RPMS TOOL for TEACHER I-III

(Proficient Teachers)

Name of Employee: JUAN A. DELA CRUZ Position: Teacher I

School: ABCDE Central School Salary Grade: SG-11, Step 1
District: ABCDE Effectivity Date: June 5, 2015

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education

Position Title Teacher I-III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Bachelor of Secondary Education
Education or Bachelor's degree plus 18 units in Education
Experience None Required 12 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 September 25, 2014
Trainings None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-
21), at least 18 MA units
Experience

Eligibility PBET/LET Passer

Trainings In-service training

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 performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.

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acher I
-11, Step 1
ne 5, 2015

ducation

for Teachers (LET);

ce.
Page 1 of 1
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: Name of Rater: ANGELINA R. OLIVEROS
Position: Teacher III Position: Head Teacher I
District/School: Silang/ Emilia Ambalada Poblete NHS Date of Review: April 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

PERFORMANCE INDICATORS RATING

WEIGHT
ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Satisfactory Unsatisfactory SCORE
QET Outstanding (5) Satisfactory (3) Poor (1) RESULTS Q E T AVE
KRA (4) (2)
1. CONTENT 1. Applied Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
knowledge of content and its content and its content and its content and its evidence was shown
KNOWLEDGE integration within and integration within and integration within and integration within and
AND content within and
across subject areas across subject areas across subject areas across subject areas
across curricuoum
PEDAGOGY teaching areas.
as shown in MOV1 as shown in MOV1 as shown in MOV1 as shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

Quality 4

May 2018
to April 7.5% 4.5 0.338
2019
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No acceptable
leassons using MOV 1 leassons using MOV 1 leassons using MOV 1 given MOV evidence was shown
and supported by any and supported by any and supported by any
1of the other given 1of the other given 1of the other given
Efficiency MOV MOV MOV 5

Timeliness

2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
teaching different teaching different teaching different teaching different teaching evidence was shown
strategies that promote strategies that promote strategies that promote strategies that promote
strategies that
reading, writing and/or reading, writing and/or reading, writing and/or reading, writing and/or
enhance learner numeracy skills as numeracy skills as numeracy skills as numeracy skills as
achievement in Quality shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a 4
literacy and rating of 7 rating of 6 rating of 5 rating of 4
numeracy skills.

May 2018
to April 7.5% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No acceptable 4.5 0.338
2019 learner-centered learner-centered learner-centered centered lesson as evidence was shown
lessons as shown in lessons as shown in lessons as shown in evidently shown in any
MOV 1 and supported MOV 1 and supported MOV 1 and supported 1 of the given MOV
by any 1 of the other by any 1 of the other by any 1 of the other
Efficiency MOV given MOV given MOV given 5

Timeliness

3. Applied a range of Used different teaching Used different teaching Used different teaching Used different teaching No acceptable
teaching strategies that develop strategies that develop strategies that develop strategies that develop evidence was shown
strategies to critical and creative critical and creative critical and creative critical and creative
thinking and/or other thinking and/or other thinking and/or other thinking and/or other
develop critical HOTS as shown in HOTS as shown in HOTS as shown in HOTS as shown in
and creative MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of
thinkling, as well Quality 7 6 5 4 4
as other higher-
order thinking
skills.
May 2018
to April 7.5% 4.5 0.338
2019 Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson as No acceptable
lessons as evidenced lessons as evidenced lessons as evidenced evidenced by any 1 of evidence was shown
by MOV 1 and by MOV 1 and by MOV 1 and the given MOV
supported by any 1 of supported by any 1 of supported by any 1 of
Efficiency the other given MOV the other given MOV the other given MOV 5

Timeliness

2. LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No acceptable
classroom management management management management evidence was shown
ENVIRONMENT strategies that engage strategies that engage strategies that engage strategies that engage
AND DIVERSITY structure to
learners in learners in learners in learners in
engage learners, activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS individually or in Quality 4
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
groups, in rating of 7 rating of 6 rating of 5 rating of 4
meaningful
explanation, May 2018
discovery and to April 7.5% 4.5 0.338
hands-on activities 2019 Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
within a range of lessons supported by supported by MOV 1 supported by MOV 1 supported by any of evidence was shown
physical learning MOV 1 and any 1 of and any 1 of the other and any 1 of the other the acceptable MOV
environments. Efficiency the other acceptable
MOV
acceptable MOV acceptable MOV 5

Timeliness

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2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
behavior management management management management evidence was shown
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner
AND DIVERSITY constructively by
behavior that promote behavior that promote behavior that promote behavior that promote
applying positive positive and non- positive and non- positive and non- positive and non-
OF LEARNERS and non-violent violent discipline as violent discipline as violent discipline as violent discipline as
discipline to shown in MOV shown in MOV shown in MOV shown in MOV
ensure learning-
Quality
submitted with a rating submitted with a rating submitted with a rating submitted with a rating 5
focused of 7 of 6 of 5 of 4
environments.
May 2018
to April 7.5% 5 0.375
2019
Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of Submitted any 1 of the No acceptable
the given strategies as the given strategies as the given strategies as given strategies as evidence was shown
observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1
lessons lesson
Efficiency 5

Timeliness

6. Used Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable
differentiated, teaching strategies to teaching strategies to teaching strategies to teaching strategies to evidence shown
address learner address learner address learner address learner
developmentally
diversity as shown in diversity as shown in diversity as shown in diversity as shown in
appropriate MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of
learning 7 6 5 4
experiencce to Quality 4
address learner's
gender, needs,
strengths,
interests and
experiences.
May 2018 Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
differentiated teaching differentiated teaching differentiated teaching differentiated teaching evidence shown
to April 7.5% strategies in at least 2 strategies in at least 2 strategies in at least 2 strategy in only 1 No 4.5 0.338
2019 leassons as evidenced lessons as evidenced lessons as evidenced lesson as evidently acceptable evidence
by MOV 1 and by MOV 1 and by MOV 1 and shown in any 1 of the was shown
supported by any 1 of supported by any 1 of supported by any 1 of acceptable MOV
the other acceptable the other acceptable the other acceptable
Efficiency MOV MOV MOV 5

Timeliness

3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No acceptable
managed and implemented implemented implemented implemented evidence was shown
AND PLANNING developmentally developmentally developmentally developmentally
implemented
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
developmentally and learning process and learning process and learning process and learning process
sequenced as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
teaching and Quality with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4 4
learning
processes to meet
curriculum
requirements and
varied teaching
contexts. Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
May 2018 developmentally developmentally developmentally developmentally evidence was shown
to April 7.5% sequenced teaching sequenced teaching sequenced teaching sequenced teaching 4.5 0.338
2019 and learning process and learning process and learning process and learning process
as evidently shown in as evidently shown in as evidently shown in as evidently shown in
MOV 1 and supported MOV 1 and supported MOV 1 and supported any 1 of the given
by any 1 of the other by any 1 of the other by any 1 of the other MOV
given MOV given MOV given MOV
Efficiency 5

Timeliness

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3. CURRICULUM 8. Participated in Consistently Frequently participated Occasionally Rarely participated in No acceptable
collegial participated in in LACs/FGDs/ participated in LACs/FGDs/ meetings evidence was shown
AND PLANNING LACs/FGDs/ meetings meetings to discuss LACs/FGDs/ meetings to discuss
discussions that
to discuss teacher/learner to discuss teacher/learner
use teacher and teacher/learner feedback to enrich teacher/learner feedback to enrich
learner feedback feedback to enrich instruction as shown in feedback to enrich instruction as shown in
to enrich teaching instruction as shown in the MOV submitted instruction as shown in the MOV submitted
practice.
Quality
the MOV submitted the MOV submitted
5

May 2018
to April 7.5% 5 0.375
2019 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 as evidence was shown
FGDs/meetings as as evidently shown in as evidently shown in evidently shown in any
evidently shown in any any 1 of the given any 1 of the given 1 of the given MOV
1 of the given MOV MOV MOV
Efficiency 5

Timeliness
 9. Selected, Developed and used Developed and used Developed and used Developed and used No acceptable
developed, varied teaching and varied teaching and varied teaching and varied teaching and evidence was shown
learning resources learning resources learning resources learning resources
organized, and
including ICT, to including ICT, to including ICT, to including ICT, to
used appropriate address learning goals address learning goals address learning goals address learning goals
teaching and as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
learning Quality with a rating of 7 with a rating of 8 with a rating of 5 with a rating of 4 5
resources,
including ICT, to
address learning
goals.

May 2018 Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No acceptable
to April 7.5% varied teaching and teaching and learning teaching and learning teaching and learning evidence was shown 5 0.375
2019 learning resources resources including resources including resource including ICT,
including ICT, as ICT, as evidently ICT, as evidently as evidently shown in
evidently shown in shown in MOV 1 and shown in MOV 1 and any of the acceptable
MOV 1 and supported supported by any 1 of supported by any 1 of MOV
by any 1 of the the acceptable MOV the acceptable MOV
Efficiency
acceptable MOV 5

Timeliness

4. ASSESSMENT 10. Designed, Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
selected, organized and used organized and used organized and used organized and used evidence was shown
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
REPORTING organized and
and summative and summative and summative and summative
used diagnostic, assessment strategies assessment strategies assessment strategies assessment strategies
formative and consistent with consistent with consistent with consistent with
summative curriculum curriculum curriculum curriculum
assessment requirements as shown requirements as shown requirements as shown requirements as shown
in MOV 1 with a rating in MOV 1 with a rating in MOV 1 with a rating in MOV 1 with a rating
strategies Quality
of 7 of 6 of 5 of 4
5
consistent with
curriculum
requirements.

May 2018
to April 7.5% 5 0.375
2019
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable
varied assessment assessment tools as assessment tools as assessment tool as evidence was shown
tools as evidently evidently shown in any evidently shown in any evidently shown in any
shown in any 1 of the 1 of the acceptable 1 of the acceptable of the acceptable MOV
acceptable MOV MOV MOV
Efficiency 5

Timeliness

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4. ASSESSMENT 11. Monitored and Consistently monitored Frequently monitored Occasionally monitored Rarely monitored and No acceptable
evaluated learner and evaluated learner and evaluated learner and evaluated learner evaluated learner evidence was shown
AND progress and progress and progress and progress and
REPORTING progress and
achievement using achievement using achievement using achievement using
achievement learner attainment data learner attainment data learner attainment data learner attainment data
using learner
attainment data.
Quality as shown in MOV
submitted
as shown in MOV
submitted
as shown in MOV
submitted
as shown in MOV
submitted
5

May 2018
to April 7.5% 5 0.375
2019 Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination of at least combination of 3 of the combination of 2 of the acceptable MOV evidence was shown
Efficiency 4 of the acceptable
MOV
acceptable MOV acceptable MOV 5

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
Timeliness quarters quarters quarters quarter 5

12. Communicated Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable
promptly and prompt and clear prompt and clear prompt and clear and clear evidence was shown
clearly the communication of the communication of the communication of the communication of the
learner's needs, learner's needs, learner's needs, learner's needs,
learner's needs, progress and progress and progress and progress and
progress and achievement to key achievement to key achievement to key achievement to key
achievement to stakeholders, including stakeholders, including stakeholders, including stakeholders, including
key stakeholders, parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
including parents/ Quality shown in the MOV shown in the MOV shown in the MOV shown in the MOV 5
guardians submitted submitted submitted submitted

May 2018
to April 7.5% 5 0.375
2019

Submitted a Submitted a Submitted a Submitted any 1 of the No acceptable

combination of at least combination of 3 of the combination of 2 of the given MOV evidence was shown
Efficiency 4 of the acceptable acceptable MOV acceptable MOV
5
MOV

Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
Timeliness quarters quarters quarters quarter 5
5. PLUS FACTOR 13. Performed various Consistently performed Frequently performed Occasionally Rarely performed No acceptable
related various related various related performed various various related evidence was shown
works/activities that works/activities that related works/activities works/activities that
works/activities
contribute to the contribute to the that contribute to the contribute to the
that contribute to teaching-learning teaching-learning teaching-learning teaching-learning
the teaching-
learning process
Quality process as shown in
the MOV submitted
process as shown in
the MOV submitted
process as shown in
the MOV submitted
process as shown in
the MOV submitted
5

May 2018
to April 10% 5 0.500
2019
Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable
different kinds of kinds of acceptable kinds of acceptable acceptable MOV evidence was shown
Efficiency acceptable MOV MOV MOV 5

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS 4.78

100%
DESCRIPTION O
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
0 ANGELINA R. OLIVEROS 2.5 - 3.499 S
Teacher III Head Teacher I 1.5 - 2.499 US

Approving Authority:

MARY ANN M. BATINO, Ed.D

Public Schools District Supervisor

//SGOD-gpm©2018 Page 4 of 4
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES
(MOV) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory
(5) (4) (3) (2)

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its
KNOWLEDGE integration within integration within integration within integration within
AND PEDAGOGY across curricuoum knowledge of content within and across subject
and across subject and across subject and across subject and across subject
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 of 4
highlighting integration of content knowledge
within and across subject areas

3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the
content and its integration in other subject areas leassons using MOV leassons using MOV leassons using MOV given MOV
1 and supported by 1 and supported by 1 and supported by
any 1of the other any 1of the other any 1of the other
Efficiency given MOV given MOV given MOV
4. Performance tasks/test materials highlighting
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide annotations)
Timeliness

2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching
strategies that strategies that strategies that strategies that
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading,
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills

3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner-
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered centered lesson as
lessons as shown in lessons as shown in lessons as shown in evidently shown in
numeracy skills
MOV 1 and MOV 1 and MOV 1 and any 1 of the given
Efficiency supported by any 1 supported by any 1 supported by any 1 MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
Timeliness

3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies
that develop critical that develop critical that develop critical that develop critical
develop critical and teaching strategies to develop critical and
and creative thinking and creative thinking and creative thinking and creative
creative thinkling, as creative thinking, as well as other higher-order and/or other HOTS and/or other HOTS and/or other HOTS thinking and/or other
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 HOTS as shown in
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a rating
2. Lesson plans/modified DLLs used in teaching of 4
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS

3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV
Efficiency any 1 of the other any 1 of the other any 1 of the other
4. Performance tasks/test material(s) used in
given MOV given MOV given MOV
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
Timeliness

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom
structure to engage and/or inter-observer agreement form about management management management management
ENVIRONMENT strategies that strategies that strategies that strategies that
AND DIVERSITY learners, individually managing classroom structure that engages
engage learners in engage learners in engage learners in engage learners in
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments.
 AND DIVERSITY
or in groups, in
OF LEARNERS meaningful
explanation,
discovery and hands-
on activities within a
range of physical
learning
environments. 3. Others (Please specify and provide annotations) Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson
lessons supported supported by MOV 1 supported by MOV 1 supported by any of
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable MOV
Efficiency of the other other acceptable other acceptable
acceptable MOV MOV MOV

Timeliness

2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher
behavior and/or inter-observer agreement form about management management management management
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner
AND DIVERSITY constructively by teacher management of learner behavior using
behavior that behavior that behavior that behavior that
applying positive and the following strategies:
OF LEARNERS non-violent discipline
promote positive and promote positive and promote positive and promote positive
Quality non-violent discipline non-violent discipline non-violent discipline and non-violent
to ensure learning- 1. Providing motivation as shown in MOV as shown in MOV as shown in MOV discipline as shown
focused submitted with a submitted with a submitted with a in MOV submitted
environments. 2. Praising the learners/Giving positive feedback rating of 7 rating of 6 rating of 5 with a rating of 4

3. Setting house rules/guidelines

4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of
of the given of the given of the given the given strategies
5. Allowing learners to express their ideas/opinions strategies as strategies as strategies as as observed in only
observed in at least observed in 3 observed in 2 1 lesson
Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

Timeliness

6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied Applied Applied Applied
developmentally and/or inter-observer agreement form about differentiated differentiated differentiated differentiated
teaching strategies teaching strategies teaching strategies teaching strategies
appropriate learning using differentiated, developmentally
to address learner to address learner to address learner to address learner
experiencce to appropriate learning experiences Quality diversity as shown in diversity as shown in diversity as shown in diversity as shown
address learner's MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed of 7 of 6 of 5 rating of 4
strengths, interests highlighting differentiation in content, product,
and experiences. process, learning environment or others
according to learners' gender, needs, strengths, Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1
interests and experiences differentiated differentiated differentiated differentiated
teaching strategies teaching strategies teaching strategies teaching strategy in
3. Instructional materials highlighting differentiation in at least 2 in at least 2 lessons in at least 2 lessons only 1 lesson as
in content, product, process, learning leassons as as evidenced by as evidenced by evidently shown in
evidenced by MOV MOV 1 and MOV 1 and any 1 of the
environment or others according to learners' Efficiency 1 and supported by supported by any 1 supported by any 1 acceptable MOV
gender, needs, strengths, interests and any 1 of the other of the other of the other
experiences acceptable MOV acceptable MOV acceptable MOV

4. Others (Please specify and provide annotations)

Timeliness

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented
AND PLANNING developmentally developmentally developmentally developmentally
developmentally using developmentally sequenced teaching and
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
sequenced teaching learning process and learning process and learning process and learning process and learning
and learning Quality as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 process as shown in
processes to meet 2. Lesson plans/modified DLLs developed with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a rating
curriculumrequiremen highlighting developmetally sequenced of 4
ts and varied teaching instruction that meet curriculum goals and
contents. varied teaching contexts

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1

developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally
curriculum goals and varied teaching contexts sequenced teaching sequenced teaching sequenced teaching sequenced teaching
and learning process and learning process and learning process and learning
as evidently shown as evidently shown as evidently shown process as evidently
Efficiency in MOV 1 and in MOV 1 and in MOV 1 and shown in any 1 of
4. Others (Please specify and provide annotations) supported by any 1 supported by any 1 supported by any 1 the given MOV
of the other given of the other given of the other given
MOV MOV MOV

Timeliness

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated

collegial discussions LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss
that use teacher and
meetings to discuss meetings to discuss meetings to discuss teacher/learner
learner feedback to teacher/learner teacher/learner teacher/learner feedback to enrich
enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich instruction as shown
2. Minutes of LAC/FGD sessions on use of teacher
practice. instruction as shown instruction as shown instruction as shown in the MOV
and learner feedback to enrich teaching practice
in the MOV in the MOV in the MOV submitted
with proof of attendance submitted submitted submitted
 that use teacher and
learner feedback to
enrich teaching
practice.

3. Others (Please specify and provide annotations) Participated in at Participated in 3 Participated in 2 Participated 1
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting
FGDs/meetings as meetings as meetings as as evidently shown
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the given
any 1 of the given any 1 of the given any 1 of the given MOV
MOV MOV MOV

Timeliness

3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and used 6Developed and 6Developed and 6Developed and
organized, and used and/or inter-observer agreement form about varied teaching and used varied teaching used varied teaching used varied
AND PLANNING learning resources and learning and learning teaching and
appropriate teaching using appropriate teaching and learning
including ICT, to resources including resources including learning resources
and learning resources, including ICT address learning ICT, to address ICT, to address including ICT, to
resources, including Quality goals as shown in learning goals as learning goals as address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating shown in MOV 1 shown in MOV 1 goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 with a rating of 8 with a rating of 5 MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 4
Other

2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any
instructional materials appended varied teaching and teaching and teaching and teaching and
learning resources learning resources learning resources learning resource
including ICT, as including ICT, as including ICT, as including ICT, as
evidently shown in evidently shown in evidently shown in evidently shown in
3. Others (Please specify and provide annotations)
Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV

Timeliness

4. ASSESMENT AND 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, selected,
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used organized and used
REPORTING diagnostic, formative diagnostic, formative diagnostic, formative diagnostic,
diagnostic, formative using diagnostic, formative and summative
and summative and summative and summative formative and
and summative assessment startegies assessment assessment assessment summative
assessment strategies consistent strategies consistent strategies consistent assessment
strategies consistent 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
with curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with a rating of 5 requirements as
3. Develop diagnostic tests: (a) with TOS reviewed shown in MOV 1
by superior; (b) with sample accomplished with a rating of 4
questionaire/answer sheets
4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1
reviewed by superior; (b) with sample varied assessment assessment tools as assessment tools as assessment tool as
accomplished questionaire/answer sheets tools as evidently evidently shown in evidently shown in evidently shown in
shown in any 1 of any 1 of the any 1 of the any of the
Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
6. Others (Please specify and provide annotations)
Timeliness

11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated
evaluated learner evaluated learner evaluated learner learner progress
progress and parents
progress and progress and progress and and achievement
achievement using achievement using achievement using achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified least MOV submitted MOV submitted MOV submitted submitted
mastered skills

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1

combination of at combination of 3 of combination of 2 of acceptable MOV
4. Lesson plans/modified DLLs showing index of Efficiency least 4 of the the acceptable MOV the acceptable MOV
acceptable MOV
mastery
5. Others (Please specify and provide annotations) Submitted MOV Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed was completed in
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter

12. Communicated 1. At least 3 samples of corrected test papers of Consistently showed Frequently showed Occasionally Rarely showed
promptly and clearly the same 3 learners innthe same learning area prompt and clear prompt and clear showed prompt and prompt and clear
communication of communication of clear communication communication of
the learner's needs, with parents' or guardians' signature and date of
the learner's needs, the learner's needs, of the learner's the learner's needs,
progress and receipt progress and progress and needs, progress and progress and
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
achievement to key achievement to key achievement to key achievement to key
stakeholders, conferences in all quarters with proof of Quality stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ parents'/guardians' attendance including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
3. Report cards with parent's or guardian's in the MOV in the MOV in the MOV in the MOV
signature in all quarters supported by minutes of submitted submitted submitted submitted
meeting
4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of
various modalities combination of at combination of 3 of combination of 2 of the given MOV
Efficiency least 4 of the the acceptable MOV the acceptable MOV
5. Anecdotal record showing entries per quarter acceptable MOV
 6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV
progress and achievement submitted to other were distributed were distributed were distributed was completed in
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter
stakeholders

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed
related performed various performed various performed various various related
works/activities that 2. Certificate of Training related related related works/activities that
works/activities that works/activities that works/activities that contribute to the
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown in
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in the MOV submitted
the MOV submitted the MOV submitted the MOV submitted
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of
different kinds of kinds of acceptable kinds of acceptable the acceptable MOV
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV
competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations) Timeliness
rs)

TORS
Poor
(1)
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
shown

No
acceptable
evidence
shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
No
acceptable
evidence
was shown

No
acceptable
evidence
was shown

No
acceptable
evidence
was shown
 REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

KNOWLEDGE content within and sheet and/or inter-observer agreement form
AND PEDAGOGY across curricuoum about knowledge of content within and
teaching areas. 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)

2. Used a range of 1. Classroom observation tool (COT) rating

teaching strategies sheet and/or inter-observer agreement form
that enhance learner about teaching strategies that enhance
achievement in learner achievement in literacy and
literacy and numeracy numeracy skills
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)

3. Applied a range of 1. Classroom observation tool (COT) rating

teaching strategies to sheet and/or inter-observer agreement form
develop critical and about teaching strategies to develop critical
creative thinkling, as and creative thinking, as well as other
well as other higher- higher-order thinking skills
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)
2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating
ENVIRONMENT structure to engage sheet and/or inter-observer agreement form
AND DIVERSITY learners, individually about managing classroom structure that
or in groups, in engages learners in various activities
OF LEARNERS meaningful
explanation,
discovery and hands-
on activities within a 2. Lesson plans/modified DLLs highlighting
range of physical various classroom management strategies
learning that engage learners in activities/tasks in
environments. different physical learning environments

3. Others (Please specify and provide

annotations)

5. Managed learner Classroom observation tool (COT) rating

behavior sheet and/or inter-observer agreement form
constructively by about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused 1. Providing motivation
environments.

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)

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

developmentally sheet and/or inter-observer agreement form
appropriate learning about using differentiated, developmentally
experiencce to appropriate learning experiences
address learner's
gender, needs,
strengths, interests
and 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)

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating

AND PLANNING and implemented sheet and/or inter-observer agreement form
developmentally about using developmentally sequenced
sequenced teaching teaching and learning process
and learning
processes to meet
curriculumrequiremen 2. Lesson plans/modified DLLs developed
ts and varied teaching highlighting developmetally sequenced
contents. instruction that meet curriculum goals and
varied teaching contexts
 and learning
processes to meet
curriculumrequiremen
ts and varied teaching
contents.

3. Instructional materials used to implement

developmetally sequenced instruction that
meet curriculum goals and varied teaching
contexts

4. Others (Please specify and provide

annotations)

8. Participated in 1. Personal notes of teachers on

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

3. Others (Please specify and provide

annotations)

9. Selected, developed, 1. Classroom observation tool (COT) rating

organized, and used sheet and/or inter-observer agreement form
appropriate teaching about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks sheets/work
learning goals. 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)

4. ASSESMENT AND 10. Designed, selected, 1. Classroom observation tool (COT) rating
REPORTING organized and used sheet and/or inter-observer agreement form
diagnostic, formative about using diagnostic, formative and
and summative summative assessment startegies
assessment
strategies consistent 2. Prepared lesson plans/modified DLLs
with curriculum highlighting appropriate use of formative
requirements. 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)

4. ASSESMENT AND 11. Monitored and 1. Compilation of learner's written work with
REPORTING evaluated learner summary of results and with signature of
progress and parents
achievement using
learner attainment
2. Formative/summative assessment tools
data.
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 1. At least 3 samples of corrected test papers

promptly and clearly of the same 3 learners innthe same learning
the learner's needs, area with parents' or guardians' signature
progress and and date of receipt
achievement to key
stakeholders,
including parents/
guardians
 12. Communicated
promptly and clearly
the learner's needs,
progress and
achievement to key
stakeholders, 2. Minutes of PTA meetings or Parent-Teacher
including parents/ conferences in all quarters with proof of
guardians 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 1. Certificate of Recognition or Participation

related
works/activities that
contribute to the 2. Certificate of Training
teaching-learning
process
3. Certificate of Speakership

4. Committee involvement

5. Advisorship of Co-curricular activities

6. Book or Journal Authorship/Co-

authorship/Contributorship

7. Coordinatorship/Chairpersonship

8. Coaching and mentoring learners in

competitions

9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide

annotations)
REMARKS

INVALID
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2
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 3
4
5 Sets high quality, challenging, realistic goals for self and others. 5

Professionalism and Ethics

1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713).
1
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 4 3
4
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 5
and help others improve their effectiveness.

Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
2
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 3
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
5 4

or more precise ways of meeting goals set.

5
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.

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

//SGOD-gpm©2018
MPETENCIES

Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.
Applies negotiation principles in arriving at win-win agreements.
Drives consensus and team ownership of decisions.
4
Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

Service Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.

Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and
1
directions.

Develops and adopts service improvement programs through simplified procedures that will further
enhance service delivery.

Innovation
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).

Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 1
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.

demonstrate

OVERALL
COMPETENCY 3.33
RATINGS
 PART IV: DEVELOPMENT PLANS

ACTION PLAN
STRENGTHS DEVELOPMENT NEEDS (Recommended Developmetal Interventio

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Ratee Rater

//SGOD-gpm©2018
EVELOPMENT PLANS

N PLAN
commended Developmetal Intervention) TIMELINE RESOURCES NEEDED

Rater Approving Authority

 MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MID-YEAR RE
WEIGHT PERFORMANCE RATEE (Teacher)
MFOs KRAs OBJECTIVES TIMELINE PER KRA
MOV TARGET
Rating

Quality

Efficiency

Timeliness

*Please see attached list of MOV

Ratee Ratee

//SGOD-gpm©2018
M (MRF)

MID-YEAR REVIEW/RATING
RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
RESULTS
Remarks Rating Remarks

Approving Authority
 PERFORMANCE MONITORING AND COACHIN

DATE CRITICAL INCIDENCE DESCRIPTION

//SGOD-gpm©2018
RMANCE MONITORING AND COACHING FORM

OUTPUT IMPACT ON JOB/ ACTION PLAN

 SIGNATURE
(Rater/Ratee)
 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 appropriate column 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 5 6 7 NO
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,
4. in 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
Designs, selects, organizes, and uses diagnostic, formative and summative
9. 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

//SGOD-gpm©2018
 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 □ 2□ 3□ 4□

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
differences and come up with 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.

Observer Observer Observer

THE TEACHER 1 2 3

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
Uses differentiated, developmentally appropriate learning experiences to
6. 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
Designs, selects, organizes, and uses diagnostic, formative and summative
9. assessment strategies consistent with curriculum requirements
OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3

Signature over Printed Name of the Teacher

//SGOD-gpm©2018
S

s must resolve the

g based on reasoned

AGREED
RATING
 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

//SGOD-gpm©2018
 ANNOTATION

OBJECTIVES MEANS OF VERIFICATION

//SGOD-gpm©2018
 ANNOTATION

DESCRIPTION OF THE MOV

ANNOTATIONS
PRESENTED