Qn210 840 Republic of the Philippines Bepattment of Education REGION VI- WESTERN VISAYAS, REGIONAL MEMORANDUM Number _0/ s. 2021 GUIDELINES ON THE IMPLEMENTATION OF THE RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS) FOR SCHOOL YEAR 2020-2021 1. To provide comprehensive guidelines to all DepEd schools in the implementation of the SY 2020-2021 RPMS in the time of COVID-19, the Department of Education through the Bureau of Human Resource and Organizational Development (BHROD) issues DM-PHROD-2021-0010 re Guidelines on the Implementation of the Results-based Performance Management System for School Year 2020-2021 with the following annexes: [Annex Document — ‘Annex A Supplemental Document on the RPMS SY 2020-2021 in the Time of COVID-19 (For Teaching Personnel} ‘Annex B RPMS Tool for Teachers [-Ill (Proficient Teachers in the time of COVID-19, SY 2020-2021 = ‘Annex C RPMS Tool for Master Teachers I-IV (Highly Proficient Teachers in the time of COVID-19, SY 2020-2021 Annex D General Instructions for School Heads and Non-teaching Personnel in Schools - 2. __Itis reiterated that all Schools Division Superintendents and school heads are directed to employ the appropriate working arrangements, strategies, and modalities in the accomplishment of essential RPMS activities guided by the community quarantine declarations in the area where the school is located consistent with the alternative work arrangement (AWA) issuances of the Department. 3. Due diligence and caution following protocols are also emphasized: a. Alternative strategies and online platforms must be utilized. b. In cases where physical reporting to school is necessary, minimum health standards and stringent physical distancing measures must be strictly observed. ¢. Technical support and utmost consideration to school-based personnel who may encounter logistical challenges (i.e. transportation, challenges of the vulnerable groups, etc.) in the performance of duties to comply with this Memorandum must be extended to teachers. Address: Duran Street, Hoilo Cit 000 Telephone Nos: (033)509-7653; (033)336-2816 | Qasme™ | Rosimst_[ Duce] Keiton Email Address resion6@deped sox ph ens CTO | DANO OTISANAT Yor Website: regions deped so ph on HDD 00Republic of the Philippines Bepartent of Education REGION VI- WESTERN VISAYAS 4. A national orientation will be conducted. Schedule of which shall be communicated in a separate memorandum or advisory. 5. All available materials on the RPMS-PPST including RPMS Tools, Classroom Observation (COT) Tools and Forms , Self-Assessment Tools and other support materials for SY 2020-2021 in the time of COVID-19 can be accessed at ‘http://bit.ly/RPMSPPST20202021, 6. Immediate and wide dissemination of this memorandum is desired. MA. GI “YEDESMA Rffional Director Encl.: As stated Reference: DM-PHROD-2021-0010 To be indicated in the Perpetual Index under the following: - PERSONNEL PERFORMANCE MANAGEMENT SYSTEM = RPMS_~—_—s~PPST Address: Duran Street, Hoilo City, 5000 Telephone Nos: (033)$09-7683; (033)336-2816 | Rass [ Dosimen [ Busse evsion Email Address: region @deped. gov ph "RPMS CY2020- | DepkaROc- | o1sa021 | 01 ‘Website: region6.deped,zov.ph 2071 HEE. toy)ANNEX A A SUPPLEMENTAL DOCUMENT ON THE RPMS SY 2020-2021 IN THE TIME OF COVID-19 (For Teaching Personnel) Context ‘The demand for teaching and learning has changed for the School Year 2020-2021 as a result of the impact of COVID-19. Education institutions, including the Department of Education (DepEd), shifted focus to delivering education remotely through various distance learning delivery modalities (DLDMs). The current efforts of the Department, its schools and workforce, are towards developing leaming resources and upskilling and retooling teachers to ‘support the DLDMs adopted by schools. As the leaming delivery changes, so do the duties of teachers to their leamers and the performance expected of them. The expectations of teachers must be captured in their performance assessment through a more contextualized Results- based Performance Management System (RPMS). ‘The modifications in RPMS, its tools, processes, and protocols, for SY 2020-2021 captures the DepEd current system that governs teachers’ functions. The selected RPMS objectives aim to assist teachers to adapt and/or respond more quickly and effectively to emerging circumstances associated with the challenges brought by the pandemic. The RPMS Cycle S Teer Figure 1. The RPMS Cycle vith adjusted timeline ‘Room 102, Rizal Building, DepEd Complex, Meruco Ave, Pasig City 1600 ‘Teleplone Now (02) 8633-7206 | Telefax No (02) B6H-8HD4 Email Addreur: usce phtoda@ideped.gorph | Website: wew.deped govThe timeline for each phase of the RPMS Cycle (Figure 1) is adjusted in consideration of (i) the schoo! calendar for SY 2020-2021 which begins on October 5, 2020 and ends on June 5, 2021 (DepEd Order No. 30, s. 2020) and (i) the adjustments of teachers in compliance with the Basic Education Leaming Continuity Plan (BE-LCP) for the school year. Table 1 shows the specific task/activity to be undertaken, person/s responsible, and the schedule of each phase of the cycle. Table 1. Details in each phase of the RPMS Cycle for SY 2020-2021 Phases of RPMs cide Task/Activity Person(s) Responsible ‘Schedule Capacity Building Regional Office/Schools PHASE! — | actvtea/Bresentaion of RPMS | —‘Divsion Office! School Vanuary 2021 Performance | Tools in the tme of COVID-19 Head/Raters Panning and Commitment | Self-Assessment with itl Development Planning ietace: sSenusry 2021 PHASE | Monitoring and Coaching | School Head/Raters | Janvary 2021 — dune 2021 Portommance Montoring and | Mid-Year Review? with es Wid Your Reviow with | school HeadRater/Ratces March 2021 PHASE I Performance r. : Roters, Retees, and | A week after scheduled ‘Review and —— Approving Authorities ‘graduation Evaluation PHASE | Ways Forward Development nak. ‘A week after scheduled Pertormance Planning aradution Rewarding and Development ee ‘A month after schedules oe PCR Data Collect Schoo! HeadfRaters en ‘All prasented Means of Vertication (MOVs) shall be obtained tram January 2021-March 2021 (for RPMS biectives 1, 5, 7) and from October 2020-March 2021 (for RPMS Objectives 2, 3, 4, 6, 8-12), “All prasenied Means of Verification (MOVs) shall be obtained trom January 2021-May 2021 (for RPMS Objectives 1, 5, 7) and from October 2020-May 2021 (for RPMS Objectives 2, 3, 4, 6, 8-12). PPST priority indicators and means of verifications There are 11 priority indicators from the Philippine Professional Standards for Teachers (PPST) chosen as RPMS objectives for this school year. These priority indicators were selected based on being more responsive and appropriate to the current context of the teachers, leamers, and the leaming environment. Classroom observable objectives ‘There are 7 classroom observable objectives for both Proficient and Highly Proficient teachers. The performance indicators of these objectives are identified for Quality, except for Objective 6 which has Quality and Timeliness. Objectives 1, 5, and 7 require means of verification (MOV) from a classroom observation. Only 2 observations are required for the entire school year. Guidelines and protocols for altemative classroom observations are defined in this document. ‘Room 102 Rival Puilding, DepEd Complex, MeratenAve., Pasig City 1600 “Telephone Nox (02) 8635-7206 | Telefax No (02) WS-8694 Email Adds: nice phendladeped.gor.ph | Website: worm deped gov phObjectives 2, 3, and 4 require supplementary materials as MOV while Objective 6 require evidence that show feedback to leamers. Only 2 MOV that show evidence of each objective are required for the entire school year. Non-classroom observable objectives There are 4 non-classroom observable objectives for both Proficient and Highly Proficient teachers. The performance indicators are identified for Quality in Objective 8 and Quality and Efficiency in Objectives 9 to 11. Plus Factor is Objective 12. Table 2. MOV per indicator for the Proficient Teachers for RPMS SY 2020-2024 RPMS objective based on the PPST cvletty meloater ‘Means of verification 7. Applied knowledge of content | Classroom cbsevalion tool (COT) rating sheellinter-observer within and across curriculum ‘agreement form teaching areas 2. Enured the postive use of ICT to facilitate the teaching and ‘Any supplementary material (in printicigital format) made by the ratee leaming process and used in the lesson delivery 3. Applied a range of teaching « Activity sheet/s strategies to develop critical and |» One lesson from a locally crafted self-learning module (SLM) Creative thinking, as well 2s other | _* Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, higher-order thinking skills and the likes) 4-Establshed a leamer-centered |» Video lesson couture by using teaching ‘= Audio lesson strategies that respond to their + Other leaming materials in prinU/digital format (please specify and linguistic, cultural, socioeconomic |” provide annotations) and religious backgrounds '5, Planned and delivered teaching Strategies that are responsive to the special educational needs of. eamers in dificult circumstances, ‘i Hating secmapheiokton, | COT rating sheetinter-observer agreement form chronic illness; displacement due to armed conflict, urban resettlement or disasters; child ‘abuse and child labor practices 6. Used strategies for providing | Evidence that highlights providing accurate and constructive timely, accurate and constructive | feedback to improve leamer performance and that shows timeliness of feedback to improve leamer feedback given to any of the following performance * activity sheet * performances task Portfolio + quiz ortest + _ self-learning module T. Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals ®. Sat achievable and appropriate | One lesson plan (e.g, DLP, DLL, WHLP, WLP, WL, Lesson COT rating shest/inter-observer agreement form leaming outcomes that are Exemplars, and the likes) or one lesson from a self-learning module aligned with leaming prepared by the ratee with achievable and appropriate leaming ‘competencies ‘outcomes that are aligned with the learning competencies as shown in any of the following '* Lecture/discussion © Activtylactivity sheet + Performance task Rubric for assessing performance using criteria thet appropriately describe the target output ‘Room 102, Rizal Building, DepEd Complex, Meralco Ave», Pasig Cty 1600 “elephone Nov (1) 83-7216. | Telefax No: (2) M1894 Email Addreee: ace phrod@idcped.goe-ph | Website: wew.deped gov: phRPMS objective based on the PPST oviority indicator ‘Means of verification 3. Built relationships with parents/_| 7. Proof of participation in any acivily for improved access to education guardians and the wider school ‘such as, but not limited to the f. activities community to fecitate + Distribution of learning materials to leamers/parents (e.g, receipt involvement in the educative formimonitoring form during distribution of learning materials, etc.) process ‘* Brigada Eskwela (e.g., commiment form to stakeholders, developed advocacy materials, certificate of participation that involves parents'stakeholders' engagement signed by the school head, ete) + Home visitation (e.g., home visitation form, etc.) +. Others (please specify and provide annciations) 2, Parent-‘eacher log oF proof of ether stakehokiers meeting (e.9., one- ‘on-one parent-tescher-leamer conference log; attendance sheet with minutes of online or face-to-face meeting; proof of involvement in the learners'/parents' orientation, et.) 3. Any form of communication to parents/stakeholders (e9., notice of ‘meeting; screenshot of chatitext messagelcommunication with parent/guardian {name or any identifier removed}; digital printed copy ‘of Learner Enrollment Survey Form signed by the ICT Coordinator/Focal person and School Head) 10. Participated in professional | = Certificate of completion in a courseltraining networks to share knowledge and | « Cerificate of participation in a webinar, retooling, upskiling, and other to enhance practice training! seminar! workshop with proof of implementation * Certificate of recognition! speakership in a webinar, retooling, upskiling, and other training) seminar! workshop = Any proof of participation to a benchmarking activity ‘= Any proof of participation in school LAC sessions (online/face-to-face) certified by the LAC Coordinator + Others (please specify and provide annotations) 11, Developed a personal Main MOV Improvement plan based on * Individual Performance and Commitment Review Form reflection of one's practice and Development Plan (|PCRF-DP) ‘ongoing professional learning | Supporting MOV '* Reflection of one’s practice during on LAC sessions with proof of attendance ‘+ Reflection/Personal Notes on Coaching and Mentoring andlor Mid- year Review ‘+ Personal notes journal on diviston’schooMed INSET with proof of attendance * Certificate of enrolment! registration form/ctass card in graduate!post-graduate school/online courses * Any leaming material highlighting the improvement done based on ‘accomplished “reflection” section + _Cthers (please specify and provide annotations) 12, Performed various related | Proof works/activities that contribute to | « committee involvement the teaching-learing process ‘advisorship of co-curricular activities (Plus Factor) involvement as module/learning material writer involvement as module/learning material vaidator participation in the RO/SDO/schoob-ntiated TV-lradio-based instruction book or journal authorship/ contributorship ‘coordinatorship/ cheirpersonship ‘coaching and mentoring leamers in competitions ‘mentoring pre-service teachers Participation in demonstration teaching participation as research presenter in 2 forumlconference ‘others (please specify and provide annotations) Room 102, Rizal Building, DepEd Complex, Meralco Ave» Pasig City 1600, “Telephone No (02) 8635-7206 | Telefax No. (02) HS-MOS small Address uice phrdaideped gov-ph | Website: wirwdeped.gow:phTable 3. MOV per indicator forthe Highly Proficient Teachers for RPMS SY 2020-2024 ‘RPMS objective based on the PPST priority indicator Means of verification 7, Madelled effective applications of content Knowledge uatin and | Clzetoom observation tool (COT) rating sheet with: proof of across curiculum teaching areas _| “ttendance of colleague/s 2. Promoted effective strategies in the positive use of ICT tofaciftate | ay 'y Supplementary material (in print/diital format) made by the ratee the teaching and learning process_| ‘ang used in the lesson delivery with Performance Monitoring and '3. Developed and applied effective | Coaching Form to show proof of coaching and mentoring coleague’s teaching srategies to promote | ofc’ Fone citical end restve thre =| 2 Qnelesson fom aloaly cated seta module (SLM) vel ‘as other higher-order thinking » Lesson pian (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, [4 exnibteda tearerconterea —} , andthe kes) Culture that promotes success by | | qiidio lesson tsing octve leeching teres using aflectveiaching tates | > Ser eanang matin pring fomat (plate spent and cultural, socioeconomic and provide annotations) religious backgrounds %. Evaluated with colleagues teaching strategies that are responsive to the special ‘educational needs of learners in difficut circumstances, including: | COT rating sheet with proof of attendance of colleague/s ‘geographic isolation; chronic itiness; displacement due to armed conflict, urban resettlement or disasters; child abuse and chid Jabor practices 6. Used effective siralagies for __| Evidence thal highlights providing accurate and constructive providing timely, accurate and | feedback to improve learner performance and that shows timeliness of constructive feedback to feedback given to any of the following encourage learners torreflecton |» activity sheet and improve their own leaning | « performance task = portfolio. © quiz ortest ssel-leaming module ‘and Performance Monitoring and Coaching Form to show proof of ‘coaching and mentoring colleaquels. 7. Advised and guided colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals, COT rating sheet with proof of attendance of colleague/s '&, Modelied to colleagues the ‘One lesson plan (e.g, DLP, DLL, WHLP, WLP, WIL, Lesson setting of achievable and Exemplars, and the likes) or one lesson from a selfdearning module ‘challenging leaming outcomes that | prepared by the ratee with achievable and appropriate learning are aligned with leaning ‘outcomes that are aligned with the learning competencies as shown in Competencies to cultivate a culture | any of the following: of excellence for all earners ‘= Lecture/discussion © Adtiviyiactvity sheet = Performance task = Rubric for assessing performance using criteria that appropriately describe the target output and demonstrated in a LAC session as attested by the LAC Coordinator! Approving Authority with proof of attendance of colleague/s, 3 Guided colleagues to School leer spproved by the school/departmenUgrade level head Strengthen relationships with (e.g., communication with the barangay to use a government vehicle parents! guardians and the wider to transport modules) School community tomaximize _|2. Approved action plan/project proposal/activity proposal involving the their involvement in the educative stakeholders process |3._Accompishment/ narrative repor of an approved activity SSS ss ‘Room 102, Rizal Building, DepEd Complex, Meralco Ave., Pasig Ciy 1600 Telephone No (D2) 8635.7206 | Telefax No (02) 81-3094 ‘Email Addtore: see phmdideped gow pls | Website: www.deped.goe phRPMS objective based on the PPST priority indicator Moms of verificaton 70, Contributed actively to > Approved aciivity/project proposal for a webinar, retooling, upskiling, professional networks within and and other training/ seminar! workshop with accompishment report between schools to improve = Approved activity/project proposal for benchmarking or innovation knowledge and to enhance with accomplishment report practice ‘+ Certificate as contributor to LRMDS Certificate of completion in @ courseftraining Certificate of recognition’ speakership in a webinar, retooling, Upskiling, and other training! seminar! workshop ‘= Any proof of participation in school LAC sessions (online/face-to- face) cerified by the LAC Coordinator = _ Others (Please specify and provide annotations) 77, Initiated professional Main MOV reflections and promote leaning |» Synthesis of Individual Performance and Commitment Review ‘opportunities with colleagues to Form-Development Plan (IPCRF-DP) of colleague/s Improve practice ‘Supporting MOV ‘= Certificate of recognition as resource speaker! training committee