RPMS FOR PROFICIENT TEACHERS

ANNOTATIONS AND GUIDE

KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY

Objective 1
Applied knowledge of content within and across curriculum teaching areas

MOVs
*Attach your COT rating sheets 1 and 2. Highlight indicator 1

ANNOTATIONS
For objective 1, I have attached my Classroom Observation Tool (COT) rating sheet from my Classroom
Observation 1 and 2 observations of synchronous teaching (limited face-to-face). It is evident that I have met the
objectives, as proven by a rating of 7 under indicator 1 for applying knowledge within and across curriculum
teaching areas.
Objective 2
Used research-based knowledge and principles of teaching and learning to enhance professional practice

MOVs
*Attach one (1) lesson plan / lesson exemplar that use research-based knowledge. Highlight which part of the lesson plan
emphasize the objective (activity part)

ANNOTATIONS

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

Objective 3
Displayed Proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning

MOVs
*Attach your COT rating sheets 1 and 2. Highlight indicator 2
*For modular distance learning, annotated documents may also be considered (e.g. screenshot of messaging or conversation with
parents and learners, notes, instructions, narrative reports etc.) indicating occurrence of follow-up monitoring and evaluating
students’ progress.

ANNOTATIONS

Attached is my COT rating sheet for indicator 2: proficient use of mother tongue, Filipino, and English to
facilitate teaching and learning. My rating is 7, which is an excellent indicator that I met the objective. Language is
central to your learning: without it, you will be unable to make sense of a subject or communicate your
understanding of it. Being fluent in a second language helped me adapt to a different culture more easily.
Communication with my parents or guardians and students is essential for the teaching and learning process. In
addition, here are some of the annotated documents that will support my rating as evidence of language
proficiency as I gave instructions to my learners thru Facebook messenger and text messaging.
    
Objective 4
Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
engagement, and achievement

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.

ANNOTATIONS

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

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

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot of messaging or conversation with
parents and learners, notes, instructions, narrative reports etc.) indicating occurrence of follow-up monitoring and evaluating
students’ progress.

ANNOTATIONS

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

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 5.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot of messaging or conversation with
parents and learners, notes, instructions, narrative reports etc.) indicating occurrence of follow-up monitoring and evaluating
students’ progress.

ANNOTATIONS

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

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights
maintaining learning environment that nurture and inspire learners to participate, cooperate and collaborate in continued
learning.
Activity sheet/s
One lesson from a self-learning module (SLM)
Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
Video lesson
Audio lesson
Other learning materials in print/digital format (please specify and provide annotations)

ANNOTATIONS

I chose Set A as my MOVs for this objective. Attached are some of my supplemental materials for
creating learning environments that nurture and inspire students to participate, cooperate, and collaborate in
lifelong learning. The lesson in the self-learning module that I found encourages learners to collaborate. By
completing the activities listed in the module, they will be guided not only by their teachers, but also by their
parents and guardians. Learners can benefit from video lessons as well. My MELC-based video lesson was
uploaded to the drive or my YouTube channel or sent through our group chats. When compared to print materials
alone, videos provide a more engaging sensory experience. Learners get to see and hear the concept being
taught, and they can process it in the same way that they process their daily interactions.

ANNOTATIONS

For this objective, I chose Set B as my MOVs. My Classroom Observation Tool (COT) rating sheet from
my synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-face) is attached, with
indicator 7 highlighted. My ratings are 7 because I have created learning environments that encourage and inspire
students to participate, cooperate, and collaborate in lifelong learning. Here are some photos from my observation
that show the learners' active participation. My MELC-based lesson plan employed the collaborative approach,
which entails students working together on small activities or learning tasks in small groups to ensure that
everyone participates. This activity uses the jigsaw and think-pair-share methods, as demonstrated by my MOVs.
Students in the group may work on separate tasks that contribute to a common overall outcome, or they may
collaborate on a shared task.
Objective 8
Applied a range of successful strategies that maintain learning environments that motivate learners to work productively
by assuming responsibility for their own learning

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights
maintaining learning environment that nurture and inspire learners to participate, cooperate and collaborate in continued
learning.
Activity sheet/s
One lesson from a self-learning module (SLM)
Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
Video lesson
Audio lesson
Other learning materials in print/digital format (please specify and provide annotations)

*Please highlight and label your supplementary materials that you apply the various teaching strategies

ANNOTATIONS

For objective 8, I chose Set A. Various strategies I used in my lesson plan are highlighted as evidence of
this. I used visualization in the form of pictures, audio clips, and videos to encourage my students to get out of
their seats and participate in classroom experiments. Cooperative learning promotes small group or whole-class
activities that encourage students of varying abilities to collaborate. Furthermore, inquiry-based instruction is one
of the approaches that poses thought-provoking questions, inspiring your students to think for themselves and
become more independent learners. To ensure that no one falls behind, students are differentiated based on their
abilities. Incorporating technology into your teaching effectively engages your students, particularly 21st-century
learners. Combining these teaching strategies would help me motivate students to work productively by taking
responsibility for their own learning.

ANNOTATIONS

For this objective, I chose Set B as my MOVs. My Classroom Observation Tool (COT) rating sheet from
my synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-face) is attached, with
indicator 7 highlighted. My ratings are 7 because I applied a range of successful strategies that maintain learning
environment that motivate learners to work productib=vely by assuming responsibility for their own learning, .
Here are some photos from my observation that show the learners' active participation. My MELC-based lesson
plan employed the various teaching strategies, which motivate the learners to strive more and reach their full
potential. Highlighted are the activities which I employ the strategies in teaching that I find compelling and
effective based on the MELC.
KRA 3: Diversity of Learners, Curriculum and Planning & Assessment and Reporting

Objective 9
Designed, adapted, and implemented teaching strategies that are responsive to learners
with disabilities, giftedness, and talents

MOVs
* 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

TEACHER REFLECTION FORM (TRF)

TEACHER: ___. _______________________ DATE SUBMITTED: _____________ ____

RATER: _____________________________ SUBJECT & GRADE LEVEL: _ _________

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are
responsive to learners with disabilities, giftedness and talents

PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities
when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning
disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in this
form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.

YOUR REFLECTION

To have a student like Clara is a challenge that a teacher must surpass. It is about measuring the teacher’s ability to recognize
the problem and make an action to meet the learner’s needs without making them feel that they are different. Teachers must
know that their learners walk into their classroom with a wide range of gifts and try to find ways to meet their needs,
including those with learning and thinking differences.

Given the situation like Clara, as a Mathematics Teacher, I will utilize differentiated instruction, especially in my subject
area, where students tend to use critical thinking skills. With this approach, I can change what students need to learn, how
they’ll remember it, and how to get the material across to them. In my experience, when my students struggle with one topic,
 I will create a plan that includes extra practice, step-by-step directions, and particular homework. Scaffolding is also an
option. These breaks learning into chunks. These chunks follow a logical order and move toward a clear goal. I usually form
a bridge between what my learners already know and what they cannot do independently. In Mathematics, it can be charts,
pictures, and cue cards.

In my subject area, mathematics, Graphic Organization is the best use for my teaching process with learners who have
difficulty understanding. I draw a picture to map out my thoughts and ideas. It can help the students, especially the younger
students, with activities like counting and solving. This can help them plan and organize problem-solving

According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they hold lower
expectations. In turn, the student may live up to these low expectations. Although students with learning disabilities tend to
struggle with lower achievement and have negative beliefs about their academic abilities, some researchers point out that it is
difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing is focusing on the
sea of strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to do. It is essential for students
with learning disabilities to feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special needs gave me hope that I can
cultivate that resilience and strength in all the students who come to me with diverse learning needs as an educator and
parent.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilities_focus_on_their_strenghts

YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with regular
classroom and school programs as much as possible.

There are various options for changing exams in ways that are fair while also taking into account how busy teachers are. One
option is to argue traditional assignments or tests with portfolios, which are collections of a student’s work that show their growth
over time and frequently include reflective or evaluative remarks from the students, the teacher, or both. Another option is to
design a method for observing the student often, even for a few minutes, and to take informal notes about the observations for
subsequent review and assessment. Also, enlisting the assistance of teacher assistants, who are often there to assist with a
handicap, an assistant may usually complete a brief test or activity with the student and then report and discuss the results with the
learner.

I encountered a student with a mild cognitive disability in my teaching career. This student was assigned primarily to classes
specially intended for slow learners but participated in school-wide activities alongside non-disabled students. I also designed an
individual educational plan for that student considering his strengths and needs.

Objective 10
Adapted and used culturally appropriate teaching strategies to address the needs of learners from Indigenous groups

MOVs
* 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
 TEACHER REFLECTION FORM (TRF)

TEACHER: ___. _______________________ DATE SUBMITTED: _____________ ____

RATER: _____________________________ SUBJECT & GRADE LEVEL: _ _________

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

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

PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group. Evaluate
the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assessment, research on the following roles in your community by asking your parents or anyone with
knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.

Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers

YOUR REFLECTIONS

Education is regarded as a human right in and of itself and an essential tool for achieving other human rights and fundamental
freedoms. It is the door through which economically and socially underprivileged people can rise beyond poverty and fully
access the resources they need to engage in their communities fully. Education is becoming more widely recognized as one of
the best long-term financial and social investments a country can make. Indigenous children and adults can exercise and enjoy
their economic, social, and cultural rights with the help of appropriate education. It also improves their ability to exercise civil
rights, allowing them to have a more significant say in political policy decisions that affect their human rights. As a result,
education is critical for the enjoyment, preservation, and transmission of indigenous cultures, languages, customs, and
knowledge.

The given assessment above will provide the learners with their choice. This intercultural approach will boost positive
community life between individuals from various cultures and religions by focusing on individuals as a central element and
holders of rights. Set A will allow the students who respect mayors, councilors, and medical officers to conduct their
assessment, while Set B will let the indigenous learners do their interviews with their datu/chieftain, community elders, and
healers. This can help us understand the students’ preferences, strengths and weaknesses when communicating and how these
can help or hinder us when communicating across cultures.

This good intercultural communication fundamentally requires intercultural awareness, an understanding that different cultures
have different standards and norms. The idea is that if you don’t understand how your students communicate, you might make
some poor decisions as a teacher. Intercultural communication is crucial in school and education because it prevents bad
teaching.
Objective 11
Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all learners

MOVs
* Evaluation of an adapted/contextualized learning program after the initial implementation
Progress report on learners under the adapted/contextualized learning program after implementation
Accomplishment/completion/technical report on the implementation of an adapted/contextualized
learning program
Action plan/activity proposal/ activity matrix that shows an adapted/ contextualized learning program

*This program is not ONLY for Filipino and English teachers conducting a reading program. As subject teachers, we are
encouraged to take action by doing remediation and intervention program. You can attach pictures while conducting the
intervention or remediation program, your action and/or work plan, data gathered and narrative report as your MOVS

ANNOTATIONS

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

Programs/ Description of Objectives Strategies/ Time Persons Expected

Projects the Project Activities Frame Involved Outcomes

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

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

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

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

Quality Assured Self-

Self- Learning Kit in
Learning Kit The SKLM is This initiative -Self Learning School Head Mathematics
in like activity aims to promote Kit in Teacher
Mathematics sheets and independent Mathematics Writer
assessment learning where created by Consultant
tools that are students can Teacher
helpful in actively -Preparation of
distance participate in the the layout and
learning. The printed modular content
features of this distance learning -Orientation and
SLK are self- at the comfort of pilot testing on
paced and their homes. the proper use of
suitable for the SLK
independent -Distribution of
learning. the printed
material
-SLK repository

LEARNERS GIVEN REMEDIATION BASED ON LOA RESULTS

Mathematics 8
First Quarter, SY 2021-2022

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN
REMEDIATION
GUMAMELA 56 Conduct an online remedial session (for 88% of the students
online students) or allow them to watch video mastered the lesson
lessons created by the teacher and provide
simplified learning activity sheets based on
MELCs that they least master
ILANG-ILANG 75 Conduct an online remedial session (for 85% of the students
online students) or allow them to watch video mastered the lesson
lessons created by the teacher and provide
simplified learning activity sheets based on
 MELCs that they least master
ROSAL 33 Conduct an online remedial session (for 88% of the students
online students) or allow them to watch video mastered the lesson
lessons created by the teacher and provide
simplified learning activity sheets based on
MELCs that they least master
SAMPAGUITA 61 Conduct an online remedial session (for 87% of the students
online students) or allow them to watch video mastered the lesson
lessons created by the teacher and provide
simplified learning activity sheets based on
MELCs that they least master
SANTAN 62 Conduct an online remedial session (for 87% of the students
online students) or allow them to watch video mastered the lesson
lessons created by the teacher and provide
simplified learning activity sheets based on
MELCs that they least master
TOTAL 289    

LEARNERS GIVEN INTERVENTION BASED ON NUMBER OF FAILURES FROM SF9

Mathematics 8
First Quarter, SY 2021-2022

NO. OF LEARNERS
SECTION GIVEN REMEDIATION PROVIDED OUTCOME
REMEDIATION
Conduct an online remedial session (for
online students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
GUMAMELA 17
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
ILANG-ILANG 18
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
ROSAL 10
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
SAMPAGUITA 20
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch video
lessons created by the teacher, assign 100% of the students
SANTAN 13
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
TOTAL 77    
 NARRATIVE REPORT

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

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

Finally, the academic success of our students is entirely in our hands. Of course, this would only be possible
with the full cooperation and support of all stakeholders. Even a small effort will mean a lot to them, and you will be
able to make a difference in their lives.

***Please attach pictures while conducting the remedial class or intervention program and the learning materials used
such as video lessons and self-learning kit or learning activity sheets

Objective 12
Utilized assessment data to inform the modification of teaching and learning practices and programs

MOVs
* A list of identified least/most mastered skills based on the frequency of errors/correct responses with any of the following
supporting MOV
Accomplishment report for remedial/enhancement activities(e.g. remedial sessions, Summer Reading Camp, Phil-IRI based
reading program)
Intervention material used for remediation/reinforcement/enhancement
Lesson plan/activity log for remediation/enhancement utilizing of assessment data to modify teaching and learning practices or
programs
 ANNOTATIONS

For this objective, the e-class record will serve as the basis for identifying the least mastered skills based
on the frequency of errors/correct responses. Attached here is my sample class record in mathematics 8 as I
keep assessment data of my learners divided into two components: the written work and performance task. I
developed an intervention program for a specific most essential learning competency. I implemented this program
to identify learners with learning gaps, as evident in the Accomplishment report attached.

*Same MOVs in Objective 11. Please include your e-class record. Cover the name of the learners. Show how you identify the
least mastered skills using e-Class record

Example:

Written Works

WW1 WW2 WW3 WW4 WW5

Total number of 10 8 10 10 5
items
Average Score 8.42 6.30 7.55 5.95 2.75
Percentage of 84.20% 78.75% 75.55% 59.50% 55.00%
Mastery

Formula:
Average score = sum of all scores/ total number of students
Percentage of Mastery = average score/number of items*100 percent

*Topics for written work #4 and #5 will be the coverage of the intervention program

KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development

Objective 13

Maintained learning environments that are responsive to community contexts

MOVs
Accomplishment report of a program/project/activity that maintains a learning environment
Program/Project/Activity plan on maintaining a learning environment
Minutes of a consultative meeting/community stakeholders meeting about a program/project/activity that maintains a learning
environment with proof of attendance
Communication letter about a program/project/activity that maintains a learning environment

Specific MOVs for you!

*Home Visitation or class conducted outside the school
Invite speakers or visitors for your class
Project AKAP
Learner’s research project
Voluntary community service
Communication between students, parents, coteaches, where students participate in experiential learning opportunities and in-
campus management decisions.
Objective 14

Reviewed regularly personal teaching practice using existing laws and regulations that apply to the teaching profession
and the responsibilities specified in the Code of Ethics for Professional Teachers

MOVs
* Annotated video/audio recording of one’s teaching that shows impact of regularly reviewing one’s teaching practice/s
Annotated teaching materials that show impact of regularly reviewing one’s teaching practice/s
Lesson plan
Activity sheet
Assessment materials
Others (Please specify)
Personal reflection

Specific MOVS
*Attach pictures while attending webinars, limited face-to-face classes, and your lesson plan or activities with grading rubric. Add
your personal reflection

ANNOTATIONS

To demonstrate the impact of my regular review of my personal teaching practice using existing laws and
regulations as evidence for Objective 14, I have attached pictures as MOVs showing that as part of my routine, I
started my class with a prayer, as stated in Section 4, Article 11 of the Code of Ethics for Professional Teachers.
This states that a teacher should always acknowledge the Almighty God as the guide of your own and the nation's
destinies. I always presented the grading rubric to students to know what was expected of them. According to
Section 1, Article VIII of the Code of Ethics, it was generally accepted evaluation and assessment procedures. A
copy of my e-class record is evidence of adhering to generally accepted practices for the academic mark and
promoting learners in the subject that I handle, as stated in the same Article of the Code of Ethics for Professional
Teachers.

REFLECTION

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

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

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

Complied with and implemented school policies and procedures consistently to foster harmonious relationships with
learners, parents, and other stakeholders

MOVs
Proof of participation/involvement in a school-community partnership for the implementation of a school policy/procedure (e.g.
certificate as committee member, narrative report)
Minutes of parent-teacher conference/stakeholder’s meeting about an implemented school policy/procedure with proof of
attendance
Communication letter about an implemented school policy/procedure sent to parent/guardian

Specific MOVs
*Picture of your participation or attendance, title and caption of the activity/program, date, and venue of the activity.

ANNOTATIONS

Attached are pictures of participation and proof of attendance in a school-community partnership to exemplify
that I could sustain engagement with learners, parents/guardians, and other stakeholders regarding school
policies and procedures through school and community partnership/s. These images depict our collaboration with
the students and other external stakeholders. The Local Government Unit, with the help of the Division Office,
provided smartphones and tablets to our students to help them with their distance learning. The officers of the
PTA also show their full support and cooperation. I served as the master of ceremonies and was a member of the
committee that helped organize the program.
Objective 16

Applied a personal philosophy of teaching that is learner-centered

MOVs
* One (1) lesson plan with annotations identifying the application of a learner-centered teaching philosophy (e.g.
constructivism, existentialism) used as a basis for planning/designing the lesson.

REFLECTION

My Teaching Philosophy

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

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

Teachers create and develop materials that are contextualized, localized, and suited
with the needs of the learners. Different learning approaches and strategies like the 2C2I1R are
incorporated in the lesson plan or exemplar to achieve the learning standards and learning
competencies of the students. I use my knowledge of the discipline to expose my students to modes of
critical thinking, encouraging to analyze, apply, synthesize, and evaluate all they read and hear based
on the revised bloom’s taxonomy of Anderson. There are various activities that will help the learners to
develop their 21st century skills in critical thinking, problem solving and decision making, collaboration,
and creativity. The teacher must act as a facilitator for learning in every activity to be implemented
provided the criteria or scoring rubric. As a teacher, you should know how to apply the new trends in
your teaching strategies by considering the likes and dislikes of the students to actively involved and
participate in the teaching and learning process. You should love your subject and know how to make
them come alive from your students. A teacher does not only teach but inspires as well. Moreover, he
or she must be flexible, adaptive, and innovative with the changes and challenges in education to
suffice the needs of the learners

All teaching aids and learning materials are the spices of teaching. We are tested through times
when we’re challenged of different situation and scenario just like this trying times. There were
teachers who are not totally computer literate. But, through extensive trainings and webinars, they are
equipped with new knowledge and skills that they can apply in teaching.
Specific MOVs
*Attach one lesson plan. Highlight the reflection part.

ANNOTATIONS

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

Objective 17

Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect, and integrity.

MOVs
Documented feedback from superiors, colleagues, learners, parents/guardians, or other stakeholders directly reflecting the
ratee’s good practices that uphold the dignity of teaching as a profession
Annotated evidence of practice indirectly linking to the upholding of dignity of teaching as profession by exhibiting qualities such
as caring attitude, respect and integrity.
Screenshot of text messages/chat/email or any form of communication with parents/guardians or learners (name or any identifies
removed)
Remarks from mentor/master teachers/school head about one’s qualities (e.g. entries in Performance Monitoring and Coaching
Form (PMCF) or Mid-year Review Form
Recognition forms the school/school community about one’s qualities

*SAMPLE CERTIFICATE (You can include 3 or more)

CERTIFICATION

   This is to certify that ______________________________ was able to manifest a caring attitude and respect

for his colleagues during various school activities and tasks in the preparation of limited face-to-face classes. He has
been a member of the teaching and learning working committee. He exerted effort and worked well with the team
sharing his knowledge and expertise. 
          
Given this ___________ at ____________________.

Name of Principal
Position
*Specific MOVs
Consolidated feedback from parent or guardian. Handwritten with name and signature at the bottom. Attach as MOVs.
Coaching Form and Developmental Plan
Screenshots of messages form the students and parents/guardians.

ANNOTATIONS

To prove that I met Objective 17 by adopting practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as a caring attitude, respect, and integrity, I humbly solicited
feedback from various school stakeholders such as my school head or principal, parents, and students.
These are my demonstrations of how I wholeheartedly carry out my responsibilities as a teacher.

Objective 18
Set professional development goals based on the Philippine Professional Standards for Teachers

MOVs
*Updated IPCRF-DP from Phase II
Mid-year Review Form (MRF)
IPCRF-DP
Certification from the ICT Coordinator/School Head/Focal Person in charge of e-SAT

*You may ask me for a copy of sample developmental plan if you do not have 😊 Have your e-SAT accomplished.
Ask your ICT coordinator for the Certification

ANNOTATIONS

In objective 18, all attachments will serve as my evidence in proving that I set professional
development goals based on the Philippine Professional Standards for Teachers. Attached here is my
accomplished developmental plan, midyear review form, IPCRF developmental plan and certificate of
e-Sat accomplishment. As I have reviewed all these documents, I found out that there is always room
for improvement. These weaknesses will help me to be a better teacher. I must go over the plan that I
made to achieve the learning objectives that I have set for the functional and Core Behavioral
competencies. All the feedback from the superiors will take it positively and constructively to improve
my teaching and best practices.
Objective 19
Performed various related works/activities that contribute to the teaching-learning process
(Plus Factor)

MOVs
*Please attach any of the following:
Committee involvement
Advisorship of co-curricular activities
Involvement as module/ learning material writer
Involvement as module/learning material validator
Participation in the RO/SDO/school- initiated TV-/radio-based instruction
Book or journal authorship/contributorship
Coordinatorship/chairpersonship
Coaching and mentoring learners in competitions
Mentoring pre-service teachers
Participation in demonstration teaching
Participation as research presenter in a forum/ conference
Others (please specify and provide annotations)

*Attach pictures of the Certificates, add short caption, the date and venue

ANNOTATIONS

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

*Thanks, and God bless you! *