Annex A1 RPMS Tool For Proficient Teachers SY 2022-2023

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RPMS Tool for S.Y. 2022 -2023 | Proficient Teachers

KRA 1: Content Knowledge and Pedagogy
PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Outstanding Very Satisfactory Unsatisfactory Poor
VERIFICATION
QET (5) Satisfactory (3) (2) (1)
(4)
1. Applied Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
knowledge Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
of content (COT) rating sheet/s Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and or inter-observer shown in COT shown in COT shown in COT shown in COT shown in COT
across agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
done through onsite / inter-observer
curriculum inter-observer inter-observer inter-observer inter-observer
face-to-face / in-person agreement
teaching Quality agreement agreement agreement agreement
classroom observation. forms
areas. forms forms forms forms
(PPST 1.1.2) If onsite / face-to-face / or
inperson classes are
not implemented, No acceptable
• through evidence was
observation of shown
synchronous /
Objective was Objective was No acceptable
asynchronous
met within the met but evidence was
teaching
allotted time instruction shown
in other modalities;
exceeded the
or
Efficiency allotted time
• through
observation of a
demonstration
teaching* via LAC
session.
* The demonstration teaching must always reflect the teaching-learning process.
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Notes:
1. PPST Resource Package Module 1 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 1.1.2).
2. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii)
find the transmuted RPMS rating. See sample computation below:
COT RPMS 5-point RPMS Rating

Means of Verification
Rating Scale Rating Transmutation Table
COT Rating Sheet 1 6 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 Very Satisfactory (4) 3.500-4.499
COT Rating Sheet 3 5 3 Satisfactory (3) 2.500-3.499
COT Rating Sheet 4 6 4 Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
PERFORMANCE
INDICATOR
MEANS OF
VERIFICATION
(4)
2. Used a Classroom Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
range of Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching (COT) rating sheet/s Objective 2 as Objective 2 as Objective 2 as Objective 2 as Objective 2 as
strategies or inter-observer shown in COT shown in COT shown in COT shown in COT shown in COT
that agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
enhance done through onsite / inter-observer inter-observer inter-observer inter-observer inter-observer
learner face-to-face / in-person agreement
agreement agreement agreement agreement
achievement classroom observation. forms
forms forms forms forms
in
literacy and If onsite / face-to-face / or
numeracy inperson classes are
skills. not implemented, No acceptable
• through evidence was
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(PPST 1.4.2) observation of shown
synchronous / Objective was Objective was No acceptable
asynchronous met within the met but evidence was
teaching instruction
allotted time shown
in other modalities; exceeded the
or allotted time
• through Efficiency
observation of a
demonstration
teaching* via LAC
session.
Notes:

Poor (1) 1.000-1.499
PERFORMANCE
INDICATOR
MEANS OF
VERIFICATION
(4)
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3. Applied a Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
range of Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
teaching (COT) rating sheet/s or Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
strategies interobserver shown in COT shown in COT shown in COT shown in COT shown in COT
to develop agreement form/s done rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
critical and through onsite / face- inter-observer inter-observer inter-observer inter-observer inter-observer
creative toface / in-person agreement
Quality agreement agreement agreement agreement
thinking, as classroom observation. forms
well as
other If onsite / face-to-face / or
higher- inperson classes are not
order implemented, No acceptable
thinking • through observation evidence was
skills. of synchronous / shown
(PPST asynchronous Objective was Objective was No acceptable
1.5.2) teaching in other
met within met but evidence was
modalities; or
the allotted instruction shown
• through observation Efficiency exceeded the
time
of a demonstration allotted time
teaching* via LAC
session.
Notes:

