KRA - 1

CONTENT
KNOWLEDGE
AND
PEDAGOGY
 KRA - 1

CONTENT KNOWLEDGE
KRA -2
AND PEDAGOGY
✓✓
✓ OBJECTIVE
OBJECTIVE
OBJECTIVE 3:2:
1: Used aknowledge
Applied
Applied arange
rangeofof
teaching
teaching strategies
strategies
of content to that
within and enhance
develop critical
across
learner
and achievement
creative
curriculum teachingin
thinking, as literacy
well(PPST
areas and
as other
numeracy skills.
higher-order (PPSTskills.
thinking 1.4.2)1.1.2)
(PPST

LEARNING
1.1.2)
1.5.2)
MOV’sMOV’s
Classroom
Classroom Observation
MOV’s
Observation Tool
Tool (COT)
(COT) rating
rating sheet/s or
sheet/s or
inter-observer
inter-observer agreement
agreement form/s done through
through onsite
onsite //

ENVIRONMENT
form/s done
face-to-face
Classroom
face-to-face // in-person
Observation classroom
in-personTool observation.
(COT) rating
classroom sheet/s or inter-
observation.
 
observer agreement form/s done through onsite / face-to-
If
face onsite // face-to-face
/ in-person
If onsite // in-person
classroom
face-to-face classes
classes are
observation.
in-person are not
not
  implemented,
implemented,
If  onsite / face-to-face / in-person classes are not
• through observation of synchronous / asynchronous
implemented,

AND DIVERSITY
  teaching in other modalities; or
• through observation of synchronous / asynchronous
•
• through
teaching
through observation
in other of
of a
modalities;
observation a demonstration
or
demonstration teaching*
teaching* via
via
LAC
LAC session.
session.
• through observation of a demonstration teaching* via
LAC session.

OF LEARNERS
 KRA - 2

LEARNING ENVIRONMENT
AND DIVERSITY OF LEARNERS
✓ OBJECTIVE
✓ OBJECTIVE 6:4:Usedlearner
✓ OBJECTIVE 5: Managed
Managed classroom structure to engage
differentiated,
behavior developmentally
learners,constructively
individually or inby applying
groups, in
appropriate
positive
meaningful and learning
non-
exploration, experiences
violent discipline
discovery to
to
and hands-on
address
ensure
activities learners'
learning-focused
within gender
a range of needs.
environments.
physical learning
strengths,environments.
interests, PPST 1.5.2)
and experiences.
(PPST 2.6.2)
MOV’s
(PPST 3.1.2)
MOV’s
Classroom Observation Tool MOV’s (COT) rating sheet/s or inter-
Classroom Observation
observer agreement form/s done Tool (COT) rating sheet/s
through onsite / or inter-
face-to-face /
Classroom
observer classroom
in-person Observation
agreementobservation.Tool (COT) rating sheet/s or inter- /
form/s done through onsite / face-to-face
observer
  in-person agreement
classroom form/s done through onsite / face-to-
observation.
face / in-person classroom
If  onsite face-to-face / in-person observation.
classes are not implemented,
  If  
onsite / face-to-face / in-person classes are not implemented,
If onsite / face-to-face / in-person
•  through observation of synchronous classes are not teaching
/ asynchronous
implemented,
in• other
through observation
modalities; or of synchronous / asynchronous teaching
 
in other modalities; or
• through
• through
• through
observation
teachingobservation
session.
session.
KRA - 3
of aof
observation demonstration
synchronous /teaching*
of a demonstration
in other modalities; or
via LAC
asynchronous
teaching* via LAC
• through observation of a demonstration teaching* via
LAC session.
 CURRICULUM
KRA - 3

AND
CURRICULUM AND
PLANNING
PLANNING
✓ OBJECTIVE
✓ OBJECTIVE
implemented
7: Planned,
collegial discussions
8: Participated
developmentally
managed
that use teacher
in and
sequenced
and
teaching
learnerand
feedback
learning
to enrich
processes
teaching
to meet
curriculum
practice.
requirements
(PPST 4.4.2)
and varied
teaching contexts.
MOV’s (PPST 4.1.2)
MOV’s
1. Proof/s of attendance in LAC sessions / FGDs / meetings /
Classroom
otherObservation Tool (COT) rating sheet/s or inter-
collegial discussions
observer agreement form/s
2. Minutes of LAC sessions done through
/ FGDs onsite // other
/ meetings face-to-face /
collegial
in-person classroom
discussions onobservation.
use of teacher and learner feedback to
  enrich teaching practice.
If onsite / face-to-face
3. Reflection notes/ of
in-person
teachersclasses are
on their not implemented,
demonstration of
  teaching practices following participation from LAC
• through observation
sessions / FGDs / of synchronous
meetings / other/ asynchronous teaching
collegial discussions
in other modalities; or
that use teacher and learner feedback to enrich teaching
practice, with proof/s of attendance.
• through
4. Anyobservation
equivalent ALSof aform/document
demonstration that
teaching* via LAC
highlights the
session.objective.
 KRA - 3
KRA - 4

