Republic of the Philippines

Department of Education
REGION III
DIVISION OF PAMPANGA
JUSTINO SEVILLA HIGH SCHOOL
ARAYAT, PAMPANGA

Results-Based
Performance
Management System

PORTFOLI
O
S.Y. 2021-2022

ANABELLA C. MACALINO
Teacher III, Ratee
FIDEL C. BULANADI
Teacher In Charge TLE, Rater

MIGUEL R. RIVERA JR. Ph.,D.

School Principal IV
 KRA 1

Content
Knowledge
and
Pedagogy
 Objective 1

Applied knowledge
of content
within and across
curriculum
teaching areas
 MOV 1
Classroom Observation Tool (COT)
rating sheet or inter-observer agreement
form from
 
1. an observation of synchronous teaching
(limited face-to-face teaching, online
teaching, or two-way radio instruction)
 
2. if option 1 is not possible, an observation
of a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned
 
3. if options 1 and 2 are not possible, an
observation of a demonstration
teaching* via LAC
MOV 1
ANNOTATIONS KRA 1: CONTENT
KNOWLEDGE AND PEDAGOGY
OBJECTIVE 1:Applied knowledge of content
within and across curriculum teaching areas
ANNOTATION: For KRA 1 - Objective 1,
Attached herewith is my Classroom Observation
Tool(COT) rating sheet from an Observation 1 and
2 via synchronous/recorded video
lesson/demonstration teaching via online/you
tube teaching instruction. 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
understanding of the teaching and learning
process to meet student’s learning needs. It is
evident that I have met the objective, as shown
by a rating of 7 under Indicator 1 –Applied
knowledge of content within and across
curriculum teaching areas. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
When delivering the lesson, I motivate the
students to response and reacting to questions
or comments , I also exhibited correct grasp of
crucial subjects like Science in which it is related
to our lesson on producing vegetable. The
material of the lesson I used is well-organized.
Because I draw links across curriculum teaching
areas by linking the lesson to Science where I
discussed the importance of having a backyard
gardening and its advantage to the surrounding.
 Objective 2

Used research-based
knowledge and principles
of teaching
and learning to enhance
professional
practice
 MOV 2

One (1) lesson plan with

annotations
 
identifying the research-based
knowledge and/or principles of
teaching and learning used as basis
for planning/designing the lesson
MOV 2
ANNOTATIONS KRA 1:
CONTENT KNOWLEDGE
AND PEDAGOGY
• OBJECTIVE 2 Use research-based knowledge and principles of
teaching and learning to enhance professional practice One (1)
lesson plan with annotations identifying the research-based
knowledge and/or principles of teaching and learning used as basis
for planning / designing the lesson.
• ANNOTATIONS: In my CO 2, I used the following Research-Based
teaching strategies which I found very effective method that is the
Student-centered instruction means using the child as the
starting point for lesson plans and for developing curriculum,
which means that we’re not just looking at student to fill up with
academic information. I used Identifying Similarities and
Difference. Learning to identify similarities and differences between
objects, ideas, and thought processes allows students to view the
world around them with different eyes. According to Apthorp, Igel,
and  Dean (2012) there are four strategies that are ways to identify
similarities and differences: comparing, classifying, creating
analogies, and creating metaphors. The category of comparing is
what most people typically think of when considering identifying
similarities and differences and includes both aspects of comparing
and contrasting. Graphic organizers such as the Venn diagram can
be used by students to help learn to compare and contrast. The skill
of classifying can even be taught to young students who are able to
learn to classify animals as mammals, reptiles, birds, or insects.
Creating analogies and metaphors helps strengthen students
abilities to recognize relationships between concepts. Teaching
students how to identify similarities and differences is a crucial
strategy foundational for higher order thinking skills
 Objective 3

Displayed proficient use

of Mother
Tongue, Filipino and
English to facilitate
teaching and learning
 MOV 3
Classroom Observation Tool (COT)
rating sheet or inter-observer agreement
form from
 
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)

2. if option 1 is not possible, an

observation of a recorded video lesson or
audio lesson that is SLM-based or MELC
aligned

3. if options 1 and 2 are not possible, an

observation of a demonstration
teaching* via LAC
 MOV 3

Annotation:
For Objective 3, I attached here my rating sheet for COT 1 and
2 were I got 7 points in COT 1 and 7 points COT 2 in Indicator 2-
Display proficient use of Mother Tongue, Filipino and English to
facilitate teaching and learning
ANNOTATIONS KRA 1:
CONTENT KNOWLEDGE
AND PEDAGOGY
OBJECTIVE 3. Displayed proficient use of Mother
Tongue, Filipino and English to facilitate teaching
and learning. Classroom Observation Tool (COT)
rating sheet or inter-observer agreement form from:
Annotation:
For Objective 3, I attached here my rating sheet
for COT 1 and 2 were I got 7 points in COT 1 and 7
points COT 2 in Indicator 2- Display proficient use of
Mother Tongue, Filipino and English to facilitate
teaching and learning. Lesson was presented in a
synchronous teaching via online. Language is one
of the important factors that should be given
attention because it is the excellent key to
learning and achievement of students in various
academic subject areas. Learners begin their
education in the language they understand best—
their mother tongue. Learning will take place if the
student understand better the lesson delivered to
them. In Horticulture subject specifically on the
lesson of producing vegetables it is very practical to
use three languages, for the students to apply a
skills learn.
 Objective 4

Used effective verbal

and non-verbal classroom
communication strategies to
support learner
understanding,
participation,
engagement and
achievement
 MOV 4
Classroom Observation Tool (COT)
rating sheet or inter-observer agreement
form from
 
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)

2. if option 1 is not possible, an observation

of a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned

3. if options 1 and 2 are not possible, an

observation of a demonstration
teaching* via LAC
 MOV 4

Annotation:
For Objective 4, I attached here my rating sheet for COT
1 and 2 were I got 7 points in COT 1 and 6 points COT2 in
Indicator 3- Use effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement.
ANNOTATIONS KRA 1:
CONTENT KNOWLEDGE
AND PEDAGOGY
Annotation:
For Objective 4, I attached here my rating sheet for
COT 1 and 2 were I got 7 points in COT 1 and 6 points COT
2 in Indicator 3- Use effective verbal and non-verbal
classroom communication strategies to support learner
understanding, participation, engagement and
achievement.
For this objective 4 used verbal and non-verbal
communication in online teaching. While discussion is
going on I used eye contact, for them to understand that
they should keep silence. Strong communication skills are
important to the management of online class. It brush up
on verbal and non-verbal communication skills to
effectively show students what appropriate behavior
means especially in a synchronous teaching. Also, I used
the verbal communication where I give instruction in the
assessment of their performance, also in the interaction
during discussion. The majority of communication with
students is nonverbal. Strong verbal communication is
significant as well, while showing students the rules and
lessons they need to know.’
I also used the body language which is important to
the way students read. Students are more likely to be
receptive to ideas if there is body language that is open
to them. I also utilize hand gestures to make a point. We
all know what a finger to closed lips means or a wagging
finger.
 KRA 2

Learning
Environment
 Objective 5

Established safe and secure

learning
environments to enhance
learning through the
consistent implementation of
policies, guidelines and
procedures
 MOV 5
Classroom Observation Tool (COT)
rating sheet or inter-observer agreement
form from
 
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)

2. if option 1 is not possible, an

observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an

observation of a demonstration
teaching* via LAC
MOV 5
 KRA 2 Learning
Environment

Annotation:
For Objective 5, I attached here my rating sheet for COT 1
and 2 were I got 6 points in COT 1 and 7 points COT2 in Indicator
4- Established safe and secure learning environments to
enhance learning through the consistent implementation of
policies, guidelines and procedures.
Lesson was presented in a synchronous teaching via
online. The importance of building safe learning environments
for learners is something that cannot be overstated. While it's
true that every student learns a bit differently from the next, the
environment itself plays a significant role in their
development. Safe learning environments translate into
comfortable learning environments. They are places where
learners feel at home. In surroundings where students
are willing to open their minds and actually listen to what you
have to say, you can empower them to achieve their highest
potential. The key to achieving this goal will require you to keep
a few important things in mind. Before the start of our
discussion in online I make sure that students feel comfortable
by allowing them to be openly expressive and encouraging to
others. Give praise if they answered the question. Of course, I
create a guideline that is attainable no bullying or talking while
I’m discussing the lesson and microphone should be off after
discussion, they asked questions in which all the class
participated. I Stay calm and in control always like for example a
mistake answer can a turn off them to participate, but I build a
surrounding that is free to express their own opinion. Then
students will begin to take pride in their work and in
themselves.
 Objective 6

Maintained learning
environments that
promote fairness,
respect and care to
encourage learning
 MOV 6
Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from
 
1. an observation of synchronous
teaching (limited face-to-face teaching,
online teaching, or two-way radio
instruction)

2. if option 1 is not possible, an

observation of a recorded video lesson or
audio lesson that is SLM-based or MELC-
aligned

3. if options 1 and 2 are not possible, an

observation of a demonstration
teaching* via LAC
 MOV 6

Annotation:
For Objective , I attached here my rating sheet for COT 1 and 2 were I got 6
points in COT 1 and 7 points COT2 in Indicator 5- Maintain learning environment
that promote fairness, respect and care to encourage learning.
 KRA 2 Learning
Environment

Annotation:
For Objective , I attached here my rating sheet for COT 1 and 2 were I got 6
points in COT 1 and 7 points COT2 in Indicator 5- Maintain learning environment
that promote fairness, respect and care to encourage learning.
Start by being the model you want to see in others. Have regular meetings to discuss this concept,
and applaud when you see individuals demonstrating that courtesy and respect! The more you
reinforce the behavior, the more it should expand and become a constant, etc.,

Give a general assignment, plus a few pointers or minutes for special learners - those who are
ahead as well as those who might need extra assistance.

Your question doesn’t give enough specifics to answer except In generalities.

if you are referring to a classroom situation, I wouldn’t hold the majority of the class back to deal
with ““different learners”, but I would set aside some time to talk to and work with those learners
to help them keep up.

Save hours on your lesson preparation time every week with an organized collection
of high-quality, low-prep, hands-on printables right at your fingertips!
Arranging your classroom to create an effective learning environment is the first
step towards engaging your students. First of all, both teachers and students should
have easy access to all the materials they will need in lessons. Think carefully about
which materials you use regularly and what is only occasionally used when
arranging the classroom.
Safety is also a primary concern when you are planning the room. Think about trip
hazards and safe storage of any items that have the potential to cause harm to a
child. Also, look at the room from a child’s perspective and get down to their height.
Where you have placed classroom furniture may look great to you, but it may be the
right height for children to bump their heads on.
The classroom should also promote reflective learning, as this will help them
develop skills in analysis and critical thinking. Creating separate workspaces,
questioning students, keeping learning journals, and allowing reflection time are all
strategies to promote reflective learning.
 Objective 7

Maintained learning
environments
that nurture and inspire
learners to participate,
cooperate and collaborate
in
continued learning
 MOV 7
SET A
Any supplementary material (in print/digital
format) made by the ratee* and used in the
lesson delivery that highlights maintaining learning
environments that nurture and inspire learners to
participate, cooperate and collaborate in continued
learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital
format (please specify and provide
annotations)
 
with client/learner feedback on how the
material encouraged the learners to participate,
cooperate, and collaborate
MOV 7
SET A
 KRA 2
Learning Environment
Objective 7. Any supplementary
material (in print/digital format) made by
the ratee* and used in the lesson delivery
that highlights maintaining learning
environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning
I presented:
● activity sheet/s
● one lesson from a self-learning module
(SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP,
WLL, lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital
format (please specify and provide
annotations
 MOV 7
SET B
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form from
 
1. an observation of synchronous teaching (limited
face-to-face teaching, online teaching, or two-way
radio instruction)

2. if option 1 is not possible, an observation of a

recorded video lesson or audio lesson that is SLM-
based or MELC-aligned

3. if options 1 and 2 are not possible, an observation

of a demonstration teaching** via LAC
MOV 7
SET B
 KRA 2
Learning Environment
Objective 7. Any supplementary material (in print/digital
format) made by the ratee* and used in the lesson delivery that
highlights maintaining learning environments that nurture and
inspire learners to participate, cooperate and collaborate in
continued learning

The learning environment that I create also supports the

development of student’s social and emotional skills. Because
routines are carefully established and online class routine
starting from the learning objectives up to the assessment are
organized in a way they can understand, student can more
readily learn strategies to help themselves. When, for example,
they are upset, they know where they can go for some time
alone.

When the specified instruction was given, they know what

to do with their performance task and if its already time they
stopped their work for a new activity. Building social
relationships is also subtly supported by the set-up of the room
you are using in online instruction: especially in this time of
pandemic where face to face is limited, I make sure that during
the delivery of my lesson lights were turn on so that students
can clearly see the presentation of the lesson through power
point.

I use collaborative learning method to help spark

conversations and encourage everyone to think about class
material in new ways. The goal is to promote divergent thinking
and creative problem solving that gets students to ask new
questions, analyze sources, offer opinions, and even create
controversy. 
 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
 MOV 8
SET A
Any supplementary material (in print/digital
format) made by the ratee* and used in the
lesson delivery that highlights a range of strategies
that maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital format
(please specify and provide annotations)
MOV 8
SET A
 Objective 8
Any supplementary material (in print/digital format) made by the
ratee* and used in the lesson delivery that highlights a range of
strategies that maintain learning environments that motivate
learners to work productively by assuming responsibility for their
own learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and
the likes)
● video lesson
● audio lesson
● other learning materials in print/digital format (please specify and
provide annotations)

Positive, productive learning environments are key to students'

academic, emotional and social success in school. Unfortunately,
positive learning environments don't just happen on their own–they
must be created. There are many components that go into making a
positive learning environment for students. For starters, positive
learning environments should offer a climate of safety, where risk-
taking is encouraged, there is open authentic conversation, trust
and respect are fostered, and positive interaction is the norm.
     Make learning relevant
The more relevant a topic or subject is to students' own success and
happiness, the more engaged they'll become in the learning
process. On the whole, when teaching Horticulture, find ways to
adapt the lesson or lecture to the interests of students. It's also
helpful to discover the interests, talents, and learning styles of each
student if possible. As resources permit, adjust teaching methods
and strategies to meet the needs of students on an individual basis
and you'll see students become more
 MOV 8
SET B
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form from
 
1. an observation of synchronous teaching (limited
face-to-face teaching, online teaching, or two-way
radio instruction)

2. if option 1 is not possible, an

observation of a recorded video lesson or audio
lesson that is SLM-based or MELC-aligned

3. if options 1 and 2 are not possible, an observation

of a demonstration teaching** via LAC
 MOV 8
SET B

Annotation:
For Objective 8, Set B I attached here my rating sheet for
COT 1 and 2 were I got 6 points in COT 1 and 7 points COT2 in
Indicator 7- Applied a range of successful strategies that
maintain learning environments that motivate 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, giftedness
and talents
 MOV 9
SET A
 

Classroom Observation Tool (COT) rating sheet

or inter-observer agreement form from
 
1. an observation of synchronous teaching (limited
face-to-face teaching, online teaching, or two-way
radio instruction)

2. if option 1 is not possible, an observation of a

recorded video lesson or audio lesson that is SLM-
based or MELC-aligned

3. if options 1 and 2 are not possible, an observation

of a demonstration teaching* via LAC
 MOV 9
SET A

Annotation:
For Objective 9, Set B I attached here my rating sheet for
COT 1 and 2 were I got 6 points in COT 1 and 7 points COT2 in
Indicator 8- Designed, adapted and implemented teaching
strategies that are responsive to learners with disabilities,
giftedness
and talents
 MOV 9

 
SET B
Teacher Reflection Form (TRF) on
designing, adapting, and/or implementing
teaching strategies that are responsive to
learners with disabilities, giftedness and
talents and a certification from the school
head that the ratee’s classes have no
identified learner/s with disabilities,
giftedness and/or talents
 MOV 9
SET B
RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: ANABELLA C. MACALINO DATE SUBMITTED: JULY 11,2022

RATER: FIDEL C. BULANADI SUBJECT & GRADE LEVEL TLE-10

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response
to 500 words
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities
when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning
disability. 
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in this
form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.

YOUR REFLECTION
Assessing students with learning disabilities can be challenging. Some students, such as those with ADHD and autism, struggle with
testing situations and cannot remain at a task long enough to complete such assessments. But assessments are important; they provide the
child with an opportunity to demonstrate knowledge, skill, and understanding. For most learners with exceptionalities, a paper-and-pencil
task should be at the bottom of the list of assessment strategies..
 
To assist Clara in her lessons and to focus on her classroom tasks, I will conduct research on how to apply the teaching and
learning process for learners with disabilities to learn more about her impairment in order to understand how I will manage her in my class.
I will use modified strategies in presenting her the lesson so that I can teach her based on her needs. I will also conduct a diagnostic
assessment so that I can evaluate Clara's strengths, weaknesses, knowledge, and skills to establish Clara's current level of academic and
functional performance. To further assist Clara, I will make changes such as; giving her extra time to complete her assignments or tests and
reducing the difficulty of her assignments by breaking them down into smaller, less difficult assignments. And, to assist Clara in focusing in
class, I will let her to do her task without pressure and remind her to keep working and to focus on her allocated duties. I will assign the
whole class to have a learning partner (peer), and I will do that by random sampling so that she will feel that she is not different from her
classmates. Clara will feel comfortable and learning can be attainable.
 
Students with learning difficulties are prone to behavioral issues. Because having a learning disability can cause them to worry
that they are different from their classmates, which can lead to them acting out in the classroom or at home. Using positive reinforcement
to manage their behavior is often the best help to motivate students to stop acting out in inappropriate ways. Let us be sensitive to these
students since we know they are in terrible circumstances due to chaos. By using the presentation techniques Clara will be able to present
her talent and skills without comparing herself to her classmates.
 
A presentation is a verbal demonstration of skill, knowledge, and understanding. The child can narrate or answer questions
about her task. Presentation can also take the form of discussion, debate or a purely interrogatory exchange. Some children may require a
small group or one-on-one setting; many students with disabilities are intimidated by larger groups. But don't discount the presentation.
With ongoing opportunities, students will begin to shine.

As a teacher, I should be aware of the signs and symptoms of learning impairments. If more individuals, particularly teachers,
are aware of learning disabilities, suitable actions may be made to assist these students. Let us teach children that it is alright to learn in a
different way and that they are not only capable of learning, but also of succeeding
RPMS SY 2021-2022 TEACHER REFLECTION FORM (TRF) TEACHER I-III TEACHER:
______________________________________ DATE SUBMITTED: _________________________ RATER:
_________________________________________ SUBJECT & GRADE LEVEL: __________________
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness and talents

PROMPT #2 Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in your
class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form. Attach your lesson
plan here
In teaching my subject Agricultural Crop Production-Horticulture I will make a positive change in teaching gifted or
talented students.
Lesson Plan Agricultural Crop Production-Horticulture
 
Learning Objectives:
Students gather data within their school to identify one need in their school community then implement a plan to address
that need. Students will understand how to:
• Organize and represent data.
• Plan and carry out an investigation to identify school community needs.
• Make positive changes for the school community through leadership.
 
Materials:
• Data collection tools like pen and paper or computer/tablet and printer.
• Specific materials to implement individual plans.
 
Preparations:
1. Work together as a larger group to create a school survey or study that will identify needs within the school.
2. Gather data using your survey method and analyze the data to identify all needs within the school.
 
Lesson Using leadership skills to make positive changes in the community helps students see the perspectives of others
and use logical inference rather than personal feelings/thoughts. Students learn different methods for identifying
community needs and addressing them.
 
Introduction:
Students need to identify one positive change that’s desired in their school community and create a plan or project to
address this need.
1. Look at examples within your school or larger community where positive changes were implemented by an individual
or small group recently.
2. Discuss how these projects were approached with the people who lead these projects as guests if possible.
 
Activity:
1. Each student chooses one of the identified school needs for their project. Kids who choose the same need can work
together as a small group if desired.
2. Students brainstorm potential ways to address this need that are viable.
3. Students choose one creative solution to focus on.
4. Students present their solution to the group and receive feedback/constructive criticism.
5. Students revise their plan if needed.
6. Students implement their project.
7. Students gather data after a desired time to assess the success of their project in meeting the need.
 
Assessment: Discuss whether each project was successful or not. Did all projects create positive change in the
community? If some were unsuccessful, examine why. Teacher’s can evaluate each child’s or group’s methods and results.
 
Reference: https://kids.lovetoknow.com/wiki/Lesson_Plans_for_Gi
 Objective 10

Adapted and used

culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups
 MOV 10
SET A
 

Classroom Observation Tool (COT) rating sheet

or inter-observer agreement form from
 
1. an observation of synchronous teaching (limited
face-to-face teaching, online teaching, or two-way
radio instruction)

2. if option 1 is not possible, an observation of a

recorded video lesson or audio lesson that is SLM-
based or MELC-aligned

3. if options 1 and 2 are not possible, an observation

of a demonstration teaching* via LAC
 MOV 10
SET A

Annotation:
For Objective 10, Set B I attached here my rating sheet for COT 1
and 2 were I got 6.5 points in COT 1 and 7 points COT 2.
 MOV 10

SET B
 

Teacher Reflection Form (TRF) on

adapting and using culturally appropriate
teaching strategies to address the needs of
learners from indigenous groups and a
certification from the school head that
the ratee’s classes have no identified
learner from indigenous groups
MOV 10
SET B
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: ANABELLA C. MACALINO DATE SUBMITTED: JULY 12, ,2022

RATER: FIDEL C. BULANADI __ SUBJECT & GRADE LEVEL: TLE-10

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

YOUR REFLECTION
Community participation in Indigenous education seems obvious to current and pre-service teachers today.
The language of participation has been evident in education policy for decades (Watts 1982; Tripcony
1995). How participants’ expectations of what that actually means are translated into educational practice,
at every level, is where we start to see how racism in education subtlety works. We have policies today that
purport to have ‘fixed’ the racism of the past, yet careful analysis shows that the policies, ground-breaking
and radical as they once seemed, did not and do not disrupt the existing power and control relations that
centralize, values and ways of knowing and understanding in schooling, whilst rendering Indigenous
knowledges and ways of knowing to the periphery. 

As part of the leadership role the mayor is involved in advancing community cohesion and promoting civic
awareness and is the principal member and spokesperson for Council, including representing the views of
the council as to its local priorities. Promoting partnerships with other stakeholders is another important
role of the mayor.

Indigenous health liaison officers perform a variety of roles in patient care. They provide key roles in
patient advocacy, education and support for patients and family and may act as an intermediary between
patients and other healthcare staff.. By using the datu/chieftain community elders and the healers who are
well-known to the Indigenous peoples' group, the teacher can easily recognize the group's culture, the
instructor was able to demonstrate that they are valued in the classroom.

When teaching all students regardless of their cultural identification it is vital that the teaching strategies
used are relevant and effective for the students. For engaged learning to take place the educational
experiences offered them must be focused to achieve learning objectives and outcomes. Aboriginal and
indigenous students may engage in learning in varying ways and so developing strategies that may be
effective in engaging in Indigenous students can be supportive of successful teacher practice. However it is
important to ensure that all students are considered as individuals with varying educational needs and not
to group students learning paths based on their cultural identity. It is important that teachers have high
expectations of students and create a positive view of aboriginal people within the classroom as well as
using specific strategies that may be effective in teaching Indigenous students.   
 Objective 11

Adapted and implemented

learning
programs that ensure
relevance and responsiveness
to the needs of all learners
 MOV 11
1. Proof of evaluation* on the
implementation of the adapted/
contextualized learning program
 
2. Progress report on the implementation of
the adapted / contextualized learning
program
 
3. Accomplishment/completion/ technical
report on the implementation of an adapted
/ contextualized learning program
 
4. Action plan/activity proposal / activity
matrix that shows an adapted /
contextualized learning program
 MOV 11
Contextualized teaching and learning builds upon a similar concept of
putting academic activities into perspective to achieve the best teaching
 and learning outcomes  Pedagogical theory: Contextual learning
activities are aligned with the mainstream pedagogical body of
knowledge, including Motivation Theories, Social Learning Theories,
Problem-centered Learning and modern psychological and physiological
research around how human brains learn. As a teacher I used
technology approach to improve the learning of my student.
 1 2 3 4

Filipino 75 75 80 80 79 PASSED
English 75 85 89 89 85 PASSED
Mathematics 77 81 83 91 83 PASSED
Science 84 86 91 88 87 PASSED
Araling Panlipunan (AP) 75 75 77 78 76 PASSED
Edukasyon sa Pagpapakatao (EsP) 77 86 87 PASSED
82 90
Edukasyong Pangtahan at
76 77 PASSED
Pangkabuhayan (TLE) 76 76 80
MAPEH 75 77 77 79 77 PASSED
Music 75 75 78 79    
Arts 75 75 76 78    
Physical Education (PE) 75 78 76 78    
Health 75 78 78 79    
Homeroom Guidance            
General Average 81 PROMOTED
 Objective 12

Utilized assessment
data to inform the
modification of teaching
and learning practices and
programs
 MOV 12
A list of identified least/ most mastered skills
based on the frequency of errors / correct responses
with any of the following supporting MOV

1. accomplishment report for remedial /

enhancement activities (e.g., remedial sessions,
Summer Reading Camp, Phil-IRI based reading
program)
 
2. intervention material used for
remediation/reinforcement/Enhancement

3. lesson plan/activity log for remediation /

enhancement utilizing of assessment data to modify
teaching and learning practices or programs
MOV 12
 KRA 4
Community Linkages
and Professional
Engagement &
Personal Growth and
Professional
Development
 Objective 13

Maintained learning
environments that are
responsive to
community contexts
 MOV 13
1. Accomplishment report of a program / project /
activity that maintains a learning
environment
 
2. Program/Project/Activity plan on maintaining a
learning environment
 
3. Minutes of a consultative meeting/ community
stakeholders meeting about a program / project
/activity that maintains a learning environment
with proof of attendance
 
4. Communication letter about a
program/project/activity that maintains a learning
environment
MOV 13
 ACCOMPLISMENT REPORT
IN
BACKYARD GARDENING
TLE-HORTICULTURE
 
For this year I’m teaching TLE-10 Horticulture NCII, the most
significant learning competency MELC based is Produced Vegetable.
Learners are teach on how to produce vegetable in their backyard.
Because of the present situation in the educational system or the new
normal. Teachers were obliged to teach in blended learning  
TLE Horticulture subject is very vital wherein everything about
basic production of vegetable up to harvesting is being taught in the
curriculum, and livelihood skills were taught to the students where
they can sell their excess produce of vegetable in their community.
Parent/guardian were informed through group chat on how they can
assist their child in planting vegetables at their own backyard. This
school year as one of the teachers of this subject I found it difficult yet
exciting to teach despite the less eagerness of some students in my
class. But eventually I saw them being inspired and active especially in
times of various activities that I gave to them. Having a TLE subject in
the new curriculum is a vital foundation of the students in producing
vegetable and even in entrepreneur, teaching them the basic skills in
gardening will make them more productive. These things will be
continued when they reach maturity and to be able to maximize their
lifelong skills as the time passes by especially in k- 12 curriculum
wherein it is more focus on the skills of the learners to be developed
leading to them to have a job immediately when they graduated in
the senior high school.
 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
 MOV 14
1. Annotated video /audio recording of one’s
teaching that shows impact of regularly reviewing
one’s teaching practice/s
2. Annotated teaching material that shows impact of
regularly reviewing one’s teaching practice/s
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs from
participation in review of personal teaching
practices in four (4) quarters
4. Proof of attendance (with date) in LAC or
coaching and mentoring sessions for review of
personal teaching practices
 MOV 14

ANNOTATIONS
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
Based on Article 4 Section 2 of the Code of ethics for Professional Teachers,” Every Teacher shall uphold the
highest possible standards of quality education, shall make the best preparations for the career teaching and
shall be at his best at all times and in the practice of his profession”. Before the face to face classes our school is
using modular distance learning. Learners are only learning at their own pace. I was challenged to do some
actions to help the students in their academic performance. Since only the module serves as a guide for the
students to learn and follow the target output, I believed that the application of instructional videos will help
the needs of students to learn and will improve their performance in TLE- Horticulture, particularly in the times
of pandemic. I was truly sincere in helping the learner progress in school which is why I work hard to provide an
instructional video intended for my students. Having this kind of instructional video in the class could develop a
better understanding of the lesson for all. As teachers, we must develop a teaching strategy that will help
students learn more effectively.
 Objective 15

Complied with and

Implemented school policies
and procedures consistently
to foster harmonious
relationships with learners,
parents, and
other stakeholders
 MOV 15
1. Proof of participation /involvement in a
school-community partnership for the
Implementation of a school policy/ procedure
(e.g., certificate as committee member, narrative
report)
2. Minutes of parent teacher
conference/stakeholders’ meeting about an
implemented school policy/procedure with proof
of attendance
3. Communication letter about an implemented
school policy/procedure sent to parent / guardian
MOV 15
 Objective 16

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

One (1) lesson plan with annotations

explaining the application of a learner-
centered teaching philosophy (e.g.,
constructivism, existentialism) used as
basis for planning / designing the lesson
 MOV 16

ANNOTATION
In this lesson, I used existentialism to plan and design my
activities. The activities here are learner-centered. self-paced,
self-directed, and interactive.
This lesson plan shows that I applied this leraner- centered
philosophy in my teaching in all three areas of lesson planning,
i.e., from the leaming objective, instructional activities, and
assessments
Insert MOVs
• ANNOTATIONS
OBJECTIVE 16: Applied a personal philosophy of
teaching that is learner-centered.
A student centered learning environment should begin and end with the
agreement to respect the differences of the individual learner. In a HPL
environment the dignity of the learner is paramount and thus we must value
every student for their many unique differences. The dignity of the learner is
supported by the learner’s right to follow interests and allow experience to be a
guide to their learning, growth, and development.

The learning process takes place through discussions within the classroom
where the students’ know their voices and ideas will be heard by peers and
elders. Understanding how the individual learns and processes information in
their own unique way is crucial to the individual learning experience. It is
through this understanding we can adapt to a student guided practice, which
purpose is to make sure each child is gain value and knowledge through
comprehension.

In this lesson plan, I applied a learner-centered teaching philosophy which is

essentialism. In this lesson, I explained my lesson through step by steps process.
I organized and sequenced as series of appropriate learning activities for each
part of my lesson plan. In this lesson, my learners learned the Concepts and
Perspectives of producing vegetable. It is very useful to students to know how
importance is a lifelong skills for our country. It is very important for them to
know that producing vegetable is a form that will help the economic problem in
our country.

For me as an essentialist teacher, these skills are very essential that will help
students in their everyday living.
 Objective 17

Adopted practices that

uphold the
dignity of teaching as a
profession by exhibiting
qualities such as caring
attitude, respect and
integrity
 MOV 17
1. Documented feedback from superiors, colleagues,
learners, parents/guardian, or other stakeholders directly
reflecting the ratee’s good practices that uphold the
dignity of teaching as a profession

2. Annotated evidence of practice indirectly linking to

the upholding of the dignity of teaching as a profession
by exhibiting qualities such as caring attitude, respect
and integrity

● Screenshot of text message/chat/email/any 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 community about
one’s qualities
● Others (please specify)
MOV 17
 Objective 18

Set professional
development goals based
on the Philippine
Professional Standards
for Teachers
 MOV 18

1. Updated IPCRF-DP from Phase II

2. Mid-year Review Form (MRF)

3. IPCRF-DP

4. Certification from the ICT

Coordinator / School Head / Focal Person
in charge of e-SAT
 MOV 18

ANNOTATION
To be able to prove that I was able to set professional
development goals based on the Philippine
Professional Standards for Teachers, I have attached
here a copy of my updated IPCRF Development Plan
during Phase II of the RPMS Cycle.
`
KRA 5

Plus
Factor
 Objective 19

Performed various
related works/
activities that contribute
to the teaching learning
process
 MOV 19
Any proof of:
● committee involvement
● advisorship of co-curricular activities
● book or journal authorship /contributorship
● coordinatorship /chairpersonship
● coaching and mentoring learners in
competitions
● serving as reliever of classes in the absence
of teachers
● mentoring pre-service teachers
● participation in demonstration teaching
● participation as technical working group
member
● others (please specify and provide
annotations)
MOV 19