Content Knowledge Within and Across Curriculum Teaching Areas. This Is Equivalent To 5 Points

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
For Master Teacher - ANNOTATIONS
KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY

OBJECTIVE 1: Modelled effective applications of content knowledge within and across curriculum
teaching areas
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from an observation 1 and 2 (synchronous, recorded video lesson or demonstration teaching via LAC)
with proof of attendance
ANNOTATION:
For KRA 1 - Objective 1, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC
with proof of attendance of my colleagues. Within and across curricular teaching areas, I was able to
employ high-level of understanding of the content and pedagogy to enable learners to acquire and apply
successful learning techniques to aid in their growth as self-directed learners. It is evident that I have
met the objective, as shown by a rating of 8 under Indicator 1 – Modelled effective applications of
content knowledge within and across curriculum teaching areas. This is equivalent to 5 points
(Outstanding) in the RPMS Rating Scale.
NOTES FOR OBJECTIVE 1

Rating of 8 in COT – Outstanding
Rating of 7 in COT – Very Satisfactory
Within and across curriculum teaching areas, I was able to apply accurate, in-depth, and broad
knowledge of content and pedagogy to create a conducive learning environment that allows for an in-
depth and sophisticated understanding of the teaching and learning process to meet individual or group
learning needs.
Rating of 6 in COT – Satisfactory
When delivering the lesson and responding to learners' queries, I exhibited accurate and in-depth
understanding of all ideas in a way that is relevant to learners' developmental needs and fosters learning.
I was able to establish relevant connections across curriculum subject areas.
Rating of 5 in COT – Unsatisfactory
When delivering the lesson and responding to learners' inquiries, I exhibited correct and in-depth
understanding of most themes in an attempt to be sensitive to pupils developmental learning
requirements. I was able to establish links across curriculum teaching areas.
Rating of 4 in COT – Poor
OBJECTIVE 2: Evaluated with colleagues the effectiveness of teaching strategies that promote learner
achievement in literacy and numeracy
MOVs: Attach any supplementary materials (in print/digital) with minutes of FGD or minutes of
coaching and mentoring session with teachers
ANNOTATION:
For KRA 1 - Objective 2, I have attached supplementary materials like activity sheets/on lesson
plan from a self-learning module (SLM)/lesson plan/video lesson/audio lesson and other learning
materials that highlights teaching strategies that promote learner achievement in literacy and numeracy.
Individual and group learners' critical literacy and/or critical numeracy abilities are improved by through
adjusting teaching and learning process. I also included minutes of focus group discussion
(FGD)/minutes of mentoring and vouching session with teachers under my supervision that shows that I
evaluated their teaching strategies. It is clear that I have accomplished my goal, as shown by a rating of
8 under Indicator 2 Evaluated with colleagues the effectiveness of teaching strategies that promote
learner achievement in literacy and numeracy. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.

Rating of 8 in COT – Outstanding - adjustments or modifications in teaching practices to enhance
critical literacy and/or critical numeracy skills
Rating of 7 in COT – Very Satisfactory - integration of well-connected teaching practices that

promote critical literacy and/or critical numeracy skills
Rating of 6 in COT – Satisfactory - consistent application of relevant teaching practices that promote
critical literacy and/or critical numeracy skills in all aspects of the lesson
Rating of 5 in COT – Unsatisfactory - application of relevant teaching practices that promote critical
literacy and/or critical numeracy skills in some aspects of the lesson
Rating of 4 in COT – Poor - No acceptable evidence was shown
OBJECTIVE 3: Modelled and supported colleagues in the proficient use of Mother Tongue, Filipino
and English to improve teaching and learning, as well as to develop learners’ pride of their language,
heritage and culture
ANNOTATION:
with proof of attendance of my colleagues. I was able to demonstrate advanced skill in Mother Tongue,
Filipino, and/or English, which greatly aids teaching and learning, including probing questions and
comments. I clearly fulfilled the goal, as evidenced by a rating of 8 under Indicator 3 – Modelled and
supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve
teaching and learning, as well as to develop learners’ pride of their language, heritage and culture.
This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

- that gradually improves teaching and learning by asking challenging questions and providing
feedback
- that supports teaching and learning
- that fairly facilitates teaching and learning
OBJECTIVE 4: Displayed a wide range of effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and achievement
ANNOTATION:
with proof of attendance of my colleagues. I was able to adjusts and alters verbal and nonverbal
communication tactics to meet the individual and group learning requirements of pupils, resulting in
increased motivation and support. As demonstrated by a score of 8 on Indicator 4, I certainly met the
objective – Displayed a wide range of effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and achievement. This is
equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
- employs a mixture of verbal and nonverbal communication tactics to establish a learning
environment that encourages individual and group inquiry and participation.
- employs a variety of verbal and nonverbal communication tactics that are well coordinated and
beneficial to all pupils
- employs a variety of verbal and nonverbal communication tactics that are typically consistent
and beneficial to the majority of the students.
KRA 2: LEARNING ENVIRONMENT

OBJECTIVE 5: Exhibited effective strategies that ensure safe and secure learning environments to
enhance learning through the consistent implementation of policies, guidelines, and procedures
ANNOTATION:
with proof of attendance of my colleagues. I was able to adjusts and changes safety rules, standards, and
procedures to meet the requirements of individual and group learners, resulting in improved learning.
The fact that I received a rating of 8 on Indicator 5 indicates that I achieved the goal. – Exhibited
effective strategies that ensure safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines, and procedures. This is equivalent to 5 points

- follows all safety regulations, standards, and procedures to ensure a safe and secure learning
environment for both individual and group pupils.
- provide a safe and secure learning environment, I normally established safety regulations,
guidelines, and procedures, which all pupils obey.
- provide a safe and secure learning environment, I often apply safety regulations, guidelines,
and procedures, which the majority of the pupils follow.
OBJECTIVE 6: Exhibited effective practices to foster learning environments that promote fairness,
respect and care to encourage learning.
ANNOTATION:
with proof of attendance of my colleagues. As and teacher, pupils and I worked together to establish a
democratic learning environment that is inclusive of social and cultural diversity. The fact that I
obtained a rating of 8 on Indicator 6 means that I fulfilled the objective. – Exhibited effective practices
to foster learning environments that promote fairness, respect and care to encourage learning. This
is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

- fosters a loving and supportive learning atmosphere in which all pupils feel accepted,
encouraged to learn, and allowed to take chances in their learning.
- All learners feel welcomed and encouraged to learn because teacher-learner interactions are
constantly fair, courteous, and loving.
- Most learners feel welcomed and motivated to learn because teacher-learner interactions are
typically fair, courteous, and loving.
OBJECTIVE 7: Worked with colleagues to share successful strategies that sustain supportive learning
environments that nurture and inspire learners to participate, cooperate and collaborate in continued
learning
MOVs: Attach any supplementary materials with minutes of focus group discussion (FGD) or minutes
of coaching and mentoring session with teachers
ANNOTATION:
For KRA 2 – Objective 7, I have attached activity sheet/one lesson from a self-learning module
(SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video lesson/audio
lesson/other learning materials that highlights successful learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued learning. I also included minutes of focus
group discussion (FGD)/minutes of coaching and mentoring session with teachers that shows sharing of
successful strategies done. I was able to recognize each other’s learning strengths and value the
contribution of other as evidenced by the in submitted MOVs. As a result, a rating of 8 on Indicator 7 -
Worked with colleagues to share successful strategies that sustain supportive learning environments
that nurture and inspire learners to participate, cooperate and collaborate in continued learning were
given. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Modelled varying strategies that sustain a supportive learning environment for learners to
recognize each other’s learning strengths and value the contribution of others
Very Satisfactory - Modelled varying strategies that sustain a supporting learning environment and
feature all elements of collaborative learning
Satisfactory - Modelled effective strategies that promote a supportive learning environment and engage
learners to participate, cooperate, and/or collaborate in continued learning
Unsatisfactory - Modelled an effective strategy that promote a supportive learning environment and
engage learners to participate, cooperate, and/or collaborate in class discussions
Poor - No acceptable evidence

OBJECTIVE 8: Modelled successful strategies and supported colleagues in promoting a learning
environments that effectively motivate learners to work productively by assuming responsibility for their
own learning
MOVs: Attach any supplementary materials with minutes of focus group discussion (FGD) or minutes
of coaching and mentoring session with teachers
ANNOTATION:
For KRA 2 – Objective 8, I have attached activity sheet/one lesson from a self-learning module
(SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video lesson/audio
lesson/other learning materials that highlights successful strategies in promoting learning environments
that effectively motivate learners to work productively by assuming responsibility for their own
learning. I was able to conduct FGDs/coaching and mentoring session that details support given to
teachers under my supervision as shown in the submitted MOVs. As a result, a rating of 8 on Indicator 8
- Modelled successful strategies and supported colleagues in promoting a learning environments that
effectively motivate learners to work productively by assuming responsibility for their own learning
were achieved. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Modelled and discussed with colleagues effective strategies that reflect modifications in
teaching practices to sustain learner motivation in monitoring and evaluating thei
Very Satisfactory - Modelled and discussed with colleagues consistent application of teaching
practices that successfully motivate learners to monitor and evaluate their own learning
Satisfactory - Modelled and discussed with colleagues varied teaching practices that successfully
motivate learners to work productively by assuming responsibility for their own learning
Unsatisfactory - Modelled and discussed with colleagues a teaching practice that successfully
motivate learners to work productively by assuming responsibility for their own learning

KRA 3: DIVERSITY OF LEARNERS, CURRICULUM AND PLANNING & ASSESSMENT
AND REPORTING
OBJECTIVE 9: Assisted colleague to design, adapt and implement teaching strategies that are
responsive to learners with disabilities, gifted, needs and talents
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or demonstration
teaching via LAC) with proof of attendance
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
with proof of attendance of my colleagues. I was able to use consistent, effective tactics for pupils with
special educational needs in order to help them become successful citizens in their changing local and
global surroundings. As a result, I obtained a rating of 8 on Indicator 9 which signifies that I attained the
objective – Assisted colleague to design, adapt and implement teaching strategies that are responsive
to learners with disabilities, gifted needs and talents. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 9, I have attached Teacher Reflection Form (TRF) and a certification
from the school head that I have no identified learner/s with disabilities, giftedness and/or talents. As I
reflect on the observer’s note, I strongly disagree that learners from Teacher Emille Santos class must
receive same activity and no differentiation must be applied for advanced learners. Because pupils with
giftedness learn at a faster pace than a regular pupil and tend to finish their learning tasks more quickly
and crave for more intellectually challenging assignments. I was able to also attach a copy of Learning
Action Cell (LAC) wherein I assisted colleagues in designing, adapting, and implementing teaching
strategies for gifted learners. As a result, a rating of 5 on Indicator 9 - Assisted colleague to design,
adapt and implement teaching strategies that are responsive to learners with disabilities, gifted needs
and talents. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
NOTES FOR OBJECTIVE 9 – SET A

- teacher uses a wide range of tactics to establish a learner-centered environment that meets the
individual and group learning requirements of pupils with special educational needs.
- uses several tactics that are appropriate for dealing with the learning demands of pupils with
special needs.
- uses effective ways to meet the learning requirements of pupils with special needs.
NOTES FOR OBJECTIVE 9 – SET B

Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth knowledge about
the topic/question by providing accurate details and some critical inputs or creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge about the
topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 10: Developed and applied teaching strategies to address effectively the needs of
learners from indigenous groups
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or demonstration
teaching via LAC) with proof of attendance
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
with proof of attendance of colleagues. I was able to use consistent, effective tactics with indigenous
pupils to help them become successful citizens in changing local and global situations. As a result, I
obtained a rating of 8 on Indicator 10 which signifies that I attained the objective – Developed and
applied teaching strategies to effectively address the needs of learners from indigenous groups. This
is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 10, I have attached Teacher Reflection Form (TRF) and a certification
from the school head that I have no identified learner/s from indigenous groups. For TRF Prompt # 1, I
was able to reflect that learner from indigenous groups requires teaching strategy that will affirm and
strengthen their cultural identity. Such strategy includes establishing a good relationship wherein
learners find a sense of place and belonging within schools. Teachers must be sensitive and aware to the
cultural background of each learner. For TRF Prompt # 2, I also attach a copy of Learning Action Cell
(LAC) plan wherein I assisted colleagues in adapting and using culturally appropriate teaching
strategies. As a result, a rating of 5 on Indicator 10 - Developed and applied teaching strategies to
effectively address the needs of learners from indigenous groups. This is equivalent to 5 points

- uses a wide range of tactics to establish a learner-centered atmosphere that caters to the
individual and group learning requirements of indigenous pupils
In order to meet the learning requirements of indigenous pupils, I was able to use a diverse of
culturally appropriate tactics.
employs strategies that are culturally acceptable in meeting the educational demands of
indigenous learners
NOTES FOR OBJECTIVE 10 – SET B

Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth knowledge about
the topic/question by providing accurate details and some critical inputs or creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge about the
topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 11: Worked collaboratively with colleagues to evaluate the design of learning programs
that knowledge and skills of learners at different ability levels
MOVs:
1. New/Improved design of learning programs
2. Detailed recommendations on the design of the learning programs
3. Synthesis of the evaluation of the learning programs
4. Own evaluation of the existing learning programs
ANNOTATION:
For KRA 3 - Objective 11, I have attached the new/improved design of learning programs for
pupils with least mastered skills in my subject. I was able to give follow-up and feedbacks as part of the
monitoring and evaluation of the learning programs. As a result, I achieved a rating of 8 on Indicator
11, demonstrating that I reached the objective. – Worked collaboratively with colleagues to evaluate the
design of learning programs that knowledge and skills of learners at different ability levels. This is
equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
NOTED FOR OBJECTIVE 11

Outstanding - Worked with colleagues in redesigning learning programs
Very Satisfactory - Worked with colleagues in listing detailed recommendations on improving the
design of learning programs
Satisfactory - Worked with colleagues in evaluating the design of learning programs that develop
the knowledge and skills of learners at different ability levels
Unsatisfactory - Evaluated the design of learning programs that develop the knowledge and skills of
learners at different ability levels
without the help of colleagues
OBJECTIVE 12: Worked collaboratively with colleagues to analyze and utilize assessment data to
modify practices and programs to further support learner progress and achievement
MOVs: Attached Accomplished LAC Plan with any 1 used in the implementation of the LAC Plan
1. minutes of LAC session
2, proof of collaborative review of learner assessment data
3. lesson plan with accomplished Part IV: Reflection and Index of Mastery
4. Proof of collaborative review of intervention materials
5. Accomplishment Report
ANNOTATION:
For KRA 3 - Objective 12, I have attached a copy of Accomplished LAC Plan, wherein activities
were successfully evaluated by my colleagues by looking for ley success indicators as evidence by the
attached MOVs. As evident in the Accomplishment LAC Plan, in Indicator 12, I got a rating of 8,
indicating that I achieved the objective – Worked collaboratively with colleagues to analyze and utilize
assessment data to modify practices and programs to further support learner progress and
achievement. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
Outstanding - Evaluated activities with colleagues by looking for key success indicators (p. 14, DO 35,
s. 2016)
Very Satisfactory - Implemented activities with colleagues to address the use of assessment data to
modify practices and/or programs
Satisfactory - Explored interventions with colleagues to address utilization of assessment data which
could be in the form of learning materials, instructional materials, equipment, strategies in teaching,
modality in teaching, program, etc. (p. 9, DO 35, s. 2016)
Unsatisfactory - Planned activities with colleagues to address the use of assessment data to modify
practices and/or programs
KRA 4: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT AND

PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
OBJECTIVE 13: Reflected on and evaluated learning environment that are responsive to community
contexts
MOVs:
1. Synthesis of evaluation of a program
2. Minutes of consultative meeting with parents
3. Minutes of focus group discussion (FGD) with teachers
4. Survey on programs/projects/activities
ANNOTATION:
For KRA 4 - Objective 13, I have attached a synthesis of evaluation of Project 2As, an
Intervention Program implemented for pupils with least mastered skills. I was able to show that I
maintained learning environments that are responsive to community contexts by engaging parents and
other stakeholders in the educative process. As a result, in Indicator 13, I obtained a rating of 8
indicating that I met the objective – Reflected on and evaluated learning environment that are
responsive to community contexts. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.
Outstanding - Synthesized the evaluations from the wider school community of the programs, projects,
and/or activities that maintain the learning environment responsive to community contexts
Very Satisfactory - Consulted parents, guardians, and/or other external stakeholders on programs,
projects, and/or activities that maintain the learning environments responsive to community context to
reflect on and evaluate them
Satisfactory - Conducted FGD with teachers on programs, projects, and/or activities that maintain the
learning environments responsive to community context to reflect on and evaluate them
Unsatisfactory - Conducted survey to gather feedbacks on program, projects, and/or activities that are
responsive to community contexts as evidenced by MOV No. 4
OBJECTIVE 14: Discussed with colleagues teaching and learning practices that apply existing codes,
laws and regulations that apply to the teaching profession and the responsibilities specified in the Code
of Ethics for Professional Teachers
MOVs:
1. Minutes of LAC sessions
2. Learning Action Cell (LAC) Plan
ANNOTATION:
For KRA 4 - Objective 14, I have attached copy of Learning Action Cell (LAC) Plan and
minutes of meeting conducted with my colleagues wherein I discussed the Code of Ethics for
Professional Teachers and the reviewed annotated evidence of practice of colleagues. As a result, in
Indicator 14, I obtained a rating of 8 indicating that I met the objective – Discussed with colleagues
teaching and learning practices that apply existing codes, laws and regulations that apply to the
teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers.
This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Discussed with colleagues teaching and learning practices that adhere to laws,
regulations, and responsibilities specified in the Code of Ethics for Professional Teachers and reviewed
the annotated evidence of practice of colleagues
Very Satisfactory - Discussed with colleagues teaching and learning practices that adhere to laws,
regulations, and responsibilities specified in the Code of Ethics for Professional Teachers and reviewed
the personal reflection notes of colleagues
Satisfactory - Discussed with colleagues teaching and learning practices that adhere to laws,
regulations, and responsibilities specified in the Code of Ethics for Professional Teachers
Unsatisfactory - Planned for a discussion of teaching and learning practices that adhere to laws,
regulations, and responsibilities specified in the Code of Ethics for Professional Teachers

OBJECTIVE 15: Exhibited commitment to and supported teachers in the implementation of school
policies and procedures consistently to foster harmonious relationships with learners, parents, and other
stakeholders
MOVs:
1. Evaluation report
2. Minutes of Meeting
3. Proof of implementation
ANNOTATION:
For KRA 4 - Objective 15, I have attached a copy of Evaluation Report that I evaluated with
teachers under my supervision the implementation of school policies and procedures consistently to
foster harmonious relationship with the learners, parents/guardian, and other stakeholders through
school-community partnership. As a result, in Indicator 15, I obtained a rating of 8 indicating that I met
the objective – Exhibited commitment to and supported teachers in the implementation of school
policies and procedures consistently to foster harmonious relationships with learners, parents, and
other stakeholders. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding - Evaluated with teachers the implementation of certain school policies and procedures
Very Satisfactory - Conducted discussions with teachers on the progress of implementation of certain
school policies and procedures
Satisfactory - Discussed with teacher’s certain school policies and procedures for uniform
implementation
Unsatisfactory - Implemented school policies and procedures

OBJECTIVE 16: Manifested a learner-centered teaching philosophy in various aspects of practice and
support colleagues in enhancing their own learner-centered teaching philosophy
MOVs:
1. Sample lesson plan of colleagues
2. Minutes of LAC Sessions
3. LAC Plan
4. Lesson Exemplar during LAC session
ANNOTATION:
For KRA 4 - Objective 16, I have attached a copy of sample lesson plans of my colleagues that
focuses learner-centered teaching strategy that improves pupils’ learning. I also included as my MOVs a
copy of LAC Plan and minutes of LAC Sessions conducted on enhancing teachers’ learner-centered
teaching philosophy through lesson planning. As a result, in Indicator 16, I obtained a rating of 8
indicating that I attained the objective – Manifested a learner-centered teaching philosophy in various
aspects of practice and support colleagues in enhancing their own learner-centered teaching
philosophy. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding – Evaluated lesson plans of colleagues to enhance their own learner-centered teaching
practice
Very Satisfactory – Implemented plan for an activity to support colleagues in enhancing their own
learner-centered teaching practice
Satisfactory – Planned for an activity to support colleagues in enhancing their own learner-centered
teaching practice
Unsatisfactory – Demonstrated a learner-centered teaching philosophy in one aspect of practice (i.e.,

lesson planning)
Poor – No acceptable evidence

OBJECTIVE 17: Identified and utilized personal professional strengths to uphold the dignity of
teaching as a profession to help build a positive teaching and learning culture within the school
MOVs:
1. PMCF
2. Documented feedback
3. Annotated evidence of practice
4. Personal Notes on one’s personal professional strengths
ANNOTATION:
For KRA 4 - Objective 17, I was able to prove that I identified and utilized personal professional
strengths to uphold the dignity of teaching profession to help build a positive teaching and learning
culture within the school by inspiring unity in responding to potential threats and risks to the school
community. I also adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity as evidenced by a documented feedback from my
superiors, colleagues, learners, parents/guardian, and other stakeholders. As a result, in Indicator 17, I
obtained a rating of 8 implies that I attained the objective – Identified and utilized personal
professional strengths to uphold the dignity of teaching as a profession to help build a positive
teaching and learning culture within the school. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
Outstanding – Identified and utilized personal professional strengths to uphold the dignity of teaching
as a profession to help build a positive teaching and learning culture within the school by inspiring
unity in responding to potential threats and risks to the school community
Very Satisfactory – Identified and utilized personal professional strengths to uphold the dignity of
teaching as a profession to help build a positive teaching and learning culture within the school by
initiating activities to avoid potential threats and risks to the school community
Satisfactory – Identified and utilized personal professional strengths to uphold the dignity of teaching
as a profession to help build a positive teaching and learning culture within the school in responding
to an issue or a challenging situation
Unsatisfactory – Identified personal professional strengths that uphold the dignity of teaching as a
profession
OBJECTIVE 18: Reflected on the Philippine Professional Standards for Teachers to plan personal
professional development goals and assist colleagues in planning and achieving their own goals
MOVs:
1. Updated IPCRF-DP
2. Mid-Year Review Form
3. PMCF
3. Certification from the ICT Coordinator/School Head/Focal person of e-SAT
ANNOTATION:
For KRA 4 - Objective 18, I was able to prove that I reflected professional development goals
and assisted colleagues in planning and achieving their goals based on the Philippine Professional
Standards for Teachers through a copy of my updated IPCRF-Development Plan during the Phase II of
the RPMS cycle as well as the results of Mid-Year Review and the monitoring and coaching conducted
with my colleagues indicated in the PMCF. As a result, in Indicator 18, I obtained a rating of 8 signifies
that I obtained the objective – Reflected on the Philippine Professional Standards for Teachers to plan
personal professional development goals and assist colleagues in planning and achieving their own
goals. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

Outstanding – Updated professional development goals during Phase II of the RPMS Cycle as
evidenced by MOV No. 1
Very Satisfactory – Conducted mid-year review with colleagues as evidenced by MOV No. 2 or 3
Satisfactory – Planned for professional development based on e-SAT results as evidenced by MOV
No. 4
Unsatisfactory – Accomplished the e-SAT at the beginning of the school year as evidenced by MOV
No. 5
KRA 5: PLUS FACTOR

OBJECTIVE 19: Performed various related works/activities that contribute to the teaching and
learning process
MOVs: Certificates
ANNOTATION:
For KRA 5 - Objective 19, I have attached certificates with pictures of my active participation as
I performed various related works/activities that contribute to the teaching and learning process beyond
the School/Community Learning Center (CLC). As a result, in Indicator 19, I obtained a rating of 8
implies that I achieved the objective – Performed various related works/activities that contribute to
the teaching and learning process. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.
Outstanding – Performed at least 1 related work / activity that contributed to the teaching-learning
process beyond the school / Community Learning Center (CLC) as evidenced by submitted
Very Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the school / Community Learning Center (CLC) as evidenced by submitted MOV
Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the learning area / department as evidenced by submitted MOV
Unsatisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the class as evidenced by submitted MOV

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RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)

For Master Teacher - ANNOTATIONS

KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY

NOTES FOR OBJECTIVE 1

NOTES FOR OBJECTIVE 2

Rating of 7 in COT – Very Satisfactory - integration of well-connected teaching practices that

Rating of 4 in COT – Poor - No acceptable evidence was shown

NOTES FOR OBJECTIVE 3

KRA 2: LEARNING ENVIRONMENT

NOTES FOR OBJECTIVE 5

NOTES FOR OBJECTIVE 6

NOTES FOR OBJECTIVE 7

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 8

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 9 – SET A

NOTES FOR OBJECTIVE 9 – SET B

NOTES FOR OBJECTIVE 10

NOTES FOR OBJECTIVE 10 – SET B

NOTED FOR OBJECTIVE 11

Poor - No acceptable evidence

KRA 4: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT AND

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 14

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 15

Unsatisfactory - Implemented school policies and procedures

Poor - No acceptable evidence

NOTES FOR OBJECTIVE 16

Unsatisfactory – Demonstrated a learner-centered teaching philosophy in one aspect of practice (i.e.,

Poor – No acceptable evidence

NOTES FOR OBJECTIVE 18

Poor – No acceptable evidence

KRA 5: PLUS FACTOR

Poor – No acceptable evidence

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