ASSESSMENT
CURRICULUM AND
PLANNING
AND
✓ OBJECTIVE 9: Selected, developed,
organized and used appropriate
teaching and learning resources,

REPORTING
including ICT, to address learning goals.
(PPST 4.5.2)
MOV’s
Classroom Observation Tool (COT) rating sheet/s or inter-
observer agreement form/s done through onsite / face-to-face /
in-person classroom observation.
 
If onsite / face-to-face / in-person classes are not implemented,
 
• through observation of synchronous / asynchronous teaching
in other modalities; or
• through observation of a demonstration teaching* via LAC
session.
 KRA - 4

ASSESSMENT AND
REPORTING
✓ OBJECTIVE
✓ OBJECTIVE 12:
11:
10: Communicated
Monitored
Designed, and
selected,
promptly and
andclearly
evaluated
organized learner the learners'
progress
use diagnostic, andneeds,
formative
andprogress
achievement and
summative achievement
using to key
learner attainment
assessment strategies
stakeholders,
consistent including
data.
with (PPSTparents/guardians.
curriculum5.2.2)
requirements.
(PPST
(PPST 5.4.2)
5.1.2)
MOV’s
Any one (1) of the following: MOV’s
MOV’s
 Individual Learning Monitoring Plan (ILMP)
Any one assessment
 Peer (1) of the following:
data
ClassroomA Observation
sample of Tool test
corrected (COT) rating
paper of sheet/s or in
a learner inter-
a learning
KRA - 5

 Sample of learners’ output with reflection /face-to-face
self-
observer area with parent’s or guardian’s signature and date of /
agreement form/s done through onsite /
assessment
in-person classroom observation.
receipt
    Progress charts/anecdotal records
Minutes of meetings with key stakeholders (e.g., PTA, SGC,
Class/e-class
If onsite
SPT, CPC) withrecord/grading
/ face-to-face / in-person
proof sheetsare not implemented,
classes
of attendance
    Lesson
Reportplans showing
card with index
parent’s of masterysignature in all
or guardian’s
 Frequency
• through of errors
observation
quarters supported with identified
of synchronous least/most mastered
by minutes of/ meeting.
asynchronous teaching
skills.
in other modalities; or
 Communication with key stakeholders (e.g.,
 Any equivalent ALS co-teachers,
parents/guardians, form/document LGU) that
usinghighlights
various the
• through observation of a demonstration teaching* via LAC
modalities.
objective (e.g., Individual Learning Agreement (ILA), ALS
session.
 Anecdotal record showing entries per quarter
Assessment Form 2)
 Any equivalent ALS form/document that highlights the
 Others (Please specify and provide annotations)
objective.
 Others (Please specify and provide annotations)
 KRA - 5

PERSONAL GROWTH AND

PROFESSIONAL DEVELOPMENT
✓ OBJECTIVE
✓ OBJECTIVE 14:
13: Applied a
Set professional
personal development
philosophy goals
of teaching that
based on the Philippine
is Professional
Standards for Teachers.
learner -centered. (PPST
(PPST 7.5.2)
7.1.2)
MOV’s
MOV’s
1. Certification from the ICT Coordinator / School
AHead
reflection/journal entryofthat
/ Focal Person in charge highlights
e-SAT the
application of a learner-centered teaching
2. IPCRF-DP
philosophy in the lesson plan or community
work.
3. Mid-year Review Form (MRF)

4. Updated IPCRF-DP from Phase II

PLUS
FACTOR
 PLUS FACTOR

✓ OBJECTIVE 15:
Performed various related works / activities that
contribute to the teaching-learning. (PPST 8.1)
MOV’s
Any one (1) proof of:
● committee involvement;
● involvement as module/learning material writer/validator;
● involvement as a resource person/speaker/learning facilitator in in the
RO/SDO/school-initiated TV/radio-based instruction;
● book or journal authorship/ co-authorship/contributorship;
● advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a forum/conference;
● mentoring of pre-service/in-service teachers;
● conducted research within the rating period;
● others (please specify)
with annotation on how it contributed to the teaching-learning process.