PDF Rpms Tool Sy 2021 2022 For T I III Draft 8022021

RPMS Tool for Teacher I-III (Proficient
Teachers)
in the time of COVID-
19 S.Y. 2021-2022
PCP No. Revision Code: 00

POSITION AND COMPETENCY
Department of PROFILE
Education Teacher I - III Salary
Position Title Grade
Parenthetical Title Effectivity Date
Office Unit
Reports to Principal/S chool Page/s
Position
Heads
Supervised JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Teacher ITeacher II Teacher III Education For Elementary School – Bachelor of Elementary Education
(BEEd) or Bachelor’s degree plus 18 professional units in Education, or
Bachelor in Secondary Education, or its equivalent
For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
appropriate major or Bachelor in Secondary Education, or its equivalent
Experience None required 1 year relevant experience 2 years relevant experience
Eligibility RA 1080 RA 1080 RA 1080
Trainings None required None required None required
B. Preferred Qualifications
Education BS E/BS EEd/College Graduate with Education units (18-21), at least 18 MA
units
Experience
Eligibility PBET/LET/BLEPT Passer
Trainings In-service training
1
R P M S Tool for S.Y. 2021-2022 | Proficient Teachers
DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
2
R P M S Tool for S .Y. 2021-2022 | Proficient Teachers
KRA 1: Content Knowledge and Pedagogy
PERFORMANCE INDICATOR
MEANS OF Very
OBJECTIVE Outstanding Satisfactory Unsatisfactory Poor
VERIFICATION QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied Classroom Observation
knowledge Tool (COT) rating sheet DLDL eevmeol DL eevmeol DL eevmeol DLDeevmeol DL eevmeol
n7siitnrated n6siitnrated n5siitnrated n4siitnrated n3siitnrated
of content or inter-observer Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and agreement for m from shown in C OT shown in COT shown in C OT shown in C OT shown in COT
across 1. an observation of rating rating rating rating rating
curriculum synchronous sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
teaching areas teaching (online observer observer observer observer observer
teaching or two-way agreement forms agreement agreement agreement forms agreement forms
radio instruction) forms forms
2. if option 1 is not or
possible, an
observation of a Quality No acceptable
recorded video lesson evidence was
or audio lesson that is shown
SLM-based or MELC-
aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration
teaching via LAC
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding R P M S 5-point scale rating of each C O T rating; (ii)
calculate the average of the R P M S ratings; and (iii) find the transmuted R P M S rating.
Example:
COT RPMS 5-point RPMS Rating for RPMS Rating
Means of Verification Aver age
Rating Scale Rating Quality Transmutation Table
C O T Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000
3.500
C O T Rating Sheet 2 5 3 (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
3
MEANS OF Very
(5) (3) (2) (1)
(4)
2re. Ow int he Ubasseeddresear Ubasseeddresea Ubasseeddresea Ubasseeodf Nevoidaecnccee

sUesaer dc h - (a1n) nl eo st astoi o npsl a n ch- knowledge rch- knowledge rch- knowledge research-
ptwaabsle
based identifying the and/or principles and/or and/or knowledge
of teaching and principles of principles of and/or principle shown
knowledge research-based
and principles knowledge and/or learning in all teaching and teaching and of teaching and
of teaching principles of teaching the learning in one learning in the learning is not
and learning to and learning used as c ompo nen t s of c o mpo ne nt of lesson plan as evident in the
Quality instruction in instruct ion in additional
enhance bases for lesson plan
professional planning/designing the the lesson plan the lesson information for
practice lesson to improve plan to learners to
student improve solidify their
learning student learning
learning
Research-based knowledge – Information, knowledge or data acquired through systematic investigation and logical study ( P P S T, 2017)
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of teaching and learning ( P P S T, 2017)
Components of instruction – learning objectives, instructional activities, and assessments
4
MEANS OF Very
(5) (3) (2) (1)
(4)
CT olaosl s( CroOomT ) DL eevmeol DL eevmeol DLeevmeol DL eevmeol DL eevmeol

