RPMS With ANNOTATIONS KRA 1-5 Ashleyguinoofiles

Republic of the Philippines
DEPARTMENT OF EDUCATION
School Division of
TYPE THE NAME OF YOUR

SCHOOL
Results-based Performance
Management System
RPMS
E-PORTFOLIO
School Year 2021-
2022
ASHLEY B.
GUINOO
Teacher III
______________
Principal II
KRA 1
CONTENT
KNOWLEDGE
AND
PEDAGOGY
OBJECTIVE 1
Applied knowledge of
content
within and across
curriculum
teaching areas
MOVs
Classroom Observation Tool (COT)

rating sheet or inter-observer
agreement form from
an online observation of online

synchronous teaching
if option 1 is not possible, an

observation of a video lesson that is
SLM-based or MELC-aligned
if options 1 and 2 are not possible, an

observation of a demonstration
teaching via LAC
E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 1
R ERV M C
S
OB FOR
ANNOTATIONS
For objective 1, I have attached my Classroom Observation Tool (COT) rating sheet
from my Classroom Observation 1 and 2 observations of synchronous teaching (limited face-
to-face). It is evident that I have met the objectives, as proven by a rating of 7 under indicator
1 for applying knowledge within and across curriculum teaching areas.
E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 2
R ERV M C
S
OB FOR
ANNOTATIONS
For objective 1, I have attached my Classroom Observation Tool (COT) rating sheet
from my Classroom Observation 1 and 2 observations of synchronous teaching (limited face-
to-face). It is evident that I have met the objectives, as proven by a rating of 7 under indicator
1 for applying knowledge within and across curriculum teaching areas.
OBJECTIVE 2
Used research-based
knowledge
and principles of teaching
and learning to enhance
professional practice
MOVs
One (1) lesson plan with annotations

identifying the research based
knowledge and/or principles of teaching
and learning used as bases for
planning/designing the lesson
S O N
L ES
P L E
A M A N
S P L
ANNOTATIONS
Here is an example of a lesson plan or lesson exemplar in which I used research-

based knowledge and/or teaching and learning principles to enhance professional
practice as components of my lesson. I was able to engage my learners to use their
prior knowledge in analyzing the given situation or problem through the review and
motivational part. Furthermore, the activities I've provided for them used an inquiry-
based approach, allowing them to explore more ideas about the most important
learning competency (MELC). In the analysis, I asked them to explain and elaborate
on the concepts using the art of questioning, and I asked them questions of both
lower-order thinking skills (LOTs) and higher-order thinking skills (HOTs). The lesson
progressed during the abstraction or development phase. While research-based
knowledge was used in the application or assimilation which develops component
skills, practice integrating them, and knowing when to apply what they have learned.

OBJECTIVE 3
Displayed Proficient use of

Mother Tongue, Filipino
and English to facilitate
teaching and learning
MOVs

agreement form from



teaching via LAC
E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 1
R ERV M C
S
OB FOR
ANNOTATIONS

Attached is my COT rating sheet for indicator 2: proficient use of mother tongue,
Filipino, and English to facilitate teaching and learning. My rating is 7, which is an
excellent indicator that I met the objective. Language is central to your learning:
without it, you will be unable to make sense of a subject or communicate your
understanding of it. Being fluent in a second language helped me adapt to a different
culture more easily. Communication with my parents or guardians and students is
essential for the teaching and learning process. In addition, here are some of the
annotated documents that will support my rating as evidence of language proficiency
as I gave instructions to my learners thru Facebook messenger and text messaging.

E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 2
R ERV M C
S
OB FOR
ANNOTATIONS

Attached is my COT rating sheet for indicator 2: proficient use of mother tongue,
Filipino, and English to facilitate teaching and learning. My rating is 7, which is an
excellent indicator that I met the objective. Language is central to your learning:
without it, you will be unable to make sense of a subject or communicate your
understanding of it. Being fluent in a second language helped me adapt to a different
culture more easily. Communication with my parents or guardians and students is
essential for the teaching and learning process. In addition, here are some of the
annotated documents that will support my rating as evidence of language proficiency
as I gave instructions to my learners thru Facebook messenger and text messaging.

OBJECTIVE 4
Used effective verbal and

non-
verbal classroom
communication strategies to
support learner
understanding, participation,
engagement, and
achievement
MOVs

agreement form from



teaching via LAC
E R-
/ I NT FORM
E ET N T
G SH EME
A T IN ARE
R V ER O T1
C
B S ER
O
ANNOTATIONS

For objective 4, I've attached my Classroom Observation Tool (COT) rating
sheet from my synchronous teaching Classroom Observation 1 and 2 observations
(limited face-to-face). I received a 7, and it is clear that I give importance to indicator
3, which is effective verbal and nonverbal classroom communication strategies to
support learning understanding, participation, engagement, and achievement. Here
are some photos from my classroom observation. Strong communication skills are
essential for me to manage my classroom. I need to improve my verbal and
nonverbal communication skills to effectively demonstrate to my students what
appropriate classroom behavior entails. Nonverbal communication accounts for most
of my interactions with my students. Strong verbal communication is also essential,
and you should demonstrate to your students the rules and classroom lessons they
need to know.
E R-
/ I NT FORM
E ET N T
G SH EME
A T IN ARE
R V ER O T2
C
B S ER
O
ANNOTATIONS

For objective 4, I've attached my Classroom Observation Tool (COT) rating
sheet from my synchronous teaching Classroom Observation 1 and 2 observations
(limited face-to-face). I received a 7, and it is clear that I give importance to indicator
3, which is effective verbal and nonverbal classroom communication strategies to
support learning understanding, participation, engagement, and achievement. Here
are some photos from my classroom observation. Strong communication skills are
essential for me to manage my classroom. I need to improve my verbal and
nonverbal communication skills to effectively demonstrate to my students what
appropriate classroom behavior entails. Nonverbal communication accounts for most
of my interactions with my students. Strong verbal communication is also essential,
and you should demonstrate to your students the rules and classroom lessons they
need to know.
KRA 2
DIVERSITY OF
LEARNERS AND
ASSESSMENT
AND
REPORTING
OBJECTIVE 5
Established safe and secure

learning environments to
enhance
learning through the
consistent implementation of
policies,
guidelines, and procedure.
MOVs

agreement form from



teaching via LAC
E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 1
R ERV M C
S
OB FOR
ANNOTATIONS

I've attached my Classroom Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom Observation 1 and 2 (limited face-
to-face), highlighted indicator 4. My ratings are 6 and 7, as I have established safe
and secure learning environments to enhance learning by consistently implementing
policies, guidelines, and procedures. I also attached here screenshots of my post and
announcement to my advisees via Facebook group chat or group texts about
important reminders. To receive a good grade, I encourage them to do their
performance tasks well in all subjects, such as video recording, vlogging, drawing,
and others. Every retrieval and distribution of modules and outputs and activities, I
remind them to strictly adhere to health and safety protocols and arrive on time to
school.
E R-
/ I N T NT
E ET EM E
G SH GRE
AT I N ER A O T 2
R ERV M C
S
OB FOR
ANNOTATIONS

synchronous teaching observations of Classroom Observation 1 and 2 (limited face-
to-face), highlighted indicator 4. My ratings are 6 and 7, as I have established safe
and secure learning environments to enhance learning by consistently implementing
policies, guidelines, and procedures. I also attached here screenshots of my post and
announcement to my advisees via Facebook group chat or group texts about
important reminders. To receive a good grade, I encourage them to do their
performance tasks well in all subjects, such as video recording, vlogging, drawing,
and others. Every retrieval and distribution of modules and outputs and activities, I
remind them to strictly adhere to health and safety protocols and arrive on time to
school.
OBJECTIVE 6
Maintained learning
environments
that promote fairness,
respect,
and care to encourage
learning
MOVs

agreement form from



teaching via LAC
E R-
/ I N T NT
E ET EM E
G SH RGE
AT I N ER A O T 1
R ERV M C
S
OB FOR
ANNOTATIONS

synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-
face), with indicator 5 highlighted. My ratings are both 7, owing to the fact that I have
maintained learning environments that promote fairness, respect, and care to
encourage learning. I've also attached screenshots of my conversations with parents or
guardians and learners who aren't consistently submitting outputs on the given
deadline. If you cannot contact the students, home visits are the best option. All of them
should be given the opportunity to discuss things or communicate in any way available
to them. The home visitation form or logbook is also attached as I address students'
problems and challenges at school.
E R-
/ I NT FORM
E ET N T
G SH EME
A T IN ARE
R V ER O T2
C
B S ER
O
ANNOTATIONS

synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-
face), with indicator 5 highlighted. My ratings are both 7, owing to the fact that I have
maintained learning environments that promote fairness, respect, and care to
encourage learning. I've also attached screenshots of my conversations with parents or
guardians and learners who aren't consistently submitting outputs on the given
deadline. If you cannot contact the students, home visits are the best option. All of them
should be given the opportunity to discuss things or communicate in any way available
to them. The home visitation form or logbook is also attached as I address students'
problems and challenges at school.
OBJECTIVE 7
Maintained learning
environments
that nurture and inspire
learners to participate,
cooperate and
collaborate in continued
learning
MOVs
Any supplementary material (in print/digital

format) made by the ratee and used in the lesson
delivery that highlights maintaining learning
environment that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
Activity sheet/s
One lesson from a self-learning module (SLM)
Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,

Lesson Exemplars, and the likes)
Video lesson
Audio lesson
Other learning materials in print/digital format

(please specify and provide annotations)
V I TY
TI
AC EETS
SH
A R–
MPL E D
E XE A F T
SS ON Y CR
LE CALL
LO
O ME
Y H A N
L L
E EK NG P
W
RNI
LEA
A DE
ER-M SON
A CH LES
TE E O
VID
Annotations
I chose Set A as my MOVs for this objective. Attached are some of my
supplemental materials for creating learning environments that nurture and inspire
students to participate, cooperate, and collaborate in lifelong learning. The lesson in
the self-learning module that I found encourages learners to collaborate. By completing
the activities listed in the module, they will be guided not only by their teachers, but
also by their parents and guardians. Learners can benefit from video lessons as well.
My MELC-based video lesson was uploaded to the drive or my YouTube channel or
sent through our group chats. When compared to print materials alone, videos provide
a more engaging sensory experience. Learners get to see and hear the concept being
taught, and they can process it in the same way that they process their daily
interactions.

Annotations
For this objective, I chose Set B as my MOVs. My Classroom Observation Tool
(COT) rating sheet from my synchronous teaching observations of Classroom
Observations 1 and 2 (limited face-to-face) is attached, with indicator 7 highlighted. My
ratings are 7 because I have created learning environments that encourage and inspire
students to participate, cooperate, and collaborate in lifelong learning. Here are some
photos from my observation that show the learners' active participation. My MELC-
based lesson plan employed the collaborative approach, which entails students
working together on small activities or learning tasks in small groups to ensure that
everyone participates. This activity uses the jigsaw and think-pair-share methods, as
demonstrated by my MOVs. Students in the group may work on separate tasks that
contribute to a common overall outcome, or they may collaborate on a shared task.

OBJECTIVE 8
Applied a range of successful

strategies that maintain
learning
environments that motivate
learners to work
productively
by assuming responsibility
for
their own learning
MOVs
Any supplementary material (in print/digital

format) made by the ratee and used in the lesson
delivery that highlights maintaining learning
environment that nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.
Activity sheet/s
One lesson from a self-learning module (SLM)
Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,

Lesson Exemplars, and the likes)
Video lesson
Audio lesson
Other learning materials in print/digital format

(please specify and provide annotations)
V I TY
TI
AC EETS
SH
A R–
MPL E D
E XE A F T
SS ON Y CR
LE CALL
LO
O ME
Y H A N
L L
E EK NG P
W
RNI
LEA
A DE
ER-M SON
A CH LES
TE E O
VID
Annotations
For objective 8, I chose Set A. Various strategies I used in my lesson plan are
highlighted as evidence of this. I used visualization in the form of pictures, audio clips,
and videos to encourage my students to get out of their seats and participate in
classroom experiments. Cooperative learning promotes small group or whole-class
activities that encourage students of varying abilities to collaborate. Furthermore,
inquiry-based instruction is one of the approaches that poses thought-provoking
questions, inspiring your students to think for themselves and become more
independent learners. To ensure that no one falls behind, students are differentiated
based on their abilities. Incorporating technology into your teaching effectively engages
your students, particularly 21st-century learners. Combining these teaching strategies
would help me motivate students to work productively by taking responsibility for their
own learning.

Annotations
For this objective, I chose Set B as my MOVs. My Classroom Observation Tool
(COT) rating sheet from my synchronous teaching observations of Classroom
Observations 1 and 2 (limited face-to-face) is attached, with indicator 7 highlighted. My
ratings are 7 because I applied a range of successful strategies that maintain learning
environment that motivate learners to work productib=vely by assuming responsibility
for their own learning, . Here are some photos from my observation that show the
learners' active participation. My MELC-based lesson plan employed the various
teaching strategies, which motivate the learners to strive more and reach their full
potential. Highlighted are the activities which I employ the strategies in teaching that I
find compelling and effective based on the MELC.

KRA 3
DIVERSITY OF
LEARNERS,
CURRICULUM
AND PLANNING
& ASSESSMENT
AND REPORTING
OBJECTIVE 9
Designed, adapted and

implemented teaching
strategies
that are responsive to
learners
with disabilities, giftedness,
and talents
MOVs

agreement form from



teaching via LAC
E R-
/ I NT FORM
E ET N T
G SH EME
A T IN ARE
R V ER O T1
C
B S ER
O
R -
E
/ INT N T
EET EME
G S H G RE
A TIN VER A COT2
R ER
B S FORM
O
TI ON
F L EC
R RE RF)
C HE M (T
R
TEA FO
TI ON
F L EC
R RE RF)
C HE M (T
R
TEA FO
OBJECTIVE 10
Adapted and used culturally

appropriate teaching
strategies to address
MOVs

agreement form from



teaching via LAC
E R-
/ I NT FORM
E ET N T
G SH EME
A T IN ARE
R V ER O T1
C
B S ER
O
R -
E
/ INT N T
EET EME
G S H G RE
A TIN VER A COT2
R ER
B S FORM
O
TI ON
F L EC
R RE RF)
C HE M (T
R
TEA FO
TI ON
F L EC
R RE RF)
C HE M (T
R
TEA FO
OBJECTIVE 11
Adapted and implemented

learning
programs that ensure
relevance and responsiveness
to the needs of all learners
MOVs
Evaluation of an adapted/
contextualized learning program after
the initial implementation
Progress report on learners under the

adapted/contextualized learning
program after implementation
Accomplishment/completion/technical
report on the implementation of an
adapted/contextualized learning
program
Action plan/activity proposal/ activity

matrix that shows an adapted/
contextualized learning program
NOTE: This program is not
ONLY for Filipino and English
teachers conducting a reading
program. As teachers, we are
encouraged to take action by
doing remediation and
intervention program. You can
attach pictures while
conducting the intervention or
remediation program, your
action and/or work plan, data
gathered and narrative report
as your MOVS.
This is for Sample for MATH as
your guide.
PLEASE DELETE
THIS PAGE PARA
HINDI MASALI SA
PRINTING
T I ON
A
N OT
AN

This objective aims to support student learning through teacher
initiative by implementing a remediation and intervention program.
Students who participate in the program will be determined by the
learning outcome assessment (LOA) per quarter and the number of
SF9 failures. The intervention program will focus on the least mastered
competency (LMC). Teachers can use different strategies depending on
the learning modality, whether limited face-to-face, online or modular
distance learning. This activity was indicated in the action plan, with the
expected outcomes being complete cooperation from parents and
teachers and improved 21st-century mathematics skills. As a
mathematics teacher, I have used my self-created video lessons,
contextualized, and localized learning materials, or the self-learning kit
as their learning materials to catch up with the lesson they find
challenging. Attached are evidence of my efforts in addressing the
academic gaps, needs, and challenges of my students in my subjects.
ACTION PLAN
Programs/ Description Objectives Strategies/ Time Persons Expected
Projects of the Activities Frame Involve Outcomes
Project d

Project MEMES
MEMES stands for The goal of this -Monitoring and -Math proficiency of learners has
Monitoring and project is to raise the Evaluation of the Teachers improved
Evaluating proficiency level of School School Head/
Mathematics learners in -Classroom Principal - The school will be monitored
teaching mathematics based Observation through and evaluated to determine the
Effectiveness for on the results of the online class, LAC most effective school level in
Students Learners Outcome session, or pre- Elementary/Secondary of Math
Assessment (LOA). It recorded video. subject.
will assist teachers in -Provision of
putting what they Technical assistance
have learned during from the Master
webinars into Teacher, School
practice to make Head or Principal.
mathematics more
engaging and
interesting for
students.

Project All Project All Project All Numerates -Conducting of Pre- Teachers -The number of students who
Numerates Numerates is gives learners with test and post test Learners have mastered the basic
about the opportunity to -Orientation on the Parents operations in mathematics has
Mastering the Four master basic Project increased.
Fundamental mathematical -Crafting of localized
Operations in operations. both printed and -To support the project, the school
-Addition digitized instructional will be monitored and evaluated.
-Subtractions materials and activity A narrative accomplishment
-Multiplication sheets report must be submitted.
-Division - Distribution of the
materials to the
parents
-Monitoring and
evaluation

Project -Cooperative Learning
Overcoming Project The goal of this Schemes Principal -The number of students who
DILEMA Overcoming initiative is to help -Peer and Parents Class Adviser have mastered the MELCs has
DILEMA stands for students overcome Tutoring Math Teacher improved.
Overcoming their challenges in -Synchronous and Students
Difficulty solving word asynchronous online -To support the project, the
In problems. This will class school will be monitored and
LEarning assist them in -Modular and LAS evaluated.
MAthematics comprehending the learning A narrative accomplishment
problem and -Video lessons report must be submitted.
determining a designing and
solution. implementation

Teacher-made
Video Lessons
Based on the This innovation will -Video lessons School Head Quality Assured Video Lessons
MELCs, the enable learners learn created by teachers Teacher in Mathematics/ Teacher-made
teacher will the learning -Preparation of a Evaluator video lessons
prepare a video competencies in power point Editor
lesson. The lesson Mathematics by presentation Scriptwriter
must also be supplementing their -Orientation on how
consistent with the needs. The lesson to use the video
Self-Learning can be localized and lesson
Module that is contextualized by the -Weekly Home
used in the school. teacher for the Learning Plan with
students to watch. Searchable Links
and Video URL
-Video lesson
repository

The SKLM is like This initiative aims to Quality Assured Self-Learning
Self-Learning activity sheets and promote independent -Self Learning Kit in Kit in Mathematics
Kit in assessment tools learning where Mathematics created
Mathematics that are helpful in students can actively by Teacher School Head
distance learning. participate in the -Preparation of the Teacher
The features of this printed modular layout and content Writer
SLK are self-paced distance learning at -Orientation and pilot Consultant
and suitable for the comfort of their testing on the proper
independent homes. use of the SLK
learning. -Distribution of the
printed material
-SLK repository
LEARNERS GIVEN REMEDIATION BASED ON LOA
RESULTS
Mathematics
First Quarter, SY 2021-2022
SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN REMEDIATION
RIZAL 56 Conduct an online remedial session (for online 88% of the students
students) or allow them to watch video lessons mastered the lesson
created by the teacher and provide simplified
learning activity sheets based on MELCs that
they least master
BONIFACIO 75 Conduct an online remedial session (for online 85% of the students
they least master
AGUINALDO 33 Conduct an online remedial session (for online 88% of the students
they least master
DEL PILAR 61 Conduct an online remedial session (for online 87% of the students
they least master
LOPEZ JAENA 62 Conduct an online remedial session (for online 87% of the students
they least master
TOTAL 289
LEARNERS GIVEN INTERVENTION BASED ON
NUMBER OF FAILURES FROM SF9
Mathematics
First Quarter, SY 2021-2022
SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN REMEDIATION
RIZAL
Conduct an online remedial session (for online
students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
17
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
BONIFACIO
18
internet access
AGUINALDO
10
internet access
DEL PILAR
20
internet access
LOPEZ JAENA
13
internet access
TOTAL 77
I VE
R AT
AR R T
N P O
RE
During the coronavirus pandemic, teachers were forced to adapt their

traditional teaching methods for classes that now occasionally take place
online. Teachers are reducing learning standards, ditching answer-getting
tests, and supplementing instruction with math games and apps. They're also
reaching out to parents for help and looking for new ways to engage students
through screens. During this online summit, readers will have the opportunity
to ask questions about how COVID-19 has affected math achievement,
instruction, assessment, and engagement. It is true that learning mathematics
at home is extremely difficult. However, modular distance learning is the
modality used in our school, but we have begun online learning for those
students who are capable and have a gadget and an internet connection at
home. As a result, I find it difficult to reach out to my students and provide
them with the necessary support and intervention from my subject.

Learners who will undergo remediation were identified based on the
results of their learning outcome assessment (LOA) on their initial grade of
their written work and performance task scores. Based on the data, many of
them require intervention. I strategize by dividing them into groups. Group A
will be made up of online students, while Group B will be made up of modular
students. As a result, I must plan two different strategies for reaching out to
them as effectively as possible with the support of their parents and
guardians. I will conduct an online remedial session (for online students) or
allow them to watch video lessons created by me for Group A. On the other
hand, Group B will be given simplified learning activity sheets during the
distribution of modules. At the same time, those who cannot be contacted will
be scheduled for home visitation. I monitor my learners once a week as I take
record of their scores and improvement in my class. The outcome of the
assessment was good. Eighty-seven percent of the 289 students mastered
the lesson or a total of 251. Looking on the learners given intervention based
on the number of failures from SF9, all of them passed the subject. Based on
the hypothesis testing comparing their pre-test and post test scores, there is
a significant difference between their scores in their pretest and posttest.
Thus, I could say that the intervention is effective.

Finally, the academic success of our students is entirely in our hands.
Of course, this would only be possible with the full cooperation and support of
all stakeholders. Even a small effort will mean a lot to them, and you will be
able to make a difference in their lives.
O RT
R EP
E SS TED/ D
O GR DAP LIZE M
PR ON A TUA R A
EX PRO G
N T
CO NING
A R
L E
F AN
M O ZED
O R L I
F A
U M
O N XT
U ATI ONTE OGRA
L C R
EVA TED/ NG P
D A P RNI
A LEA
O RT
R EP
E SS TED/ D
O GR DAP LIZE M
PR ON A TUA R A
EX PRO G
N T
CO NING
A R
L E
O RT
R EP ZED
E N T U A LI
H M XT M
LIS T E R A
O MP / CON ROG
C P
AC PTED ING
A N
AD LEAR
O RT
R EP ZED
E N T U A LI
H M XT M
LIS T E R A
O MP / CON ROG
C P
AC PTED ING
A N
AD LEAR
O RT
R EP ZED
E N T U A LI
H M XT M
LIS T E R A
O MP / CON ROG
C P
AC PTED ING
A N
AD LEAR
O N ED
N IZ
PLA U A L
IT Y EXT AM
TIV N T O GR
A C O
D /C PR
PTE NING
A
AD LEAR
O N D
IX IZE
ATR UAL
IT Y M TEXT AM
C TI V C O N R O G R
A D / P
T E N G
D AP A RNI
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OBJECTIVE 12
Utilized assessment data to

inform
the modification of teaching
and learning practices and
programs
MOVs
A list of identified least/most mastered

skills based on the frequency of
errors/correct responses with any of the
following supporting MOV
Accomplishment report for

remedial/enhancement activities(e.g.
remedial sessions, Summer Reading
Camp, Phil-IRI based reading program)
Intervention material used for remediation/

reinforcement/enhancement
Lesson plan/activity log for

remediation/enhancement utilizing of
assessment data to modify teaching and
learning practices or programs
NOTE: Same MOVs in
Objective 11. Please
include your e-class
record. Cover the name
of the learners. Show
how you identify the
least mastered skills
using e-Class record
PLEASE DELETE
THIS PAGE PARA
HINDI MASALI SA
PRINTING
EXAMPLE:
Written Works

WW1 WW2 WW3 WW4 WW5
Total
number 10 8 10 10 5
of items
Average 8.42 6.30 7.55 5.95 2.75

Score
Percent
age of 84.20% 78.75% 75.55% 59.50% 55.00%
Mastery
Formula:
Average score = sum of all scores/ total number of
students
Percentage of Mastery = average score/number of
items*100 percent
*Topics for written work #4 and #5 will be the

coverage of the intervention program

T
POR
T RE
MEN IAL
PLIS EMED
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AC FO
T
POR
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MEN IAL
PLIS EMED
C OM R R
AC FO
ORT
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ENT ENT
L ISM NCEM
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A
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M AT
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VEN
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IN G
Z
ILI TA
T
U DA
N
PLA E NT
SON SSM
LES ASSE
OF
IN G
Z
ILI TA
T
U DA
N
PLA E NT
SON SSM
LES ASSE
OF
F OR G
L OG ILIZIN
IT Y UT DATA
T IV N
AC IATIO MENT
M ED ESS
RE ASS
OF
F OR G
L OG ILIZIN
IT Y UT DATA
T IV N
AC IATIO MENT
M ED ESS
RE ASS
OF
F OR G
L OG ILIZIN
IT Y UT DATA
T IV N
AC IATIO MENT
M ED ESS
RE ASS
OF
F OR G
L OG ILIZIN
IT Y UT DATA
T IV N
AC IATIO MENT
M ED ESS
RE ASS
OF
IT Y
TIV
T AC
M EN OF A
N CE ZING DAT
N HA TILI ENT
E U M
E SS
S
AS
KRA 4
COMMUNITY
LINKAGES AND
PROFESSIONAL
ENGAGEMENT &
PERSONAL
GROWTH AND
PROFESSIONAL
DEVELOPMENT
OBJECTIVE 13
Maintained learning
environments
That are responsive to
community contexts
MOVs
Accomplishment report of a program/

project/activity that maintains a learning
environment
Program/Project/Activity plan on
maintaining a learning environment
Minutes of a consultative meeting/

community stakeholders meeting about a
program/project/activity that maintains a
learning environment with proof of
attendance
Communication letter about a

program/project/activity that maintains a
learning environment
ENT
ISHM
MPL RT
C CO EPO
A R
ENT
ISHM
MPL RT
C CO EPO
A R
ANNOTATIONS

As you can see, I took my class outside of the school to visit my students and
give them instructions and lessons. As a result of this, I've been able to create and
sustain learning environments that are responsive to community contexts. This is
part of my initiative to conduct a remediation program as part of my "Project _____"
to improve my learners' academic performance and skills. In addition, I have
attached screenshots of communication to parents seeking permission to conduct
the activity, which was approved by my principal or school head.
T /
J EC
/PRO
R AM VITY
R OG ACTI
P
T /
J EC
/PRO
R AM VITY
R OG ACTI
P
T /
J EC
/PRO
R AM VITY
R OG ACTI
P
S OF
U TE TING
MIN MEE
E
TH
S OF
U TE TING
MIN MEE
E
TH
OBJECTIVE 14
Reviewed regularly personal

teaching practice using
existing
laws and regulations that
apply
to the teaching profession
and the responsibilities
specified in the
Code of Ethics for
Professional Teachers
MOVs
Annotated video/audio recording of one’s

teaching that shows impact of regularly
reviewing one’s teaching practice/s
Annotated teaching materials that shows

impact of regularly reviewing one’s
teaching practice/s
Lesson plan
Activity sheet
Assessment materials
Others (Please specify)
Personal reflection
A DE
ER-M SON
A CH LES
TE E O
VID
Annotations
N
PLA
S O N
LE S
Annotations
N
PLA
S O N
LE S
Annotations
I V ITY
T
AC EETS
SH
Annotations
ENT
E S SM
ASS TOOL
Annotations
ENT
E S SM
ASS TOOL
Annotations
NS
TIO
OTA
NN
A
Annotations
To demonstrate the impact of my regular review of
my personal teaching practice using existing laws
and regulations as evidence for Objective 14, I have
attached pictures as MOVs showing that as part of
my routine, I started my class with a prayer, as
stated in Section 4, Article 11 of the Code of Ethics
for Professional Teachers. This states that a teacher
should always acknowledge the Almighty God as
the guide of your own and the nation's destinies. I
always presented the grading rubric to students to
know what was expected of them. According to
Section 1, Article VIII of the Code of Ethics, it was
generally accepted evaluation and assessment
procedures. A copy of my e-class record is evidence
of adhering to generally accepted practices for the
academic mark and promoting learners in the
subject that I handle, as stated in the same Article of
the Code of Ethics for Professional Teachers.
N S
TIO
EC
EFL
R
A code of ethics can assist teachers in creating a

safe, productive, and positive learning environment
throughout their teaching career. Teachers are expected to
maintain high expectations to help all students reach their
full potential through meaningful and inclusive participation
in the classroom, school, and community. The Ethical
Principles promote good relationships between teachers,
students, and parents when making educational decisions.
Furthermore, through this relationship between students,
parents, and teachers, all parties can improve teaching
and learning activities and resources, thereby improving
the outcome of the individual's education.

Furthermore, the Code of Ethics encourages
teachers to use current data and professional knowledge
to improve classroom teaching and learning activities.
Professional development and continuing education allow
teachers to stay up to date on new trends and current
information, giving their all to each student.

Suffice it to say; I intend to pursue my dream of
running and owning a school. Through the government
curriculum, a school focuses on spiritual value and social
awareness in society. Later, this school is expected to
produce students who are intelligent on the outside and
spiritually mature. I'll go ahead and do it and see what
happens.
OBJECTIVE 15
Complied with and

implemented
school policies and
procedures
consistently to foster
harmonious relationships
with learners, parents, and
other stakeholders
MOVs
Proof of participation/involvement in a
school- community partnership for the
implementation of a school
policy/procedure (e.g. certificate as
committee member, narrative report)
Minutes of parent-teacher
conference/stakeholder’s meeting about
an implemented school policy/procedure
with proof of attendance
Communication letter about an

implemented school policy/procedure
sent to parent/guardian
E OF
I C AT ON
RT IF ATI
CE TICIP
PAR
TE E
I T
O MM
A SC
AT E E R
B
T IFIC MEM
CER
I V E
RRAT T
NA EPOR
R
E
F TH
S O
TE N G
N U T I
MI MEE
F OF E
O O C
P N D AN
R
E
ATT
TI ON
I CA
MU N ER
M E TT
CO L
I O N
ET
PL
M
F CO NING
E O A I
T
A SE T R
F I C
E RTI OU R
C IN C
NS
TIO
OTA
NN
A
Annotations
Attached are pictures of participation and proof of
attendance in a school-community partnership to
exemplify that I could sustain engagement with
learners, parents/guardians, and other stakeholders
regarding school policies and procedures through
school and community partnership/s. These images
depict our collaboration with the students and other
external stakeholders. The Local Government Unit,
with the help of the Division Office, provided
smartphones and tablets to our students to help
them with their distance learning. The officers of the
PTA also show their full support and cooperation. I
served as the master of ceremonies and was a
member of the committee that helped organize the
program.
OBJECTIVE 16
Applied a personal
philosophy of teaching that
is learner-centered
MOVs
One (1) lesson plan with annotations

identifying the research based
knowledge and/or principles of
teaching and learning used as bases
for planning/designing the lesson
S O N
L ES
P L E
A M A N
S P L
ANNOTATIONS

In this objective, my sample lesson plan or exemplar demonstrates the
application of learner-centred personal teaching philosophy. It was highlighted in the
plan's reflection, which plays an essential role in teaching and learning. I considered
the CAP when developing my learning objectives based on the MELC, which stands
for the Cognitive, Affective, Psychomotor domain. Learning is defined as a change in
behavior. The reflection section should prompt students to consider their overall
performance. They had impressions and feelings. They may also mention something
that surprised them or caused them to pause.
IO N
CT
LE
REF
My Teaching Philosophy

My philosophy of teaching is based on the belief that a teacher
knows and understands his/her students well. I believe that students actively
construct and transform their own knowledge based on learnings and
experiences. I firmly agree that not everyone fits the mold thus, student must
be given differentiated activities and every opportunity to learn in different ways
and in different pace. As a teacher, I believe that it is my responsibility to
effectively diagnose student’s interest, abilities, and prior knowledge. Then,
considering these I must devise learning activities that will both challenge and
enable each learner to think and progress.

With this philosophy, I must be aware of motivation and creative
way of teaching and the effects of social interactions on learning. When it
comes to learning theories, combining all of them, such as cognitivism,
behaviorism, and reconstructionism, will lead to cooperative learning. Because
I want all my students to achieve good grades, I give them the possible
intervention and appropriate teaching strategy to cope with the least mastered
competencies in my subject. To ensure that no students will be left behind,
monitoring, and assessing students’ learning and progress must be done
regularly. Because I understand that most of learning occurs through social
interaction, I plan learning so that students collaborate and cooperate
constructively with one another majority of class time.

Teachers create and develop materials that are contextualized,
localized, and suited with the needs of the learners. Different learning
approaches and strategies like the 2C2I1R are incorporated in the lesson plan
or exemplar to achieve the learning standards and learning competencies of
the students. I use my knowledge of the discipline to expose my students to
modes of critical thinking, encouraging to analyze, apply, synthesize, and
evaluate all they read and hear based on the revised bloom’s taxonomy of
Anderson. There are various activities that will help the learners to develop
their 21st century skills in critical thinking, problem solving and decision making,
collaboration, and creativity. The teacher must act as a facilitator for learning in
every activity to be implemented provided the criteria or scoring rubric. As a
teacher, you should know how to apply the new trends in your teaching
strategies by considering the likes and dislikes of the students to actively
involved and participate in the teaching and learning process. You should love
your subject and know how to make them come alive from your students. A
teacher does not only teach but inspires as well. Moreover, he or she must be
flexible, adaptive, and innovative with the changes and challenges in education
to suffice the needs of the learners
IO N
CT
LE
REF
All teaching aids and learning materials are the spices of teaching. We
are tested through times when we’re challenged of different situation and
scenario just like this trying times. There were teachers who are not totally
computer literate. But, through extensive trainings and webinars, they are
equipped with new knowledge and skills that they can apply in teaching.
OBJECTIVE 17
Adopted practices that

uphold the dignity of
teaching as a profession
by exhibiting qualities
such as
caring attitude, respect,
and integrity.
MOVs
Documented feedback from superiors, colleagues,

learners, parents/guardians, or other stakeholders
directly reflecting the ratee’s good practices that
uphold the dignity of teaching as a profession
Annotated evidence of practice indirectly linking to

the upholding of dignity of teaching as profession
by exhibiting qualities such as caring attitude,
respect and integrity.
Screenshot of text messages/ chat/email or any form

of communication with parents/guardians or learners
(name or any identifies removed)
Remarks from mentor/master teachers/school head

about one’s qualities (e.g. entries in
Performance Monitoring and Coaching Form
(PMCF) or Mid-year Review Form
Recognition form the school/school community

about one’s qualities
N T ED
M E K
O CU BAC
D D
F EE
F O F ON
O TI
PRO NICA
M MU
CO
F O F ON
O TI
PRO NICA
M MU
CO
RIN G
I TO
M ON ORM
N CE NG F
RMA ACHI
E RFO CO
P AN D
E AR
I D -Y ORM
M WF
V IE
RE
E OF
I CAT ON
RT IF I TI
CE COG N
RE
S
T I ON
N OTA
AN
To prove that I met Objective 17 by adopting

practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as a caring
attitude, respect, and integrity, I humbly solicited
feedback from various school stakeholders such as
my school head or principal, parents, and students.
These are my demonstrations of how I
wholeheartedly carry out my responsibilities as a
teacher.

OBJECTIVE 18
Set professional
development
goals based on the
Philippine Professional
Standards
for Teachers
MOVs
Updated IPCRF-DP from Phase II
Mid-year Review Form (MRF)
IPCRF-DP
Certification from the ICT Coordinator/

School Head/Focal Person in charge of e-SAT
F - DP
I PCR II
TE D AS E
A PH
UPD ROM
F
IE W
E V
A R R RF)
D - YE (M
I
M FOR M
P
RF- D
IPC
IO N
AT
T I FI C T
CER E-SA
S
T I ON
N OTA
AN
In objective 18, all attachments will serve as my

evidence in proving that I set professional
development goals based on the Philippine
Professional Standards for Teachers. Attached
here is my accomplished developmental plan,
midyear review form, IPCRF developmental plan
and certificate of e-Sat accomplishment. As I have
reviewed all these documents, I found out that
there is always room for improvement. These
weaknesses will help me to be a better teacher. I
must go over the plan that I made to achieve the
learning objectives that I have set for the
functional and Core Behavioral competencies. All
the feedback from the superiors will take it
positively and constructively to improve my
teaching and best practices.
KRA 5
PLUS FACTOR
OBJECTIVE 19
Performed various related

works/activities that
contribute
to the teaching-learning
process
(Plus Factor)
MOVs
Committee involvement
Advisorship of co-curricular activities
Involvement as module/ learning material writer
Involvement as module/learning material validator
Participation in the RO/SDO/school- initiated TV-/radio-

based instruction
Book or journal authorship/contributorship
Coordinatorship/chairpersonship
Coaching and mentoring learners in competitions
Mentoring pre-service teachers
Participation in demonstration teaching
Participation as research presenter in a forum/

conference
Others (please specify and provide annotations)

T E E
MI T E NT
M
CO LVEM
O
INV
O F I E S
P T
RSHI CTIVI
V IS O A R A
AD CUL
RRI
O -C U
C
H I P
RS
TO
I NA
O RD
CO
I N G/
TOR IONS
MEN T I T
I N G MPE
A CH S CO
CO NER
R
LEA
I N G E RS
TOR ACH
N E
ME ICE T
S E RV
-
PRE
N IN
AT IO NG
I CIP CHI
T A
PAR O TE
M
DE
RCE G
S O U IN
E RK
S A R HMA S
ED A BENC TICE
V C
SE R E R I N PR A
E A K
B E ST
SP OF
RCE G
S O U IN
E RK
S A R HMA S
ED A BENC TICE
V C
SE R E R I N PR A
E A K
B E ST
SP OF
D IN G
S TA N S/
O UT ENT RD
H ER VEM AWA
OT CHIE IOUS
A OR
RI T
ME
D IN G
S TA N S/
O UT ENT RD
H ER VEM AWA
OT CHIE IOUS
A OR
RI T
ME
S
T I ON
N OTA
AN
In this objective, I've attached all of the

certificates I've received throughout the
school year 2021-2022, during which I've
done various related work/activities that
contribute to the teaching-learning
process. These endeavors will help me in
my personal and professional
development. Every year, I learn so much
from webinars, write shops, competitions,
teaching, and my experiences. My
contribution will impact the institution
because I have served and will do my
best in every activity that I will undertake.
As a result, I am confident that the
evidence I have presented will satisfy the
criteria for this indicator.

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Republic of the Philippines

TYPE THE NAME OF YOUR

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

One (1) lesson plan with annotations

Here is an example of a lesson plan or lesson exemplar in which I used research-

Displayed Proficient use of

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Used effective verbal and

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Established safe and secure

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Any supplementary material (in print/digital

One lesson from a self-learning module (SLM)

Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,

Other learning materials in print/digital format

Applied a range of successful

Any supplementary material (in print/digital

One lesson from a self-learning module (SLM)

Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,

Other learning materials in print/digital format

Designed, adapted and

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Adapted and used culturally

Classroom Observation Tool (COT)

an online observation of online

if option 1 is not possible, an

if options 1 and 2 are not possible, an

Adapted and implemented

Progress report on learners under the

Action plan/activity proposal/ activity

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

During the coronavirus pandemic, teachers were forced to adapt their

Utilized assessment data to

A list of identified least/most mastered

Accomplishment report for

Intervention material used for remediation/

Lesson plan/activity log for

Average 8.42 6.30 7.55 5.95 2.75

*Topics for written work #4 and #5 will be the

Accomplishment report of a program/