IPCRF For Teacher I-III (Proficient Teachers) in The Time of COVID-19

IPCRF for Teacher I-III (Proficient Teachers)
in the time of COVID-19
S.Y. 2021-2022
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
PERFORMANCE INDICATOR
Outstanding (5) Very Satisfactory Unsatisfactor Poor (1)
OBJECTIVE Satisfactory (3) y (2) Ave Score
QET
(4)
1. Applied knowledge Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
of content within and Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
across curriculum Objective 1 as shown Objective 1 as Objective 1 as Objective 1 as Objective 1 as
teaching areas in COT rating sheets / shown in COT shown in COT shown in COT shown in COT
inter-observer rating sheets / rating sheets / rating sheets / rating sheets /
agreement forms inter-observer inter-observer inter-observer inter-observer
agreement forms agreement forms agreement agreement
forms forms
or
Quality No acceptable
evidence was
shown
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer
agreement form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative)
indicating occurrence
Note: For this of two
objective, follow through,
MOVs monitoring,
are required etc.entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of
for the
each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
Means of Verification RPMS Rating for Quality RPMS Rating Transmutation
Table
COT Rating Sheet 1 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
OBJECTIVE Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1) Ave Score
QET (5) (4) (2)
2. Used Used research- Used research- Used research- Use of research- No acceptable
research- based based based based evidence was
based knowledge knowledge knowledge knowledge shown
knowledge and/or principles and/or and/or and/or principle
and principles of teaching and principles of principles of of teaching and
of teaching learning in all teaching and teaching and learning is
and learning to the learning in two learning in one identified but
enhance components of components of component of was poorly
professional Quality instruction in instruction in instruction in used as basis
practice the lesson plan the lesson the lesson for planning /
to improve plan to plan to designing the
student improve improve lesson
learning student student
learning learning
Research-based knowledge – Information, knowledge or data acquired through systematic investigation and logical study (PPST, 2017)
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of teaching and learning (PPST, 2017) Components of instruction – learning
objectives, instructional activities, and assessments
OBJECTIVE Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET (5) (4) (2)
3. Displayed C Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

proficient use of l Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Mother Tongue, a Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
Filipino and s shown in COT shown in COT shown in COT shown in COT shown in COT rating
English to facilitate s rating sheets / rating sheets / rating sheets / rating sheets / sheets / inter-
teaching and r inter-observer inter-observer inter-observer inter-observer observer agreement
learning o agreement forms agreement forms agreement forms agreement forms forms
o or
m No acceptable
evidence was shown
O
b Quality
s
e
r
v
a
t
i
o
n
T
agreement form) shall alsoo be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative)
indicating
Note: occurrence
For this of o
objective, follow
two through,
MOVs monitoring,
for the
l
Means of Verification Average RPMS Rating for RPMS Rating Transmutation
( Quality Table
COT Rating Sheet 1 C 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2
O (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
T
)
r Poor (1) 1.000-1.499
a
t
i
n
g
OBJECTIVE Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET (4) (2)
4. Used effective Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

verbal and non- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
verbal classroom Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
communication shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to rating sheets / rating sheets / rating sheets / rating sheets / rating sheets / inter-
support learner inter-observer inter-observer inter-observer inter-observer observer
understanding, agreement forms agreement forms agreement forms agreement forms agreement forms
participation, or
engagement and No acceptable
achievement evidence was
Quality shown
MOVs monitoring,
are required etc.entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each
for the
COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
Means of Verification Averag RPMS Rating for RPMS Rating Transmutation
e Quality Table
COT Rating Sheet 1 3.500 4 Outstanding (5) 4.500-5.000
Poor (1) 1.000-1.499
OBJECTIVE Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET (4) (2)
5. Established safe Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

and secure Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
learning Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
environments to shown in COT rating shown in COT shown in COT shown in COT shown in COT
enhance learning sheets / inter- rating sheets / inter- rating sheets / rating sheets / rating sheets /
through the observer agreement observer agreement inter-observer inter-observer inter-observer
consistent forms forms agreement forms agreement forms agreement forms
implementation of or
policies, guidelines No acceptable
and procedures evidence was
shown
Quality
indicating
Note: occurrence
For this of two
MOVs monitoring,
are required etc.entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each
for the
COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
Means of Verification Avera RPMS Rating for RPMS Rating Transmutation Table
ge Quality
Poor (1) 1.000-1.499
OBJECTIVE Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET (5) (4) (2)
6. Maintained Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

learning Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
environments that Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
promote fairness, shown in COT shown in COT shown in COT rating shown in COT shown in COT rating
respect and care rating sheets / rating sheets / sheets / inter- rating sheets / sheets / inter-
to encourage inter-observer inter-observer observer agreement inter-observer observer agreement
learning agreement forms agreement forms forms agreement forms forms
or
No acceptable
evidence was shown
Quality
MOVs monitoring,
for the
Means of Verification Average RPMS Rating for RPMS Rating Transmutation
Quality Table
Poor (1) 1.000-1.499
Outstanding Very
OBJECTIVE (5) AVE SCORE
QET Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
7. Maintained Provided effective Provided effective Provided an effective Provided learning No acceptable
learning and varying learning learning opportunity opportunity/ies that evidence was
environments learning opportunities that that is well-aligned is/are partially aligned shown
that nurture and opportunities that are well- aligned with the learning with the learning goal/s
inspire learners are well- aligned with the learning goal/s and engage and only somehow
to participate, with the learning goals and engage learners to engage/s learners to
cooperate and goals and feature learners to participate, participate, cooperate,
collaborate in all elements of participate, cooperate, and/or and/or collaborate in
Quality collaborative cooperate, and/or collaborate in continued learning as
continued
learning as shown collaborate in continued learning shown in the submitted
learning in the submitted continued learning as shown in the learning material
learning material as shown in the submitted learning
submitted learning material
material
SET B Demonstrated Demonstrated Demonstrated Demonstrated Demonstrat

Classroom Level 7 in Level 6 in Level 5 in Level 4 in ed
Observation Objective 7 as Objective 7 as shown Objective 7 as shown in Objective 7 as Level 3 in
Tool (COT) shown in COT in COT rating sheets / COT rating sheets / shown in COT Objective 7
rating sheet or rating sheets / inter- inter-observer inter-observer rating sheets / inter- as shown
inter-observer observer agreement agreement forms agreement forms observer in COT
agreement form forms agreement forms rating
from sheets /
1. an inter-
observation of observer
synchronous agreement
teaching (limited forms
face-to-face
teaching, online
teaching, or two- Quality
way radio
instruction)
2. if option 1 is
not possible, an
observation of a
recorded video
lesson or audio
lesson that is
SLM-based or
MELC-aligned
3. if options 1
and 2 are not
possible, an
observation of
synchronous
teaching (limited
face-to-face
teaching, online
teaching, or two-
way radio or
instruction)
2. if option 1 is
not possible, an
observation of a
recorded video
lesson or audio
lesson that is
SLM-based or
MELC-aligned
3. if options 1 No
and 2 are not acceptable
possible, an evidence
observation of a was shown
demonstration
teaching** via
LAC
Elements of collaborative learning – positive interdependence, individual accountability, and shared authority in assessing and facilitating one’s learning.
** For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also be
annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.
Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS r
computation below:
Means of Verification RPMS 5-point Scale Average RPMS Rating for RPMS Rating Transmutation
Rating Quality Table
MOV 1: Activity Sheet 3 3.500 4 Outstanding (5) 4.500-5.000
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
Means of Verification COT RPMS 5-point Average RPMS Rating for RPMS Rating Transmutation Table
Rating Scale Rating Quality
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
g sheet or inter-observer agreement form) shall also be complemented with any
ugh, monitoring, etc.
ating of the two MOV and find the transmuted RPMS rating. See sample
g RPMS 5-point scale rating of each COT rating;

KRA 2: Learning Environment
Outstanding Very Satisfactory Satisfactory (3) Unsatisfactor y Poor (1)
OBJECTIVE (5) (4) (2) AVE SCORE
QET
8. Applied a range Applied Applied effective Applied an effective Applied teaching No acceptable
of successful effective teaching strategies teaching strategy strategy/ies that evidence was
strategies that teaching that are well- that is well-aligned is/are partially shown
maintain learning strategies that aligned with the with the learning aligned with the
environments are well- learning goals and goal/s and learning goal/s and
that motivate aligned with the successfully successfully only somehow
learners to work learning goals motivate learners to motivates learners motivate/s learners
productively by and work productively to work to work
assuming successfully by assuming productively by productively by
responsibility for motivate responsibility for their assuming assuming
their own learning Quality learners to own learning as responsibility for their responsibility for their
monitor and shown in the own learning as own learning as
evaluate their submitted learning shown in the shown in the
own learning as material submitted learning submitted learning
shown in the material material
submitted
learning material
Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Objective 8 as Objective 8 as shown Objective 8 as shown Objective 8 as shown Objective 8 as
shown in COT in COT rating in COT rating in COT rating sheets / shown in COT
rating sheets / sheets / inter- sheets / inter- inter-observer rating sheets /
inter-observer observer agreement observer agreement agreement forms inter-observer
agreement forms forms forms agreement forms
Quality
Quality
No acceptable
evidence was
shown
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution to a material
** For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also be
annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.
Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS r
computation below:
MOV 1: Activity Sheet 3 3.500 4 Outstanding (5) 4.500-5.000
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
Poor (1) 1.000-1.499
ovide annotations of one’s contribution to a material.
g sheet or inter-observer agreement form) shall also be complemented with any

ugh, monitoring, etc.
ating of the two MOV and find the transmuted RPMS rating. See sample
g RPMS 5-point scale rating of each COT rating;

KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE Outstanding Very Satisfactory (3) Unsatisfactory (2) Poor (1) AVE SCORE
QET (5) Satisfactory (4)
9. Designed, Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

adapted and Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented Objective 9 as Objective 9 as shown Objective 9 as Objective 9 as shown Objective 9 as shown
teaching shown in COT in COT rating shown in COT in COT rating in COT rating
strategies that are rating sheets / sheets / inter- rating sheets / sheets / inter- sheets / inter-
responsive to inter-observer observer agreement inter-observer observer agreement observer agreement
learners with agreement forms agreement forms forms forms
disabilities, forms or
Quality No acceptable
giftedness and
evidence was shown
talents
Demonstrated Demonstrated Level Demonstrated Demonstrated Level Demonstrated Level

Level 5 as 4 as shown in the Level 3 as shown 2 as shown in the 1 as shown in the
shown in the TRFs in the TRFs TRFs TRFs
TRFs
Quality or
No acceptable
evidence was shown
“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gifted or talented and those 2) who have physical, mental, social, or sensory
impairment.
● These persons may be gifted/talented, a fast learner, mentally retarded, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped, with special
health problems, learning disabled, speech impaired, multiple handicapped (DO 117, s. 1987).
● “Disability shall mean a physical or mental impairment that substantially limits one or more psychological, physiological or anatomical function of an individual or activities of
such individual.” (RA 7277)
● “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more
domains. They require modification(s) to their educational experience(s) to learn and realize their potential.” (National Association for Gifted Children, 2019)
● For reference, other issuances that relate to learners with disability, giftedness and talents are: DECS Order 26, s.1997 or the Institutionalization of SPED Programs in All
Schools, and DepEd
*For modular Order
approach, No. 72, s. 2009
demonstration or thevia
teaching Inclusive
LAC mustEducation as Strategy
reflect the for Increasing
teaching-learning Participation
process in the saidRate of Children.
modality. The MOV (COT rating sheet or inter-observer agreement
form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of
follow through, monitoring, etc.
Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
Poor (1) 1.000-1.499
Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted
RPMS rating. See sample computation below:
TRF 1 3 3.500 4 Outstanding (5) 4.500-5.000
TRF 2 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
ng RPMS 5-point scale rating of each COT rating;
ating of the two MOV and find the transmuted

KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE Outstanding Very Satisfactory Unsatisfactory Poor (1) AVE SCORE
QET (5) Satisfactory (4) (3) (2)
10. Adapted and Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

used culturally Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
appropriate Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
teaching shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to rating sheets / rating sheets / inter- rating sheets / inter- rating sheets / inter- rating sheets / inter-
address the inter-observer observer observer agreement observer agreement observer
needs of agreement forms agreement forms forms forms agreement forms
learners from Quality or
No acceptable
indigenous
evidence was
groups
shown
Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

Level 5 as Level 5 as Level 3 as Level 2 as shown in Level 1 as shown
shown in the TRFs shown in the TRFs shown in the TRFs the TRFs in the TRFs
No acceptable
evidence was
shown
“Learners from indigenous groups” is operationally defined as people who have, under claims of ownership since time immemorial, occupied, possessed, and utilized ancestral
territories, shared
common bonds of language, customs, traditions, and other unique cultural traits (RA 8371 or IPRA of 1997).
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement
form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of
follow through, monitoring, etc.
Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
Poor (1) 1.000-1.499
Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted
RPMS rating. See sample computation below:
TRF 1 3 3.500 4 Outstanding (5) 4.500-5.000
TRF 2 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
OBJECTIVE Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET Satisfactory (4) (2)
11. Adapted and Evaluated the Monitored Completed the Planned for the No acceptable
implemented adapted / progress of the implementation of implementation of evidence was
learning programs contextualized adapted / the adapted / the adapted / shown
that ensure learning program contextualized contextualized contextualized
relevance and as evidenced by learning program learning program existing learning
responsiveness to MOV No. 1 while being as evidenced by program
the needs of all implemented as MOV No. 3 as evidenced by
learners evidenced by MOV MOV No. 4
No. 2
Quality
Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning (PPST, 2017) that may include, but not limited to, literacy
programs, numeracy programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, intervention modules, ALS modular programs, SPED
Individualized Education Programs (IEP), among others. A group of teachers or an entire school may collaborate on a learning program. The implementor/s themselves
may also evaluate the effectiveness of their adapted / implemented learning program.
* Proof of evaluation may be the Individual Learning Monitoring Plan enclosed in DM-CI-2020-00162 (Suggested Strategies in Implementing Distance Learning Delivery
Modalities (DLDM) for School Year 2020-2021) or any other similar/contextualized tool used by the school or prescribed by the DepEd Central Office - Curriculum &
Instruction Strand in succeeding issuances.
OBJECTIVE Outstanding Very Satisfactory (3) Unsatisfactory Poor (1) AVE SCORE
QET (5) Satisfactory (4) (2)
12. Utilized Implemented a Developed Planned for a Analyzed learners’ No acceptable

assessment data teaching and materials based on teaching and mastered skills evidence was
to inform the learning learners’ learning strategy based on the shown
modification of strategy / assessment data and/or program frequency of errors
teaching and program using as evidenced by a based on learners’ and correct
learning practices materials based list of identified assessment data responses as
and programs on learners’ least / most as evidenced by a evidenced by a list
assessment mastered skills with list of identified of identified least /
data as supporting MOV least / most most mastered
evidenced by a No. 2 mastered skills with skills
list of identified supporting MOV
least / most No. 3
Quality
mastered skills
with supporting
MOV No. 1
13. Maintained Collaborated Planned with the Conducted a Communicated No acceptable

learning with the community consultative with the community evidence was
environments that community stakeholders a meeting with the stakeholders about shown
are responsive to stakeholder in program, project, community a program, project,
community the and/or activity that stakeholders on a and/or activity that
contexts implementation maintains a learning program, project, maintains the
/ completion of a environment and/or activity that learning
program, responsive to maintains a learning environment
project, and/or community contexts environment responsive to
Quality activity that as evidenced by responsive to community contexts
maintains a MOV No. 2 community contexts as evidenced by
learning as evidenced by MOV No. 4
environment MOV No. 3
responsive to
community
contexts as
evidenced by
MOV No. 1
Learning environment is the classroom and other physical learning areas outside the classroom.
Community contexts refer to situations and all the circumstances in which learners learn from instruction (PPST, 2017). Community/wider school community refers to both internal and external
stakeholders (PPST, 2017).
Notes:
● This objective refers to classroom and school programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the educative
process.
● A group of teachers or even the entire school may collaborate on a classroom/school program, project, or activity.
● Education can be conducted better by focusing on community and community building and seeking ways in which community can improve student learning; one of which is by “using
community to improve pedagogical, curricular, and cocurricular environments” (Bickford, D. & Wright, D., 2006). Here are sample activities that foster an engaged community in student learning:
o Pedagogical approaches – active learning activities in class use cooperative techniques; team-based projects are conducted outside class and culminate in student-led presentations;
classroom visitors such as civic leaders or alumni can broaden classroom community and enrich discussion; learners meet with faculty in office spaces that are easy to find and conducive to
dialogue;
o Curricular approaches – tutoring programs are offered for at-risk learners and learners with learning needs; learner research projects culminate in school presentations with appropriate
grade/credit;
o Cocurricular approaches – social and cultural activities explore and build on the community’s heritage and mission; learners participate in volunteer work to expand their understanding of
social responsibilities and develop leadership skills; co-curricular activities involve students, faculty, and staff in shared dialogue; learners participate in experiential learning opportunities and in
campus management decisions to create a sense of ownership and responsibility.
14. Reviewed Exhibited an Exhibited an Reviewed Participated in No acceptable

regularly improved improved personal the review of evidence was
personal practice practice teaching personal shown
teaching through one’s through a practices using teaching
practice using teaching as teaching laws and practices using
existing laws impact of material as regulations that laws and
and regulations regularly impact of apply to the regulations that
that apply to the reviewing one’s regularly profession and apply to the
teaching teaching reviewing the profession and
profession and practice/s using one’s teaching responsibilities the
the laws and practice/s in the Code of responsibilities
responsibilities regulations that using laws and Ethics for in the Code of
specified in the apply to the regulations Professional Ethics for
Code of Ethics for Quality profession and that apply to the Teachers in 4 Professional
Professional the profession quarters with Teachers in 4
Teachers responsibilities and the reflection quarters as
in the Code of responsibilities outputs as evidenced by
Ethics for in the Code of evidenced by MOV No. 4
Professional Ethics for MOV No. 3
Teachers as Professional
evidenced by Teachers as
MOV No. 1 evidenced by
MOV No. 2
Note:
 The video / audio recordings and teaching materials should be made by the ratee and annotated based on how their use in the classroom shows impact of regularly reviewing one’s
teaching practice/s.
 For Senior High School (SHS) teachers who follow a semestral structure, MOV 3 will be two (2) reflection notes per semester.
15. Complied with Sustained Discussed with Communicated Implemented No acceptable

and implemented engagement learners, parents / with learners, school policies and evidence was
school policies and with the guardians, and parents / procedures without shown
procedures learners, other stakeholders guardians, and communicating
consistently to parents / the implemented other and consulting the
foster harmonious guardians, and school policies and stakeholders the learners, parents /
relationships with other procedures as implemented guardians, and other
learners, parents, stakeholders evidenced by MOV school policies and stakeholders
and other regarding school no. 2 procedures as
stakeholders policies and evidenced by MOV
procedures no. 3
through school-
Quality community
partnership/s as
evidenced by
MOV no. 1
16. Applied a Applied learner- Applied learner- Applied Application of No acceptable

personal centered centered learner- learner-centered evidence was
philosophy of teaching teaching centered teaching shown
teaching that is philosophy in philosophy in teaching philosophy is
learner-centered the lesson plan the lesson plan philosophy in reflected but
in all the in two the lesson plan was poorly
components of components of in one used as basis
instruction in instruction in component of for planning /
Quality the lesson plan the lesson plan to instruction in the designing the
to lesson lesson.
improve improve plan to
student student improve
learning learning student
learning
Components of instruction – learning objectives, instructional activities, and assessments

(4)
17. Adopted Exhibited Exhibited Adopted Adopted a No acceptable
practices that dignity of dignity of practices that practice that evidence was
uphold the teaching as a teaching as a uphold the uphold the shown
dignity of profession by profession by dignity of dignity of
teaching as a exhibiting exhibiting teaching as a teaching as a
profession by qualities such qualities such profession by profession by
exhibiting as caring as caring exhibiting exhibiting
qualities such attitude, attitude, qualities such qualities such as
as caring respect, and respect, and as caring caring attitude,
attitude, integrity with integrity with attitude, respect, and
respect and affirmation affirmation respect, and integrity as
integrity from different from any integrity as evidenced by
school school evidenced by one MOV No. 2
stakeholders stakeholder at least two
Quality as evidenced as
evidenced by MOV No. 2
by at least two one MOV No.
1
MOV No. 1
18. Set professional Updated Discussed Set professional Accomplished No acceptable
development goals professional progress on development the e-SAT at the evidence
based on the development professional goals based on e- beginning of the
Philippine goals during development SAT results as school year as
Professional Phase II of the goals with the evidenced by evidenced by
Standards for Quality RPMS Cycle as rater during MOV No. 3 MOV No. 4
Teachers evidenced by MOV the mid-year
No. 1 review as
evidenced by
MOV No. 2
19. Performed Performed at Performed at least Performed at least 1 Performed at least No acceptable
various related least 1 related 1 related work / related work / activity 1 related work / evidence was
works / activities work / activity activity that that contributed to activity that shown
that contribute to that contributed contributed to the the teaching- contributed to the
the teaching- to the teaching- teaching- learning learning process teaching- learning
learning process learning process process within within the learning process within
beyond the the school / area / department the class as
school / Community as evidenced by evidenced by
Community Learning Center submitted MOV submitted MOV
Learning (CLC) as
Center (CLC) as evidenced by
evidenced by submitted MOV
submitted MOV
Quality
GLOSSARY
Audio Lesson Refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material
This can be saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).
Daily Lesson Log (DLL) See Lesson Plan

Detailed Lesson Plan (DLP) See Lesson Plan
Functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education 2016a, i)
LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable teachers to
support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes;
Learning Action Cell (LAC) and to foster a professional collaborative spirit among school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
“During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead of
Lesson Exemplar the usu al Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies” (Department of Education - CALABARZON
2020, 10).
Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b)
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and
Lesson Plan Lesson Exemplars (LE).
Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday life, thereby satisfying the so-called
endurance criterion.
Most Essential Learning Anchored on the prescribed standards, these competencies identified by the Department in consultation with stakeholders are to be used nationwide by field
Competencies (MELCs) implementers and private schools for SY 2020-2021 as a response to developing resilient education systems most
especially during emergencies such as the current global pandemic (Department of Education, 2020a).
A mode of teaching that utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage learners to work in real-time
These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education 2020b, 31).
Online Synchronous Teaching
Refer to learning resources crafted by teachers to supplement the 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 radio-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
Supplementary Materials (Department of Education - Undersecretary for Curriculum and Instruction 2020, 3). 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 fully
understand and need additional help for from their teacher (Department of Education 2020b, 37)
Refers to real-time instruction via handheld two-way radios or walkie-talkies.

“Those areas with Last Mile Schools which cannot be reached by the 25-50 kilometer radius coverage are would now be served using handheld two-way radios or
Two-way Radio Instruction ‘walkie-talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are 3-5 kilometers away from the school. Paired with
DepEd printed modules, teachers are able to guide their students and answer their
questions real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons even in the absence of
online options, television and radio broadcast services” (Department of Education – Undersecretary for
Administration, 2021)
Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as supplementary material
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).
Video Lesson
Weekly Home Learning Plan “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers implementing Distance and Blended Learning while the DLP or DLL…shall be prepared
(WHLP) by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and Instruction 2020, Appendix D).
Weekly Lesson Log (WLL) See Lesson Plan

Weekly Lesson Plan (WLP) See Lesson Plan
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE. https://www.educause.edu/ir/library/pdf/PUB7102d.pdfGovernment of

IPCRF For Teacher I-III (Proficient Teachers) in The Time of COVID-19

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IPCRF For Teacher I-III (Proficient Teachers) in The Time of COVID-19

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IPCRF for Teacher I-III (Proficient Teachers)

in the time of COVID-19

3. Displayed C Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

4. Used effective Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

5. Established safe Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

6. Maintained Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

SET B Demonstrated Demonstrated Demonstrated Demonstrated Demonstrat

g RPMS 5-point scale rating of each COT rating;

Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

g sheet or inter-observer agreement form) shall also be complemented with any

g RPMS 5-point scale rating of each COT rating;

9. Designed, Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

Demonstrated Demonstrated Level Demonstrated Demonstrated Level Demonstrated Level

ating of the two MOV and find the transmuted

10. Adapted and Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

12. Utilized Implemented a Developed Planned for a Analyzed learners’ No acceptable

13. Maintained Collaborated Planned with the Conducted a Communicated No acceptable

14. Reviewed Exhibited an Exhibited an Reviewed Participated in No acceptable

15. Complied with Sustained Discussed with Communicated Implemented No acceptable

16. Applied a Applied learner- Applied learner- Applied Application of No acceptable

Components of instruction – learning objectives, instructional activities, and assessments

Daily Lesson Log (DLL) See Lesson Plan

Refers to real-time instruction via handheld two-way radios or walkie-talkies.

Weekly Lesson Log (WLL) See Lesson Plan

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