MXM Eememzsvszsa-Exilippineprofw&&Ional: Multiyfarguidelinesontfleresultfi-Babedperformance

DepEdMEMORANDUM
No , s. 2023
.
MULTIYFARGUIDELINESONTflERESULTfi-BABEDPERFORMANCE
mxm*eEMEmzsvszsa-exiLIPPINEPROFW&&IONAL
flTANDARDSFORTEACHERS
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary School Heads
All Others Concerned
1.Consistent with DepEd Order (DO) No. 2, s. 2015 prescribing the Guidelines
oa the Establishment and Im ple me nt a tion of the Results-Based
Performance Management System {RPMS} In the Department of Education (DepEd)
and pursuant to Section 5 of DO 42, s. 2017 on the National Adoption and
Im ple me nt a tion of the Philippine Professional Standards for Teachers (PPST),
which mandates that all performance appraisals for teachers shall be baaed on
this e e t of standards, this Department continues its commitment to integrating and
embedding the PPST into the RPMS for teachers.
2.Geared towards competency-based performance management,

professional development, and career progression, the PPST-based RPMS for teachers
shall utilize all the 37 indicators of the PPST and shall be distributed across three
school years (SYs): SY 2022-2023, SY 2023—2024, and SY 2024—2025. This DepEd
Memorandum titled Multi-Year Guidelines on the Results-Based Performance
Management System- Philippine Professional S t a n d a r d s f o r Te a c h e r s {RPMS-
PPST} details the enclosed procedures and all other necessary information on the
adoption and implementation of performance management and appraisal of teachers.
The tools, forms, and protocols stipulated herein are developed and modified to
e ns ur e t hat t h e measures of teacher performance throughout the next three SYs are
appropriate, adaptive, and relevant to capture teachers' actual performance and are
applicable to all contexts and scenarios faced by the schools adopting different
learning modalities.
3.This Memorandum shall cover all teachers in public elementary and secondary
schools and community learning centers (CLCs), including those assigned to teach under
the Alternative Learning 8ystem (ALS), Madrasah Education, Special Education
(SPEdJ, and Special Science Education. It shall guide the Ratees, Raters, Approving
Authorities, and other stakeholders in managing and evaluating teachers' performance
anchored on the PPST.
4. Furthermore, the RPMS timeline for the next three SYs shall be aligned with the
a nnual School Calendar a nd Activities issued by the Department.
DepEd Complex, Meralco Avenue, Pasig City 1600 8633-7208/8633-7228/8632-1361 8636-4876/ 8637-6209 www.deped.gov.ph
5.For more information, please contact the Bureau of H u m a n Resource
and Organi zat i onal Development, 4th Floor, Mabini Building, Department of
Education Central Office, DepEd Complex, Meralco Avenue, Pasig City through
email at bhrod.hrdd@deped.gov.ph or at telephone number (02) 8470-6630.
6. Immediate dissemination of this Memorandum is desired.
By Authority of the Secretary:
GLORIA IL-MERCADO
Undersecretary
Enc1.:
As stated
References:
DepEd Order (Nos. 42, s. 20 17 and 2, s. 20 15)
To be indicated in the Perpetual Index

under the following subjects:
EMPLOYEES
OFFICIALS
PERFORMANCE
POLICY
PROGRAMS
SCHOOLS
TEACHERS
JDMC APA MPC, DM Multi-year Guidelines on the RPMS-PPST

0042 — January 31, 2023
(Enclosure to DepEd Memorandum No. , s . 2023)
2. This guidelines shall cover three (3) SYs: SY 2022-2023, SY 2023-2024,
SY 2024-2025. Each SY shall follow the prescribed RPMS timeline provided
below (Fipure 2).
Fipure 2: The RPM!S Timeline for T‘enchers
1. RPMS Manual for The month

Discussion of RPMS- before the
i eacners an o ocnool !
PPST Tools Raters start of
Mea0s
classes'
Self-Assessment Tool
2’ Individual
Self-Assessment with
Performance
Initial Individual 1st to 2nd
Commitment and
Development Ratees month of the
Review Form (IPCRF)
Planning 1st Q uar te pS
Part IV - Individual
Development Plan
(IDP)
Within the
SY
Classroom Classroom Observation
Ratees and Raters
Observation Too (COT) and Forms Once every
Quarter°
Rater
PHASE II
Accomplishment Performance Monitoring At least once
Performance Ratees and Raters
PMCF and Coaching Form every Quarter
Monitoring
(PMCF)
and Coaching
fcitee:
Mid-Year Review and Within the
Draft IPCRF -
Assessment and 5th to 6th
IDP
Revisiting the Ratees and Raters month of the
Individual Ra/er: school year
Development Plans
PMCF
Raters, Ratees, At least a

Pedonnance Performance IPCRF week after
Assessment of and Approving
RevMwand Teacher's Portfolio Authorities scheduled
Teachers graduation
aluatlon
Finalization of
Individual IPCRF - IDP Ratees At least a
Development Plans week after
scheduled
Performance Submission of IPCRF gra ua
Ratees
Rewarding and to Raters
Development Accomplished IPCRF
with complete At least a
IPCRF Data
signatures month after
I Collection to Schools Raters
scheduled
Division Office graduation
' For SY 2022-2023, the step (Discussion of RPMS-PPST Tools) shall commence upon the issuance of these Guidelines.
° For SY 2022-2023, this step (Self-Assessment with Initial Individual Development PlanningJ shall commence upon the
issuance of these Guidelines.
* For SY 2022-2023, only two (2J classroom observations shall be required. For SY 2023-2024 and SY 2024-2025, four
(4) classroom observations shall be required.
Page 2 of 12
3. The performance rating of teachers shall follow the schedule provided in the
School Cnlendor and Activities guidelines of each SY. It shall be used as basis
for performance-based compensation and benefits (i.e. Mid-Year and Venr-And
bonuses, Prod£tctivity Enhancement incentive), determination of length of
service for purposes of computation for the Performance-Based Bonus (PBB),
and for purposes of career progression of teachers.
II. RPi¥IS-PPS’I’ l a d i catozs fo r Pzo£lcteztt azzd EIigb1p ProPactent ’¥‘oo1s
4. Teachers who will use the Pro rent Tools are expected to be professionally
independent in the application of skills vital to the teaching and learning
process. They provide focused teaching programs tha t meet curriculum and
assessment requirements and display skills in planning, implementing, and
managing learning programs. They actively engage in collaborative learning
with the professional community and other stakeholders for m utua l growth
and advancement. They are reflective practitioners who continually
consolidate the knowledge, skills, and practices of Career Stage 2 (Proficient)
Teachers.
5. The following teacher positions, including those of similar rank that teach
unde r the ALS, Madrasah Education, SPED, a n d / o r Special Science
Education, shall use the Proficient Tools:
a. Teacher I;
b. Teacher II; and
c. Teacher III.
The additional teacher positions that m a y b e created by virtue of Executive
Order (EO) No. 174 (Establishing the Expanded Career Progression !Sy:stem for
Public School Teachers) shall likewise use the Proficient tools, unless otherwise
stated in subsequent guidelines.
6. Master Teachers who will use the Highly ProJcient tools are those that
consistently display high levels of performance in their teaching practice. They
manifest an in-depth arid sophistieated understanding of the teaching and
learning process, have high education-focused situation cognition, and are
more adept in problem solving and optimize opportunities gained from
experience. Career Stage 3 (Highly Proficient) Teachers work collaboratively
with colleagues and provide them support a nd mentoring to enhance their
learning and practice. They continually seek to develop their professional
knowledge and practice by reflecting on their own needs, and those of their
colleagues and students.
7. T h e following M a st e r Te a c h e r p o sitio n s, including those of similar rank

teaching unde r the ALS, Madrasah Education, SPED, a n d / o r Special
Science Education, shall use the Highly Proficient Tools:
a. Master Teacher I;
b. Master Teacher II;
c. Master Teacher III; and
d. Master Teacher IV.
The additional Master Teacher position tha t m a y b e created by virtue of EO
No. 174 shall likewise use the Highly Proficient Tools, unless otherwise
rescinded in subsequent guidelines.
Page 3 of 12
8. These guidelines shall prescribe the specific set of indicators for each school
year, all of which were based on consultation with selected field
personnel, teachers, a nd master teachers nationwide. Thus, all school-
based personnel covered by this DepEd Memorandum shall
strictly abide by the set of indicators assigned for each SY. Any
modification to the set of indicators per school year shall not be
allowed.
9. The 37 PPST indicators for both f'roJcient and Hiphly Proficient Tools shall be
divided across three (3) school years, each with a total of IN
indicators composed of Clas:sroom Obsemnbfe Indicators (COI:s),
Non-Classroom Obsemnble Indicator:s (NCOI:s), and the Plus Factor.
10. Figure d provides for the 3-year distribution of the 37 PPST indicators
using the ProJcient tools.
Figure 3: 3-YeaT Distribution of PPST Indicators for ProJcient benchers

pp, Year 1 COI/ Year R COI/ Year 3 COI/
*Repeated PPST
itidicator
Page 4 of 12
11. Figure 4 provides for the 3-year distribution of the 37 PPST
indicators using the Highly Pro rent Tools.
Pigure 4: 3-Year Distribution of PPIST Indicator:s for Hiphly Proficient Teacher:s
12. The weight per each indicator shall be as follows:
Objectives 1 to 14 7% each (total of 98%)

Objective 15 (Plus Factor) 2%
Z'oiztf 100%
13. All COIs shall be measured using the following Performance Indicators:
Quality and Efficiency.
Quality shall be measured through the demonstration of COIs during the

Classroom Observation (CO) and the submission of the Classroom
Obsemnfion Tool (COT) or Inter-Observer Agreement Form, whichever
is applicable, as means of verification (MOV}.
€f/tciencp shall be measured through efficient delivery of the lesson

objectives within the prescribed period or time allotment.
There shall be no Timeliness performance indicators for all COIs.
14. On the other hand, NCOIs shall be measured using the following Performance
Indicators: Quality, Efficiency, and/or Timeliness.
Page 5 of 12
izz uultl-vear æus-
. PPS'T''T'ools
15. The following RPMS-PPST Tools shall be used in SY 2022-2023, SY 2023-
2024, and SY 2024-2025:
a. Annex A1: Proficient RPMS-PPST Tools for SY 2022-2023;

b. Annex A2: Proficient RPMS-PPST Tools for SY 2023-2024;
c. Annex A3: Proficient RPMS-PPST Tools for SY 2024-2025;
d. Annex B1: Highly Proficient RPMS-PPST Tools for SY 2022-2023;
e. Annex B2: Highly Proficient RPMS-PPST Tools for SY 2023-2024;
f. Annex B3: Highly Proficient RPMS-PPST Tools for SY 2024-2025;
g. Annex C: Full RPMS-Classroom Observation Tool Rubric
h. Annex D: Modes of Classroom Observation
i. Annex E: Classroom Observation Process
16. The aforementioned tools may also be accessed using the QR code below or
through this link: https: / /bit.lv /RPMSPPSTMULTIYEAR which
can be accessed using the official DepEd e-mail
address (example juan. delacruztâHeried.gon.phs. In case the employee
does not yet have a DepEd e-mail address, they may request
from their respective Division Information Technology Officer
(ITO).
RPMS-PPST
Tools —
QR Code
IV. GuîdeRoesforClaseroomObservatlon
17. For SY 2022-2023, only two (2) classroom observations are required, which
shall be conducted in the last two (2) quarters {orte per qttarter). For SY 2023-
2024 and SY 2024-2025, four (4} classroom observations are required, which
shall be conducted once every quarter.
18. Figure 5 provides for the schedule a n d distribution of the identified COIs that shall
be observed across quarters for Proficient Teachers; while Nipiire 6
provides for the schedule and distribution of the identified COIs that shall be
observed across quarters for Highly Proficient Teachers.
Page 6 of 12
Figure 5: Schedule and Distrfbittion of COIS aero:s:s Quarters for f'ro/cient Teacher:s
for ISY 2O!22-!2O!23, SPY 2023-2O24, and BY 2024-!2OH5
YEAR 1 CLASSROO OBSERVATION

SY2022-2023 M 3rd
1st 4th
2nd
COI 1
COI 2
COI 3
COI 4 2.3.2
COI 5 2.6.2
COI 6 3.1.2
COI 7 4.1.2
COI 8 4.5.2
COI 9 5.1.2
TOTAL
YEA/I 2 CLASSROOM OBSERVATION
SY2023-2024 1st 2nd 3rd 4th
COI 1
COI 2
COI 3
COI 4 1.6.2 1.6.2

COI 5 2.1.2 2.1.2
COI 6 2.2.2 2.2.2
COI 7 3.2.2 3.2.2
COI 8 3.5.2 3.5.2
COI 9 5.3.2 5.3.2
TOTAL
rEAIt 3 CLASSROOM OBSERVATION

SY 2024-2025 1st 2nd 3rd 4th
COI 1
COI 2
COI 3 1.3.2 1.3.2
COI 4 1.7.2 1.7.2
COI 5 2.4.2 2.4.2
COI 6 2.5.2
COI 7
COI 8 2.5.2
3.3.2
3.3.2
3.4.2
3.4.2
TOTAL 5
Page 7 of 12
Figure 6: Schedule and Distribution of COIL ocross Øttnrters for highly Pro ient
benchers for SPY 2O!2!2-2OG3, BY 2023-2024, rind BY 2024-2O2!S
VfAR I CLASSROOM
OBSERVATION 1st
SY2022-2023 2nd 3rd 4th
COI 1
COI 2
COI 3 K3.3
COI 4 2.6.3
COI 5 3.1.3
COI 6 4.1.3
TOTAL
rfAR 2 CLASS tOOM OBSERVATION

SY2023-2024 1st 2nd 3rd 4th
COI 1
COI 2
COI 3 1.6.3 1.6.3
COI 4 2.1.3 2.1.3
COI 5 2.2.3 2.2.3
COI 6 3.2.3
COI 7 3.5.3
COI 8 5.3.3
TOTAL 5
VEAR J CLASSROOM OBS£A TION

SY2024-20Û5 1st 3rd 4th
2nd
COI 1
COI 2 1.3.3 1.3.3
COI 3 1.7.3 1.7.3
COI 4 2.5.3
TOTAL J J
Page 8 of 12
19. The average rating of the classroom observations done across quarters shall
constitute the final rating for each COI.
20. Additional classroom observations m a y be conducted for purposes of

technical assistance to teachers to improve their teaching practice.
However, classroom observations conducted for technical assistance
purposes will not be a factor in the determination of a Ratee's
performance rating. The purpose or objective of the observation shall
be clearly stated prior to any scheduled classroom observation.
21. All classroom observations for performance evaluation purposes shall be

scheduled in advance. The Ratee m ust be informed of the schedule at least
three (3) working days before the classroom observation.
22. In case of unforseen circumstances and fortuitous events that a re outside the
control of the schools (such as natural or man-made calamities or disasters,
lockdowns, etc.), concerned schools may be allowed to deviate from the
prescribed timeline of conducting classroom observations; provided that
requests in relation thereto shall be subject for approval of the Schools
Division Superintendent; provided further, that all applicable classroom
observation modes are exhausted prior to submitting the request.
23. ‘T‘be de£atzlt m o de of ctasarooza obsezvatlozz s u a u b e la-pezsozz/Face-to-

fa c e observation. In case of any national pronouncements that
m a y affect the operations of the school (e.g. community quarantines,
implementation of blended learning, etc.), the following modes
of alternative classroom observation may be considered:
a. Online Synchornous Classroom Observation
b. Online Asynchronous Classroom Observation
c. Classroom Observation via Learning Action Cells (LAC)
The usua l protocols and procedures indicated in the !2O1 9 DepEd RPM!
S Manual for Teacher and School Heads shall apply. Annex D provides for
the additional guidelines on the conduct of all classroom observation modes.
2R. To f u r t h e r guide the Ra t e e s and Raters on the conduct of the v ar ious

classroom observation modes, Annex € provides for the pre-observation,
observation, and post-observation processes for any mode of classroom
observation.
V. R ate e , R a t e r, a a d Approw¿ag Autboztt p ia tlze RP S
25. The matrix reflecting the appropriate raters and approving authorities is
enclosed and established in DO 2, s. 2015 (RPMS Guidelines). To address
operational concerns that have surfaced since the issuance of DO 2, s. 2015,
the said matrix shall be expanded in the table below to provide for a clearer
ratee-rater-approving authority relationship.
Page 9 of 12
Figure T. Ratee-Rater-Approving Atithorit¡J Matrix
Ratee /Teacher Rater / Observer Approving Authority
Superintendent
Small rind Medium Divisions
Head Teacher Principal/ School Head
Master Teacher Assistant Superintendent
Large rind Very Large Divisions
Superintendent
Teacher
l3ma1l rind ñfedium Divisions:
{for schools Cth no Master
Teachers, Head benchers, Principal/ School Head
Assistant Superintendent
rind/or Assistant Principal)
Large one( Very Large Divisions
Teacher Master Teacher/ Head Principal/ School Head

Teacher/ Assistant Principal
ALS Implementers Master Teacher/ Head Principal/ School Head

(school-based) Teacher/ Assistant Principal
ALS Implementers Education Program

(community learning Specialist for ALiS/ Chief of Curriculum
centers-based) In charge for ALS Implementation Division (CID}
VI. G1ossazp of'g'erzos
Niplire 8: Glossary for the RPMS Tools ISY 2O!21-2O!2!

2
GLOSSARY
Refers to a learning material that is a n oiidio recorded lesson which
can be used for distance learning or as supplementary material
This can be saved in a USB flash drive and played in a device (e.g.,
plug-and-play radios with USB port, TV with USB port, computer,
etc.}.
Articulates the progression of teacher performance from Beginning to
Career Stage
Distinguished teaching practice.
Classroom Refers to teacher behaviors /practices that c a n be observed inside the
Obaereabte classroom context and measured by COT
Izzd1cators(COIs)
D a i l y Leeaoa Log See Lesson Plctn
Dezaoastzatt oa Demonstration option where ratees will demonstrate the identified

‘I'eacbtog wtt b co- COIs and deliver the lesson with co-teachers who will serve as
te a c h e rs as learners as if it were in a real class.
Demonstration option where ratees will demonstrate the identified

Dec onstratioin of
COIs based on their understanding of the objective and share it with
beat practices
their co-teacher during the LAC session
See Lesson Plart

Plan (DLPJ
LearoJag Acttoa Functions as a professional learning community for teachers that will
CeH(LAC) help them improve practice and learner achievement (Department of
Education TO16a, i)
Page 10 of 12
LAC aims to improve the teaching-learning process that will lead to
improved learning among the students; to nurture successful
teachers; to enable teachers to support each other to continuously
improve their content and pedagogical knowledge, practice, skills, and
attitudes; a n d to foster a professional collaborative spirit among
school heads, teachers, and the community as a whole (Department of
Education 20 lOa, 3).
‘During pandemic and other disruptive events, all public elementary
and secondary school teachers in the region shall prepare their lesson
Leasozz Esezzzplar e x e m p l a r s instead of the usual Detailed Lesson Plan (DLPs) a n d / o r
Daily Learning Logs (DLL} for MELCs a n d / o r enabling competencies"
{Department of Education - CALABARZON 2020, 10).
Refers to the Dnllp Lesson toy (DLL) or Oetnifed Le sso n P l a n (DLP)
as part of instructional planning (Department of Education 2016b)
Other forms of a lesson plan are the feefclp Lesson Plan

(WLP}, ifeeklp Lesson top (WLL), Weekly Eome Lenrntnp Plan
(WHLP} and heseon Exemplars ELE).
Refer to the competencies from the K to 12 curriculum guides which
are most useful in many professions and in everyday life, thereby
satisfying the so-called endurance criterion.
I\€ost sssezttia1
Anchored on the prescribed standards, these competencies identified
Cozapeteaclea by the Department in consultation with stakeholders are to be used
(MELCS) nationwide by field implementers and private schools for SY 2020-
2021 as a response to developing resilient education systems most
especially during emergencies s u c h as the current global pandemic
(Department of Education, 2020a}.
Noa Clasarooza Pertains to teacher behavior/practices that are performed by teachers
Observable outside the classroom and not observable within the classroom
IndIcato*s(NCOIs) context.
A mode of teaching that utilizes video conferencing, live chat, instant
messaging, or a combination of any of the online tools to engage
Oollzze learners to work in real-time
Teaching These materials may be designed for collaborative tasks to engage
learners o n virtual collaboration among peers (Department of
Education 2020b, 31).
Refer to learning resources crafted by teachers to supplement the
materials handed down by the DepEd division/regional/central offices
These materials should be aligned with DepEd standards a n d support

the contextualized needs of learners in online, modular, and TV- and
radio-based instruction. These teacher-made learning materials can
Supp1ezaeatary’ be printed or digital modules, activity sheets, interactive e-materials,
3/taterta1a and MELCs-aligned video- and audio-lessons (Department of
Education - Undersecretary for Curriculum and Instruction 2020, 3).
Writing tasks c a n also be part of the supplementary materials where
learners can write the challenges they are facing and what parts of the
lesson they did not fully understand a n d need additional help for from
their teacher (Department of Education 2020b, 37)
Refers to real-time instruction via handheld two-way radios or walkie-

talkies.
T O - W B A @ B ? tf O ‘Those areas with Last Mile Schools which cannot be reached by the
Instructi on 25-50 kilometer radius coverage area would now be served using
handheld two-way radios or Walkie-tallies.’ These schools would each
be given sets of walkie-talkies to be able to reach learners w h o are 3-5
kilometers away from the school. Paired with DepEd printed modules,
Page 11 of 12
teachers are able to guide their students and answer their questions
real-time. The combination of the two modalities, printed modules and
h a n d h e l d radios, enab le the effective delivery of lesso n s even in the
absence of online options, television and radio b ro ad cast services”
(Department of Education — Undersecretary for Administration, 2021l
Refers to a learning material similar to a ri6teo-recorded lesson and
video-taped Ie:soon used for online asynchronous teaching or used as
supplementary material
This material can be uploaded to YouTube, Google Classroom, or any

online platform, or distributed via storage devices (e.g., flash drives or
CD-ROMs).
VL
References
1. Government of the Philippines, Department of Education. 2020a. Guidelines
on the Use oy the Most E:sBentiaI learning Competencie:s. Pasig City.
2. Government of the Philippines, Department of Education. 2020b. Adoption of
the Basic Education £enrninp ContiniiiJ Plan for tschool Vear 2020-2O!21 in
Light of the Covid-i 9 Public ffenlth Emergency. Pasig City.
3. Government of the Philippines, Department of Education. 2019a. Classroom
Obsemntion Tool. Pasig City.
4. Government of the Philippines, Department of Education. 2019b.
fiestiIts-
based Performance Mnnopement lsi stern Updated Mummy. Pasig City.
5. Government of the Philippines, Department of Education. 2017. National
Adoption rind Implementation of fhe Philippine Professional S!
tandards for Teacher:s. Pasig City.
6. Goverriment of the Philippines, Department of Education. 2016a. The
Learning
Teaching and Action Cell as Pasig
Learning. a K toCity.
12 Basic Education
Government of Program School-
the Philippines,
based
Department of Education. 2016b. PoIici Guidelines on Daily her:son
Continuing Professional
Prepare’tion for Development
ttue K to 12Basic £d£tCntionStrategy
Program. for
PasigtheCity.
Improvement of
7. G o v e r n m e n t of the Philippines, D e p a r t m e n t of E d u c a t i o n . 2 0 1 5 . Guidelines on the
Enhanced School Improvement Plnnninp SIP) Process rind the School Report
Card (ESRC). Pasig City.
8. Government of the Philippines, Department of Education —
CALABARZON. 2019. PIVOT 4A Budget of Work in All learning Areas in Ke;j !
Stage 1-4 (version
9 2.0). Cainta.
. Government of the Philippines, Department of Education - Undersecretaiy for
Curriculum and Instruction. 2020. Policy Guiifelines on th Implementation of
10. learning Delivery Modalities for the Formal Edttcntfon. Pasig City.
Council. 2019.ofPhilippine
Government Profe:ssio Department
the Philippines, I Stnndnrdsof for benchers (PP!ST)
Education — Teacher
Resource Package Module 1 T. Pasig City.
Education
11. United Nations Educational, Scientific and Cultural Organization. 1999.
Programme for the Education of Children in Di L(It CirCttmstnnres: street
children, working children...nccess to educa’tion, even for the most destitute.
https://u n esd o c . u n e s c o . o r g / a r k : / 4 8 2 2 3 / p f 0 0 0 0 11 8 1 0 1 _ e n g ? p o s I n S e t = 1 & q
ueryId=9046c1d9-f537-4e9c-9641- 9d4d93b0a429
Page 12 of 12
RPMS
Teacher I-III
(Proficient Teachers)
2022-2023
KRA 1: Content Knowledge and Pedagogy
PERFORMANCE INDICATOR
UEANS or
OBJECTIVE Outstanding ' Very Satisfactory Satisfactory Unsatisfactory Poor
VERIFICATION QET 4 3 1
5 2
1. Applied Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
knowledge Tool (COT) rating sheet/s Level 7 in Level 6 in Lavel 5 in Level 4 in Level 3 in
of content or inter-observer agreement Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and form/s done through onsite / shown in COT shown in COT shown in COT shown in COT shown in COT
dCF0SS face-to-face rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets /
curriculu / in-person classroom inter-observer inter-observer inter-observer inter-observer inter-observer
m observation. Quality agreement forms agreement forms agreement forms agreement forms agreement forms
teaching
areas. If onsite/ face-to-face or
!PPST Min- person classes are
1.1.2) not implemented, No acceptable
• through observation of evidence was
synchronous / shown
asynchronous teaching Objective was Objective was No acceptable
in other modalities; or met within the met but evidence was
• through observation of a allotted time instruction shown
Efficiency
demonstration exceeded the
teaching” via LAC allotted time
session.
* The demonstration teaching must always reflect the teaching-learning process.
Notes:
1. PPST Resource Package Module 1 offers illustrative and instructive information that can help ratees achieV0 this objective (PPST Indiator 1.1.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See
sample computation below:
Means of Verification COT RPMS 5-point RPMS Rating for RPMS Rating
Average
Rating Scale Rating Quality Transmutation Table
COT Rating Sheet 1 6 4 Outstanding (5} 4.500-5.000
COT Rating Sheet 2 5 3 3.500 4 Very Satisfactory(4) 3.500-4.499
COT Ratino Sheet 3 5 3 (Very Satisfactoiy) Satisfactory (3) 2.500-3.499
COT Rating Sheet4 6 4 Unsatisfactory f2) 1.500-2.499
Poor (1) 1.000-1.499
Page 2 of 20
RPMS Tool for S.Y. 2022-2023 I *°•oflclent Teachers

MEANS OF
PERF.QRMAI CE I¿JI2iCATOR
O@E6TIVE QET
Outstanding , Very Satisfactory , Satlsfactory "Unsatisfactory . Pobr
VERIFICATION 2 1
4 3
2. Used a range Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
of teaching Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
strategies that or inter-observer Objective 2 as Objective 2 as Objective 2 as Objective 2 as Objective 2 as
enhance agreement form/s done shown in COT shown in COT shown in COT shown in COT shown in COT
learner through onsite / face-to-face rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
achievement in / in-person classroom inter-observer inter-observer inter-observer inter-observer inter-observer
literacy and observation. Quality agreement forms agreement forms agreement forms agreement forms agreement forms
numeracy
skills. If onsite/ face-to-face Min- Of
(PPST 1.4.2} person classes are
not implemented, No acceptable
• through evidence was
observation of shown
synchronous /
• in other modalities;
through or
observation met within
allotted timethe met but
instruction evidence
shown was
Efficiency
of a demonstration exceeded the
session.
The demonstration teaching must always reflect the teaching-learning process.
Notes:
1. PPST Resource Package Module 2 offers illustrative and instructive information that can help ratees achieve this objective (PPSTlndicator 1.4.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ra\ings; and (iii) find the transmuted RPMS rating. See
Average
COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 3.500
4 Very Satisfactory (4) 3.500-4.499
COT Rating Sheet 3 5 3 (Very Satisfactory) Satisfactory (3) 2.500-3.499
COT Rating Sheet4 6 4 Unsatisfactory 2 1.500-2.499
Poor (1) 1.000-1.499
Page 3 of 20
RPMS Tool for S.Y. 2022-2023 | Proficient Teachers
OBJECTIVE Outstanding Very Sytjsfactory "Satisfactory Unsatisfactory" Poor
MEAN9 0 QE
4 3 2 1”
VERIFICATION T
3. Applied a Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
ranpe of (COT) rating sheet/s or inter• Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching observer agreement form/s Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
strategies to done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
develop face / in-person classroom rating sheets / rating sheets / rating sheets / rating sheets/ rating sheets /
critical and observation. inter-observer inter-observer inter-observer inter-observer inter-observer
creative Quality agreement forms agreement agreement forms agreement agreement
thinking, as If onsite/ forms forms forms
well as face-to-face/in- person or
other classes are not
higher-order • through observation of
implemented, No acceptable
thinking synchronous / asynchronous evidence was
skills. teaching in other modalities; shown
(PPST or Objective was Objective was No acceptable
1.5.2) • through observation of met within the met but evidence was
a Efficiency allotted time instruction shown
demonstration teaching* exceeded the
via LAC session. alloted time
Notes:
1. PPST Resource Package Module 3 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 1.5.2).
Means of Verification
COT RPMS 5•point
Average
RPMS Rating for RPMS Rating
COT Rating Sheet 1 6 4 Outstanding 15) 4.500-5.000
4 Very Satisfactory(4) 3.500-4.499
COT Rating Sheet 4 6 4 Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
Page 4 of 20
RPMS Tool for S.Y. 2022-2023 I *°*°^cientTeachers
KRA 2: Learning Environment & Diversity of Learners
PERFORMANCE INOIOATOR _
0BJEtTIV, t MEAI\IS Very Satisfactory - Satisfactdry Unsatisfactory- Poor
Outstanding
OF QET 4 i
E 3 ' 2’
4. Managed Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
classroom Tool (COT) rating Level 7 in Objective Level 6 in Level 5 in Level 4 in Level 3 in
structure to sheet/s or inter-observer 4 as shown in COT Objective 4 as Objective 4 as Objective 4 as Objective 4 as
engage learners, agreement form/s done rating sheets / shown in COT shown in COT shown in COT shown in COT
individually or in through onsite / face-to- inter- observer rating sheets / rating sheets / rating sheets/ rating sheets /
groups, in face / in-person agreement forms inter-observer inter-observer inter-observer inter-observer
meaningful classroom observation. Quality agreement agreement agreement agreement
exploration, forms forms forms forms
discovery and If onsite/ 0
hands•on face-to-face/in- person f
activities within classes are not No acceptable
a range of • through observation of
implemented, evidence was
physical synchronous / shown
learning asynchronous Objective was Objective was No acceptable
environments. teaching in other met within the metbut evidehCe was
(PPST 2.3.2} modalities; or allotted time instruction shown
• through observation Efficiency exceeded
of a demonstration the allotted
teaching’ via LAC time
session.
Notes:
1. PPST Resource Package Module 4 offers illustrative and instructive infoririation that can help ratees achieve this objective (PPST Indicator 2.3.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating.
See sample computation below:
Means of Verification COT RPMS 5-point RPMS Rating for RPIyIS Rating
Average
COT Rating Sheet 1 6 4 3.500 4 Outstanding(5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory} Very Satisfactory ‹4\ 3.500-4.499
Satisfactory(3) 2.500-3.499
Unsatisfactory f2) 1.500-2.499
Poor{1) 1.000-1.499
Page 5 of 20
KRA 2: Learning Environment & Diversig of Learners
" . . I?ERFORMANCE INDICATOR
it, NEANS OF'V@IFICATION t, Oubtanding. Satisfactory "Unsatisfactory ( Poor
T Satisfactory
' (3) )! (1)
5. Managed Classroom Observation Tool Demonstrated Demonstrated ' Demonstrated Demonstrated Demonstrated
learner behavior (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
constructively observer agreement form/s Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
by applying done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
positive and face / in-person classroom rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
non-violent observation. inter-observer inter-observer inter-observer inter-observer inter-observer
discipline to Quality agreement forms agreement forms agreement forms agreement forms agreement forms
ensure learning- If ons”ite/
focused face-to-face/in- person 0f
environments. classes are not
(PPST 2.6.2} •implemented,
through observation of No acceptable
synchronous / asynchronous evidence was
teaching in other modalities; shown
or Objective was Objective was No acceptable
• through observation of a met within the met but evidence was
demonstration Efficiency allotted time instruction shown
teaching’ via exceeded the
LAC session. allotted time
“The demonstration teaching must always reflect the teaching-learning process.
Notes:
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS
rating. See sample computation below:
Means of Verification COT RPMS 5•point RPMS Rating for RPMS Rating
Average
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (41 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
Page 6 of 20
PERFORUANCEJIJDICATOR
Very
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET (y)
SatisfaCtofg {3) t(2}/ (1)
6. Used Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
differentiated, (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level4 in Level 3 in Objective
developmentally observer agreement form/s Objective 6 as Objective 6 as shown Objective 6 as 6 as Objective 6 as shown
appropriate done through onsite / face-to- in COT shown in COT rating shown in COT in COT shown in COT rating
learning face/ in-person classroom sheets/ rating sheets / inter- rating sheets / sheets/ rating sheets / inter-
experiences to observation. observer inter-observer inter-observer observer inter-observer
agreement forms agreement forms agreement forms
address guaiiiy agreement forms
learners'
If onsite/face-to-face/in- agreement forms
gender,
person classes are not
needs,
implemented, 0f
• through observation
strengths, of synchronous / No acceptable
interests and asynchronous teaching in evidence was
experiences. other modalities; or shown
(PPS7 3.1.2) • through observation
of a demonstration Objective was Objective was No acceptable
teaching‘ via LAC met within the met but evidence was
session. Efficiency allotted time instruction shown
exceeded the
* Th0 demonstration teaching must always reflect the teaching-learning process. allotted time
Notes:
1. PPST Resource Package Module 6 offers illustrative and instructive information that can help ratees achieve this objective (PPST indicator 3.1.2).
Means of Verification COT RPMS 5-point Average RPMS Rating for RPMS Rating
GOT Rating Sheet 1 6 4 3.500 4 Outstanding ISO 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactoiy) Very Satisfactory (4) 3.5004.499
Satisfactory (3J 2.500-3.499
Poor (1) J.000-1.499
Page 7 of 20
RPfdS Tool for S.Y. 2022-2023 | Proficient Teachers
KRA 3: Curriculum and Planning
” ERFORMAXCEJNB!CATOR
OBJECTIVE Outstanding Satisfactory Unsatisfactory › Poor
i” MED\§S OF QET Satisfactory
” (3) (2) ' (1)
VERIFICATIOX (5)
7. Planned, Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
managed and (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented observer agreement form/s Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
developmentally done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in GOT
sequenced face / in-person classroom rating sheets/ rating sheets / rating sheets / rating sheets / rating sheets I
teaching and observation. inter-observer inter-observer inter-observer inter-observer inter-observer
learning Quality agreement forms agreement forms agreement forms agreement forms agreement forms
processes to meet If onsite/
curriculum face-to-face/in- person O
requirements c/asses are not f
and varied • through observation of
teaching synchronous / evidence was
contexts. asynchronous teaching shown
(PPST 4.1.2) in other modalities; or Objective was Objective was No acceptable
demonstration teaching* Efficiency allotted time instruction shown
Ga LAGsession. exceeded the
allotted time
Notes:
PPST Resource Package Module 7 offers illustrative and instructive information that can help ratees achieye this objective (PPST Indicator 4.1.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted
RPMS rating. See sample computation below:
Means of Verification COT RPMS 5•point

Average
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5\ 4.500-5.000
COT Rating Sheet 2 5 3 IVery Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactow(3) 2.500-3.499
Poor (1) 1.000-1.499
Page 8 of 20
RPMS Tool for S.Y. 2022-2023 I Proficient Teachers
PERFORMAI\ CE INDICATOR„
OBJECTIVE 'MEANS OF VERIFICATION Oubtayding ,Very Satisfactory Satisfactory Unsattsfactory Poor
',! QET
(J) (3) (2)
(1)
8. Participated 1. Proof/s of attendance in Planned for Reflected on Shared practices, Attended LAC No acceptable
in collegial LAC sessions / FGDs / enriched teaching practices during teacher and sessions I FGDs /
discussions meetings / other practice based LAC sessions / learner feedback evidence was meetings / other
that use collegial discussions on LAC FGDs / during LAC shown collegial
teacher and 2. lylinutes of LAC sessions / meetings / other sessions / FGDs /
learner sessions FGDs / collegial meetings / other discussions that
feedback to / FGDs / meetings / meetings / other discussions to collegial discuss
enrich teaching other collegial collegial plan, facilitate, discussions to teacher/learner
practice. discussions and enrich plan, facilitate, feedback to enrich
discussions on use of attended, as teaching and enrich
(PPST 4.4.2) teacher and learner
instruction, as
shown in MOV 3 practice, as teaching practice, shown in MOV 1
feedback to enrich teaching shown in MOV 3 as shown in
practice MOV 2
3. Reflection notes of
teachers on their
demonstration of
teaching practices
following participation Participated in Participated in Participated in Participated in a No
from LAC sessions / collegial collegial collegial acceptable
FGDs / meetings / discussions discussions that discussions that collegial evidence was
other collegial that
discuss teacher discuss teacher discussion that
discussions that use and learner and learner
teacher and learner discuss feedback across feedback across shown discusses teacher
feedback to enrich teacher 3 quarters 2 quarters and learner
teaching practice, with Timeliness' and learner feedback in only
proofls of attendance feedback across 1 quarter
4. Any equivalent ALS 4 quarters
form/document that
highlights the
objective
*M0Vs for the rating of this performance measure must contain date stamps to track conduct of such activities (e.g., date in the attendance sheets, minutes, and reflection notes,
minutes).
Note: PPST Resource Package Module 8 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 4.4.2).
Page 9 of 20
RPMS Tool for S,Y. 2022-2023 | Proficient Teachers
I ' - - PERFORMANCE INDICATOR -

OBJECTIVE MENUS OF ' Outstanding Satisfactory " Poor
QET Satisfactory ” (1)
VERIFICATION (3)
9. Selected, Classroom Observation Tool Demonstrated Demonstrated Demonstrated Unsatjsfact
Demonstrated Demonstrated
developed, (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 inory Level 3 in
organized and observer agreement form/s Objective 9 as Objective 9 as Objective 9 as Objective 9t2)
as Objective 9 as
used appropriate done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
teaching and face / in-person classroom rating sheets / rating sheets / rating sheets/ rating sheets/ rating sheets /
learning obsewaion. inter-observer inter-observer inter-observer inter-observer inter-observer
resources, Quality agreement forms agreement foms agreement forms agreement forms agreement forms
including ICT, to If
address learning onsite/face-to-face/in- or
goals. person classes are not
(PPST 4.5.2) • through observation of
teaching in other shown
modalities; or Objective was Objective was No acceptable
demonstration teaching’ Efficiency allotted time instruction shown
via LAC session. exceeded the
allotted time
Notes:
Means of Verification COT RPMS 5•point Average RPMS Rating for RPMS Rating
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactory f3) 2.500-3.499
Poor (1) 1.000-1.499
Page 10 of 20
RPMS Tool for S.Y. 2O22-2023 | Proficient Teachers
KRA 4: Assessment and Reporting
MEAXS OF " Outstanding Satisfactory Unsatlsfactory Poo
QET ( Satisfactory
VERIFICATION r
10. Designed, Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
selected, (COT) rating sheet/s or inter- Level 7 in Level6 in Level 5 in Level4 in Level 3 in
organized and observer agreement form/s Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
used diagnostic, done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
formative and face/ in-person classroom rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets /
summative observation. inter-observer inter-observer inter-observer inter-observer inter-observer
assessment ouaiit› agreement forms agreement forms agreement forms agreement forms agreement forms
strategies If
consistent with onsite/face-to-face/in- or
curriculum person classes are not
requirements. implemented, No acceptable
(PPST 5.1.2} • through observation of evidence was
synchronous / asynchronous shown
teaching in other modalities; Objective was Objective was No acceptable
or met within the met but evidence was
• through observation Efficienc allotted time instruction shown
of a demonstration y exceeded the
session.
Notes:
PPST Resource Package Module 10 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 5.1.2).
2. Ih computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See
COT Rating Sheet 1 6 4 3.500 4 outstanding /5\ 4.500-5.000
COT Rating Sheet 2 5 3 {Very Satisfactory) Very Satisfactory (4) 3.5004.499
Unsatisfactory (2\ 1.500-2.499
Poor [1) 1.000-1.499
Page 11 of 20
RPMS Tool for S.Y. 2022-2023 I • • * c I e n t Teachers

" PERFORMAN CE INDICATOR
OBJEC7I¥E MEANS OF VERIFICATION Outstanding Very Satjsfañtéry "Satisfactory “ Unsatisfactory —Poor
QET II
L^L f1)
11. Monitored Any one (1) of the following: Involved learner/s Monitored and Monitored and Monitored and No acceptable
and evaluated • Individual Learning in monitoring and evaluated learner evaluated learner evaluated learner evidence was
learner Monitoring Plan evaluation of their progress and progress and progress and shown
progress and (ILMP) own progress and achievement achievement achievement
achievement • Peer assessment data achievement basedon based on the class based on an
using learner • Sample of learners' Quality attainment data attainment data existing grade
attainment output with reflection / self- from an level / department I
data. assessment individual learner learning area
(PPST 5.2.2) • report
Progress
charts/anecdotal records
• Class/e-class
record/grading sheets Submitted MOV/s Submitted MOV/s Submitted MOV/s SUbmitted MOV/s No acceptable
• Lesson plans show/s monitoring show/s monitoring show/s monitoring show/s monitoring evidence was
showing index of and evaluation and evaluation and evaluation and evaluation shown
mastery done across 4 done across 3 done across 2 done in only 1
• Frequency of errors with quarters quarters quarters quarter
identified least/most
mastered skills Timeliness
• Any equivalent ALS
form/document that
highlights the objective
(e.g., Individual Learning
Agreement (ILA), ALS
Assessment Form 2)
• Others (Please specify and
Note: PPST Resource Package Module 11 offers illustrative and instructive informati0n that can help ratees achieve this objective (PPST Indicator 5.2.2).
provide annotations)
Page 12 of 20
PERFORMA TCE INDICATOR
“ MEANS OF
' OBJECTNE Outstanding Very-Sâtisféctozy “—Satisfactory Uiisatisfattory Poor
' " \fERIFICATl0N
12. Communicated Any one (1) of the Sustained Communicated Communicated Communicated No acceptable
promptly and clearly following: engagement promptly and promptly and learners' needs, evidence was
• A sample of corrected through regular clearly using clearly using progress and shown
the learners' needs,
test paper of a learner communication of various tools and only one (1) achievement to key
progress and in a learning area with learners' needs, strategies strategy learners' stakeholders,
achievement to key parent's or guardian's progress and learners' needs, needs, progress including
stakeholders, signature and date of achievement to key progress and and achievement parents/guardians
including receipt stakeholders, achievement to key to key , but not
parents/guardians. Quality including stakeholders, stakeholders, regularly as
• Minutes of meetings
(PPST 5.4.2) parents/guardians including including shown in the
with key , as shown in the parents/guardians parents/guardians MOV submitted
stakeholders (e.g., MOV submitted , as shown in the , as shown in the
PTA, SGC, SPT, MOV submitted MOV submitted
CPC) with proof of
attendance
• Report card with
parent's or guardian's
signature in all quarters Showed prompt Showed prompt Showed prompt Showed prompt No acceptable
supported by minutes of communication of communication of communication of communication of evidence was
meeting learners' needs, learners' needs, learners' needs, learners' needs, shown
• Communication progress and progress and progress and progress and
with key stakeholders achievement achievement achievement achievement in
(e.g., parents/guardians, across 4 across 3 across 2 only J quarter
co- teachers, LGU) quarters quarters quarters
using various Timeliness
modalities
•Anecdotal record
showing entries per
quarter
• Any equivalent
ALS formldocument
that highlights the
Note: PPST Resource Package Module 12objective
offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 5.4.2).
•Others (Please
specify and provide Page 13 of 20
annotations)
K A 5: Personal Growth and Professional Development
PERFORMANCE INDLCATOR— -
MEANS OF Outstanding Very Satisfactory Satisfactory - Unsatisfactory Poor
OBJECTIVE '
VERIFICATION QET !(1) I3T 'f2) .. ' f1’J
13. Applied a A reflection/journal entry Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
personal that highlights the that details the that reflects that shows the that indicates a evidence was
philosophy of application of a learner- consistent involvement of application of a personal shown
teaching that is centered teaching involvement of learners in the personal philosophy of
learner-centered. philosophy in the lesson learners in the teaching-learning philosophy of teaching that is
(PPST 7.1.2) plan or community work teaching-learning process resulting teaching that is not learner-
process resulting from the learner-centered centered
application of a
Quality from the personal
application of a philosophy of
personal teaching that is
philosophy of learner-centered
teaching that is
learner-centered
Applied a Applied a Applied a Applied a No acceptable

personal personal personal personal evidence was
philosophy of philosophy of philosophy of philosophy of shown
Timeliness teaching that is teaching that is teaching that is teaching that is
learner-centered learner-centered learner-centered learner-centered in
across 4 quarters across 3 quarters across 2 quarters only 1 quarter
Page 14 of 20
KRA 5: Personal Growth and Professional Development
PERFORUAI\I SE INDICATDR.
OBJECTI¿E MEANS 0F VERIFICATION QET Oubtanding Very Satisfactory Satisfactory IJnšatisfactoiy Poor
ii (4j f3I l1) t1j
,
lb
14. Set 1. Certification from the ICT Updated Discussed Set Accomplished No acceptable
professional Coordinator/ School Head/ professional progress on professional the e-SAT at the evidence was
development Focal Person in charge of e- development professional development beginning of the shown
goals based on SAT goals during development goals based on school year as
the Philippine 2. IPCRF-DP Phase II of the goals with the e-SAT results as evidenced by
Quality RPMS Cycle as rater during the evidenced by MOV 1
Professional 3. Mid-year Review Form
Standards for (MRF)
evidenced by mid-year review MOV 2
Teachers. MOV 4 as evidenced by
(PPST 7.5.2) 4. Updated IPCRF-DP MOV 3
from Phase II
Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency acceptable MOVs acceptable MOVs acceptable acceptable MOV evidence was
MOVs shown
All four (4) Three (3) of the Two (2) of the Only one (1) ol No acceptable
submitted M0Vs submitted M0Vs submitted M0Vs the submitted evidence was
were were were M0Vs was shown
accomplished accomplished accomplished accomplished
Timeliness within the
within the within the within the
prescribed prescribed prescribed prescribed
RPMS Phase
RPM5 Phase RPMS Phase RPMS Phase
Page 15 of 20
RPMS Tool for.S.Y. 2022-2023 | Proficient Teachers
Plus Factor
Any one (1) proof of: Performed at least Performed st least No acceptable
various related • committee involvement; one (1) related work one (1) related work evidence was
works / • involvement as / activity that / activity that shown
activities that module/learning material contributed to the contributed to the
contribute to writer/validator; teaching-learning teaching-learning
the teaching- • involvement as a process within process within tke
learning resource the class as evidenced
process. person/speaker/learning learning by the submitted
facilitator in in the area/Department as MOV.
RO/SD0/school-initiated evidenced by the
• book or journal instruction;
TV/radio-based authorship/ submiced MOV.
co-authorship/contributorship;
• advisorship/coordinatorship/
chairpelsonship; Submitted MOV that Submiked MOV that Submitted MOV that Submitted MOV that No acceptable
• participation in demonstration details the details the shows reasonable shows evidence was
teaching; achleved positive perceived posltive interlap with tfn considerable shown
• participation as research contribution to the contributlon to the actual teaching- overlap with, hence
teaching-learning teaching•Ieaming learning process, significantly
presenter in a Efficiency
forum/conference; process, as process, as as evidenced by the affecting the evidenced
• mentoring of pre-service/in- by the evidenced by the annotation provided. performance of the
service teachers; annotation provided. annotation provided.
• conducted research within actual teachlng•
the rating pariod; learning process.
•others (please specify)
wlth annotation on how it Submiked MOVs Submitted MOVs Submihed M0Vs
contrlbuted to the teaching- Submited MOV/s No acceptable
learning process. were distributed were distributed were distributed
was/were evidence was
scross 4 quarters across 3 quarters across 2 quarters
completed in only shoWn
Timeliness 1 quarter
Page 16 of 20
SUMMARY
KRA Objective Q E T MOV/s No. of MOVs

4’
KRA 1 2 '* Classroom Observation Tool (COT) rating sheet/s or inter-observer agreement form/s done through onsite / face-to-face / in-person classroom 4’
3 observation. 4‘
If ons'ite//éce-fo-fare/in-person c/asses are not implemented, 2*
KRA 2 5 • • through obsen/ation of synchronous / asynchronous teaching in other modalities; or 2’
6 G • through observation of a demonstration teaching* via LAC session. 2‘
7 v'
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
KRA3 8 practice at most 4
3. Reflection notes of teachers on their demonstration of teaching practices following participation from LAC sessions / FGDs I meetings
/ other collegial discussions that use teacher and learner feedback to enrich teaching practice, with proof/s of attendance
4. Any equivalent ALS form/document that highlights the objective
2’
See similar MOV above on COT rating sheet or inter-observer agreement form
Any one (1) of the following:

• Individual Learning Monitoring Plan (ILMP)
• Sample of learners' output with reflection / self-assessment
• Progress charts/anecdotal records
11 • Class/e-class record/grading sheets 1
• 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)
KRA 4 • Others (Please specify and provide annotations)
Any one (1) of the followlng:

• 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 staheholders (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 of meeting
12 • Communication with key stakeholders (e.g., parents/guardians, co-teachers, LGU) using various modalities at least 1
• Anecdotal record showing entries per quarter
• Any equivalent ALS form/document that highlights the objective (e.g., Individual Learning Agreement (ILA), ALS Assessment Form 2)
• Other documents showing learners' needs, progress and achievement submitted to other stakeholders
KRA 5 13 A reflectionljournal entry that highlights the application of a learner-centered teaching philosophy in the lesson plan or community work 4
Page 17 of 20
RPMS Tooi for S.Y. 2022-2023“,].Proficient Teachers
1. Certification from the ICT Coordinator/ School Head / Focal Person in charge of e-
SAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
• one
Any committee involvement;
(1) proof of:
• involvement as module/learning material writer/validator;
• involvement as a resource person/speaker/learning facilitator in in the RO/SD0/school-initiated TV/radio-based
instruction;
• book or journal authorship/ co-authorship/contributorship; 1
• advisorship/coordinatorship/ chairpersonship;
• participation in demonstration teaching;
• participation as research presenter in a forum/conference;
• mentoring of pre-service/in-service teachers;
• conducted
wlth annotation research
on how itwithin
contributed to the
the rating teachin -learning rocess.
period;
Minimum of 19 MOVs
* Note that M0Vs for the Classroom Observable Indicators (C0ls) may be crosscutting. Submission of four (4) COT rating sheets may already reflect the achievement of the nine (9) C0Is.
Page 18 of 20
GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementaiy material. This can be saved in
a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in ordar to judge learner
achievement; that is, how well the learner has learned the knowledge and/or skills covered in a unit. Summative assessment, essays, presentation, group work,
performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on fomal evaluation tasks and this mark is usually part
of their report card grade.
Learner achievement This pertains to the remarkable curricular or co-curricular performance ofa learner recognized by the school.
Learner attainment data This pertains to evidence(s) and results of various assessments that are used in the monitoring and evaluation of learner progress
and achievement
Learner needs This refers to the observable behavior or akitude of a learner that the teacher must address immediately
Learner progress This refers to a trail of stages of a learners school and academic status.
Learning action cell (LAC) This functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education
2016a, i) LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable teachers
to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit
among school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead
of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies” (Department of Education -
CALABARZON 2020, 10).
Lesson plan This refers to the Daily LOsSOn Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b).
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars LE).
Monitonng This refers to the continuous and systematic use of data in order to track learner progress through a variety offoms such as daily learning log, class record,
progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are not standardized
are used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems.
Stakeholder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industry partners) individuals or
group of individuals who participate or collaborate towards the attainment of the school's academic and institutional goals.
Supplementary materials These refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices.
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-based instruction.
These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned video- and audio-
lessons(Departmentof Education - Undersecretary for Curriculum and Instruction 2020,3). Writing tasks can also be part of the supplementary materials where learners
can write the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher (Department of
Video Lesson This refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash drives or
CD-ROMs).
Page 19 of 20
REFERENCES
Bickford, Deborah J. and David J. \/bright. 2006. *Community: The Hidden Context for Learning." In Learning Spaces, edited by Diana Oblinger.
EDUCAUSE. https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. J997. The Indigenous Peoples' Rights Act of 1997. Republic Act No. 8371.
Manila. Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No.7277.
Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential
Learning Competencies. Pasig City.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19 Public
Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City.
Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional Development
Strategy for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig
City. Government of the Philippines, Department of Education. 1987. Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Department of Education-CALABARZ0N. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0).
Cainta.
Government of the Philippines, Department of Education-Undersecretary for Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance
Learning Delivery Modality. Pasig
City.
Government of the Philippines, Depai1ment of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery
Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/
Definition%20of 20Giftedness%20%282019%29.pdf
Page 20 of 20
RPMS TooJ for S.Y. 2022-2023 I *°'°flcient Teachers

RPMS for
Teacher I-III
Teachers)
2ö23-2O24
MEANS OF Poor
OBJE0\IVE "Oflktanding 'VerySatisfactory Satisfactory Unsatisfactory
VERIFICATION QET
4 3 '1
I II . _
2
knowledge Tool (COT) rating sheet/s Level 7 in Level6 in Level 5 in Level 4 in Level 3 in
of content or inter-observer Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and agreement formls done shown in COT shown in COT shown in COT shown in COT shown in COT
across through onsite/ face-to-face rating sheets/ rating sheets/ rating sheets/ rating sheets / rating sheets/
curdculum / in-person classroom inter-observer inter-observer inter-observer inter-observer inter-observer
teaching observation. Quality agreement forms agreement foms agreement forms agreement forms agreement forms
areas.
\PPST If onsite/ or
1.1.2) face-to-face/in- person
classes are not No acceptable
•implemented,
through observation of evidence was
synchronous / shown
• through observation of a allotted time instruction shown
demonstration Efficiency
exceeded the
teaching* via LAC allotted time
session.
Notes:
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calsulate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample
computation below:
COT Rating Sheet 1 6 4 Outstanding (5\ 4.500-5.000
COT Rating Sheet 2 5 3 4 Very Satisfactory (4) 3.500-4.499
3.500
COT Rating Sheet 3 5 3 (Very Satisfactory) Satisfactory (3\ 2.500-3.499
COT Rating Sheet 4 6 4 Unsatisfactory (2) 1.500-2.499
Poor {1) 1.000-1.499
Page 2 of 20
OBJECTIVE
MEAMS OF Poor
Ouktanding Very Sat{SféCtO /” Satisfactory Unsatisfactory
! VERFISATION QET 1
2. Used a range Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
of teaching ' Tool (COT) Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
strategies that rating sheet/s or inter- Objective 2 as Objective 2 as Objective 2 as Objective 2 as Objective 2 as
enhance learner observer agreement form/s shown in COT shown in COT shown in COT shown in COT shown in COT
achievement in done through onsite / face-to- rating sheets / rating sheets / rating sheets / rating sheets / rating sheets/
literacy and face inter-observer inter-observer inter-observer inter-observer inter-observer
numeracy / in-person classroom agreement forms agreement forms agreement forms agreement forms agreement forms
skills. observation.
(PPST 1.4.2) If onsite/ or
face-to-face/in- person
c/asses are not No acceptable
•implemented,
synchronous / shown
• through observation of allotted time instruction shown
a demonstration Efficiency
exceeded the
teaching’ via LAC allotted time
session.
Notes:
COT RPMS5-point RPMS Rating for RPMS Rating
Means of Verification Average
COT Raling Sheet 1 6 4 Outstanding(5) 4.500-5.000
4 Very Satisfactoryl4) 3.500-4.499
COT Rating Sheet 3 5 3 (Very Satisfactory) Satisfactory(3) 2.500-3.499
Poor(1) 1.000-1.499
Page 3 of 20
QP.ERFORMANCE INDICATOR
OBJECTIVE Outstanding Very Satisfactory , Satisfactory Unsatisfactory Poor
,I MEANS OF OET 4 3 ! 2 1
¡
3. Applied a Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
VERIFICATION
range of (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching observer agreement form/s Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
strategies to done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
develop face / in-person classroom rating sheets I rating sheets/ rating sheets/ rating sheets / rating sheets /
critical and observation. inter-observer inter-observer inter-observer inter-observer inter-observer
creative Quality agreement forms agreement forms agreement forms agreement forms agreement forms
thinking, as If onsite/ face-to-face/in-
well as person c/asses are not 0f
other implemented,
higher•order • through observation of No acceptable
thinking synchronous / asynchronous evidence was
skills. teaching in other shown
(PPsT modalities; or Objective was Objective was No acceptable
1.5.1j • through observation of a met within the met but evidence was
teaching* via exceeded the
Notes:
Average
COT Rating Sheet 1 6 4 Outstanding (5} 4.500-5.000
COT Rating Sheet 2 5 3 3.500 4 Very Satisfactory (4) 3.500-4.499
COT RatinpSheet 3 5 3 (Very Satisfactory) Satisfactory (3) 2.500-3.499
COT Rating Sheet 4 6 4 Unsatisfactory f2) 1.500-2.499
Poor {1I 1.000-1.499
Page 4 of 20
I?ERF.ORNANCE lfgllCATOR
" Out st andi ng V6ry I Satlsfactory Unsat|s{actory Poor
' OB•JBCT• ( i Satis{ ctory
(3) : (2). ' (1)
)
NE‹ II
4. Displayed Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated , Demonstrated
proficient use of (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
Mother Tongue, observer agreement form/s Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
Filipino and done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
English to face / in-person classroom rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
facilitate observation. inter-observer inter-observer inter-observer inter-observer inter-observer
teaching and ovaiig agreement forms agreement forms agreement forms agreement forms agreement forms
learning. If onsite/
(PPST 1.6.2) face-to-face/in- person or
classes are not
• through observation of
• through observation of a met but evidence was
met within the
teaching* via exceeded the
* The demonstration teaching must always reflect the teaching-leaming process.
Notes:
Means of Verification DOT RPNS 5•point Average RPMS Rating for RPMS Rating
COT Rating Sheet 1 6 4 4 Outstandinq(5) 4.500-5.000
3.500
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory(4) 3.500-4.499
Unsatisfactory(2) 1.500-2.499
Poor(1) 1.000-1.499
Page 5 of 20
RPMS Tool fo S.Y. 2O2T2024 | Proficieńt Teachers
”PERFORMANCE INDICATOR
0BtJECTIŸ@’ " Veîy " Satlsfactory
0ubJiiding Satisfactory
, 'Uñsatisfactory : Poor
" ‘ II
( 1. (3) ' (2) (1)
5. Established Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
safe and secure (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level4 in Level 3 in
learning observer agreement form/s Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
environments to done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
enhance face / in-person classroom rating sheets/ rating sheets/ rating sheets/ rating sheets / rating sheets/
learning through observation. inter-observer inter-observer inter-observer inter-observer inter-observer
the consistent ouaiity agreement forms agreement forms agreement forms agreement forms agreement forms
implementation If onsite/
Of 0IÎCÏ9S, face-to-face/in- person O
guidelines and classes are not f
procedures. • through observation of
(PPST 2.1.2) synchronous / evidence was
asynchronous teaching in shown
other modalities; or Objective was Objective was No acceptable
• through observation ofa met within the met but evidence was
teaching” via exceeded the
The demonstration teaching musl always reflect the teaching-leasing process.
Notes:
Î9ÂIIS Of Ÿ9FlfÏCgti0fl
COT RPMS 5-point Average RPMS Rating for RPMS Rating
COT Rating Sheet 2 5 3 {Very Satsfactoryl Very Satisfactory (4) 3.500-4.499
Poor (1J 1.000-1.499
Page 6 of 20
RPMS Tool for S.Y. 2023-2024 ] Proficient Teachers
PERFORI¥ANCE IKDICATOB „
" Sat l sf act o
NVND’0F/ ATION )!
Very UnsatlS CtO£g
Outstanding Poor
QET Satisfactory
*, (3) (2) (1)
'
6. Maintained Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
environments observer agreement form/s Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
that promote done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
fairness, respect face / in-person classroom rating sheets/ rating sheets / rating sheets / rating sheets / rating sheets/
and care to observation. inter-observer inter-observer inter-observer inter-observer inter-observer
encourage Qualiy agreement forms agreement forms agreement forms agreement forms agreement forms
learning. If onsite/
(PPST 2.2.2j face-to-face/in- person O
classes are not F
synchronous / evidence was
teaching’ via exceeded the
Notes:
1. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT fating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See
COT RPMS 5- Average RPMS Rating for RPMS Rating
Rating point Scale Quality Transmutation Table
Rating Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 fVery Satisfactory) Satisfactory f3) 2.500-3.499
Poor (1) 1.000-1.499
Page 7 of 20
RPMS Tool for S.Y. 7 •2O24 | Proficient Teachers
PERFORIYIANCE INDICATOR
Very
E$IFICATION
QET Outst(ayn) Satisfactory i' Satl•!a«.t°*Y Unsat(ist)factory P(oto
ding . (. -
7. Established a Classroom Observation Tool Demonstrated Demonstrated Demonstrated
. Level 53)in Demonstrated Demonstrated
)
r
learner-centered (COT) rating sheet/s or inter- Level 7 in Level 6 in Level4 in Level 3 in
culture by using observer agreement form/s Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
teaching done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
strategies that face / in-person classroom rating sheets/ rating sheets/ rating sheets/ rating sheets/ rating sheets/
respond to their observation. inter-observer inter-observer inter-observer inter-observer inter-observer
linguistic, Quaiity agreement forms agreement forms agreement forms agreement forms agreement forms
cultural, socio- If onsite/
economic and face-to-face/in- person or
religious classes are not
backgrounds. •implemented,
through observation of No acceptable
(PPST 3.2.2} synchronous/ evidence was
• through observation met within the met but evidence was
of a demonstration Efficiency allotted time instruction shown
teaching* exceeded the
via LAC session. allotted time
The demonstration teaching must always reflect the teachifig-team •9 process.
Notes:
PPST Resource Package Module 17 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 3.2.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted
RPMS rating. See sample computation below:
COT RPMS 5-point RPMS Rating for RPMS Rating
COT Rating Sheet 1 6 4 3.500 4 Outstanding IS) 4.500-5.000
Poor (1) 1.000-1.499
Page 8 of 20
KRA 2: Learning Environment & DiversiÇ of Learners
PERFORNANC.E.’IkDICATOR
'' OB EC E * ’i MEANSOF VERIFICATION N
ET Outstpnding Satisfactory Ilnsatiëfactôrÿ ” "Pôor
J ° •
8. Adapted and Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
used culturally Tool (COT) rating sheet/s or Level 7 in Level 6 in Level 5 in LeVel4 in Level 3 in
appropriate inter-observer agreement Objective 8 as Objective 8 as Objective 8 as Objective 8 as Objective 8 as
teaching form/s done through onsite I shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to face-to-face / in-person rating sheets / rating sheets/ rating sheets/ rating sheets/ rating sheets /
address the classroom observation. inter-observer inter-observer inter-observer inter-observer inter-observer
needs of agreement forms agreement forms agreement forms agreement forms agreement
learners from If onsite/face-to- U
""’ forms
indigenous facefin- person classes
groups. (PP8T are not implemented, or
3.5.2j • through observation of
synchronous / asynchronous No acceptable
teaching in other modalities; evidence was
or shown
• through observation of a Objective was met Objective was met No acceptable
demonstration within the allotted but instruction evidence was
teaching’ via time exceeded the shown
LAC session. Efficiency allotted time

Notes:
COT Rating Sheet 1 6 4 4 Outstanding(5) 4.500-5.000
3.500
Poor(1) 1.000-1.499
Page 9 of 20
KRA 4: Curriculum and Planning & Assessment and Reporting
PERFORM# NSBI&DICATOR
OBJECTIVE NS OF VERIF•ICATION Very
Outstanding Unsat sfactory Poor
Satisfactoiy
(2) (1)
9. Set achievable At least one (1) lesson plan Set learning Set learning Set learning Set learning No acceptable
and appropriate (e.g., DLP, DLL, WHLP, WLP, outcomes were outcomes were outcomes were outcomes were evidence was
learning WLL, Lesson Exemplars, and the achievable and achievable and achievable and not achievable shown
outcomes that likes) or one lesson from a self- appropriate, and appropriate, and appropriate, and or appropriate,
are aligned with learning module, developed by the led to the contributed to are aligned with and were
learning ratee* and used in instruction, with attainment of the the the learning partially aligned
competencies. achievable and appropriate next related understanding competencies, as with the learning
learning outcomes that are Quality
(PPST 4.2.2} competency, as of the next shown in the competencies, as
aligned with the learning shown in the related MOV submitted. shown in the
competencies as shown in any
one (1) of the following: MOV submitted. competency, as MOV submitted.
• lecture/discussion
• activity/activity sheet shown in the
• performance task MOV submitted.
• rubric for assessing
performance using criteria All of the Majority of the At least half of Less than half No acceptable
that appropriately describe learning learning the learning of the learning evidence was
the target output outcomes set outcomes set outcomes set outcomes set shown
Efficiency were aligned were aligned were aligned were aligned
with the with the learning with the with the
learning learning learning
competencies as competencies as competencies as competencies as
shown in the shown in the shown in the shown in the
MOV
If the lesson plan or the lesson from a self-learning module is a product of a group work submittedeffort of
/ collaborative MOV submitted
two (2) or more teachers,MOV submitted
ratee should specify andMOV
providesubmitted
annotations of one's contribution to the
material.
Note: The PPST Resource Package Module 18 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 4.2.2).
Page 10 of 20
RPMS Tool for S.Y. 2023-2024 I
'•^ ci 6 Fl t Teachers
KRA 3: Surriculum and Planning & Assessment and RepoÛing
.PERFORMANCE INDICATDR
Very ” i Un"satÏSfd”CtO”Fÿ " "ëOO”
t OBJECTIVE MANS OF\VERIFICATION “Outstanding SatÏSfdCtOf
" QET (y Satis ctory ÿ ’” " F
*! ) (3) (2) (1)
10. Used Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
strategies for (COT) rating sheet/s or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
providing timely, observer agreement form/s Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
accurate and done through onsite / face-to- shown in COT shown in COT shown in COT shown in COT shown in COT
constructive face / in-person classroom rating sheets/ rating sheets / rating sheets/ rating sheets / rating sheets /
feedback to observation. inter-observer inter-observer inter-observer inter-observer inter-observer
improve learner Quality agreement forms agreement forms agreement forms agreement forms agreement forms
performance. If onsite/
(PPST 5.J.2j face-to-face/in- person or
classes are not
demonstration teaching” Efficiency allotted time instruction shown
allotted time
* The demonstration teaching must always reflect the teaching-leasing process.
Notes:
Means of Verification COT RPMS 5•point

Average
RPMS Rating for RPIYIS Rating
COT Rating Sheet 1 6 4
3.500
4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4\ 3.500-4.499
Poor(1) 1.000-1.499
Page 11of 20
RPMS Tool for S.Y. 2O23-2024 | Proùcient Tsachers
KRA 3: Curriculum and Planning & Assessment and Reporting
OBJECTiVE ' NEANS OF VERIFICATION Outstanding Véf} Safisfactbry Satisfactory
E L^I (4} ?.(3]
11. Utilized A list of identified least / Implemented a Developed Planned for a Analyzed learners' No acceptable
assessment most mastered skills based on teaching and materials based on teaching and mastered skills evidence was
data to inform the frequency of errors / correct learning strategy/ learners' assessment learning strategy based on the shown
the responses with any one (1) of program using data as evidenced and/or program frequency of errors
modification the following supporting materials based on by a list of based on learners' and correct
of teaching M0Vs learners' assessment identified least / assessment data as responses as
and learning 1. accomplishment report for Quality data as evidenced most mastered evidenced by a list evidenced by a list
practices and remedial / enhancement by a list of skills with of identified of identified least/
programs. activities (e.g., remedial identified least/ supporting MOV least/ most most mastered
(PPST 5.5.2j sessions, Summer Reading most mastered No. 2 mastered skills skills
Camp, Phil-IRl- based skills with with supporting
reading program) supporting MOV MOV No. 3
2. intervention material used No. 1
for remediation /
reinforcement/ Submitted MOV/s Submitted MOV/s Submitted MOV/s Submitted MOV/s No acceptable
enhancement showed utilization showed utilization showed utilization showed utilization evidence was
3. lesson plan/activity log for of assessment of assessment of assessment of assessment shown
remediation / enhancement data across 4 data across 3 data across 2 data in only 1
utilizing of assessment data Timeliness quarters quarters quarters quarter
to modify teaching and
learning practices or
programs
Note: PPST Resource Package Module 21 offers illustrative and instructive infonriation that can help ratees achieve this objective (PPSTlndicator 5.5.2).
Page 12 of 20
RPMS Tool for S.Y. 202T2024 | Proficient Teachers
KRA 4: Personal Growth and Professional Development & Personal Growth and Professional Development
PERFORMAR\TE INDICATOR
Outstanding "Very
MEANS OF.,VERIFICATI0 ; gp (*) Satisfactory
'Satisfactory Unsatlsfactory Poor
- '(4) (3) (2}" (1)
12. Build Any one (1) of the following: Sustained Sustained Secured Communicated No
relationships 1. Proof of participation in any activity engagement engagement with collaboration with and acceptable
with parentsl highlighting the objective, such as, through regular parents/guardians with obtained evidence
guardians and but not limited the following: communication of and/or wider parents/guardians response from was
the wider • Receipt form/monitoring form learners' needs, school community and/or wider parents/guardians shown
school during distribution of learning progress and to facilitate school and/or wider
community to achievement to involvement in community to school
facilitat9 materials, etc. key stakeholders, the educative facilitate community to
• conm‹tnent form to including parents/ process as involvement in facilitate
involvement in stakeholders, developed advocacy
the educatiV9 guardians, as evidenced by 2 the educative involvement in
P* ***• materials, certificate of pa ation Quality shown in the or more of MOV process as the educative
IPP **-!-*) that shows MOV submitted no. 1 or 2 evidenced by process as
parents’/stakeholders’ engagement one MOV no. 1 evidenced by
signed by the school head, etc. or 2 MOV No. 3
• Home visitation forms
• Any equivalent ALS
form/document that highlights
the objective
• Others (please specify and
provide
annotations) Showed Showed Showed Showed No
2. Parent-teacher log or proof of other engagement with engagement engagement with engagement acceptable
stakeholders meeting (e.g., one-on- parents/guardians with parents/guardians with evidence
one parent-teacher learner conference and the wider parentsguardans and the wider parents/guardians was
log; attendance sheet with minutes of school and the wider school and the wider shown
Timeliness community school community school
online or face-to-face meeting;
community
proof of involvement in the across 4 across 2 community in
learners'/parents’ orientation, etc.) quarters across 3 quarters only J quarter
3. Any form of communication to quarters
parents/stakeholders (e.g., notice
of meeting; screenshot of
chat/text message/communication
with parent/guardian)
Page 13 of 20
RPMS Tool for S.Y. 2O2T2024 | Proficient Teachers
PERFORMAKOE INDICATOR
OBJECTNE MEANS OF Poor
Outsbnding Ve/y Satjsféñtory 'Satisfactory Unsatisfactory -
VERIFICATION on (2 (1)
13. Participated in
professional
1. Certificate of
completion in a
’. Participated in any
professional
Participated in any
professional
Participated in any
professional
Participated
) in any
professional
No acceptable
evidsnce was
networks to share course/training network/activity that network/activity that network/activity network/activity shown
knowledge and to 2. Certificate of requires output* requires output* that requires that does not
enhance practice. participation and proof of and proof of output* to share require output to
(PPST 7.3.2) in a webinar, retooling, impementaion’ implementation’” knowledge and to share knowledge
upskilling, and other Quality within the school to within the enhance practice as and to enhance
training/ seminar/ share knowledge and to department/ grade evidenced by the practice as
3. workshop with proof of enhance practice as level to share submitted MOV evidenced by the
implementation evidenced by the knowledge and to submitted MOV
Certificate of recognition/ submitted MOV enhance practice as
speakership in a webinar evidenced by the
and other training/ submitted MOV
seminar/ workshop Participated in Participated in Participated in Participated in No acceptable
4. /\ny proof of professional networks professional networks professional professional evidence was
participation to a to share knowledge to share knowledge networks to share networks to share shown
benchmarking activity and to enhance and to enhance knowledge and to knowledge and to
5. Any proof of participation Timeliness
practice across 4 practice across 3 enhance practice enhance practice in
in school LAC sessions quarters quarters across 2 quarters only 1 quarter
(online/face-to-face)
6. Others (please specify
certified
and by the
provide LAC
annotations)
Coordinator
” "Outpuf' may include, but not limited to, lesson plan, instructional materials, action plan, or any teaching and learning-related materials. “
°Proof of implementation’ can be in the form of implemented action plan, lesson plan executed in class, application project, etc.
Note: PPST Resource Package Module 23 offers illustrative and instructive information that can help ratees achieve this objective
(PPSTlndicator 7.3.2).
Page 14 of 20
RPI\4S Toot for S.Y. 2O23-2024 | Proficient Teachers
PERFORMANCE INDICATOR -
0&JECTIVE ' MEANS OF VERIFICATION Ouktanding Very atisfactory Satlsfact Unsatisfactory Poor
!' DET I*l’ 'ft)• ft)
-
' f3l=
14. Developed 1. Certification from the ICT Updated Discussed Set Accomplished No acceptable
a personal Coordinator/ School professional progress on professional the e-SAT at the evidence was
improvement Head / Focal development professional development beginning of shown
plan based on Person in charge of e- goals during development goals based on the school year
reflection of SAT Phase II of the goals with the e-SAT results as as evidenced by
one's practice 2. IPCRF-DP Quality rater during the evidenced by MOV 1
and ongoing RPMS Cycle as mid-year MOV 2
3. Mid-year Review Form evidenced by
professional review as
learning. (MRF) MOV 4 evidenced by
(PP8T 7.4.2j 4. Updated IPCRF-DP MOV 3
from Phase II
Submitted 4 Submitted 3 Submitted 2 Submitted 1 No

Efficiency acceptable M0Vs acceptable MOVs acceptable acceptable acceptable
M0Vs MOV evidence was
shown
All four (4) Three(3) of Two(2) of the Only one (1) No
submitted M0Vs the submitted submitted M0Vs of the acceptable
were MOVs were were submitted evidence was
accomplished accomplished accomplished MOVs was shown
Timeliness within the within the within the accomplished
prescribed prescribed prescribed within the
RPMS Phase RPMS Phase RPUS Phase prescribed
Note: PPST Resource Package Module 24 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator RPMS Phase
7.4.2).
Page 15 of 20
Plus Factor
OBJEGTNE tNEANS OF VERIFICATION , Outstandin§ Very Satisfactory , Satisfactory Unsatisfactory Poor
.*‹s) (4) (3)— (2) (1)
15. Performed Any one (1) proof of: Performed at least Performed at least Performed at least Performed at least No acceptable
various related • committee involvement; one (1) related work one (1) related work one (1) related work one (1) related work evidence was
works / • involvement as / activity that / activity that / activity that / activity that shown
activities that module/learning material contributed to the contributed to the contributed to the contributed to the
contribute to the teaching-learning teaching-learning teaching-learning teaching-learning
writer/validator;
teaching- process beyond the process within the process within the process within the
• involvement as a
learning Quality school / school / learning class as evidenced
process. resource
Community Community area/department as by the submitted
person/speaker/learning Learning Center evidenced by the
Learning Center MOV.
facilitator in in the (CLV) as evidenced (CLC) as evidenced submitted MOV.
RO/SD0/school-initiated by the submitted by the submitted
TV/radio-based instruction; MOV. MOV.
• book or journal
authorship/
co-authorship/
contributorship;
• advisorship/
coordinatorship/ Submitted MOV that Submiked MOV that Submitted MOV that Submitted MOV that No acceptable
chairpersonship; details the achieved details the perceived shows reasonable shows considerable evidence was
• participation in demonstration positive positive interlap with the overlap with, hence shown
teaching; contribution to the contribution to the actual teaching- significantly
• participation as research teaching•Iearning teaching-learning learning process, as affecting the
Efficiency process, as evidenced process, as evidenced evidenced by the performance of the
presenter in a
by the annotation by the annotation provided. actual teaching-
forum/conference;
provided. annotatonpoWded. learning process.
• mentoring of pre-
service/in- service teachers;
• conducted research within
the rating period;
•others (please specify) Submitted M0Vs Submitted M0Vs Submitted M0Vs Submitted MOV/s No acceptable
with annotation on how it were distributed were distributed were distributed was/were evidence was
contributed to the teaching- completed in only shoWn
Timeliness
across 4 across 3 quarters across 2 quarters
learning process. 1 quarter
quarters
Page 1s of 20
SUMMAR
Objective Q E T
Y
MOV/s No. of MOVs
1
2 4’
KRA 1 Classroom Observation Tool (COT) rating sheet/s or inter•observer agreement form/s done through onsite / face-to-face / in-person
classroom observation. 4’
If onsite/ face-fo-face /iri-person c/asses are not implemented,

• through observation of synchronous / asynchronous teaching in other modalities; or 2’
6 V
through observation of a demonstration teaching’ via LACsesGon.
2‘
2‘
At least one (1) plan (e.g., DLP, DLL. WHLP, WLP, WLL, Lesson Exemplars, and the likes or one lesson plan from a self-learning module,
developed by the ratee and used in instruction, with achievable and appropriate learning outcomes that are aligned with the learning
competencies as shown in any one of the following:
9 • lecture/discussion 2’
• activity/activity sheet
• performance task
• rubric for assessing performance using criteria that appropriately describe the tar9etoutput
KRA 3 10 See similar MOV above on COT rating sheet or inter•observer agreement form 2’
A list of identified least / most mastered skills based on the frequency of errors / correct responses with any one (1) of the following
supporting M0Vs
« accomplishment report for remedial / enhancement activities (e.g., remedial sessions, Summer Reading Camp, Phil-IRI-
11 based reading program) 2’
• 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
1. Proof of participation in any activity highlighting the objective, such as, but not limited the following:
• Receipt form/monitoring form during distribution of learning materials, etc.
• Commitment form to stakeholders, developed advocacy materials, certificate of participation that shows
parents’/stakeholders’ engagement signed by the school head, etc.
12 • Home visitation forms 4
KRA4 • Any equivalent ALS form/document that highlights the objective
• Others (please specify and provide annotations)
2. Parent-teacher log or proof of other stakeholders meeting (e.g., one-on-one parent-teacher learner conference log; attendance sheet
with minutes of online or face-to-face meeting; proof of involvement in the learners’/parents’ orientation, etc.)
3. Any form of communication to parents/stakeholders (e.g., notice of meeting; screenshot of chat/text message/communication with
parent/guardian)Other documents showing learners’ needs, Rro9resasnd achievement submitted to other stakeholders
1. Certificate of completion in a course/training
13 v' 4
2. Certificate of participation in a webinar, retooling, upskilling, and other training/ seminar/ workshop with proof of implementation
Page 17 of 20
RPMS Tool for S.Y. 2023-2024 | Pi•oficient Tgachers
3. Certificate of recognition/ speakership in a webinar and other training/seminar/workshop
4. Any proof of participation to a benchmarking activity
5. Any proof of participation in school LAC sessions(online/face-to-face) certified by the LAC
Coordinator Others (please specify and provide annotations)
1. Certification from the ICT Coordinator I School Head / Focal Person in charge of e-
SAT
4
2. IPCRF-DP
4. one
Any Updated
(1) IPCRF-DP
proof of: from Phase II
• committee involvement;
• involvement as module/learning material writer/validator;
0 ihVolvement as a resource person/speakerJearning facilitator in in the RO/SD0/school-initiated TV/radio-based
instruction;
KRA 15 • book or journal authorship/ co-authorship/contributorship; 4
5 • advisorship/coordinatorship/ chairpersonship;
with annotationresearch
« conducted on howwithin
It cyytributed
the rating to the teaching-learnlng@ro
period; _
¢sss. y Minimum
of 48
Note that M0Vs for the Classroom Observable Indicators (C0Is) may be crosscutting. Submission of four(4) COT rating sheets may already reflect the achievement of the nine (9) M0Vs
COIs.
Page 18 of
20
GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material. This can be
saved in
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge
leamer
achievement; that is, how well the learner has learned the knowledge and/or skills covered in a unit. Summative assessment, essays, presentation,
group work, performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on formal evaluation
tasks and this mark is usually part of their report card grade.
Learner achievement This pertains to the remarkable cuiTicular or co-curricular performance of a learner recognized by the school.
and achievement
Learner needs This refers to the observable behavior or attitude of a learner that the teacher must address immediately
Learner progress This refers to a trail of stages of a learned's school and academic status.
Learning action cell (LAC) This functions as a professional leaming community for teachers that will help them improve practice and learned achievement (Department of
Education 2016a, i) LAC aims to improve the teaching-learning proæss that will lead to improved leasing among the students; to nurture successful
teachers; to enable
teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a
professional collaborative spint among school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar “During pandernic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars
instead
of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies" (Department of Education -
Lesson plan ThÏS fefers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b).
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson
Exemplars
(LE).
Monitonng This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as daily learning log, class
record,
progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are
not standardized are used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems.
StakeLolder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industiy partners) individuals
or
Supplementaiy materials These refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices.
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-
based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned
video- and audio-lessons(DepartmentolEducation-Undersecretaryfor Curriculum and Instruction 2020, 3). Writingtasks can also be part of the
supplementary materials where learners can write the challenges they are facing and what parts of the lesson they did not fully understand and
need additional help for from their teacher (Department of Education 2020b, 37).
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage Page 19 (e.g.,
devices of 20
flashTeachers
RPMS Tool for S.Y. 2023-2024 | Proficient drives or CD-ROMs).
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1997. The Indigenous Peoples' Rights Act of 1997. Republic Act No. 8371.
Manila. Government of the Philippines. 1991. Magna Carla for Disabled persons. Republic Act No.7277.
Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential
Learning Competencies. Pasig City.
Government of the Philippines, Depai1ment of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional Development
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City.
Government of the Philippines, Department of Education. 1987. Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Department of Education-CALABARZ0N. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
Government of the Philippines, Department of Education-Undersecretary for Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery Modality.
Pasig
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery
Definition%20of'/ 20Giftedness%20%282019%29.pdf
Page 20 of 20
RP MS Tool for S.Y. 2O23-2024 | Profi cient Teachers
RPMS Tool for
Teacher I-III
(Proficient Teachers)
S.Y. 2024-2O2S
KRA 1: ¢ontent Knowledge and Pedagogy
@EANSOF PERFORXIANCE INDICATOR
OBJECTIVE ””” Outstdnding Very Satisfactory Satisfactory , Unsatisfactory Poor
VERFICATION QET 4, 3 ' 2 I
knowledge Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
of moment or inter-observer Objective 1 as Objective 1 as Objective 1 as 1 as shown in COT Objective 1 as
within and agreement form/s done shown in COT shown in COT shown in COT rating sheets / inter- shown in COT
across through onsite / face-to-face rating sheets / rating sheets / rating sheets / observer rating sheets /
curricuum I in-person classroom inter-observer inter-observer inter-observer agreement forms inter-observer
teaching areas. observation. Quality agreement forms agreement forms agreement forms agreement forms
If onsite/ face-to-face or
Min- person classes are
not implemented, No acceptable
synchronous / shown
asynchronous teaching in Objective was Objective was No acceptable
other modalities; or met within the met but evidence was
• through observation
Efficiency ‘ ** tted time instruction shown
of a demonstration exceeded the
teaching’ via LAC allotted time
session.
Notes:
1. PPST Resource Package Module 1 offers illustrative and instructive information that can help ratees achieve this objective (PPSTlndicator 1.1.2).
COT RPMS 5•point
Average RPMS Rating for RPMS Rating
COT Rating Sheet 1 6 4 Outstanding(5) 4.500-5.000
COT Rating Sheet 4 6 4 Unsatisfactorv f2) 1.500-2.499
Poor(1) 1.000-1.499
Page 2 of 20
RPM Tool for S.Y. 2O24-2025 | Proficient Teachers
t OBJECTIVE QET “ Outstdiiding Ver} Sati factóry "— 'Satlsfactory Unsatisfactory "
2 Pb
2. Ensured the Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated or
Demonstrated
positive use of Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in 1.
Level 4 in Objective Level 3 in
Objective
ICT to facilitate or inter•observer Objective 2 as Objective 2 as 2 as shown in COT 2 as shown in COT Objective 2 as
the teaching agreement to«nls done shown in COT shown in COT rating sheets / rating sheets/ inter- shown in COT
inter-
and learning through onsite / face-to-face rating sheets/ rating sheets / observer observer rating sheets /
process. / in-person classroom inter-observer inter-observer agreement forms agreement forms inter-observer
(PPST 1.3.2) observation.
If onsite/ face-to-face ouaiiĘ agreement agreement forms agreementO
in- person classes are forms forms f
not implemented, No
• through observation acceptable
of synchronous/ evidence was
asynchronous teaching Objective was Objective was shown
in other modalities; or met within the met but No
• through observation )lotted time instruction acceptable
of a demonstration Efłiciency
exceeded the evidence was
teaching* via LAC allotted time shown
session.
Notes:
PPST Resource Package Module 13 offers illustrative and instructive information that can help ratees achieve this objective (PPSTlndicator 1.3.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the
transmuted RPMS rating. See sample computation below:
COT Rating Sheet2 (Very Satisfacto/y Very Satisfactory (4) 3.5004.499
Poor (1) 1.000-1.499
Page 3 of 20
MEANS OF I?ERFORIYIAtCE!NDICATDR,.
VERIFICATION
Outstanding 'Very Satisfactory Satisfactory Unsatisfactoi¿”" Poor
5 'I "3 2 1
3. Used a range Classroom Observation Demonstrated 4Demonstrated Demonstrated Level Demonstrated Demonstrated
of teaching Tool (COT) rating sheet/s Level 7 in Level 6 in 5 in Objective 3 as Level4 in Objective Level 3 in
strategies that or inter-observer Objective 3 as Objective 3 as shown in COT rating 3 as shown in COT Objective 3 as
enhance learner agreement form/s done shown in COT shown in COT sheets/ inter- rating sheets/ inter- shown in COT
achievement in through onsite / face-to- rating sheets/ rating sheets / observer observer rating sheets/
literacy and face / in-person classroom inter-observer inter-observer agreement forms agreement forms inter-observer
numeracy skills. observation. Quality agreement agreement forms agreement
(P'PST 1.4.2) forms forms
If onsite / face-to-face / in- or
synchronous / shown
asynchronous teaching Objective was Objective was met No acceptable
in other met within the but instruction evidence was
modalities; or allotted time exceeded the Sh0wn
• through observation of a Efficiency allotted time
demonstration
teaching’ via LAC
session.
Notes:
COT Rating Sheet 2 5 3 3.500 4 VerYSatisfactory(4) 3.500-4.499
COT Rating Sheet4 6 4 Unsatisfactory(2) 1.500-2.499
Poor(1) 1.000-1.499
Page 4 of 20
,t ” — . PERFORMANCE INDICATORS
OBJECTIVE Ouktanding
. Very Satisfactory Satisfactory Unsatisfactory ”Poor
L
VERFICATION QET S " 4 3 3 1
4. Used Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
research-based Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Objective Level 4 in Objective Level 3 in
knowledge and or inter-observer agreement Objective 4 as Objective 4 as 4 as shown in COT 4 as shown in COT Objective 4 as
principles of form/s done through onsite shown in COT shown in COT rating sheets/ inter- rating sheets/ inter- shown in COT
teaching and / face-to- face / in-person rating sheets I rating sheets / observer observer agreement rating sheets /
learning to classroom observation. inter-observer inter-observer agreement forms forms inter-observer
enhance Quality agreement forms agreement forms agreement forms
professional
practice. If onsite/ or
(PPST 1.2.2} face-to-face/in- person
classes are not No acceptable
•implemented,
synchronous / shown
asynchronous teaching Objective was Objective was met No acceptable
in other met within the but instruction evidence was
modalities; or allotted time exceeded the shown
• through observation Sfficiency allotted time
of a demonstration
teaching* via LAC
session.
Notes:
1. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS
Means of Verification COT RPMS 5-point Average

Rating Scale Ratlng Quality Transmutation Table
3.500
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4\ 3.500-4.499
Poor(1\ 1.000-1.499
Page 5 of 20
RPMS Tool for S.Y. 2024-2025 I «°*•Cieftt Teachers
KRA 2: Content Knowledge and Pedagogy & Learning Environment
i ii PERFORMANCE INBICATDR
OBJECTIVE
MEANS OF
" ‘” Outstanding " Very Sâtisfact6f} -9atisfacfory ' Poor
VERIFICATION
5 4 3 Unsatisf 1
' 5. Used effective Classroom Observation Demonstrated Demonstrated Demonstrated actory 2 Demonstrated
verbal and non- Tool (COT) rating sheet/s Level 7 in Level 6 in Level 5 in Objective Demonstrated Level 3 in
verbal classroom or inter-observer agreement Objective 5 as Objective 5 as 5 as shown in COT Level 4 in Objective Objective 5 as
communication form/s done through onsite / shown in COT shown in COT rating sheets / inter- 5 as shown in COT shown in COT
strategies to face-to-face rating sheets / rating sheets / observer rating sheets / inter- rating sheets /
support learner / in-person classroom inter-observer inter-observer agreement forms observer agreement inter-observer
understanding, observation. Qu | ty agreement forms agreement forms forms agreement forms
participation,
engagement and If onsite/ or
achievement. face-to-face/in- person
(PPST 1.7.2) classes are not No acceptable
•implemented,
synchronous / shown
asynchronous Objective was Objective was met No acceptable
teaching in met within łhe but instruction evidence was
other modalities; or allohed time exceeded the shown
• through observation of Efficiency
allotted time
a demonstration
teaching* via LAC
The demonstration teaching mustsession.
always reflect the teaching-leaming process.
Notes:
1. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale raling of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS
Means of Verification COT RPMS 5-point Average

4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfacton/ (4) 3.500-4.499
Satisfactory(3J 2.500-3.499
Poor (1) 1.000-1.499
Page 6 of 20
— P.EREOR¥AN0E.INDISATOA
t OBJECTIVE MEANSOFVERIFCATION ! Outstanding Very Satisfactory Satisfactory Unsatisfacfâry ” Poor
AE I
5 2 1
6. Maintain Classroom Observation T Demonstrated Demonstrated
4 Demonstrated 3 Demonstrated Demonstrated
supportive Tool (COT) rating sheet/s or Level 7 in Level 6 in Level 5 in Level 4 in Objective Level 3 in
learning inter•observer agreement Objective 6 as Objective 6 as Objective 6 as 6 as shown in COT Objective 6 as
environments form/s done through onsite / shown in COT shown in COT shown in COT rating sheets / inter- shown in COT
that nurture and face-to-face / in-person rating sheets / rating sheets / rating sheets / observer rating sheets /
inspire learners classroom observation. inter-observer inter-observer inter-observer agreement forms inter-observer
to participate, Quality agreement forms agreement forms agreement forms agreement forms
cooperate and If onsite/
collaborate in face-to-face/in- person or
continued classes are not
learning. • through observation of
(PPST 2.4.2) synchronous / asynchronous evidence was
teaching in other shown
modalities; or Objective was Objective was No acceptable
• through observation of a met within the evidence was
metbut
demonstration teaching” Efficiency allotted time ÏhStfUCtÏOh shown
allotted time
Notes:
1. PPST Resource Package Module 16 offers illustrative and instructive infomation that can help ratees achieve this objective (PPST Indicator 2.4.2).
Means of Vérification COT RPMS 5-point Average RPMS Rating for RPMS Rating
COT Rating Sheet 1 6 4 4 Outstanding (SQ 4.500-5.000
3.500
COT Rating Sheet 2 5 3 {Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Page 7 of 20
RPMS Tool for S.Y. 2” 024-2025 | Proficient Teachers

PERFORMANCE.INDICATORS
OBJECTIVE MEANS OF OUtstanding 'VerySatisfactory ” Satisfactory Unsatisfactory Poor
QET 4 ' 3. \
VERIFICATION 2
! Classroom Observation Tool DemonsVaed Demonstrate Demonstrated Demonstrated Demonstrated
(COT) rating sheet/s or inter- Level 7 in Level 6 din Objective Level 5 in Level4 in Level 3 in
7. Applied a range observer agreement form/s Objective 7 as 7 as shown in COT Objective 7 as Objective 7 as Object
of successful done through onsite / face-to- shown in COT rating sheets / inter- shown in COT shown in COT ive 7 as shown
strategies that face / in-person classroom rating sheets / observer rating sheets / rating sheets / in COT
maintain observation. inter-observer agreement forms inter-observer inter-observer rating sheets /
learning Qualig agreement agreement forms agreement forms inter-observer
environments If onsite/ forms agreement forms
that motivate face-to-face/in- person O
learners to work classes are not f
productively by • through observation of
assuming synchronous / asynchronous evidence was
responsibility for teaching in other shown
their own modalities; or Objective was Objective was No acceptable
learning. • through observation of a met within the met but evidence was
(PPST 2.5.2j demonstration Efficiency allotted time instruction shown
teaching’ via LAC exceeded the
session. allotted time
Notes:
Means of Verification COT RPMS 5•point Average RPMS Rating for RPMS Ratin9
COT Rating Sheet 1 6 4 3.500 4 Outstanding(51 4.500-5.000
Satisfactory{3) 2.500-3.499
Unsatisfactory(2 1.500-2.499
Poor (1) 1.000-1.499
Page 8 of 20
RPklS Tool for S.Y. 2024-2025 | Proficient Teachers
KRA 3: Diversity of Learners & Curriculum and
Planning PERKOR N£EIND1CATOR
0B4EGTlVE I EANS OF VERIFICATION Dutstqnding , Very Sâtisfactbfy Satisfactory Unsatisfactory Poqr
” Q"ET s i4: 3' 2 1’
8. Establish a Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
”
learner- Tool (COT) rating sheet/s or Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
centered inter-observer agreement Objective 8 as Objective 8 as Objective 8 as Objective 8 as Objective 8 as
culture by form/s done through onsite / shown in COT shown in COT shown in COT shown in COT shown in COT
using face-to-face / in-person rating sheets/ rating sheets/ rating sheets / rating sheets/ rating sheets /
teaching classroom observation. inter-observer inter-observer inter-observer inter-observer inter-observer
strategies that Quality agreement forms agreement forms agreement forms agreement forms agreement forms
respond to their If
linguistic, onsite/face-to-face/in- OF
cultural, socio- implemented,
economic and • through observation of No acceptable
religious synchronous / asynchronous evidence was
backgrounds. teaching in shown
(PPsr1.2.zj other modalities; or Objective was met Objective was met No acceptable
through observation
demonstration of avia
teaching* within
allottedthe
time but instruction
exceeded the evidence was
shown
LAC session. Efficiency allotted time
Notes:
PPST Resource Package Module 17 offers illustrative and instructive information that can help ratees achieve this objective (PPSTlndicator 3.2.2).
Beans of Verification Average
COT Rating Sheet 2 5 3 (Ver¥ Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Page 9 of 20
KRA 3: Diversity of Learners & Curriculum and Planning
II PERFORMANCE INDICATOR
''. MEANS OF " utstanding Very î sfactory Satisfa tory \Jnsati facfory - Pooî
t OBJECTNE QET , 4 3 2
VERIFICATION
9. Planned and ' Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
delivered teaching Tool (COT) rating sheet/s or Level 7 in Level 6 in Level 5 in Level 4 in1’ Level 3 in
strategies that are inter-observer agreement Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
respohsive to the form/s done through onsite / shown in COT shown in COT shown in COT shown in COT shown in COT
special face-to-face / in-person rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
educational needs classroom observation. inter-observer inter-observer inter-observer inter-observer inter-observer
of learners in ouaiï agreement forms agreement forms agreement forms agreement forms agreement forms
difficult If onsite
circumstances“, face-to-face/in- person or
including: classes are not
geographic • through observation of
isolation; chronic synchronous / asynchronous evidence was
illness; teaching in other shown
displacement due modalities; or Objective was Objective was No acceptable
to armed conflict, • through observation of a met within the met but evidence was
urban resettlement demonstration allotted time inStrUCt 0n shown
or disasters; child teaching” exceeded the
abuse and child via LAC session. Efficiency
allowed time
labor practices.
PPST 3.4.2

Notes:
Means of Verification COT RPM5 5•point Average

RPM5 Rating for RPMS Rating
COT Rating Sheet 1 6 4 4 Outstanding (5\ 4.500-5.000
3.500
COT Rating Sheet 2 5 3 (Very Satisfactory] Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-J.499
Page 10of 20
PERFORBJ\NCE I/iDICATOR.
OBJECTIVE Outstanding , Very Satisfactory Satisfactory , Unsatisfactory Poor
'I , MEANS OF VERIFICATION QET (6\ l‹l - 13)” l2} G1l
10. Adapted and 1. Proof of Implemented Contextualized, Adapted learning Planned for the No acceptable
implemented implementation of learning contextualized, localized programs that adaptation and evidence was
learning programs (e.g., progress localized and indigenized ensure relevance implementation of shown
programs that report, accomplishment indigenized adapted learning and responsiveness existing learning
ensure relevance report) learning programs to ensure to the needs of programs as
and 2. Proof of contextualization, programs to ensure relevance and all learners, as evidenced by
responsiveness to localization and Quality relevance and responsiveness to evidenced by MOV No. 4
the needs of all indigenization of learning responsiveness to the needs of all MOV No. 3
learners. (PPST programs (e.g., progress the needs of all learners, as
4.3.2) report, technical report) learners, as evidenced by MOV
3. Proof of adaptation of evdencedby No.2
learning programs (e.g., MOV No. 1
progress report,
accomplishment report)
4. Action plan / Adapted and Adapted and Adapted and Adapted and No acceptable
activity proposal / activity implemented implemented implemented implemented evidence was
matrix for adaptation and learning learning programs learning programs learning programs shown
implementation of learning programs across 4 across 3 quarters across 2 in only 1 quarter
programs quarters quarters
Timeliness
with annotation describing
the relevance and
responsiveness of the
learning programs to the
needs of all learners
Note: PPST Resource Package Module 19 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 4.3.2).
Page 11of 20
KRA 4: Communig Linkages and Professional Engagement
MEANS OF VERIFICATION Outs,(j{)nding Very Sa(tys)factory i " Satis( fy) ctory’ Unsatsfaciop Poor
0 QET
ECTIVE
11. Maintained 1. Communication letter about a Collaborated with Planned with the Conducted a Communicated No acceptable
learning program / project/ activity the community community consultative with the evidence was
environment that highlights maintaining stakeholders in stakeholders a meeting with the community
the shown
that are learning environments that program, project, community stakeholders
responsive to are responsive to implementation / and/or activity that stakeholders on a about a program,
community community contexts completion of a maintains learning program, project, project, and/or
contexts. Accomplishment report of a program, project, environments and/or activity that activity that
program / project/ activity Quality and/or activity that responsive to maintains learning maintains learning
(PPST 6.1.2) that highlights maintaining maintains learning community environments environments
learning environments that environments contexts as responsive to responsive to
are responsive to responsive to evidenced by MOV community community contexts
community contexts community contexts No. 3 contexts as as evidenced by
2. Minutes of a consultative as evidenced by evidenced by MOV MOV No. 1
MOV No. 4 No. 2
meeting / community
stakeholders meeting
about a Maintained Maintained learning Maintained learning Maintained learning No acceptable
program / project/ activity learning environment that environment that environment that evidence was
environment that are fesponsive to are responsiveto are responsive to shown
that community community contexts
highlights maintaining are responsive to contexts across 3 community contexts In only 1 quarter
learning environments that community contexts quarters across 2 quarters
are responsive to across 4 quarters
community contexts with
proof of attendance
3. Program / Project / Activity
Plan that highlights Izlaintaining T›meIiness
learning environments that are
responsive to community
contexts
4. Report on the
implementation/ completion
of a program, pfoject, and/or
activity that maintains
learning environments
responsive to community
contexts
Page 12 of 20
RPMS Tool for S.Y. 2024-2025 j Proficient Teachers
KRA 4: Community Linkages and Professional Engagement
PERFORMA TCE INDICATOR
OBJECTNE ' MEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
— DET
'(4)’ (3[ (2) '(1)
12. Reviewed Any one (1) of the following: Consistently Frequently Occasionally Rarely No acceptable
regularly personal 1. MinuteslNotes of coaching conducted review conducted review conducted review conducted evidence was
teaching practice and mentoring of personal of personal of personal review of shown
using existing sessions/meetings / FGDs / teaching practice teaching practice teaching practice persohal
laws and other collegial discussions using laws and using laws and using laws and teaching
regulations that that highlights the objective regulations that regulations that regulations that practice using
apply to the 2. Teaching materials, with apply to the apply to the apply to the laws and
teaching annotation highlighting the profession and profession and profession and regulations that
profession and objective, e.g., the the responsibilities the responsibilities apply to the
• lesson plan Quality
the responsibilities in in in profession and
responsibilities • activity sheet the Code of Ethics the Code of Ethics the Code of Ethics the
specified in the • assessment materials for Professional
Code of Ethics for for Professional for Professional responsibilities
• others (please specify) Teachers, as Teachers, as shown Teachers, as shown in the Code of
Professional shown in the MOV
Teachers. 3. Reflection notes of in the MOV in the MOV Ethics for
teachers on the coaching and submitted submitted submited Professional
(PPST 6.3.2)
mentoring Teachers, as
sessions/meetings/LAC shown in the
sessions / FGDs/other MOV submitted
collegial discussions that Reviewed Reviewed Reviewed Reviewed No acceptable
highlights the objective with personal teaching personal teaching personal teaching personal
proof/s of attendance evidence was
practice across 4 practice across 4 practice across 4 teaching shown
Timeliness quarters quarters practice in only
quarters
1 quarter
Page 13 of 20
PERFOR¥A ICE INDICATOR
Outs ta nding
OBJECTNE MEANS OF VERIFICATION
QET t t) Very Satisfactory Satisfactory Unsatisfactory Poor
” (4) ' (3) (2) (1)
13. Complied with 1. Proof of communication Sustained Discussed Communicated Implemented No acceptable
and implemented about an implemented engagement with consistently with consistently school policies evidence was
school policies and school policy / procedure the learners, learners, parents I with learners, and procedures shown
procedures sent to parents / guardians parents / guardians, guardians, and parents I without
consistently to 2, Minutes of parent-teacher and other other stakeholders guardians, and involving the
foster harmonious conference / stakeholders' stakeholders the implemented other learners, parents /
relationships with meeting about an regarding school school policies stakeholders guardians, and
learners, parents, implemented school policy policies and and procedures as the implemented other
and other / procedure with proof of Quality procedures evidenced by MOV school policies stakeholders
stakeholders. attendance through school• No. 2 and procedures
(PPST 6.4.2) 3. Proof of participation / communty as evidenced by
involvement in a school- partnership/s as MOV No. 1
community partnership for evidenced by
the implementation of a MOV No. 3 or 4
school policy I procedure
(e.g., certificate as
committee member,
narrative report) Complied with Complied with Complied with Complied with No acceptable
4. Accomplishment report and implemented and implemented and and implemented evidence was
school policies school policies implemented school policies in shown
Timeliness across 4 across 3 school policies only 1 quarter
quarters quarters across 2
quarters
Page 24 of 20
RPNIS Tool for S.Y. 2024-2025 | Proficient Teachers
-PERFORMA UE INDICATOJT
' OBJECTIVE JEANS OF VERIFICATION Outstanding Vary Satisfactory Satisfactory Unsatisfactory Poor
OET
.(4} (3) (2) (1)
14. Adopted 1. A refiection/journal Exhibited Exhibited Adopted Adopted a No acceptable
practices that antry that highlights practices practices that practices that practices that practice that evidence was
uphold the dignity that uphold the dignity of uphold the dignity uphold the uphold the dignity uphold the dignity Shown
of teaching as a teaching as a profession of teaching as a dignity of of teaching as a of teaching as a
profession by 2. Annotated evidence profession by teaching profession by profession by
exhibiting of practice, including but exhibiting qualities exhibiting
not limited to the
as a profession by exhibiting qualities
qualities such as such as caring exhibiting qualities qualities such as
caring attitude, following: attitude, respect, caring attitude,
such as caring
such as caring attitude, respect,
respect and • Documented feedback and integrity with attitude, respect, respect, and
integrity. (PPST from superiors, affirmation from integrity as and integrity as
and integrity with evidenced by MOV
7.2.2) colleagues, or other different school affirmation from evidenced by
stakeholders directly stakeholders as MOV No. 1 No. 1
any school
reflecting the ratee's evidenced by MOV stakeholder as
good practices that No. 2 evidenced by MOV
uphold the dignity of No. 2
teaching as a profession Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
• Remarks
Efficiency acceptable MOVs acceptable MOVs acceptable M0Vs acceptable MOV evidence was
from superiors,
colleagues, or master shown
teacher/ school
head about one's Adopted practices Adopted practices Adopted practices Adopted practices No acceptable
qualities (e.g., entries in that uphold the that uphold the that uphold the that uphold the evidence was
Performance Monitoring dignity of teaching dignity of teaching dignité of teaching dignité of teaching shown
and Coaching Form as a profession as a profession as a profession üS ü 7Of9SSÏ00 ifî
|PMCF] or in Mid- across 4 quarters across 3 quarters across 2 only 1 quarter
Year Timeliness quarters
Review Form)
• Recognition
from the school /
school community
about one's qualiâes
3. Others (please specify)
Page 25 of 20
RPMS Tool for S.Y. 2024-2025 Proficient Teachers
Plus Factor
- PERFORII/IANCEINDICATOA\
OBJECTIVE via
UEANS OF VERIFICATION / Outstanding Satisfactoiy Unsatisfactory Poor
i ' (g) Satisfactory
'(2) (1)
I
15. Performed Any one (1) proof of: " Performed at least Performed at Perfowied at least Performed at No acceptable
various related • committee involvement; one (1) related least one (1) one (1) related work least one (1) evidence was
works • involvement as module/learning work/ activity that related work/ / activity that related work/ shown
activities that material writer/validator; contributed to the activity that contributed to the activity that
contribute to • involvement as a resource teaching-learning contributed to the teaching-learning contributed to the
the teaching• person/speaker/learning process beyond the teaching-learning process within the teaching-learning
learnlng facilitator in in the Quality school I process within learning process within the
process. RO/SD0/school-initiated Community the school I area/department as class as evidenced
TV/radio-based¡nstruction; Learning Senter Community evidenced by the by the submitted
• book or journal authorship/ co- (CLC) as evidenced Learning Center submitted MOV. MOV.
by the submitted (CLC) as
MOV. evidenced by the
authorship/contributorship;
• advisorship/coordinatorship/ submitted MOV.
chairpersonship; Submitted MOV Submitted MOV Submitted MOV that Submitted MOV No acceptable
• participation in demonstration that details the that details the shows reasonable that shows evidence was
teaching; achieved positive perceived interlap with the considerable shown
• participation as research contribution to the positive actual teaching• overlap with,
presenter in a teaching-learning contribution to learning process, as hence
forum/conference; process, as the teaching- evidenced by the significantly
• mentoring of pre-service/in- Efficiency evidenced by the learning annotation provided. affecting the
service teachers; annotation process, as performance of the
• conducted research within provided. evidenced by the actual teaching-
the rating period; annotation learning
• others (please specify) provided. |gI'OC9SS.
with annotation on how it
contributed SubmihedVOVs Submitted MOV/s No acceptable
Submitted M0Vs Submitted M0Vs
to the teaching-learning process. were distributed were distributed were distributed was/were evidence was
across 4 quarters across 3 across 2 quarters completed in only shown
Timeliness quarters 1 quarter
Page 16 ol20
SUMMARY
Objective Q E T MOV/s No. of M0Vs
4
2
KRA1
3 “ “ Classroom Observation Tool (COT) rating sheeVs or inter-observer agreement form/s done through onsite / face-to-face / in-person 4’
4 v' classroom observation. 2’
If onsite/ face-fa-face/in-person classes are not implemented, 2’
• through observation of synchronous/ asynchronous teaching in other modalities; or
through observation of a demonstration teaching* via LAC session.
2’
2’
1. Proof of implementation of learning programs (e.g., progress report, accomplishment report)
KRA3 2. Proof of contextualization, localization and indigenization of learning programs (e.g., progress report, technical report)
10 3. Proof of adaptation of learning programs (e.g., progress report, accomplishment report) 4
4. Action plan / activity proposal / activity matrix for adaptation and implementation of learning programs
with annotation describing the relevance and responsiveness of the learning programs to the neads of all learners
1. Communication letter about a program / project/ activity that highlights maintaining learning environments that are responsive to
community contexts Accomplishment report of a program / project/ activity that highlights maintaining learning environments that
are responsive to community contexts
11 2. Minutes ofa consultative meeting / community stakeholders meeting about a program/ project/ activity that highlights 4
maintaining learning environments that are responsive to community contexts with proof of attendance
3. Program / Project/ Activity Plan lhat highlights maintaining learning environments that are responsive to community contexts
4. Report on the implementation/ completion of a program, project, and/or activity that maintains learning environments responsive
to community contexts
KRA 4 1. Minutes/Notes of coaching and mentoring sessions/meetings / FGDs / other collegial discussions that highlights the objective
2. Teaching materials, with annotation highlighting the objective, e.g.,
• lesson plan
12 • activity sheet 4
• assessment materials
• others (please specify)
3. Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial
discussions that highlights the objective with proofls of attendance
1. Proof of communication about an implemented school policy I procedure sent to parents / guardians
13 2. Minutes of parent-teacher conference / stakeholders' meeting about an implemented school policy / procedure with proof 4
of attendance
Page 17 of 20
RPMS Tool for S.Y. 2024-2025 |’ Proficient Teachers
3. 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)
4. Accomplishment report
5. Others Please s ec'
6. A reflection/journal entry that highlights practices that uphold the dignity of teaching as a profession
7. Annotated evidence of practice, including but not limited to the following:
• Documented feedback from superiors, colleagues, or other stakeholders directly reflecting the ratee's good practices that
uphold the d 9nityof teaching as a profession
14 • Remarks from superiors, colleagues, or master teacher/ school head about one's qualities (e.g., entries in Performance 4
Monitoring and Coaching Form (PMCF] or in Mid-Year Review Form)
• Recognition from the school I school community about one's qualities
Any one (J) proof of:
KRA • committee involvement;
5 • involvement as module/learning material writer/validator;
• involvement as a resource person/speaker/learning facilitator in in the RO/SD0/school-initiated TV/radio-based instruction;
• book or journal authorship/ co-authorship/contributorship;
• advisorship/coordinatorship/ chairpersonship; 4
• conducted research within the rating period;
with annotation on how it contributed to the teaching-learning process.
Minimum of 46 MOVs
Note that MOVs for the Classroom Observable Indicators {C0Is) may be crosscutting. Submission of four (4) COT rating sheets may already reflect the achievement of the nine (9) COIs.
Page 18 of 20
GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material. This can be saved in a
USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge learner
performances and standardized tests are used to inform the teachers about their teaching. L0aizl0rs are mated on formal evaluation tasks and this mark is usually
part of their report card grade.
Learner achievement This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
and achievement
Learner progress This refers to a trail of stages of a learner's school and academic status.
Learning action cell (LAC) This functions as a professional learning community for t0achers that will help them improve practice and learner achievement (Department of Education
2016a, i) LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable
teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional
collaborative spirit among school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar "During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead
Lesson plan This refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b).
Other forms of a lesson plan are the Weekly Lesson Plan (\/LLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars
(LE).
Monitoring This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as daily learning log, class record,
progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are not standardized are
used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems.
lessons(DepartrnentofEducation -Undersecr0tary for Curriculum and Instruction 2020,3). Writing tasks can also be partofthesupplementarymaterials where learners
can write the challenges th0y are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher (Department of
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash drives
or CD-ROMs).
Page 19 of 20
RPMS Tool for S.Y. 2024-2025 I *• ciallt Teachers
REFERENCES
Bickford, Deborah J. and David J. \/bright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger.
Government of the Philippines. 1997. The Indigenous Peoples' Rights Act of 1997. Republic Act No. 8371. Manila.
Government of the Philippines. 1991. Magna Carla for Disabled persons. Republic Act No.7277. Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0).
Cainta.
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Deliveiy
Definition%20of%20Giftedness%20%2820190/ 29.pdf
Page 20 of 20
RPMS Tool for
Master Teacher
Proficient
Teachers)
.Y. 2022-2023
MEANS OF
OBJECTIVE Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
VERFICATION QET 5 4 3 2 1
1. Modeled Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
elective Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Lavel 5 in Level 4 in
applications done through onsite / face- Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
of content to-face / in-person shown in COT shown in COT shown in COT shown in COT shown in COT
knowledge classroom observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
within and inter-observer inter-observer inter-observer inter-observer inter-observer
across If onsite/ agreement forms agreement foes agreement forms agreement forms agreement forms
d
curriculum face-to-face/in- person
teaching classes are not or
areas. implemented,
(PPST 1.I.3j 1. through observation of No acceptable
synchronous / evidence was
other modalities; or
2. through observation Objective was met Objective was met No acceptable
of a demonstration within the but instruction evidence was
teaching* via LAC allotted time exceeded the shown
session. Efficiency allotted time
and proof of attendance
of colleague/s
The demonstration teaching must always reflect the
teaching-learning process.
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample
computation below:
Rating Scale Ratlng Quality Transmutation Table
COT Rating Sheet 1 7 4 Outstanding(5 4.500-5.000
COT Rating Sheet 2 6 3 3.500 4 Very Satisfactory(4\ 3.5004.499
COT Rating Sheet 4 7 4 Unsatisfactory{2) 1.500-2.499
Poor (1) 1.000-1.499
Page 2 of 20
RPMS Tool for S.Y. 2022-2023 | Highly Proficient Teachers
OBJECTIVE MEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET (y) (4) (3) (2) (1)
2. Evaluated 1. Proofls of attendance in Guided Synthesized Evaluated with Attended No acceptable
with coaching and mentoring colleagues in the discussions with colleagues the coaching and evidence was
colleagues sessions/meetings/LAC planning for the colleagues on the effectiveness of mentoring shown
the sessions/ FGDs / other evaluation of the evaluation of teaching strategies sessions/
eflectiveness collegial discussions that effectiveness of effectiveness of that promote meetings/LAC
of teaching highlights the objective teaching strategies teaching learner sessions I
strategies that 2. Minutes/Notes of that promote strategies that achievement in FGDs / other
promote coaching and learner promote learner literacy and collegial
learner mentoring Quality achievement in achievement in numeracy during discussions that
achievement sessions/meetings / FGDs literacy and literacy and meetings/LAC evaluate
in literacy and / other collegial numeracy during numeracy during sessions/ FGDs / effectiveness of
numeracy. discussions that highlights meetings/LAC meetings/LAC other collegial teaching
(PPST 1.4.3} the objective sessions/ FGDs/ sessions / FGDs / discussions, as strategies that
3. Reflection notes of other collegial other collegial shown in MOV 2 promote learner
teachers on the coaching discussions, as discussions, as achievement in
shown in MOV 4 shown in MOV 3 literacy and
and mentoring numeracy, as
sessions/meetings/LAC shown in MOV
sessions/ FGDs/other 1
collegial discussions that
with proof/s of Evaluated with Evaluated with Evaluated with Evaluated with No acceptable
attendance colleagues the colleagues the colleagues the colleagues the evidehce was
4. Performance effectiveness of effectiveness of effectiveness of effectiveness of shown
Monitoring teacNng strategies teaching strategies teaching strategies teaching
that promote that promote that promote strategies that
and Coaching Form learner learner learner promote learner
(PMCF), with annotations Timeliness acNevemenGn achievement in achievement in achievement in
highlighting the objective literacy and literacy and literacy and literacy and
numeracy across 4 numeracy across 3 numeracy across 2 numeracy only 1
quarters quarters quarters quarter
Page 3 of 20
OBJECTIV MEANS OF Outstandin Very Satisfactory Satisfactory Unsatisfactory Poor
E VERIFICATION g 4 3 2 'I
3. Developed Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
and applied (COT) rating sheet/s done Level 8 in Level 7 in Level 6 in Level 5 in Level4 in
effective through onsite / face-to- face / Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
teaching in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
promote inter-observer inter-observer inter-observer inter-observer inter-observer
critical and If agreement forms agreement agreement agreement agreement forms
creative onsite//ace-fo-face/in- ‹ forms forms forms
thinking, as person classes are not iv or
well as other implemented,
1. through observation of
higher-order synchronous / asynchronous No acceptable
thinking teaching in evidence was
skills. other modalities; or shown
(PRST 2. through observation of a
1.5.3) demonstration teaching* Objective was mat Objective was met No acceptable
via LAC session. within the but instruction evidence was
Efficiency allotted time exceeded the shown
and proof of attendance of allotted time
colleague/s
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See
COT RPMS Rating for RPMS Rating
Rating RPMS 5-point Average Quality Transmutation Table
Scale Rating Outstandinp\5) 4.500-5.000
GOT Rating Sheet 1 7
COT Rating Sheet 2 6 4 Very Satisfactory(4) 3.500-4.499
COT Rating Sheet 3 6 3.500 Satisfactory(3) 2.500-3.499
(Very Satisfactory)
COT Rating Sheet 4 7 Unsatisfactory{2) 1.500-2.499
Poor(1\ 1.000-1.499
Page 4 of 20
RPMS Tool for S.Y. 2022-2023 | Highly Proflcient Teachers
PERFORMANCE JNDlCATOR
Very
OBJECTIV MEANS OF Outstanding Satisfactory Unsatisfactory Poor
QET ( Satisfactory
E VERFICATIOtt (3) (2) (1)
)
4. Worked with Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
colleagues to Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
model and done through onsite / face-to- Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
shared effective face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
techniques in observation. rating sheets I rating sheets / rating sheets / rating sheets / rating sheets /
the management inter-observer inter-observer inter-observer inter-observer inter-observer
of classroom If onsite/face-to-face/iri- CLI. agreement forms agreement forms agreement forms agreement forms agreement forms
I
structure to engage person c/asses are not
learners, implemented, or
individually or in 1. through observation of
groups, in synchronous / asynchronous No acceptable
meaningful teaching in other modalities; evidence was
exploration, or shown
discovery and 2. through observation of a
hands•on demonstration teaching* Objective was Objective was No acceptable
activities within a via LAC session. met within the met but evidence was
range of physical allotted time instruction shown
learning and proof of attendance of Efficiency exceeded the
environments. colleague/s allotted time
PPST 2.3.3
”The demonstration teaching must always reflect the teaching-learning process.
COT RPMS 5- RPMS Rating for RPMS Rating

Meahs of Verification Average
Rating point Scale Quality Transmutation Table
COT Rating Sheet 1 7 4 3.500 4 Very Satisfactory (4) 3.500-4.499
COT Rating Sheet 2 6 3 (Vew Satisfactory) Satisfactory (3\ 2.500-3.499
Poor (1) 1.000-1.499
Page 5 of 20
RPMS Tool for S.Y. 2022-2023 | High)y Proficient Teachers
very
OBJECTIVE MEANS OF Outstanding Satisfactory Unsatisfactory Poor
QET (g Satisfactory
(3) (2) (1)
VERIFICATION
)
5. Exhibited Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective and Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
constructive done through onsite / face-to- Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
behavior face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
management observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
skills by inter-observer inter-observer inter-observer inter-observer inter-observer
applying positive If onsite/ th agreement forms agreement foes agreement forms agreement forms agreement forms
face-to-face/in- person Ual:
and non•vioIent
discipline to classes are not OF
implemented,
ensure Iearning• 1. through observation of
focused synchronous / No acceptable
environments. asynchrDn0us teaching in evidence was
(PPST 2.6.3) other modalities; or shown
2. through observation ofa
demonstration teaching’ Objective was Objective was No acceptable
via LAC session. met within the met but evidence was
and proof of attendance of Efficiency Allotted time instruction
exceeded the shown
colleague/s allotted time
The demonstration teaching must always reject the teaching-
learningprocess.
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the avera9eof the RPMS ratings; and (iii) find the transmuted RPMS rating.
COT Rating Sheet 1 7 4 4 Outstanding (5) 4.500-5.000
3.X0
COT Rating Sheet 2 6 3 (Very Satisfactory) Very Satisfactory (41 3.500-4.499
Poor (1) 1.000-1.499
Page 6 of 20
RPMS Tool for S.Y. 2022-2023 | Hfghly Proficient Teachers
veV
OBJECTIVE MEANS OF VERFICATtON Outstanding Satisfactory Unsatisfactory Poor
QET JJ Satisfactory
(3) (2) (1)
6. Worked with Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated DemonStfated
colleagues to Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
share done through onsite / face-to- Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
differentiated, face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
developmentally observation. rating sheets / rating sheets / rating sheets / rating sheek / rating sheets /
appropriate inter-observer inter-observer inter-observer inter-observer inter-observer
opportunities to It onsite/ face-to-face agreement forms agreement forms agreement forms agreement forms agreement forms
a
address learners' Min- person classes are
differences in not implemented, O
gender, needs, 1. through observation of F
strengths, synchronous / asynchronous No acceptable
interests and teaching in other evidence was
experiences. modalities; or shown
(PPST3.1.3) 2. through observation of a
demonstration teaching* Objective was Objective was No acceptable
E ciency â!!O**d t i o n instruction shown
and proof of attendance of exceeded the
coIleague/s allotted time
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating.
COT RPMS 5- RPMS Rating for RPMS Rating
lyleans of Verification Average
Rating point Scale Transmutation Table
COT Rating Sheet 1 7 4 4 Very Satisfactory (4) 3.500-4.499
3.500
COT Rating Sheet 2 6 3 (Very Satisfacto/y) Satisfactory (3) 2.500-3.499
Poor (1) 1.000-1.499
Page 7of 20
OBJECTNE MEANS OF VERIFICATION Outstanding Very Satisfactory Unsatisfactory Poor
(y Satisfactory
(3) (2) (1)
)
7. Developed Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
and applied Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
effective done through onsite / face-to- Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
strategies in the face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
planning and observation. rating sheets / rating sheets I rating sheets / rating sheek I rating sheets /
management of inter-observer inter-observer inter-observer inter-observer inter-obsen/er
developmentally If onsite/ agreement agreement agreement agreement agreement
Ual
sequenced face-to-face/in- person forms forms forms forms forms
teaching and classes are not O
learning process implemented,
2. through observation of F
to meet synchronous / asynchronous No
curriculum teaching in other modalities; acceptable
requirements or evidence was
and varied 3. thfough observation ofa shown
teaching demonstration Objective was Objective was No
contexts. teaching” via LAC met within met but acceptable
/ePsr4.›.3j session. Efficiency the allotted instruction evidence was
and proof of attendance of time exceeded the shown
colleaguels allotted time
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS
COT Rating Sheet 1 7 4 4 Outstanding ‹5T 4.500-5.000
3.500
Poor(1) 1.D00-1.499
Page 8of 20
PERFORMAN\*E INDICATOR
OBJECTNE UEANS OF Very Satisfactory Satisfactory
Outstanding Unsatisfactory Poor
VERIFICATION QET ) () (2) /1)
8. Reviewed 1. Approved LAC Plan Guided colleagues Synthesized Reviewed with Planned for the No acceptable
with 2. Minutes of LAC, in planning for discussions with colleagues teacher conduct of evidence was
colleagues, FGD session, or other coaching and colleagues on the and learner feedback coaching and shown
teacher and collegial discussions, mentoring sessions, review of teacher through coaching mentoring
learner with proof of attendance meetings/LAC and learner and mentoring sessions,
feedback to 3. Performance sessions / FGDs/ feedback, as sessions, meetings/LAC
plan, facilitate, Monitoring and other collegial evidenced by MOV meetings/LAC sessions / FGDs/
and enrich Coaching Form discussions to plan 2 highlighting the other collegial
facilitate, and enrich
teaching Quality their teaching agreements and sessions / FGDs / discussions to
practice. practice through the recommendations other collegial review teacher and
(R'PST 4.4.3) use of teacher and during coaching discussions, as learner feedback,
learner feedback, as and mentoring evidenced by MOV as evidenced by
evidenced by MOV 2 sessions, 2 MOV 1
or MOV 3 meetings/LAC
sessions / FGDs /
other collegial
discussions
Facilitated collegial Facilitated collegial Facilitated collegial Facilitated collegial No acceptable
discussions that discussions that discussions that discussion that evidence was
review teacher and review teacher and review teacher and review teacher and shown
learner feedback learner feedback learner feedback learner feedback
Timeliness* with colleagues with colleagues with colleagues with colleagues in
’M0Vs for the rating of this performance measure must contain date stamps to track conduct of such activities.
Page 9of 20
OBJECTIVE
veV
MEANS OF VERIFICATION QET Outstanding Satis( fa) ctory Satisfactory Unsatisfactory Poor
(S) (3) (2) (1)
9. Advised and 1. Proof/s of attendance in Guided Synthesized Advised and Attended No acceptable
guided coaching and mentoring colleagues in discussions guided coaching and evidence was
colleagues in the sessions/meetings/LAC planning for the with colleagues colleagues in the mentoring shown
selection, sessions / FGDs / other selection, on the selection, selection, sessions/
organization, collegial discussions that organization, organization, organization, meetingslLAC
development highlights the objective development and development and development and sessions / FGDs
2. Minutes/Notes of
and use of use of use of use of / other collegial
coaching and
appropriate mentoring appropriate appropriate appropriate discussions on
teaching and sessions/meetings / FGDs teaching and teaching and teaching and the selection,
learning learning learning learning organization,
/ other collegial
resources, resources, resources, resources, development and
including ICT, to discussions that highlights including ICT, to use of
the objestive including ICT, to including ICT, to
address specific address specific address specific appropriate
learning goals. 3. Reflection notes of address specific learning goals teaching and
learning goals, learning goals,
(PPsr4.s.zj teachers on the during coaching during coaching learning
during coaching
coaching and mentoring and mentoring resources,
and mentoing sessions/ including ICT, to
and mentoring sessions/ sessions/ meetings/LAC address specific
sessions/meetings/LAC meetings/LAC
sessions/ FGDs/other meetings/LAC
collegial discussions that sessions / FGDs / sessions / FGDs / sessions / FGDs / learning goals, as
highlights the objective other collegial other collegial other collegial shown in MOV 1
with proof/s of discussions, as discussions, as discussions, as
adendance shown in MOV 4 shown in MOV 3 shown in MOV 2
4. Performance Monitoring
and Coaching Form
(PMCF), with annotations Advised and Advised and Advised and /\dvised and No acceptable
highlighting the objective guided guided guided guided evidence was
Timeliness colleagues colleagues colleagues colleagues in shown
across 4 across 3 across 2 only 1 quarter
quarters quarters quarters
Page 10of 20
KRA 4: Assessment and RepoÛing
PERF0RM4 NCE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Very Unsatisfactory Poor
Outstanding ( Satisfactory (
) Satisfactory ) {2) (1)
10. Worked 1. Proof/s of attendance in Guided Synthesized Conducted Planned for the No acceptable
collaboratively coaching and mentoring colleagues in discussions coaching and conduct of evidence was
with colleagues sessions/meetings/LAC planning for the with colleagues mentoring coaching and shown
to review the sessions / FGDs / other review of the on the design, sessions/ mentoring
design, collegial discussions that design, selection, selection, meelings/LAC sessions/
selection, highlights the objective organization and organization and sessions / FGDs / meetings/LAC
organization and 2. Minutes/Notes of use of a range of use of a range of other collegial sessions / FGDs /
use of a range of coaching and effective effective ÔÏSCUSSiOFIS tO other collegial
effective mentoring diagnostic, diagnostic, review the design, discussions to
diagnostic, sessions/meetings / formative and formative and selection, review the design,
formative and FGDs / other summative summative organization and selection,
summative collegial assessment assessment use of a range of organization and
assessment discussions that strategies strategies effective use ofa range of
strategies highlights the objective Quality consistent with consistent with effective
consistent with curriculum curriculum diagnostic,
3. Reflection notes of formative and diagnostic,
curriculum teachers on the coaching requirements requirements, summative formative and
requirements. and mentoring during coaching during coaching assessment summative
(PPST 5.1.3) sessions/meetings/LAC and mentoring and mentoring strategies assessment
sessions / FGDs/other sessions/ sessions/ consistent with strategies
collegial discussions that meetings/LAC meetings/LAC curnculum consistent with
highlights the objective sessions / FGDs / sessions / FGDs / requirements, as curriculum
with proof/s of other œllegial other collegial evidenced by the requirements, as
attendance discussions, as discussions, as MOV 4 or MOV evidenced by the
4. Performance Monitoring evidenced by evidenced by 3 MOV 1 or MOV
and Coaching Form MOV 5 or MOV MOV 4 or MOV 2
(PMCF), with annotations 4 3
highlighting the objective
Worked Worked Worked Worked No acceptable
collaboratively collaboratively collaboratively collaboratively evidence was
TimeWness with colleagues with colleagues with colleagues with colleagues shown
across 4 across 3 across 2 in only 1 quarter
Page 11of 20
PERF0RMA¥ CE INDICATOR
OBJECTIVE MEAI\IS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(4) $3) f2) (1)
11. Interpreted 1. Approved LAC/FGD Plan Guided Synthesized Conducted Planned for the No acceptable
collaboratively 2. Any proof of colleagues in the discussions with coaching and conduct of coaching evidence was
monitoring and communication with planning for the colleagues on mentoring and mentoring shown
evaluation colleagues (e.g., application of monitoring and sessions/ sessions/
strategies of text/chat) results of evaluation of meetings/LAC meetings/LAC
attainment data 3. Results of interpretation of strategies of sessions / FGDs / sessions/ FGDs/
to support collaborative monitoring and attainment data other collegial other collegial
learner progress interpretation evaluation during coaching discussions to discussions to
and Minutes of LAC, strategies of and mentoring interpret interpret
achievement. FGD session, or attainment data to sessions/ collaboratively collaboratively
(PPST 5.2.3} other support learner meetings/LAC monitoring and monitoring and
meetings, with proof progress and sessions / FGDs / evaluation evaluation
of Quality achievement other collegial strategies of strategies of
attendance during coaching discussions as attainment data, as attainment data, as
5. Performance Monitorin and mentoring evidenced by MOV evidenced by the evidenced by the
and Coaching Form sessions/ 4 or MOV 3 MOV 4 or MOV 3 MOV 1 or MOV
(PMCF), with annotations meetings/LAC 2
highlighting interpretation sessions / FGDs /
of monitoring and other collegial
evaluation strategies of discussions, as
attainment data evidehced by MOV
5 or MOV 4
Collaborated with Collaborated with Collaborated with Collaborated with No acceptable

colleagues in the colleagues in the colleagues in the colleagues in the evidence was
interpretation of interpretation of interpretation of interpretation of shown
Timeliness attainment data assessment data assessment data assessment data in
Page 12 of 20
RPMS Tool for S.Y. 2022-2023 ( Highly Proficient Teachers
PERFORMAN\SE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Very
QET Outstanding Satisfactory Unsatisfactory Poor
(y) Satisfactory
(3) (2) (1)
12. Applied Any one (1) of the following documents Utilized effective Utilized effective Utilized effective Utilized effective No
skills in the highlighting the objective: strategies to strategies to strategies to strategies to acceptable
effective • Sample of learners' test results communicate communicate communicate communicate evidence
communication signed by parents and corresponding learner needs, learner needs, learner needs, learner needs, was shown
of learner evidence of improvement progress and progress and progress and progress and
needs, progress • Attendance sheet/minutes of parent- achievement to achievement to achievement to achievement to
and achievement teacher conference wider-school parenk I internal learners within
to key • Record of dialogue and/or parent- QualiY community guardians as stakeholders the class as
stakeholders, teacher or teacher conferences and stakeholders as evidenced by (e.g., co- evidenced by
including corresponding evidence of evidenced by submitted MOV teachers, school submitted MOV
parents / improvement submitted MOV leaders, non-
guardians. • Anecdotal record communicated teaching staff) as
(PPST 5.4.3} to and signed by the learners and/or evidenced by
parents with corresponding evidence of submitted MOV
improvement
s Sample of accomplished rubrics given
! ’ PE'•*Or^a’lC0. Sk£l+d showed Showed Showed Showed No
corresponding evidence of application of application of application of application of acceptable
improvement skills in the skills in the skills in the skills in the evidence
• Sample agreement for learners at effective effective effective effective was shown
risk signed by parents and corresponding communication communication communication communication
evidence of improvement of learner of learner of learner of learner
• Signed report cards of students at risk needs, progress needs, progress needs, progress needs, progress
with corresponding evidence of Timeliness and and and and achievement
achievement achievement achievement in only 1
improvement
across 4 across 3 across 2 quarter
s Accomplished home visitation forms quarters quarters quarters
signed by the learners and/or parents
• Proof of communication with wider
school —community stakeholders
• Others (Please specify)
Page 13 of 20
PERFORMS ICE INDICATOR
vec
OBJECTIVE MEANS OF VERIFICATION Outstanding
oET Satisfactory
Satisfactory
( )
Unsatisfactory
(y)
Poor
(t)
13. Manifested a A reflection/journal entry in the Submitted MOV Submitted MOV Submitted MOV Submitted MOV No acceptable
Iearner•centered following documents that highlights that details the that reflects that shows the that indicates a evidence was
teaching the manifestation of learner-centered consistent involvement of application of a personal shown
philosophy in teaching philosophy in any of the involvement of learners in the personal philosophy of
various aspects following: learners in the teaching- philosophy of teaching that is
of practice and 1. Performance Monitoring and teaching- learning teaching that is not learner-
support Coaching Form learning process learner-centered centered
colleagues in 2. Sample lesson plans of process resulting from
enhancing their colleague/s with annotations Quality resulting from the application
own learner• about enhancing their learner- the application of a personal
centered centered teachihg philosophy of a personal philosophy of
teaching philosophy of teaching that is
philosophy.
3. Minutes of LAC session/s about teaching that is Iearner-
(PPST 7.1.3) enhancing teachers' learner- learner- centered
centered teaching centered
philosophy through lesson
planning
4. Approved LAC plan
5. Lesson plan exemplar used Applied a Applied a Applied a Applied a No acceptable
during a Learning Action Cell personal personal personal personal evidence was
(LAC) session philosophy of philosophy of philosophy of philosophy of shown
Timeliness teaching that is teaching that is teaching that is teaching that is
learner- centered learner- centered learner-centered learner- centered
across 4 across 3 across 2 quarters across 1
Page 14 of 20
PERFORMA ICE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Outstanding Very
Satisfactory Unsatisfactory Poor
Satisfactory
(5) !)) (3) (2) (1)
14. Reflected on 1. Certification from the ICT Updated Discussed Set Accomplished No acceptable
the Philippine Coordinator / School Head / Focal professional progress on professional the e•SAT at the evidence was
Professional Person in charge ofe-SAT development professional development beginning of the shown
Standards for 2. IPCRF-DP goals during development goals based on school year as
Teachers to plan 3. Performance Monitoring and Phase II of the goals with the e-SAT results as evidenced by
personal Coaching Form (PMCF) Quality RPMS Cycle as rater during the evidenced by MOV 1
professional 4. Mid-year Review Form (MRF) evidenced by mid-year review MOV 2 or
development MOV 5 as evidenced by MOV 3
goals and assist 5. Updated IPCRF-DP from Phase II MOV 4
colleagues in
planning and
achieving their
own goals. Submitted4 Submitted 3 Submitted2 Submitted 1 No acceptable
/PPsrr.s.zj acceptable acceptable acceptable acceptable evidence was
MOVs M0Vs M0Vs MOV shown
Efficiency
All submitted Three (3) of the Two (2) of the Only one (1) of No acceptable
M0Vs were submitted submitted the submitted evidence was
accomplished M0Vs were M0Vs were MOVs was shown
within the accomplished accomplished accomplished
Timeliness prescribed within the within the within the
RPMS Phase prescribed prescribed prescribed
RPMS Phase RPMS Phase RPMS Phase
Page 15 of 20
Plus Factor
PERFORMAN\SE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Outstanding Very Satisfactory Unsatisfactory Poor
Satis(fat)ct
(5) (3) (2) (1)
ory
15. Performed Any proof that the master teacher: Performed at Performed at Performed at Performed at No
various related • served as facilitator/ speaker least one (1) least one (1) least one (1) related least one (1) acceptable
works / • served as demonstration teacher related work / related work / work / activity that related work/ evidence
activities that activity that activity that contributed to the activity that was shown
• served as a member of the contributed to the contributed to the teaching-learning contributed to the
contribute to
the teaching• technical working group teaching-learning teaching-learning process wlthin the teaching-learning
• served as OIC in the absence process beyond process withln the learning process within the
learning the school I school / area/department class as evidenced
process. of
the principal Community Community as evidenced by the by the submitted
Learning Center Learning Center submitted MOV. MOV.
• represented the principal in (CLC) as (CLC) as
meetings and conference evidenced by the evidenced by the
• observed classes of Teachers submitted MOV. submitted MOV.
I-III
• assisted the school
selection committee in the Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
evaluation of credentials when that details the that details the that shows that shows acceptable
hiring or promoting teachers achieved positive perceived reasonable considerable evidence
contribution to positive overlap with, was shown
• served in a committee contribution to
interlap with the
• served as adviser to co- the teaching- actual teaching• hence
learning process, the teaching- significantly
cun1cuIar Efficiency learning process, learning process,
as evidenced by the affecting the
activities as evidenced by as evidenced by
annotation performance of the
• served as coordinator/ provided. the annotation the annotation actual teaching-
provided. provided. learning process.
chairperson
• authored / contributed to a book or
journal
• coached and mentored learners in Submitted M0Vs Submitted M0Vs Submitted MOVs Submitted MOV/s No
competitions were distributed were distributed were distributed was/were acceptable
• mentored pre-service/ in-service across 4 quarters across 3 quarters across 2 quarters completed in only evidence
teachers Timeliness 1 quarter was shown
• conducted research within the
rating period;
with annotation on how it
contributed to the teaching-learning Page 16 of 20
process.
SUMMAR
KRA Objective Q E T
Y lYlOV/s No. of MOVs
Classroom Observation Tool(COT) rating sheets done through onsite / face-to-face/ in-person classroom observation.
If o/isi/e/face-fo-face y in-person c/asses are not implemented,

4’
1. through observation of synchronous / asynchronous teaching in other modalities; or
2.through observation of a demonstration teaching’ via LAC session.
and proof of attendance of colleague/s
KRA 1 1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other collegial discussions that highlights
the objective
2 V 2. Minutes/Notes of coaching and mentoring sessions/meetings I FGDs / other sollegial discussions that highlights the objective 4
3. Reflection notes of teacher on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial discussions that
highlights the objective with proof/s of attendance
4. Performance Monitoring and Coaching Form (PMCF), with annotations highlighting the objective
Classroom Observation Tool (COT) rating sheet/s done through onsite/ face-to-face / in-person classroom observation. 4’
2’
If onsite/ face-/o-face//n-person classes are not irnplerriented,
KRA 2 5 1. through observation of synchronous / asynchronous teaching in other modalities; or 2’
2.through observation of a demonstration teaching’ via LAC session. 2’
and proof of attendance of colleague/s 2’
1. Performance Monitoring and Coaching Form
2. Minutes of LAC, FGD session, or other collegial discussions, with proof of attendance at most 4
3. Approved LAC Plan
9 1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other collegial discussions that highlights 4
the objective
2. Minutes/Notes of coaching and mentoring sessions/meetings / FGDs / other collegial discussions that highlights the objective
10 3. Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions/ FGDs/other collegial discussions that 4
highlights the objective with proof/s of afiendance
4. Performance Monitoring and Coaching Form (PMCF}, with annotations highlighting the objective
1. Approved LAC/FGD Plan
2. Any proof of communication with colleagues (e.g., text/chat)
3. Results of collaborative interpretation 4
KRA 4 4. Minutes of LAC, FGD session, or other meetings, with proof of atendance
5. Performance Monitoring and Coaching Form (PMCF), with annotations highlighting interpretation of monitoring and evaluation
strategies of attainment data
Any one (1) of the followlng documents highlighting the objective'
• Sample of learners' test results signed by parents and corresponding evidence of improvement
• Attendance sheet/minutes of parent-teacher conference
12 1
• Record of dialogue and/or parent-teacher or teacher conferences and corresponding evidence of improvement
• Anecdotal record communicated to and signed by the learners and/or parents with corresponding evidence of improvement
• Sample of accomplished rubrics given for performance task and
Page 17 of 20
• corresponding evidence of improvement
• Sample agreement for learners at risk signed by parents and corresponding evidence of improvement
• Signed report cards of students at risk with corresponding evidence of
improvement a Accomplished home visitation forms signed by the learners and/or
parents
• Proof of communication with wider school —community stakeholders
a Others (Please specify)
A reflection/journal entry in the following documents that highlights the manifestation of learner-centered teaching philosophy in any of
1. following:
the Performance Monitoring and Coaching Form
2. Sample lesson plans of colleague/s with annotations about enhancing their learner-centered teaching
13 v 4
' philosophy
3. Minutes of LAC session/s about enhancing teachers' learner-centered teaching philosophy through lesson
planning
4. Approved LAC plan
1. Certification
5. Lesson plan from the ICT
exemplar Coordinator
used / School Acti
during a Learning Head
on /Cell
Focal Person
(LAC) in charge of e-
session
SAT
2. IPCRF-DP 4
3. Performance Monitoring and Coaching Form (PMCF)
5.
Any Updated IPCRF-DP
one (1) proof that thefrom Phase
master II
teacher:
• served as facilitator I speaker
KRA • served as demonstration teacher
5 • served as a member of the technical working group
• served as OIC in the absence of the principal
• represented the principal in meetings and conference
• observed classes of Teachers I-III
• assisted the school selection committee in the evaluation of credentials when hiring or promoting
teachers 4
• served in a committee
• served as adviser to co-curricular activities
« served as coordinator / chairperson
• authored / contributed to a book or journal
• coached and mentored learners in competitions
• mentored pre-service / in-service teachers
• conducted research within the rating period;
• others
wlth annotation on how It contñbuted to the teaching-leamln
(please specify)
process. Minimum
y, of
* Note that MOVs for the Classroom Observable Indicators (COIs) may be crosscutting. Submission of four (4) COT rating sheets may already regect the achievement of the nine (7)
COls.
Page 18 of 20
GLOSSARY
Audio lesson This efers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material. This can be
saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge
learner achievement; that is, how well the learner has learned the knowledge and/or skills covered in a unit. Summative assessment, essays,
presentation, group work, performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on formal
evaluation tasks and this mark is usually part of their report card grade.
Learner achievement This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
and achievement
Learning action cell (LAC) This functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of
Education
2016a, i) LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to
enable teachers to support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a
professional collaborative spirit among school heads, teachers, and the community as a whole {Department of Education 2016a, 3).
Lesson exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars
instead
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson
Exemplars
(LE).
Monitoring This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as daily learning log, class
record,
progress chart, checklist, and anecdotal record. Formative assessment, checking for understanding, providing feedback, and other strategies that are not
standardized are used to monitor learner progress in order for teachers to appropriately address misconceptions and other learning problems.
Stakeholder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industry partners) individuals
or
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-
based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, and MELCs-aligned
video- and audio-lessons(DepartmentofEducation- Undersecretary for Curriculum and Instruction 2020,3). Writing tasks can also be part of the
supplementary materials where learners can write the challenges they are facing and what parts of the lesson they did not fully understand and
need additional help for from their teacher (Department of Education 2020b, 37).
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g.,
Page 19 of 20
flash drives or CD-ROMs).
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger.
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No. 7277. Manila.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in
Light of the Covid-19 Public Health
Emergency. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for
Teachers. Pasig City.
Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based
Continuing Professional Development Strategy
for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0).
Cainta.
City.
Definition%20of%20Giftedness%20%282019%29.pdf
Page 20 of 20
RPMS Tool for
Master Teacher
Proficient
S.Y. Teachers)
2023-2024
PERFORTIIANCE INDICATOR
MEANS OF
OBJECTIVE Outstanding Very Satisfactory 4 Satisfactory Unsatisfactory Poor
VERFICATION QET
3 2 1
1. Modeled Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
applications done through onsite / face- Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
of content to-face / in-person shown in COT shown in COT shown in COT shown in COT shown in COT
knowledge classroom observation. rating sheets/ rating sheets / rating sheets / rating sheets I rating sheets /
within and inter-observer inter-observer inter-observer inter-observer inter-observer
across If onsite/ agreement forms agreement forms agreement forms agreement forms agreement forms
curriculum Qualiv
face-lo-face/in- person
teaching classes are not O
areas. implemented, F
(RR'ST 1. through observation of No acceptable
1.1.3) synchronous / evidence was
2. through observation of Objective was met Objective was met No acceptable
a demonstration within the allotted but instruction evidence was
teaching* via LAC time exceeded the shown
session. Efficiency allotted time
and proof of attendance of
colleague/s
The demonstration teaching must always reflect the
teaching-learning process.
Rating Scale Rating Quality 7ransmutation Table
COT Rating Sheet 2 6 3 3.W0 4 Very Satisfactory{4) 3.500-4.499
COT Rating Sheet4 7 4 Unsatisfactory(2) 1.500-2.499
Poor (1) 1.000-1.499
Page 2 of 20
PERFORMA NCE INDICATOR
MEANS OF VERIFICATION QET (g) (4} (3) (2) (1)
2. Evaluated 1. Proof/s of attendance in Guided Synthesized Evaluated with Attended No acceptable
with coaching and mentoring colleagues in discussions with colleagues the coaching and evidence was
colleagues sessions/meetings/LAC planning for the colleagues on the effectiveness of mentoring shown
the sessions / FGDs / other evaluation of the evaluation of teaching sessions/
effectiveness collegial discussions that effectiveness of effectiveness of strategies that meetings/LAC
of teaching highlights the objective teaching teaching promote learner sessions / FGDs /
strategies 2. Minutes/Notes of strategies that strategies that achievement in other collegial
coaching and promote learner
that promote promote learner achievement in literacy and discussions that
learner mentoring Quality achievement in numeracy during evaluate
sessions/meetings / FGDs literacy and
achievement literacy and numeracy during meetings/LAC effectiveness of
in literacy and / other collegial numeracy during sessions / FGDs / teaching
meetings/LAC
numeracy. discussions that highlights meetings/LAC sessions / FGDs / other collegial strategies that
(PPST 1.4.3) the objective sessions / FGDs / other collegial promote learner
discussions, as
3. Reflection notes of discussions, as achievement in
other collegial shown in MOV 2
teachers on the discussions, as shown in MOV 3 literacy and
coaching shown in MOV 4 numeracy, as
and mentoring shown in MOV 1
sessions/meetings/LAC
Evaluated with Evaluated with Evaluated with Evaluated with No acceptable
sessions / FGDs/other
collegial discussions that colleagues the colleagues the colleagues the colleagues the evidence was
highlights the objective effectiveness of effectiveness of effectiveness of effectiveness of shown
with proof/s of teaching teaching teaching teaching
attendance strategies that strategies that strategies that strategies that
4. Performance Monitoring §r0mote learner promote learner promote learner promotelearner
Timeliness achievement in
and Coaching Form achievement in achievement in achievement in
(PMCF), with annotations literacy and literacy and literacy and literacy and
highlighting the objective numeracy across 4 numeracy only 1
numeracy across 3 numeracy across 2
quarters quarters quarters quarter
Page 3 of 20
Q
ET 4 3 2 1
3. Developed Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
and applied Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
effective done through onsite / face-to- Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
teaching face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
strategies to observation. rating sheets / rating sheets / rating sheets/ rating sheets/ rating sheets /
promote inter-observer inter-observer inter-observer inter-observer inter-observer
critical and If onsite/ agreement forms agreement forms agreement forrrs agreement forms agreement forms
Ua
creative face-to-face/in- person
thinking, as classes are not O
well as other 1. through observation of
implemented, F
higher-order synchronous / No acceptable
thinking asynchronous teaching in evidence was
skiiis. other modalities; or shown
( sr 2. through observation of a
i.s.z) demonstration teaching* Objective was met Objective was met No acceptable
via LAC session. within the allotted but instruction evidence was
Efficiency time exceeded the shown
colleague/s
COT RPMS 5•point Average
RPMS Rating for RPlyIS Rating
COT Rating Sheet 1 7 4 Outstanding (5) 4.500-5.000
Poor (1) 1.000-J.499
Page 4 of 20
Very
OBJECTIVE MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET (g) Satisfactory
(3) (2) (1)
4. Modeled and Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
supported (COT) rating sheet/s done Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
colleagues in the through onsite / face-to- face / Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
proficient use of in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
Mother Tongue, observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
Filipino and inter-observer inter-observer inter-observer inter-observer inter-observer
English to If onsite/ . agreement forms agreement forms agreement forms agreement forms agreement forms
Ua
improve face-to-face/in- person
teaching and classes are not O
learning, as well implemented, F
as to develop the 1. through observation of No acceptable
learners' pride of synchronous/ evidence was
their language, asynchronous teaching in shown
heritage and other modalities; or
culture. 2. through observation of a Objective was Objective was No acceptable
{PPS7 1.6.3) demonstration teaching” met within the met but evidence was
via LAC session. Efficiency allotted time instruction shown
Note: In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating oi each COT rating; (ii) calculate the average ot the RPMS ratings; and (iii) find the transmuted RPMS rating.
COT Rating Sheet 1 7 4 4 Outstanding f5) 4.500-5.000
3.500
COT Rating Sheet 2 6 3 f\/ery Satisfactory) Very Satisfactory{4) 3.500-4.499
Poor (1) I 1.000-1.499
Page 5 of 20
RPMS Tool for S,Y. 2023-2024 | Highly Proficient Teachers
PERFORMANCEINDICATOR
OBJECTIVE Very
MEANS OF VERIFICATION Ouktanding Satisfactory Unsatisfactory Poor
QET ( Satisfactory
(9) (2) (1)
)
5. Exhibited Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
strategies that done through onsite / face-to- Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
ensure safe and face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
secure learning observation. rating sheets/ rating sheets/ rating sheets I rating sheets/ rating sheets/
environments to inter-observer inter-observer inter-observer inter-observer inter-observer
enhance If onsite/ . agreement forms agreement forms agreement forms agreement forms agreement forms
Ual
learning through face-to-face/in- person
the consistent classes are not or
implementation implemented,
of policies, 1. through observation of No acceptable
guidelines and synchronous / asynchronous evidence was
procedures. teaching in other shown
(PPST 2.1.3) modalities; or
2. through observation of a Objective was Objective was No acceptable
demonstration teaching” met within the met but evidence was
via LAC session. Efficiency allott9d time instruction shown
exceeded the
* The demonstration teachingcolleague/s
must always reflect the teaching-learning process.
COT RPMS 5•point RPMS Rating for RPMS Rating

Rating Scale Rating Quallty Transmutation Table
COT Rating Sheet 1 7 4 4 Outstanding f5J 4.500-5.000
3.500
Poor {1) 1.000-1.499
Page 6 of 20
Very
OBJECTIVE MEANS OF Outstanding Satisfactory Unsatisfactory Poor
QET ( Satisfactory
VERIFICATION (3) (2) (I)
)
6. Exhibit Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
practices to done through onsite / face-to- Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
foster learning face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
environments observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
that promote inter-observer inter-observer inter-observer inter-observer inter-observer
fairness, respect If onsite y face-to-face/in- iy agreement forms agreement forms agreement forms agreement forms agreement forms
Ua t
and care to person classes are
encourage not implemented, OF
learning. 1. through observation of
(basW.2.zj synchronous / No acceptable
asynchronous teaching in evidence was
other modalities; or shown
2. through observation of a
demonstration teaching* Objective was Objective was No acceptable
Efficiency allotted time instruction shown
Average
4 Outstanding(5) 4.500-5.000
COT Rating Sheet 2 6 3 (Very Satisfactory) Very Satisfactory(4\ 3.500-4.499
Satisfactory(3J 2.500-3.499
Unsatisfactory{2) 1.500-2.499
Poor(1) 1.000-1.499
Page 7 of 20
RPMS Tool for S.Y. 2023-2024 I Hlghly Proficient Teachers
OBJECTIVE IEANS OF Outstanding via Satisfactory Unsatisfactory Poor
QE (g Satisfactory
VERIFICATION (3) (2) (1)
T )
7. Exhibited a Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Iearner•centered Tool (COT) rating sheet/s Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
culture that done through onsite / face-to- Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
promotes face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
success by observation. rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
using effective inter-observer inter-observer inter-observer inter-observer inter-observer
teaching If onsite/ face-to-face/in- ) agreement agreement forms agreement forms agreement forms agreement forms
forms
Ud :
strategies that person classes are
respond to their not implemented, Or
linguistic, 2. through
observation of
cultural, socio- synchronous / No acceptable
economic and asynchronous teaching in evidence was
religious other modalities; or shown
backgrounds. 3. through observation ofa
{PPS7 3.2.3) demonstration teaching* Objective was Objective was
instruction No acceptable
shown
Efciency e d t i the
d!!O within
via LAC
and proof session. of
of attendance met e met but the
exceeded evidence was
The demonstration teaching must always reflect the teaching-learningprocess.
3.500 4 Outstanding f5I 4.500-5.000
COT Rating Sheet 2 6 3 (Very Satisfactory) Very Satisfactoy(4) 3.500-4.499
Poor(1T 1.000-1.499
Page 8 of 20
MEANS OF
VERIFISATlON QET 5 4 3 2 1
8. Developed Classroom Demonstrated Level Demonstrated Demonstrated Demonstrated Demonstrated
and applied Observation Tool 8 in Objective 8 as Level 7 in Level 6 in Level 5 in Level 4 in
teaching (COT) rating sheet/s shown in COT rating Objective 8 as Objective 8 as Objective 8 as Objective 8 as
strategies to done through onsite / sheets / inter- shown in COT shown in COT shown in COT shown in COT
address face-to-face / in-person observer agreement rating sheets/ rating sheets / rating sheets/ rating sheets /
effectively the classroom observation, forms inter-observer inter-observer inter-observer inter-observer
needs of agreement forms agreement forms agreement forms agreement
a
learners from If onsite/ face-to- forms
indigenous face/ in-person
groups. classes are not Or
(PPST implemented,
3.5.3) 4. through No acceptable
observation of evidence was
synchronous I shown
asynchronous Objective was met Objective was met No acceptable
teaching in other within the allotted but instruction evidence was
modalities; or time exceeded the shown
5. through observation allotted time
of a Efficiency
demonstration
and teaching*
proof of via LAC
attendancesession.
of
collea ue/s
Page 9 of 20
OBJECTIVE MEANS OF VERIFICATION Very
Outstanding Satisfactory Unsatisfactory (2) Poor
QET Satisfactory
(3) (1)
9. Modeled to At least one (1) lesson plan Guided Synthesized Modeled to Attended No acceptable
colleagues the (e.g., DLP, DLL, WHLP, WLP, colleagues in with colleagues colleagues the coaching and evidence was
setting of WLL, Lesson Exemplars, and the planning for the discussions on setting of mentoring shown
achievable and likes) or one lesson from a self- setting of setting of achievable and sessions/
challenging learning module, developed by achievable and achievable and challenging meetings/LAC
learning outcomes the ratee* and used in challenging challenging
that are aligned instruction, with achievable and
learning sessions / FGDs
with learning appropriate learning outcomes learning learning outcomes that are / other collegial
competencies to that are aligned with the outcomes that are outcomes that aligned with discussions on the
cultivate a culture learning competencies as shown aligned with are learning setting of
of excellence for all in any one (1) of the Quality learning aligned with competencies, as achievable and
learners. (PPST following: competencies, as learning shown in the challenging
4.2.3) • lecture/discussion shown in the competencies, as MOV submitted learning outcomes
• activity/activity sheet MOV submitted shown in the that are aligned
• performance task MOV submitted with learning
• rubric for assessing competencies, as
performance using criteria shown in the
that appropriately describe MOV submitted
the target output
and demonstrated in a LAC
session as attested by the LAC Modeled to Modeled to Modeled to Modeled to No acceptable
Coordinator/ Approving colleagues the colleagues the colleagues the colleagues the evidence was
Authority with proof of shown
setting of setting of seling of setting of
attendance of colleague/s
achievable and achievable and achievable and achievable and
challenging challenging challenging challenging
Timeliness learning learning outcomes learning outcomes learning outcomes
outcomes that are that are that are that are aligned
aligned with aligned with aligned with with learning
learning learning learning competendesin
competencies only 1 quarter
competencies competencies
across 4 across 3 across 2
Page 10 of 20
RPMS Tool for S.Y. 2023-2024 | highly Proficient Teachers
OBJECTIV MEANS OF Outstanding Satisfactory Unsatisfactory Poor
DET ( Satisfactory
(3) (2) (1)
E VERIFICATION
10. Used Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstfated
strategies for done through onsite / face-to- Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
providing timely, face / in-person classroom shown in COT shown in COT shown in COT shown in COT shown in COT
accurate and observation. rating sheets/ rating sheets / rating sheets / rating sheets/ rating sheets /
constructive inter-observer inter-observer inter-observer inter-observer inter-observer
feedback to If onsite/ face-to-face/iri- )) agreement forms agreement forms agreement forms agreement forms agreement
U
encourage person classes are not forms
learners to implemented, or
reflect on and 6. through observation of
improve their synchronous / No acceptable
own learning. asynchronous teaching evidence was
(PPST 5.3.3} in other modalities; or shown
7. through observation
ofa demonstration Objective was Objective was No
teaching* via LAC met within the met but acceptable
session. Efficiency allotted time instruction evidence was
and proof of attendance of exceeded the shown
Page 11 of 20
PERFORMAN CE INDICATOR
QET (y) (4) (3) (2) (1)
11. Worked 1. Approved LAC/FGD Plan Guided Synthesized Conducted Planned for the No acceptable
collaboratively 2. Any proof of colleagues in discussions with collaborative conduct of coaching evidence was
with colleagues communication with planning for the colleagues on the discussions to and mentoring shown
to analyze and colleagues (e.g., analysis and analysis and analyze and utilize sessions/
utilize text/chat) utilization of utilization of assessment data to meetings/LAC
assessment data 3. Any proof of assessment data to assessment data to modify practices sessions/ FGDs/
to modify collaborative review (e.g., modify practices modify practices and programs, as other collegial
practices and accomplishment report) and programs and programs evidenced by the discussions to
programs to of during coaching during coaching MOV 3 or MOV interpret
further support • learner assessment Quality and mentoring and mentoring 4 collaboratively
learner progress data sessions/ sessions/ monitoring and
and • intervention materials meetings/LAC meetings/LAC evaluation
achievement. developed for sessions / FGDs/ sessions / FGDs / strategies of
(PPST 5.d.3) remediation/ other collegial other collegial attainment data, as
• discussions as discussions as evidenced by the
evidenced by MOV evidenced by MOV MOV 1 or MOV
enhancement/ 4 or MOV 5
enhancement/ 3 or MOV 4 2
enrichment activities
4. Minutes of coaching and
mentofing sessions, Collaborated with Collaborated with Collaborated with Collaborated with No acceptable
meetings, LAC/FGD colleagues in the colleagues in the colleagues in the colleagues in the evidence was
session, or other collegial interpretation of interpretation of interpretation of interpretation of
discussions, with proof of shown
attainment data assessment data assessment data assessment data in
attendance across 4 quarters across 3 quarters across 2 quarters only 1 quarter
Performance Monitoring
and CoacNng Form TimeGness
(PMCF), with annotations
highlighting interpretation
of monitoring and
evaluation strategies of
attainment data
Page 12 of 20
PERFORMANIJ E INDICATOR
OBJECTIVE MEANS OF VERIFICATION Ouktanding vat
QET Satisfactory Unsatisfactory Poor
(g) Satisfactory
(3) (2) (1)
12. Guided 1. Proof/s of attendance in coaching Guided Synthesized Advised and Attended No
colleagues to and mentoring sessions/meetings/LAC colleagues in discussions guided coaching and acceptable
strengthen sessions/ FGDs/ other collegial planning for with colleagues colleagues to mentoring evidence
relationships discussions that highlights the objective strengthening to strengthen strengthen sessions/ was shown
with parenk/ 2. Minutes/Notes of coaching and relationships relationships relationships meetingslLAC
guardians and mentoring sessions/meetings / FGDs / with parents/ with parents/ with parents/ sessions /
the wider other collegial discussions that highlights guardians and guardians and the guardians and FGDs / other
school the objective the wider school wider school the wider school collegial
community to 3. Reflection notes of teachers on the community community, as community discussions on
maximize their coaching and mentoring Quality during coaching shown in MOV 3 during coaching strengthening
involvement in sessions/meetings/LAC sessions / and mentoring and mentoring relationships
the educative FGDs/other collegial discussions that sessions/ sessions/ with parents/
process. (PPS7 highlights the objective with meetings/LAC meetings/LAC guardians and
6.2.3} proof/s of attendance sessions/ FGDs sessions / FGDs the wider school
4. Performance Monitoring and Coaching / other collegial / other collegial community, as
Form (PMCF), with annotations discussions as discussions as shown in MOV
highlighting the objective shown in MOV shown in MOV 1
4 2
Guided Guided Guided Guided No

colleagues colleagues colleagues colleagues in acceptable
Timeliness
across 4 across 3 across 2 only 1 quarter evidence
quarters quarters quarters was
shown
Page 13 of 20
PERFORMAN CE INDICATOR
OBJECTIVE
very
MEANS OF VERIFICATION Outstanding Satisfactory Satisfactory Unsatisfactory Poor
QET
(5) ty) {3) (2) (1)
13. Contributed 1. Approved activity/project Contributed Contributed Contributed Contributed No acceptable
actively to proposal for a webinar, retooling, actively to any actively to any actively to any actively to any evidence was
professional upskilling, professional professional professional professional shown
networks within and other training/ seminar/ network/activity network/activity network/activity network/activity
and between workshop with accomplishment that requires that requires that requires that does not
schools to report output* and output’ and output’ to share require output
improve proof of proof of knowledge and to to share
knowledge and 2. Approved activity/project implementation” implementation* enhance practice knowledge and
to enhance proposal Quality ”within the as evidenced by to enhance
*within the
practice. (PPST for benchmarking or innovation with school to share the submitted practice as
department/ evidenced by
7.3.3) accomplishment report knowledge and to MOV
3. Certificate as contributor to LRMDS enhance practiC0 grade level to the submitted
4. Certificate of as evidenced by share knowledge MOV
completion in a the submitted and to enhance
course/training MOV practice as
5. Certificate of recognition/ evidenced by the
submitted MOV
speakership in a webinar, retooling,
upskilling, and other training/ Contributed Contributed Contributed Contributed No acceptable
seminar/ workshop actively to actively to actively to actively to evidence was
6. Any proof of participation in professional professional professional professional shown
school LAC sessions (online/face-to- Timeliness networks across networks across 3 networks across networks in only
face) certified by the LAC 4 quarters quarters 2 quarters 1 quarter
Coordinator
7. Others (Please specify and provide
* "Output’ may include, but not limited annotations)
to, lesson plan, instructional materials, action plan, or any teaching and learning-related materials. "
"Proof of implementation" can be in the form of implemented action plan, lesson plan executed in class, application project, etc.
Page 14 of 20
RPMS Tool for S.Y. 2023-2024 | I•llghIy Proficient Teachers
PERFORMS ICE INDICATOR
OBJECTIVE via
MEANS OF VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
{5) (3) (2) (1)
14. Initiated 1. Proof/s of attendance in Guided Conducted Planned Attended No acceptable
professional coaching and mentoring colleagues in coaching and coaching and coaching and evidence was
reflections and sessions/meetings/LAC sessions / planning for mentoring mentoring mentoring shown
promote learning FGDs / other activities that professional sessionsl sessions/ sessions/
opportunities highlights the objective reflections and meetings/LAC meetings/LAC meetings/LAC
with colleagues 2. Approved LAC/FGD Plan other learning sessions I FGDs sessions / FGDs sessions /
to improve 3. Training matrix of LAC sessions opportunities to / other I other FGDs / other
practice. highlighting the teacher's improve activities activities activities that
role practice during involving involving promote
Quality coaching and colleague/s in colleague/s in professional
4. Minutes of LAC sessions/FGDs
mentoring professional professional reflections and
highlighting the teacher's
sessions/ reflection and reflection and learning
role, meetings/LAC learning learning opportunities,
with proof of attendance sessions / opportunities as opportunities as as shown in
5. Performance Monitoring and FGDs / other shown in the shown in MOV 2 MOV 1
Coaching Form (PMCF) activities, as MOV 3, 4 or 5
6. Personal notes/reflections of shown in the
colleagues on regional/ MOV 4, 5 or 6
division/
school-led lNSETs and/or other Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
trainings supervisedl conducted acceptable acceptable acceptable acceptable evidence was
by teacher Efficiency M0Vs M0Vs M0Vs MOV shown
7. Others (Please specify
and provide annotations)
Page 15 of 20
Plus Factor
PERF0RMAN\JE INDICATOR
OBJECTIVE MEANS OF VERIFISATION Outstanding Very
QET Satisfactory Unsatisfactory Poor
(y) Satisfactory
(3) (2) (I)
15. Performed Any one (1) proof that the master Performed at Performed at Performed at Performed at No
various related teacher: least one (1) least one (1) related least one (1) related least one (1) acceptable
works / • served as facilitator/ speaker related work / work / activity that work / activity that related work/ evidence
activities that • served as demonstration teacher activity that contributed to the contributed to the activity that was shown
contribute to contributed to the teaching-learning teaching-learning contributed to the
• served as a member of process within the process within the teaching-learning
the teaching- teaching-learning
process within the
learning the technical working group school I learning
• served as OIC in the Quality process beyond
Community arealdepartment as class as
process. the school / Learning Center evidenced by the evidenced by the
absence of Community
the principal (CLC) as submitted MOV. submitted MOV.
Learning Center evidenced by the
• represented the (CLC) as submitted MOV.
principal in evidenced by the
meeingsandconference submitted MOV.
• observed classes of Teachers
I-III Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
• assisted the school that details the that details the that shows that shows acceptable
selection committee in the achieved positive perceived reasonable considerable evidence
contribution to positive interlap with the overlap with, was shown
evaluation of credentials when the teaching- contribution to the actual teaching- hence
hiring or promoting teachers learning process, teaching• learning learning process, significantly
• served in a committee Efficiency as evidenced by the process, as as evidenced by the affecting the
• served as adviser to co- annotation evidenced by the annotation performance of the
curricular provided. annotation provided. actual teaching-
activities provided. learning process.
• served as coordinator/
chairperson
• authored / contributed to a book or Submitted M0Vs Submitted M0Vs Submitted MOVs Submitted MOV/s No
journal were distributed were distributed were distributed was/were acceptable
• coached and mentored learners in across 4 across 3 quarters across 2 quarters completed In only evidence
quarters 1 quarter was shown
competitions Timeliness
• mentored pre-service / in-service
teachers
• conducted research within the
rating period;
• others (please specify) Page 16 of 20
with annotation
RPMS Tool for S.Y. 2023-2024 on how itTeachers
| Highly Proficient
contributed to the teaching-learning
process.
SUMMARY
Objective Q E T MOV/s hlO. Of MOVs
Classroom Observation Tool (COT) rating sheet/s done through onsite / face-to-face I in-person classroom observation.
If onsite/face-to-face/in-person c/asses are not implerriented,

4’
1. through observation of synchronous / asynchronous teaching in other modalities; or
2.through observation of a demonstration teaching* via LAC session.
and proof of attendance of colleaguels
1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other collegial discussions that highlights
KRA 1 the objective
2 2. Minutes/Notes of coaching and mentoring sessions/meetings / FGDs / other collegial discussions that highlight the objective 4
3. Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial discussions that
4. Performance Monitoring and Coaching Form fPMCF), with annotations highlighting the objective
4‘
Classroom Observation Tool (COT} rating sheet/s done through onsite / face-to-face / in-person classroom observation.
4’
If onsite/ face-to-face/in-person classes are not implemented,
1. through observation of synchronous I asynchronous teaching in other modalities; or 2’
2. through observation of a demonstration teaching* via LAC session. and proof of 2’
attendance of colleague/s
At least one (1) lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self-learning
module, developed by the ratee* and used in instruction, with achievable and appropriate learning outcomes that are aligned with the learning
competencies as shown in any one (1) of the following:
9 • lecture/discussion 4
• activity/activity sheet
• performance task
• rubric for assessing performance using criteria that appropriately describe the target output
and demonstrated in a LAC session as attested by the LAC Coordinator/ Approving Authority with proof of attendance of colleaguels
KRA 3 10 See similar MOV above on CoT rating sheet or inter-observer agreement form 2’
2. Any proof of communication with colleagues (e.g., text/chat)
3. Any proof of collaborative review (e.g., accomplishment report) of
• learner assessment data
11 • intervention materials developed for remediation/ 4
• enhancement/ enhancement/ enrichment activities
4. Minutes of LAC, FGD session, or other meetings, with proof of attendance
5. Performance Monitoring and Coachin9Form (PMCF), with annotations highlighting interpretation of monitoring and evaluation
strategies of attainment data
- Page 17 of 20
'
RI?MS Tool for. S:Y.: 023-2024 ] Htghlg P¿oflclant Tsadhers
• Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions/ FGDs/ other collegial discussions that
• Iflinutes/Notes of coaching and mentoring sessions/meetings / FGDs / other collegial discussions that highlights the objective
12 4
« Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial discussions
that highlights the objective with proof/s of attendance
• Performance Monitorin and Coachin Form PMCF , with annotations hi hl htin the ob'ective
1. Approved activity/project proposal for a webinar, retooling, upskilling, and other training/ seminar/ workshop with
accomplishment report
2. Approved activity/project proposal for benchmarking or innovation with accomplishment report
3. Certificate as contributor to LRMDS
4. Certificate of completion in a course/training 4
KRA4 5. Certificate of recognition/ speakership in a webinar, retooling, upskilling, and other training/ seminar/ workshop
6. Any proof of participation in school LAC sessions (online/face-to-face) certified by the LAC Coordinator
7. Others (Please specify and provide annotations)
1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions/ FGDs/ other activities that highlights
the objective
3. Training matrix of LAC sessions highlighting the teacher's role
14 4. Minutes of LAC sessions/FGDs highlighting the teacher's role, with proof of attendance 4
5. Performance Monitoring and Coaching Form (PMCF)
6. Personal notes/reflections of colleagues on regional/ division/ school-led INSETs and/or other trainings supervised/ conducted
by teacher
7. Others Please s ci and rovide annotations
Any one (1) proof that the master teacher:
• served as facilitator / speaker
• served as demonstration teacher
• served as a member of the technical working group
» served as OIC in the absence of the principal
• observed classes of Teachers I-III
• assisted the school selection committee in the evaluation of credentials when hiring or promoting
teachers
• served in a committee
» served as adviser to co-curricular activities
• served as coordinator / chairperson
» coached and mentored learners in competitions
« mentored pre-service / in-service teachers
» conducted research within the rating period;
» others (please specify)
Minimum of 46 MOVs wlth annotation on how it contributed to the teaching-learning process.
* Note that MOVs for the Classroom Observable Indicators (COls) may be crosscutting. Submission of four (4) COT rating sheets may already reflect the achievement of the nine (7) C0ls.
Page 18 of 20
RPMS Tool for S.Y. 2023-2â24 I Highly Prqficlent Teachers-

GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material. This can be saved in a
USB flash drive and played in a device (e.g., plug-and-pIa'/ radios with USB port, TV with USB port, computer, etc.J.
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge leamer achievement;
that is, how well the learner has learned the knowledge and/or skills covered in a unit. Summative assessment, essays, presentation, group work, performances and
standardized tests are used to inform the teachers about their teaching. Learners are marked on format evaluation tasks and this mark is usually part of their report
card grade.
Learned achievement This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
Learner attainment data This pertains to evidence(s) and results of vanous assessments that are used in the monitoring and evaluation of learner progress
and achievement
Learner needs This refers to the observable behavior or attitude of a learned that the teacher must address immediately
Learner progress This refers to a trail of stages of a IearneLs school and academic status.
Learning action cell (LAC) This functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education 2016a, i)
LAC aims to improve the teaching-learningproœssthat will lead to improved learning among the students; to nurture successful teachers; to enable teachers to support
each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit among
school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar "During pandemic and other disruptive events, all public elementary and secondaiy school teachers in the region shall prepare their lesson exemplars instead
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars
(LE).
Stakeholder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and industry partners) individuals or group of
individuals who participate or collaborate towards the attainment of the school's academic and institutional goals.
Supplementaiy matenals These refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices.
lessons(DepartrnentofEducation -Undersecretary for Curriculum and Instruction 2020,3). Writing tasks can also be part of the supplementary materials where learners
can Wfite the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher (Department of
Video Lesson This refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as supplementary
material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash
drives or CD-ROMs).
Page 19 of 20
RPMS Tool for S.Y. 2023-2024 | H)ghly Proficient Teachers
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No.7277. Manila.
GoYemment of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City.
Health
Government of the Philippines, Department of Education-CALABARZ0N. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
Pasig
City.
Page 20 of 20
RPMS Tool for S.Y. 2023-2024 I lghly Proficient Teachers
RPMS Tool for
Master Teacher
Proficient
Teachers)
S.Y. 2024-2025
PERFORMAtiCE INDICATOR
OBJECTIVE MEANS OF VERFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
on 5 1 3 2 1
1. Modeled Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective (COT) rating sheet/s done Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
applications of through onsite / face-to-face / Objective 1 Objective 1 Objective 1 Objective 1 Objective 1
content in- person classroom as shown in as shown in as shown in as shown in as
knowledge within observation. COT COT COT COT shown in COT
and across If onsite/ face-fo-face/in-person rating rating sheets/ rating sheets/ rating rating sheets /
curriculum classes are not implemented, Quality sheets/ inter-observer inter-observer sheets/ inter-observer
teaching areas. 1. through observation of inter- agreement agreement inter- agreement
(PPST 1.1.3) synchronous / asynchronous observer forms forms observer forms O
teaching in other modalities; or agreement agreement F
2. through observation of a forms forms No acceptable
demonstration teaching* via evidence was
LAC session. shown
Objective was Objective was No
and proof of attendance of met within the met but acceptable
colleaguels Efficiency allotted time instruction evidence was
exceeded the shown
allotted time
COT Rating Sheet 1 7 4 Outstanding f5) 4.500-5.000
4 Veiy Satisfactory(4) 3.500-4.499
COT Rating Sheet4 7 4 Unsatisfactow f2) 1.500-2.499
Poor (1) 1.000-1.499
Page 2 of 20
OBJECTNE MEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET 5 4 3 2 1
2. Promoted Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective (COT) rating sheet/s done through Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
strategies in the onsite / face-to-face / in-person Objective 2 as Objective 2 as Objective 2 as Objective 2 as Objective 2 as
positive use of ICT classroom observation. shown in COT shown in COT shown in COT shown in COT shown in COT
to facilitate the rating sheets / rating sheets/ rating sheets/ rating sheets/ rating sheets/
teaching and If onsite/ face-to-face/in-person inter-observer inter-observer inter-observer inter-observer inter-observer
learning process. classes are pot implemented, agreement agreement agreement forms agreement forms agreement
Quality
(PPST T.3.3j 1. through observation of forms forms forms
synchronous /
asynchronous teaching in
2. through observation of a No acceptable
LAC session. shown
and proof of attendance of Objective was Objective was No acceptable
colleague/s met within the met but evidence was
exceeded the
allotted time
Means of Verification COT RPMS5-point Average RPMS Rating for RPMS Rating
3.500 4 Outstanding(5) 4.500-5.000
Poor(1) 1.000-1.499
Page 3 of 20
RPMS Tool for S.Y. 2024-2025 I !*‹ehlyProficienTt eachers
OBJECTIVE MEANS OF VERlFlCATiON Outstanding Very Satlsfactory Satisfactory Unsatisfactory Poor
(5j (2) (1)
3. Evaluated with 1. Proof/s of attendance in Guided Synthesized Evaluated with Attended coaching No acceptable
colleagues the coaching and mentoring colleagues in discussions wlth colleagues the and mentoring evidence was
effectiveness of S9SSiOns/ITI9etingS/LAC SeSSiOrlS / planning for the colleagues on the effectiveness of sessions/ shown
teaching strategies FGDs / other collegial discussions evaluation of the evaluation of teaching strategies meetings/LAC
that promote learner that highlights the objective effectiveness of effectiveness of that promote learner sessions I FGDs /
achievement in 2. Minutes/Notes of coaching teaching teaching achievement in other collegial
literacy and and mentoring sessions/meetings / strategies that strategies that literacy and discussions that
numeracy. promotel0arner promote learner numeracy during evaluate
FGDs / other collegial discussions
lP»sri.«.›l that highlights the objective
Quality achievement in achievement in meetings/LAC
sessions/ FGDs I
effectiveness of
3. Refiection notes of teachers on literacy and literacy and teaching strategies
numeracy during numeracy during other collegial that promote learner
the coaching and mentonng discussions, as shown
sessions/meetings/LAC sessions / meetings/LAC meetings/LAC achievement in
sessions / FGDs / sessions / FGDs / in MOV 2 literacy and
FGDs/other collegial discussions numeracy, as shown
that highlights the objective with other collegial other collegial
discussions, as discussions, as in MOV 1
proof/s of attendance
4. Performance Monitoring and shown in MOV 4 shown in MOV 3
Coaching Form (PMCF), with
annotations highlighting the Evaluated with Evaluated with Evaluated with Evaluated with No acceptable
objectve colleagues the colleagues the colleagues the colleagues the evidence was
effectiveness of effectiveness of effectiveness of effectiveness of shown
teaching teaching teaching strategies teaching strategies
strategies that strategies that that promote learner that promote learner
Timeliness promote learner promote learner achievement in achievement in
achievement in achievement in literacy and literacy and
literacy and literacy and numeracy across 2 C| numeracy only 1
numeracy across 4 numeracy across 3 UdFtgFS quarter
quarters quarters
Page 4 of 20
RPMS Tool for S.Y. 2024-2025 | Hlghly Proflc\ent Teachers
OBJECTNE MEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(q (2) (I)
4. Collaborated with 1. Proof/s of attendance in Guided Synthesized Collaborated Attended coaching No acceptable
colleagues in the coaching and mentoring colleagues in discussions with with colleagues and mentoring evidence was
conduct and sessions/meetings/LAC sessions planning for the colleagues on in the conduct sessions/ shown
/ FGDs / other collegial conduct and the conduct and and application of meetings/LAC
application of discussions that highlights application of research to sessions / FGDs /
application of research to enrich knowledge other collegial
research to enrich the objective research to enrich knowledge of content and discussions that
knowledge of content 2. Minutes/Notes of coaching enrich of content and pedagogy during apply esearch to
and pedagogy. and Quality pedagogy during meetings/LAC enrich knowledge
knowledge of
(PPST 1.2.3} mentoring of
content and
sessions/meetings /
pedagogyduring
FGDs / other collegial meetings/LAC meetings/LAC sessions / FGDs / content and
discussions sessions / FGDs / sessions / FGDs / other collegial pedagogy, as
that highlights the objective other collegial discussions, as shown in MOV 1
other collegial
3. Reflection notes of teachers on
the coaching and discussions, as discussions, as shown in MOV 2
mentoring shown in MOV 4 shown in MOV 3
sessions/meetings/LAC
sessions / FGDs/other Collaborated with Collaborated with Collaborated with Collaborated with No acceptable
collegial discussions colleagues in the colleagues in the colleagues in the colleagues in the evidence was
that highlights the objective with conduct and conduct and conduct and conduct and shown
proof/s of attendance Timeliness
application of application of application of application of
4. Performance Monitoring and research across 4 research across 3 research across 2 research in only 1
Coaching Form (PMCF), quarters quarters quarters quarter
with annotations highlighting
the objective
Page 5 of 20
OBJECTIVE MEANS OF Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
VERIFICATION 6 4 3 2
5. Displayed a wide Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
range of effective (COT) rating sheet/s done Level8 in Level 7 in Level 6 in Level 5 in Level4 in
verbal and non-verbal through onsite / face-to-face / in- Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
classroom person classroom observation. shown in COT shown in shown in shown in shown in COT
communication rating sheets/ COT rating COT rating COT rating rating sheets /
strategies to support If onsite/ face-to-face/in- inter-observer sheets/ inter- sheets/ inter- sheets/ inter- inter-observer
learner person classes are not agreement forms observer observer observer agreement
Quality forms
understanding, implemented,
1. through observation of agreement agreement agreement
participation, synchronous / asynchronous forms forms forms
engagement and teaching in other modalities; or O
achievement. 2. through observation of a r
(PPST 1.7.3) demonstration teaching‘ via No acceptable
LAC session. evidence was
shown
and proof of attendance of Objective was Objective was No acceptable
colleague/s met within the metbut evidence was
exceeded the
allotted time
The demonstration teaching must always reflect the teaching-learning process (e.g., done in modular approach). The supplementary material to the MOV obtained through option 3 shall also be accompanied The
demonstration teaching must always reflect the teaching-learning process.
Average
3.500
Poor (1) 1.000-1.499
Page 6 of 20
RPMS Tool for S.Y. 2024-2025 I Highly Proflclent Teachers
PERFORMANSE INDICATOR
(5) (4) (3) (2) (1)
6. Worked with 1. Proof/s of attendance in Guided colleagues Synthesized Shared with Attended No acceptable
colleagues to share coaching and mentoring in planning of discussions with colleagues coaching and evidence was
successful strategies sessions/meetings/LAC SUCC0S5flJl colleagues on successful mentoring shown
that sustain supportive sessions strategies that successLl strategies that sessions/
learning environments / FGDs / other collegial sustain supportive strategies that sustain supportive meetings/LAC
that nurture and inspire discussions that highlights the learning sustain supportive learning sessions / FGDs
learners to objective environments that learning environments that / other collegial
participate, cooperate 2. Minutes/Notes of coaching nurture and inspire environments that nurture and inspire discussions that
and collaborate in and mentoring sessions/meetings/ learners to nurture and inspire learners to discuss
continued learning. FGDs / other collegial discussions participate, learners to participate, successful
PPST 2.4.3 that highlights the objective cooperate and participate, cooperate and strategies that
3. Reflection notes of teachers on Quality collaborate in cooperate and collaborate in SUStdirl
collaborate in continued learning sUpp0rtiVe
the coaching and mentorihg continued learning
sessions/meetings/LAC sessions / during continued learning during learning
FGDs/other collegial discussions meetings/LAC during meetings/LAC environments that
that highlights the objective with sessions / FGDs / meetings/LAC sessions / FGDs / nurture and inspire
proof/s of attendance other collegial sessions I FGDs / other collegial learners to
4. Performance Monitoring and discussions, as other collegial discussions, as participate,
Coaching Form (PMCF), with shown in MOV 4 discussions, as shown in MOV 2 cooperate and
annotations highlighting the shown in MOV 3 collaborate in
objective continued
leaming, as shown
in MOV 1
Worked with Worked with Worked with Worked with No acceptable
colleagues to share colleagues to share colleagues to share colleagues to evidence was
Timeliness successful strategies successful successful share successful shown
across 4 quarters strategies across 3 strategies across 2 strategies in only
quarters quarters 1 quarter
Page 7 of 20
RPMS Tool for S.Y. 2024-2025 | Highly Proflclent Teachers
OBJECTIV MEANS OF Outstanding Very Satisfactory Satiafactory Unsatisfactory Poor
E VERIFICATION 5 4 3 2 1
7. Modeled successful Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
strategies and supported (COT) rating sheet/s done Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
colleagues in through onsite I face-to-face / in- Objective 8 as Objective 8 as Objective 8 as Objective 8 as Objective 8 as
promoting learning person classroom observation. shown in COT shown in COT shown in COT shown in COT shown in COT
environment that rating sheets / rating sheets/ rating sheets / rating sheets / rating sheets /
effectively motivate If onsite/ face-to-face/in- inter-observer inter-observer inter-observer inter-observer inter-observer
learners to work person L agreement forms agreement agreement agreement agreement
productively by 1. through
c/asses observation
are not of
implemented, I forms forms forms forms
assuming synchronous /
responsibility for their asynchronous teaching in or
own learning. other modalities; or
(PPST 2.5.3) 2. through observation of a No acceptable
LAC session. shown
Objective was Objective was No acceptable
and proof of attendance of met within the met but evidence was
colleaguels Efficiency allotted time instruction shown
exceeded the
allotted time
COT Rating Sheet 1 7 4 4 Outstanding (5) 4.500-5.000
3.500
Unsatisfactory t2) 1.500-2.499
Poor (1\ 1.000-1.499
Page 8 of 20
RPMS Tool for S.Y. 2O24-2025 I Highly Proficient Teachers
OBJECTIVE OIEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(4) (3) (2) (1)
8. Assisted colleagues to 1. Proof/s of attendance in Guided Synthesized Assisted Attended No acceptable
design, adapt and coaching and mentoring colleagues discussions with colleagues in coaching and evidence was
implement teaching sessions/meetings/LAC in planning for the colleagues on the designing, mentoring shown
strategies that are sessions I FGDs / other design, adaptation design, adaptation adapting and sessions/
responsive to learners collegial discussions that and implementation and implementation implementing meeGngskAC
with disabilities, highlights the objective of teaching of teaching teaching strategies sessions / FGDs
giftedness and talents. 2. Minutes/Notes of coaching strategies that are strategies that are that are responsive / other collegial
(PPST 3.3.3} and mentorin9 responsive to learners responsive to to learners with discussions on
with disabilities, learners with disabilities, the design,
sessions/meetings / FGDs / giftedness and disabilities, giftedness and adaptation and
Quality
other collegial discussions talents during giftedness and talents during implementation of
that highlights the objective meetings/LAC talents during meetings/LAC teaching strategies
3. Reflection notes of teachers sessions / FGDs / meetings/LAC sessions / FGDs / that are responsive
on the coaching and other collegial sessions / FGDs / other collegial to learners with
mentoring discussions, as other collegial discussions, as disabilities,
sessions/meetings/LAC shown in MOV 4 discussions, as shown in MOV 2 giftedness and
sessions / FGDs/other shown in MOV 3 talents, as shown
collegial discussions that in MOV 1
highlights the objective with
proof/s of attendance
4. Performance Monitoring Assisted colleagues Assisted Assisted Assisted No acceptable
and Coaching Form (PMCF), to design, adapt and colleagues to colleagues to colleagues to evidence was
with annotations highlighting implement design, adapt and design, adapt and design, adapt and
Timeliness strategies across 4 shown
the objective implement implement implement
quarters strategies across 3 strategies across 2 strategies in only
Page 9 of 20
RPMS Tool for S.Y. 2OZ4-2025 I Highly Proficient Teachers
KRA 3: Diversity of Learners & Curriculum and
Planning PERFORMANCE INDICATOR
OBJECTIVE IYIEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(S) (4/ (3)
9. Evaluated with 1. Proof/s of attendance in Guided colleagues Synthesized Evaluated with Attended No acceptable
colleagues teaching coaching and mentoring in planning for the discussions with colleagues the coaching and 6Vidence was
strategies that are sessions/meetings/LAC evaluation the colleagues on the effectiveness of mentoring shown
sessions / FGDs / other effectiveness of evaluation of teaching sessions/
responsive to the collegial discussions that teaching strategies effectiveness of strategies that are meetings/LAC
special educational highlights the objective that are responsive teaching responsive to sessions / FGDs I
needs of learners in 2. Minutes/Notes of coaching to the special strategies that are the special other collegial
difficult circumstances, and mentoring sessions/meetings / education needs of responsive to the education needs discussions that
including: geographic FGDs I other collegial learners in difficult special education of learners in evaluate
discussions that highlights the circumstances needs of learners difficult effectiveness of
isolation; chronic Quality during circumstances
objective in difficult teaching strategies
illness; displacement meetings/LAC during
due to armed conflict, 3. Reflection notes of teachers circumstances that are responsive
on the coaching and mentoring sessions / FGDs / during meetings/LAC to the special
urban resettlement or other collegial meetings/LAC sessions/ FGDs education needs of
sessions/meetings/LAC sessions
disasters; child abuse discussions, as sessions/ FGDs / / other collegial learners in
/ FGDs/other collegial
and child labor shown in MOV 4 other collegial discussions, as diflcult
discussions that highlights the
practices. discussions, as shown in MOV circumstances
objective with proof/s of shown in MOV 3 and numeracy, as
PP8T 3.4.J attendance 2
shown in MOV 1
4. Performance Monitoring and
Coaching Form (PMCF), with
annotations highlighting the Evaluated with Evaluated with Evaluated with Evaluated with No acceptable
objective colleagues teaching colleagues colleagues colleagues evidence was
strategies that are teaching teaching teaching strategies shown
responsive to the strategies that are strategies that are that are responsive
special education responsive to the responsive to to the special
needs of learners in special education the special education needs of
Timeiness difficult needs of learners education needs learners in
circumstances in difficult of learners in diñcult
across 4 quarters circumstances difficult circumstances
across 3 quarters circumstances only 1 quarter
across 2
quarters
Page 10 of 20
RPMS Tool for S.Y. 2O24-2025 | Highly Proficient Teachers
08UECT!VE MEANS OF VERFICA7I0N Oubtanding Very Satisfactory Satisfactory Unsatisfactory Poer
on (5) /4) (3)
10. Worked collaboratively 1. Proof/s of attendance in Guided Synthesized Evaluated with Attended No acceptable
with colleagues to evaluate coaching and mentoi1ng colleagues in discussions colleagues the coaching and evidence was
the design of learning sessions/meetings/LAC planning for the with colleagues design of learning mentoring shown
programs that develop the sessions / FGDs/ other evaluation of on the evaluation programs that sessionsl
knowledge and skills of
learners at different ability collegial discussions that design of learning of the design of develop the meetings/LAC
levels. highlights the objective programs that learning programs knowledge and sessions / FGDs
(PPS74.3.3) 2. MinutesiNotes of coaching and develop the that develop the skills of learners / other
mentoring sessions/meetings / knowledge and knowledge and at different ability collegial
FGDs / other collegial Quality skills of learners skills of learners levels during discussions that
discussions that highlights the at different ability at different ability meetings/LAC evaluate the design
levels duâng levels during sessions / FGDs / of learning
objective meetings/LAC meetings/LAC other collegial programs that
3. Reflection notes of teachers sessions / FGDs / sessions / FGDs / discussions, as develop the
on the coaching and mentoring other collegial other collegial shown in MOV 2 knowledge and
sessions/meetings/LAC sessions discussions, as discussions, as skills of learners
I FGDs/other collegial shown in MOV shown in MOV 3 at different ability
discussions that highlights the 4 levels, as shown
objective with proof/s of in MOV 1
attendance Woited Worked Worked Worked No acceptable
4. Performance Monitoring and collaboratively collaboratively collaboratively collaboratively evidence was
Coaching Form (PMCF), with colleagues to with colleagues to with colleagues to with colleagues to shown
with Timeliness evaluate the design evaluate the design evaluate the design evaluate the design
annotations highlighting the of leamin9 of learning of learning of learning
objective programs across 4 programs across 3 programs across 2 programs in only
quarters
Page 11 of 20
OBJECTIVE MEANS OF VERIFICATION OUt9tanding Very Satisfactory Satisfactory Unsatisfactory Poor
(S) \‹j t1) (2) (1)
11. Reflected on and 1. Synthesis of evaluation of a Syn!hesizedthe Consulted Conducted Conducted a No acceptable
evaluated learning program / project / activity evaluations from parents, coaching and survey to evidence was
environments that are that maintains the learning the wider school guardians, mentoring gather feedback shown
responsive to community environment responsive to community of the andlor other sessionsl on programs,
contexts. community contexts programs, external meetings/LAC projects, and/or
(PPST 6.1.3) 2. Minutes of consultative projects, and/or stakeholders on sessions / FGDs activities that
meeting with parents / other activities that programs, I other collegial are responsive
external stakeholders on maintain the projects, and/or discussions with to
programs, projects, and/or learning activities that colleagues on C0MMUnit}’
activities that maintain a environment maintain the programs, contexts as
learning environment, responsive to learning projects, and/or evidenced
highlighting the evaluations community environments activities that by MOV 4
made, with proof of Duality context as responsive to maintain the
attendance evidenced by community learning
3. Minutes of focus group MOV 1 context to environments
discussion (FGD) with reflect on and responsive to
teachers on a program / evaluate them community
project/ activity that maintains as evidenced by context to reflect
a learning environment, MOV 2 on and evaluate
highlighting the evaluations them as
made, with proof of evidenced by
attendance MOV 3
4. Survey on programs /
projects
/activities that maintain a
learning Reflected on and Reflected on and Reflected on and Reflected on and No acceptable
environment evaluated learning evaluated learning
evaluated learning evaluated evidence
environments environments learning environments in was shown
Timeliness across 4 environments only 1 quarter
quarters across 3
quarters across 2
quarters
Page 12 of 20
oc (si (‹) (3) (2) (1)
12. Discussed with 5. Proof/s of attendance in Guided Synthesized Evaluated with Attended coaching No acceptable
colleagues teaching and coaching and mentoring colleagues in discussions with colleagues the and mentoring evidence was
learning practices that sessions/meetings/LAC planning for colleagues on teaching and sessions/ shown
apply existing codes, laws sessions / FGDs / other collegial meetings/LAC the teaching and learning practices meetings/LAC
discussions that highlights the sessions/ FGDs I learning practices that apply
and regulations that apply that apply existing existing codes, Sg99i0rlS / FGDs /
objective other collegial
to the teaching profession, 6. Minutes/Notes of coaching and discussions to codes, law and law and other collegial
and the responsibilities mentoring sessions/meetings / discuss teaching regulations during regulations during discussions that
specified in the Code of FGDs / other collegial and learning meetings/LAC meetings/LAC discuss teaching
Ethics for Professional discussions that highlights the practices that sessions / FGDs/ sessions / and learning
Teachers. (PPST 6.3.Jj objective apply existing other collegial FGDs / other practices that apply
7. Reflection notes of teachers on codes, law and discussions, as collegial existing codes, law
thecoacNng and mentoing regulations, as shown in MOV 3 discussions, as and regulations, as
sessions/meetings/LAC sessions / shown in MOV 4 shown in MOV 2 shown in MOV 1
FGDs/other collegial discussions
that highlights the objective
with proof/s of attendance
Performance Monitoring and Discussed with Discussed with Discussed with Discussed with No acceptable
Coaching Form (PMCF), with colleagues colleagues colleagues colleagues evidence
annotations highlighting the teaching and teaching and teaching and teaching and was shown
objective learning practices learning practices learning practices learning practices
Timeliness that apply that apply that apply that apply existing
existing codes, existing codes, existing codes, codes, law and
law and law and law and regulations in only
regulations regulations regulations 1 quarter
across 4 across 3 across 2
Page 13 of 20
RPMS Tool for S.Y. 2024-2025 I * Ighly Proficlent Teachers
OBJECTIVE I/IEANS OF VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
osi (s) (4) (3) (Z} (1)
13. Exhibited 1. Evaluation report on the Evaluated with Conducted Discussed with Implemented No acceptable
commitment to and implementation of school policies teachers the discussions with teachers certain school policies and evidence was
supported teachers in / procedures or minutes of implementation of teachers on the school policies procedures as shown
the implementation of subject area/ grade level certain school progress of and procedures evidenced by MOV
school policies and meetings or professional policies and implementation for uniform 4
procedures to foster meetings on evaluating school procedures as of certain school implementation
harmonious policies/procedures evidenced by policies and as evidenced by
relationships with 2. Minutes of subject area / MOV 1 procedures as MOV 3
learners, parents and grade evidenced by
other stakeholders. level meetings or professional MOV 2
(PPST 6.4.3} meetings on the implementation
progress of school policies I Exhibited Exhibited Exhibited Exhibited No acceptable
procedures [provide at least 2 to commitment to commitment to commitment to commitment to and evidence was
show discussions held] and supported and supported and supported supported teachers in shown
3. Minutes of subject area / grade teachers in the teachers in the teachers in the the
level meeting or professional implementation of implementation of implementation of implementation of
meeting on disseminating school policies school policies school policies school policies and
Timeliness and procedures and procedures and procedures
information and implementing procedures in only
school policies / procedures across 4 quarters across 3 quarters across 2 quarters 1 quarter
(provide at least 2 to show
discussions held)
4. Proof of implementation of
school policies and
procedures
Page 14 of 20
Plus Factor
PERFORMANCE lNDlSATOR
OBJECTIVE KIEANS OF VERIFICATION
An Outstanding
(5)
Very Satisfactory
\4)
Satisfactory
(3)
Unsatisfactory
(2)
Poor
(1)
15. Performed Any one (1) proof that the master Performed at least Performed at Performed at Performed at No acceptable
various related teacher: one (1) related least one (1) least one (1) least one (1) evidence was
works / • served as facilitator/ speaker work related work / related work / related work / shown
activities that / activity that activity that activity that activity that
• served as demonstration contributed to contributed to contributed to
contribute to
teacher contributed to the the teaching- the teaching- the teaching-
the teaching- teaching-learning learning process learning process learning process
• served as a member of the process beyond
learning Quality within the within the within the
technical working group the school /
process. Community school I learning class as
• served as OIC in the absence Community area/department evidenced by
of the principal Learning Center the submitted
(CLC) as evidenced Learning Center as evidenced by
• represented the principal in by the submitted (CLC) as the submitted MOV
meetings and conference MOV evidenced by MOV
• observed classes of Teachers I- the
) submitted MOV
• assisted the school
selection committee in the Submitted MOV that Submitted MOV Submitted MOV Submitted MOV No acceptable
evaluation of credentials details the achieved that details the that shows that shows evidence was
when firing or promoting positive perceived reasonable considerable shown
teachers contribution to the positive interlap with the overlap with,
• sewedinacommiRee teaching•Iearning contribution to actual teaching- hence
• served as adviser to co- process, as the teaching- learning significantly
curricular activities Efficiency evidenced by the learning process, as affeding the
• served as coordinator/ annotation process, as evidenced by the performance of
chairperson provided. evidenced by the annotation the actual
annotation provided. teaching-
• authored / contributed to a learning
provided.
book process.
or journal
• coached and mentored learners
in competitions Insignificantly Slightly affects Rarely affects the Significantly No acceptable
• mentored pre-service / in- affects the the perfomance performance of affects the evidence was
service performance of of the actual the actual performance shown
teachers Timeliness the actual teaching-learning teaching-learning of the actual
teaching- process. process. teaching-
learning process. learning
with annotation on how it process.
contributed to the
teaching- learning process.
Page 16 of 20
RPMS Tool for S.Y. 2024-2025 I Highly Proficient Teachers
SUMMARY
KRA Objective Q E T MOV/s No. of M0Vs
1 y Classroom Observation Tool (coT) rating sheet/s done through onsite / face-to-face I in-person classroom observation. 4*
If onsite / face-to-face/ in-person classes are not implemented,
3. through observation of synchronous/ asynchronous teaching in other modalities; or
4. through observation of a demonstration teaching* via LAC session. 2’
KRA 1 and proof of attendance of colleague/s
3 y 5. Proof/s of atendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs I other collegial discussions that highlights
the objective 4
4 y highlights the objective with proof/s of attendance 4
See similar MOV above on COT rating sheet or inter-observer agreement form 2’
— 1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other collegial discussions that highlights the
objective
KRA 2 6 y 2. Minutes/Notes of coaching and mentoring sessions/meetings / FGDs/ other collegial discussions that highlights the objective 4
See similar MOV above on COT rating sheet or inter-observer agreement form 2’
1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other collegial discussions that highlights 4
the objective
KRA 3 9 2. Minutes/Notes of coaching and mentoring sessions/meetings / FGDs / olher collegial discussions that highlights the objective 4
3. Rejection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial discussions that
highlights the objective with proof/s of attendance 4
5. Synthesis of evaluation of a program / project/ activity that maintains the learning environment responsive to community contexts
6. Minutes of consultative meeting with parents/ other external stakeholders on programs, projects, and/or activities that
maintain a learning environment,
11 highlighting the evaluations
KRA 4 made, with proof of attendance
7. Minutes of focus group discussion (FGD) with teachers on a program / project/ activity that maintains a learning environment,
highlighting the evaluations made, with proof of attendance
8. Survey on programs /projects /activities that maintain a learning environment
1. Proof/s of attendance in coaching and mentoring sessions/meetings/LAC sessions / FGDs / other colJegial discussions that highlights
12
the objective
Page 17 of 20
3. Reflection notes of teachers on the coaching and mentoring sessions/meetings/LAC sessions / FGDs/other collegial discussions that highlights
the objective with proof/s of attendance
4. Performance Monitorin and Coachin Form PMCF , with annotations hi hli hti the ob‘ ctive
1. Evaluation report on the implementation of school policies / procedures or minutes of subject area / grade level meetings or
professional meetings on Ovaluating school policies/procedures
2. Minutes of subject area / grade level meetings or professional meetings on the implementation progress of school policies /
procedures [provide at least 2 to show discussions held] 4
3. Minutes of subject area / grade level meeting or professional meeting on disseminating information and implementing school policies /
procedures [provide at least 2 to show discussions held]
4. Proof of im lementation of school olicies and rocedures
5. IPCRF-DP
6. A reflection/journal entry that highlights practices that uphold the dignity of teaching as a profession
7. Annotated evidence of practice, including but not limited to the following:
• Documented feedback from superiors, colleagues, or other stakeholders directly rejecting the ratee's good practices that uphold the
14 7 dignity of teaching as a profession 4
• Remarks kom superiors, colleagues, or master teacher / school head about one's qualities (e.g., entries in Performance
Monitoring and Coaching Form [PMCF] or in Mid-Year Review Form)
• Recognition from the school I school community about one's qualities
Any one (1) proof that the master teacher:
• served as facilitator/ speaker
• served as demonstration teacher
KRA • served as a member of the technical working group
5 • served as OIC in the absence of the principal
• observed dasses of Teachers I-III
• assisted the school selection committee in the evaluation of credentials when hiring or promoting teachers
15 • served in a committee 4
• served as adviser to co-curricular activities
• served as coordinator/ chairperson
• coached and mentored learners in competitions
• mentored pre-service / in-service teachers
• others (please specify)
with annotation on how it contributed to the teaching-learning process.
Minimum of
54 M0Vs
* Note that MOVs for the Classroom Observable Indicators (C0Is) may be crosscutting. Submission of four (4) COT rating sheets may already regect the achievement of the four(4) COls.
Page 18 of 20
RPMS Tool for S.Y. 2024-202fi ( Hfghly Profit(ent Tpachers. .
GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material. This can be saved in
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest & posttest) in order to judge learner
performances and standardized tests are used to inform the teachers about their teaching. Learners are marked on formal evaluation tasks and this mark is usually
part of their report card grade.
Learner achievement This pertains to the remarkable curricular or co-curricular peiformance of a learner recognized by the school.
and achievement
Learning action cell (LAC) This functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education 2016a, i)
LAC aims to improve the teaching-learningprocess that will lead to improved learning among the students; to nurture successful teachers; to enable teachers to
suppoi1 each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit
among school heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead
of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies" (Department of Education -
Other forms of a lesson plan are the \YeekIy Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars
(LE).
Supplementary materials These fefer to learning resources cfafted by teachers to supplement the materials handed down by the DepEd division/regional/central ofâces.
lessons(DeparI«ientofEducation- Undersecretary for Curriculum and Instruction 2020,3). Writing tasks can also be partofthesupplementarymaterials where learners
can write the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher (Department of
supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platfom, or distributed via storage devices (e.g., flash drives or
CD-ROMs).
Page 19 of 20
RPMS Tool for S.Y. 2O24-2025 | Hlghly Proficient Teachers
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger.
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No.7277. Manila.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in
Light of the Covid-19 Public Health
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for
Teachers. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
Pasig
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20StatemenV
Page 20 of 20
RPMS Tool for S.Y. 2O24-2025 | Highly Proficient Teachers
COT-RPMS
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED: QUARTER:
SUBJECT & GRADE LEVEL TAUGHT:
OBSERVATION: 1 @ 2 @ 3 D 4 D
DIRECTIONS FOR THE OBSERVERS:

1. Rate each item on the checklist according to how well the teacher performed during the dassroom observation. Mark the
appropriate column with a (7) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.
1. Applied knowledge of content within and across curriculum teaching areas.
2. Used a range of teaching strategies that enhance learner achievement in literacy and
numeracy skills.
3. Applied a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills.
4. 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.
5. Managed learner behavior constructively by applying positive and non-violent
discipline to ensure learning-focused environments.
6. Used differentiated, developmentally appropriate learning experiences to address

learners' gender, needs, strengths, interests and experiences.
7. Planned, managed and implemented developmentally sequenced teaching ard

learning processes to meet curriculum requirements and varied teaching contexts.
8. Selected, developed, organized and used appropriate teaching and learning

resources, including ICT, to address learning goals.
9. Designed, selected, organized and used diagnostic, formative and summative
assessment strategies consistent with curriculum requirements.
OTHER COMMENTS:
NO stands for Not Observed which automatically gets a rating of 3.
’Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
COT-RPMS
RATING SHEET
OBSERVER: DATE:
OBSERVATION. 1 D 2 D 3 D 4 @

appropriate column with a (J) symbol.
numeracy skills.
3. Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills.
4. Displayed proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning.
5. Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures.
6. Maintained learning environments that promote fairness, respect and care to

encourage learning.
7. Established a learner-centered culture by using teaching strategies that respond to their

linguistic, cultural, socio-economic and religious backgrounds.
8. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups.
9. Used strategies for providing timely, accurate and constructive feedback to improve
learner performance.
OTHER COMMENTS:
” NO stands for Not Observed which automatically gets a rating of 3.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
This tool was developed through the Philippine National Egg

!uality (RCTQ) with support
R e .C e eeme'en
COT-RPMS
RATING SHEET
OBSERVER: DATE:
OBSERVATION: 1 D 2 D 3 D 4 @

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
3. For schools with only one observer, this fom will serve as the final rating sheet.
numeracy skills.
3. Ensured the positive use of ICT to facilitate the teaching and learning process.
4. Used effective verbal and non-verbal dassroom communication strategies to

support learner understanding, participation, engagement and achievement.
5. Maintained supportive learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning.
6. Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning.
7. Designed, adapted and implemented teaching strategies that are responsive to learners
with disabilities, giftedness and talents.
8. Planned and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.
O T H E R COMMENTS:
“ NO stands for Not Observed which automatically gets a rating of 3.
This tool was developed through the Philippine National §•g

Relish. GTe:
!uality(RCTQ) with support
: ean e’en
COT-RPMS
MASTER TEACHER I-IV
RATING S H E E T
OBSERVER: DATE:
OBSERVATION: 1 @ 2 0 3 0 4 Ld

1. Rate each item on the checklist according to how well the teacher perfomed during the classroom observation. Mark the
:/ DIC TORS. ”
1. Modeled effective applications of content knowledge within and across curriculum

teaching areas.
2. Developed and applied effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills.
3. Worked with colleagues to model and shared effective techniques in the
management of classroom structure to engage learners, individually or in groups, in
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments.
4. Exhibited effective and constructive behavior management skills by applying a
positive and non-violent discipline to ensure learning-focused environments.
5. Worked with colleagues to share diPerentiated, developmentally appropriate
opportunities to address learners' differences in gender, needs, strengths, interests and
experiences.
6. Developed and applied effective strategies in the planning and management of
developmentally sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts.
OTHER COMMENTS:
* NO stands for Not Observed which automatically gets a rating of 3.
This tool was developed through the Philippine

National Research Center for Teacher Quality (RCTQ)
with support from the Australian Government
COT-RPMS
tâASTER TEACHER I•IV
RATING S H E E T
OBSERVER: DATE:
OBSERVATION: 1 D 2 D 3 D 4 @

appropriate column with a (J) symbd.

teaching areas.
2. Developed and applied effective teaching strategies to promote critical and creative
thinking, as well as other higher-order thinking skills.
3. Modeled and supported colleagues in the proficient use of Mother Tongue, Filipino
and English to improve teaching and learning, as well as to developed the learners' pride
of their language, heritage and culture.
4. Exhibited effective strategies that ensure safe and secure learning environments to
enhance learning through the consistent implementation of policies, guidelines and
procedures.
5. Exhibited effective practices to foster learning environments that promote fairness,
respect and care to encourage learning.
6. Exhibited a learner-centered culture that promotes success by using effective
teaching strategies that respond to their linguistic, cultural, socio-economic and
religious backgrounds.
7. Developed and applied teaching strategies to address effectively the needs of
learners from indigenous groups.
8. Used effective strategies for providing timely, accurate and constructive feedback to
encourage learners to reflect on and improve their own learning.
OTHER CONIMENTS:
This tool was devebped through the Philippine

COT-RPMS
R AT I N G S H E E T
OBSERVER: DATE:
OBSERVATION: 1 D 2 D 3 D 4 D

1. Rate each item on the checMist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (/) symbol.
3. For schools with only one observer, this form will selve as the final rating sheet.

teaching areas.
2. Promoted effective strategies in the positive use of ICT to facilitate the teaching
and learning process.
3. Display a wide range of effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and
achievement.
4. Modeled successful strategies and supported colleagues in promoting learning
environments that effectvely motivate learners to work productively by assuming
res onsibilit for their own leamin .
OTHER COMMENTS:
This tool was devebped thiough the Philippine

National Research Center for Teacher Qualify (RCTQ)
1
COT-RPMS
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF TEACHER OBSERVED:
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 D 2 D 3 D 4 D QUARTER:
Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final rating. The final
rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on the column for Final Rating.
Note that if the Ratee gets NO (Not Observed) in an indicator, write 3 as the Final Rating.

2. Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills.
3. Ensured the positive use of ICT to facilitate the teaching and learning process.
4. Used effective verbal and non-verbal dassroom communication strategies to support learner understanding,
participation, engagement and achievement.
5. Maintained supportive learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning.
6. Applied a range of successful strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning.
7. Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness
and talents.
8. Planned and delivered teaching strategies that are responsive to the special educational needs of learners in difficult
circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement
or disasters; child abuse and child labor practices.
OTHER COMMENTS:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
Signature over Printed Name of the Teacher
This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
1
COT-RPMS
INTER-OBSERVER AGREEMENT
FORM
OBSERVER 2:
DATE:
OBSERVATION: 1 D 2 D 3 D 4 D QUARTER:
INDICATORS.
1. Modeled effective applications of content knowledge within and across curriculum teaching areas.
2. Developed and applied effective teaching strategies to {xomote critical and creative thinking, as well as other
higher-order thinking skills.
3. Worked with colleagues to model and shared effective techniques in the management of classroom structure
to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within
a range of physical learning environments.
4. Exhibited effective and constructive behavior management skills by applying a positive and non-violent
discipline to ensure learning-focused environments.
5. Worked with colleagues to share differentiated, developmentally appropriate opportunities to address learners'
differences in gender, needs, strengths, interests and experiences.
6. Developed and applied effective strategies in the planning and management of developmentally sequenced teaching
and learning process to meet curriculum requirements and varied teaching contexts.
OTHER COMMENTS:
This tool was developed through the Philip}fine

with support from the AustraIizxi Government
1
COT-RPMS
MASTER TEACHER I-fV
INTER-OBSERVER AGREEMENT FORM
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT.
DATE:
OBSERVATION: 1 @ 2 D 3 D 4 D QUARTER:
2. Developed and applied effective teaching strategies to promote criticat and creative thinking, as well as other higher-
order thinking skills.
3. Modeled and supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve
teaching and learning, as well as to developed the learners' pride of their language, heritage and cuhure.
4. Exhibited effective strategies that ensure safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures.
5. Exhibited effective practices to foster learning environments that promote fairness, respect and care to
encourage learning.
6. Exhibited a learner-centered culture that promotes success by using effective teaching strategies that respond
to their linguistic, cultural, socio-economic and religious backgrounds.
7. Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups.
8. Used effective strategies for providing timely, accurate and constructive feedback to encourage learners to reflect on
and improve their own learning.
OTHER COMMEN Is:
This tool was developed through the Philippine

National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government
1
COT-RPMS
INTER-OBSERVER AGREEMENT
FORM
OBSERVER 2:
DATE:
OBSERVATION: 1 @ 2 d 3 D 4 D QUARTER:
2. Promoted elective strategies in the positive use of ICT to facilitate the teaching and learning process.
3. Display a wide range of effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement and achievement.
4. Modeled successful strategies and supported colleagues in promoting learning environments that effectively
motivate learners to work productively by assuming responsibility for their own learning.
OTHER COMMENTS:
This tool wa6 developed through the Philippine

National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government
ANNEX D
MODES OF CLASSROOM OBSERVATION
Classroom Guidelines
Observatior
Default Mode of Classroom Observation
(To be adopted by alt lic schools, urine:ss otherwise speci d bp the DepEd Central O n e )
pub
1 . In-person/face- •
For School Years 2022-2023, 2023-2024, and 2024-2025, the
to-face usual protocols and procedures indicated in the 2019
observation DepEd RPMS! Manual for Teacher:s ‹ind School Hends
shall apply.
• It is highly encouraged that 2 - 3 observers participate in the
classroom observation. However, if challenges in
schedule a n d / o r availability of observers hinder a
school to follow this recommendation, one (1}
observer will be enough.
Alternative Classroom Observation Modes
(Small only be adopted by public schools os n resutt of unforeseen circumstances thctt affect
the day-to-day operations of the school, suloject to internal guidelines issued by the DepEd
Central O )
2. Online • Observation of real-time teaching (online synchronous learning
Synchronous or two-way radio instruction)
Observation • This applies to teachers who will adopt online synchronous
learning or two-way radio instruction regardless of the
number of classes and learners.
3. Asynchronous • Consider this mode of observation when option 1 is not
Observation possible.
• This applies to teachers who will adopt online asynchronous
learning or audio lesson in any of their classes and
learners.
• A video lesson or audio lesson shall be used in lesson delivery
as part of the supplementary materials or as one of the
learning materials for online asynchronous learning or two-way
radio instruction. It is not the same as the video lesson for TV-
based instruction or audio lesson for radio-based instruction
that the Central Office/Regional Office/Division Office
produces.
• A video lesson or audio lesson must be SLM-based or MELC-
aligned. A teacher can use any recording device to
record themselves while teaching a lesson.
• A video lesson or audio lesson can be stored in a cloud (e.g. ,
Google Drive) or any storage device (e.g., flash drive), or
uploaded to an online classroom (e.g., Google Classroom}
or a Learning Management System.
4. Observation via • Consider this mode of observation when option:s 1 rind 2 are
Learning Action not pos:sible.
Cell (LAC) • This applies to teachers who will adopt pure modular learning
session (print/ digital), radio-based instruction (e.g., DepEd Radio), and
(Demonstration TV- based instruction (e.g., DepEd TV}.
Teaching) • During the LAC session, the Ratees /Raters m a y adopt
either of the following scenarios:
a. D e m o n s t r a t i o n Teaching erith c o - te a c h e rs a s learners:
- Ratees will demonstrate the
identified COIs and deliver the lesson as if it
were a real class with actual learners.
- In this scenario, the co-teachers will serve as
learners.
b. Deznonstratioa of b e s t practices
- Ratees will demonstrate the identified COIs based
on their understanding of the objective and share
it with their co-teacher during the LAC session
DepEd Complex, Meralco Avenue, Pasig City 1600 86 33 -7 208 /8 63 3-722 8/86 32 - 1361 8636-4876/8637- 6209 www.deped.gov.ph
ANNEX E
CLASSROOM OBSERVATION PROCESS
Review the COT-RPMS Rvbric. appropriate to the position of the Ratee to be

observed M”eet with theRatee"to ” “ ” " ” " ” ”
, discuss
”"""”"” the schedule and
MeeE with the Ratee
.the online platform to be I discuss the schedule of
discuss the schedule of I to
used for the online i discuss the schedule of !the LAC session intended
cy
the classroom submission of the video
observation; handheld for demonstration
:b or audio lesson
observation
. radio for two-way radio teaching
QS I instruction ! !
„ _ „|teview the, COT-RPMS_Rubric aypro_prjate to_their positlon_,

_ _, Plan the lesson based„onthe
z indicators Deliver
„ the lesson using a
video or audio recording
devlce
Access the online Vlew the video lesson o,r
platform or radio ,
Sit at any available glisten to the audio lesson
frequency at the
seat/s t
eduled synchronous
”
class
ObaarUer/0 Observation SiE at any available
' Multiple observers are I
- Notes Form lafterit was submitted by , seat/s the
_ §'j aPart _
RaEee
Record all observations !Stren fits and Needs /m rovement on the Observation Notes Foim
,Deliver the lesson on-sit,e Deliver the lesson in the Submit the video or
Deliver the lesson on
Ratae , on the agreed date and, chosen online platform. audio lesson to the , the agreed time and
locaton
Inter-Observer In case of multiple observers:

Agreement 1. Discuss the rating with fellow
observer/s;
2. Decide on the final rating
Observer/s and the Ratee meet to discuss the results of the observation. They affix their signatures on
the ratin sheet or Inter-Observer A reement Form
• For Highly Pi'oficient Teachers, ii yroof of attendance during obseranlion is part of their MOV. Hence, the allau›in$ protocols should te
otisemed:
1) In-person / face-to-face Obsen›ation — (i) Jntnle yniir colleague/s ki sit in your limited face-to-
face. (ii) I-face air attendance wheel si$neâ nder the class.
2) Online Synchronous Obzer atian - {i) ITivite iJ *• ••!!••s•4• !* sit in your synchronous class. {ii) Have nn
nttendance sheet signed afler tlte clnss.
3) Asynchronous Observation - (i) Gire o copy of your video or audio lesson to your coffees/s which tiey .Loulil view.
{ii) Have an attendance sheet signed aftenuards. fNote.- Observer/s must ensure that colleaguf's vieui tic video lesson or
listen to the nidio lesson.)
4) Obzen ation via LLC Session lfeinonstrstion Teachings - {i) Ineiie your colleaguefs to obseme ymir
dciiionstrafioti
teaching during a LAC session. {ii) Hcz'e rim RtteiiAance street signed aflerwurds.
DepEd Complex, Meralco Avenue, Pasig City 1600 86 33 -7 808 /8 63 3-722 8/86 38 - 1361 8636-4876/8637- 6209 www.deped.gov.pt

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DepEdMEMORANDUM

2.Geared towards competency-based performance management,

6. Immediate dissemination of this Memorandum is desired.

By Authority of the Secretary:

To be indicated in the Perpetual Index

JDMC APA MPC, DM Multi-year Guidelines on the RPMS-PPST

1. RPMS Manual for The month

Raters, Ratees, At least a

II. RPi¥IS-PPS’I’ l a d i catozs fo r Pzo£lcteztt azzd EIigb1p ProPactent ’¥‘oo1s

7. T h e following M a st e r Te a c h e r p o sitio n s, including those of similar rank

Figure 3: 3-YeaT Distribution of PPST Indicators for ProJcient benchers

12. The weight per each indicator shall be as follows:

Objectives 1 to 14 7% each (total of 98%)

Quality shall be measured through the demonstration of COIs during the

€f/tciencp shall be measured through efficient delivery of the lesson

There shall be no Timeliness performance indicators for all COIs.

a. Annex A1: Proficient RPMS-PPST Tools for SY 2022-2023;

YEAR 1 CLASSROO OBSERVATION

COI 4 1.6.2 1.6.2

rEAIt 3 CLASSROOM OBSERVATION

rfAR 2 CLASS tOOM OBSERVATION

VEAR J CLASSROOM OBS£A TION

20. Additional classroom observations m a y be conducted for purposes of

21. All classroom observations for performance evaluation purposes shall be

23. ‘T‘be de£atzlt m o de of ctasarooza obsezvatlozz s u a u b e la-pezsozz/Face-to-

2R. To f u r t h e r guide the Ra t e e s and Raters on the conduct of the v ar ious

V. R ate e , R a t e r, a a d Approw¿ag Autboztt p ia tlze RP S

Ratee /Teacher Rater / Observer Approving Authority

Teacher Master Teacher/ Head Principal/ School Head

ALS Implementers Master Teacher/ Head Principal/ School Head

ALS Implementers Education Program

VI. G1ossazp of'g'erzos

Niplire 8: Glossary for the RPMS Tools ISY 2O!21-2O!2!

Dezaoastzatt oa Demonstration option where ratees will demonstrate the identified

Demonstration option where ratees will demonstrate the identified

See Lesson Plart

Other forms of a lesson plan are the feefclp Lesson Plan

These materials should be aligned with DepEd standards a n d support

Refers to real-time instruction via handheld two-way radios or walkie-

This material can be uploaded to YouTube, Google Classroom, or any

RPMS Tool for S.Y. 2022-2023 I *°•oflclent Teachers

Means of Verification COT RPMS 5•point

I ' - - PERFORMANCE INDICATOR -

RPMS Tool for S.Y. 2022-2023 I • • * c I e n t Teachers

Applied a Applied a Applied a Applied a No acceptable

Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

KRA Objective Q E T MOV/s No. of MOVs

Any one (1) of the following:

Any one (1) of the followlng:

RPMS TooJ for S.Y. 2022-2023 I *°'°flcient Teachers

* The demonstration teaching must always reflect the teaching-learning process.

Means of Verification COT RPMS 5•point

Submitted 4 Submitted 3 Submitted 2 Submitted 1 No

If onsite/ face-fo-face /iri-person c/asses are not implemented,

Means of Verification COT RPMS 5-point Average

Means of Verification COT RPMS 5-point Average

RPMS Tool for S.Y. 2” 024-2025 | Proficient Teachers

The demonstration teaching must always reflect the teaching-learning process.

The demonstration teaching must always reflect the teaching-learning process.

Means of Verification COT RPM5 5•point Average

”The demonstration teaching must always reflect the teaching-learning process.

COT RPMS 5- RPMS Rating for RPMS Rating

Collaborated with Collaborated with Collaborated with Collaborated with No acceptable