RPMS TOOL for TEACHER I-III

(Proficient Teachers)

Name of Employee: RONALD F. CUEVAS Position: Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: SILAGO Effectivity Date: December 23, 2018

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education

Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood
Education or Bachelor's degree plus 18 units in Education
Experience None Required

Eligibility RA 1080

Trainings None Required

B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-
21), at least 18 MA units
Experience

Eligibility PBET/LET Passer

Trainings In-service training

DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counselsa and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.
 RPMS TOOL for TEACHER I-III
(Proficient Teachers)

Name of Employee: RONALD F. CUEVAS Position: Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: SILAGO Effectivity Date: December 23, 2018

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education

Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

Page 1 of 1
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE
Position: Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA Very Satisfactory RESULTS
SCORE
QET Outstanding (5)
(4)
Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE

1. CONTENT 1. Applied Showed Showed Showed Showed No

knowledge of knowledge of knowledge of knowledge of knowledge of acceptable
KNOWLEDGE content and its content and its content and its content and its evidence
AND content within and
integration within integration within integration within integration within was shown
across curricuoum
PEDAGOGY teaching areas. Quality
and across and across and across and across
4
subject areas as subject areas as subject areas as subject areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018
to April 7.5% 4.5 0.338
2019 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 leassons least 3 leassons least 2 leassons the given MOV acceptable
using MOV 1 and using MOV 1 and using MOV 1 and evidence
Efficiency supported by any supported by any supported by any was shown 5
1of the other 1of the other 1of the other
given MOV given MOV given MOV

Timeliness

2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No
teaching different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
strategies that
promote reading, promote reading, promote reading, promote reading, was shown
enhance learner writing and/or writing and/or writing and/or writing and/or
achievement in Quality numeracy skills numeracy skills numeracy skills numeracy skills 5
literacy and as shown in MOV as shown in MOV as shown in MOV as shown in MOV
numeracy skills. 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
7 6 5 4

May 2018
to April 7.5% Submitted at Submitted at Submitted at Submitted 1 No 5 0.375
2019 least 4 learner- least 3 learner- least 2 learner- learner-centered acceptable
centered lessons centered lessons centered lessons lesson as evidence
as shown in MOV as shown in MOV as shown in MOV evidently shown was shown
1 and supported 1 and supported 1 and supported in any 1 of the
Efficiency
by any 1 of the by any 1 of the by any 1 of the given MOV 5
other MOV given other MOV given other MOV given

Timeliness

3. Applied a range of Used different Used different Used different Used different No
teaching teaching teaching teaching teaching acceptable
strategies to strategies that strategies that strategies that strategies that evidence
develop critical develop critical develop critical develop critical was shown
develop critical and creative and creative and creative and creative
and creative thinking and/or thinking and/or thinking and/or thinking and/or
thinkling, as well Quality other HOTS as other HOTS as other HOTS as other HOTS as 5
as other higher- shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills.
May 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted 1 No
least 4 lessons as least 3 lessons as least 2 lessons as lesson as acceptable
evidenced by evidenced by evidenced by evidenced by any evidence
MOV 1 and MOV 1 and MOV 1 and 1 of the given was shown
Efficiency supported by any supported by any supported by any MOV 5
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness

2. LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No
classroom management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
AND DIVERSITY structure to
engage learners engage learners engage learners engage learners was shown
engage learners, in activities/tasks in activities/tasks in activities/tasks in activities/tasks
OF LEARNERS individually or in Quality 5
as shown in MOV as shown in MOV as shown in MOV as shown in MOV
groups, in 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
meaningful 7 6 5 4
explanation, May 2018
discovery and to April 7.5% 5 0.375
hands-on activities 2019 Submitted at Submitted 3 Submitted 2 Submitted 1 No
within a range of least 4 lessons lessons lessons lesson supported acceptable
supported by supported by supported by by any of the evidence
physical learning
environments. Efficiency MOV 1 and any 1 MOV 1 and any 1 MOV 1 and any 1 acceptable MOV was shown 5
of the other of the other of the other
acceptable MOV acceptable MOV acceptable MOV

Timeliness
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE
Position: Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA Very Satisfactory RESULTS
SCORE
QET Outstanding (5)
(4)
Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE

Page 1 of 4
2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No
behavior management management management management acceptable
ENVIRONMENT strategies of strategies of strategies of strategies of evidence
AND DIVERSITY constructively by
learner behavior learner behavior learner behavior learner behavior was shown
applying positive that promote that promote that promote that promote
OF LEARNERS and non-violent positive and non- positive and non- positive and non- positive and non-
discipline to violent discipline violent discipline violent discipline violent discipline
ensure learning-
Quality
as shown in MOV as shown in MOV as shown in MOV as shown in MOV 5
focused submitted with a submitted with a submitted with a submitted with a
environments. rating of 7 rating of 6 rating of 5 rating of 4

May 2018
to April 7.5% 5 0.375
2019
Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 3 of the least 2 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in at as observed in 3 as observed in 2 observed in only was shown
Efficiency least 4 lessons lessons lessons 1 lesson 5

Timeliness

6. Used Applied Applied Applied Applied No

differentiated, differentiated differentiated differentiated differentiated acceptable
teaching teaching teaching teaching evidence
developmentally
strategies to strategies to strategies to strategies to shown
appropriate address learner address learner address learner address learner
learning diversity as diversity as diversity as diversity as
experiencce to Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1 5
address learner's with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
gender, needs,
strengths,
interests and
experiences.
May 2018 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 least 3 least 2 differentiated acceptable
to April 7.5% differentiated differentiated differentiated teaching strategy evidence 5 0.375
2019 teaching teaching teaching in only 1 lesson shown
strategies in at strategies in at strategies in at as evidently
least 2 leassons least 2 lessons as least 2 lessons as shown in any 1 of No
as evidenced by evidenced by evidenced by the acceptable acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and MOV evidence 5
supported by any supported by any supported by any was shown
1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV

Timeliness

3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No
managed and implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
implemented
sequenced sequenced sequenced sequenced was shown
developmentally teaching and teaching and teaching and teaching and
sequenced learning process learning process learning process learning process
teaching and Quality as shown in MOV as shown in MOV as shown in MOV as shown in MOV 5
learning 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
processes to meet 7 6 5 4
curriculum
requirements and
varied teaching
contexts. Submitted at Submitted 3 Submitted 2 Submitted 1 No
May 2018 least 4 developmentally developmentally developmentally acceptable
to April 7.5% developmentally sequenced sequenced sequenced evidence 5 0.375
2019 sequenced teaching and teaching and teaching and was shown
teaching and learning process learning process learning process
learning process as evidently as evidently as evidently
as evidently shown in MOV 1 shown in MOV 1 shown in any 1 of
shown in MOV 1 and supported by and supported by the given MOV
Efficiency
and supported by any 1 of the other any 1 of the other 5
any 1 of the other given MOV given MOV
given MOV
3. 7. Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning
processes to meet
INDIVIDUAL
curriculum PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
requirements and
Name of Employee: varied teaching
RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE
contexts.
Position: Teacher I May 2018 Position: Principal I
District/School: HINGATUNGAN NATIONAL to April 7.5% SCHOOL
HIGH Date of Review: October 2018 5 0.375
2019
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA Very Satisfactory RESULTS
SCORE
QET Outstanding (5)
(4)
Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE

Timeliness

Page 2 of 4
3. CURRICULUM 8. Participated in Consistently Frequently Occasionally Rarely No
collegial participated in participated in participated in participated in acceptable
AND PLANNING LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
discussions that
meetings to meetings to meetings to meetings to was shown
use teacher and discuss discuss discuss discuss
learner feedback teacher/learner teacher/learner teacher/learner teacher/learner
to enrich teaching feedback to feedback to feedback to feedback to
practice.
Quality
enrich instruction enrich instruction enrich instruction enrich instruction
5
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

May 2018
to April 7.5% 5 0.375
2019 Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
FGDs/meetings meetings as meetings as meeting as evidence
as evidently evidently shown evidently shown evidently shown was shown
shown in any 1 of in any 1 of the in any 1 of the in any 1 of the
Efficiency the given MOV given MOV given MOV given MOV 5

Timeliness

9. Selected, Developed and Developed and Developed and Developed and No

developed, used varied used varied used varied used varied acceptable
organized, and teaching and teaching and teaching and teaching and evidence
learning learning learning learning was shown
used appropriate resources resources resources resources
teaching and including ICT, to including ICT, to including ICT, to including ICT, to
learning Quality address learning address learning address learning address learning 5
resources, goals as shown in goals as shown in goals as shown in goals as shown in
including ICT, to MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
address learning rating of 7 rating of 8 rating of 5 rating of 4
goals.

May 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

to April 7.5% least 4 varied varied teaching varied teaching teaching and acceptable 5 0.375
2019 teaching and and learning and learning learning resource evidence
learning resources resources including ICT, as was shown
resources including ICT, as including ICT, as evidently shown
including ICT, as evidently shown evidently shown in any of the
evidently shown in MOV 1 and in MOV 1 and acceptable MOV
Efficiency
in MOV 1 and supported by any supported by any 5
supported by any 1 of the 1 of the
1 of the acceptable MOV acceptable MOV
acceptable MOV

Timeliness

4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No

selected, selected, selected, selected, selected, acceptable
AND organized and organized and organized and organized and evidence
REPORTING organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
used diagnostic, formative and formative and formative and formative and
formative and summative summative summative summative
summative assessment assessment assessment assessment
assessment strategies strategies strategies strategies
strategies consistent with consistent with consistent with consistent with
Quality
curriculum curriculum curriculum curriculum
5
consistent with
requirements as requirements as requirements as requirements as
curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

May 2018
to April 7.5% 5 0.375
2019
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
4.
Name of Employee: 10. Designed, F. CUEVAS
RONALD Name of Rater: EVELYN C. SALIENTE
selected,
Position: organized
Teacher I and Position: Principal I
used diagnostic,
District/School: HINGATUNGAN
formative and NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: summative
May 2018 to April 2019
assessment
strategies
consistent with TO BE FILLED OUT
curriculum TO BE FILLED OUT DURING PLANNING DURING EVALUATION
requirements.
PERFORMANCE INDICATORS RATING
May 2018 WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
7.5%
to April PER KRA Very Satisfactory RESULTS 5
SCORE
0.375
QET Outstanding (5)
(4)
Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE
2019
Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 varied varied varied assessment tool acceptable
assessment tools assessment tools assessment tools as evidently evidence
as evidently as evidently as evidently shown in any of was shown
shown in any 1 of shown in any 1 of shown in any 1 of the acceptable
Efficiency the acceptable the acceptable the acceptable MOV 5
MOV MOV MOV

Timeliness

Page 3 of 4
4. ASSESSMENT 11. Monitored and Consistently Frequently Occasionally Rarely monitored No
evaluated learner monitored and monitored and monitored and and evaluated acceptable
AND evaluated learner evaluated learner evaluated learner learner progress evidence
REPORTING progress and
progress and progress and progress and and achievement was shown
achievement achievement achievement achievement using learner
using learner
attainment data.
Quality using learner
attainment data
using learner
attainment data
using learner
attainment data
attainment data
as shown in MOV
5
as shown in MOV as shown in MOV as shown in MOV submitted
submitted submitted submitted
May 2018
to April 7.5% 5 0.375
2019 Submitted a Submitted a Submitted a Submitted 1 No
combination of at combination of 3 combination of 2 acceptable MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence 5
acceptable MOV MOV MOV was shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 5
was shown

12. Communicated Consistently Frequently Occasionally Rarely showed No

promptly and showed prompt showed prompt showed prompt prompt and clear acceptable
and clear and clear and clear communication of evidence
clearly the
communication of communication of communication of the learner's was shown
learner's needs, the learner's the learner's the learner's needs, progress
progress and needs, progress needs, progress needs, progress and achievement
achievement to and achievement and achievement and achievement to key
key stakeholders, to key to key to key stakeholders,
including parents/ Quality stakeholders, stakeholders, stakeholders, including parents/ 5
guardians including parents/ including parents/ including parents/ guardians as
guardians as guardians as guardians as shown in the
shown in the shown in the shown in the MOV submitted
May 2018 MOV submitted MOV submitted MOV submitted
to April 7.5% 5 0.375
2019

Submitted a Submitted a Submitted a Submitted any 1 No

combination of at combination of 3 combination of 2 of the given MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence
5
acceptable MOV MOV MOV was shown

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 5
was shown

5. PLUS FACTOR 13. Performed various Consistently Frequently Occasionally Rarely performed No
related performed performed performed various related acceptable
various related various related various related works/activities evidence
works/activities
works/activities works/activities works/activities that contribute to was shown
that contribute to that contribute to that contribute to that contribute to the teaching-
the teaching-
learning process
Quality the teaching-
learning process
the teaching-
learning process
the teaching-
learning process
learning process
as shown in the
5
as shown in the as shown in the as shown in the MOV submitted
May 2018 MOV submitted MOV submitted MOV submitted
to April 10% 5 0.500
2019
Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different different kinds of different kinds of of the acceptable acceptable
Efficiency kinds of acceptable MOV acceptable MOV MOV evidence 5
acceptable MOV was shown

Timeliness
 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE
Position: Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA Very Satisfactory RESULTS
SCORE
QET Outstanding (5)
(4)
Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE

RATING FOR OVERALL ACCOMPLISHMENTS 4.96

100%
DESCRIPTION O
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
RONALD F. CUEVAS EVELYN C. SALIENTE 2.5 - 3.499 S
Teacher I Principal I 1.5 - 2.499 US

Approving Authority:

innovated by RF Cuevas 2019 Page 4 of 4

 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES
(MOV) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its acceptable
KNOWLEDGE integration within and integration within and integration within and integration within evidence
AND PEDAGOGY across curricuoum knowledge of content within and across subject
across subject areas across subject areas across subject areas and across subject was shown
teaching areas. areas as shown in MOV1 as shown in MOV1 as shown in MOV1 areas as shown in
Quality
with a rating of 7 with a rating of 6 with a rating of 5 MOV1 with a rating
2. Lesson plans/modified DLLs developed of 4
highlighting integration of content knowledge
within and across subject areas

3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No
content and its integration in other subject areas leassons using MOV leassons using MOV leassons using MOV given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
any 1of the other any 1of the other any 1of the other was shown
Efficiency given MOV given MOV given MOV
4. Performance tasks/test materials highlighting
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide annotations)
Timeliness

2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading, was shown
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1
2. Lesson plans/modified DLLs used in teaching a rating of 7 a rating of 6 a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills

3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered centered lesson as acceptable
lessons as shown in lessons as shown in lessons as shown in evidently shown in evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and any 1 of the given was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
Timeliness

3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and teaching strategies to develop critical and
and creative thinking and creative thinking and creative thinking and creative was shown
creative thinkling, as creative thinking, as well as other higher-order and/or other HOTS and/or other HOTS and/or other HOTS thinking and/or other
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 HOTS as shown in
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a rating
2. Lesson plans/modified DLLs used in teaching of 4
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS

3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by acceptable
evidenced by MOV 1 evidenced by MOV 1 evidenced by MOV 1 any 1 of the given evidence
creative thinking, and/or other HOTS
and supported by and supported by and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
4. Performance tasks/test material(s) used in
given MOV given MOV given MOV
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
Timeliness

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
structure to engage and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
AND DIVERSITY learners, individually managing classroom structure that engages
engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1
explanation, discovery 2. Lesson plans/modified DLLs highlighting various a rating of 7 a rating of 6 a rating of 5 with a rating of 4
and hands-on classroom management strategies that engage
activities within a learners in activities/tasks in different physical
range of physical learning environments
learning
environments. 3. Others (Please specify and provide annotations) Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
lessons supported supported by MOV 1 supported by MOV 1 supported by any of acceptable
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable MOV evidence
Efficiency of the other other acceptable other acceptable was shown
acceptable MOV MOV MOV

Timeliness
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES
(MOV) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)

2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No
behavior and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner evidence
AND DIVERSITY constructively by teacher management of learner behavior using
behavior that behavior that behavior that behavior that was shown
applying positive and the following strategies: promote positive and promote positive and promote positive and promote positive
OF LEARNERS non-violent discipline non-violent discipline non-violent discipline non-violent discipline and non-violent
1. Providing motivation Quality
to ensure learning- as shown in MOV as shown in MOV as shown in MOV discipline as shown
focused submitted with a submitted with a submitted with a in MOV submitted
environments. 2. Praising the learners/Giving positive feedback rating of 7 rating of 6 rating of 5 with a rating of 4

3. Setting house rules/guidelines

4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
of the given of the given of the given the given strategies acceptable
5. Allowing learners to express their ideas/opinions strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

Timeliness

6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied differentiated Applied differentiated Applied differentiated Applied No
developmentally and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies differentiated acceptable
to address learner to address learner to address learner teaching strategies evidence
appropriate learning using differentiated, developmentally
diversity as shown in diversity as shown in diversity as shown in to address learner shown
experiencce to appropriate learning experiences Quality MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating diversity as shown
address learner's of 7 of 6 of 5 in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed rating of 4
strengths, interests highlighting differentiation in content, product,
and experiences. process, learning environment or others
according to learners' gender, needs, strengths, Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
interests and experiences differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategy in evidence
3. Instructional materials highlighting differentiation in at least 2 leassons in at least 2 lessons in at least 2 lessons only 1 lesson as shown
in content, product, process, learning as evidenced by as evidenced by as evidenced by evidently shown in
MOV 1 and MOV 1 and MOV 1 and any 1 of the No
environment or others according to learners' Efficiency supported by any 1 supported by any 1 supported by any 1 acceptable MOV acceptable
gender, needs, strengths, interests and of the other of the other of the other evidence
experiences acceptable MOV acceptable MOV acceptable MOV was shown

4. Others (Please specify and provide annotations)

Timeliness

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and No
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally using developmentally sequenced teaching and
sequenced teaching sequenced teaching sequenced teaching sequenced teaching was shown
sequenced teaching learning process and learning process and learning process and learning process and learning
and learning Quality as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 process as shown in
processes to meet 2. Lesson plans/modified DLLs developed with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a rating
curriculumrequirement highlighting developmetally sequenced of 4
s and varied teaching instruction that meet curriculum goals and varied
contents. teaching contexts

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally acceptable
sequenced teaching sequenced teaching sequenced teaching sequenced teaching evidence
curriculum goals and varied teaching contexts
and learning process and learning process and learning process and learning was shown
as evidently shown as evidently shown as evidently shown process as evidently
Efficiency in MOV 1 and in MOV 1 and in MOV 1 and shown in any 1 of
4. Others (Please specify and provide annotations) supported by any 1 supported by any 1 supported by any 1 the given MOV
of the other given of the other given of the other given
MOV MOV MOV

Timeliness

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

collegial discussions LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/ acceptable
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
meetings to discuss meetings to discuss meetings to discuss teacher/learner was shown
learner feedback to teacher/learner teacher/learner teacher/learner feedback to enrich
enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich instruction as shown
2. Minutes of LAC/FGD sessions on use of teacher
practice. instruction as shown instruction as shown instruction as shown in the MOV
and learner feedback to enrich teaching practice
in the MOV in the MOV in the MOV submitted
with proof of attendance submitted submitted submitted

3. Others (Please specify and provide annotations) Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting acceptable
FGDs/meetings as meetings as meetings as as evidently shown evidence
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the given was shown
any 1 of the given any 1 of the given any 1 of the given MOV
MOV MOV MOV
 8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES
(MOV) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)

Timeliness

3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and used 6Developed and 6Developed and 6Developed and No
organized, and used and/or inter-observer agreement form about varied teaching and used varied teaching used varied teaching used varied acceptable
AND PLANNING learning resources and learning and learning teaching and evidence
appropriate teaching using appropriate teaching and learning
including ICT, to resources including resources including learning resources was shown
and learning resources, including ICT address learning ICT, to address ICT, to address including ICT, to
resources, including Quality goals as shown in learning goals as learning goals as address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating shown in MOV 1 with shown in MOV 1 with goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 a rating of 8 a rating of 5 MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 4
Other

2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
instructional materials appended varied teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
3. Others (Please specify and provide annotations)
Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV

Timeliness

4. ASSESMENT AND 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used organized and used acceptable
REPORTING diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, evidence
diagnostic, formative using diagnostic, formative and summative
and summative and summative and summative formative and was shown
and summative assessment startegies assessment assessment assessment summative
assessment strategies strategies consistent strategies consistent strategies consistent assessment
consistent with 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with curriculum
a rating of 7 a rating of 6 a rating of 5 requirements as
3. Develop diagnostic tests: (a) with TOS reviewed shown in MOV 1
by superior; (b) with sample accomplished with a rating of 4
questionaire/answer sheets
4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
reviewed by superior; (b) with sample varied assessment assessment tools as assessment tools as assessment tool as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
accomplished questionaire/answer sheets
shown in any 1 of any 1 of the any 1 of the any of the was shown
Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
6. Others (Please specify and provide annotations)
Timeliness

11. Monitored and 1. Compilation of learner's written work with Consistently Frequently monitored Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and and evaluated monitored and and evaluated acceptable
evaluated learner learner progress and evaluated learner learner progress evidence
progress and parents
progress and achievement using progress and and achievement was shown
achievement using achievement using learner attainment achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment data as shown in learner attainment attainment data as
data. data as shown in MOV submitted data as shown in shown in MOV
TOS and frequency of errors with identified least
MOV submitted MOV submitted submitted
mastered skills

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
4. Lesson plans/modified DLLs showing index of Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
mastery
5. Others (Please specify and provide annotations) Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
was shown

12. Communicated 1. At least 3 samples of corrected test papers of Consistently showed Frequently showed Occasionally showed Rarely showed No
promptly and clearly the same 3 learners innthe same learning area prompt and clear prompt and clear prompt and clear prompt and clear acceptable
communication of communication of communication of communication of evidence
the learner's needs, with parents' or guardians' signature and date of
the learner's needs, the learner's needs, the learner's needs, the learner's needs, was shown
progress and receipt progress and progress and progress and progress and
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
achievement to key achievement to key achievement to key achievement to key
stakeholders, conferences in all quarters with proof of Quality stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ parents'/guardians' attendance including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
3. Report cards with parent's or guardian's in the MOV in the MOV in the MOV in the MOV
signature in all quarters supported by minutes of submitted submitted submitted submitted
meeting
4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No
various modalities combination of at combination of 3 of combination of 2 of the given MOV acceptable
Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
 12. Communicated
promptly and clearly
the learner's needs,
progress and
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
achievement to key
stakeholders,
including parents/
guardians
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES
(MOV) QET Outstanding
Submitted a Very Satisfactory
Submitted a Satisfactory
Submitted a Unsatisfactory
Submitted Poor
any 1 of No
combination of(5)
at combination of(4)
3 of combination(3)
of 2 of the given MOV(2) (1)
acceptable
Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
5. Anecdotal record showing entries per quarter acceptable MOV was shown

6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
progress and achievement submitted to other were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
stakeholders
was shown

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No
related performed various performed various performed various various related acceptable
works/activities that 2. Certificate of Training related related related works/activities that evidence
works/activities that works/activities that works/activities that contribute to the was shown
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown in
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in the MOV submitted
the MOV submitted the MOV submitted the MOV submitted
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No
different kinds of kinds of acceptable kinds of acceptable the acceptable MOV acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations) Timeliness
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

KNOWLEDGE content within and sheet and/or inter-observer agreement form
AND PEDAGOGY across curricuoum about knowledge of content within and
teaching areas. across subject areas

2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject areas

3. Instructional materials highlighting mastery

of content and its integration in other
subject areas

4. Performance tasks/test materials

highlighting integration of content
knowledge within and across subject areas

5. Others (Please specify and provide

annotations)

2. Used a range of 1. Classroom observation tool (COT) rating

teaching strategies sheet and/or inter-observer agreement form
that enhance learner about teaching strategies that enhance
achievement in learner achievement in literacy and
literacy and numeracy numeracy skills
skills.

2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
strategies that promote literacy and/or
numeracy skills

3. Instructional materials highlighting learner-

centered strategies that promote literacy
and/or numeracy skills

4. Performance tasks/test material(s) used in

teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide

annotations)

3. Applied a range of 1. Classroom observation tool (COT) rating

teaching strategies to sheet and/or inter-observer agreement form
develop critical and about teaching strategies to develop critical
creative thinkling, as and creative thinking, as well as other
well as other higher- higher-order thinking skills
order thinking skills.

2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
strategies that develop critical and creative
thinking, and/or other HOTS

3. Instructional materials highlighting different

teaching strategies that develop critical and
creative thinking, and/or other HOTS
 3. Applied a range of
teaching strategies to
develop critical and
creative thinkling, as
well as other higher-
order thinking skills.

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

4. Performance tasks/test material(s) used in

demonstration teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide

annotations)

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating

ENVIRONMENT structure to engage sheet and/or inter-observer agreement form
AND DIVERSITY learners, individually about managing classroom structure that
or in groups, in engages learners in various activities
OF LEARNERS meaningful
explanation, discovery
and hands-on
activities within a 2. Lesson plans/modified DLLs highlighting
range of physical various classroom management strategies
learning that engage learners in activities/tasks in
environments. different physical learning environments

3. Others (Please specify and provide

annotations)

5. Managed learner Classroom observation tool (COT) rating

behavior sheet and/or inter-observer agreement form
constructively by about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused 1. Providing motivation
environments.

2. Praising the learners/Giving positive

feedback

3. Setting house rules/guidelines

4. Ensuring learner's active participation

5. Allowing learners to express their

ideas/opinions

6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide

annotations)

6. Used differentiated, 1. Classroom observation tool (COT) rating

developmentally sheet and/or inter-observer agreement form
appropriate learning about using differentiated, developmentally
experiencce to appropriate learning experiences
address learner's
gender, needs,
strengths, interests
and experiences. 2. Lesson plans/modified DLLs developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners' gender, needs,
strengths, interests and experiences
 6. Used differentiated,
developmentally
appropriate learning
experiencce to
address learner's
gender, needs,
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
strengths, interests
and experiences.

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

3. Instructional materials highlighting

differentiation in content, product, process,
learning environment or others according to
learners' gender, needs, strengths, interests
and experiences

4. Others (Please specify and provide

annotations)

3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating

AND PLANNING and implemented sheet and/or inter-observer agreement form
developmentally about using developmentally sequenced
sequenced teaching teaching and learning process
and learning
processes to meet
curriculumrequirement 2. Lesson plans/modified DLLs developed
s and varied teaching highlighting developmetally sequenced
contents. instruction that meet curriculum goals and
varied teaching contexts

3. Instructional materials used to implement

developmetally sequenced instruction that
meet curriculum goals and varied teaching
contexts

4. Others (Please specify and provide

annotations)

8. Participated in 1. Personal notes of teachers on

collegial discussions LAC/FGDs/meetings with proof of
that use teacher and attendance
learner feedback to
enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

3. Others (Please specify and provide

annotations)

9. Selected, developed, 1. Classroom observation tool (COT) rating

organized, and used sheet and/or inter-observer agreement form
appropriate teaching about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks sheets/work
learning goals. sheets, powerpoint presentations, video
clips, module, SIMs-Strategic Intervention
Matertials, Other

2. Lesson plans/modified DLLs with

apprropriate instructional materials
appended

3. Others (Please specify and provide

annotations)

4. ASSESMENT AND 10. Designed, selected, 1. Classroom observation tool (COT) rating
REPORTING organized and used sheet and/or inter-observer agreement form
diagnostic, formative about using diagnostic, formative and
and summative summative assessment startegies
assessment strategies
consistent with 2. Prepared lesson plans/modified DLLs
curriculum highlighting appropriate use of formative
requirements. assessment strategies

3. Develop diagnostic tests: (a) with TOS

reviewed by superior; (b) with sample
accomplished questionaire/answer sheets
4. ASSESMENT AND 10. Designed, selected,
REPORTING organized and used
diagnostic, formative
and summative
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
assessment strategies
consistent with
curriculum
requirements.
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

4. Develop summative tests: (a) with TOS

reviewed by superior; (b) with sample
accomplished questionaire/answer sheets

5. Develop performance tasks: (a) with rubrics

reviewed by superior; (b) with sample
accomplished rubrics

6. Others (Please specify and provide

annotations)

4. ASSESMENT AND 11. Monitored and 1. Compilation of learner's written work with
REPORTING evaluated learner summary of results and with signature of
progress and parents
achievement using
learner attainment
2. Formative/summative assessment tools
data.
with TOS and frequency of errors with
identified least mastered skills

3. Class records/grading sheets

4. Lesson plans/modified DLLs showing index

of mastery

5. Others (Please specify and provide

annotations)

12. Communicated 1. At least 3 samples of corrected test papers

promptly and clearly of the same 3 learners innthe same learning
the learner's needs, area with parents' or guardians' signature
progress and and date of receipt
achievement to key
stakeholders, 2. Minutes of PTA meetings or Parent-Teacher
including parents/ conferences in all quarters with proof of
guardians parents'/guardians' attendance

3. Report cards with parent's or guardian's

signature in all quarters supported by
minutes of meeting

4. Communication with parents/guardians

using various modalities

5. Anecdotal record showing entries per

quarter

6. Other documents showing learner needs,

progress and achievement submitted to
other stakeholders

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation

related
works/activities that
contribute to the 2. Certificate of Training
teaching-learning
process
3. Certificate of Speakership

4. Committee involvement

5. Advisorship of Co-curricular activities

6. Book or Journal Authorship/Co-

authorship/Contributorship

7. Coordinatorship/Chairpersonship
 related
works/activities that
contribute to the
teaching-learning
process

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

8. Coaching and mentoring learners in

competitions

9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide

annotations)
 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibility.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
personal goals and values congruent to that of the organization. organization.

3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
5 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
4
5 Sets high quality, challenging, realistic goals for self and others. 5 Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

Professionalism and Ethics

1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems.
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
actions and decisions.

3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 4 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and
1
directions.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems and 5 Develops and adopts service improvement programs through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.

Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
3 Delivers error-free outputs most of the time by conforming to standard operating procedures correctly
and consistently. Able to produce very satisfactoy quality of work in terms of usefulness/acceptability
and completeness with no supervision required. 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.

4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 5
or more precise ways of meeting goals set.
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
5 Makes specific changes in the system or in own work methods to improve performance. Examples may to succeed with minimal resources.
include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.

5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate

OVERALL
COMPETENCY 4.00
RATINGS
rfcuevas2019
 PART IV: DEVELOPMENT PLANS

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEEDED

(Recommended Developmetal Intervention)

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Ratee Rater Approving Authority

 MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE MOV TARGET
PER KRA RESULTS
Rating Remarks Rating Remarks

Quality

Efficiency

Timeliness

*Please see attached list of MOV

Rater Ratee Approving Authority

 PERFORMANCE MONITORING AND COACHING FORM

SIGNATURE
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN (Rater/Ratee)
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III

RATING SHEET

OBSERVER: DATE:

TEACHER OBSERVED:

SUBJECT & GRADE LEVEL TAUGHT:

OBSERVATION: 1□ 2□ 3□ 4□

DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom observation.
Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas

2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills

3. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups,
4. in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments

5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment

6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and
7. learning processes to meet curriculum requirements and varied teaching
contexts

8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
Designs, selects, organizes, and uses diagnostic, formative and summative
9. assessment strategies consistent with curriculum requirements

OTHER COMMENTS:

Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2: RONALD F. CUEVAS

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2□ 3□ 4□

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.

3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING

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

2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills

3. Applies a range of teaching strategies to develop critical and creative thinking,

as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments

5. Manages learner behavior constructively by applying positive and non-violent

discipline to ensure learning-focused environment
Uses differentiated, developmentally appropriate learning experiences to
6. addresslearners' gender, needs, strengths, interests and experiences

Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts

8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
Designs, selects, organizes, and uses diagnostic, formative and summative
9. assessment strategies consistent with curriculum requirements

OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3

RONALD F. CUEVAS
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2: RONALD F. CUEVAS

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2□ 3□ 4□

DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.

3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
Signature over Printed Name of the Teacher
 CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE: #VALUE!

TEACHER OBSERVED: RONALD F. CUEVAS TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: #VALUE! TIME ENDED:

OBSERVATION: 1□ 2□ 3□ 4□

GENERAL OBSERVATIONS:

Signature over Printed Name of the Observer

 ANNOTATION

DESCRIPTION OF THE MOV

OBJECTIVES MEANS OF VERIFICATION PRESENTED ANNOTATIONS