chairperson ‘+ Training matrix of LAC sessions highiighting teacher's role + Minutes of LAC session highlighting teacher's role + Sample personal notes! reflection of colleagues on regional division/ schooled INSETs and/or other trainings supervised! ‘conducted by teacher = Summary of evaluation/ quality assurance report on the conducted regional/divsion/schooHled INSETs andior other trainings + _ Others (please specify and provide annotations) 12, Performed various related Proof that the teacher. ‘works/activities that contribute to. | + served as OIC in the absence of the principal the teaching-leaming process represented the principal in meetings and conference (Plus Factor) observed teaching performance of Teachers Hill assisted the school selection committee in the evaluation of credentials when hiring or promoting teachers served in a committee served as adviser to co-curricular activities served as coordinator/chaitperson ‘authored/contributed to a book or journal participated in the RO/SDO/school-intiated TV-/radio-based instruction served as modulellearning material writer served as module/learning material vaiiator ‘coached and mentored learners in competitions mentored pre-service! in-service teachers others (please specify and provide annotations) ‘See Appendix 1 and 2 for the RPMS Tool for Proficient Teachers for SY 2020-2021 and RPMS Tool for Highly Proficient Teachers for SY 2020-2021. A glossary is provided in each tool to set the operational definition of concepts from the indicators and of certain MOV. Table 4. Glossary for the RPMS Tools SY 2020-2021 GLOSSARY. Content knowledge and | Competencies that teachers are expecied lo master for them to teach efficiently pedagogy ‘and effectively (Department of Ecucation 2017, 24) Creative thinking Skills | Involve exploring ideas, generating possibilties and looking for many right ‘answers rather than just one (Department of Education 2017, p. 24) Critical thinking skills | Refer to the many kinds of intellectual skils that (in ts most basic expression) | ‘occurs when students are analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, ‘or reach a conclusion (Department of Education 2017, 24) [Dally Lesson Log (DLL) | Ses Lesson Plan ————— ‘Room 102, Rizal Building, Dep Complex, Meralco Ave, Pasi City 1600 "Telephone Now (02) 633-7206 | Telefax Nos (02) BS-8494 Email Address: uscesphrod@deped gov.ph | Webwite: ww deped gov.ph‘GLOSSARY Detailed Lesson Plan | See Lesson Plan (DLP) Feedback Refers to essential and culluraly-appropriate written andlor oral information about Jeamers’ performance! output that can be used to raise awareness on their strengths and weaknesses as bases for improvement (Department of Education 2019, 61), Feedback, superficial | Refer to feedback thal is formulaic and lacks information on how to improve earning (e.g., “correct” “very good’, etc.) ‘Complex thinking processes which include logical and critical analysis, evaluation {and synthesis thinking that enable individuals to reflect, solve problems and create products/solutions (Department of Education 2017, 25) Home visitation ‘An intervention strategy that involves the leamer’s families and the community. “Where possible, the teacher shall do home visits to leamers needing remediation cr assistance” (Department of Education 2020b, 32). interviews, consultation, and dialogues with parents can be conducted to assess the student's learning progress (Department of Education 2016, 67). Individual Learning | “Uiiized to monitor learner progress based on the gven ileWventon srategies™ Monitoring Plan (Deparment of Education - Undersecretary for Curculum and Instruction 2020, ___| Appendix D) information and Tncides, buts nt imifed fo, computer hardware and sofware, dgial resources Communications (c.g. books, joumale, research reports, databases, scripts, etc. n gal frm), Technology (ICT) and digtalinformationmedia (e.g, cigital images, video, audio, websites, web pages, social media, et.) that can be used fr insrucion (Department of Education 20182) Teamercentered Refers (o a sol of alltudes, conventions and prachcas that place the learners at culture the center ofthe leaming process by using varied teaching modalities responsive to leamers’ diverse background and relevant to meaningful learning experience (Department of Education — Teacher Education Council 2019) Learners In difficult | Refer to learners that are geographically isolated, chronically il; displaced due to circumstances: armed contfict, urban reseltlement or disasters; chld-abused and experienced child labor practices (Department of Education 2017, 15); Also refer to persons ho suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse, diseases, exclusion, harassment, problems with the law, imprisonment, destructive drugs, domestic slavery. violence, among others (UNESCO 1999) Learning Management _| An online platform that can be used for distance leaming which includes the System DepEd-LMS, DepEd Commons, DepEd Learning Resource (LR) Portal, and third party software such as Edmodo, Schoology, Google Classroom, and Microsoft Teams (Department of Education 2020b, 31) Lesson Plan Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b). Other forms of lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars (LE). “The Weekly Home Leaming Plan shall be prepared by teachers implementing Distance and Blended Learning while the DLP or DLL... shall be prepared by teachers implementing F2F learning’ (Department of Education - Undersecretary for Curriculum and Instruction 2020, Appendix D), “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars Ingtead of the usual Detailed Lesson Plan (DLPs) andlor Daily Leaming Logs (DLL) for MELCs and/or enabling competencies” (Department of Education - GALABARZON 2020, 10) Refer fo the competencies from the K to 12 curriculum guides which are most ‘Most Essential useful in many professions and in everyday life, thereby satisfying the so-called Learning Competencies | endurance criterion. Anchored on the prescribed standards, these competencies: (MELCs) identified by the Department in consultation with stakeholders are to be used nationwide by field implementers and private schools for SY 2020-2021 as 2 response to developing reslient education systems most especially during emergencies such as the current global pandemic (Department of Education, 20208) ‘Online Asynchronous | A mode of teaching that involves leamers downloading materials rom the Teaching Internet, completing and submitting assignments online through a Learning ‘Management System (LMS) such as the DepEd Commons and DepEd Lear a ‘Room 102, Rial Building, DepEd Complex, Meralco Ave. Pasig City 1600 ‘Telephone No. (02) 8653-7206 | Telefax Nos (02) 8631-8004 Email Addrett: ce phiod@deped.gowph | Website: www.deped.gox ph‘GLOSSARY Fesouree (LR) Portal, Google Classroom, and Microsoft Teams (Depariment of Education 2020b, 31) ‘Online Synchronous | A mode of teaching that ullizes video conferencing, ive chel, instant messaging, Teaching ‘oF 2 combination of any of the online tools to engage learners to work in reabtime, ‘These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education 20200, 31) Performance Provides a reoord of signficant incidents (actual events and behavior in which Monitoring and both positive and negalive performances are observed) such as demonstrated Coaching Form (PMCF) | behavior, competence and performance (Department of Education 20195) Positive use of ICT | Responsible, ethical, or appropriate use of ICT to achieve and reinforce learing (Deperiment of Education 2017, 26) Supplementary Refer to fearing resources locally craffed by teachers to supplement the materials materials handed down by the DepEd division!regional/central offices. These ‘materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and racio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned video- and audio-lessons (Department of Education - Undersecretary for Curiculum and Instruction 2020, 83). Writing tasks can also be part of the supplementary materials where learners ‘can write the challenges they are facing and what parts of the lesson they did not {ully understand and need additional help for from their teacher (Department of Education 2020, 37) Teaching and learning | Teaching aids and cther materials that teachers use nat only to enhance teaching resources and learning but also to assist learners to meet the expectations for learning as defined by the curriculum (Department of Education 2017, 27) Leaming Action Call | “functions as a professional learning community for teachers that wil help them (Lac) Improve practice and leamer achievement” (Department of Education 2016a, i) LAC aims to improve the teaching-learning process that will lead to improve leaming among the students; to nurture successful teachers; to enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skils, and attitudes; and to foster a professional collaborative spirit among school heads, teachers, and the community as a whole (Department of Education 2016a, 3). Video lesson Refers to a learning material similar to video-recorded lesson and video-taped legson used for online asynchronous teaching or used as supplementary materiel, ‘This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g. flash drives or CD-ROMs). Weekly Home Learning | “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers Plan (WHLP) implamenting Distance and Blended Learning while the DLP or DLL....shall be prepared by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and Instruction 2020, Appendix D). Weekly Lesson Log | See Lesson Plan (WiLL) ‘Weekly Lesson Plan | See Lesson Plan QNLP) ‘Wider school Ravers to both intemal and extemal stakeholders (Oepariment of Education 2017, community _ 27) General Guidelines for the RPMS Alternative Classroom Observation The altermative classroom observations for RPMS is considered only for SY 2020-2021 due to the absence of or limited capacity for face-to-face learning. Table 5. Alternative classroom observations and their corresponding guidelines ‘Alternative Classroom s esi Guidelines 7. Online observation | » This applies to teachers who will adopt online synchronous leaming regardless of the number of classes and leamers. SS Room 102, Rizal Ruling, DepEd Complex, Meralco Ave, Pasig City 1600 “Telephone No (02) NeS37206 | Telefax No (02) BSI-B694 Email Addr: utee phrod@ideped.goveph | Website: worndeped gv.phAlternative Classroom Observations 2. Observation of a | » Consider this mode of observation wien option 1 is not video lesson possible. + This applies to teachers who will adopt online asynchronous leaming in any of their classes and learners. + video lesson must have been used in lesson delivery as part of the supplementary materials or as one of the learning materials for online asynchronous leaming, Itis not the same as the video lesson for TV-based instruction. + Avvideo lesson must be SLM-based or MELC-aligned. A teacher can use any recording device to record herselt/himself while teaching a lesson. * Avideo lesson can be stored in a cloud (e.g. Google Drive) or any storage device (e.g. flash drive), or uploaded to an online classroom (e.g., Google Classroom) or a Learning Management System. 3. Observation ofa |» Consider this mode of observation when options 1 and 2 demonstration are not possible, teaching via + This applies to teachers who will adopt pure modular Leaming Action Cell leaming (print/digital), radio-based instruction, and TV- (Lac) based instruction. « InDepEd's BE-LCP in the time of COVID-19, “a support mechanism shall be established for teachers and school leaders to have access to relevant on-demand technical and administrative advice and guidance which come in ‘many forms...including professional learning communities through the LAC” (DepEd Order No. 12, s. 2020, p. 41). In ‘support of this mechanism, the LAC policy states that ‘school LAC “primarily functions as a professional learning community for teachers that will help them improve practice and leamier achievement" (DepEd Order No. 35, 8. 2016, p.’). © This may be the best time to use LAC as an opportunity for the ratee to show performance of the RPMS objectives and for both ratees and observers to discuss collegially strategies to improve the teaching and learning processes ‘especially in addressing challenges in learning delivery brought by the pandemic. Guidelines ‘There should be 2 classroom observations for the entire school year. Hence, ratees should submit 2 classroom observation tool (COT) rating sheets/inter-observer agreement forms as MOV for objectives that require such (.e., Objectives 1, 5, and 7). The alternative classroom observations should follow this timeframe: * CO 1—between January and March 2021 * CO2—between April and May 2021 See Appendix 7 for the FAQs (frequently asked questions) on the altemative classroom observations. Alternative Classroom Observ: n Processes ‘The altemative classroom observation processes are almost similar with the process of classroom observation done face-to-face. The pre-observation, observation, and post- observation are stil followed with minimal modifications as shown in the table below. ————————————EEEE=_ Ee Room 102, Rival Building, DepEd Complex, Meralco Ave. Pasig ity 1600, “Telephone No (02) 8633-7206 | Telefax No- (0) 863-8894 Email Address usce phrodideped.goviph | Website: wrw-deped gov.phTeble 6, Alternative classroom observation processes Observation of Tec ni Observation of a video demonstration teaching Forms | Online observation cae ia Learning Action Cell Needed (Lac) Observer/s. Teacher Observer's Teacher ‘Observer's. Teacher ~Terorthe [> Raves [> Ravew'be [> Reviews te [> Revew be] > Roviws Betas |" tecor. | commons |" corneys |” coraens |” te cot. none revs” | bre nore ore Rens Sopronsate | wore | appropiate | Spprontate | Sppromate | rie he Seronrat | ‘othe Shsner | tote Srpropiate fontont | eto femionot | pesion, | postinat | toheher 5 Feteccser | fismor | Deteccrer |~ Prete | theteecher | poston =| cor | wove postion. | tobe lesson tobe + Prone he B| Cov. | eevee. |- Piette | sbseves. | taseden | abroad. | ” lesen 5 «Ricca | fessor | Meatars | te + Mootwit) | bared on B| RUBRIC |" eteecner | basodon |" tetesster | aca, |” treteacnor | the g Sao | te fuses) | Delewsthe | lodecies” | indoato. é te fica, | te tesco the sede Schecuisot | tangs | sthedle of Sate Steiscon | wen Seine fntne Sithewdeo | ecordng | session fiatorn 0 tao =e ‘onde or Sousa Sovevstel teaching Tessas | Danes] Vee + Saami [> Sat any | > Dons cine Peleeson | veo woo mrietle | teleston piatorat | tntte, "| tesonater | lessonto | Seas onthe 5 fe Chosen | saomision | the + Reoaden | Spree S| coseavare | Sthessied | one” [+ Recowal™ | abservers. |” comments | tie ane #| ‘Nnores | Sine piovom. |” carmen cre peaton s FORM class” ‘on the ‘Observation 3 + Record all ‘Observation Notes Form, é cements Notes Som, cote Shecrvtion Notes fom, RING [> Ree 7 Rae Rae Seer _| | oochen teocher teacher Tease of amet Tevet 5 maple nee mrt Serr | Soerers heres BY] GiNTeR, | # Dasma ine | Olean he 2 Dicin he & | OBSERVER | ° ring wan ‘ang wth ‘ang win AB | AOREEMENT | Fat fellow felow 2 observers ‘observers. ‘bserverls. : + Dect on + Gouge on + Dee on tetra Be tel etna rang rang, rang Observer and te eacher meet o lacus the results ofthe cbservalion, They ax their signatures on the rating sheet or the nierobserver agreement or. ¥ For highly proficient leachers, a proof of atiendance during observation is part af their MOV. Hence, the following protocols should be observed: 1) Online observation — () Invite your colleague/s to sit in your online class. (i) Have an attendance sheet signed after the class. 2) Observation of a video lesson — () Give @ copy of your video lesson to your colleague/s which they should view. (i) Have an aftendance sheat signed afterwards. (Note: Observen’s must ensure that colleague/s view the video lesson.) 3) Observation of a demonstration teaching vie LAC — (i) Invite your calleague/s to observe your demonstration teaching during a LAC session. (i) Have an attendance sheet signed afterwards. ‘See Appendix 3-6 for the COT-RPMS and SAT-RPMS for Proficient Teachers and Highly Proficient Teachers for SY 2020-2021 a ‘Room 102, Rizal Pulling, Depldl Complex, Meralco Ave. Pasig Ciy 1600 “Telephone No (B) 8635-7206 | Telefax No (2) 631-3098 Email Addrese usce phrodadeped.gov.ph | Website: wew-deped gov.phRatee, Rater, and Approving Authority in the RPMS DepEd Order No. 2, s. 2015, or the Guidelines on the Establishment and Implementation of the Results-Based Performance Management System (RPMS) in the Department of Education, establishes who the ratees are and their corresponding raters and approving authorities. See table below as reference to the expanded version of ratee-rater matrix. Table 6. Matrix of RPMS Ratee-Rater-Approving Authority Ratee/Teacher Rater/Observer ‘Approving Authority Head Teacher Principal’ School Head Superintendent Master Teacher ‘Small and Medium Divisions Assistant Superintendent Lage and Very Large Divisions Teacher Principal’ School Head ‘Superintendent ‘Small and Medium Divisions Assistant Superintendent Large and Very Large Divisions Teacher Master Teacher! Head Principal! School Head Teacher/ Assistant Principal ‘ALS implementers Master Teacher Head Principal/ School Head (school-based) Teacher! Assistant Principal ‘ALS implementers Education Program Chief of Curricuium (community learning Specialist for ALS Implementation Division (CID) centers-based) References Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Leaming Competencies. Pasig Cy. Govemment ofthe Philippines, Department of Education. 20208. Adoption of the Basle Education Learning Contnuly Plan for ‘School Year 2020-2024 in Light of the Covid-19 Puble Hewlth Emergency. Pasi City Goverment of he Philippines, Depariment of Eduestion. 2019. Classroom Observation Taal. Pasig Cy. Goverment of the Philipines, Department of Education, 20196, Results-based Performance Management System Updated ‘Manus. Pasig Cy Goverment of the Philipines, Deparment of Education. 2017. National Adoption and Implementation of tho Phiippine ‘Professional Standards for Teachers. Pasig City Goverrment af the Philippines, Department of Education, 2016a, The Learning Acton Col as @ K to 12 Basle Education Program ‘School-based Continuing Professional Development Strategy forthe Improvement of Teaching and Learning. Pasi Cy Government of the Philppines, Department of Education, 20186. Policy Guidelines on Dally Lesson Preparation for the K to 12 Basic Education Program. Pasig Ci. Government ofthe Philippines, Department of Education, 2015, Guidefinas on the Enhanced School Improvement Planning (SIP) Procass snd the Schoo! Report Card (SRC). Pasig Cy. Government ofthe Philipines, Department of Education - CALABARZON. 2019. PIVOT 4A Budget of Work in All Leaming ‘Areas in Key Stage 1-4 (version 2.0). Canta Goverment ofthe Phiippines, Department of Education - Undersecretary for Curriculum and Insiructon, 2020, Policy Guidelines ‘on tha Implementation of Learning Delwery Modaltis forthe Formal Education, Pasig City Goverment of he Phiippses, Department of Eeucation ~ Teacner Education Councll 2019. Philppine Professional Slondards {for Teachers (PPST) Resource Package Module 17. Pasig City. United Nations Educational, Scientife and Cutural Organization, 1999. Programme for the Education of Children in Dieu Creumstances: fo education, even for the most destitute 149-1537 Room 102, Rizal Building, DepEd Complex, Meralco Ave» Pasig City 1600 ‘Telephone Nov: (02) 8633-7206 | Telex Now (C2) 8531-8494 Email Addree: uteciphrodaldeped.gor-ph | Website: wew-deped.gov.phANNEX B P No. Revisi a) POSITION AND COMPETENCY PROFILE pene ence Department of Education Position Title Teacher | - Ill Salary Grade Parenthetical Title | Office Unit Effectivity Date Reports to PrincipallSchool Heads Pagels Position Supervised A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016, DO 27, s. 2076; and DO 51, s. 2017) _ Position Till] Teacher | Teacher Il Teacher Ill “Education| For Elementary School - Bachelor of Elementary Education (BEd) or Bachelor's degree plus 18 professional units Tn Education, oF Bachelor in Secondary Education, or its equivalent | For Secondary Shoot Bachelor of Secondary Education (USEA) or Bschelors degree plus TB professional unis a EAUCTON wih appropriate major or Bachelor in Secondary Education, or its equivalent Experience] None required 1 year relevant experience 2 years relevant experience Eligibility! RA 1080 RA 1080 RA 1080 Trainings] None required [None required None required E. Preferred Qualifications Education] BSE/BSEEd/Colege Graduate with Education units (18-21), at east 18 MA units Experiencel Eligibility] PBETLETIBLEPT Passer Trainings| In-service trainingANNEX B “Applies mastery of content knowledge and its application across learning areas Facilitates leaming using appropriate and innovative teaching strategies and classroom management practices Manages an environment conducive to learning ‘Addresses learner diversity Implements and supervises curricular and co-curricular programs to support learning Monitors and evaluates learner progress and undertakes activities to improve leamer performance Maintains updated records of learners’ progress Counsels and guides learners PIN[o) al ale |s|> 9. Works with relevant stakeholders, both internal and external, to promote leaming and improve school performance 10. Undertakes activities towards personal and professional growth 41. Does related workKRA 1: Content Knowledge and Pedagogy ANNEX B 3. if options 1 and 2 are not possible, an observation of a demonstration teaching via LAC PERFORMANCE INDICATOR MEAN: OBJECTIVE eu aon eT Outstanding |g. eee Satisfactory | Unsatisfactory Poor (5) 4) (3) (2) a 7. Applied | Classroom Observation Demonstrated | Demonstrated | Demonstrated | Demonstrated | Demonstrated knowledge | Too! (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in of content or inter-observer Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as within and | agreement form from shown in COT | shown inCOT | shown inCOT | shown inCOT | shown in COT across 4. an online observation rating rating rating rating rating curriculum of online synchronous sheets/inter- sheets/inter- | sheets/inter- | sheets/inter- _| sheets/inter- teaching teaching observer observer observer observer observer areas 2. ifoption 1 is not agreement forms | agreement agreement agreement agreement forms possible, an Queny forms forms forms observation of a video or lesson that is SLM- based or MELC- No acceptable aligned evidence was shown Example: GOT] RPMS S-point RPMS Rating for RPMS Rating Means of Verification | Rating | Scale Rating | Average Quatiy ‘Transmutation Table | GOT Rating Sheet 7 6 5) 4 ‘Outstanding (5) ___[4.500-5.000, [[COT Rating Sheet 2 5 (Very Satistactory) | [Very Satisfactory (4) | 3.500-4.499 Satisfactory (3) | 2.500-3.499, Unsatisfactory 2) Boor (1) Note: Forth objective, lwo MOVs are required for the entire school year, In computing the rating for Quality: () get the corresponding RPMS 6-point scale rating of each COT rating; (i) calculate the average of the RPMS ratings; and (il) find the transmuted RPMS rating.KRA 1: Content Knowledge and Pedagogy PERFORMANCE INDICATOR Mi OBJECTIVE ERISA CEN get | Outstanding ee Satisfactory | Unsatisfactory Poor (5) (4) (3) (2) (t) 2. Ensured | Any supplementary Ensured that the | Ensured that the | Ensured that the | Ensured that | No acceptable the positive | material (in print/digital ICT used ICT used ICT used modify | ICT are used | evidence was use of ICT to | format) made by the redefine and | augment and | processes and_ | but do not shown facilitate the ratee and used in the transform enrich learning improve learning | create a new teaching and | lesson delivery that learning experiences and | experiences and | learning learning highlights the positive use experiences and | are are documented | experience process of ICT to facilitate the are documented | documented properly and and/or are teaching and learning properly and Properly and _| consistently documented process consistently consistently using any but not * Activity sheets using any using any referencing _| consistent with ® One lesson from a sott- referencing referencing | style as shown | one teaming module (SLM) | Quality | style as shown in | style as shown | inthe submitted | referencing * Lesson pian (e.9., DLP, the submitted | inthe submitted | learning material | style as shown DLL, WHLP, WLP, learning material_| learning material in the submitted WLL, Lesson fearing Eel, adhe material * Video lesson Audio lesson: ¢ Other learning materials in printdigital format (please specify and 's) “The folowing torms adepted Ruben Puentedura's SAMR Model (Subsitution, augmenting, modification, and redefining) i fechnology integration: (ICT used ‘Yedefine and Wanstarm learning experiences lie leaming materials are able to create new kinds of leaming experiences that were not possible bofore, eg, using socal networking sites to engage with othor students trom olher comers ofthe globe (i) {CT used “augment and enrich” leaming experiences — The use ofthe fool provides value-addod experience, o.g., using Google Jemboard that makes discussion intaractiv, (i) ICT used “modify processes and improve" leaming experiences — Using ICT improves processes to increase productivily,e.9., using Google Docs for real time collaboration in group actives, Note: For this objective, two MOVs are required forthe entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. Example: - sivoacaion’ | RPMS Spnt APS Rating Tr PS Rang eee ence Scale Rating | Average Quality ‘Transmutation Table HHO Any Sea 2 Oude aS EoD ‘Mov2:One essen fom |, 2500 | ay settcom| [very sateucon oy | 9.500400 Saitadiny G) [2500006 Cresco [oo Poor (1) 1,000-1.499,KRA 1: Content Knowledge and Pedagogy ANNEX B PERFORMANCE INDICATOR OBJECTIVE | MEANS OF VERIFICATION eon Outstanding a ry | Satisfactory | Unsatisfactory Poor 8) o 8) @) ) 3. Applied | Any supplementary Applied teaching | Applied Applied ‘Applied No acceptable range of material (in print/digital strategies that teaching teaching teaching evidence was teaching format) made by the ratee challenge strategies that | strategies that | strategies that | shown ‘strategies to | and used in the lesson learners to require require lead learners develop delivery that highlights draw learners to learners to along a single critical and —_| teaching strategies to conclusions make describe and | path of inquiry creative develop critical and creative and justify their | connections explain ideas | and/or to thinking, as | thinking, as well as other thinking or put learned as simple recall well as other | higher-order thinking skills parts together shown in the and rote higher-order | + Activity sheets to promote shown inthe — | submitted memorization ‘© One lesson from a self- Quality deeper submitted learning of concepts as learning module (SLM) understanding of | learning material shown in the * Lesson pian (e.g., DLP, ideas learned as | material ‘submitted DLL, WHLP, WLP, WLL, ‘shown in the learning feseon Exeroptars. and submitted material + Ube son learning material + Audio lesson * Other learning materials in printidigital format (please ‘specify and provide annotations) pene folowing phrases are defined in terms of Lorin Anderson's revised categories OF the cognitive domain under the Bloons Taxonomy ‘pul paris together refers to Greating (amnthesizing paris into something new to form a functional whole); “draw conclusions and justly their thinking” refers to Evaluating (making judgments about tho value of dees or materials); make connections using ideas leamed” refers to Analyzing (determining how parts relate); ‘describe and explain ideas leamed’ refers to Applying (applying information and skis to related ‘eas/eoncepts/materials) and Understanding (constructing meaning); and “single path of inquiry” and “simple recall and rote memorization” refer to Remembering (using memory 0 retrieverecall ideas) ‘Note: For this objective, two MOVs are required for the entre school Year. In computing the rating for Quality, calculate the average rating ofthe two MOV and find the transmuted RPMS rating. xan — RPMS Spoint |, RPMS Rating for PHS Rating Means of Verification | Scale Rating | Average Quality |____Transmutation Table TOV Aetiy Saar 5 my Suianteg | ASOD MOV One ston fom | 3500 | cvarrsetetacon)| | Voy Satan) | 9.900-4400 Saistociny @) ——|a500.00 Geseeoy yma Pose ‘ooo Lan8KRA 2: Diversity of Learners & Assessment and Reporting ANNEX B PERFORMANCE INDICATOR OBJECTIVE Senee sou ag Outstanding | austettory | Satisfactory | Unsatisfactory | Poor (5) (4) 8) (2) (1) 4. Established | Any supplementary Utiized effective | Utlized effective | Utlized an | Uliized a No accepiable alearner- | material (in printdigital teaching teaching effective | teaching evidence was centered format) made by the strategies that | strategies that | teaching strategy or shown culture by | ratee and used In the are appropriate | are appropriate | strategy that is | strategies that using teaching | lesson delivery that in responding to | in responding to | appropriate in | partially strategies that | highlights teaching learners’ leamers’ responding to | respond to respond to strategies that are linguistic, cultural, | linguistic, learners’ learners’ their linguistic, | responsive to learners’ socioeconomic, | cultural, linguistic, linguistic, cultural, linguistic, cultural, oF religious socioeconomic, | cultural, cultural, socioeconomic, or backgrounds at | or religious socioeconomic, | socioeconomic, religious backgrounds Quatity | anindividual | backgrounds at a | or religious | or religious backgrounds | + Actviy sheets levelt as shown | group level” as | backgrounds | backgrounds as + One lesson fom a sate in the submitted | shown inthe | as shown in| shown in the 7 Eee learning material | submitted the submitted | submitted DLL WLP, WEB, WL, learning material | tearing leaming Lesson exemplars, and material material the kes) + Video lesson igi lesson 5 Other earning materi in pring format (lease pec and provide annotations) “Ata group level refers fo general, whole class instruction Individual learner or to @ number of leamers. where feaching/modelling of concepis for all students happen af once; “al an individuel leveF refers to targeted instruclion To an Example: cia APHIS Eoin =] ns Rating for PS Fag Means of Verification | Scate Rating | Averadt Quality __Transmutation Table GV i Aivy Shes 3 : unt | SOOO MOV: One essontom |, 3500 | verrsatstcty) | [very Sastecon | 2500-1490 Satisfactory (3) 2,500-3.499 Unsatisfactory (2) 4.500-2.499 Poor (1) 7.000-1.499 Note: Fortis objective, two MOVs are require forthe entre school year. In computing the rating for Qual, calculate the average rating ofthe two MOV and find the transmuted RPMS rating 6KRA 2: Diversity of Learners & Assessment and Reporting ANNEX B disasters; child abuse and child bor practices PERFORMANCE INDICATOR OBJECTIVE orien Ger Outstanding eaves Satisfactory | Unsatisfactory Poor (5) (4) (3) (2) () 5. Planned and _| Classroom Observation Demonstrated | Demonstrated | Demonstrated | Demonstrated | Demonsirated delivered Too! (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3in teaching or inter-observer Objective 5as | Objective 5as | Objective 5 as | Objective Sas | Objective 5 as strategies that _/ agreement form trom shown in COT — | shown in COT | shown in COT | shown in COT | shown in COT are responsive | 4. an online observation rating rating rating rating rating to the special of online synchronous sheets/inter- sheets/inter- | sheets/inter- | sheets/inter-__| sheets/inter- educational teaching observer observer observer observer observer needs of 2. if option 7 is not agreement forms | agreement agreement agreement agreement forms arers possible, an forms forms forms setae — ‘observation of a video or bak oo *| lesson that is SLM- Quality geographic based or MELC- No acceptable isolation; aligned evidence was chronic liness; |3- ‘options 1 and 2 are shown displacement not possible, an dus to'anned observation of a conflict, urban demonstration resettlement or teaching via LAC “This objective is about strategies thal respond fo across the globe) have been affected by the COVI leaming delivery is captured in this year's RPMS. Note: For this objective, two MOVs are required for the entire school year. In computi Calculate the average of the RPMS ratings; and (i) find the transmuted RPMS rating Example sail COT | RPMS S-point RPMS Rating for RPMS Rating Means ofVerifeation | wating | ‘Scale Raing | Averaue | RPMS Rat Transmutation Table___| |"COT Rating Sheet 1 6 4 3600 4 ‘uistanding (5) 4.50055 000) ‘COT Rating Sheet 2 5 3 : (Very Satisfactory) | | Very Satisfactory (4) | 3.500-4.499 | Satisfactory G) 2.500-3.499) [ Unsatisfactory (3) | 1.500-2.490 Poor (1) 7.000-1.499) eamers in dificult circumstances” (see glossary for the definition). In the context of SY 2020-2021, the Filpino leamers (and allie leamers ID-19 pandemic which brought dificuty in the way they leam and lve. The efforts that teachers exert to adjust and modify the teacking and ing the rating for Quality: () get the corresponding RPMS 5-point scale rating of each COT rating (i)ANNEX B KRA 2: Diversity of Learners & Assessment and Reporting PERFORMANCE INDICATOR OBJECTIVE | MEANS OF VERIFICATION oer Outstanding peal Satisfactory | Unsatisfactory | Poor ry 6 ‘a ® @ a 6. Used Evidence that highlights Provided learners | Provided Provided Provided No evidence strategies for Providing accurate and with accurate, learners with learners with | learners with was shown providing constructive feedback to and specific and | accurate, and | accurate, and | inaccurate ly, accurate | improve learner performance directed specific general and/or and and that shows timeliness of constructive constructive | constructive | destructive constructive feedback given to any of the Quality feedback’ as feedback as feedback feedback feedback to following shown in the shown in the as shown in as shown in the improve learner * activity sheet evidence evidence the evidence | evidence performance * performance task submitted submitted submitted submitted © quiz or test © self-learning module MOV submitted MOV MOV MOV submitted | No evidence shows feedback | submitted submitted shows was shown given within 5 shows, shows feedback given working days feedback feedback beyond 20 Timeliness | from given within | given within | working days submission” 6-10 working | 11-20 from days from working days | submission** submission™ | from submission** izprovement: Directed constructive feadback is constructive fecaback thet gives specific drection on how to make improvements; Specific constructive feedback i construc feedback fel pas sot « sree {issue ina learner's performance/output; General constructive feedback is constructive feedback that points out what is commonly observed among learners: perlormance/output fand is addreasce tethe caes se gonera) "All MOVs for this objective must contain date stemps fo keep track of submission of leamers'oulpulfperformance and ofthe leerners' receipt of teachers’ feedback. Hote: Far this objective, two MOVs are required forthe entre school year. In computing the rating for Qually, calculate the average rating of the wo MOV and find the transmuted RPMS rating Follow the same procedure in calculating the rating for Timeliness. Example: - euaesl VERE RPMS S-point Scale | _ RPMS S-point Scale RPMS Rating Rating for Quality | Rating for Timeliness _| Transmutation Table MOV 1: Activity sheat with fecctast torte 3 5 Outstanding (5) 4.500-5.000 MOV 2: Performance task with eee 4 5 Very Satisfactory (4) | 3.500-4.499 ‘Average 3500 5.000 Satisfactory @) 25003405 RPMS Rating | 4 (Very Satisfaciony) | 6 (Outstanding) Unsatisfactory | 1.500-2.499 Poor(f) 7.000-1 499KRA 3: Curriculum and Planning ANNEX B 3. if options 1 and 2 are not possible, an observation of a demonstration teaching via LAC PERFORMANCE INDICATOR: OBJECTIVE Hine ANS CEs act | Outstanding | sauteory | Satisfactory | Unsatisfactory | Poor (5) _@) (3) (2) (1) 7, Selected, Classroom Observation Demonstrated Demonstrated | Demonstrated Demonstrated | Demonstrated developed, Tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in organized or inter-observer Objective 7 as | Objective 7 as | Objective 7 as | Objective 7 as | Objective 7 as and used agreement form from shown in COT shown inCOT | shownin COT | shown in COT | shown in COT appropriate | 1. an online observation rating rating rating rating rating teaching and of online synchronous sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter- learning teaching observer observer observer observer observer resources, —_|2._if option 1 is not agreement forms | agreement agreement agreement agreement forms including ICT, Possible, an Qualit forms forms forms: to address observation of a video ality or lesson that is SLM- based or MELC- No acceptable aligned evidence was shown Note: For this objective, two MOVs are required for the enlire school year. In computing calculate the average of the RPMS ratings; and (il) find the transmuted RPMS rating, Example COT | RPMS S-point RPMS Rating for RPMS Rating Means of Verification | Rating | Scale Rating | Average Quality ‘Transmutation Table ‘COT Rating Sheet? 6 4 Ean 4 Outstanding (5) 4.500-5,000 [COT Rating Sheet 2 5 3 (Very Satistactory) | [Very Satisfactory (@) | 3.500-4.400 ‘Satisfactory (3) 2.5003.499 ‘Unsatisfactory (2) | 1.500.2.400 Poor (1) 1.000-1.498 i the rating for Quality: (}) get the corresponding RPMS 6-poini seale rating of each COT rating, [iyKRA 3: Curriculum and Planning ANNEX B. PERFORMANCE INDICATOR any of the following: + Lecture/discussion + Activity/activity sheet * Performance task «Rubric for assessing performance using criteria that appropriately describe the target output Very OBJECTIVE | MEANS OFVERIFCATION || CE+) | |"loutstanaingy | 5 Ve" tory | Satisfactory | Unsatisfactory Poor 6) (a) 8) @) « 8. Set ‘One lesson plan (¢.g., DLP, All of the Majority of | Half ofthe | Less than half_| No acceptable achievable and | DLL, WHLP, WLP, WL, learning the learning | learning of the learning | evidence was appropriate Lesson Exemplars, and the outcomes set | outcomes set | outcomes set | outcomes set shown learning likes) or one lesson from a are aligned | are aligned | are aligned _| are aligned with ‘outcomes that | self-learning module with the with the with the the learning are aligned | prepared by the ratee with learning learning learning competencies with learning | achievable and appropriate competencies | competencies | competencies | as shown in the competencies | learning outcomes that are as shown in | as shownin | as shown in| MOV submitted aligned with the learning the MOV the MOV the MOV competencies as shown in auatity | Submited submitted submittedKRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development PERFORMANCE INDICATOR MEANS OF Very OBJECTIVE NENIFIGR Ton cet | Outstanding | coustactory | Satisfactory | Unsatisfactory Poor 8) a ) @ “ 9. Built 1. Proof of patcipation in any ‘Sustained Secured Communicated | Communicated | No acceptable felationships | 3st. Or immroved access to engagement | collaboration | with and with parents! | evidence was with parents! | {ther acivder with parents’ | with parents/ | obtained guardians and/or | shown guardians + istibuton of tearing guardians guardians response from | wider school and the wider nae leacerfincnnta and/or wider | and/or wider _| parents/ community to school He ppletninertag school school guardians and/or | facilitate community to learning materials, etc.) community to community to | wider school involvement in facilitate + Brigac : Sone (oo facilitate facilitate community to. the educative involvement Soeeonirn ber: i involvement in involvement in | facilitate rocess but stakeholders, Qualit pr inthe coum 'Y | the-educatve | the educative” | invobomentin | preceesaras educative certificate of participation that process as process as the educative response/reply Process Pee arabia evidenced by 2 | evidenced by | process as as evidenced by ngagermert signed by the or more of MOV | one MOV no. 1 | evidenced by | MOV No. 3 Schoo head, et) no, tor 2 or2 MOV No, 3 + Home visitation (2.9, home vistaton form, lc) + Others (please specty and provide annotations) 2. Parenteache log or proof - - = =| her eiattiey mech tds Submitted any | Submitted any | Submitted any 2 | Submilied any 1 | No acceptable cno-onorepareteacr 4 of the 3of the of the of the evidence was learner conference log: acceptable | acceptable _| acceptable acceptable shown attendance sheet with minules of ‘online or face-to-face meeting: Mov" Mov" mov" Mov roof of invoWvementin the fearers/parent’oraniaton, 3. An om of form of communication to : atenisistakehoiders (eg. notice | Efficiency at mootng: screenshot of chaviext messagelcommunicaton wth Barentguardian [ram or any Ibentier removed dita Brinted copy of Leamer Enrollment Survey Form signed by the ICT Coordinatonocal person and Sereol Head) “Any 4372 oF the acceptable MOV" under Efficiency means the sarme Kind of MOV can bo submited mare Than once To. -g., Submitted MOVs could be two (2) Parent-teacher logs, one (1) printed LESF, ‘and one (1) screenshot of correspondence with parents via an online platform to merit an Outstanding In Eficiency for this objective)ANNEX B. KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development PERFORMANCE INDICATOR OBJECTIVE VN Ger | Outstanding | cove tory | Satistactory | Unsatisfactory] Poor ®) a @) @ () 10. Participated | e Cerificate of Participated in| Participated in| Participated in | Participated in | No acceptable in professional completion ina any professional | any professional | any professional any evidence was networks to course/training network/activity | network/activity | networklactivity | professional | shown share Certificate of that requires | thatrequires | that requires __| network/activity knowledge and participation in a output* and output* and output" to share | that does not to enhance webinar, retooling, proof of proof of knowledge and | require output Practice upskilling, and other implementation | implement: ‘to enhance to share training/ seminar/ “within the — | ** within the | practice as knowledge and workshop with proof of school to share | department? | evidenced by _| to enhance implementation Quality | knowledge and | grade level to | the submitted | practice as Certificate of to enhance share Mov evidenced by recognition’ practice as knowledge and the submitted speakership in a evidenced by | to enhance Mov webinar, retooling, the submitted | practice as upskilling, and other Mov evidenced by training/ seminar/ the submitted workshop Mov Any proof of Participation to a ante activity ‘Submitied 4 ‘Submitted 3 Submited 2 Submitted any | No acceplable Dy prot of different kinds | different kinds | different kinds | 4 of the evidence was Partle|pation in school of acceptable | of acceptable | of acceptable | acceptable —_| shown LAC sessions wor Mov Mov Mov (online/face-to-tace) certified by the LAC Coordinator Others (please specify and provideANNEX B KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development PERFORMANCE INDICATOR MEANS OF Ve OBJECTIVE VERIFICATION en Outstanding | satisfactory | Satisfactory | Unsatisfactory Poor (5) (4) (3) (2) (1) 11. Developed a | Main MOV: Updated the Discussed Accomplishe Accomplished | No acceptable personal Individual Performance and Development | progress on dthe ‘the Strengths | evidence was improvement Commitment Review Form- Plan and the Development | and shown plan based on peeroment Plan (IPCRF- approved by | Development | Plan from Development reflection of ) the rater during | Plan with the | learning Needs portion of one’s practice | 5 spsocting MOV: Phase Ilof the | rater to check | objectives up _| the Development and ongoing | any document aligned RPMS cycle | whether toresources | Plan after self- Professional | with the i@CRF-DF such as Development —_| needed to assessment at learning + Reflection of one's Quality Needs were address. the beginning of practice during LAC addressed Development | the school year ‘session/s with proof of Needs during attendance Phase | of the * Reflection/Personal RPMS cycle Notes on Coaching and Mentoring and/or Mid- year Review * Personal notes journal on division/school-led Submited the | Submitted the | Submitted the | Submitted the | No acceptable INSET with proof of IPCRF-DP with | IPCRF-DP with IPCRF-DP with | IPCRF-DP with evidence was attendance any 4 of the any 3 of the any2ofthe | any 1 of the shown * Certificate of enrolment’ acceptable | acceptable | acceptable _| acceptable registration form/class Supporting Supporting Supporting | Supporting card in graduate/post- mov" mov mov" mov graduate school/online courses : * Any learning material Efficiency highlighting the improvement done based on accomplished “reflection” section * Others (Please specify and provide annotations) * "Any 4872 of the acceptable Supporting MOV" under Eficlr ancy means the same kind of MOV can be submitied Proof of attendance and ve (2) RefectionPersonal Notes on Coaching and Memtorng fo ment an Outstaraas i ‘more than once (e.6-, Submited MOVs co Efficiency under this objective). ld Be wo (2) Reflection on LAG sessions withKRA 5: Plus Factor ANNEX B research presenter ina forury conference * others (please specify and provide annotations) PERFORMANCE INDICATOR MEANS OF Ve : OBJECTIVE VERIFICATION men era nee araetony So Leeroy ie (4) 12, Performed | Proof of: Performed at | Performed at | Performed at _| Performed ai | No acceptable various related | » committee involvement least 1 related | least 1 related | least 1 related | east 1 related | evidence was works/activities |» advisorship of co- work/activity | work/activity | work/activily | worklactivity that | shown that contribute curricular activities that contributed | that contributed | that contributed to to the teaching- | . involvement as fo the teaching- to the teaching- | contributed to | the teaching- learning moduleflearning learning learning the teaching- | learning process process material writer process process wi learning within the class * involvement as beyond the | the school? —_ process within | as evidenced by Module/learning schoolf Community the learning | submitted MOV material validator Community Learning areal © participation in the Quality | Learning Center (CLC) | department as RO/SDO/school Center (CLC) | asevidenced _| evidenced by initiated TV-/radio- as evidenced by submitted submitted based instruction by submitted | MOV Mov * book or journal Mov authorship/ contributorship © coordinatorship/ chairpersonship * coaching and mentoring leamers in competitions Submitted any | Submitted any | Submitted any | Submitted any 1 | No accepiable * mentoring pre-service 4 ofthe 3 of the 2ofthe of the evidence was teachers acceptable | acceptable | acceptable _| acceptable shown * participation in Mov" mov" Mov" Mov demonstration teaching * participation as Efficiency “Any 4972 ofthe acceptable MOV" under ficiency means the Same Kind of MOV can ba Submilied mare Wan OVGoANNEX B. Content knowledge and pedagogy GLOSSARY Competencies that leachers are expected fo master for them To leach efficiently and effeciively (Deparment of Education 2017, 24), Creative thinking skills, {rvalve exploring ideas, generating possibilties and looking for many right answers rather Than just one (Department of Education 2017, p.24) Critical thinking s! Daily Lesson Log (DLL) Refer to the many kinds of intelectual skils that (ins most basic expression) ocure whan students are analyzing, evaluating, (oerereling, or synthesizing information and applying creative thought to form an argument, solve a oblong nonce conclusion (Department of Education 2017, 24) - ‘See Lesson Plan 7 Daily Lesson Plan (OLP) See Lesson Plan Feedback Refers to essential and culturaly-appropriate written andlor oral information about learners" performance/output that can be used fo raise Sermaeess on their strengths and weaknesses as bases for improvement (Department of Education 2019, 61) Higher-order thinking skills Gamplex thinking processes which include logical and critical analysis, evaluation and synthesss thinking 77a Snable individuals to reflect, solve problems and create products/solulions (Depariment of Education 2017, 28) Home visitation Individual Learning Monitoring Plan ‘enantervention strategy tha involves the learners families and the community. “Where possible, the leachor shalt To home visils fo Gamers needing remediation or assistance" (Department of Education 2020b, 32). Interviews, consdltaton eon dialogues with parents Sen be conducted fo assess the students leaming progress (Department of Education 2015, 67), | Gillized to monitor learner progress based on the given intervention strategies” (Department of Education > Undersecretary for Curriculum and instruction 2020, Appendix D) Information and Communications Technology (ICT) Includes, buts not limited to, computer hardware and software, digital resources (e.g. books, journals, esearch reports, databases, carbo eae ng tal form), and digital information’media (eg, digital mages, video, audio, websites, wed pages, social media, etc.) that an be used for instruction (Department of Education 2019a) Learner-centered culture Refers 10 a set of attitudes, conventions and practices that place the learners at the canter of the Teaming process by using varied teaching modalities responsive to learners’ diverse background and relevant to ‘meaningful learning experience (Department of Education - Teacher Education Council 2019) Learners in difficult circumstances Rete! to learners that are geographically isolated, chronically if displaced du To armed confi, urban resellement or disasters, child- abused’ and experienced child labor practices (Department of Education 2017, 15); Also reler to persone who amie hoe hunger, thirst, {Gangerous jobs, prostitution, sexual abuse, diseases, exclusion, harassment, probleme with ths lew imprisonment, destructive drugs, domestic slavery, violence, among others (UNESCO 1999) ‘An online platform that can be used for distance learning which includes the DepEd-LMS, DepEd Commons, DepEd Leaming Resource shee) mmanet Soa pp ah 8nd hré-pary software such as Edmodo, Schoology, Google Classroom, and Mlerotoh Toone (Deo me eu 2020b, 31) _ Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education Lesson Plan 2016b). Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Pian (WHLP) and Lesson Exemplars (LE). Most Essential Learning Competencies (MELCs) Refer to the competencies from the K to 72 curriculum guides which are moSt usofil In many piolesSione and Ir everyday life, thereby Salistying the so-called endurance criterion, Anchored on the prescribed standards, these competence icecthen by the Department in cercraraton with stakeholders are to be used nationwide by field implementers and private schools for SY 20200201 no > response to Eeveloping resilient education systems most especially during emergencies such as the curren global pandomng (Department of Education, 20202) Online Asynchronous Teaching ‘A mode of teaching that involves learners downloading materials rom the intemet, completing and submitting assignments online Grough a Learning Management System (LMS) such as the DepEd Commons and Deped Learning Resource (LR) Portal, Google Classroom, and Microsoft Teams (Department of Education 2020b, 31) JANNEX B. Online Synchronous Teaching Coaching Form (PMCF) | Performance Monitoring and ode of teaching that ullizes video conferencing, live chat, instant messaging, ofa combination of any of he online Wools to engage seams fo work in real-time. These materials may be designed for collaborative tasks lo angage leamers on viral scleeon tee ‘among ers (Department of Education 2020b, 31 Provides a Such 2¢ demonstrated behavior, competence and performance (Depariment of Education 2019b) ‘Ord of significant incidents (actual events and behavior in which both positive and negative performances are observed) Positive use of ICT Responsible, ethical, or appropriate use of ICT to achieve and reinforce learning (Department of Eaucalion ZOT7. 26). ‘Supplementary materials Teaching and learning resources Learning Action Cell (LAG) ele to leaming resources crafted by teachers to supplement the materials handed down by the DepEd division/regionalicentral offices ofthe lesson they did net fully understand and need additional help for from their eacher (Department of Edkeston nied, 37) Teaching aids and other materials that teachers use not only to enhance teaching and learning bul also To Sieist learners to meet the expectations for leaming as defined by the curriculum (Department of Education 2017, 27) unctions as a professional learning community for teachers that will help them improve practice and learner aches moat (Depariment eegucaton 20 16a, ). LAG alms to improve the teaching-learning process that wil lead fo improved learning ‘among the students; to urtire successful feachers; to enable leachers to support each olher to continuously improve ther content oral pedagogical knowledge, Bractice, skils, and attitudes; and to foster a professionel collaborative spirit among school heads, teachers, and the ‘community as a whole (Department of Education 2016a, 3). Lesson Exemplar Jeti Pandemic and other disruplive evenis, all public elementary and secondary School teachers Th The Tegion shal prepare their lesson exemplars instead of the usual Detaled Lesson Plan (DLPs) andior Dally Leaning Loge (OLL) or Mere de enabling competencies" (Department of Education - CALABARZON 2020, 10). Video lesson Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for ‘online asynchronous teaching or used Sona imme Material. This material can be uploaded to YouTube, Google Classroom, or any online platform v casvbotae ans storage devices (¢.g., flash drives or CD-ROMs) Weekly Home Learning Plan (WHLP) cine Weekly Home Learning Plan (WHLP) shall be prepared by teachers implementing Distance and Blended Leaming while the DLP " DLL...shall be prepared by teachers implementing F2F learning’ (Department of Education Undersecretary for Curriculum and Instruction 2020, Appendix D). Weekly Lesson Log (WL) ‘See Lesson Plan Weekly Lesson Plan (WLP) ‘See Lesson Plan Wider school community Refers to both intemal and extemal stakeholders (Depariment of Education 2017.27) 16ANNEX B. REFERENCES Chuter, Anthony. n.d. Government ofthe Philippines, Department of Education. 2020a. Guidelines on the Use ofthe Bost Leveson Learning Competencies. Pasig City tegy for the Improvement of Teaching and Leaming. Pasig City. ines, Department of Education, 2016b. Policy Guidelines on Daily Lesson Preparation forthe K to 12 Basic Education Program. Pasig City Government ofthe Phlippines, Department of Education. 2015. Guidelines on the Enhanosd Sokol Improvement Planning (SIP) Process and the School Report Card (SRC). Pasig City, Government ofthe Philippines, Department of Education — CALABARZON. 2019. PIVOT 4A Budget of Workin All Learning Areas in Key Stage 1-4 (version 2.0). Cainta, Governinent of the Philippines, Department of Education - Undersecretary for Curiculum and Ineracton otica Policy Guidelines on the Implementation of Leaming Delivery ‘Modalities for the Formal Education. Pasig City Govermentof the Philippines, Department of Education - Teacher Education Counc, 2019, Philicpine Professional Standards for Teachers (PPST) Resource Package Module 17. Pasig City United Nations Educational, Scienti i on in Difficult Circumstances: street children, working children...access to education, 904493602429 ualty/student-surveys/evaluate/constructive-feedback-principles - ;20valuable%20skill