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Poor (1) 1.000-1.499
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KRA 2: Learning Environment & Diversity of Learners
PERFORMANCE INDICATOR
MEANS OF Outstanding Very Satisfactory Unsatisfactory Poor
OBJECTIVE
VERIFICATION QET (5) Satisfactory (3) (2) (1)
(4)
4. Managed Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
classroom Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
structure to (COT) rating sheet/s Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
engage or inter-observer shown in COT shown in COT shown in COT shown in COT shown in COT
learners, agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
individually or done through onsite / interobserver inter-observer inter-observer inter-observer inter-observer
in groups, in face-toface / in- agreement
Quality agreement agreement agreement agreement
meaningful person classroom forms
exploration, observation.
discovery and or
hands-on If onsite / face-to-
activities face / inperson No acceptable
within a range classes are not evidence was
of physical implemented, shown
learning • through
environments. observation of
met within the met but evidence was
(PPST 2.3.2) synchronous /
allotted time instruction shown
asynchronous
teaching in other exceeded the
modalities; or allotted time
Efficiency
• through
observation of a
demonstration
teaching* via LAC
session.
Notes:
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Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
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Notes:
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PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Very
VERIFICATION Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Managed Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learner Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
behavior (COT) rating sheet/s Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
constructively or interobserver shown in COT shown in COT shown in COT shown in COT shown in COT
by applying agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
positive and done through onsite / inter-observer inter-observer inter-observer inter-observer inter-observer
face-toface / in-person agreement
non-violent Quality agreement agreement agreement agreement
discipline to forms forms forms forms
ensure If onsite / face-to-face / or
learningfocuse inperson classes are
d environments. not implemented, No acceptable
(PPST 2.6.2) • through evidence was
observation of shown
synchronous / Objective was
Objective was No acceptable
asynchronous met but
met within evidence was
teaching in other instruction
modalities; or the allotted shown
time exceeded the
• through Efficiency allotted time
observation of a
demonstration
teaching* via LAC
session.

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Poor (1) 1.000-1.499
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Notes:
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PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Very Unsatisfactor
VERIFICATION Outstanding Satisfactory Poor
QET Satisfactory y
(5) (3) (1)
(4) (2)
6. Used Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
differentiated, Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
developmentally (COT) rating sheet/s Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
appropriate or interobserver shown in COT shown in COT shown in COT shown in COT shown in COT
learning agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
experiences to done through onsite / inter-observer inter-observer inter-observer inter-observer inter-observer
address Quality agreement agreement agreement agreement
classroom forms
learners’ forms forms forms forms
observation.
gender, needs,
or
strengths, If onsite / face-to-
interests and face / inperson No acceptable
experiences. classes are not evidence was
(PPST 3.1.2) implemented, shown
• through
observation of
synchronous /
asynchronous
time exceeded the
teaching in other
Efficiency
• through
observation of a
demonstration
teaching* via LAC
session.
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Poor (1) 1.000-1.499
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KRA 3: Curriculum and Planning
The demonstration teaching must always reflect the teaching-learning process.
Notes:
PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Very Unsatisfactor
VERIFICATION Outstanding Satisfactory Poor
QET Satisfactory y
(5) (3) (1)
(4) (2)
7. Planned, Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
managed and Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented (COT) rating sheet/s Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
developmentally or interobserver shown in COT shown in COT shown in COT shown in COT shown in COT
sequenced agreement form/s rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
teaching and done through onsite / inter-observer inter-observer inter-observer inter-observer inter-observer
learning Quality agreement agreement agreement agreement
classroom forms
processes to forms forms forms forms
observation.
meet curriculum
or
requirements If onsite / face-to-
and varied face / inperson No acceptable
teaching classes are not evidence was
contexts. (PPST implemented, shown
4.1.2) • through
Efficiency Objective was Objective was No acceptable
observation of
synchronous /
asynchronous
time exceeded the
teaching in other
• through
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observation of a
demonstration
teaching* via LAC
session.

Means of Verification Average
3.500
Poor (1) 1.000-1.499
MEANS OF Outstandin Very Satisfactory Satisfactory Unsatisfactory Poor
OBJECTIVE
VERIFICATION QET g (4) (3) (2) (1)
(5)
8. Participated 1. Proof/s of Quality Planned for Reflected on Shared practices, Attended LAC sessions / No
in collegial attendance enriched practices during LAC teacher and learner FGDs / meetings / other accepta
discussions in LAC teaching sessions / FGDs / feedback during LAC collegial discussions that ble
that use sessions / practice meetings / other sessions / FGDs / discuss teacher/learner evidenc
teacher and FGDs / based on collegial discussions meetings / other collegial feedback to enrich e was
meetings / LAC to plan, facilitate, discussions to plan, instruction, as
learner shown
other collegial sessions / and enrich teaching facilitate, and enrich shown in MOV 1
feedback to
discussions FGDs / practice, as teaching
enrich
2. Minutes of meetings / shown in MOV 3 practice, as
teaching other
LAC sessions shown in MOV 2
practice. / FGDs / collegial
(PPST 4.4.2) meetings / discussions
other collegial attended, as
discussions shown in
on use of MOV 3
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teacher and Timeliness Participated Participated in Participated in collegial Participated in a collegial No
learner * in collegial collegial discussions discussions that discuss discussion that discusses accepta
feedback to discussions that discuss teacher teacher and learner teacher and learner ble
enrich that discuss and learner feedback feedback across feedback in only evidenc
teaching teacher and across 2 quarters 1 quarter e was
practice learner 3 quarters shown
3. Reflection feedback
notes of across
teachers on 4 quarters
their
demonstratio
n of teaching
practices
following
participation
from LAC
sessions /
FGDs /
meetings /
other collegial
discussions
that use
teacher and
learner
feedback to
enrich
teaching
practice, with
proof/s of
attendance
4. Any
equivalent
ALS
form/docume
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nt that
highlights the
objective
*MOVs for the rating of this performance measure must contain date stamps to track conduct of such activities (e.g., date in the attendance sheets, minutes, and reflection
notes, minutes).
Note: PPST Resource Package Module 8 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 4.4.2).
Notes:
PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Very
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Selected, Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
developed, Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
organized (COT) rating sheet/s or Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
and used interobserver shown in COT shown in COT shown in COT shown in COT shown in COT
appropriate agreement form/s done rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
teaching and through onsite / face- inter-observer inter-observer inter-observer inter-observer inter-observer
toface / in-person Quality agreement
learning agreement agreement agreement agreement
resources, forms forms forms forms
including If onsite / face-to-face / or
ICT, to inperson classes are not
address implemented, No acceptable
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learning • through observation evidence was
goals. (PPST of synchronous / shown
4.5.2) asynchronous Objective was Objective was No acceptable
teaching in other met within met but evidence was
modalities; or instruction
the allotted shown
• through observation Efficiency time exceeded the
of a demonstration allotted time
teaching* via LAC
session.

Poor (1) 1.000-1.499
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KRA 4
: Assessment and Reporting
PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Very
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Designed, Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
selected, Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
organized and (COT) rating sheet/s or Objective 10 Objective 10 Objective 10 Objective 10 as Objective 10
used interobserver as shown in as shown in as shown in shown in COT as shown in
diagnostic, agreement form/s done COT rating COT rating COT rating rating sheets / COT rating
formative and through onsite / face- sheets / inter- sheets / inter- sheets / inter- inter-observer sheets / inter-
toface / in-person observer
summative observer observer observer agreement
classroom observation. Quality agreement
assessment agreement agreement agreement forms
forms
strategies If onsite / face-to-face / forms forms forms
consistent inperson classes are not or
with implemented,
curriculum • through observation No acceptable
requirements. of synchronous / evidence was
(PPST 5.1.2) asynchronous shown
teaching in other Objective was
Objective was No acceptable
modalities; or met but
met within evidence was
• through observation instruction
of a demonstration Efficiency the allotted shown
time exceeded the
teaching* via LAC allotted time
session.
Notes:
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KRA 4

Poor (1) 1.000-1.499
OBJECTIVE
(4)
11. Any one (1) of the Involved Monitored Monitored Monitored and No
Monitored following: learner/s in and evaluated and evaluated evaluated acceptable
and ● Individual Learning monitoring and learner learner learner evidence
evaluated Monitoring Plan evaluation of progress and progress and progress and was shown
learner (ILMP) their own achievement achievement achievement
progress progress and based on based on the based on an
● Peer assessment Quality
and achievement existing grade
data attainment class
achievement level /
● Sample of learners’ data from an attainment
using department /
learner output individual data learning area
attainment with reflection / learner report
data. selfassessment
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KRA 4
(PPST 5.2.2) ● Progress Submitted Submitted Submitted Submitted No
charts/anecdotal MOV/s show/s MOV/s show/s MOV/s show/s MOV/s show/s acceptable
records monitoring and monitoring and monitoring and monitoring and evidence
● Class/e-class evaluation evaluation evaluation evaluation done was shown
record/grading sheets done across 4 done across 3 done across 2 in only 1
quarters
● Lesson plans quarters quarters quarter
showing index of
mastery
● Frequency of errors
with identified
least/most mastered Timeliness
skills
● Any equivalent ALS
form/document that
highlights the
objective (e.g.,
Individual Learning
Agreement (ILA), ALS
Assessment Form 2)
● Others (Please
specify and provide
annotations)

OBJECTIVE
(4)
12. