2021 Sample Annotation For Teacher I Iii

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
For Teachers I – III - ANNOTATIONS
KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY

OBJECTIVE 1: Applied knowledge of content within and across curriculum teaching areas
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from an observation 1 and 2 (synchronous, recorded video lesson or demonstration teaching via LAC)
ANNOTATION:
For KRA 1 - Objective 1, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1and 2 via demonstration teaching for our Limited Face-to-Face Classes. Within
and across curriculum teaching areas, I applied accurate, in-depth, and broad knowledge of content and
pedagogy to create a conducive learning environment that allows for an in-depth and sophisticated
understanding of the teaching and learning process to meet pupils learning needs. It is evident that I
have met the objective, as shown by a rating of 6 under Indicator 1 – Applied knowledge of content
within and across curriculum teaching areas. This is equivalent to 5 points (Very Satisfactory) in the
RPMS Rating Scale. I integrated Behaviorism in both of teaching demonstration, because I do believe
that, focusing and cultivating the learners mind will be more effective at the same time beneficial both
for learners, teachers, and for the society.
NOTES FOR OBJECTIVE 1

Rating of 7 in COT – Outstanding
Rating of 6 in COT – Very Satisfactory
When delivering the lesson and responding to pupils' queries, I exhibited accurate and in-depth
understanding of all ideas in a way that is relevant to learners' developmental needs and fosters learning.
I also established important cross-curricular connections.
Rating of 5 in COT – Satisfactory
When delivering the lesson and responding to learners' inquiries, I exhibited correct and in-depth
understanding of most themes in an attempt to be sensitive to pupils developmental learning
requirements. I also established links across curriculum teaching areas.
Rating of 4 in COT – Unsatisfactory
When delivering the lesson and reacting to questions or comments from pupils, I exhibited
correct grasp of crucial subjects. The material of the lesson I used is well-organized. I also tried to draw
links across curriculum teaching areas.
Rating of 3 in COT – Poor
OBJECTIVE 2: Used research-based knowledges and principles of teaching to enhance professional

practice
MOVs: Attach one (1) lesson plan that identifies research-based knowledge and/or principles of
teaching and learning used as basis for planning/designing the lesson
ANNOTATION:
For KRA 1 - Objective 2, I have attached one (1) lesson plan that used research-based
knowledge and/or principles of teaching and learning as evident in all components of my lesson from
learning objectives, instructional activities, and assessment to improve pupils learning. Since I was able
to meet the objective, a rating of 6 under Indicator 2 – Used research-based knowledges and
principles of teaching to enhance professional practice, which is equivalent to 4 points (Very
Satisfactory)) in the RPMS Rating Scale where given.

Outstanding – All Components
Very Satisfactory – Two Components
Satisfactory – One Components
Unsatisfactory – Identified but poorly used
Poor – No acceptable evidence
OBJECTIVE 3: Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning
from an observation 1 and 2 through demonstration teaching in a Limited Face-to-Face Classes.
ANNOTATION:
from an Observation 1 and 2 demonstrations teaching in a Limited Face-to-Face Classes that greatly aids
teaching and learning by providing challenging questions and feedback. I clearly fulfilled the goal, as
evidenced by a rating of 7 under Indicator 3 – Displayed proficient use of Mother Tongue, Filipino
and English to facilitate teaching and learning. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.

- that gradually improves teaching and learning by asking challenging questions and providing
feedback
- that supports teaching and learning
- that fairly facilitates teaching and learning
OBJECTIVE 4: Used effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement and achievement
ANNOTATION:
from an Observation 1 and 2 a Limited Face-to-Face Classes. I employed a range of verbal and
nonverbal communication tactics to establish a learning environment that encouraged individual and
group inquiry and participation among pupils. As demonstrated by a score of 7 on Indicator 4, I certainly
met the objective – Used effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement, and achievement. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
I employed a variety of verbal and nonverbal communication tactics that are well coordinated
and beneficial to all learners
I employed a few verbal and nonverbal communication tactics that are typically consistent and
beneficial to the majority of the learners.
I employed a sufficient number of verbal and nonverbal communication tactics that are
reasonably coordinated and help the majority of my learners.
KRA 2: LEARNING ENVIRONMENT

OBJECTIVE 5: Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures
ANNOTATION:
from an Observation 1 and 2 via a Limited Face-to-Face Classes. I implemented all safety regulations,
standards, and procedures to ensure a safe and secure learning environment for both individual and
group learners. The fact that I received a rating of 7 on Indicator 5 indicates that I achieved the goal. –
Established safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines, and procedures. This is equivalent to 5 points (Outstanding)
in the RPMS Rating Scale.

I provided a safe and secure learning environment, the instructor normally establishes safety
regulations, guidelines, and procedures, which all students obey.
To provide a safe and secure learning environment, I often applies safety regulations, guidelines,
and procedures, which the majority of the learners follow.
I used safety regulations, guidelines, and procedures occasionally to create a safe and secure
learning environment, and the majority of the learners obey them.
OBJECTIVE 6: Maintained learning environments that promote fairness, respect and care to
encourage learning.
ANNOTATION:
from an Observation 1 and 2 via a Limited Face-to-Face Classes. I fostered a loving and supportive
learning atmosphere in which all pupils feel accepted, encouraged to learn, and allowed to take chances
in their learning. The fact that I obtained a rating of 7 on Indicator 6 means that I fulfilled the objective.
– Maintained learning environments that promote fairness, respect, and care to encourage
learning. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

All learners feel welcomed and encouraged to learn because teacher-learner interactions are
constantly fair, courteous, and loving.
Most learners feel welcomed and motivated to learn because teacher-learner interactions are
typically fair, courteous, and loving.
The majority of learners feel accepted and encouraged to learn, and teacher-learner interactions
are often fair, polite, and compassionate.
OBJECTIVE 7: Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
MOVs:
SET A as Option - Attach any supplementary materials (in print/digital format)
SET B as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or demonstration
teaching via LAC)
ANNOTATION:
***For SET A
For KRA 2 – Objective 7, I have attached activity sheet/one lesson from a self-learning module
(SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video lesson/audio
lesson/other learning materials with client/learner feedback on how the material encouraged the learners
to participate, cooperate and collaborate in the learning process. I was able to provide an effective and
varied learning opportunities that are well-aligned with the learning goals and feature all elements of
collaborative learning as shown in the submitted MOVs. As a result, a rating of 7 on Indicator 7 -
Maintained learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning were given. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
***For SET B
from an Observation 1 and 2 via a Limited Face-to-Face Classes. As a teacher, I provided effective and
varying learning opportunities that are well-aligned with the learning goals and feature all elements of
collaborative learning. The fact that I received a rating of 7 on Indicator 7 indicates that I achieved the
goal. – Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.

Outstanding - Provided effective and varying learning opportunities that are well-aligned with the
learning goals and feature all elements of collaborative learning
Very Satisfactory - Provided effective learning opportunities that are well-aligned with the learning
goals and engage learners to participate, cooperate, and/or collaborate in continued learning
Satisfactory - Provided an effective learning opportunity that is well-aligned with the learning goal/s
and engage learners to participate, cooperate, and/or collaborate in continued learning as shown in
Unsatisfactory - Provided learning opportunity/ies that is/are partially aligned with the learning goal/s
and only somehow engage/s learners to participate, cooperate, and/or collaborate in continued
learning
Poor - No acceptable evidence

OBJECTIVE 8: Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning
MOVs:
SET A as Option - Attach any supplementary materials (in print/digital format)
SET B as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
teaching via LAC)
ANNOTATION:
***For SET A
For KRA 2 – Objective 8, I have attached activity sheet/one lesson from a self-learning module
(SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video lesson/audio
lesson/other learning materials that highlights a range of strategies that maintain learning environments
that motivates learners to work productively by assuming responsibility for their own learning. I was
able to apply effective teaching strategies that are well-aligned with the learning goals in which
successfully motivate learners to monitor and evaluate their own learning as shown in the submitted
MOVs. As a result, a rating of 7 on Indicator 8 - Applied a range of successful strategies that
maintain learning environments that motivate learners to work productively by assuming
responsibility for their own learning were achieved. This is equivalent to 5 points (Outstanding) in
the RPMS Rating Scale.
***For SET B
from an Observation 1 and 2 via a Limited Face-to-Face Classes. I was able to apply effective teaching
strategies that are well-aligned with the learning goals and successfully motivate learners to monitor and
evaluate their own learning. The fact that I gained a rating 7 on Indicator 8 implies that I accomplished
the objective – Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning. This is
equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
Outstanding - Applied effective teaching strategies that are well-aligned with the learning goals and
successfully motivate learners to monitor and evaluate their own learning
Very Satisfactory - Applied effective teaching strategies that are well-aligned with the learning goals
and successfully motivate learners to work productively by assuming responsibility for their own
learning
Satisfactory - Applied an effective teaching strategy that is well-aligned with the learning goal/s and
successfully motivates learners to work productively by assuming responsibility for their own
learning
Unsatisfactory - Applied teaching strategy/ies that is/are partially aligned with the learning goal/s and
only somehow motivate/s learners to work productively by assuming responsibility for their own
learning

KRA 3: DIVERSITY OF LEARNERS, CURRICULUM AND PLANNING & ASSESSMENT
AND REPORTING
OBJECTIVE 9: Designed, adapted, and implemented teaching strategies that are responsive to
learners with disabilities, gifted, needs and talents
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
teaching via LAC)
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC. I
was able to use a wide range of tactics to establish a learner-centered environment that meets the
individual and group learning requirements of pupils with special educational needs. As a result, I
obtained a rating of 7 on Indicator 9 which signifies that I attained the objective – Designed, adapted,
and implemented teaching strategies that are responsive to learners with disabilities, gifted needs
and talents. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 9, I have attached Teacher Reflection Form (TRF) and a certification
from the school head that I have no identified learner/s with disabilities, giftedness and/or talents. As I
reflect on Clara’s case, I assured that she received the same level of knowledge as her classmate who did
not have learning disability. I was able to also attach a copy of lesson plan wherein I highlighted parts
that addresses the needs of learners with disabilities, gifted and talented. As a result, a rating of 7 on
Indicator 9 - Designed, adapted, and implemented teaching strategies that are responsive to
learners with disabilities, gifted needs and talents. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
TRF PROMPT # 1
Clara is often seen restless or unfocused in class and has troubles following instructions and skips
activities when left unsupervised. After a conference with Clara’s parents, it was discovered that she had been
diagnosed with learning disability. I started checking into her situation right away. My instructional
techniques and materials must be adjusted for her to ensure that she succeeds in learning.
Clara’s problem as I research, could be that she has Attention-deficit/hyperactivity disorder
(ADHD). It is a developmental disorder and classified as a learning disability. That’s why teaching pupils
with ADHD can be a challenge at times. By remaining patient and being aware of the symptoms of ADHD, I
can help Clara and any pupil who has this disorder to achieve their best potential. Instructional strategies
suited to their needs and learning style to allow them focus better will greatly help. Establishing strong
working relationship with the pupils’ parents with ADHD is incredibly important. They know their child
better than anyone else and are a valuable source of information about which strategies do and don’t work for
their child. I will give instructions in simple terms and simplify all instructions, tasks, and assignments to the
best of my ability.
Due to their delayed maturation, forgetfulness, distractibility, and disorganization, children with
ADHD need more supervision than their peers. Assigning these children to classmates who can remind them
of homework and classwork, collaborating on a project with pupil partners, and incorporating classroom
assistants as much as possible before and after class can all help these pupils.
Visual cues and examples work effectively for pupils with ADHD. I will use an overhead projector
or a whiteboard to illustrate a skill such as essay writing. I will leave important points about a topic accessible
on the board as they begin their individual work. Around the room, I will display crucial concepts that the
children will utilize again and again on brightly colored poster board.
To inspire Clara, rewards and incentives should always be utilized before punishment. Change the
incentives often to avoid boredom. I will refrain from using the loss of recess as a punishment for bad
behavior.
I'll will also make sure Clara is writing down learning tasks and helping her keep organized in the
classroom to alleviate her frustration and boost her self-esteem. I'll will also record my lesson so she may
review it afterwards. With this, Clara will be able to participate in class discussions and will have the same
level of knowledge as her classmates who do not have a learning disability.
NOTES FOR OBJECTIVE 9 – SET A

NOTES FOR OBJECTIVE 9 – SET B

Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth knowledge about
the topic/question by providing accurate details and some critical inputs or creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge about the
topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 10: Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
teaching via LAC)
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC.
I was able to use a wide range of tactics to establish a learner-centered atmosphere that caters to the
individual and group learning requirements of indigenous groups. As a result, I obtained a rating of 7 on
Indicator 10 which signifies that I attained the objective – Adapted and used culturally appropriate
teaching strategies to address the needs of learners from indigenous groups. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 10, I have attached Teacher Reflection Form (TRF) and a certification
from the school head that I have no identified learner/s from indigenous groups. For TRF Prompt # 1, I
was able to reflect on the assessment given wherein I employs a learner-centered instruction and
provided differentiated assessment for indigenous groups. I ensured that all pupils were treated equally
in this assessment. For TRF Prompt # 2, I also attach a copy of lesson plan wherein incorporating
cultural references into all parts of learning of pupils is given importance. So that no one is left behind
and all pupils are equally interested and engaged in the classroom. As a result, a rating of 7 on Indicator
10 - Adapted and used culturally appropriate teaching strategies to address the needs of learners
from indigenous groups. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
TRF PROMPT # 2
The UN 2030 Agenda includes a Goal for Sustainable Development aimed at ensuring
“inclusive and equitable quality education and promote lifelong learning opportunities for all”.
This Goal encompasses several dimensions of the Right to Education and one of its targets, Gender
Equality and Inclusion, explicitly refers to indigenous peoples and children in vulnerable situations
who, despite significant progress, are still denied access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of distinct
cultures and methods of interacting with others and the environment. They have kept unique social,
cultural, economic, and political traits from the dominant societies in which they dwell. These
indigenous people have a right to a comprehensive education. Education that represents their
common beliefs, sentiments, attitudes, and broad concepts. Not only common learners, but also IPs
pupils, have access to education. In the scenario, I believe that the teacher was prepared to give the
five pupils careful consideration. He/She employs a learner-centered instruction and provided
differentiated assessment so that pupils may pick from a variety of assessments given if they belong
to an IP group. With these all pupils were treated equally in the assessment, and the teacher was
responsive to the pupils he or she worked with.
We as teachers taught to be compassionate and kind in the situation, to reflect on our
thoughts about individuals from other cultures, to reflect on their cultural frames of reference, and
to be educated about our pupils' other cultures. As teachers, we must be aware of our pupils' origins,
whether they are from common or indigenous communities, in order to address their needs and
guarantee that everyone has access to the high-quality education we provide. We must realize the
significance of incorporating cultural references into all parts of learning for pupils. To ensure that
no one is left behind, all pupils should be equally interested and engaged in the classroom.

NOTES FOR OBJECTIVE 10 – SET B

Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth knowledge about
the topic/question by providing accurate details and some critical inputs or creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge about the
topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 11: Adapted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners
MOVs:
1. Proof of evaluation on the implementation of adapted/contextualized learning program (ex.
Individual Monitoring Plan)
2. Progress Report
3. Accomplishment report
4. Activity Plan/Proposal/Matrix
ANNOTATION:
For KRA 3 - Objective 11, I have attached the Individual Learning Monitoring Plan (ILMP)
wherein pupils’ progress based on the given intervention strategies were monitored and evaluated. As a
result, I achieved a rating of 7 on Indicator 11, demonstrating that I reached the objective. – Adapted
and implemented learning programs that ensure relevance and responsiveness to the needs of all
learners. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
NOTED FOR FOR OBJECTIVE 11

Outstanding - Evaluated the adapted / contextualized learning program
Very Satisfactory - Monitored progress of the adapted / contextualized learning program while being
implemented
Satisfactory - Completed the implementation of the adapted / contextualized learning program
Unsatisfactory - Planned for the implementation of the adapted / contextualized existing learning
program

OBJECTIVE 12: Utilized assessment data to inform the modification of teaching and learning
practices and programs
MOVs: List of Identified Least/Most Mastered Skills with any of the following
1. Accomplishment Report
2. Intervention Material
3. Lesson Plan/Activity Log
ANNOTATION:
For KRA 3 - Objective 12, I have attached a copy of least/most mastered skills of my pupils for
all quarters based on the results of Unit/Quarter Test. I have also affixed my developed intervention
material that helped pupils master the competency-based skills which were not able to master during
regular classes. I was able to implement a teaching/learning strategy using an Intervention Materials
based on learner’s assessment data as shown in the attached MOVs. As evident in the Accomplishment
Report, in Indicator 12, I got a rating of 7, indicating that I achieved the objective – Utilized assessment
data to inform the modification of teaching and learning practices and programs. This is
equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Implemented a teaching and learning strategy / program using materials based on
learners’ assessment data as evidenced by a list of identified least / most mastered skills with supporting
MOV No. 1
Very Satisfactory - Developed materials based on learners’ assessment data as evidenced by a list of
identified least / most mastered skills with supporting MOV No. 2
Satisfactory - Planned for a teaching and learning strategy and/or program based on learners’
assessment data as evidenced by a list of identified least / most mastered skills with supporting MOV
No. 3
Unsatisfactory - Analyzed learners’ mastered skills based on the frequency of errors and correct
responses as evidenced by a list of identified least / most mastered skills

KRA 4: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT AND
PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
OBJECTIVE 13: Maintained learning environment that are responsive to community contexts
MOVs:
1. Accomplishment Report
2. Program/Project/Activity Plan
3. Minutes of Consultative Meeting
4. Communication Letter
ANNOTATION:
For KRA 4 - Objective 13, I have attached an Accomplishment Report of an Intervention
Program implemented for pupils with least mastered skills through Projects 2As. I was able to show
that I maintained learning environments that are responsive to community contexts by engaging parents
and other stakeholders in the educative process. As a result, in Indicator 13, I obtained a rating of 7
indicating that I met the objective – Maintained learning environment that are responsive to
community contexts. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Collaborated with the community stakeholder in the implementation / completion of a
program, project, and/or activity that maintains a learning environment responsive to community
contexts as evidenced by MOV No. 1
Very Satisfactory - Planned with the community stakeholders a program, project, and/or activity that
maintains a learning environment responsive to community contexts as evidenced
Satisfactory - Conducted a consultative meeting with the community stakeholders on a program,

project, and/or activity that maintains a learning environment responsive to community contexts as
evidenced by MOV No. 3
Unsatisfactory - Communicated with the community stakeholders about a program, project, and/or
activity that maintains the learning environment responsive to community contexts as evidenced by
MOV No. 4

OBJECTIVE 14: Reviewed regularly personal teaching practice using existing laws and regulations
that apply to the teaching profession and the responsibilities specified in the Code of Ethics for
Professional Teachers
MOVs:
1. Annotated Video/Audio
2. Annotated Teaching Material
3. Personal Reflection Notes
4. Proof of Attendance in LAC
ANNOTATION:
For KRA 4 - Objective 14, I have attached an annotated video/audio recording of my teaching,
an annotated teaching materials that shows impact of regularly reviewing my teachings practice which
includes lesson plan, activity sheet, and assessment materials. I also included a personal reflection note
as outputs from participation in review of personal teaching practices in all quarters and a proof of
attendance that I attended LAC with my master teacher. As a result, in Indicator 14, I obtained a rating
of 7 indicating that I met the objective – Reviewed regularly personal teaching practice using
existing laws and regulations that apply to the teaching profession and the responsibilities
specified in the Code of Ethics for Professional Teachers. This is equivalent to 5 points
(Outstanding) in the RPMS Rating Scale.

Outstanding - Exhibited an improved practice through one’s teaching as impact of regularly
reviewing one’s teaching practice/s using laws and regulations that apply to the profession and the
responsibilities in the Code of Ethics for Professional Teachers as evidenced by MOV No. 1
Very Satisfactory - Exhibited an improved practice through a teaching material as impact of

regularly reviewing one’s teaching practice/s using laws and regulations that apply to the profession and
the responsibilities in the Code of Ethics for Professional Teachers as evidenced by MOV No. 2
Satisfactory - Reviewed personal teaching practices using laws and regulations that apply to the
profession and the responsibilities in the Code of Ethics for Professional Teachers in 4 quarters with
reflection outputs as evidenced by
Unsatisfactory - Participated in the review of personal teaching practices using laws and regulations
that apply to the profession and the responsibilities in the Code of Ethics for Professional Teachers in 4
quarters as evidenced by MOV No. 4

OBJECTIVE 15: Complied with the implemented school policies and procedures consistently to foster
harmonious relationships with learners, parents, and other stakeholders
MOVs:
1. Proof of participation/involvement in a school-community partnership
2. Minutes of parent-teacher conference
3. Communication letter about an implemented school policy
ANNOTATION:
For KRA 4 - Objective 15, I have attached a certificate of my active participation with pictures
that I sustained constant engagement with the learners, parents/guardian, and other stakeholders
regarding school policies and procedures through school-community partnership. As a result, in
Indicator 15, I obtained a rating of 7 indicating that I met the objective – Complied with the
implemented school policies and procedures consistently to foster harmonious relationships with
learners, parents, and other stakeholders. This is equivalent to 5 points (Outstanding) in the RPMS
Rating Scale.

Outstanding - Sustained engagement with the learners, parents / guardians, and other stakeholders
regarding school policies and procedures through school-community partnership/s as evidenced by
MOV no. 1
Very Satisfactory - Discussed with learners, parents / guardians, and other stakeholders the
implemented school policies and procedures as evidenced by MOV no. 2
Satisfactory - Communicated with learners, parents / guardians, and other stakeholders the
implemented school policies and procedures as evidenced by MOV no. 3
Unsatisfactory - Implemented school policies and procedures without communicating and

consulting the learners, parents / guardians, and other stakeholders
OBJECTIVE 16: Applied a personal philosophy of teaching that is learner-centered

MOVs: Attach one (1) lesson plan with annotations explaining the application of a learner-centered
teaching philosophy used as basis for planning/designing the lesson
ANNOTATION:
For KRA 4 - Objective 16, I have attached a copy of lesson plan with annotation explaining the
application of a learner-centered teaching philosophy. I was able to employ strategies that engage pupils
to become more active learners in all the components of instruction in my lesson plan that improve
pupils’ learning. As a result, in Indicator 16, I obtained a rating of 7 indicating that I met the objective –
Applied a personal philosophy of teaching that is learner-centered. This is equivalent to 5 points
(Outstanding) in the RPMS Rating Scale.

Outstanding – All Components
Very Satisfactory – Two Components
Satisfactory – One Components
Unsatisfactory – Identified but poorly used
OBJECTIVE 17: Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity
MOVs:
1. Documented feedback from superiors, colleagues, learners, parents/ guardian, or other stakeholders
2. Annotated evidence of practice indirectly linking to the upholding the dignity of teaching as a
profession
ANNOTATION:
For KRA 4 - Objective 17, I was able to prove that I adopted practices that uphold the dignity of
teaching as a profession by exhibiting qualities such as caring attitude, respect, and integrity by
attaching documented feedback from my superiors, colleagues, learners, parents/guardian, and other
stakeholders. As a result, in Indicator 17, I obtained a rating of 7 implies that I achieved the objective –
Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities such
as caring attitude, respect and integrity. This is equivalent to 5 points (Outstanding) in the RPMS
Rating Scale.

Outstanding – Exhibited dignity of teaching as a profession by exhibiting qualities such as caring
attitude, respect, and integrity with affirmation from different school stakeholders as evidenced by at
least two MOV No. 1
Very Satisfactory – Exhibited dignity of teaching as a profession by exhibiting qualities such as caring
attitude, respect, and integrity with affirmation from any school stakeholder as evidenced by one
MOV No. 1
Satisfactory – Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity as evidenced by at least two MOV No. 2
Unsatisfactory – Adopted a practice that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity as evidenced by one MOV No. 2
OBJECTIVE 18: Set professional development goals based on the Philippine Professional Standards
for Teachers
MOVs:
1. Updated IPCRF-DP
2. Mid-Year Review Form
3. Certification from the ICT Coordinator/School Head/Focal person of e-SAT
ANNOTATION:
For KRA 4 - Objective 18, I was able to prove that I set professional development goals based on
the Philippine Professional Standards for Teachers by attaching a copy of my updated IPCRF-
Development Plan during the Phase II of the RPMS cycle. As a result, in Indicator 18, I obtained a
rating of 7 signifies that I obtained the objective – Set professional development goals based on the
Philippine Professional Standards for Teachers. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
Outstanding – Updated professional development goals during Phase II of the RPMS Cycle as
evidenced by MOV No. 1
Very Satisfactory – Discussed progress on professional development goals with the rater during the
mid-year review as evidenced by MOV No. 2
Satisfactory – Set professional development goals based on e-SAT results as evidenced by MOV No. 3
Unsatisfactory – Accomplished the e-SAT at the beginning of the school year as evidenced by MOV
No. 4
KRA 5: PLUS FACTOR

OBJECTIVE 19: Performed various related works/activities that contribute to the teaching and
learning process
MOVs: Certificates
ANNOTATION:
For KRA 5 - Objective 19, I have attached certificates with pictures of my active participation as
I performed various related works/activities that contribute to the teaching and learning process beyond
the School/Community Learning Center (CLC). As a result, in Indicator 19, I obtained a rating of 7
implies that I achieved the objective – Performed various related works/activities that contribute to
the teaching and learning process. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.

Outstanding – Performed at least 1 related work / activity that contributed to the teaching-learning
process beyond the school / Community Learning Center (CLC) as evidenced by submitted
Very Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the school / Community Learning Center (CLC) as evidenced by submitted MOV
Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the learning area / department as evidenced by submitted MOV
Unsatisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the class as evidenced by submitted MOV

2021 Sample Annotation For Teacher I Iii

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2021 Sample Annotation For Teacher I Iii

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RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)

For Teachers I – III - ANNOTATIONS

KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY

NOTES FOR OBJECTIVE 1

OBJECTIVE 2: Used research-based knowledges and principles of teaching to enhance professional

NOTES FOR OBJECTIVE 2

NOTES FOR OBJECTIVE 3

KRA 2: LEARNING ENVIRONMENT

NOTES FOR OBJECTIVE 5

NOTES FOR OBJECTIVE 6

NOTES FOR OBJECTIVE 7

Poor - No acceptable evidence

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 9 – SET A

NOTES FOR OBJECTIVE 9 – SET B

NOTES FOR OBJECTIVE 10

NOTES FOR OBJECTIVE 10 – SET B

NOTED FOR FOR OBJECTIVE 11

Satisfactory - Completed the implementation of the adapted / contextualized learning program

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 12

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 13

Satisfactory - Conducted a consultative meeting with the community stakeholders on a program,

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 14

Very Satisfactory - Exhibited an improved practice through a teaching material as impact of

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 15

Unsatisfactory - Implemented school policies and procedures without communicating and

Poor - No acceptable evidence

OBJECTIVE 16: Applied a personal philosophy of teaching that is learner-centered

NOTES FOR OBJECTIVE 16

NOTES FOR OBJECTIVE 17

Poor – No acceptable evidence

Poor – No acceptable evidence

KRA 5: PLUS FACTOR

NOTES FOR OBJECTIVE 19

Poor – No acceptable evidence

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