3p .r oDf i cs ipel na t Or abt isnegr vs ah tei oent n7siitnrated n6siitnrated n5siitnrated n4siitnrated n3siitnrated
y euds e
of Mother or inter-observer Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
Tongue, agreement for m from shown in C OT shown in C OT shown in COT shown in C OT shown in C OT
Filipino and 1. an observation of rating rating rating rating rating
English to synchronous sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
facilitate teaching (online observer observer observer observer observer
teaching and teaching or two-way agreement forms agreement agreement agreement forms agreement forms
learning radio instruction) forms forms
2. if option 1 is not or
possible, an Quality
observation of a No acceptable
recorded video lesson evidence was
or audio lesson that is shown
SLM-based or MELC-
aligned
not possible, an
observation of a
demonstration
N o t e : F o r t h i
s o b j e teaching via LAC
c a l c u al t e t h e a v e r acgtieveo,f ttwheo RMPOM VSs ararentirgesq;uairned (fioir) tfhinedetnhteirterasncshmooultey deaRr.PIMn cScorma tpinugti.ng the rating for Quality: (i) get the corresponding
R P M S 5-point scale rating of each C O T rating; (ii)
Example:
3.500
Poor (1) 1.000-1.499
5
MEANS OF Very
(5) (3) (2) (1)
(4)
4e .ffUecs teivde CO lbas esr voaotmi o n

DL eevmeol DL eevmeol DLeevmeol DL eevmeol DL eevmeol
n7siitnrated n6siitnrated n5siitnrated n4siitnrated n3siitnrated
verbal
and non-verbal Tool (COT) rating Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
classroom sheet or inter-observer shown in C OT shown in COT shown in C OT shown in C OT shown in C OT
communication agreement for m from rating rating rating rating rating
strategies to 1. an observation of sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
support learner synchronous observer observer observer observer observer
understanding, teaching (online agreement forms agreement agreement agreement forms agreement forms
participation, teaching or two-way forms forms
engagement radio instruction) or
and 2. if option 1 is not
achievement possible,an Quality No acceptable
observation of a evidence was
recorded video shown
lesson or audio
lesson that is SLM-
based or MELC-
aligned
not possible, an
observation of a
dteeaare
Note: For this objective, two MOVs mch oinnsgfor
required t rvathe
iatentire
io school year. In computing the rating for Quality: (i) get the corresponding R P M S 5-point scale rating of each C O T rating; (ii)
calculate the average of the R PnM S ratings; and (iii) find the transmuted R P M S rating.
L AC
Example:
3.500
Poor (1) 1.000-1.499
6
KRA 2: Learning Environment
MEANS OF Very
(5) (3) (2) (1)
(4)
5sa. CO lbasesrvoaotmi o n DL eevmeol DL eevmeol DL eevmeol DL eevmeol DL eevmeol

Ef esat anbdl isehceu Tool (COT) rating sheet n7siitnrated n6si tnrated n5si tnrated n4siitnrated n3siitnrated
or inter-observer
dre learning agreement for m from Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
1. an observation of shown in C OT shown in COT shown in C OT shown in COT shown in C OT
environments to
synchronous rating rating rating rating rating
enhance
teaching (online sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
learning through
teaching or two-way observer observer observer observer observer
the consistent
radio instruction) agreement forms agreement agreement agreement forms agreementor forms
implementation
2. if option 1 is not forms forms
of policies,
guidelines and possible, an Quality No acceptable
observation of a evidence was
procedures
recorded video lesson shown
or audio lesson that is
SLM-based or MELC-
aligned
not possible, an
observation of a
demonstration
teaching via LAC
Example:
C O T Rating Sheet 1 6 4 4 Outstanding (5)
3.500
4.500-5.000
Poor (1) 1.000-1.499
7
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Maintained Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning Observation L e v e l 7 in L e v e l 6 in Lev el 5 in L e v e l 4 in L e v e l 3 in
environments Tool (COT) rating Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
that promote sheet or inter- shown in C OT shown in C OT shown in C OT shown in C OT shown in C OT
fairness, observer agreement rating rating rating rating rating
respect and form from sheets/inter- sheets/inter- sheets/inter- sheets/inter- sheets/inter-
care to 1. an observation of observer observer observer observer observer
encourage synchronous agreement forms agreement agreement agreement forms agreement forms
learning teaching (online forms forms
teaching or two-way or
radio instruction)
2. possible,
if option 1 isannot Quality No acceptable
evidence was
observation of a shown
recorded video
lesson or audio
lesson that is SLM-
based or MELC-
aligned
not possible, an
observation of a
demonstration
teaching via LAC
Example:
3.500
Poor (1) 1.000-1.499
8
MEANS OF Very
(5) (3) (2) (1)
(4)
7l e. aMr nai ingt ai mAnaytesruiapl p(ilenmperint Pe frfoevcidt i ev de Pe frfoevcidt i ev Pe frfoevcidt ievde Pl eraorvnidi negd No acceptable
ned a/dr yigital format) made learning an opportunity/ies
evidence was
de learning shown
environments by the ratee and used in opportunities learning that is/are
the lesson delivery that opportunities
that nurture that are well- opportunity partially
highlights maintaining that are well- that is well- aligned with the
and inspire aligned with the
learning environments that aligned with
learners to learning goals aligned with learning goal/s
nurture and inspire the learning the learning and only
participate, learners to participate, and allow
cooperate and
goals and goal/s and somehow
cooperate and collaborate learners to
engage engages engage/s
collaborate in in continued learning recognize each
●
activity sheet/s learners to learners to learners to
continued other’s learning
●
one lesson from a self- Quality participate, participate,
learning learning module (SLM) strengths and participate,
●
lesson plan (e.g., DLP, value the cooperate, and cooperate, and cooperate, and
DL L , WH LP, WLP, contribution of collaborate in collaborate in collaborate in
WLL , lesson others as shown continued continued continued
exemplars, and the
in the submitted learning as learning as learning as
likes) shown in the
●
video lesson learning shown in the shown in the
materials submitted submitted submitted
●
audio lesson
●
other learning materials
learning learning learning
in print/digital format materials materials materials
(please specify and
provide annotations)
Note: 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 R P M S rating.
Example:
RPMS 5-point RPMS Rating for RPMS Rating
Scale Rating Quality Transmutation Table
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
9
MEANS OF Very
(5) (3) (2) (1)
(4)
8r a. nAgpep olief mAnaytesruiapl p(ilenmperint Ae fpf pe lciet idv Ae fpf pe lciet idv Ae fpf pe lciet idv e At epapcliheidn g Nevoidaecnccee
da a/dr yigital format) made e teaching e teaching an strategy/ies that
successful by the ratee and used in strategies that strategies that teaching is/are partially ptwaabsle
strategies that the lesson delivery that are well- are well- strategy that is aligned with the
highlights a range of
shown
maintain aligned with aligned with well-aligned learning goal/s
strategies that maintain with the
learning the learning the learning and only
learning environments that
environments motivate learners to work goals and goals and learning goal/s somehow
that motivate productively by assuming successfully successfully and motivate/s
learners to responsibility for their own motivate motivate successfully learners to
work learning learners to learners to motivates work
● activity sheet/s
productively ●
one lesson from a monitor and work learners to productively by
Quality evaluate their productively
by assuming self-learning module work assuming
responsibility (SLM) own l earning by assuming productively responsibility for
for their own lesson plan (e.g., as shown in responsibility by assuming
●
their own
learning D LP, DLL, WHLP, the submitted for their own responsibility learning as
WLP, WLL, lesson learning learning as for their own
exemplars, and the shown in the
materials shown in the learning as submitted
likes)
submitted shown in the
●
video lesson learning
learning submitted
●
audio lesson materials
●
other learning materials learning
materials in materials
print/digital format
(please specify and
provide annotations)
Note: 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 R P M S rating.
Example:
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499

Poor (1) 1.000-1.499
10
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
MEANS OF Very
(5) (3) (2) (1)
(4)
9. Designed, SET A Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
adapted and Classroom Observation Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented Tool (COT) rating s heet or Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
teaching inter-observer agreement shown in COT shown in COT shown in COT shown in COT shown in COT
form from rating rating rating rating rating sheets/inter-
strategies that
1. an observation of sheets/inter- sheets/inter- sheets/inter- sheets/inter- observer
are responsive observer observer observer observer agreement forms
synchronous
to learners agreement forms agreement forms agreement forms agreement forms
teaching (online
with teaching or two-way or
disabilities, radio instruction)
giftedness and 2. if option 1 is not No acceptable
Quality
talents possible, an
observation of a es hviodwen ce
recorded video lesson
or audio lesson that is was
SLM-based or MELC-
aligned
not possible, an
observation of a
demonstration teaching
via L AC
SET B Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Teacher Reflection Form Level 5 as shown Level 4 as shown Level 3 as shown Level 2 as shown Level 1 as shown
(TRF) on designing, in the T R Fs in the T R Fs in the T R Fs in the T R Fs in the T R Fs
adapting, and/or
implementing teaching or
strategies that are
responsive to learners with No acceptable
Quality
disabilities, giftedness and evidence was
talents and a certification shown
from the school head that
the ratee’s classes have no
identified learner/s with
disabilities, giftedness
and/or talents
“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gifted or talented and those 2) who have p hysical, mental, social, or sensory impairment.
● T hese 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: D E C S Order 26, s.1997 or the Institutionalization of S P E D Programs in All Schools, and
DepEd Order No. 72, s. 2009 or the Inclusive Education as Strategy for Increasing Participation Rate of Children.
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 R P M S 5-point scale rating of each C O T rating;
(ii) calculate the average of the R P M S ratings; and (iii) find the transmuted R P M S rating.
Example:
C O T Rating Sheet 1 6 4 4 Outstanding (5)
3.500
4.500-5.000
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
R P M S rating.
Example:
TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
TRF 2 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
MEANS OF Very
VERIFICATION
QET (5) (3) (2) (1)
Satis(f4a)ctory
10. Adapted SET A Demonstrated Demonstrated Demonstrated Demonstrated
Classroom Observation Level 7 in Demonstrated Level 5 in Level 4 in Level 3 in
and used Level 6 in
culturally Tool (COT) rating sheet Objective 10 as Objective 10 as Objective 10 as Objective 10 as
or inter-observer shown in COT Objective 10 as shown in COT shown in COT shown in COT
appropriate shown in COT
agreement f orm from rating rating rating sheets/inter- rating sheets/inter-
teaching rating
1. an observation of sheets/inter- sheets/inter- observer observer
strategies to observer sheets/inter- observer agreement forms agreement forms
synchronous
address the agreement forms observer agreement forms
teaching (online agreement forms
needs of teaching or two-way or
learners from radio instruction)
indigenous 2. if option 1 is not No acceptable
groups Quality evidence was
possible, an
observation of a shown
recorded video lesson
or audio lesson that is
SLM-based or MELC-
aligned
not possible, an
observation of a
demonstration
teaching via L AC
SET B Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Teacher Reflection Form Level 5 as shown Level 4 as shown Level 3 as shown Level 2 as shown Level 1 as shown
(TRF) on adapting and in the T R Fs in the T R Fs in the T R Fs in the T R Fs in the T R Fs
using culturally
appropriate teaching or
strategies to address the
needs of learners from Quality No acceptable
indigenous groups and a evidence was
certification from the shown
school head that the
ratee’s classes have no
identified learner/s from
indigenous groups
“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 I P R A of 1997).
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 R P M S 5-point scale rating of each C O T rating;
(ii) calculate the average of the R P M S ratings; and (iii) find the transmuted R P M S rating.
Example:
Means of Verification Scale Rating Aver age Quality Transmutation Table
Rating 4 4 Outstanding (5)
C 3.500
COO TT Rating
Rating Sheet
Sheet 12 56 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
4.500-5.000
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
R P M S rating.
Example: RPMS 5-point RPMS Rating for RPMS Rating

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
TRF 2 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Very
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET (5) Satis f a ctory (3) (2) (1)
(4 )
11. Adapted 1. Evaluation of an Evaluated the Monitored Completed the Planned for the No
and adapted/contextualized contextualized/ progress of implementation implementation acceptable
implemented learning program after adapted learners on the of the of the evidence was
learning the initial learning contextualized/ contextualized/ contextualized/a shown
programs that implementation program after adapted adapted dapted existing
ensure 2. Progress report on the initial learning learning learning
relevance and learners under the implementation program after program as program
responsivenes adapted/contextualized as evidenced by the evidenced by as evidenced by
s to the needs learning program after MOV No. 1 implementation MOV No. 3 MOV No. 4
of all learners implementation as evidenced by
3. Accomplishment Quality MOV No. 2
/completion/technical
report on the
implementation of an
adapted/contextualized
4. Action plan/activity
proposal/activity matrix
that shows an
adapted/contextualized
learning program
Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning ( P P S T, 2017) that may include, but not limited to, literacy programs, numeracy
programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, intervention modules, A L S modular programs, S P E D Individualized Education Programs (IEP),
among others. A group of teachers or an entire school may collaborate on a learning program.
Very
QET (5) (3) (2) (1)
Satis(f4a)ctory
12. Utilized A list of identified Implemented Planned for a Analyzed No acceptable
assessment least/most mastered skills a teaching and Developed teaching and learners’ evidence was
data to inform based on the frequency of learning material learning mastered skills shown
the errors/correct responses with strategy/ s based strategy and/or based on the
modification of any of the following program using on program based frequency of
teaching and supporting MOV materials learners’ on learners’ errors and
learning 1. accomplishment report for based on assessment assessment correct
practices and remedial/enhancement learners’ data as data as responses as
programs activities (e.g., remedial assessment evidenced by a evidenced by a evidenced by a
sessions, Summer data as list of identified list of identified list of identified
Reading Camp, Phil-IRI- evidenced by a least/most least/most least/most
based reading program) Quality list of identified mastered skills mastered skills mastered skills
2. intervention material used least/most with supporting with supporting
for remediation/ mastered skills MOV No. 2 MOV No. 3
reinforcement/ with supporting
enhancement MOV No. 1
3. lesson plan/activity log for
remediation/
enhancement utilizing of
amsosdeifsys mteacne
ht dinagtaantod
learning practices or
programs
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional
Development
Very
QET (5) (3) (2) (1)
Satis(f4a)ctory
13. Maintained 1. Accomplishment report of a Collaborated Conducted a Communicated No acceptable
with the Planned with with the
learning program/project/activity consultative evidence was
community the community meeting with
environments that maintains a learning community shown
stakeholder in stakeholders a the community
that are environment stakeholders
the program, stakeholders
responsive to 2. Program/Project/Activity about a
implementation/ project, and/or on a program,
community plan on maintaining a program,
learning environment complet ion of activity that project, and/or
contexts project, and/or
a program, maintains a activity that
3. Minutes of a consultative activity that
project, and/or learning maintains a maintains the
meeting/community
environment
stakeholders meeting Quality activity that learning learning
about a maintains a responsive environment environment
program/project/activity learning to community responsive to responsive to
that maintains a learning environment contexts as community community
environment with proof of responsive to evidenced by contexts as contexts as
attendance community MOV No. 2 evidenced by evidenced by
4. Communication letter about contexts as MOV No. 3 MOV No. 4
a program/project/activity evidenced by
that maintains a learning MOV No. 1
environment
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 ( P P S T, 2017).
Community/wider school community refers to both internal and external stakeholders ( P P S T, 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 imp rove 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 Pedagogicalapproaches – active learning activities in class use cooperative techniques; team-based projects are conducted outside class and culminate in student-led presentations; classroom
O visitors suchapproaches
Cocurricular a s civic leaders or alumni
– social can broaden
and cultural classroom
activities explore community
and build onand
theenrich discussion;
community’s learners
heritage andmeet with learners
mission; faculty inparticipate
office s paces that arew easy
in volunteer ork totoexpand
find and conducive
their to dialogue;
understanding of social
O Curricular approaches
responsibilities – tutoring
and develop programs
leadership skills; are offered foractivities
co-curricular at-risk learners and learners
involve students, withand
faculty, learning
staff needs; learner
in shared research
dialogue; projects
learners culminate
participate in in school presentations
experiential with appropriate
learning opportunities and i n campus
management decisions to create a sense of ownership and responsibility.
grade/credit;
Development
MEANS OF Very
Satisfactory
VERIFICATION QET
(5) (4) (3) (2) (1)
14. Reviewed 1. Annotated video/audio Exhibited an Exhibited Reviewed Participated in No acceptable
regularly recording of one’s improved an personal the review of evidence was
personal teaching that shows practice improv teaching personal shown
teaching impact of regularly through one’s ed practice practices using teaching
reviewing one’s teaching as through a laws and practices using
practice using
teaching practice/s teaching
existing laws impact of regulations that laws and
2. Annotated teaching material as
and regulations material that shows regularly apply to the regulations that
that apply to the reviewing one’s impact of profession and apply to the
impact of regularly
teaching reviewing one’s teaching regularly the profession and
reviewing
teaching practice/s
lesson plan plarwacs tiacned/ oprnaec’sticteea/ rinesthpeonCsoib
tpt hr eofession trtheesponsibili
●
●
activity sheet
and s using ties in the
assessment sching dielitioefs
●
responsibilities materials Quality regulations that Code of Ethics

specified in the ●
others (please apply to the using laws and Ethics for for Professional
Code of Ethics specify) profession and regulations Professional Teachers in 4
for Professional 3. Personal the that apply to Teachers in 4 quarters as
Teachers reflection the profession quarters with evidenced by
responsibilities
notes as outputs from and the reflection MOV No. 4
participation in review in the Code of
responsibilities output s as
of personal teaching Ethics for
Professional in the Code of evidenced by
practices in four (4) MOV No. 3
Teachers as Ethics for
quarters
4. Proof of attendance evidenced by Professional
(with date) in L A C or MOV No. 1 Teachers as
coaching and evidenced by
mentoring sessions for MOV No. 2
review of personal
Note: The video/audio recordingsteaching practices
and teaching materials should be made by the ratee and annotated based on how their use in t he classroom shows impact of regularly reviewing one’s teaching practice/s.
Development
OBJECTIVE M E A N S OF Outstanding Very Satisfactory Unsatisfactory Poor
VERIFICATION QET (5) (3) (2) (1)
Satis(f4a)ctory
15. Complied 1. Proof of participation Sustained Communicate Implemented No acceptable
with and /involvement in a engagement Discussed d with school evidence was
with l earners, shown
implemented school-community with the learners, policies and
parents/ parents/
school policies partnership for the learners, procedures
guardians, and guardians, without
and procedures implementation of a parents/
other
consistently to school guardians, and and other communicatin
stakeholders
foster policy/procedure (e.g., other stakeholders g and
the
harmonious certificate as stakeholders the consulting the
implemented
relationships committee member, regarding implemented learners,
school policies
with l earners, narrative report) school policies school policies parents/
parents, and 2. Minutes of parent- and procedures and procedures and guardians, and
other teacher conference through as evidenced procedures as other
stakeholders /stakeholders’ meeting school-
by MOV no. 2 evidenced by stakeholders
Quality
about an implemented community MOV no. 3
school partnership/s
policy/procedure with as evidenced
proof of attendance by MOV no. 1
3. Communication letter
about an implemented
spcohlicoyo/
lprocedure sent to
parent/guardian
Development
OBJECTIVE M E A N S OF Outstanding Satisfactory Very
Unsatisfactory Poor
Satis(f4a)ctory
16. Applied a One (1) lesson p lan Applied learner- Applied Applied Application of No acceptable
learner-
personal with annotations centered centered learner- learner-centered evidence was
philosophy of explaining the teaching teaching centered teaching shown
teaching that is application of a philosophy in philosophy in teaching philosophy is
learner-centered learner-centered the lesson plan the lesson plan philosophy in not evident in
teaching philosophy in all the in two the lesson plan the lesson plan
(e.g., constructivism, c ompo ne nt s of c ompo ne nt s in one
of
existentialism) used inst ruction in instruct ion in components
as basis for the lesson the lesson of instruction
planning/designing Quality plan to plan to in the lesson
the lesson improve improve plan to
student student improve
learning learning student
learning
Components of instruction – learning objectives, instructional activities, and assessments

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers
Development
OBJECTIVE M E A N S OF Outstanding Very Satisfactory Unsatisfactory Poor
Satis(f4a)ctory
17. Adopted 1. Documented feedback Exhibited Adopted Adopted a No acceptable
practices that from superiors, dignity of Exhibited practices that practice that evidence was
uphold the colleagues, learners, teaching as a dignity of uphold the uphold the shown
parents/guardian, or other teaching as a dignity of dignity of
dignity of profession by
stakeholders directly profession by
teaching as a exhibiting teaching as a teaching as a
reflecting the ratee’s good
prof ession by practices that uphold the qualities such exhibiting profession by profession by
exhibiting dignity of teaching as a as caring qualities such exhibiting exhibiting
qualities such profession attitude, as caring qualities such qualities such as
as caring 2. Annotated evidence of respect, and attitude, as caring caring attitude,
attitude, practice indirectly linking respect, and attitude, respect, and
to the upholding of the integrity wit h
respect and integrity w it h respect, and integrity as
dignity of teaching as a affirmation
integrity from different affirmation integrity as evidenced by
profession by exhibiting evidenced by one MOV No. 2
qualities such as caring school from any
stakeholders school at least two
attitude, respect and
integrity as evidenced stakeholder as MOV No. 2
● Screenshot of text by at least two evidenced by
message/chat/email/ any Quality MOV No. 1 one MOV No. 1
form of communication
with parents/guardian or
learners (name or any
identifier removed)
●
Remarks from
mentor/master
teacher/school head
about one’s qualities
(e.g., entries in
Performance Monitoring
and Coaching Form
[PMCF] or in Mid-Year
Review Form)
●
Recognition from the
school/ school
cqualmo imtieunis ty
about one’s
●
Others (please
specify)
Development
MEANS OF PEVReFryORMANCE INDICATOR
(5) (3) (2) (1)
(4)
18. Set 1. Updated IPCRF-DP Updated Discussed Set Accompl ished No acceptable
professional from Phase II professional progress on professional the e-SAT at the evidence
development 2. Mid-year Review Form development professional development beginning of the
goals based on (MRF) goals during development goals based school year as
the Philippine 3. IPCRF-DP Phase II of the goals with the on e-SAT evidenced by
Professional 4. Certification from the RPMS Cycle as rater during the results as MOV No. 4
Standards for ICT Coordinator/School evidenced by mid-year review evidenced by
Teachers Head/Focal Person in Quality MOV No. 1 as evidenced MOV No. 3
charge of e-SAT by MOV No. 2
KRA 5: Plus Factor
OBJECTIVE MEANS OF Outstanding Very Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
19. Performed Any proof of: Performed at Performed at Performed at Performed at No acceptable
various related ●
committee least 1 related least 1 related least 1 related least 1 related evidence was
works/activities involvement work/activity work/activity work/activity work/activity that shown
that contribute ●
advisorship of co- that contributed that contributed that contributed to
to the teaching- curricular activities to the teaching- to the teaching- contributed to the teaching-
learning ●
book or journal learning learning the teaching- learning process
process authorship/ process process within learning within the class
●
coonrtdriibnuatt bsb cehy ono dl / tChoemsmc huo tptphroe cleesasr asausbemviidtten
orshiip/ the
chairpersonship noi tl y/ nwi ni tgh i n dcMedObVy
Community
●
coaching and Learning area/
Learning
mentoring learners in Center (CLC) Center (CLC) department as
competitions Quality as evidenced as evidenced evidenced by
●
serving as reliever of by submitted submitted
by submitted
classes in the MOV MOV
MOV
absence of teachers
●
mentoring pre-service
teachers
●
participation in
demonstration
teaching
●
participation as
