LEARNERS non-violent
learner that promote that promote that promote was
behavior that positive and non- positive and non- positive and non- shown
discipline to ensure
Quality promote violent discipline violent discipline violent discipline 5
learning- focused positive and as shown in MOV as shown in MOV as shown in MOV
environments. non- violent
discipline
as shown in
May 2018 MOV
to April 5 0.375
2019
Submitted at Submitted at least Submitted at least Submitted any 1 No
least 4 of the 3 of the given 2 of the given of the given acceptabl
given strategies as strategies as strategies as e
strategies as observed in 3 observed in 2 observed in only evidence
Efficiency observed in at lessons lessons 1 lesson was 5
least 4 shown
lessons

Timeliness
7.5%
6. Used differentiated, Applied Applied Applied Applied No
developmentally differentiated differentiated differentiated differentiated acceptabl
appropriate learning teaching teaching teaching teaching e
strategies to strategies to strategies to strategies to evidence
experiencce to
address address learner address learner address learner shown
address learner's learner diversity as diversity as diversity as shown
gender, needs, Quality diversity as shown in MOV 1 shown in MOV 1 in MOV 1 5
strengths, interests shown in
and experiences. MOV 1

May 2018 Submitted at Submitted at least Submitted at least Submitted any 1 No

least 4 3 differentiated 2 differentiated differentiated acceptabl
to April
differentiated teaching teaching teaching strategy e
5 0.375
2019 teaching strategies in at strategies in at in only 1 lesson evidence
strategies in least 2 lessons as least 2 lessons as as evidently shown
at least 2 evidenced by evidenced by shown in any 1 of No
leassons as MOV 1 and MOV 1 and the acceptable acceptabl
evidenced by supported by any supported by any MOV e 5
MOV 1 and evidence
supported by was
any shown

Efficiency
Timeliness
7.5%
3. CURRICULUM AND 7. Planned, managed Planned and Planned and Planned and Planned and No
and implemented implemented implemented implemented implemented acceptabl
PLANNING developmenta developmentally developmentally developmentally e
developmentally
lly sequenced sequenced sequenced sequenced evidence
sequenced
teaching and teaching and teaching and teaching and was
teaching and learning learning learning process learning process learning process shown
processes to meet Quality process as as shown in MOV as shown in MOV as shown in MOV 5
curriculum shown in
requirements and MOV
varied teaching
contexts.

Submitted at Submitted 3 Submitted 2 Submitted 1 No

May 2018 least 4 developmentally developmentally developmentally acceptabl
to April 7.5% developmenta sequenced sequenced sequenced e
2019 lly sequenced teaching and teaching and teaching and evidence
teaching and learning process learning process learning process was
learning as evidently as evidently as evidently shown
process as shown in MOV 1 shown in MOV 1 shown in any 1 of
Efficiency evidently and supported by and supported by the given MOV 5
shown in any 1 of the other any 1 of the other
MOV 1
and
supported by

Timeliness
5 0.375
3. CURRICULUM AND 8. Participated in collegial Consistently Frequently Occasionally Rarely No
discussions that use participated in participated in participated in participated in acceptabl
PLANNING LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ e
teacher and learner
meetings to meetings to meetings to meetings to evidence
feedback discuss discuss discuss discuss was
to enrich teaching teacher/learn teacher/learner teacher/learner teacher/learner shown
practice. Quality er feedback feedback to feedback to feedback to 5
to enrich instruction enrich instruction enrich instruction
enrich
instruction

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

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

organized, and used and used used varied used varied used varied acceptabl
appropriate teaching varied teaching and teaching and teaching and e
teaching and learning learning learning resources evidence
and
learning resources resources including ICT, to was
learning resources, resources including ICT, to including ICT, to address learning shown
including ICT, to Quality including ICT, address learning address learning 5
address learning to address
goals. learning

