Rpms Allan

Department of Education
REGION Χ
DIVISION OF misamis OCCIDENTAL
P
O
R RPMS
RESULT-BASED PERFORMANCE
T MANAGEMENT SYSTEM
F (PROFICIENT TEACHER)
SCHOOL YEAR 2022-2023
O
ALLAN A. SULIVA
L Teacher II
I
O
RPMS | 2022-2023
CONTEN
K KNOWLE
T
PEDAGOG
DGE
R Y
Teaching should be such that what is offered is perceived as a
valuable gift and not as a hard duty.
― Albert Einstein
A
1
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023
RPMS | 2022-2023
OBJECTIVE 1:
Applied knowledge of content within and
across curriculum teaching areas.
K MEANS OF VERIFICATION
Classroom Observation Tool (COT) rating
R sheet or inter-observer agreement form from

done through onsite / face-to-face / in-
person classroom observation.
If onsite / face-to-face / in-person classes
A
are not implemented,
• through observation of synchronous /

asynchronous teaching in other modalities;
or
1
• through observation of a demonstration
teaching* via LAC session.

RPMS | 2022-2023
OBJECTIVE 1:
MEANS OF VERIFICATION
K CLASS OBSERVATION
R
A
1
RPMS | 2022-2023
OBJECTIVE 1:
K COT
DOCUMENTATION
1:
ARTS INTEGRATION
PHOTOS &
R
A
1
RPMS | 2022-2023
OBJECTIVE 1:
K COT
DOCUMENTATION
2:
MATH INTEGRATION
PHOTOS &
R
A
1
RPMS | 2022-2023
OBJECTIVE 1:
ANNOTATIONS
K I have attached my
Classroom Observation Tool
(COT) rating sheet, and I
received a rating of 7 for the
R first indicator for both of my
COT. I also attached other
documents that demonstrate
how I applied knowledge of
A content within and across

curriculum teaching areas. I
integrate my lesson in
Filipino by integrating story
1 for my COT 1 and using

ACRONYMS for my COT 2.

RPMS | 2022-2023
OBJECTIVE 2:
Used a range of teaching strategies that
enhance learner achievement in literacy and
K
numeracy skills.
Classroom Observation Tool (COT)
rating sheet/s or inter-observer
R agreement form/s done through onsite /

face-to-face / in-person classroom
observation.
A • through observation of synchronous /

or
1 teaching* via LAC session.

RPMS | 2022-2023
OBJECTIVE 2:
Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills.
K CLASSROOM OBSERVATION TOOL
COT 1 COT 2
R
A
1
RPMS | 2022-2023
OBJECTIVE 2:
skills.
K COT 1: LESSON PLAN
R
A
1
RPMS | 2022-2023
OBJECTIVE 2:
skills.
K COT 2: LESSON PLAN
R
A
1
RPMS | 2022-2023
OBJECTIVE 2:
skills.
K LESSON PLAN
ANNOTATIONS
R In every part of my lesson I see to it that

all the basic principles of learning and
teaching are evident such as :
A
Participation
Repetition
Relevance
Transference
1
Feedback

RPMS | 2022-2023
OBJECTIVE 2:
skills.
K PHOTOS & DOCUMENTATION
R
A ANNOTATIONS
To further engage my students and ensure
that they fully understood the lesson, I blended
1
literacy and numeracy into this objective's lesson.
When a student answers the questions in my
lesson properly, I can evaluate their reading
comprehension at this point. I obtained a score of
six for this indicator.
RPMS | 2022-2023
OBJECTIVE 3:
Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills
R
agreement form/s done through onsite /
observation.

or

RPMS | 2022-2023
OBJECTIVE 3:
CLASSROOM OBSERVATION TOOL
COT 1 COT 2
R
A
1
RPMS | 2022-2023
OBJECTIVE 3:
PHOTOS & DOCUMENTATION
R
A ANNOTATIONS
I grouped my pupils together to come up with
1
the correct word to solve the jumbled letters and cross
word puzzle in order to enhance their critical and creative
thinking. I consistently incorporated Higher Order Thinking
Skills (HOTS) questions or activities in every lesson. This
approach allowed me to effectively develop my pupils'
thinking abilities and foster their intellectual growth.

RPMS | 2022-2023
LEARNING
K ENVIRONME
NT &
R Diversity of
"Teaching is more than imparting knowledge; it is inspiring
Learners
A
change. Learning is more than absorbing facts; it is acquiring
understanding."
—William Arthur Ward
2
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-
RPMS | 2022-2023
OBJECTIVE 4:
Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
K
physical learning environments
R
observation.

or
2

RPMS | 2022-2023
OBJECTIVE 4:
COT 1
R
A
2
RPMS | 2022-2023
OBJECTIVE 4:
R
A ANNOTATIONS
For this objective, I created opportunities for
pupils to actively explore and make connections. I
2
encourage them to ask questions, investigate patterns, and
solve problems collaboratively. By providing open-ended
tasks and guiding questions, students develop critical
thinking skills and become active problem solvers, gaining
a deeper appreciation for the intrinsic beauty of MAPEH
and ESP
RPMS | 2022-2023
OBJECTIVE 5:
Managed learner behavior constructively
by applying positive and non-violent
K
discipline to ensure learning-focused
environments
R
observation.

or
2

RPMS | 2022-2023
OBJECTIVE 5:
Managed learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments
TOOL
CLASSROOM OBSERVATION
COT 1
R
A
2
RPMS | 2022-2023
OBJECTIVE 5:
Managed learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments
R
A
ANNOTATIONS
2
For this objective, I started with the prayer
and explained the rules and regulations to the pupils
before the start of class. This deliberate inclusion
aimed to emphasize the importance of prayer and
ensure a clear understanding of the class guidelines.

RPMS | 2022-2023
OBJECTIVE 6:
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences
R agreement form/s done through onsite /

observation.

or

RPMS | 2022-2023
OBJECTIVE 6:
COT 1
R
A
2
RPMS | 2022-2023
OBJECTIVE 6:
R
A
ANNOTATIONS
2
For this objective, I used real-life situation to
provide differentiated and developmentally
appropriate learning experiences that catered to the
diverse needs, strengths, interests, and experiences
of learners, including considerations of gender.

RPMS | 2022-2023
CURRICULU
K M AND
PLANNING
R
Every decision you make reflects your evaluation of
who you are.
- Marianne Williamson
A
3
RPMS | 2022-2023
OBJECTIVE 7:
Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
K
requirements and varied teaching contexts
MEANS
SET A OF VERIFICATION
R rating sheet/s or inter-observer

observation.
A are not implemented,

or
3 • through observation of a demonstration


RPMS | 2022-2023
OBJECTIVE 7:
R COT 2
A
3
RPMS | 2022-2023
OBJECTIVE 7:
R
A
ANNOTATIONS
For this objective, under indicator 7, I received a
3 6-point rating because as a teacher, I strategically planned,

effectively managed, and successfully implemented
developmentally sequenced teaching and learning
processes that aligned with curriculum requirements and
effectively catered to diverse teaching contexts.

RPMS | 2022-2023
OBJECTIVE 8:
Participated in collegial discussions that
use teacher and learner feedback to enrich
teaching practice
❖ Proof/s of attendance in LAC sessions / FGDs /
R
meetings / other collegial discussions
❖ Minutes of LAC sessions / FGDs / meetings /

other collegial discussions on use of teacher and
learner feedback to enrich teaching practice
❖ Reflection notes of teachers on their
A
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
❖ Any equivalent ALS form/document that
3
highlights the objective

RPMS | 2022-2023
OBJECTIVE 8:
teaching practice
PROOF OF ATTENDANCE IN LAC
SESSIONS & OTHER COLLEGIAL
DISCUSSIONS
R
A ANNOTATIONS
It is very important for teachers to have discussions or LAC
sessions to discuss the performance of the pupils. These sessions allow us
to gather valuable feedback from both teachers and learners, which greatly
enriches our teaching practice. By actively participating in collegial
3
discussions, we can collectively analyze and reflect on the effectiveness of
our teaching methods. This collaborative approach helps us identify areas
for improvement and implement strategies that better meet the needs of our
learners. Ultimately, these discussions contribute to the continuous
enhancement of our teaching practice and the overall educational
experience of our learners.

RPMS | 2022-2023
OBJECTIVE 8:
teaching practice
MINUTES OF THE MEETINGS/ LAC
SESSIONS
R
A
ANNOTATIONS
3 These minutes of meetings serve as a written record

or summary of our discussions, decisions, and actions taken
during meeting. We are documenting important information and
ensuring that all Elementary teachers have a clear
understanding of what was discussed and agreed upon.

