Rpms Portfolio t1 t3 Green Color

Department of Education
National Capital Region

SCHOOLS DIVISION OF QUEZON CITY
JUDGE JUAN LUNA HIGH SCHOOL
77 Judge Juan Luna St. Brgy. Bungad SFDM, Quezon City
P
O
R RPMS
RESULTS-BASED PERFORMANCE
MANAGEMENT SYSTEM
T (PROFICIENT TEACHER)
F SCHOOL YEAR 2022-2023
O
L MA. SONIA A.
TOMALABCAD
I
Teacher II
DR. ADORA B. TEAŇO
O Principal III
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RPMS | 2021-2022
CONTENT
KNOWLED
K GE
PEDAGOG
Y
R
Teaching should be such that what is offered is perceived as a valuable
gift and not as a hard duty.
― Albert Einstein
A
1

RPMS | 2021-2022
OBJECTIVE 1:
Applied knowledge of content within and
across curriculum teaching areas.
MEANS OF
K VERIFICATION
Classroom Observation Tool (COT) rating
R
sheet or inter-observer agreement form from
• an observation of synchronous teaching

(limited face-to-face teaching, online
teaching, or two-way radio instruction)
A • if option 1 is not possible, an observation

of a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned
• if options 1 and 2 are not possible, an
1
observation of a demonstration teaching*
via LAC

RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 1:
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills.
MEANS OF
.
K VERIFICATION
R


1
via LAC

RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 2:
.
MEANS OF
K VERIFICATION
CLASS OBSERVATION
R
A
1
RPMS | 2021-2022
OBJECTIVE 3:
Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills
MEANS OF
K VERIFICATION
R • An observation of synchronous teaching

A
• if option 1 is not possible, an observation
1
via LAC

RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
K CLASSROOM OBSERVATION TOOL
R
A
1
RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
R
A
1
RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
R
A
1
RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
R
A
1
RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
R
A
1
RPMS | 2021-2022
2021-2002
OBJECTIVE 3:
MEANS OF
VERIFICATION
R
A
1
RPMS | 2021-2022
LEARNING
ENVIRONMENT
and DIVERSITY
K OF LEARNERS
"Teaching is more than imparting knowledge; it is inspiring change.
Learning is more than absorbing facts; it is acquiring
R
understanding."
—William Arthur Ward
A
2
RPMS | 2021-2022
OBJECTIVE 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
K MEANS OF
VERIFICATION
R
• An observation of synchronous teaching

A
• If option 1 is not possible, an observation
2
• If options 1 and 2 are not possible, an
via LAC

RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 4:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
OBJECTIVE 5:
Managed learner behavior constructively by
applying positive and non-violent discipline
to ensure learning-focused environments
K MEANS OF
VERIFICATION
R

A
that is SLM-based or MELC-aligned.
2
via LAC

RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
applying positive and non-violent discipline to
ensure learning-focused environments
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 5:
MEANS OF
VERIFICATION
R
A
2
RPMS | 2021-2022
OBJECTIVE 6:
Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences
K MEANS OF
VERIFICATION
R

A
teaching, or two-way radio instruction).
2
via LAC.

RPMS | 2021-2022
2021-2002
OBJECTIVE 6:
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences
MEANS OF
K VERIFICATION
CLASSROOM OBSERVATION TOOL
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 6:
MEANS OF
K VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 6:
MEANS OF
K VERIFICATION
R
A
2
RPMS | 2021-2022
2021-2002
OBJECTIVE 6:
MEANS OF
VERIFICATION
K PHOTOS & DOCUMENTATION
R
A ANNOTATIONS
2
In this MOV, I organized a group activity called the
"mannequin challenge." This engaged students in
visually representing different stages of women's
empowerment in South Asia (Timog Asya). By
doing so, I tailored the learning experience to their
developmental levels and diverse gender-related
needs. This hands-on approach promoted
creativity and teamwork while encouraging
students to think about the historical and cultural
aspects of women's empowerment. This activity
exemplified my commitment to creating an
inclusive classroom that values gender diversity
and provides engaging learning opportunities.

RPMS | 2021-2002
CURRICULUM
AND
K PLANNING
R Every decision you make reflects your evaluation of

who you are.
A
- Marianne Williamson
3
RPMS | 2021-2022
OBJECTIVE 7:
Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts
K MEANS OF
VERIFICATION
R

A
teaching, or two-way radio instruction).
3
via LAC.

RPMS | 2021-2002
OBJECTIVE 7:
MEANS OF
VERIFICATION
K
R
A
3
RPMS | 2021-2002
OBJECTIVE 7:
MEANS OF
VERIFICATION
K
R
A
3
RPMS | 2021-2002
OBJECTIVE 7:
MEANS OF
VERIFICATION
K
R
A
3
RPMS | 2021-2002
OBJECTIVE 7:
Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching
contexts
MEANS OF
K VERIFICATION
ACTIVITY SHEET
R
A
3 ANNOTATIONS
I effectively employed a well-structured teaching approach tailored for Grade 8 students,
adapting it to different classroom settings. This was demonstrated through the "circles of action"
activity, where I prompted students to share ideas on advancing general knowledge within the
context of Modern Period political ideologies like democracy, communism, and socialism. This
interactive exercise stimulated active learning and critical thinking, facilitating the gradual
comprehension of intricate concepts. The activity's versatility accommodated the Grade 8
context, ensuring inclusivity and personalized learning. By implementing the "circles of action"
activity, I showcased my proficiency in planning and managing impactful teaching strategies
while adhering to curriculum requirements and catering to diverse classroom scenarios.

RPMS | 2021-2002
OBJECTIVE 8:
Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice
MEANS OF
K VERIFICATION
1. Proof/s of attendance in LAC sessions /
FGDs / meetings / other collegial discussions
2. Minutes of LAC sessions / FGDs / meetings /
R
other collegial discussions on use of teacher
and learner feedback to enrich teaching
practice
3. Reflection notes of teachers on their
demonstration of teaching practices following
participation from LAC sessions / FGDs /
meetings / other collegial discussions that use
A
teacher and learner feedback to enrich
teaching practice, with proof/s of attendance
4. Any equivalent ALS form/document that
highlights the objective
3
RPMS | 2021-2002
OBJECTIVE 8:
Participated in collegial discussions that use teacher and learner
feedback to enrich teaching practice
MEANS OF
VERIFICATION
K
PROOF OF ATTENDANCES ON LACs
ACTIVITY SHEET
R
A
3
RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ANNOTATION
ACTIVITY SHEET
In this Learning Action Cell (Departmental Meeting), I gained

valuable insights into the challenges and priorities facing my
R
new school after transitioning from Sergio Osmena Sr. High
School. The meeting revolved around the pressing issue of
declining enrolment, which has reached a point where
teacher reassignments to other schools are being
considered. The eagerness and enthusiasm I had for
addressing these concerns were palpable, as I recognized
the importance of collaborative efforts to mitigate this trend.
A
One notable aspect of the meeting was the brainstorming
session focused on the upcoming History Month, which
highlighted the school's commitment to fostering a sense of
identity and unity among students. However, the prevailing
challenge of teachers being underloaded emerged as a
central concern. This issue has the potential to affect both
teacher morale and student engagement, as teachers may
not have the opportunity to fully utilize their expertise and
3
contribute meaningfully to the learning environment.
Overall, this Learning Action Cell meeting provided me with a

deeper understanding of the complex issues my new school
is grappling with, including enrolment decline, teacher
assignments, and ensuring ideal workloads. It emphasized
the importance of proactive collaboration and creative
problem-solving within the department to create a conducive
learning environment while addressing administrative
challenges.

RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ACTIVITY SHEET
R
A
3
RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ANNOTATION
ACTIVITY SHEET
R
I attended the next Learning Action Cell (LAC) meeting,
where the topic of teacher loading was taken more seriously
due to a new DepEd Memo. The school administrators were
closely monitoring this memo, and it was clear that we were
expected to follow its guidelines.
The main issue discussed was how to manage teacher

workloads in line with the new memo. To comply with the
A
guidelines, some teachers would have their teaching hours
reduced. This would free them up to take on other tasks like
managing the library, working in the canteen, or assisting in
the clinic. The goal was to avoid a situation where teachers
would be sent to other schools against their will.
Unlike before, being a coordinator for school clubs was no

longer counted as part of the teaching load. This change
3
made it even more difficult for our Head Teacher, Mrs. De
Guzman, to distribute the work more evenly among the staff.
Given my relatively short time at the school (even though I’ve

been in the service for 4 years, overall), I felt a bit unsure
about my situation. I realized that I might be at risk of being
transferred to another school. While the future was uncertain,
I kept myself mentally prepared for any changes that might
come our way.

RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ACTIVITY SHEET
R
A
3
RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ANNOTATION
ACTIVITY SHEET
R I attended to my first departmental meeting at Judge Juan

Luna High School, my new school. This was a big change for
me, but surprisingly, it turned out to be really good for my
teaching. In my old school, I was always worried about being
moved to a different school, but here, I feel more confident. I
can now plan my teaching better for the long term.
A
At the meeting, we talked about upcoming tests and for the
In-service Training. What was exciting was that I was tasked
to be the one of the speakers for the training. I felt happy to
share what I know with my fellow teachers.
Looking back on the meeting, I realize it has made me a

better teacher. Being in a new place and remembering my old
3
worries has made me stronger. Now, I can plan my lessons in
a way that helps me and my students. Being asked to speak
at the training has boosted my confidence even more. This
meeting was like a starting point for me to grow as a teacher.
It reminded me that change can be good and can make us
better at what we do.

RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ACTIVITY SHEET
R
A
3
RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ANNOTATION
ACTIVITY SHEET
During a meeting with my fellow Grade 7 teachers, we

worked together to come up with a project to help our
students. We saw that many students in our grade were
R
having trouble reading and understanding well. So, we
decided to create a project called "Every Juan Reads."
Our main aim with this project was to make reading easier
and more fun for everyone. We planned to have special
times for reading, pick interesting and right-level books, and
encourage students to talk about what they read with each
other. We also wanted to use fun activities and creative
A
assignments to help students learn in different ways.
Being a part of this project helped me become a better

teacher. Talking and planning with my fellow teachers gave
me new ideas on how to teach. I learned how to adapt my
teaching for different students, especially those who
struggled with reading.
3
When we tried out the "Every Juan Reads" project in my
class, I saw positive changes. Students who had trouble
reading at first started getting better. It made me really happy
to see their progress. Also, the project made students work
together and share their thoughts. This not only improved
their reading, but also made them better at thinking and
talking about things.
Overall, our teamwork during the meeting and the "Every

Juan Reads" project made me a better teacher. I learned that
working together and finding different ways to teach can
make a big difference in helping students.

RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
PROOF OF ATTENDANCES ON DLAC
ACTIVITY SHEET
R
A
3
RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K
ANNOTATION
ACTIVITY SHEET
In my role as an Araling Panlipunan teacher, I had the

opportunity to participate in a Division Learning Action Cell
hosted by San Francisco High School. The session's focus
was on the theme "Read Like A Historian," specifically
R
designed for educators in my subject area. The main
objective of the discussion was to equip us with effective
strategies to guide our students in analyzing primary sources
and developing a genuine appreciation for historical
materials.
The experience left a reflective impact on me, sparking a

renewed sense of inspiration and commitment to my
A
teaching approach. The session's emphasis on cultivating
critical reading skills holds immense value, especially in the
midst of rampant disinformation. Recognizing the need to
prepare my students to navigate the sea of information and
misinformation, I'm now motivated to incorporate lessons on
fact-checking. This effort aims to empower students to
independently verify information and assess the reliability of
sources, ultimately leading to a more profound
3
understanding of historical contexts and events.
My attendance at this event give emphasis to my dedication

to refining my teaching techniques and fostering a
generation of informed learners. The decision to adapt my
strategies to address the prevalent challenge of
misinformation reflects my commitment to nurturing students
who can approach history and current affairs with a
discerning and analytical mindset. I am grateful for the
professional growth opportunities offered by events like
these, as they enable me to continually evolve as an
educator.

RPMS | 2021-2002
OBJECTIVE 8:
MEANS OF
VERIFICATION
K LESSON FROM SLM
Engaging in collaborative meetings like the Learning Action Cells has
injected new energy into my journey as a young Social Studies teacher.
These sessions, tailored to our subject, have ignited my enthusiasm by
R
connecting me with like-minded educators and equipping me with
innovative strategies.
Two specific plans to enhance my effectiveness as an Araling

Panlipunan teacher are:
Tech Integration: I'm embracing technology to breathe life into
A
historical concepts. By incorporating educational apps and online tools,
I'll create an interactive learning experience that resonates with
students' digital familiarity. Attending workshops and collaborating
with tech-savvy colleagues will fortify my approach.
Project-Based Learning: To deepen historical understanding and foster

research skills, I'll implement project-based learning. This approach will
empower students to explore primary sources, analyze diverse
3
viewpoints, and present their findings. Learning from experienced
peers will guide me in crafting meaningful projects.
Collaborative meetings have been a vital remedy for teaching fatigue.

