Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: JUAN A. DELA CRUZ Position: Teacher I

School: Mintal Comprehensive High School Salary Grade: SG-11, Step 1
District: Cluster 6 Effectivity Date: June 5, 2015
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Bachelor of Secondary Education
Education or Bachelor's degree plus 18 units in Education
Experience None Required 12 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 September 25, 2014
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: JUAN A. DELA CRUZ Position: Teacher I

School: Mintal Comprehensive High School Salary Grade: SG-11, Step 1
District: Cluster 6 Effectivity Date: June 5, 2015
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
//SGOD-gpm©2018 Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
1. Applied Showed Showed Showed Showed No Showed

knowledge of knowledge of knowledge of knowledge of knowledge of acceptabl knowledge
content within content and its content and its content and content and e of content
and across integration integration its integration its integration evidence and its
curriculum within and within and within and within and was integration
teaching areas. across subject across subject across subject across shown within and
areas as areas as areas as subject areas across
shown in shown in shown in as shown in subject
MOV1 with a MOV1 with a MOV1 with a MOV1 with a areas as
rating of 7 rating of 6 rating of 5 rating of 4 shown in
MOV1 with
Quality 5
a rating of
7
May 2018
to April 7.5%
2019
content within
and across
curriculum
teaching areas.
TO BE FILLE
EVAL
May 2018 WEIGHT

Very ACTUAL
to April
OBJECTIVES TIMELINE 7.5%
PER Outstanding Satisfactory Unsatisfact
2019 KRA (5) (3) ory (2)
(4)
Submitted at Submitted at Submitted at Submitted No Submitted

least 4 least 3 least 2 any 1 the acceptabl 1 of the
leassons leassons leassons given MOV e given MOV
using MOV 1 using MOV 1 using MOV 1 evidence
and supported and supported and supported was
by any 1of the by any 1of the by any 1of the shown
Efficiency other given other given other given 3
MOV MOV MOV
Timeliness
2. Used a range of Facilitated Facilitated Facilitated Facilitated No Facilitated

teaching using different using different using different using acceptabl using
strategies that teaching teaching teaching different e different
enhance learner strategies that strategies that strategies that teaching evidence teaching
achievement in promote promote promote strategies was strategies
literacy and reading, reading, reading, that promote shown that
numeracy skills. writing and/or writing and/or writing and/or reading, promote
numeracy numeracy numeracy writing and/or reading,
skills as skills as skills as numeracy writing
shown in MOV shown in MOV shown in skills as and/or
1 with a rating 1 with a rating MOV 1 with a shown in numeracy
Quality of 7 of 6 rating of 5 MOV 1 with a skills as 4
rating of 4 shown in
MOV 1 with
a rating of
6
May 2018
to April 7.5%
2019
enhance learner
achievement in
literacy and
numeracy skills.
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
May 2018 (4)
to April 7.5%
2019
Submitted at Submitted at Submitted at Submitted 1 No Submitted
least 4 least 3 least 2 learner- acceptabl 2 learner-
learner- learner- learner- centered e centered
centered centered centered lesson as evidence lessons as
lessons as lessons as lessons as evidently was shown in
shown in MOV shown in MOV shown in shown in any shown MOV 1 and
1 and 1 and MOV 1 and 1 of the given supported
supported by supported by supported by MOV by any 1 of
any 1 of the any 1 of the any 1 of the the other
other MOV other MOV other MOV MOV given
Efficiency 3
given given given
Timeliness
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
3. Applied a range Used different Used different Used different Used No

of teaching teaching teaching teaching different acceptabl
strategies to strategies that strategies that strategies that teaching e
develop critical develop develop develop strategies evidence
and creative critical and critical and critical and that develop was
thinkling, as well creative creative creative critical and shown
as other higher- thinking thinking thinking creative Used
order thinking and/or other and/or other and/or other thinking different
skills. HOTS as HOTS as HOTS as and/or other teaching
shown in MOV shown in MOV shown in HOTS as strategies
1 with a rating 1 with a rating MOV 1 with a shown in that
of 7 of 6 rating of 5 MOV 1 with a develop
rating of 4 critical and
creative
Quality 5
thinking
and/or
other
HOTS as
shown in
MOV 1 with
a rating of
May 2018 7
to April 7.5%
2019
skills.
TO BE FILLE
EVAL
May 2018 PERFORMANCE INDICATORS RATING
to April 7.5%
2019 WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
Submitted at Submitted at Submitted at Submitted 1 No

least 4 least 3 least 2 lesson as acceptabl
lessons as lessons as lessons as evidenced by e
evidenced by evidenced by evidenced by any 1 of the evidence
MOV 1 and MOV 1 and MOV 1 and given MOV was
supported by supported by supported by shown
any 1 of the any 1 of the any 1 of the
Efficiency other given other given other given 3
MOV MOV MOV
Timeliness
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
4. Managed Used Used Used Used No Used

classroom classroom classroom classroom classroom acceptabl classroom
structure to management management management management e manageme
engage strategies that strategies that strategies that strategies evidence nt
learners, engage engage engage that engage was strategies
individually or in learners in learners in learners in learners in shown that
groups, in activities/tasks activities/tasks activities/task activities/task engage
meaningful as shown in as shown in s as shown in s as shown in learners in
explanation, MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a activities/ta
discovery and rating of 7 rating of 6 rating of 5 rating of 4 sks as
hands-on shown in
activities within MOV 1 with
a range of a rating of
Quality 5
physical 7
learning
environments.
May 2018
to April 7.5%
2019
groups, in
meaningful
explanation,
discovery and
hands-on
activities within
a range ofC. PAGASI-AN
RENALYN Name of Rater: MIRASOL O. FABUNA
physical
learning HIGH SCHOOL OF AGRICULTURE
MARILOG Date of Review: October 2018
environments.
TO BE FILLE
EVAL
May 2018
to April 7.5%
2019
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
Submitted at Submitted 3 Submitted 2 Submitted 1 No Submitted

least 4 lessons lessons lesson acceptabl 2 lessons
lessons supported by supported by supported by e supported
supported by MOV 1 and MOV 1 and any of the evidence by MOV 1
MOV 1 and any 1 of the any 1 of the acceptable was and any 1
any 1 of the other other MOV shown of the other
Efficiency other acceptable acceptable acceptable 3
acceptable MOV MOV MOV
MOV
Timeliness
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
5. Managed Applied Applied Applied Applied No

learner behavior teacher teacher teacher teacher acceptabl
constructively management management management management e
by applying strategies of strategies of strategies of strategies of evidence
positive and learner learner learner learner was
non-violent behavior that behavior that behavior that behavior that shown
discipline to promote promote promote promote Applied
ensure learning- positive and positive and positive and positive and teacher
focused non-violent non-violent non-violent non-violent manageme
environments. discipline as discipline as discipline as discipline as nt
shown in MOV shown in MOV shown in shown in strategies
submitted with submitted with MOV MOV of learner
a rating of 7 a rating of 6 submitted with submitted behavior
a rating of 5 with a rating that
of 4 promote
Quality 5
positive
and non-
violent
discipline
May 2018 as shown
to April 7.5% in MOV
2019 submitted
with a
rating of 7
environments.
May 2018 to April
May2019
2018
to April 7.5%
2019 TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
Submitted at Submitted at Submitted at Submitted No

least 4 of the least 3 of the least 2 of the any 1 of the acceptabl
given given given given e
strategies as strategies as strategies as strategies as evidence
Efficiency observed in at observed in 3 observed in 2 observed in was 3
least 4 lessons lessons only 1 lesson shown
lessons
Timeliness
6. Used Applied Applied Applied Applied No
differentiated, differentiated differentiated differentiated differentiated acceptabl
developmentally teaching teaching teaching teaching e
appropriate strategies to strategies to strategies to strategies to evidence
learning address address address address shown
experiencce to learner learner learner learner
address diversity as diversity as diversity as diversity as
learner's shown in MOV shown in MOV shown in shown in
gender, needs, 1 with a rating 1 with a rating MOV 1 with a MOV 1 with a
strengths, of 7 of 6 rating of 5 rating of 4
interests and
experiences. Quality 4
May 2018
to April 7.5%
2019
appropriate
learning
experiencce to
address
learner's
gender, needs, INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
strengths,
interests and
experiences.
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
May 2018 Submitted at Submitted at Submitted at Submitted No

to April 7.5% least 4 least 3 least 2 any 1 acceptabl
2019 differentiated differentiated differentiated differentiated e
teaching teaching teaching teaching evidence
strategies in at strategies in at strategies in strategy in shown
least 2 least 2 at least 2 only 1 lesson
leassons as lessons as lessons as as evidently No
evidenced by evidenced by evidenced by shown in any acceptabl
MOV 1 and MOV 1 and MOV 1 and 1 of the e
supported by supported by supported by acceptable evidence
any 1 of the any 1 of the any 1 of the MOV was
other other other shown
Efficiency acceptable acceptable acceptable 3
MOV MOV MOV
Timeliness
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
7. Planned, Planned and Planned and Planned and Planned and No

managed and implemented implemented implemented implemented acceptabl
implemented developmental developmental developmenta development e
developmentally ly sequenced ly sequenced lly sequenced ally evidence
sequenced teaching and teaching and teaching and sequenced was
teaching and learning learning learning teaching and shown
learning process as process as process as learning
processes to shown in MOV shown in MOV shown in process as
meet curriculum 1 with a rating 1 with a rating MOV 1 with a shown in
requirements of 7 of 6 rating of 5 MOV 1 with a
and varied rating of 4
teaching
contexts. Quality 4
May 2018
to April 7.5%
2019
learning
processes to
meet curriculum
requirements
and varied INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
teaching
RENALYN
contexts. C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
May 2018
Submitted at Submitted 3 Submitted 2 Submitted 1 No
to April 7.5%
least 4 developmental developmenta development acceptabl
2019
developmental ly sequenced lly sequenced ally e
ly sequenced teaching and teaching and sequenced evidence
teaching and learning learning teaching and was
learning process as process as learning shown
process as evidently evidently process as
evidently shown in MOV shown in evidently
shown in MOV 1 and MOV 1 and shown in any
1 and supported by supported by 1 of the given
supported by any 1 of the any 1 of the MOV
any 1 of the other given other given
other given MOV MOV
Efficiency MOV 3
Timeliness
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
8. Participated in Consistently Frequently Occasionally Rarely No

collegial participated in participated in participated in participated acceptabl
discussions that LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ in e
use teacher and meetings to meetings to meetings to LACs/FGDs/ evidence
learner discuss discuss discuss meetings to was
feedback to teacher/learne teacher/learne teacher/learne discuss shown
enrich teaching r feedback to r feedback to r feedback to teacher/learn
practice. enrich enrich enrich er feedback
instruction as instruction as instruction as to enrich
shown in the shown in the shown in the instruction as
MOV MOV MOV shown in the
submitted submitted submitted MOV
Quality submitted 5
May 2018
to April 7.5%
2019
Participated in Participated in Participated in Participated No

at least 4 3 LACs/FGDs/ 2 1 LAC/FGD/ acceptabl
Efficiency LACs/ meetings as LACs/FGDs/ meeting as e 3
FGDs/meeting evidently meetings as evidently evidence
s as evidently shown in any evidently shown in any was
shown in any 1 of the given shown in any 1 of the given shown
Timeliness 1 of the given MOV 1 of the given MOV
MOV MOV
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
9. Selected, Developed Developed Developed Developed No

developed, and used and used and used and used acceptabl
organized, and varied varied varied varied e
used Quality teaching and teaching and teaching and teaching and evidence 5
appropriate learning learning learning learning was
teaching and resources resources resources resources shown
learning including ICT, including ICT, including ICT, including ICT,
resources, to address at to
Submitted address 3 to
Submitted address 2
Submitted to address No
Submitted
including ICT, to May 2018 learning goals learning
least 4 varied varied goals learning
varied goals learning
any teaching acceptabl
address to April 7.5% as shownand
teaching in teaching
as shownand in teaching
as shownand in goalslearning
and as e
learning goals. 2019 MOV 1 with a learning
learning MOV 1 with a learning
MOV 1 with a shown in
resource evidence
Efficiency 4
rating of 7
resources rating of 8
resources rating of 5
resources MOV 1 with
including a was
ICT,
including ICT, including ICT, including ICT, rating of 4
as evidently shown
as evidently as evidently as evidently shown in any
shown in MOV shown in MOV shown in of the
1 and 1 and MOV 1 and acceptable
Timeliness supported by supported by supported by MOV
any 1 of the any 1 of the any 1 of the
acceptable acceptable acceptable
MOV MOV MOV
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
0.Designed, Designed, Designed, Designed, Designed, No

selected, selected, selected, selected, selected, acceptabl
organized and organized and organized and organized and organized e
used diagnostic, used used used and used evidence
formative and diagnostic, diagnostic, diagnostic, diagnostic, was
summative formative and formative and formative and formative and shown
assessment summative summative summative summative
strategies assessment assessment assessment assessment
consistent with strategies strategies strategies strategies
curriculum consistent consistent consistent consistent
requirements. with with with with
curriculum curriculum curriculum curriculum
requirements requirements requirements requirements
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Quality 5
May 2018
to April 7.5%
2019
RENALYN C. PAGASI-AN
May 2018 Name of Rater: MIRASOL O. FABUNA
SST I to April 7.5% Position: PRINCIPAL I
MARILOG HIGH SCHOOL
2019 OF AGRICULTURE Date of Review: October 2018
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 varied varied varied assessment acceptabl
assessment assessment assessment tool as e
Efficiency 4
tools as tools as tools as evidently evidence
evidently evidently evidently shown in any was
shown in any shown in any shown in any of the shown
Timeliness 1 of the 1 of the 1 of the acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV
1.Monitored and Consistently Frequently Occasionally Rarely No

evaluated monitored and monitored and monitored and monitored acceptabl
learner progress evaluated evaluated evaluated and e
and Quality learner learner learner evaluated evidence 5
achievement progress and progress and progress and learner was
using learner achievement achievement achievement progress and shown
attainment data. using learner
Submitted a using learner
Submitted a using learner
Submitted a achievement
Submitted 1 No
attainment
combination of combination of combination using
attainment attainment learner
acceptable acceptabl
data as shown data
at least 4 of 3 of theas shown data as
of 2 of the attainment
MOV e
in
theMOV
acceptable in MOV
acceptable shown in
acceptable data as evidence
submitted
MOV submitted
MOV MOV
MOV shown in was
submitted MOV shown
May 2018 Efficiency 4
submitted
to April 7.5%
2019
Submitted Submitted Submitted Submitted No

MOV were MOV were MOV were MOV was acceptabl
distributed distributed distributed completed in e
across 4 across 3 across 2 only 1 evidence
Timeliness quarters quarters quarters quarter was 5
shown
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
2.Communicated Consistently Frequently Occasionally Rarely No

promptly and showed showed showed showed acceptabl
clearly the prompt and prompt and prompt and prompt and e
learner's needs, clear clear clear clear evidence
progress and communicatio communicatio communicatio communicati was
achievement to n of the n of the n of the on of the shown
key learner's learner's learner's learner's
stakeholders, needs, needs, needs, needs,
including progress and progress and progress and progress and
parents/ Quality achievement achievement achievement achievement 5
guardians to key to key to key to key
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
submitted submitted submitted submitted
May 2018
to April 7.5% Submitted a Submitted a Submitted a Submitted No
2019 combination of combination of combination any 1 of the acceptabl
at least 4 of 3 of the of 2 of the given MOV e
the acceptable acceptable acceptable evidence
MOV MOV MOV was
Efficiency shown 5
Submitted Submitted Submitted Submitted No

MOV were MOV were MOV were MOV was acceptabl
distributed distributed distributed completed in e
across 4 across 3 across 2 only 1 evidence
Timeliness quarters quarters quarters quarter was 4
shown
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
3.Performed Consistently Frequently Occasionally Rarely No

various related performed performed performed performed acceptabl
works/activities various various various various e
that contribute related related related related evidence
to the teaching- works/activitie works/activitie works/activitie works/activiti was
learning process s that s that s that es that shown
contribute to contribute to contribute to contribute to
the teaching- the teaching- the teaching- the teaching-
learning learning learning learning
process as process as process as process as
Quality shown in the shown in the shown in the shown in the 5
MOV MOV MOV MOV
submitted submitted submitted submitted
May 2018
to April 10%
2019
Submitted at Submitted 3 Submitted 2 Submitted No

least 4 different kinds different kinds any 1 of the acceptabl
different kinds of acceptable of acceptable acceptable e
of acceptable MOV MOV MOV evidence
Efficiency MOV was 5
shown
Timeliness
RATING FOR OVERALL ACCOMPLISHMEN

100%
DESCRIPTI
LEGEND:
Rater: 4.5 - 5.00
TO BE FILLE
EVAL
WEIGHT
Very ACTUAL
KRA (5) (3) ory (2)
(4)
3.5 - 4.499
NALYN C. PAGASI-AN MIRASOL O. FABUNA 2.5 - 3.499
SST I PRINCIPAL I 1.5 - 2.499
Approving Authority:
RAUL A. CABILOGAN
CLUSTER 8 HEAD/PRINCIPAL I
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
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 integration within integration within integration within evidence
across curricuoum knowledge of content within and across subject
AND and across subject and across subject and across subject and across subject was shown
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 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 No
content and its integration in other subject leassons using MOV leassons using MOV leassons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
areas
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 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with 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 No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 the given 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
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
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 other HOTS as
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating 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 evidenced by MOV evidenced by MOV any 1 of the given evidence
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
given MOV given MOV given MOV
demonstration teaching
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
learners, individually managing classroom structure that engages
AND DIVERSITY 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 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments. 3. Others (Please specify and provide Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
annotations) 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 evidence
Efficiency of the other other acceptable other acceptable MOV was shown
acceptable MOV MOV MOV
Timeliness
Satisfactory
(5) (3) (2) (1)
(4)
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
constructively by teacher management of learner behavior using
AND DIVERSITY behavior that behavior that behavior that behavior that was shown
applying positive and the following strategies: promote positive promote positive promote positive promote positive
OF LEARNERS non-violent discipline and non-violent and non-violent and non-violent and non-violent
1. Providing motivation Quality
to ensure learning- discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environments. 2. Praising the learners/Giving positive feedback with a rating of 7 with a rating of 6 with a 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 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
ideas/opinions Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

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

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
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching and learning process and learning and learning and learning teaching and
and learning Quality process as shown in process as shown in process as shown in learning process as
processes to meet 2. Lesson plans/modified DLLs developed MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating shown in MOV 1
curriculumrequiremen highlighting developmetally sequenced of 7 of 6 of 5 with a rating of 4
ts and varied teaching instruction that meet curriculum goals and
contents. varied 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 evidence
curriculum goals and varied teaching contexts
and learning and learning and learning teaching and was shown
process as evidently process as evidently process as evidently learning process as
Efficiency shown in MOV 1 shown in MOV 1 shown in MOV 1 evidently shown in
4. Others (Please specify and provide and supported by and supported by and supported by any 1 of the given
annotations) any 1 of the other any 1 of the other any 1 of the other MOV
given MOV given MOV given 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
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
that use teacher and
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
2. Minutes of LAC/FGD sessions on use of
practice. instruction as shown instruction as shown instruction as shown shown in the MOV
teacher and learner feedback to enrich teaching
in the MOV in the MOV in the MOV submitted
practice with proof of attendance submitted submitted submitted
3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No

annotations) 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 was shown
any 1 of the given any 1 of the given any 1 of the given given MOV
MOV MOV MOV
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
Satisfactory
(5) (3) (2) (1)
(4)
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 used varied used varied acceptable
AND PLANNING learning resources teaching and teaching and teaching and evidence
appropriate teaching using appropriate teaching and learning
including ICT, to learning resources learning resources learning resources was shown
and learning resources, including ICT address learning including ICT, to including ICT, to including ICT, to
resources, including Quality goals as shown in address learning address learning address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating goals as shown in goals as shown in goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 8 of 5 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
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 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
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING and summative and summative and summative formative and was shown
and summative assessment startegies assessment assessment assessment summative
assessment strategies consistent strategies consistent strategies consistent assessment
strategies consistent 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
with curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with 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

11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified
MOV submitted MOV submitted MOV submitted submitted
least 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 Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
annotations) 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 Frequently showed Occasionally Rarely showed No
promptly and clearly the same 3 learners innthe same learning area showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication communication of clear communication communication of evidence
the learner's needs, with parents' or guardians' signature and date
of the learner's the learner's needs, of the learner's the learner's needs, was shown
progress and of receipt needs, progress and progress and needs, 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 submitted submitted submitted submitted
of 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
achievement to key
stakeholders,
including parents/
guardians
Submitted a Submitted a
Satisfactory
Satisfactory
Submitted a Unsatisfactory
Submitted Poor
any 1 of No
combination of at(5) combination of 3 of combination of(3)
2 of the given MOV (2) acceptable
(1)
Efficiency least 4 of the (4)MOV the acceptable MOV
the acceptable 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
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in in the MOV
the MOV submitted the MOV submitted the MOV submitted 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 acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide Timeliness
annotations)
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
across curricuoum form about knowledge of content within and
AND
teaching areas. across subject areas
PEDAGOGY
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

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

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

teaching

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

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

demonstration teaching

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

ENVIRONMENT structure to engage sheet and/or inter-observer agreement
AND DIVERSITY learners, individually form about managing classroom structure
or in groups, in that 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

annotations)
5. Managed learner Classroom observation tool (COT) rating

behavior sheet and/or inter-observer agreement
constructively by form 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

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

developmentally sheet and/or inter-observer agreement
appropriate learning form about using differentiated,
experiencce to developmentally appropriate learning
address learner's experiences
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,
strengths, interests
and experiences.
REMARKS
VALID INVALID
3. Instructional materials highlighting

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

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

AND PLANNING and implemented sheet and/or inter-observer agreement
developmentally form about using developmentally
sequenced teaching sequenced teaching and learning process
and learning
processes to meet
curriculumrequiremen 2. Lesson plans/modified DLLs developed
ts 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

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

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

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

apprropriate instructional materials
appended

annotations)
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating

AND organized and used sheet and/or inter-observer agreement
diagnostic, formative form about using diagnostic, formative and
REPORTING
and summative summative assessment startegies
assessment
strategies consistent 2. Prepared lesson plans/modified DLLs
with curriculum highlighting appropriate use of formative
requirements. assessment strategies
3. Develop diagnostic tests: (a) with TOS

4. ASSESMENT 10. Designed, selected,
AND organized and used
diagnostic, formative
REPORTING
and summative
assessment
strategies consistent
with curriculum
requirements.
REMARKS
VALID INVALID
4. Develop summative tests: (a) with TOS

5. Develop performance tasks: (a) with rubrics

accomplished rubrics

annotations)
4. ASSESMENT 11. Monitored and 1. Compilation of learner's written work with

AND evaluated learner summary of results and with signature of
REPORTING 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

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

promptly and clearly of the same 3 learners innthe same
the learner's needs, learning area with parents' or guardians'
progress and signature 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
REMARKS
VALID INVALID
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/in-service teachers

annotations)
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2
personal goals and values congruent to that of the 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.
4 3
4
5 Sets high quality, challenging, realistic goals for self and others. 5
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
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 5 3
4
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 5
and help others improve their effectiveness.
Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2
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 3
usefulness/acceptability and completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
4 4
or more precise ways of meeting goals set. 5

5 Makes specific changes in the system or in own work methods to improve performance. Examples
may 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
COMPETENCIES
Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.
Applies negotiation principles in arriving at win-win agreements.

Drives consensus and team ownership of decisions.
5
Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.
Service Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
4
and directions.
Develops and adopts service improvement programs through simplified procedures that will further
enhance service delivery.
Innovation
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).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 4
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
trates; 1 - Rarely demonstrate
OVERALL
COMPETENCY 4.33
RATINGS
PART IV: DEVELOPMENT PLANS
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN

(Recommended Developmetal Intervention
A. Functional Competencies
B. Core Behavioral Competencies

Teamwork Result-focus Self-manged learning
Feedback:
RENALYN C. PAGASI-AN MIRASOL O. FABUNA

Ratee Rater
DEVELOPMENT PLANS
ON PLAN TIMELINE RESOURCES NEEDED

Recommended Developmetal Intervention)
Self-manged learning Whole Year Round Resource Speaker/s
RAUL A. CABILOGAN
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 PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
Ratee Ratee Approving Authority

PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN

MONITORING AND COACHING FORM
SIGNATURE
(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
9. Designs, selects, organizes, and uses diagnostic, formative and summative

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
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
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
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
9. Designs, selects, organizes, and uses diagnostic, formative and summative

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
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
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
OBSERVATION NOTES FORM
OBSERVER: DATE:
TEACHER OBSERVED: TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: 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
ANNOTATION
ANNOTATIONS

Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

Uploaded by

Copyright:

Available Formats

RPMS TOOL for TEACHER I-III

Name of Employee: JUAN A. DELA CRUZ Position: Teacher I

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade

Eligibility PBET/LET Passer

Trainings In-service training

DUTIES AND RESPONSIBILITIES

Name of Employee: JUAN A. DELA CRUZ Position: Teacher I

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade

1. Applied Showed Showed Showed Showed No Showed

May 2018 WEIGHT

Submitted at Submitted at Submitted at Submitted No Submitted

2. Used a range of Facilitated Facilitated Facilitated Facilitated No Facilitated

3. Applied a range Used different Used different Used different Used No

Submitted at Submitted at Submitted at Submitted 1 No

4. Managed Used Used Used Used No Used

Submitted at Submitted 3 Submitted 2 Submitted 1 No Submitted

5. Managed Applied Applied Applied Applied No

Submitted at Submitted at Submitted at Submitted No

May 2018 Submitted at Submitted at Submitted at Submitted No

7. Planned, Planned and Planned and Planned and Planned and No

8. Participated in Consistently Frequently Occasionally Rarely No

Participated in Participated in Participated in Participated No

9. Selected, Developed Developed Developed Developed No

0.Designed, Designed, Designed, Designed, Designed, No

Submitted at Submitted 3 Submitted 2 Submitted 1 No

1.Monitored and Consistently Frequently Occasionally Rarely No

Submitted Submitted Submitted Submitted No

2.Communicated Consistently Frequently Occasionally Rarely No

Submitted Submitted Submitted Submitted No

3.Performed Consistently Frequently Occasionally Rarely No

Submitted at Submitted 3 Submitted 2 Submitted No

RATING FOR OVERALL ACCOMPLISHMEN

5. Others (Please specify and provide

3. Setting house rules/guidelines

7. Encouraging learners to asks questions

8. Others (Please specify and provide

4. Others (Please specify and provide

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

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

3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No

6. Others (Please specify and provide

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

4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No

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

2. Lesson plans/modified DLLs developed

3. Instructional materials highlighting mastery

4. Performance tasks/test materials

5. Others (Please specify and provide

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

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting learner-

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

5. Results of assessment used in teaching

6. Others (Please specify and provide

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

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting different

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

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

5. Results of assessment used in teaching

6. Others (Please specify and provide