Republic of the Philippines

DEPARTMENT OF EDUCATION
School Division of

TYPE THE NAME OF YOUR

SCHOOL

Results-based Performance
Management System

RPMS
E-PORTFOLIO
School Year 2021-
2022

Teacher III

______________
Principal II
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 R EE MENT
EET/ AG
ING SH
RAT OT1
FORM C

ANNOTATIONS

For objective 1, I have attached my

Classroom Observation Tool (COT) rating
sheet from my Classroom Observation 1
of synchronous teaching (limited face-to-
face) last May 19, 2022. It is evident that I
have met the objectives, as proven by a
rating of 7 under indicator 1 for applying
knowledge within and across curriculum
teaching areas.
 OT2
M C
FOR
/
E ET
SH
T ING
RA

ANNOTATIONS

For objective 1, I have attached my

Classroom Observation Tool (COT) rating
sheet from my Classroom Observation 2 of
synchronous teaching (limited face-to-face)
last June 15, 2022. It is evident that I have
met the objectives, as proven by a rating of
7 under indicator 1 for applying knowledge
within and across curriculum teaching
areas.
 OBJECTIVE 2

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

One (1) lesson plan with

annotations identifying the
research based knowledge and/or
principles of teaching and
learning used as bases for
planning/designing the lesson
 N
E SSO
E L
P L N
M
SA PLA

ANNOTATIONS

 
      Here is an example of a lesson plan or lesson
exemplar in which I used research-based knowledge
and/or teaching and learning principles to enhance
professional practice as components of my lesson. I
was able to engage my learners to use their prior
knowledge in analyzing the given situation or problem
through the review and motivational part. Furthermore,
the activities I've provided for them used an inquiry-
based approach, allowing them to explore more ideas
about the most important learning competency
(MELC). In the analysis, I asked them to explain and
elaborate on the concepts using the art of questioning,
and I asked them questions of both lower-order
thinking skills (LOTs) and higher-order thinking skills
(HOTs). The lesson progressed during the abstraction
or development phase. While research-based
knowledge was used in the application or assimilation
which develops component skills, practice integrating
them, and knowing when to apply what they have
learned.
 
 O N
SS
E LE 2
M PL COT
SA LAN
P

ANNOTATIONS

      Here is an example of a lesson plan or lesson exemplar

in which I used research-based knowledge and/or teaching
and learning principles to enhance professional practice as
components of my lesson. I was able to engage my
learners to use their prior knowledge in analyzing the given
situation or problem through the review and motivational
part. Furthermore, the activities I've provided for them used
an inquiry-based approach, allowing them to explore more
ideas about the most important learning competency
(MELC). In the analysis, I asked them to explain and
elaborate on the concepts using the art of questioning, and
I asked them questions of both lower-order thinking skills
(LOTs) and higher-order thinking skills (HOTs). The lesson
progressed during the abstraction or development phase.
While research-based knowledge was used in the
application or assimilation which develops component skills,
practice integrating them, and knowing when to apply what
they have learned.
 
 OBJECTIVE 3

Displayed Proficient use

of Mother Tongue,
Filipino and English to
facilitate teaching and
learning
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 T 1
SH E E T / I FORM CO
RATING

ANNOTATIONS
 
For Objective-3:
Attached is my COT rating sheet for
indicator 2: proficient use of mother tongue,
Filipino, and English to facilitate teaching and
learning. My rating is 6, which is an indicator that
I met the objective. Language is central to your
learning: without it, you will be unable to make
sense of a subject or communicate your
understanding of it. Being not a tagalog born
child I am fluent in a second language which
helped me adapt to a different culture more
easily. Communication with my parents or
guardians and students is essential for the
teaching and learning process. In addition, here
are some of the annotated documents that will
support my rating as evidence of language
proficiency as I gave instructions to my learners
thru Facebook messenger and text messaging .

    
 
 ER-
N T
T/ I ENT
H EE EEM
G S G R
TI N R A T 1
RA ERV E C O
S FOR M
OB

ANNOTATIONS
 
For Objective-3:
Attached is my COT rating sheet for
indicator 2: proficient use of mother tongue,
Filipino, and English to facilitate teaching and
learning. In addition, here are some of the
annotated documents that will support my rating
as evidence of language proficiency as I gave
instructions to my learners thru Facebook
messenger and text messaging.
    
 
 OT2
M C
FOR
/
E ET
G SH
ATIN
R
ANNOTATIONS
 

For Objective-3:
Attached is my COT rating sheet for indicator 2:
proficient use of mother tongue, Filipino, and English to
facilitate teaching and learning. My rating is 7, which is an
excellent indicator that I met the objective. Language is
central to your learning: without it, you will be unable to
make sense of a subject or communicate your
understanding of it. Being fluent in a second language
helped me adapt to a different culture more easily.
Communication with my parents or guardians and
students is essential for the teaching and learning
process. In addition, here are some of the annotated
documents that will support my rating as evidence of
language proficiency as I gave instructions to my learners
thru Facebook messenger and text messaging.

    
 
 OBJECTIVE 4

Used effective verbal and

non-
verbal classroom
communication strategies
to support learner
understanding,
participation, engagement,
and achievement
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 C OT1
M
T / FOR
SH EE
IN G
RAT

ANNOTATIONS
 
For Objective-4:
Attached is my COT rating
sheet for indicator 3: proficient use of
mother tongue, Filipino, and English to
facilitate teaching and learning. My rating
is 7, which is an excellent indicator that I
met the objective. Use effective verbal
and non verbal classroom
communication strategies to support
learner understanding, participation,
engagement and achievement.        
 
RATING SHEET/
FORM COT2

ANNOTATIONS
 

For Objective-4:
Attached is my COT rating
sheet for indicator 3: proficient
use of mother tongue, Filipino,
and English to facilitate teaching
and learning. My rating is 7,
which is an excellent indicator
that I met the objective.   Use
effective verbal and non verbal
classroom communication
strategies to support learner
understanding, participation,
engagement and achievement.
 NTE R-
ET/ I RM
G SH E NT F O
RATIN AGREEME
V ER
OB SER COT2

ANNOTATIONS
 

For Objective-4:
Attached is my COT rating
sheet for indicator 3: proficient use of
mother tongue, Filipino, and English to
facilitate teaching and learning. My
rating is 7, which is an excellent
indicator that I met the objective.   Use
effective verbal and non verbal
classroom communication strategies to
support learner understanding,
participation, engagement and
achievement.
 KRA 2
DIVERSITY OF
LEARNERS AND
ASSESSMENT
AND
REPORTING
 OBJECTIVE 5

Established safe and

secure
learning environments to
enhance
learning through the
consistent implementation
of policies,
guidelines, and procedure.
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 FO RM
EE T/
S H
T IN G O T1
RA C
ANNOTATIONS
 
For objective 5
Attached is my COT rating
sheet for indicator 4 : Establish safe
and secure learning environments to
enhance learning through the
consistent implementation of
policies, guidelines and procedures .
My rating is 7, which is an excellent
indicator that I met the objective.
Communication with my parents or
guardians and students is essential
for the teaching and learning
process       
 
 FO RM
EE T/
S H
T IN G O T2
RA C

ANNOTATIONS
 
For Objective 5 I've attached my
Classroom Observation Tool (COT) rating
sheet from my synchronous teaching
observations of Classroom Observation 2
(limited face-to-face), highlighted indicator 4.
My rating is 7, as I have established safe
and secure learning environments to
enhance learning by consistently
implementing policies, guidelines, and
procedures. I also attached here
screenshots of my post and announcement
to my advisees via Facebook group chat or
group texts about important reminders.
Every retrieval and distribution of modules
and outputs and activities, I remind them to
strictly adhere to health and safety protocols
and arrive on time to school.
 E R- M
/ I NT FOR
T
H EE MENT
G S EE
T IN G R
RA ER A OT2
RV C
SE
OB

ANNOTATIONS
 

For Objective 5 I've attached my

Classroom Observation Tool (COT) rating
sheet from my synchronous teaching
observations of Classroom Observation 2
(limited face-to-face), highlighted indicator
4. My rating is 7, as I have established safe
and secure learning environments to
enhance learning by consistently
implementing policies, guidelines, and
procedures. I also attached here
screenshots of my post and announcement
to my advisees via Facebook group chat or
group texts about important reminders.
Every retrieval and distribution of modules
and outputs and activities, I remind them to
strictly adhere to health and safety
protocols and arrive on time to school.
I also attached here screenshots of my post and
announcement to my advisees via Facebook
group chat or group texts about important
reminders.
I also attached here screenshots of my post and
announcement to my advisees via Facebook
group chat or group texts about important
reminders.
 OBJECTIVE 6

Maintained learning
environments
that promote fairness,
respect,
and care to encourage
learning
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 C OT1
/ F ORM
S HEET
AT ING
R

ANNOTATIONS
 
For objective 6 I've attached my Classroom
Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom
Observations 1 (limited face-to-face), with
indicator 5 highlighted. My ratings is 7, owing to the
fact that I have maintained learning environments
that promote fairness, respect, and care to
encourage learning. I've also attached screenshots
of my conversations with parents or guardians and
learners who aren't consistently submitting outputs
on the given deadline. If you cannot contact the
students, home visits are the best option. All of
them should be given the opportunity to discuss
things or communicate in any way available to
them. The home visitation form or logbook is also
attached as I address students' problems and
challenges at school.
 C OT2
/ F ORM
S HEET
AT ING
R

ANNOTATIONS
 
For objective 6 I've attached my Classroom
Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom
Observations 1 (limited face-to-face), with
indicator 5 highlighted. My ratings is 7, owing to the
fact that I have maintained learning environments
that promote fairness, respect, and care to
encourage learning. I've also attached screenshots
of my conversations with parents or guardians and
learners who aren't consistently submitting outputs
on the given deadline. If you cannot contact the
students, home visits are the best option. All of
them should be given the opportunity to discuss
things or communicate in any way available to
them. The home visitation form or logbook is also
attached as I address students' problems and
challenges at school.
 ER-
/ I N T NT
EET EME
SH G E OT2
R
ING ER A and C
T
RA ERV T1
S O
OB RM C
FO

ANNOTATIONS
 
For Objective 6- I've also attached
screenshots of my conversations with parents or
guardians and learners who aren't consistently
submitting outputs on the given deadline.
 E R-
/ I NT NT
EET EME 2
S H R E C OT
G G
A TIN VER A 1 and
R ER
BS C OT
O RM
F O

ANNOTATIONS
 

For objective 6 I've attached my Classroom

Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom
Observations 1 and 2 (limited face-to-face), with
indicator 5 highlighted. My ratings are both 7, owing
to the fact that I have maintained learning
environments that promote fairness, respect, and
care to encourage learning. I've also attached
screenshots of my conversations with parents or
guardians and learners who aren't consistently
submitting outputs on the given deadline. If you
cannot contact the students, home visits are the best
option. All of them should be given the opportunity to
discuss things or communicate in any way available
to them. The home visitation form or logbook is also
attached as I address students' problems and
challenges at school.
 OBJECTIVE 7

Maintained learning
environments
that nurture and inspire
learners to participate,
cooperate and
collaborate in continued
learning
 MOVs

Any supplementary material (in print/digital

format) made by the ratee and used in the
lesson delivery that highlights maintaining
learning environment 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)
AC
TI
SH VIT
EE Y
TS
 L
EX ES
EM SO
LO P N
C LA
CR AL R –
AF LY
TE
D
 LE
VI SSO
DE N
O PL
LE A
SS N o
O n
N
 LY
E K
E
W ME
HO NING
A R
LE L A N
P
 R-
HE N
A C E SO
E A D S
T M LE
E O
I D
V
 E - 7
T IV
J E C
O B
Annotations

I chose Set A as my MOVs for this objective.

Attached are some of my supplemental materials for
creating learning environments that nurture and
inspire students to participate, cooperate, and
collaborate in lifelong learning. The lesson in the self-
learning module that I found encourages learners to
collaborate. By completing the activities listed in the
module, they will be guided not only by their
teachers, but also by their parents and guardians.
Learners can benefit from video lessons as well. My
MELC-based video lesson was uploaded to the drive
or my YouTube channel or sent through our group
chats. When compared to print materials alone,
videos provide a more engaging sensory experience.
Learners get to see and hear the concept being
taught, and they can process it in the same way that
they process their daily interactions.

 
 / FORM COT1
SHE E T
RATING

Annotations

For this objective, I chose Set B as my MOVs. My

Classroom Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom
Observations 1 (limited face-to-face) is attached, with
indicator 6 highlighted. My ratings is 7 because I have
created learning environments that encourage and
inspire students to participate, cooperate, and collaborate
in lifelong learning. Here are some photos from my
observation that show the learners' active participation.
My MELC-based lesson plan employed the collaborative
approach, which entails students working together on
small activities or learning tasks in small groups to ensure
that everyone participates. This activity uses the jigsaw
and think-pair-share methods, as demonstrated by my
MOVs. Students in the group may work on separate
tasks that contribute to a common overall outcome, or
they may collaborate on a shared task.

 
 / FORM COT2
SHE E T
RATING

Annotations

For this objective, I chose Set B as my MOVs. My

Classroom Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom
Observations 2 (limited face-to-face) is attached, with
indicator 6 highlighted. My ratings is 7 because I have
created learning environments that encourage and
inspire students to participate, cooperate, and collaborate
in lifelong learning. Here are some photos from my
observation that show the learners' active participation.
My MELC-based lesson plan employed the collaborative
approach, which entails students working together on
small activities or learning tasks in small groups to ensure
that everyone participates. This activity uses the jigsaw
and think-pair-share methods, as demonstrated by my
MOVs. Students in the group may work on separate
tasks that contribute to a common overall outcome, or
they may collaborate on a shared task.

 
 OBJECTIVE 8

Applied a range of
successful
strategies that maintain
learning
environments that
motivate
learners to work
productively
by assuming
responsibility for
their own learning
 MOVs

Any supplementary material (in print/digital

format) made by the ratee and used in the
lesson delivery that highlights maintaining
learning environment 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)
 V I TY
C TI TS
A EE
S H
 A R–
M PL ED
EX E AFT
S O N
Y CR
S
LE CALL
LO
 O ME
LY H PL A N
E EK NG
W RN I
A
LE
 A DE
ER - M SO N
A CH LES
TE DEO
VI
 E-8
TIV
JEC
OB

Annotations

For objective 8, I chose Set A. Various strategies I

used in my lesson plan are highlighted as evidence of this. I
used visualization in the form of pictures, audio clips, and
videos to encourage my students to get out of their seats
and participate in classroom experiments. Cooperative
learning promotes small group or whole-class activities that
encourage students of varying abilities to collaborate.
Furthermore, inquiry-based instruction is one of the
approaches that poses thought-provoking questions,
inspiring your students to think for themselves and become
more independent learners. To ensure that no one falls
behind, students are differentiated based on their abilities.
Incorporating technology into your teaching effectively
engages your students, particularly 21st-century learners.
Combining these teaching strategies would help me
motivate students to work productively by taking
responsibility for their own learning.
 
 T1
CO
ORM
/ F
E ET
S H
T ING Annotations
RA
For this objective 8, I chose Set B as my
MOVs. My Classroom Observation Tool (COT)
rating sheet from my synchronous teaching
observations of Classroom Observations 1 (limited
face-to-face) is attached, with indicator 7
highlighted. My ratings is 7 because I applied a
range of successful strategies that maintain
learning environment that motivate learners to work
productively by assuming responsibility for their
own learning, . Here are some photos from my
observation that show the learners' active
participation. My MELC-based lesson plan
employed the various teaching strategies, which
motivate the learners to strive more and reach their
full potential. Highlighted are the activities which I
employ the strategies in teaching that I find
compelling and effective based on the MELC .
 
 T2
CO
ORM
T /F
HEE
S
T ING Annotations
RA
For this objective 8, I chose Set B as my
MOVs. My Classroom Observation Tool (COT)
rating sheet from my synchronous teaching
observations of Classroom Observations 2 (limited
face-to-face) is attached, with indicator 7
highlighted. My ratings is 7 because I applied a
range of successful strategies that maintain
learning environment that motivate learners to work
productively by assuming responsibility for their
own learning, . Here are some photos from my
observation that show the learners' active
participation. My MELC-based lesson plan
employed the various teaching strategies, which
motivate the learners to strive more and reach their
full potential. Highlighted are the activities which I
employ the strategies in teaching that I find
compelling and effective based on the MELC .
 
 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
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 ER-
/ I N T NT
E ET EME 2
G SH RE OT
N A C
ATI VER 1 and
R ER OT
S
OB R M C
FO

Annotations

For objective-9, I chose Set A as my MOVs.

My Classroom Observation Tool (COT) rating sheet
from my synchronous teaching observations of
Classroom Observations 1 and 2 (limited face-to-
face) is attached, with indicator 8 highlighted. My
ratings are 7 because I designed adapted and
implemented teaching strategies that are
responsive to learners with disabilities, giftedness
and talents. . Here are some photos from my
observation that show the learners' active
participation. My MELC-based lesson plan
employed the various teaching strategies, which
motivate the learners to strive more and reach their
full potential. Highlighted are the activities which I
employ the strategies in teaching that I find
compelling and effective based on the MELC.
 
 E -9
T I V
JE C
OB

Annotations
For objective 9, I chose Set A. Various strategies I
used in my lesson plan are highlighted as evidence of
this. I used visualization in the form of pictures, audio
clips, and videos to encourage my students to get out of
their seats and participate in classroom experiments.
Cooperative learning promotes small group or whole-
class activities that encourage students of varying abilities
to collaborate. Furthermore, inquiry-based instruction is
one of the approaches that poses thought-provoking
questions, inspiring your students to think for themselves
and become more independent learners. To ensure that
no one falls behind, students are differentiated based on
their abilities. Incorporating technology into your teaching
effectively engages your students, particularly 21st-
century learners. Combining these teaching strategies
would help me motivate students to work productively by
taking responsibility for their own learning.
 
 TEA
REF CHER
LEC
FOR TION
M (T
RF)
 ON
TEACHER REFLECTI
FORM (TRF)

Annotations

Annotation For objective 9, I identified

learners with disabilities, giftedness
and/or talents. Because of this, I
accomplished the Teacher reflection
Form (TRF). For a TRF 1, I made a
reflection on the given situation about
Clara. On TRF 2, I attached a copy of
my Lesson Exemplar highlighted the
parts that I modified to attend the
special needs of my student.  
 OBJECTIVE 10

Adapted and used

culturally appropriate
teaching strategies to
address
 MOVs

Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from

an online observation of online

synchronous teaching

if option 1 is not possible, an

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

if options 1 and 2 are not possible,

an observation of a demonstration
teaching via LAC
 For
o bje
ctive
Obs I do -10,
erva n’t u
Teac tion se
hers Tool
has refle (CO MOVs.
n c T
indig o ident tion Fo ) rating Classroo
e ifi rm m
Year nous gr ed learn (TRF sheet
2021 oup e r s ) be and
-202 in m that caus
2 . y class b elon e
 
for t g
his S s to
choo
l
 N
C TIO
F L E
R R E R F)
C HE M (T
R
TEA FO
 N
C TIO
F L E
R R E R F)
C HE M (T
R
TEA FO
 OBJECTIVE 11

Adapted and implemented

learning
programs that ensure
relevance and
responsiveness to the
needs of all learners
 MOVs

Evaluation of an adapted/
contextualized learning program
after the initial implementation

Progress report on learners under

the adapted/contextualized learning
program after implementation

Accomplishment/completion/
technical report on the
implementation of an
adapted/contextualized learning
program

Action plan/activity proposal/ activity

matrix that shows an adapted/
contextualized learning program
NOTE: This program is not
ONLY for Filipino and English
teachers conducting a reading
program. As teachers, we are
encouraged to take action by
doing remediation and
intervention program. You can
attach pictures while
conducting the intervention or
remediation program, your
action and/or work plan, data
gathered and narrative report
as your MOVS.
This is for Sample for MATH as
your guide.
PLEASE DELETE
THIS PAGE PARA
HINDI MASALI SA
PRINTING
 IO N
AT
N OT
AN

 
This objective aims to support student
learning through teacher initiative by
implementing a remediation and intervention
program. Students who participate in the
program will be determined by the learning
outcome assessment (LOA) per quarter and
the number of SF9 failures. The intervention
program will focus on the least mastered
competency (LMC). Teachers can use
different strategies depending on the learning
modality, whether limited face-to-face, online
or modular distance learning. This activity
was indicated in the action plan, with the
expected outcomes being complete
cooperation from parents and teachers and
improved 21st-century mathematics skills. As
a mathematics teacher, I have used my self-
created video lessons, contextualized, and
localized learning materials, or the self-
learning kit as their learning materials to catch
up with the lesson they find challenging.
Attached are evidence of my efforts in
addressing the academic gaps, needs, and
challenges of my students in my subjects.
 ACTION PLAN
Programs/ Description Objectives Strategies/ Time Persons Expec
Projects of the Activities Frame Involve Outco
Project d
             
Project MEMES            
MEMES stands for The goal of this -Monitoring and     -Math proficiency
Monitoring and project is to raise the Evaluation of the Teachers improved
Evaluating proficiency level of School School Head/  
Mathematics learners in -Classroom Principal - The school will b
teaching mathematics based Observation through and evaluated to d
Effectiveness for on the results of the online class, LAC most effective sch
Students Learners Outcome session, or pre- Elementary/Secon
  Assessment (LOA). It recorded video. subject.
will assist teachers in -Provision of  
putting what they Technical assistance
have learned during from the Master
webinars into Teacher, School
practice to make Head or Principal.
mathematics more
engaging and
interesting for
students.
 
             
           
Project All Project All Project All Numerates -Conducting of Pre- Teachers -The number of st
Numerates Numerates is gives learners with test and post test Learners have mastered the
about the opportunity to -Orientation on the Parents operations in math
Mastering the Four master basic Project   increased.
Fundamental mathematical -Crafting of localized  
Operations in operations. both printed and -To support the pro
-Addition   digitized instructional will be monitored a
-Subtractions materials and activity A narrative accom
-Multiplication sheets report must be sub
-Division - Distribution of the
materials to the
parents
-Monitoring and
evaluation
             
Project          
Overcoming Project The goal of this -Cooperative   Principal -The number of
DILEMA Overcoming initiative is to help Learning Class Adviser have mastered
DILEMA stands for students overcome Schemes Math Teacher improved.
Overcoming their challenges in -Peer and Parents Students  
Difficulty solving word Tutoring -To support the
In problems. This will -Synchronous and school will be m
LEarning assist them in asynchronous online evaluated.
MAthematics comprehending the class A narrative acc
problem and -Modular and LAS report must be
determining a learning
solution. -Video lessons
designing and
implementation
 
             
Teacher-made          
Video Lessons          
  Based on the This innovation will -Video lessons School Head Quality Assured
  MELCs, the enable learners learn created by teachers Teacher in Mathematics
  teacher will the learning -Preparation of a Evaluator video lessons
  prepare a video competencies in power point Editor  
  lesson. The lesson Mathematics by presentation Scriptwriter  
  must also be supplementing their -Orientation on how    
  consistent with the needs. The lesson to use the video    
  Self-Learning can be localized and lesson    
  Module that is contextualized by the -Weekly Home    
  used in the school. teacher for the Learning Plan with    
    students to watch. Searchable Links    
      and Video URL    
      -Video lesson    
      repository    
           
           
           
  The SKLM is like This initiative aims to     Quality Assured
Self-Learning activity sheets and promote independent -Self Learning Kit in   Kit in Mathema
Kit in assessment tools learning where Mathematics created  
Mathematics that are helpful in students can actively by Teacher School Head
  distance learning. participate in the -Preparation of the Teacher
The features of this printed modular layout and content Writer
SLK are self-paced distance learning at -Orientation and pilot Consultant
and suitable for the comfort of their testing on the proper  
independent homes. use of the SLK
learning. -Distribution of the
printed material
-SLK repository
 LEARNERS GIVEN REMEDIATION BASED ON LOA
RESULTS
Mathematics
First Quarter, SY 2021-2022

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN REMEDIATION

RIZAL 56 Conduct an online remedial session (for online 88% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master

BONIFACIO 75 Conduct an online remedial session (for online 85% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master

AGUINALDO 33 Conduct an online remedial session (for online 88% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master

DEL PILAR 61 Conduct an online remedial session (for online 87% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master

LOPEZ JAENA 62 Conduct an online remedial session (for online 87% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master

TOTAL 289    
 LEARNERS GIVEN INTERVENTION BASED ON
NUMBER OF FAILURES FROM SF9
Mathematics
First Quarter, SY 2021-2022

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN REMEDIATION

RIZAL
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
17
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access

BONIFACIO
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
18
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access

AGUINALDO
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
10
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access

DEL PILAR
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
20
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access

LOPEZ JAENA
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
13
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access

TOTAL 77    
 I V E
R AT
AR R T
N P O
RE

During the coronavirus pandemic, teachers were forced to adapt their

traditional teaching methods for classes that now occasionally take place
online. Teachers are reducing learning standards, ditching answer-getting
tests, and supplementing instruction with math games and apps. They're also
reaching out to parents for help and looking for new ways to engage students
through screens. During this online summit, readers will have the opportunity
to ask questions about how COVID-19 has affected math achievement,
instruction, assessment, and engagement. It is true that learning mathematics
at home is extremely difficult. However, modular distance learning is the
modality used in our school, but we have begun online learning for those
students who are capable and have a gadget and an internet connection at
home. As a result, I find it difficult to reach out to my students and provide
them with the necessary support and intervention from my subject.
 
Learners who will undergo remediation were identified based on the
results of their learning outcome assessment (LOA) on their initial grade of
their written work and performance task scores. Based on the data, many of
them require intervention. I strategize by dividing them into groups. Group A
will be made up of online students, while Group B will be made up of modular
students. As a result, I must plan two different strategies for reaching out to
them as effectively as possible with the support of their parents and
guardians. I will conduct an online remedial session (for online students) or
allow them to watch video lessons created by me for Group A. On the other
hand, Group B will be given simplified learning activity sheets during the
distribution of modules. At the same time, those who cannot be contacted will
be scheduled for home visitation. I monitor my learners once a week as I take
record of their scores and improvement in my class. The outcome of the
assessment was good. Eighty-seven percent of the 289 students mastered
the lesson or a total of 251. Looking on the learners given intervention based
on the number of failures from SF9, all of them passed the subject. Based on
the hypothesis testing comparing their pre-test and post test scores, there is
a significant difference between their scores in their pretest and posttest.
Thus, I could say that the intervention is effective.
 
Finally, the academic success of our students is entirely in our hands.
Of course, this would only be possible with the full cooperation and support of
all stakeholders. Even a small effort will mean a lot to them, and you will be
able to make a difference in their lives.
 PR
OG
O RE
CO N A SS
LE N D R
AR E AP E P
T
NI XTU TE OR
NG AL D/ T
PR IZ
OG ED
RA
M
 IO N
AT N
L U A
EVA O F NT
R M /CO
FO TED ED
A P LIZ
AD TUA ING
EX ARN M
LE GRA
R O
P
 ACC
OMP
REPO LISH
RT A MEN
CO N DAP T
T E XT TED /
U
LEAR ALIZED
NING
PRO
GRA
M
 O N
A N
P L
I TY D /
T I V T E Z ED
C A P L I
A A D UA
X T G
T E NI N
O N AR M
C LE GR A
RO
P
 OBJECTIVE 12

Utilized assessment data

to inform
the modification of
teaching and learning
practices and programs
 MOVs

A list of identified least/most mastered

skills based on the frequency of
errors/correct responses with any of
the following supporting MOV

Accomplishment report for

remedial/enhancement activities(e.g.
remedial sessions, Summer Reading
Camp, Phil-IRI based reading
program)

Intervention material used for

remediation/
reinforcement/enhancement

Lesson plan/activity log for

remediation/enhancement utilizing of
assessment data to modify teaching
and learning practices or programs
NOTE: Same MOVs in
Objective 11. Please
include your e-class
record. Cover the name
of the learners. Show
how you identify the
least mastered skills
using e-Class record

PLEASE DELETE
THIS PAGE PARA
HINDI MASALI SA
PRINTING
EXAMPLE:
Written Works
 
WW1 WW2 WW3 WW4 WW5

Total
number 10 8 10 10 5
of items

Average 8.42 6.30 7.55 5.95 2.75

Score
Percent
age of 84.20% 78.75% 75.55% 59.50% 55.00%
Mastery

Formula:
Average score = sum of all scores/ total number of
students
Percentage of Mastery = average score/number of
items*100 percent

*Topics for written work #4 and #5 will be the

coverage of the intervention program

 
ACCOMPLISMENT
REPORT
FOR REMEDIAL
PHIL-IRI –BASED
READING
PROGRAM
 N T
M E
L I S
MP T
C O R
O IA L I N
C P
A RE ED S
E M T IC
R R M A
O
F ATH E
M
INTERVENTION
MATERIAL for
REMEDIATION
 AN
P L
O N G
SS ZIN
LE TILI
U OF NT
M E
SS
S E
AS DATA
ACTIVITY LOG
FOR
REMEDIATION
UTILIZING
OF
ASSESSMENT
DATA
 ENHANC
EMENT
ACTIVIT
Y UTILIZ
IN G
OF
ASSESS
MENT D
ATA
 KRA 4
COMMUNITY
LINKAGES AND
PROFESSIONAL
ENGAGEMENT &
PERSONAL
GROWTH AND
PROFESSIONAL
DEVELOPMENT
 OBJECTIVE 13

Maintained learning
environments
That are responsive to
community contexts
 MOVs

Accomplishment report of a program/

project/activity that maintains a
learning environment

Program/Project/Activity plan on
maintaining a learning environment

Minutes of a consultative meeting/

community stakeholders meeting
about a program/project/activity that
maintains a learning environment with
proof of attendance

Communication letter about a

program/project/activity that
maintains a learning environment
ACCOM
PLISHM
REPOR ENT
T
 ENT
M
LI SH
O M P OR T
C P
AC RE

ANNOTATIONS
 

As you can see, I took my class outside

of the school to visit my students and give
them instructions and lessons. As a result
of this, I've been able to create and sustain
learning environments that are responsive
to community contexts. This is part of my
initiative to conduct a remediation program
as part of my "Project _____" to improve my
learners' academic performance and skills.
In addition, I have attached screenshots of
communication to parents seeking
permission to conduct the activity, which
was approved by my principal or school
head.
 R A M
O G T /
PR JEC
RO Y
/P I V I T
AC T
 T E S
I N U
M F
O
H E
T NG
E T I
M E
 I C AT I O N
MM U N
CO b o u t a
E R a
LETT A M
PR O G R
 OBJECTIVE 14

Reviewed regularly
personal
teaching practice using
existing
laws and regulations that
apply
to the teaching profession
and the responsibilities
specified in the
Code of Ethics for
Professional Teachers
 MOVs

Annotated video/audio recording of

one’s teaching that shows impact of
regularly reviewing one’s teaching
practice/s

Annotated teaching materials that

shows impact of regularly reviewing
one’s teaching practice/s

Lesson plan

Activity sheet

Assessment materials

Others (Please specify)

Personal reflection
 A DE
ER - M SO N
A CH LES
TE DEO
VI

Annotations
 A N
P L
O N
S S
LE

Annotations
To demonstrate the impact of my regular review of
my personal teaching practice using existing laws
and regulations as evidence for Objective 14, I have
attached pictures as MOVs showing that as part of
my routine, I started my class with a prayer, as
stated in Section 4, Article 11 of the Code of Ethics
for Professional Teachers. This states that a teacher
should always acknowledge the Almighty God as
the guide of your own and the nation's destinies. I
always presented the grading rubric to students to
know what was expected of them. According to
Section 1, Article VIII of the Code of Ethics, it was
generally accepted evaluation and assessment
procedures. A copy of my e-class record is evidence
of adhering to generally accepted practices for the
academic mark and promoting learners in the
subject that I handle, as stated in the same Article of
the Code of Ethics for Professional Teachers.
 I T Y
I V
T TS
A C E
E
SH
Annotations
 T
M EN
E S S
ASS TOOL

Annotations
 NAL S
RS O ON
PE ECT I
EFL
R
A code of ethics can assist teachers in creating a
safe, productive, and positive learning environment
throughout their teaching career. Teachers are expected to
maintain high expectations to help all students reach their
full potential through meaningful and inclusive participation
in the classroom, school, and community. The Ethical
Principles promote good relationships between teachers,
students, and parents when making educational decisions.
Furthermore, through this relationship between students,
parents, and teachers, all parties can improve teaching
and learning activities and resources, thereby improving
the outcome of the individual's education.
 
Furthermore, the Code of Ethics encourages
teachers to use current data and professional knowledge
to improve classroom teaching and learning activities.
Professional development and continuing education allow
teachers to stay up to date on new trends and current
information, giving their all to each student.
 
Suffice it to say; I intend to pursue my dream of
running and owning a school. Through the government
curriculum, a school focuses on spiritual value and social
awareness in society. Later, this school is expected to
produce students who are intelligent on the outside and
spiritually mature. I'll go ahead and do it and see what
happens.
 PROOF OF
ATTENDANCE
 OBJECTIVE 15

Complied with and

implemented
school policies and
procedures
consistently to foster
harmonious relationships
with learners, parents, and
other stakeholders
 MOVs

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)

Minutes of parent-teacher
conference/stakeholder’s meeting
about an implemented school
policy/procedure with proof of
attendance

Communication letter about an

implemented school policy/procedure
sent to parent/guardian
 C AT E
RT I F I
CE
OF N
P A T IO
T IC I
PAR
 O F
T E
I C A E
T IF T E
E R IT D
C OM M A N RT
C E R P O
M B R E
ME TIVE
R A
A R
N
 T E S
I N U
M H E
O F T
I N G
E E T
M
 OF
OF
O
PR C E
A N
D
T EN
AT
CO
M
M
UN
LE N IC
TT AT
ER IO
 COMMUNICATION
LETTER

Ang Grade-Six-Newton ay
 NS
T I O
A
N OT
AN

Annotations

Attached are pictures of participation and proof of

attendance in a school-community partnership to
exemplify that I could sustain engagement with
learners, parents/guardians, and other stakeholders
regarding school policies and procedures through
school and community partnership/s. These images
depict our collaboration with the students and other
external stakeholders. The Local Government Unit,
with the help of the Division Office, provided
smartphones and tablets to our students to help
them with their distance learning. The officers of the
PTA also show their full support and cooperation. I
served as the master of ceremonies and was a
member of the committee that helped organize the
program.
 OBJECTIVE 16

Applied a personal
philosophy of teaching
that is learner-centered
 MOVs

One (1) lesson plan with

annotations identifying the
research based knowledge and/or
principles of teaching and
learning used as bases for
planning/designing the lesson
 N
E S SO
E L
P L N
S A M LA
P

ANNOTATIONS
 
In this objective, my sample lesson plan or
exemplar demonstrates the application of learner-
centered personal teaching philosophy. It was
highlighted in the plan's reflection, which plays an
essential role in teaching and learning. I
considered the CAP when developing my
learning objectives based on the MELC, which
stands for the Cognitive, Affective, Psychomotor
domain. Learning is defined as a change in
behavior. The reflection section should prompt
students to consider their overall performance.
They had impressions and feelings. They may
also mention something that surprised them or
caused them to pause.
 TI ON
LEC
REF
My Teaching Philosophy
 
My philosophy of teaching is based on the belief that a teacher
knows and understands his/her students well. I believe that students actively
construct and transform their own knowledge based on learnings and
experiences. I firmly agree that not everyone fits the mold thus, student must
be given differentiated activities and every opportunity to learn in different ways
and in different pace. As a teacher, I believe that it is my responsibility to
effectively diagnose student’s interest, abilities, and prior knowledge. Then,
considering these I must devise learning activities that will both challenge and
enable each learner to think and progress.
 
With this philosophy, I must be aware of motivation and creative
way of teaching and the effects of social interactions on learning. When it
comes to learning theories, combining all of them, such as cognitivism,
behaviorism, and reconstructionism, will lead to cooperative learning. Because
I want all my students to achieve good grades, I give them the possible
intervention and appropriate teaching strategy to cope with the least mastered
competencies in my subject. To ensure that no students will be left behind,
monitoring, and assessing students’ learning and progress must be done
regularly. Because I understand that most of learning occurs through social
interaction, I plan learning so that students collaborate and cooperate
constructively with one another majority of class time.
 
Teachers create and develop materials that are contextualized,
localized, and suited with the needs of the learners. Different learning
approaches and strategies like the 2C2I1R are incorporated in the lesson plan
or exemplar to achieve the learning standards and learning competencies of
the students. I use my knowledge of the discipline to expose my students to
modes of critical thinking, encouraging to analyze, apply, synthesize, and
evaluate all they read and hear based on the revised bloom’s taxonomy of
Anderson. There are various activities that will help the learners to develop
their 21st century skills in critical thinking, problem solving and decision making,
collaboration, and creativity. The teacher must act as a facilitator for learning in
every activity to be implemented provided the criteria or scoring rubric. As a
teacher, you should know how to apply the new trends in your teaching
strategies by considering the likes and dislikes of the students to actively
involved and participate in the teaching and learning process. You should love
your subject and know how to make them come alive from your students. A
teacher does not only teach but inspires as well. Moreover, he or she must be
flexible, adaptive, and innovative with the changes and challenges in education
to suffice the needs of the learners
 TI ON
C
E FLE
R

All teaching aids and learning materials are the spices of teaching. We
are tested through times when we’re challenged of different situation and
scenario just like this trying times. There were teachers who are not totally
computer literate. But, through extensive trainings and webinars, they are
equipped with new knowledge and skills that they can apply in teaching.
 OBJECTIVE 17

Adopted practices that

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

Documented feedback from superiors,

colleagues, learners, parents/guardians, or
other stakeholders directly reflecting the ratee’s
good practices that uphold the dignity of
teaching as a profession

Annotated evidence of practice indirectly linking

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

Screenshot of text messages/ chat/email or any

form of communication with parents/guardians
or learners (name or any identifies removed)

Remarks from mentor/master teachers/school

head about one’s qualities (e.g. entries in
Performance Monitoring and Coaching Form
(PMCF) or Mid-year Review Form

Recognition form the school/school community

about one’s qualities
 ED
NT
E
M CK
CU A
DO D B
FE E
 D
DOCUMENTE
FEEDBACK
 O F O
O F T I
RO I C A
P UN
M M
CO N T
F TE
O IL W
XT
I TH
O MA
SH N AT/E
EE S
R H
SC GE/C RENT
SSA PA
ME
 PROOF O
C O F
SCREENS M MUNICA
H OT O
F TEXT M
ESSAGE
TI ON
PARENTS /CHAT/EMAIL WI
TH
 PERFORMANCE
MONITORING AND
COACHING FORM
PMCF)
 A R
- Y E M
D R
MI W FO
V IE
RE
 T E
A
I C O l
I F TI o
T F I ho
ER O N s c
G
C O the
C
E rom
R f
N
 N S
I O
TAT
N O
AN

To prove that I met Objective 17

by adopting practices that uphold
the dignity of teaching as a
profession by exhibiting qualities
such as a caring attitude, respect,
and integrity, I humbly solicited
feedback from various school
stakeholders such as my school
head or principal, parents, and
students. These are my
demonstrations of how I
wholeheartedly carry out my
responsibilities as a teacher.
 
 OBJECTIVE 18

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

Updated IPCRF-DP from Phase II

Mid-year Review Form (MRF)

IPCRF-DP

Certification from the ICT Coordinator/

School Head/Focal Person in charge of e-
SAT
 UPDATED
IPCRF-DP
FROM PHASE
II
 AR
-YE
I D
M VIEW F
RE (MR
)

R M
FO
 D P
R F-
IP C
CERTIFICATION
from ICT Coor.
/SCHOOL
HEAD/FOCAL
PERSON in
CHARGE of
E-SAT
 N S
I O
TAT
N O
AN

In objective 18, all attachments will serve as

my evidence in proving that I set
professional development goals based on
the Philippine Professional Standards for
Teachers. Attached here is my accomplished
developmental plan, midyear review form,
IPCRF developmental plan and certificate of
e-Sat accomplishment. As I have reviewed
all these documents, I found out that there is
always room for improvement. These
weaknesses will help me to be a better
teacher. I must go over the plan that I made
to achieve the learning objectives that I have
set for the functional and Core Behavioral
competencies. All the feedback from the
superiors will take it positively and
constructively to improve my teaching and
best practices.
 KRA 5

PLUS FACTOR
 OBJECTIVE 19

Performed various
related works/activities
that contribute
to the teaching-learning
process
(Plus Factor)
 MOVs

Committee involvement

Advisorship of co-curricular activities

Involvement as module/ learning material writer

Involvement as module/learning material validator

Participation in the RO/SDO/school- initiated

TV-/radio- based instruction

Book or journal authorship/contributorship

Coordinatorship/chairpersonship

Coaching and mentoring learners in competitions

Mentoring pre-service teachers

Participation in demonstration teaching

Participation as research presenter in a forum/

conference

Others (please specify and provide annotations)

 I T T EE
CO MM
E M E NT
LV
INVO
 AD
VIS
CO OR
-CU SHI
AC RR P O
TIV IC U LA F
ITI R
ES
 I N ATO RS H I P
CO O RD
 COACHING
MENTORING
/
LEARNERS
COMPETITIO
NS
SERVING AS
TEACHER-
RELIEVER
 IN G
O R
NT -
ME E
PR I C E
R V RS
SE HE
A C
TE
 PA
DE RT
M ICI
O PA
TE T
I
AC ON
H IN
IN
G
 AS
IO N
P AT L
I CI C A P
T N I U
PAR TECH G GRO
K IN ER
O R M B
W ME
 (OTHERS)
SERVED AS A RESOURCE
SPEAKER IN BENCHMARKING
OF BEST PRACTICES
 OTHER
OUTSTANDING
ACHIEVEMENTS/
MERITORIOUS
AWARD
 N S
I O
TAT
N O
AN

In this objective, I've attached all of the

certificates I've received throughout the
school year 2021-2022, during which I've
done various related work/activities that
contribute to the teaching-learning process.
These endeavors will help me in my
personal and professional development.
Every year, I learn so much from webinars,
write shops, competitions, teaching, and my
experiences. My contribution will impact the
institution because I have served and will do
my best in every activity that I will
undertake. As a result, I am confident that
the evidence I have presented will satisfy
the criteria for this indicator.