Connecting with experienced educators and adapting their insights has
reaffirmed my purpose. These interactions foster a sense of belonging
within the teaching community and amplify the impact of new teaching
strategies. Through this collective growth, I'm reminded of education's
transformative power and the strength of unity among passionate
educators.

RPMS | 2021-2022
OBJECTIVE 9:
Selected, developed, organized and used
appropriate teaching and learning
resources, including ICT, to address
learning goals
MEANS OF
K VERIFICATION
R


3
via LAC

RPMS | 2021-2002
OBJECTIVE 9:
Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals
MEANS OF
VERIFICATION
R
A
3 ANNOTATIONS
In this lesson, I adeptly curated and employed a range of teaching and learning resources,
effectively integrating information and communication technology (ICT). By strategically
selecting and incorporating diverse media such as pictures and newsprints, I tailored the
resources to align with the learning goals. The thoughtfully organized materials not only
engaged the learners but also facilitated their understanding and application of key concepts.
This approach showcased my proficiency in utilizing appropriate resources to enhance the
teaching and learning experience, demonstrating a student-centered and goal-oriented
instructional strategy.
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULTS-BASED 2021-2022
RPMS | 2021-2002
ASSESSMENT
AND
REPORTING
K
R "We can't become what we need to be by remaining what we
are."
A - Oprah Winfrey
4
RPMS | 2021-2022
OBJECTIVE 10:
Designed, selected, organized and used
diagnostic, formative and summative
assessment strategies consistent with
curriculum requirements
MEANS OF
K VERIFICATION
R


4
via LAC

RPMS | 2021-2002
OBJECTIVE 10:
Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements
MEANS OF
VERIFICATION
R
A
4 ANNOTATIONS
Throughout this lesson, I demonstrated thorough design and implementation of assessment
strategies in line with the curriculum. I gauged prior knowledge, enabling targeted instruction.
Formative assessment was evident through diverse activities like role-playing, dancing, news
reporting, and human tableaux, all aligned with learning objectives. These ongoing assessments
informed instructional adjustments in real time. Lastly, the summative assessment, guided by
predefined criteria, accurately evaluated the learners' grasp of concepts. My adept scoring of these
assessment types showcased observance to curriculum requirements, ensuring a comprehensive
evaluation of student progress while fostering engaging and varied learning experiences.
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULTS-BASED 2021-2022
RPMS | 2021-2002
OBJECTIVE 11:
Monitored and evaluated learner progress and
achievement using learner attainment data
MEANS OF
K VERIFICATION
Any one (1) of the following:
R
Individual Learning Monitoring Plan
(ILMP)
Peer assessment data
Sample of learners’ output with reflection /
self-assessment
Progress charts/anecdotal records
A
Class/e-class record/grading sheets
Lesson plans showing index of mastery
Frequency of errors with identified
least/most mastered skills
Any equivalent ALS form/document that
highlights the objective (e.g., Individual
4 Learning Agreement (ILA), ALS

Assessment Form 2)
Others (Please specify and provide
annotations)

RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K
SCHOOL-BASED VALIDATION ON THE INTERVENTION
MATERIALS AND LEARNER’S MONITORING TOOLS
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K ACCOMPLISHMENT REPORT
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K ACCOMPLISHMENT REPORT
R
A
4
RPMS | 2021-2002
OBJECTIVE 11:
MEANS OF
VERIFICATION
K
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
Communicated promptly and clearly the
learners’ needs, progress and achievement to
key stakeholders, including parents/guardians
MEANS OF
K VERIFICATION
Any one (1) of the following:
A sample of corrected test paper of a
R
learner in a learning area with parent’s or
guardian’s signature and date of receipt
Minutes of meetings with key stakeholders
(e.g., PTA, SGC, SPT, CPC) with proof of
attendance
Report card with parent’s or guardian’s
A
signature in all quarters supported by
minutes of meeting
Communication with key stakeholders
(e.g., parents/guardians, co-teachers, LGU)
using various modalities
Anecdotal record showing entries per
4 quarter
Any equivalent ALS form/document that
highlights the objective
Others (Please specify and provide
annotations)

RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
K
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
OBJECTIVE 12:
MEANS OF
VERIFICATION
R
A
4
RPMS | 2021-2002
Personal Growth
K and Professional
Development
R “When we strive to become better teachers than we are,
everyone in our classroom becomes better too.”
A
- Robert John Meehan
5
RPMS | 2021-2002
OBJECTIVE 13:
Applied a personal philosophy of teaching that is
learner-centered
MEANS OF
K VERIFICATION
R A reflection/journal entry that

highlights the application of a learner-
centered teaching philosophy in the
lesson plan or community work
A
5
RPMS | 2021-2002
OBJECTIVE 13:
learner-centered
MEANS OF VERIFICATION
K The past school year was a journey marked by transitions (from SOSHS to
JJLHS) and growth, as I endeavored to implement a teaching philosophy
rooted in social constructivism and scientific, mass-oriented education in
Araling Panlipunan. This reflection paper delves into my experiences of
weaving these principles into my teaching approach, while integrating
information and communication technology (ICT) to enhance learning
R
outcomes. Despite the challenges posed by a mid-year school change, my
unwavering optimism about my students' potential remained a driving
force.
Embracing Social Constructivism:

The heart of my teaching philosophy lay in embracing social
constructivism, which guided my approach throughout the year. By
treating students as active participants in their learning, I aimed to create
A
an environment where knowledge was co-constructed through meaningful
interactions. In the context of Araling Panlipunan, this approach nurtured
critical thinking, perspective-taking, and a deeper understanding of
historical events and societal dynamics.
Navigating Change:
The transition to a new school in the midst of the academic year presented
5
its share of challenges. Establishing connections with new students and
adapting to a different school culture required flexibility and openness.
This experience reaffirmed the importance of fostering a classroom
community founded on open communication and mutual respect. Amidst
the changes, I remained committed to facilitating collaborative learning
experiences that aligned with the principles of social constructivism.

RPMS | 2021-2002
OBJECTIVE 13:
learner-centered
MEANS OF VERIFICATION
K
Integrating ICT:
The integration of information and communication technology (ICT) was pivotal
in fostering engagement and enriching the learning journey. By leveraging
multimedia, Virtual field trips and interactive platforms facilitated exploration of
historical sites and participation in simulations, creating a more immersive and
interactive learning experience. But the current economic status is a huge hinder
for such.
R
Upholding Scientific, Mass-Oriented Education:
Despite challenges posed by curriculum standards, my commitment to
upholding scientific, mass-oriented education in Araling Panlipunan remained
steadfast. Encouraging critical discussions on societal issues, analyzing historical
events through different lenses, and promoting inclusive dialogues were key
components of this commitment. This approach aimed to empower students to
think critically and independently while fostering a deeper understanding of the
A
subject.
Student Optimism:
Throughout the year, my optimism regarding my students' potential remained
unshaken. Witnessing their development as critical thinkers, active participants,
and informed citizens validated the efficacy of the social constructivist approach.
Their engagement in grappling with complex issues, participating in respectful
debates, and debunking distorted narratives reinforced my belief in their ability
to drive positive change.
5 Conclusion:
Reflecting on the past school year underscores the transformative impact of
intertwining social constructivism, scientific, mass-oriented education, and
information and communication technology in Araling Panlipunan. This journey
was not without its challenges, especially the mid-year transition, which
underscored the importance of adaptability and resilience. Moving forward, I am
committed to refining my pedagogical practices, further integrating technology,
and nurturing an environment that empowers students to critically analyze their
surroundings, challenge prevailing narratives, and contribute to a more just and
enlightened society.

RPMS | 2021-2002
OBJECTIVE 14:
Set professional development goals based on the
Philippine Professional Standards for Teachers
MEANS OF
K VERIFICATION
1. Certification from the ICT
Coordinator / School Head / Focal
R Person in charge of
2. IPCRF-DP
e-SAT
3. Mid-year Review Form (MRF)
A
4. Updated IPCRF-DP from Phase II
5
RPMS | 2021-2002
OBJECTIVE 14:
Set professional development goals based on the Philippine
Professional Standards for Teachers.
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
OBJECTIVE 14:
MEANS OF
VERIFICATION
K
R
A
5
RPMS | 2021-2002
Plus
K Factor
R “When we strive to become better teachers than we are,
everyone in our classroom becomes better too.”
A
- Robert John Meehan
5
RPMS | 2021-2002
OBJECTIVE 15:
Performed various related works / activities that contribute to the
teaching-learning process.
MEANS OF
K VERIFICATION
Any one (1) proof of:
● committee involvement;
● involvement as module/learning material
R writer/validator;
● involvement as a resource person/speaker/learning
facilitator in in the RO/SDO/school-initiated
TV/radio-based instruction;
● book or journal authorship/
A
co-authorship/contributorship;
● advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a
forum/conference;
● mentoring of pre-service/in-service teachers;
5 ● conducted research within the rating period;

● others (please specify)
with annotation on how it contributed to the teaching-
learning process.

RPMS | 2021-2002
OBJECTIVE 15:
Performed various related works / activities that contribute to
the teaching-learning process.
MEANS OF
VERIFICATION
R
A
5
RPMS | 2021-2002
OBJECTIVE 15:
MEANS OF
VERIFICATION
R
A
5
RPMS | 2021-2002
OBJECTIVE 15:
MEANS OF
VERIFICATION
K ANNOTATIONS
During the in-service training for my new co-workers, I had the privilege of
delivering a talk on the concept of the "Community of Inquiry." This experience
not only allowed me to share valuable insights with my colleagues but also
significantly boosted my confidence in teaching. The discussion centered
R
around embracing the theories of critical pedagogy in the classroom and the
ways in which they can be employed to uphold democratic principles within the
learning environment.
In line with Paulo Freire's belief that students are not mere vessels waiting to
be filled by their teachers, my presentation emphasized the necessity for both
educators and learners to take an active and participatory role in the learning
process. This perspective resonated deeply with the audience, as it highlighted
the importance of fostering collaboration, critical thinking, and open dialogue in
the classroom.
A
My journey as a speaker didn't begin with this in-service training. Prior to this, I
had the honor of addressing the educators at Balingasa High School, where I
focused on updating them about relevant laws and regulations in the field of
education. This experience allowed me to not only share important information
but also to connect with fellow teachers from various schools. The opportunity
to interact with educators outside of my immediate work environment was
incredibly empowering, as it reinforced the idea that I am not alone in this
challenging profession.
5
The exposure to different perspectives and practices during the Balingasa High
School event further strengthened my commitment to integrating collaborative
and participatory techniques in my classroom. It affirmed that teaching is a
collective endeavor, and the exchange of ideas among educators can be a
powerful catalyst for positive change within the educational landscape.
As I reflect on these experiences, I am reminded of the words of Paulo Freire,

who advocated for a dynamic and engaged educational process. The insights
gained from the in-service training and the opportunity to speak at Balingasa
High School have fueled my passion for cultivating an environment where
students and teachers can co-create knowledge, challenge assumptions, and
actively participate in shaping their educational journey. Moving forward, I am
excited to infuse my classroom with these principles, ultimately contributing to
the development of critical thinkers and engaged citizens who are empowered
to uphold democracy both inside and outside the classroom.

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Department of Education

National Capital Region

F SCHOOL YEAR 2022-2023

DR. ADORA B. TEAŇO

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• an observation of synchronous teaching

A • if option 1 is not possible, an observation

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• an observation of synchronous teaching

A • if option 1 is not possible, an observation

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

R • An observation of synchronous teaching

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

—William Arthur Ward

• An observation of synchronous teaching

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• An observation of synchronous teaching

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• An observation of synchronous teaching

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

R Every decision you make reflects your evaluation of

• An observation of synchronous teaching

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

In this Learning Action Cell (Departmental Meeting), I gained

Overall, this Learning Action Cell meeting provided me with a

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

The main issue discussed was how to manage teacher

Unlike before, being a coordinator for school clubs was no

Given my relatively short time at the school (even though I’ve

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

R I attended to my first departmental meeting at Judge Juan

Looking back on the meeting, I realize it has made me a

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

During a meeting with my fellow Grade 7 teachers, we

Being a part of this project helped me become a better

Overall, our teamwork during the meeting and the "Every

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

In my role as an Araling Panlipunan teacher, I had the

The experience left a reflective impact on me, sparking a

My attendance at this event give emphasis to my dedication

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

Two specific plans to enhance my effectiveness as an Araling

Tech Integration: I'm embracing technology to breathe life into

Project-Based Learning: To deepen historical understanding and foster

Collaborative meetings have been a vital remedy for teaching fatigue.

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• an observation of synchronous teaching

A • if option 1 is not possible, an observation

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

• an observation of synchronous teaching

A • if option 1 is not possible, an observation

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

4 Learning Agreement (ILA), ALS

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

A sample of corrected test paper of a

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2022-2023

R A reflection/journal entry that

Embracing Social Constructivism: