RESULTS-BASED

PERFORMANCE
MANAGEMENT SYSTEM-
PHILIPPINE PROFESSIONAL
STANDARDS FOR
TEACHERS FOR SCHOOL
YEAR 2021-2022
(RPMS – PPST)
DepEd MEMORANDUM

No. 004, s. 2022

IMPLEMENTATION OF THE RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM-PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS FOR
SCHOOL YEAR 2021-2022

KRA 1: Content Knowledge and Pedagogy

OBJECTIVES:
1. Applied knowledge of content within and across curriculum
teaching areas

ANNOTATION:

For Objective 1, I have attached my COT Rating from my COT 1 and 2. My observers
gave me 7 points on both COT under indicator 1 Which is “Applied knowledge of content
within and across curriculum teaching areas”.

2. Used research-based knowledge and principles of teaching and

learning to enhance professional practice
RESEARCH-BASED KNOWLEDGE

Information, knowledge, or data acquired through systematic investigation and

logical thinking (PPST-2017}
Principles of Teaching and Learning

Teacher’s views, understandings and conceptualization of teaching and

learning (PPST-2017)
 ENGAGE – (Review)

EXPLORE – (Activities)

EXPLAIN – (Lesson proper)

ELABORATE – (Application)

EVALUATE – (Assessment)

Contents of Instruction

Learning Objectives, Instructional Activities, and Assessment

ANNOTATION:

For this Objective, I have attached one lesson plan that shows that I have used research-
based knowledge and/or principles of learning in all the components of my lesson. From the Review
and priming part, I was able to ENGAGE my students into using their prior knowledge, while in the
activity part, I was able to let my students EXPLORE more ideas about the topic. I let my students to
EXPLAIN in the analysis part and ELABORATE the concept learned where the progression of learning
took place. While the Research-Based knowledge was used in the Application part wherein the
Collaborative Practice and Challenging Task was also used.
 3. Displayed proficient use of Mother Tongue, Filipino and English
to facilitate teaching and learning

ANNOTATION:
For Objective 3, I have attached my COT Rating from my COT 1 and 2. My observers
gave me 6 in COT 1 and 7 in COT 2 under Indicator 2, which is “ Displayed proficient use of
Mother Tongue, Filipino and English to facilitate teaching and learning”. Attached
also the annotated documents (screen shot) as proof of giving instructions and
follow-ups to my students using mother tongue, Filipino and English.

4. Used effective verbal and non-verbal classroom communication

strategies to support learner understanding, participation,
engagement, and achievement

ANNOTATION:
For Objective 4, I have attached my COT Rating from my COT 1 and 2. My observers
gave me 7 in both COT under Indicator 3 . I also attached the annotated documents
(screen shot) as proof of giving instructions and follow-ups to my students using
mother tongue, Filipino and English.

KRA 2: Learning Environment

5. Established safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines, and procedures

ANNOTATION:
For Objective 5, I have attached rating from my COT 1 and 2, where observers gave
me 6 and 7 respectively. I also attached screen shot of instant massaging indicating
how I give instruction/procedures and monitor performance of my students as I
encourage them to video of their task at home which will be safer for everybody.

6. Maintained learning environments that promote fairness, respect,

and care to encourage learning

ANNOTATION:
For Objective 6, I have attached my COT Rating from my COT 1 and 2, where my
observers gave me 7 on both. I also attached the screen shot of instant massaging
indicating how as evidence that I always try to maintain learning environment that
promote fairness, respect, and care to encourage learning.
7. Maintained learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued
learning

SET A
Any supplementary material (in print/digital format) made by the ratee* and used in the
lesson delivery that highlights maintaining learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
● video lesson
● audio lesson
● other learning materials in print/digital format (please specify and provide annotations)
with client/learner feedback on how the material encouraged the learners to participate,
cooperate, and collaborate

ANNOTATION:
In this Objective, I opted to use Set A (supplementary Materials) as my MOV. I
attached here a part of my lesson plan and activity sheets wherein I tried to nurture and
inspired learners to participate, cooperate, and collaborate in continued learning.

SET B

Classroom Observation Tool (COT) rating sheet or inter-observer agreement form from

1. an observation of synchronous teaching (limited face-to-face teaching, online teaching, or

two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that
is SLM-based or MELC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration teaching** via LAC

ANNOTATION:
For Objective 7, I opted to use Set B of the required MOV. I attached here my Rating
Sheet for COT 1 and 2 where I got level 7 on indicator 6 for both COT’s. I also attached a
screen shot of a conversation from one of my students wherein I did a follow-up and asked
feedback of the activity that they did.

8. Applied a range of successful strategies that maintain learning

environments that motivate learners to work productively by
assuming responsibility for their own learning
 Set A
ANNOTATION:
For Objective 8, I opted to use Set A of the required MOV. I attached here a copy of
my lesson plan and video lesson wherein I highlighted the different teaching strategies that I
used which is successfully motivates my learners to work productively, monitor and evaluate
their own learning.

Set B
ANNOTATION:
In this Objective, I opted to use Set B of the required MOV. I attached here my
Rating Sheet for COT 1 and 2 where I got level 7 on indicator 7 for both COT’s.

KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and

Reporting

9. Designed, adapted, and implemented teaching strategies that are

responsive to learners with disabilities, giftedness and talents

Set A
Classroom Observation Tool (COT) rating sheet or interobserver agreement form from
1. an observation of synchronous teaching (limited face-to-face teaching, online teaching, or
two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that
is SLM-based or MELC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

Set B
Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching
strategies that are responsive to learners with disabilities, giftedness and talents and a
certification from the school head that the ratee’s classes have no identified learner/s with
disabilities, giftedness and/or talents

ANNOTATION:
For Objective 9, I attached Set B MOV because I have no identified learners with
disabilities, giftedness, and/or talents. Because of this, I accomplished Teachers Reflection
Form (TRF). For TRF 1, I made a reflection on the given situation about Clara. On TRF 2, I
attached a copy of my lesson plan wherein I highlighted the parts that I modified to attend
to the special needs of my students.
ATTACHMENTS:
1. Teachers Reflection Form (TRF)
a. Prompt #1 – Reflection to the situation given

After having a conference with Clara’s parents and found out that she as diagnosed
with a learning disability. I instantly tried to research about her condition. I know that
understanding her condition will help me create a more pleasant learning environment
for her, so I decided to modify my instructional materials to be able to attend to her
needs.

As per my personal research from the internet, Clara’s problem could be experiencing
DYSPRAXIA. It is a difficulty with organizing and directing the body to perform a motor
skill (movement) needed to carry out the steps in a process and to ensure that a task is
performed in the most efficient way, according to http://childdevelopment.com.au.

_______________________________________________________________________
_______________________________________________________________________
_________________________________________________.

_______________________________________________________________________
_______________________________________________________________________
____________________________________________________.

b. Prompt #2 – Lesson plan and Certification

CERTIFICATION

To whom it may concern,

This is to certify that Mr. Juan Dela Cruz. Teacher I from the Junior
High School Department of this school has no identified learners with
disabilities, giftedness, and/or talents.

________________

Principal
10. Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups

SET A
Classroom Observation Tool (COT) rating sheet or inter-observer agreement form from
1. an observation of synchronous teaching (limited face-to face teaching, online teaching, or
two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded video lesson or audio lesson that
is SLM based or MELC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration teaching* via LAC

SET B
Teacher Reflection Form (TRF) on adapting and using culturally appropriate teaching
strategies to address the needs of learners from indigenous groups and a certification from
the school head that the ratee’s classes have no identified learner/s from indigenous groups

ANNOTATION:
For Objective 10, I attached Set B MOV because I have no identified learners from
indigenous people (IP). Because of this, I accomplished Teachers Reflection Form (TRF). For
TRF 1, I made a reflection on the given situation. On TRF 2, I attached a copy of my lesson
plan wherein I highlighted the parts that I modified to address the needs of students from
indigenous people.

ATTACHMENTS:
1. Teachers Reflection Form (TRF)
a. Prompt #1 – Reflection to the situation given
(Republic Act No. 8371 – The Indigenous People Right Acts of 1997)

The Indigenous people or the INDIGENOUS CULTURAL COMMUNITIES / INDIGENOUS

PEOPLE (ICC/IP) are classified as the group of people or homogenous societies identified as
self-ascription and ascription by others, who have continuously lived as organized
community on communally bounded and defined territory, and who have, under claims of
ownership since time immemorial, occupied, possessed, and utilized such territories,
sharing common bonds of language, customs, traditions, and other distinctive cultural traits,
or who have, through resistance to political, social, and cultural inroads of colonization,
non-indigenous religions and culture, became historically differentiated from the majority of
Filipinos, according to Republic Act 8371 or better known as “The Indigenous People’s Right
Act of 1997”.

___________________________________________________________________________
_____________________________________________________________.

In the given situation, where an assessment activity was given to a class of 30 students, five
of which belong to an Indigenous people (IP) group. I believe the teacher was able to give
careful consideration to the group. Instead of focusing to the majority of the learners who
are used to having and knowing the people from set A

___________________________________________________________________________
________________________________________________________________.
 b. Prompt #2 – Lesson plan and Certification

CERTIFICATION

To whom it may concern,

This is to certify that Mr. Juan Dela Cruz. Teacher I from the Junior
High School Department of this school has no identified learners from
Indigenous people..

________________

Principal

11. Adapted and implemented learning programs that ensure

relevance and responsiveness to the needs of all learners
Learning programs are organized and sequenced set of strategies, activities
and tasks that effect learning (PPST, 2017) that may include, but not limited
to, literacy programs, numeracy programs, Strategic Intervention Materials
(SIM), enrichment programs, remediation programs, intervention modules,
ALS modular programs, SPED Individualized Education Programs (IEP),
among others. A group of teachers or an entire school may collaborate on a
learning program.

*Proof of Evaluation may be the Individual Monitoring Plan enclosed in DM-

CI-2020-00162 (Suggested Strategies in Implementing Distance Learning
Delivery Modalities (DLDM) for School year 2020-2021) or any other similar
Contextualized tool used by the school or prescribed by the DepEd Central
Office – Curriculum and Instruction in succeeding issuances.

Individual Learning Monitoring Plan

Strategic Intervention Material (SIM)

Project Proposal

Accomplishment Report
 Progress Report

12. Utilized assessment data to inform the modification of teaching

and learning practices and programs

Attachment

Class record/Grading sheet - ( to identify the List of Least Mastered Skill )

Intervention – modification of LP to address the least mastered skill
Accomplishment Report
Annotation

For Objective 12, I got my Assessment data of the least mastered skill from
the E-class record I used. From here, It was shown that the Learning Competency of
LAS Quarter 3 Week 3 is the Least Mastered Skill which is (topic/lesson). So, I
developed a Strategic Intervention Material for this specific lesson. I was able to
deliver this intervention to identified students with learning gaps to the
Accomplishment Report that I included here.

KRA 4: Community Linkages and Professional Engagement & Personal Growth

and Professional Development

13. Maintained learning environments that are responsive to

community contexts

Annotation

For Objective 13, I was able to show that I maintained learning

environments that are responsive to community context by
attaching the accomplishment report of my remedial/intervention
that I did for some of my learners who have identified least
mastered skill.
14. Reviewed regularly personal teaching practice using existing
laws and regulations that apply to the teaching profession and
the responsibilities specified in the Code of Ethics for
Professional Teachers

Attachment
Activity sheets - (Rubrics) – Article 8 section 1
E-class record
Prayer – (screen shot) - Article 9 section 4
Annotation:
To be able to show impact of my regularly reviewing my personal
teaching practice using existing laws and regulation as evidence to
Objective 14, I attached here the (prayer screen shot) showing that I
normally start the class with a prayer with my students as stated in
Article 11 section 4 of the Code of Ethics etc etc blah blah blah

15. Complied with and implemented school policies and procedures

consistently to foster harmonious relationships with learners,
parents, and other stakeholders
 Attachment
proof of attendance, proof of participation, certificate
as committee member, narrative, picture

Annotation
To prove that I was able to sustain engagement with the learners,
parents/guardians and other stakeholders regarding school policies and procedures
through school community partnership, I attached pictures as evidence of my
participation in school community partnership.
___________________________________________________________________
_________________________________________________________.

16. Applied a personal philosophy of teaching that is learner-

centered

What is your Personal Philosophy Of Teaching?

Major Philosophies in Education

1. Essentialism
2. Perrenialism
3. Progressivism
4. Social Reconstructionism
5. Existentialism
6. Behaviorism
7. Constructivism
8. Conservatism
9. Humanism
Student-Centered Philosopy

1. Progressivism – Focus on developing student’s moral compass

2. Humanism – about fostering each students to his or her fullest potential
3. Constructivism – focus on using education to shape a student’s world of
view

Attachment
Lesson Plan - Make an annotation to alll components of Instruction
a. Learning Objectives – Highlight the PS, CS, Objectives
Annotation: The learning objectives are shown in the PS, CS, and LC. This
part already show the student-centered learning
b. Instructional Activities – Review, activity, lesson proper, Assignment, Reflection
Annotation:
c. Assessment - Evaluation

Annotation
To show that I applied the Philosophy of Teaching that is learner-centered, I
have attached here a copy of my lesson plan where I indicated my annotation in
color shades. (Explain further)

17. Adopted practices that uphold the dignity of teaching as a

profession by exhibiting qualities such as caring attitude,
respect and integrity

Attachment
Screen shot
18. Set professional development goals based on the Philippine
Professional Standards for Teachers

19. Performed various related works / activities that contribute to

the teaching learning process