RPMS | 2022-2023
OBJECTIVE 9:
Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals
R rating sheet/s or inter-observer

observation.
A

or
3

RPMS | 2022-2023
OBJECTIVE 9:
TOOL
R
COT 2
A
3
RPMS | 2022-2023
OBJECTIVE 9:
R
A
ANNOTATIONS
For this objective, I received a seven-point rating, indicating the successful
3
implementation of selected, developed, organized, and utilized appropriate teaching and learning
resources, including ICT, to effectively address the learning goals. By carefully choosing and preparing
diverse resources, such as textbooks, visual aids, online platforms, and educational apps, I was able to
create engaging and interactive learning experiences for my students. The integration of technology played
a significant role in enhancing their understanding, fostering critical thinking skills, and promoting a deeper
exploration of the subject matter. The positive rating reflects the thoughtful selection and utilization of
resources to optimize the achievement of learning objectives.

RPMS | 2022-2023
ASSESSMENT
K AND
REPORTING
R
"We can't become what we need to be by remaining
what we are."
- Oprah Winfrey
A
4
RPMS | 2022-2023
OBJECTIVE 10:
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
K
curriculum requirements
R
observation.
A

or
4

RPMS | 2022-2023
OBJECTIVE 10:
COT 1 TOOL COT 2
R
A
4
ANNOTATIONS
Providing a formative assessment after the
lesson proper is crucial. It allows us to gauge the
learners' understanding of the discussed lesson.
For this objective, I received a seven-point rating.
RPMS | 2022-2023
OBJECTIVE 10:
R
A
4
ANNOTATIONS
By designing, selecting, organizing, and utilizing diagnostic, formative, and summative
assessment strategies aligned with curriculum requirements, I ensured comprehensive evaluation of
student progress and learning outcomes. These assessment strategies included pre-assessments to
identify prior knowledge, ongoing assessments to monitor learning progress, and summative assessments
to measure overall achievement. The high rating signifies the effective implementation of varied assessment
approaches to accurately assess student learning and inform instructional planning.

RPMS | 2022-2023
OBJECTIVE 11:
Monitored and evaluated learner
progress and achievement using
K
learner attainment data
Any one (1) of the following:
R •
•
•
Individual Learning Monitoring Plan (ILMP)
Peer assessment data
Sample of learners’ output with reflection /
self-assessment
• Progress charts/anecdotal records
• Class/e-class record/grading sheets
A
• 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 Assessment
Form 2)
4 • Others (Please
annotations)
specify and provide

RPMS | 2022-2023
OBJECTIVE 11:
E-CLASS RECORD
R
A
ANNOTATIONS
4
Here is my e-class record, demonstrating the
diligent monitoring and evaluation of learner progress
and achievement using attainment data. This objective
enables informed instructional decisions, targeted
interventions, and a supportive learning environment.

RPMS | 2022-2023
OBJECTIVE 11:
ITEM ANALYSIS
R
A
ANNOTATIONS
4
Here is the frequency of errors for one of my sections. This data
exemplifies the diligent monitoring and evaluation of learner progress and
achievement through the use of learner attainment data. By analyzing this data, I
gain valuable insights into the specific areas where students are struggling and
can provide targeted interventions to address their needs. Regularly monitoring
learner progress allows me to track their growth, identify trends, and make
informed instructional decisions to support their continued development.

RPMS | 2022-2023
OBJECTIVE 12:
Communicated promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders, including parents/guardians
Any one (1) of the following:
• A sample of corrected test paper of a learner
R
in a learning area with parent’s or guardian’s
signature and date of receipt
• Minutes of meetings with key stakeholders
(e.g., PTA, SGC, SPT, CPC) with proof of
attendance
• Report card with parent’s or guardian’s
signature in all quarters supported by minutes
A
of meeting
• Communication with key stakeholders (e.g.,
parents/guardians, co-teachers, LGU) using
various modalities
• Anecdotal record showing entries per quarter
• Any equivalent ALS form/document that
4
highlights the objective
• Others (Please specify and provide
annotations)

RPMS | 2022-2023
OBJECTIVE 12:
PARENT – TEACHER CONFERENCE
R
A
4
RPMS | 2022-2023
OBJECTIVE 12:
PARENT – TEACHER CONFERENCE
ANNOTATIONS
During the Parent-Teacher
conference, together with Ma’am Marilyn,
R we promptly and clearly communicated

the learners' needs, progress, and
achievements to key stakeholders,
including parents/guardians. Through
detailed reports and open discussions,
We provided a comprehensive overview
A of each student's strengths, areas for

improvement, and academic milestones.
By fostering effective communication, We
ensured that parents/guardians were well-
informed about their child's educational
journey and actively involved in
4
supporting their learning. This
collaborative approach facilitated a
deeper understanding of the learners'
individual needs and enabled tailored
support both at school and home.
RPMS | 2022-2023
OBJECTIVE 12:
AWARDING OF HONORS
R
A
ANNOTATIONS
4
During the awarding ceremony, we recognized and honored
the achievers and students who attained grades of 90 and above. Their
outstanding academic performance and dedication to excellence were
celebrated and acknowledged. This recognition serves as motivation for
all learners to strive for excellence and sets a benchmark for academic
achievement within our school community. We congratulate these
students for their exceptional accomplishments and encourage them to
continue their pursuit of knowledge and success.

RPMS | 2022-2023
OBJECTIVE 12:
Corrected Test Paper of Learners
R
A ANNOTATIONS
I corrected my learners' test papers, and I made sure that the
scores of my learners are known to the parents, so I asked them to sign it.
This process of involving parents in acknowledging and understanding their
4
child's test scores promotes transparency and open communication. It also
allows parents to stay informed about their child's academic progress and
encourages their active involvement in supporting their learning journey. By
obtaining their signatures, we create a shared responsibility for their child's
education and foster a collaborative partnership between home and school.

RPMS | 2022-2023
K PERSONAL GROWTH
AND
PROFESSIONAL
R DEVELOPAMENT
“When we strive to become better teachers than we are,
everyone in our classroom becomes better too.”
A
- Robert John Meehan
5
RPMS | 2022-2023
OBJECTIVE 13:
Applied a personal philosophy of
teaching that is learner-centered
A reflection/journal entry that highlights
the application of a learner-centered
R teaching philosophy in the lesson plan or

community work
A
5
RPMS | 2022-2023
OBJECTIVE 13:
K PERSONAL REFLECTION
NOTES
Reflecting on the application of a learner-centered
teaching philosophy in my Math and Araling Panlipunan lesson
plans, I am pleased to observe the positive impact it has had on
my students’ engagement, understanding, and enthusiasm for
Math and Araling Panlipunan. By placing the learner at the center
R
of the educational experience, I have been able to create a
dynamic and inclusive classroom environment where students
actively construct their skills in dancing, singing and in arts.
One crucial aspect of my learner-centered math
lesson plans is acknowledging the diverse needs and abilities of
my students. Understanding that students possess unique
learning styles and prior knowledge, I design differentiated
activities that cater to their individual needs. For example, when
A
introducing a new concept, I provide multiple entry points, such
as hands-on manipulatives, visual representations, or real-world
examples. This allows students to engage with the material in a
way that aligns with their strengths and promotes a deeper
understanding of the Matn and Aaralin Panlipunan concept.
Another key component of a learner-centered lesson
plan is fostering active participation and inquiry-based learning.
Rather than simply presenting the lesson, I create opportunities
for students to actively explore and make connections. I
5
encourage them to ask questions, investigate patterns, and share
their experiences and talents. By providing open-ended tasks and
guiding questions, students develop critical thinking skills and
become active learners, gaining deeper appreciation for the
intrinsic beauty of Math and Araling Panlipunan.

RPMS | 2022-2023
OBJECTIVE 13:
K PERSONAL REFLECTION
NOTES
To further promote a learner-centered approach, I
incorporate student choice and autonomy into my lesson plans. By
offering options for project topics and methods of presentation,
students feel a sense of ownership and agency in their learning. This
R
empowers them to take responsibility for their actions, journey,
emhancing their motivation and intrinsic desire to excel.
Additionally, I integrate real-world applications into my lesson plans to
foster relevance and demonstrate the practical significance of Math
and Araling Panlipunan concepts. By relating these two subjects to
their everyday lives, students develop deeper appreciation for the
subjects and recognize its importance beyond the classroom.
Assessment in a learner-centered lesson plan is focused on growth
and understanding rather than solely on grades. I use formative
A
assessments, such as observations, discussions and self-reflection, to
gauge students’ progress and provide timely feedback. This allows me
to identify areas of misconception or challenge and adapt my
instruction accordingly, ensuring that every student receives the
necessary support and guidance to succeed.
In conclusion, the application of a learner-centered teaching
philosophy in my lesson plans has transformed the learning
experience for my students. By acknowledging their individual needs,
fostering active participation, providing student choice, integrating real-
world applications, and utilizing ongoing assessment, I have witnessed
5
increased student engagement, deeper conceptual understanding,
and a genuine passion for Math and Araling Panlipunan. This
reflection reaffirms my commitment to continually refine and evolve my
teaching practices to best serve the diverse needs of my students and
inspire them to become lifelong learners in Math , Araling Panlipunan
and beyond.

RPMS | 2022-2023
OBJECTIVE 13:
K PHOTOS AND DOCUMENTATION
R
A
5
RPMS | 2022-2023
OBJECTIVE 14:
Set professional development goals
based on the Philippine Professional
K
Standards for Teachers
R • Certification from the ICT Coordinator /

School Head / Focal Person in charge of e-
SAT
• IPCRF-DP
A • Mid-year Review Form (MRF)
• Updated IPCRF-DP from Phase II
5
RPMS | 2022-2023
OBJECTIVE 14:
K Standards for Teachers
R
IPCRF-DP
A
5
RPMS | 2022-2023
OBJECTIVE 14:
K
Standards for Teachers
R
E-SAT
A
5
RPMS | 2022-2023
OBJECTIVE 14:
K Standards for Teachers
R
INDIVIDUAL PERFORMANCE COMMITMENT & REVIEW
FORM
A
5
RPMS | 2022-2023
PLUS
K FACTOR
OBJECTIVE 15:
Performed various related works/activities that
contribute to the teaching-learning
process
R “When we strive to become better teachers than we are,

everyone in our classroom becomes better too.”
- Robert John Meehan
A
5
RPMS | 2022-2023
Any one (1) proof of:
K ● committee involvement;
● involvement as module/learning material writer/validator;
● involvement as a resource person/speaker/learning
facilitator in in the RO/SDO/school-initiated TV/radio-
based instruction;
R ● book or journal authorship/

co-authorship/contributorship;
● advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a forum/conference;
A ● mentoring of pre-service/in-service teachers;

● conducted research within the rating period;
● others (please specify)
with annotation on how it contributed to the teaching-
5
learning process.

RPMS | 2022-2023
OBJECTIVE 15:
process
COMMITTEE INVOLVEMENT
R
A
5
RPMS | 2022-2023
OBJECTIVE 15:
process
BOOK OR JOURNAL AUTHORSHIP/CO-AUTHORSHIP
CONTRIBUTORSHIP
R
A
5
RPMS | 2022-2023
OBJECTIVE 15:
process
ADVISORSHIP/COORDINATORSHIP/
CHAIRPERSONSHIP
R
A
5
RPMS | 2022-2023
OBJECTIVE 15:
process
R
A
5
RPMS | 2022-2023
OBJECTIVE 15:
process
K ANNOTATIONS
R
A
5

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Department of Education

Classroom Observation Tool (COT) rating

R sheet or inter-observer agreement form from

If onsite / face-to-face / in-person classes

• through observation of synchronous /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

A content within and across

1 for my COT 1 and using

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

R agreement form/s done through onsite /

A • through observation of synchronous /

• through observation of a demonstration

1 teaching* via LAC session.

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

K COT 1: LESSON PLAN

K COT 2: LESSON PLAN

R In every part of my lesson I see to it that

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

A • through observation of synchronous /

• through observation of a demonstration

1 teaching* via LAC session.

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

—William Arthur Ward

A • through observation of synchronous /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

A • through observation of synchronous /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

R agreement form/s done through onsite /

A • through observation of synchronous /

• through observation of a demonstration

2 teaching* via LAC session.

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

R rating sheet/s or inter-observer

A are not implemented,

• through observation of synchronous /

3 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

3 6-point rating because as a teacher, I strategically planned,

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

❖ Proof/s of attendance in LAC sessions / FGDs /

❖ Minutes of LAC sessions / FGDs / meetings /

❖ Reflection notes of teachers on their

❖ Any equivalent ALS form/document that

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

3 These minutes of meetings serve as a written record

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

R rating sheet/s or inter-observer

• through observation of synchronous /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

resources to optimize the achievement of learning objectives.

• through observation of synchronous /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

COT 1 TOOL COT 2

assessment strategies aligned with curriculum requirements, I ensured comprehensive evaluation of

approaches to accurately assess student learning and inform instructional planning.

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-

• A sample of corrected test paper of a learner