May 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

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

Timeliness
7.5%
4. ASSESSMENT AND 10. Designed, selected, Designed, Designed, Designed, Designed, No
organized and used selected, selected, selected, selected, acceptabl
REPORTING organized and organized and organized and organized and e
diagnostic, formative
used used diagnostic, used diagnostic, used diagnostic, evidence
and diagnostic, formative and formative and formative and was
summative formative and summative summative summative shown
assessment strategies summative assessment assessment assessment
consistent with assessment strategies strategies strategies
curriculum strategies consistent with consistent with consistent with 5
requirements. consistent curriculum curriculum curriculum
with
curriculum

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

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

Submitted Submitted MOV Submitted MOV Submitted MOV No

MOV were were distributed were distributed was completed in acceptabl
Timeliness distributed across 3 quarters across 2 quarters only 1 quarter e 5
across 4 evidence
quarters
12. Communicated promptly Consistently Frequently Occasionally Rarely showed No
and clearly the showed showed prompt showed prompt prompt and clear acceptabl
learner's needs, prompt and and clear and clear communication of e
clear communication of communication of the learner's evidence
progress and communicatio the learner's the learner's needs, progress was
achievement to key n of the needs, progress needs, progress and achievement shown
stakeholders, learner's and achievement and achievement to key
including parents/ needs, to key to key stakeholders,
guardians progress and stakeholders, stakeholders, including parents/ 5
achievement including parents/ including parents/ guardians as
to key
stakeholders,
May 2018 including
to April parents/
2019
Quality
Submitted a Submitted a Submitted a Submitted any 1 No
combination combination of 3 combination of 2 of the given MOV acceptabl
Efficiency of at least 4 of the acceptable of the acceptable e 5
of the evidence

Submitted Submitted MOV Submitted MOV Submitted MOV No

MOV were were distributed were distributed was completed in acceptabl
Timeliness distributed across 3 quarters across 2 quarters only 1 quarter e 5
7.5% across 4 evidence 5 0.375
quarters
5. PLUS FACTOR 13. Performed various related Consistently Frequently Occasionally Rarely performed No
works/activities that performed performed performed various related acceptabl
contribute to the various various related various related works/activities e
related works/activities works/activities that contribute to evidence
teaching- works/activiti that contribute to that contribute to the teaching- was
learning process Quality es that the teaching- the teaching- learning process shown 5
contribute to learning process learning process as shown in the
the teaching-
May 2018 learning
to April 10% process 5 0.500
2019
Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different kinds of different kinds of of the acceptable acceptabl
Efficiency different kinds acceptable MOV acceptable MOV MOV e 5
of evidence

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS 5.00

100%
DESCRIPTION O
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS

JOANNA MARIE S. DE LOS REYES JUAN G. DELA CRUZ 2.5 - 3.499 S

Teacher I Principal I 1.5 - 2.499 US


//SGOD-gpm©2018
                     RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
KRA's OBJECTIVES
1. CONTENT 1. Applied knowledge of content
KNOWLEDGE AND within and across
PEDAGOGY curricuoum teaching
areas.
2. Used a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.
3. Applied a range of teaching
strategies to develop
critical and creative
thinkling, as well as other
higher- order thinking
skills.
2. LEARNING 4. Managed classroom structure
ENVIRONMENT AND to engage learners,
DIVERSITY OF individually or in groups,
LEARNERS in meaningful
explanation, discovery
and hands-on activities
within a range of physical
learning environments.
2. LEARNING 5. Managed learner behavior
ENVIRONMENT AND constructively by applying
DIVERSITY OF positive and non-violent
LEARNERS discipline to ensure
learning-focused
environments.
6. Used differentiated,
developmentally
appropriate learning
experiencce to address
learner's gender, needs,
strengths, interests and
experiences.
Approving Authority:
JUAN G. DELA CRUZ
Principal
Page 4 of 4
Means of Verification PERFORMANCE INDICATORS
(MOV)
QET Outstanding (5) Very Satisfactory (3) Unsatisfactor Poor
Satisfactory (4) y (2) (1)
1. Classroom observation tool (COT) rating sheet and/or inter-observer Showed knowledge of Showed knowledge of Showed knowledge of Showed No acceptable
content and its content and its content and its knowledge of evidence was
agreement form about knowledge of content within integration within and integration within and integration within and content and its shown
and across subject across subject areas across subject areas across subject areas integration within
2. Lesson plans/modified DLLs developed highlighting integration of as shown in MOV1 as shown in MOV1 as shown in MOV1 and across subject
Quality with a rating of 7 with a rating of 6 with a rating of 5 areas as shown in
content knowledge
MOV1 with a rating
within and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject areas
4. Performance tasks/test materials highlighting integration of content Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
knowledge within and leassons using MOV 1 leassons using MOV 1 leassons using MOV 1 the given MOV evidence was
across subject areas and supported by any and supported by any and supported by any shown
5. Others (Please specify and provide annotations) 1of the other 1of the other 1of the other
Efficiency given MOV given MOV given MOV
Timeliness
1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
different teaching different teaching different teaching different teaching evidence was
and/or inter-observer agreement form about teaching strategies that promote strategies that strategies that strategies that shown
strategies that enhance learner achievement in reading, writing and/or promote reading, promote reading, promote reading,
literacy and numeracy skills numeracy skills as writing and/or writing and/or writing and/or
2. Lesson plans/modified DLLs used in teaching shown in MOV 1 with numeracy skills as numeracy skills as numeracy skills as
Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1
highlighting learner-centered strategies that promote
literacy and/or numeracy skills
3. Instructional materials highlighting learner- centered strategies that
promote literacy and/or
numeracy skills
4. Performance tasks/test material(s) used in teaching
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 No acceptable
5. Results of assessment used in teaching learner-centered learner-centered learner-centered learner- centered evidence was
6. Others (Please specify and provide annotations) lessons as shown in lessons as shown in lessons as shown in lesson as evidently shown
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of
Efficiency supported by any 1 supported by any 1 supported by any 1 the given
MOV
Timeliness
1. Classroom observation tool (COT) rating sheet and/or inter-observer Used different teaching Used different Used different Used different No acceptable
strategies that develop teaching strategies teaching strategies teaching strategies evidence was
agreement form about teaching strategies to develop critical and creative that develop critical that develop critical that develop shown
critical and creative thinking, as well as other higher- thinking and/or other and creative thinking and creative thinking critical and
order HOTS as shown in and/or other HOTS as and/or other HOTS as creative thinking
2. Lesson plans/modified DLLs used in teaching highlighting learner- MOV 1 shown in MOV 1 shown in MOV 1 and/or other HOTS
Quality with a rating of 7 with a rating of 6 with a rating of 5 as shown in MOV
centered strategies that develop critical and creative 1
thinking, and/or other with a rating of 4
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
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No acceptable
5. Results of assessment used in teaching lessons as evidenced lessons as evidenced lessons as evidenced as evidenced by evidence was
6. Others (Please specify and provide annotations) by MOV 1 and by MOV 1 and by MOV 1 and any 1 of the given shown
supported by supported by supported by MOV
Efficiency any 1 of the other any 1 of the other any 1 of the other
Timeliness
1. Classroom observation tool (COT) rating sheet and/or inter-observer Used classroom Used classroom Used classroom Used classroom No acceptable
management strategies management management management evidence was
agreement form about managing classroom structure that engage learners in strategies that engage strategies that engage strategies that shown
that engages activities/tasks as learners in learners in engage learners in
2. Lesson plans/modified DLLs highlighting various classroom shown in MOV 1 with activities/tasks as activities/tasks as activities/tasks as
management strategies that engage learners in Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1
activities/tasks in different physical
3. Others (Please specify and provide annotations)
Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
lessons supported by supported by MOV 1 supported by MOV 1 supported by any evidence was
MOV 1 and any 1 of and any 1 of the and any 1 of the of the acceptable shown
Efficiency the other acceptable other acceptable other acceptable MOV
Timeliness
Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
management strategies management management management evidence was
and/or inter-observer agreement form about teacher of learner behavior that strategies of learner strategies of learner strategies of shown
management of learner behavior using promote positive and behavior that promote behavior that promote learner behavior
1. Providing motivation non-violent discipline positive and non- positive and non- that promote
2. Praising the learners/Giving positive feedback as shown in MOV violent discipline violent discipline positive and non-
Quality as shown in MOV as shown in MOV violent
3. Setting house rules/guidelines discipline as
4. Ensuring learner's active participation shown
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions
8. Others (Please specify and provide annotations) Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of Submitted any 1 of No acceptable
the given strategies as the given strategies as the given strategies as the given evidence was
observed in at least 4 observed in 3 observed in 2 strategies as shown
lessons lessons lessons observed in only 1
Efficiency lesson
Timeliness
1. Classroom observation tool (COT) rating sheet and/or inter-observer Applied differentiated Applied differentiated Applied differentiated Applied No acceptable
teaching strategies to teaching strategies to teaching strategies to differentiated evidence
agreement form about using differentiated, address learner address learner address learner teaching strategies shown
developmentally appropriate diversity as shown in diversity as shown in diversity as shown in to address learner
2. Lesson plans/modified DLLs developed highlighting differentiation Quality MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating diversity as shown
in content, product, process, learning environment or
others according to learners' gender, needs,
strengths,
3. Instructional materials highlighting differentiation in content, product,
process, learning environment or others according to
learners' gender, needs, strengths, interests and
4. Others (Please specify and provide annotations)
 6. Used differentiated,
developmentally
appropriate learning
experiencce to address
learner's gender, needs,
strengths, interests and
experiences.
3. CURRICULUM AND 7. Planned, managed and
PLANNING implemented
developmentally
sequenced teaching and
learning processes to
meet
curriculumrequirement s
and varied teaching
contents.
8. Participated in collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice.
3. CURRICULUM AND 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet and/or inter-observer
PLANNING organized, and used agreement form about using appropriate teaching
appropriate teaching and and learning
learning resources, Examples: Activity sheets/tasks sheets/work sheets,
including ICT, to address powerpoint presentations, video clips, module, SIMs-
learning goals. Strategic Intervention Matertials,
2. Lesson plans/modified DLLs with apprropriate
instructional materials appended
3. Others (Please specify and provide annotations)
4. ASSESMENT AND 10. Designed, selected,
REPORTING organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
11. Monitored and evaluated
learner progress and
achievement using
learner attainment data.
1. Classroom observation tool (COT) rating sheet and/or inter-observer
agreement form about using differentiated,
developmentally appropriate
2. Lesson plans/modified DLLs developed highlighting differentiation
in content, product, process, learning environment or
others according to learners' gender, needs,
strengths,
3. Instructional materials highlighting differentiation in content, product,
process, learning environment or others according to Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
differentiated teaching differentiated teaching differentiated teaching differentiated evidence
learners' gender, needs, strengths, interests and strategies in at least 2 strategies in at least 2 strategies in at least 2 teaching strategy shown
4. Others (Please specify and provide annotations) leassons as evidenced lessons as evidenced lessons as evidenced in only 1 lesson as No acceptable
by MOV 1 and by MOV 1 and by MOV 1 and evidently shown in evidence was
supported by any 1 supported by supported by any 1 of the
Efficiency any 1 of the other any 1 of the other acceptable MOV
Timeliness
1. Classroom observation tool (COT) rating sheet and/or inter-observer Planned and Planned and Planned and Planned and No acceptable
implemented implemented implemented implemented evidence was
agreement form about using developmentally developmentally developmentally developmentally developmentally shown
sequenced teaching and sequenced teaching sequenced teaching sequenced teaching sequenced
2. Lesson plans/modified DLLs developed highlighting developmetally and learning process and learning process and learning process teaching and
sequenced instruction that meet curriculum goals and Quality as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 learning process
as shown in
varied teaching
3. Instructional materials used to implement
developmetally sequenced instruction that meet
curriculum goals and varied teaching contexts
4. Others (Please specify and provide annotations)
Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
developmentally developmentally developmentally developmentally evidence was
sequenced teaching sequenced teaching sequenced teaching sequenced shown
and learning process and learning process and learning process teaching and
as evidently shown in as evidently shown in as evidently shown in learning process
Efficiency MOV 1 and MOV 1 and MOV 1 and as evidently shown
in any 1 of
Timeliness
1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No acceptable
participated in participated in participated in in LACs/FGDs/ evidence was
LAC/FGDs/meetings with proof of attendance LACs/FGDs/ meetings LACs/FGDs/ meetings LACs/FGDs/ meetings meetings to shown
2. Minutes of LAC/FGD sessions on use of teacher to discuss to discuss to discuss discuss
and learner feedback to enrich teaching practice with teacher/learner teacher/learner teacher/learner teacher/learner
proof of attendance Quality feedback to enrich feedback to enrich feedback to enrich feedback to enrich
instruction as
3. Others (Please specify and provide annotations) shown
Participated in at least Participated in 3 Participated in 2 Participated 1 No acceptable
4 LACs/ LACs/FGDs/ meetings LACs/FGDs/ meetings LAC/FGD/ meeting evidence was
FGDs/meetings as as as as evidently shown shown
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the
given
Timeliness
Developed and used 6Developed and used 6Developed and used 6Developed and No acceptable
varied teaching and varied teaching and varied teaching and used varied evidence was
learning resources learning resources learning resources teaching and shown
including ICT, to including ICT, to including ICT, to learning resources
address learning goals address learning goals address learning goals including ICT, to
Quality as shown in as as address learning
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No acceptable
varied teaching and teaching and learning teaching and learning teaching and evidence was
learning resources resources including resources including learning resource shown
including ICT, as ICT, as evidently ICT, as evidently including ICT, as
evidently shown in shown in MOV 1 and shown in MOV 1 and evidently shown in
MOV 1 and supported by any 1 supported by any 1 any of the
Efficiency supported by any 1 acceptable MOV
Timeliness
1. Classroom observation tool (COT) rating sheet and/or inter-observer Designed, selected, Designed, selected, Designed, selected, Designed, No acceptable
organized and used organized and used organized and used selected, evidence was
agreement form about using diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative organized and shown
and summative and summative and summative and summative used diagnostic,
2. Prepared lesson plans/modified DLLs highlighting appropriate use of assessment strategies assessment strategies assessment strategies formative and
formative assessment consistent with consistent with consistent with summative
curriculum curriculum curriculum assessment
strategies Quality requirements as requirements as requirements as strategies
3. Develop diagnostic tests: (a) with TOS reviewed by superior; (b) with consistent with
sample accomplished curriculum
questionaire/answer sheets requirements as
4. Develop summative tests: (a) with TOS reviewed by superior; (b) with
sample accomplished
questionaire/answer sheets
5. Develop performance tasks: (a) with rubrics reviewed by superior; (b) Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable
with sample varied assessment assessment tools as assessment tools as assessment tool evidence was
tools as evidently evidently shown in evidently shown in as evidently shown shown
accomplished rubrics shown in any 1 of the any 1 of the any 1 of the in any of the
6. Others (Please specify and provide annotations) Efficiency acceptable MOV acceptable MOV acceptable MOV acceptable MOV
Timeliness
1. Compilation of learner's written work with Consistently monitored Frequently monitored Occasionally Rarely monitored No acceptable
and evaluated learner and evaluated learner monitored and and evaluated evidence was
summary of results and with signature of parents progress and progress and evaluated learner learner progress shown
2. Formative/summative assessment tools with TOS and frequency of achievement using achievement using progress and and achievement
errors with identified least mastered skills learner attainment learner attainment achievement using using learner
Quality data as shown in learner attainment attainment data as
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of mastery
5. Others (Please specify and provide annotations)
Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination of at combination of 3 of combination of 2 of acceptable MOV evidence was
Efficiency least 4 of the the acceptable MOV the acceptable MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV No acceptable
distributed across 4 distributed across 3 distributed across 2 was completed in evidence was
Timeliness quarters quarters quarters only 1
quarter
 12. Communicated promptly
and clearly the learner's
needs, progress and
achievement to key
stakeholders, including
parents/ guardians
5. PLUS FACTOR 13. Performed various related
works/activities that
contribute to the
teaching-learning process
                  RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
KRA's OBJECTIVES
1. CONTENT 1. Applied knowledge of content
KNOWLEDGE AND within and across
PEDAGOGY curricuoum teaching
areas.
2. Used a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy
skills.
3. Applied a range of teaching
strategies to develop
critical and creative
thinkling, as well as other
higher-
order thinking skills.
2. LEARNING 4. Managed classroom structure
ENVIRONMENT AND to engage learners,
DIVERSITY OF individually or in groups,
in meaningful
LEARNERS explanation, discovery
and hands-on activities
within a range of physical
learning environments.
1. At least 3 samples of corrected test papers of the same 3 learners Consistently showed Frequently showed Occasionally showed Rarely showed No acceptable
prompt and clear prompt and clear prompt and clear prompt and clear evidence was
innthe same learning area with communication of the communication of the communication of the communication of shown
parents' or guardians' signature and date of learner's needs, learner's needs, learner's needs, the learner's