technical working
group member
●
others (please specify
and provide
annotations)
GLOSSARY
Refers to a learning material that is an audio recorded lesson which can be used for distance learning or as
Aud io Less on 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,
Daily Lesson Log (DLL) etc.). See Lesson Plan
Detailed Lesson Plan See Lesson Plan
(DLP)
Functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department
of Education 2016a, i)
Learning Action Cell (LAC) 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; 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 less on
Lesson Exemplar exem plars instead of the usual Detailed L es s on Plan ( D L P s ) and/or Daily Learning L o g s ( D L L ) for M E L C s and/or enabling competencies”
(Department of Education - CALABARZON 2020, 10).
Refers to the D aily L e s s o n L o g (DLL) or Detailed L e s s o n P lan (DLP) as part of instructional planning (Department of Education 2016b)
Lesson Plan
Other forms of a lesson plan are the Weekly L e s s o n P lan (WLP), Weekly L e s s o n L o g (WLL), Weekly H om e Learning P lan (WHLP) and
L e s s o n E xe m p l a rs (LE).
Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday lif e,
thereby satisfying the so-called endurance criterion.
Most Essential Learning
Competencies (MELCs) Anchored on the prescribed standards, these competencies identified by the Department in consultation with stakeholders are to be used
nationwide by field 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
Online Synchronous
Teaching
These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of
Education 2020b, 31).
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-
Supplementary Materials 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 (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
Two-way Radio Instructio n 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 ‘walkie-talkies.’ T hes e schools would each be given s e ts 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 Educati on – 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
Video Lesson
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).
“The Weekly Hom e Learning P lan (WHLP) shall be prepared by teachers implementing Distance and Blended Learning while the DLP or D L L … s h a l l be
Weekly Home Learning
prepared by teachers implementing F 2 F learning” (Department of Educati on - Undersecretary for Curriculum and Instruction 2020, Appendix
Plan (WHLP)
D).
Weekly Lesson L og (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.pdf
Government of the Philippines. 1997. The Indigenous Peoples’ Rights Act o f 1997. Republic Act No. 8371. Manila.
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No. 7277. Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential
Learning Competencies. Pasig City.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19
Public Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City.
Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City.
Government of the Philippines, Department of Education. 1987. Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
Government of the Philippines, Department of Education-Undersecretary for Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery
Modality. Pasig City.
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery
Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/
Definition%20of%20Giftedness%20%282019%29.pdf

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RPMS Tool for Teacher I-III (Proficient

PCP No. Revision Code: 00

11. Does related work

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Poor (1) 1.000-1.499

Example: RPMS 5-point RPMS Rating for RPMS Rating

responsibilities materials Quality regulations that Code of Ethics

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

KRA 5: Plus Factor

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