Republic of the Philippines

Department of Education
Region III
City Division of San Jose del Monte e

SAN JOSE DEL MONTE

NATIONAL TRADE SCHOOL

S.Y. 2022-2023

RPMS
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM

To build learners' foundation

towards excellence, even
during the toughest time.

HANNAH LEE G. JIMENZ

TEACHER I

ANNIE C. JOAQUIN
SCHOOL PRINCIPAL IV
KRA
KEY RESULT AREA
1
Content
Knowledge
&
Pedagogy
O BJ E C T IV E S 1- 3
KRA
KEY RESULT AREA
2
Learning
Environment
And
Diversity
o
f
Lear ner s
O BJ E C T IV E S 4 - 6
KRA
KEY RESULT AREA
3
Curriculum
Planning
a
n
d

O BJ E C TIV E S 7- 9
KRA
KEY RESULT AREA
4
Assessment
and Reporting

O BJ E C T IV E S 10 - 1
2
KRA
KEY RESULT AREA
5
Personal
Gro
wth
Professi o nal
an d

Develop
ment
O BJ E C TIV E S

13 - 14
R PM S
S.Y. 2022 - 2023

Plus
Factor
O BJ E C TIV E 15
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Content Knowledge and Pedagogy

1 Applied knowledge of
content within and across
curriculum teaching areas.

MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.

I f onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Applying values formation through proper decision-
making in relation to Edukasyong sa Pagpapakatao.

COT 1
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Content Knowledge and Pedagogy

1 Used a range of teaching

strategies that enhance
learner achievement in
literacy and numeracy skills.

MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.

If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Using thought-provoking questions and activities to
analyze the lesson and involving students during the
learning process.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Content Knowledge and Pedagogy

1 Applied a range of teaching

strategies to develop critical and
creative thinking, as well as other
higher order thinking skills.

MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.

If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Using thought-provoking questions and activities to
analyze the lesson and involving students during the
learning process.
Practical and life-saving lessons and activities
that can be used in the real world setting.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S

KRA
Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

Lear ning Envir o nment

and Diversity of Learners

2 Managed classroom structure to engage

learners, individually or in groups, in
meaningful exploration, discovery and
hands-on activities within a range of
physical learning environments.
MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
observation of a
TO B UIL D L EARN ERS ' FO U ND ATIO N TO WARD S EXC EL L ENC E, EVEN D U RIN G TH E T
O UG H EST TIME
Students’ involvement in the learning process.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Lea r ning Envir o nment

a nd Diversity of Learners

2 Managed learner behavior constructively by

applying positive and non-violent
discipline to ensure learning-focused
environments.

MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
observation of a
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Lea r ning Envir o nment

a nd Diversity of Learners

2 Used differentiated, developmentally

appropriate learning experiences to
address learners' gender, needs,
strengths, interests and
MAIN MOV experiences.

Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
observation of a
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Targeted the differentiated methods considering learning
experiences to address learners' gender, needs, strengths,
interests, and experiences during the COT.
Giving clear instructions about the learner’s experiences and
challenges in a different light in relation to the lesson proper.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Lea r ning Envir o nment

a nd Diversity of Learners

2 Planned, managed and implemented

developmentally sequenced teaching and
learning processes to meet curriculum requirements
and varied teaching contexts.
MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
observation of a
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Organized activities targeting the higher-order thinking skills of
the students
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Cur r ic ulum a nd

Pla nning

3 Participated in collegial discussions

that use teacher and learner
feedback to enrich teaching
practice.
MAIN MOV

1. Proof/s of attendance in LAC

sessions/ FGDs /meetings /other
collegial discussions
2. Minutes of LAC sessions/FGDs
/meetings /other collegial
discussions on use of teacher
and learner feedback to enrich
teaching practice
3.. Reflection notes of teachers
on their demonstration of
teaching practices following
participation from LAC sessions
/FGDs / meetings / other collegial
discussions that use teacher and
learner feedback to enrich teaching
practice, with proof/s of
attendance
TO B UIL D
4. Any equivalent ALS form/document
L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Assistant coordinator of LAC for all departments and
year level.
Assistant coordinator of LAC for all departments and
year level.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Curriculum and

Planning

3 Selected, developed, organized

and used appropriate teaching
and learning resources, including
ICT to address learning goals.

MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.

If onsite /face-to-
face /in- person
classes are not
implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Using ICT to instruct and direct
the students toward the learning
goals and objectives.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Assessment and

Reporting

4 Designed, selected, organized and used

diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements.
MAIN MOV
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite/ face-to-face/ in-person
classroom observation.
If onsite /face-to-face
/in- person classes
are not implemented,
through
observation of
synchronous
/asynchronous
teaching in other
modalities; or
through observation
of a demonstration
teaching* via LAC
session.
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Using evaluation to assess the students learning capacity and
understanding.
Assessment and activities
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Assessment and

Reporting

4
Monitored and evaluated
learner progress and
achievement using learner
attainment data.
MAIN MOV

Any one (1) of the following:

•Individual Learning learner Monitoring
Plan (ILMP)
• Peer assessment data
•Sample of learners' output with
reflection / self-assessment
• Progress charts / anecdotal
records
• Class/e-class record/grading
sheets
• Lesson plans showing index of
mastery
•Frequency of errors with
identified least/most
mastered skills
•Any equivalent ALS
form/document that highlights the
objective (e.g., Individual Learning
Agreement (ILA), ALS
TO B UIL D L EARN ERS ' FO U N D ATIO N T OAssessment
W A R D S E X C E L L E NForm
C E , E V E 2)
N D URIN G TH E TO U G H ES T T
IME
Class record and lesson plans .
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Assessment and

Reporting

4 Communicated promptly and

clearly the learners' needs,
progress and achievement to key
stakeholder including
parents/guardians.

MAIN MOV
Any one (1) of the
following:
A sample of corrected test paper
of a learner in a learning area with
parents or guardian's signature and date
of receipt
Minutes of meetings with key
stakeholders with proof of
attendance
Report card with parent's or guardian's
signature in all quarters supported by
minutes of meetings
Communication with key stakeholders
(e.g., parents/guardians,
co-teachers,LGU) using various modalities
Anecdotal records showing entries per
quarter Any equivalent ALS
form/document
TO B UIL D L EARN ERS ' FO U N D ATIO N T O W Athat
R D S E Xhighlights
C E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Parent-Teacher Meetings
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Personal Growth and

Professional Development

5 Applied a personal
philosophy of teaching
that is learner-centered.

MAIN MOV

A
reflection/journ
al entry that
highlights the
application of a
learner
centered
teaching
philosophy in
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Life-saving lessons that can help students and community in
times of accident or disaster
Cultural dances that fosters how rich and diverse our
community and our country.
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

KRA Personal Growth and

Professional Development

5 Applied a personal
philosophy of teaching that
is learner-centered.

MAIN MOV

1.Certification from the ICT

Coordinator/School
Head/ Focal Person in
charge of e-SAT
2. IPCRF-DP
3. Mid-Year Form
4. Updated IPCRF-DP
form Phase II

TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T

IME
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

Plus Factor

Performed various related

works/activities that contribute
to the teaching-learning
process.
MAIN MOV

Any one (1) of the following:

•Committee involvement,
involvement as module/learning
material writer/validator;
•Involvement as a resource
person/speaker/learning facilitator in
the RO/SDO/school-initiated TV/radio-
based instruction;
•Book or journal authorship/co-
authorship
/contributorship;
• Advisorship/coordinatorship/
chairpersonship
• Participation in demonstration
teaching;
•Participation as research
presenter in a forum/conference;
• Mentoring of pre-service/in-
service teachers;
• Conducted research within the rating
TO B UIL D L E A R N E R S ' F O U N D A T I O N T Operiod;
WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
PLUS
FACTOR
MEANS OF VERIFICAITION

MO
V
INCOME GENERATING PROJECT

PROJECT MAPEH
R E S U L T S - B A S E D P E R F O R M A N C E M A N A G E M E N T S Y S T E M | S . Y . 2 0 2 2 - 2 0 2 3

MO
OBJECTIVE 1
3

V
A NNO TA TIO N
According to University at Buffalo,
constructivism is the theory that says learners
construct knowledge rather than just passively
take in information. As people experience the
world and reflect upon those experiences, they
build their own representations and
incorporate new information into their pre-
existing knowledge (schemas).
Learners will be able to grasp all concepts if
they are the ones who are involved in the
KRA
5
teaching and learning process. In other words
we call this learning by doing.
TO B U IL D L E ARN E RS ' FO U N D ATIO N TO WARD S E XC E L L E N C E , E VE N D U RIN G TH E TO U G H E S T T
IME
Leading and establishing a Music club for the development of
learner’s talent and income-generating project for the school.