2. Minutes of PTA meetings or Parent-Teacher conferences in all progress and progress and progress and needs, progress
quarters with proof of achievement to key achievement to key achievement to key and achievement
Quality stakeholders, stakeholders, stakeholders, to key
parents'/guardians' attendance stakeholders,
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 Submitted a Submitted a Submitted a Submitted any 1 of No acceptable
stakeholders combination of at combination of 3 of combination of 2 of the given MOV evidence was
Efficiency least 4 of the the acceptable MOV the acceptable MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV No
distributed across 4 distributed across 3 distributed across 2 was acceptable
Timeliness quarters quarters quarters completed in only evidence was
1 quarter
1. Certificate of Recognition or Participation Consistently performed Frequently performed Occasionally Rarely performed No acceptable
various related various related performed various various related evidence was
2. Certificate of Training works/activities that works/activities that related works/activities shown
3. Certificate of Speakership contribute to the contribute to the works/activities that that contribute to
4. Committee involvement teaching-learning teaching-learning contribute to the the teaching-
5. Advisorship of Co-curricular activities process as shown in process as shown in teaching-learning learning process
process as shown in as shown in
6. Book or Journal Authorship/Co- authorship/Contributorship the MOV
7. Coordinatorship/Chairpersonship submitted
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations) Quality
Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No acceptable
different kinds of kinds of acceptable kinds of acceptable the acceptable evidence was
acceptable MOV MOV MOV MOV
Efficiency
Timeliness
REMARKS
Acceptable MOVs Submitted MOVs VALID INVALID
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
knowledge of content within and across subject
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 materials highlighting
integration of content knowledge within and across
subject areas
5. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet and/or 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
4. Performance tasks/test material(s) used in
teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet and/or 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 learner-centered strategies that
develop critical and creative thinking, and/or other
HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking, and/or other HOTS
4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet
and/or 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
3. Others (Please specify and provide
annotations)
2. LEARNING 4. Managed classroom structure
ENVIRONMENT AND to engage learners,
individually or in groups,
DIVERSITY OF
in meaningful
LEARNERS explanation, discovery
and hands-on activities
within a range of physical
learning environments.
5. Managed learner behavior
constructively by applying
positive and non-violent
discipline
to ensure learning-
focused environments.
6. Used differentiated,
developmentally
appropriate learning
experiencce to address
learner's
gender, needs, strengths,
interests and
experiences.
3. CURRICULUM AND 7. Planned, managed and
PLANNING implemented
developmentally
sequenced teaching and
learning
processes to meet
curriculumrequirement s
and varied teaching
contents.
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.
4. ASSESMENT AND 10. Designed, selected,
REPORTING organized and used
diagnostic, formative and
summative assessment
strategies
consistent with curriculum
requirements.
1. Classroom observation tool (COT) rating sheet
and/or 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
3. Others (Please specify and provide
annotations)
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 learner's active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions
8. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet
and/or 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 highlighting differentiation in content,
product, process, learning environment or others
according to learners' gender, needs, strengths,
interests and experiences
4. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about using
developmentally sequenced teaching and learning
process
2. Lesson plans/modified DLLs developed highlighting
developmetally sequenced instruction that meet
curriculum goals and
varied teaching contexts
3. Instructional materials used to implement developmetally
sequenced instruction that meet curriculum goals
and varied teaching
contexts
4. Others (Please specify and provide
annotations)
1. Personal notes of teachers on LAC/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
3. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet and/or inter-
observer agreement form about using appropriate
teaching and
learning resources, including ICT
Examples: Activity sheets/tasks sheets/work
sheets, powerpoint presentations, video clips,
module, SIMs-Strategic Intervention Matertials,
Other
2. Lesson plans/modified DLLs with apprropriate instructional
materials appended
3. Others (Please specify and provide
annotations)
1. Classroom observation tool (COT) rating sheet and/or inter-
observer agreement form about using diagnostic,
formative and
summative assessment startegies
2. Prepared lesson plans/modified DLLs highlighting appropriate
use of formative assessment strategies
3. Develop diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionaire/answer sheets
4. Develop summative tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionaire/answer sheets
5. Develop performance tasks: (a) with rubrics reviewed by superior;
(b) with sample accomplished rubrics
6. Others (Please specify and provide
annotations)
 accomplished questionaire/answer sheets
5. Develop performance tasks: (a) with rubrics reviewed by superior;
(b) with sample accomplished rubrics
6. Others (Please specify and provide
annotations)

4. ASSESMENT AND 11. Monitored and evaluated
REPORTING learner progress and
achievement using
learner attainment
data.
1. Compilation of 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
5. Others (Please specify and provide
annotations)

12. Communicated promptly
and clearly the learner's
needs, progress and
achievement to key
stakeholders, including
parents/ guardians
1. At least 3 samples of corrected test papers of the same 3 learners
innthe 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 parents'/guardians'
attendance
3. Report cards with parent's or guardian's signature in all quarters
supported by minutes of meeting
4. Communication with parents/guardians using
various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs,
progress and achievement submitted to other
stakeholders

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

works/activities that 2. Certificate of Training
contribute to the teaching- 3. Certificate of Speakership
learning 4. Committee involvement
process 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
10. Others (Please specify and provide annotations)

COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1. Sets personal goals and direction, needs and development.
2. Undertakes personal actions and behaviors 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 charts, checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.

Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for public officials and employee (RA
6713).
2. Practices ethical and professional behavior and conduct taking into account the impact of his/her actions and decisions.
3. Maintains professional image: being trustworthy, regularity of attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization's needs.
5. Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems and help others improve their
effectiveness.
Result 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 satisfactoy quality of 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 alower cost, more efficiently; or improving quality, costumer satisfaction, morale, without setting any specific goal.

Teamwork
1. Willingly does his/her share of responsibility.
2.
Promotes collaboration and removes barriers 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 organizational goals and objectives.

Service Orientation
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
3. Initiates activities that promotes advocacy for men and women empowerment.
4. Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and directions.
5. Develops and adopts service improvement programs through simplified procedures that will further enhance service delivery.

Innovation
1. Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and suggests bettter ways to do
things (cost and/or operational efficiency).
2. 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 responsibilties. Demonstrates resourcefulness and the ability to succeed with minimal
resources.

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

3.33
PART IV: DEVELOPMENT PLANS
ACTION PLAN
(Recommended Developmetal In
STRENGTHS DEVELOPMENT NEEDS

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:
Ratee Rater

MID-YEAR REVIEW FORM (MRF)

Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MFOs KRAs OBJECTIVES TIMELINE MOV

WEIGHT
PER KRA
*Please see attached list of MOV
Ratee Ratee
PERFORMANCE MONITORING AN

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT

CLASSROOM OBSERVATION TOOL (COT) - RPMS
                                                                     TEACHER I-III
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
SUBJECT & GRADE LEVEL TAUGHT:
□ □ □ □
OBSERVATION: 1 2 3 4
DIRECTIONS FOR THE OBSERVER:
1.
Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the appropri
with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 3 4
1 Applies knowledge of content within and across curriculum teaching areas

2 Uses a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills
3 Applies a range of teaching strategies to develop critical and creative thinking, as well as
other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in meaningful
4 exploration, discovery and hands-on activities within a range
of physical learning environments
5 Manages learner behavior constructively by applying positive and non- violent discipline to
ensure learning-focused environment
6 Uses differentiated, developmentally appropriate learning experiences to addresslearners'
gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and learning processes
7 to meet curriculum requirements and varied teaching
contexts
8 Selects, develops, organizes and uses appropriate teaching and learning resources, including
ICT, to address learning goals
9 Designs, selects, organizes, and uses diagnostic, formative and summative assessment
strategies consistent with curriculum requirements
OTHER COMMENTS:

Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

CLASSROOM OBSERVATION TOOL (COT) - RPMS

                                                                         TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ □ 3
□ 4
□
2
DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual rating for each indicator.
2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the difference
an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

THE TEACHER Observer 1

1 Applies knowledge of content within and across curriculum teaching areas

2 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
skills
3 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4 meaningful exploration, discovery and hands-on activities within a range of physical learning
environments
5 Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environment
6 Uses differentiated, developmentally appropriate learning experiences to addresslearners'
gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and
7 learning processes to meet curriculum requirements and varied teaching contexts

8 Selects, develops, organizes and uses appropriate teaching and learning resources, including ICT,
to address learning goals
9 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
consistent with curriculum requirements
OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Observer Signature over Printed Name o
Observer 1 2
Signature over Printed Name of the Teacher

CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM
OBSERVER: DATE:
TEACHER OBSERVED: TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:
□ □ □ □
OBSERVATION: 1 2 3 4

GENERAL OBSERVATIONS:

Signature over Printed Name of the Observer

 ANNOTATION
DESCRIPTION OF THE MOV
PRESENTED
OBJECTIVES MEANS OF VERIFICATION
II

Position: Teacher I

Salary Grade: SG-11, Step 1

Effectivity Date: June 5, 2015

PCP No.                Revision Code:               

lary Grade

ectivity Date
ge/s

chelor of Secondary Education

years
ensure Examination for Teachers (LET);
ptember 25, 2014

room management practices.

er performance.

and improve school performance.

Page 1 of 1
COMPETENCIES
 OVERALL
COMPETENCY
RATINGS

DEVELOPMENT PLANS
ACTION PLAN
Recommended Developmetal Intervention)
TIMELINE RESOURCES NEEDED

Rater Approving Authority

EVIEW FORM (MRF)

PERFORMANCE MID-YEAR REVIEW/RATING MID-YEAR REVIEW

TARGET
RATEE (Teacher) RATER (Principal) RESULTS

Rating Remarks Rating Remarks

 Quality

Efficiency

Timeliness

Ratee Approving Authority

ANCE MONITORING AND COACHING FORM
SIGNATURE
(Rater/Ratee)
OUTPUT IMPACT ON JOB/ ACTION PLAN
bservation. Mark the appropriate column

5 6 7 NO
ame of the Teacher

- RPMS

TEACHER OBSERVED:

ADE LEVEL TAUGHT:

ers must resolve the differences and come up with

al judgment.

Observer 2 Observer 3 AGREED

RATING
 Signature over Printed Name of Observer 3

:
:
NNOTATION
TION OF THE MOV
TED
ANNOTATIONS