REPUBLIC OF THE PHILIPPINES

D E PA RT M E N T O F E D U C AT I O N
R E G I O N I V- A , C A L B A R Z O N
SCHOOLS DIVISION OF GENERAL TRIAS CITY
G O V E R N O R F E R R E R M E M O R I A L N AT I O N A L H I G H S C H O O L
PINAGTIPUNAN, GENERAL TRIAS CITY

R E S U LT S - B A S E D P E R F O R M A N C E
MANAGEMENT SYSTEM
(RPMS)

PORTFOLI S . Y. 2 0 1 9 - 2 0 2 0

O
JUAN DELA
TEACHER I
CRUZ

PA B L O
P R I N C I PA L
SANTOS
 KRA 1

CONTENT
KNOWLEDGE
AND
PEDAGOGY
 OBJECTIVE 1
Applied knowledge of content within and
across curriculum teaching areas

MOV 1

C L A S S R O O M O B S E R VAT I O N T O O L
( C O T ) R AT I N G S H E E T A N D / O R
I N T E R - O B S E RV E R A G R E E M E N T
FORM ABOUT KNOWLEDGE OF
CONTENT WITHIN AND ACROSS
CURRICULUM TEACHING AREAS

MOV 2

I N S T R U C T I O N A L M AT E R I A L S
HIGHLIGHTING MAS TERY OF
CONTENT AND ITS
I N T E G R AT I O N I N O T H E R
SUBJECT AREAS

MOV 3

P E R F O R M A N C E TA S K S / T E S T
M AT E R I A L ( S ) H I G H L I G H T I N G
I N T E G R AT I O N O F C O N T E N T
KNOWLEDGE WITHIN AND
ACROSS SUBJECT AREAS
 OBJECTIVE 2
Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills

MOV 1
C L A S S R O O M O B S E R VAT I O N T O O L
( C O T ) R AT I N G S H E E T A N D / O R
I N T E R - O B S E RV E R A G R E E M E N T
FORM ABOUT TEACHING
S T R AT E G I E S T H AT E N H A N C E
LEARNER ACHIEVEMENT IN
LITERACY AND NUMERACY SKILLS

MOV 2
LESSON PLANS/MODIFIED DLLS
USED IN TEACHING
HIGHLIGHTING LEARNER-
C E N T E R E D S T R AT E G I E S T H AT
PROMOTE LITERACY AND/OR
NUMERACY SKILLS

MOV 3
I N S T R U C T I O N A L M AT E R I A L S
HIGHLIGHTING LEARNER-
C E N T E R E D S T R AT E G I E S T H AT
PROMOTE LITERACY AND/OR
NUMERACY SKILLS

MOV 4
P E R F O R M A N C E TA S K S / T E S T
M AT E R I A L ( S ) U S E D I N T E A C H I N G

MOV 5
R E S U LT S O F A S S E S S M E N T U S E D
IN TEACHING
 OBJECTIVE 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills
MOV 1
C L A S S R O O M O B S E R VAT I O N T O O L
( C O T ) R AT I N G S H E E T A N D / O R
I N T E R - O B S E RV E R A G R E E M E N T
FORM ABOUT TEACHING
S T R AT E G I E S T O D E V E L O P C R I T I C A L
A N D C R E AT I V E T H I N K I N G , A S W E L L
AS OTHER HIGHER-ORDER
THINKING SKILLS

MOV 2
LESSON PLANS/MODIFIED DLLS
USED IN TEACHING
HIGHLIGHTING DIFFERENT
T E A C H I N G S T R AT E G I E S T H AT
DEVELOP CRITICAL AND
C R E AT I V E T H I N K I N G A N D / O R
OTHER HOTS

MOV 3
P E R F O R M A N C E TA S K S / T E S T
M AT E R I A L ( S ) U S E D I N
D E M O N S T R AT I O N T E A C H I N G

MOV 4
P E R F O R M A N C E TA S K S / T E S T
M AT E R I A L ( S ) U S E D I N T E A C H I N G

MOV 5
R E S U LT S O F A S S E S S M E N T U S E D
IN TEACHING
 KRA 2

LEARNING
ENVIRONMENT
AND DIVERSITY
OF LEARNERS
 OBJECTIVE 4
Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning environments

MOV 1
C L A S S R O O M O B S E RVAT I O N
T O O L ( C O T ) R AT I N G S H E E T
A N D / O R I N T E R - O B S E RV E R
AGREEMENT FORM ABOUT
MANAGING CLASSROOM
S T R U C T U R E T H AT E N G A G E S
L E A R N E R S I N VA R I O U S
ACTIVITIES

MOV 2
LESSON PLANS/MODIFIED
DLLS HIGHLIGHTING 
VA R I O U S C L A S S R O O M
MANAGEMENT
S T R AT E G I E S T H AT
ENGAGE LEARNERS IN
A C T I V I T I E S / TA S K S I N
DIFFERENT PHYSICAL
LEARNING
ENVIRONMENTS
 OBJECTIVE 5
Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments
MOV 1
C L A S S R O O M O B S E R VAT I O N
T O O L ( C O T ) R AT I N G S H E E T
A N D / O R I N T E R - O B S E RV E R
AGREEMENT FORM ABOUT
TEACHER MANAGEMENT OF
L E A R N E R B E H AV I O R U S I N G
THE FOLLOWING
S T R AT E G I E S :
1 . P R O V I D I N G M O T I VAT I O N
2.PRAISING THE LEARNERS/
GIVING POSITIVE FEEDBACK
3. SETTING HOUSE RULES/
GUIDELINES
4.ENSURING LEARNERS’
A C T I V E PA R T I C I PAT I O N
5.ALLOWING LEARNERS
TO EXPRESS THEIR IDEAS/
OPINIONS
6.GIVING EQUAL
OPPORT UNIT IE S TO
LEARNERS
7.ENCOURAGING LEARNERS
TO ASK QUESTIONS
OTHERS (PLEASE SPECIFY
AND PROVIDE
A N N O TAT I O N S )
 OBJECTIVE 6
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences

MOV 1
C L A S S R O O M O B S E R VAT I O N T O O L
( C O T ) R AT I N G S H E E T A N D / O R
I N T E R - O B S E RV E R A G R E E M E N T F O R M
A B O U T U S I N G D I F F E R E N T I AT E D ,
D E V E L O P M E N TA L LY A P P R O P R I AT E
LEARNING EXPERIENCES

MOV 2
LESSON PLANS/MODIFIED
DLLS  DEVELOPED HIGHLIGHTING
D I F F E R E N T I AT I O N I N C O N T E N T,
P R O D U C T, P R O C E S S , L E A R N I N G
ENVIRONMENT OR OTHERS
ACCORDING TO LEARNERS’
GENDER, NEEDS, STRENGTHS,
INTERESTS AND EXPERIENCES

MOV 3
I N S T R U C T I O N A L M AT E R I A L S
DEVELOPED HIGHLIGHTING
D I F F E R E N T I AT I O N I N C O N T E N T,
P R O D U C T, P R O C E S S ,   L E A R N I N G
ENVIRONMENT OR OTHERS
ACCORDING TO LEARNERS’
GENDER, NEEDS, STRENGTHS,
INTERESTS AND EXPERIENCES
 KRA 3

CURRICULUM
AND
PLANNING
 OBJECTIVE 7
Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet
curriculum requirements and
varied teaching contexts

MOV 1
C L A S S R O O M O B S E R VAT I O N T O O L
( C O T ) R AT I N G S H E E T A N D / O R
I N T E R - O B S E RV E R A G R E E M E N T
FORM ABOUT USING
D E V E L O P M E N TA L LY S E Q U E N C E D
TEACHING AND LEARNING
PROCESS

MOV 2
LESSON PLANS/MODIFIED DLLS
HIGHLIGHTING
D E V E L O P M E N TA L LY
S E Q U E N C E D I N S T R U C T I O N T H AT
MEET CURRICULUM GOALS AND
VA R I E D T E A C H I N G C O N T E X T S

MOV 3
I N S T R U C T I O N A L M AT E R I A L S
USED TO IMPLEMENT
D E V E L O P M E N TA L LY S E Q U E N C E D
TEACHING AND LEARNING
PROCESS TO MEET CURRICULUM
R E Q U I R E M E N T S A N D VA R I E D
TEACHING CONTEXTS
 OBJECTIVE 8
Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice

MOV 1
PERSONAL NOTES OF
TEACHERS ON LACS/FGDS/
MEETINGS WITH PROOF OF
AT T E N D A N C E

MOV 2
MINUTES OF LAC/FGD
SESSIONS ON USE OF
TEACHER AND LEARNER
FEEDBACK TO ENRICH
TEACHING PRACTICE WITH
P R O O F O F AT T E N D A N C E
 OBJECTIVE 9
Selected, developed, organized and used
appropriate teaching and learning resources, including
ICT, to address learning goals

MOV 1
C L A S S R O O M O B S E R VAT I O N
T O O L ( C O T ) R AT I N G S H E E T
A N D / O R I N T E R - O B S E RV E R
AGREEMENT FORM ABOUT
U S I N G A P P R O P R I AT E T E A C H I N G
AND LEARNING RESOURCES,
INCLUDING ICT
TEACHERS ON LACS/FGDS/
MEETINGS WITH PROOF OF
AT T E N D A N C E

MOV 2
LESSON PLANS/MODIFIED DLLS
W I T H A P P R O P R I AT E
I N S T R U C T I O N A L M AT E R I A L S
APPENDED
 KRA 4

ASSESSMENT
AND
REPORTING
 OBJECTIVE 10
Designed, selected, organized and used diagnostic,
formative and summative assessment strategies consistent
with curriculum requirements

MOV 1
C L A S S R O O M O B S E RVAT I O N T O O L ( C O T )
R AT I N G S H E E T A N D / O R I N T E R -
O B S E RV E R A G R E E M E N T F O R M A B O U T
U S I N G D I A G N O S T I C , F O R M AT I V E A N D
S U M M AT I V E A S S E S S M E N T S T R AT E G I E S

MOV 2
P R E PA R E D L E S S O N P L A N S /
MODIFIED DLLS HIGHLIGHTING
A P P R O P R I AT E U S E O F F O R M AT I V E
A S S E S S M E N T S T R AT E G I E S

MOV 3
DEVELOPED DIAGNOSTIC TESTS: (A)
WITH TOS REVIEWED BY SUPERIOR;
(B) WITH SAMPLE ACCOMPLISHED
QUESTIONNAIRE/ ANSWER SHEETS

MOV 4
D E V E L O P E D S U M M AT I V E T E S T S : ( A )
WITH TOS REVIEWED BY SUPERIOR;
(B) WITH SAMPLE ACCOMPLISHED
QUESTIONNAIRE/ANSWER SHEETS

MOV 5
D E V E L O P E D P E R F O R M A N C E TA S K S :
(A) WITH RUBRICS REVIEWED BY
SUPERIOR; (B) WITH SAMPLE
ACCOMPLISHED RUBRICS
 OBJECTIVE 11
Monitored and evaluated learner progress and achievement
using learner attainment data

MOV 1
C O M P I L AT I O N O F A L E A R N E R ’ S
WRITTEN WORK WITH
S U M M A RY O F R E S U LT S A N D
W I T H S I G N AT U R E O F PA R E N T S

MOV 2
F O R M AT I V E / S U M M AT I V E
ASSESSMENT TOOLS WITH
TOS AND FREQUENCY OF
ERRORS WITH IDENTIFIED
LEAST MASTERED SKILLS

MOV 3
CLASS RECORDS/GRADING
SHEETS

MOV 4
LESSON PLANS/MODIFIED DLLS
SHOWING INDEX OF MASTERY
 OBJECTIVE 12
Communicated promptly and clearly the learners’ needs, progress
and achievement to key stakeholders, including parents/guardians

MOV 1
AT L E A S T 3 S A M P L E S O F C O R R E C T E D
T E S T PA P E R S O F T H E S A M E 3
LEARNERS IN THE SAME LEARNING
A R E A W I T H PA R E N T S ’ O R G U A R D I A N S ’
S I G N AT U R E A N D D AT E O F R E C E I P T

MOV 2
M I N U T E S O F P TA M E E T I N G S O R
PA R E N T- T E A C H E R C O N F E R E N C E S I N
ALL QUARTERS WITH PROOF OF
PA R E N T ’ S / G U A R D I A N ’ S
AT T E N D A N C E

MOV 3
R E P O RT C A R D S W I T H PA R E N T ’ S O R
G U A R D I A N ’ S S I G N AT U R E I N A L L
QUARTERS SUPPORTED BY MI NUTES
OF MEETING

MOV 4
C O M M U N I C AT I O N W I T H PA R E N T S /
G U A R D I A N S U S I N G VA R I O U S
MODALITIES

MOV 5
A N E C D O TA L R E C O R D S H O W I N G
ENTRIES PER QUARTER

MOV 5
OTHER DOCUMENTS SHOWING
LEARNER NEEDS, PROGRESS AND
ACHIEVEMENT SUBMITTED TO OTHER
S TA K E H O L D E R S
KRA 5

PLUS
FA C TO R
 OBJECTIVE 13
Performed various related works/activities that contribute
to the teaching-learning process

MOV 1
C E RT I F I C AT E O F R E C O G N I T I O N O R
PA RT I C I PAT I O N

MOV 2
C E RT I F I C AT E O F T R A I N I N G

MOV 3
C E RT I F I C AT E O F S P E A K E R S H I P

MOV 4
C O M M I T T E E I N V O LV E M E N T

MOV 5
ADVISORSHIP OF CO-CURRICULAR
ACTIVITIES

MOV 6
BOOK OR JOURNAL AUTHORSHIP/
CO-AUTHORSHIP/ CONTRIBUTORSHIP

MOV 7
C O O R D I N AT O R S H I P /
CHAIRPERSONSHIP

MOV 8
COACHING AND MENTORING
LEARNERS IN COMPETITIONS

MOV 8
M E N TO R I N G P R E - S E RV I C E / I N -
S ERVI C E T E AC HE R S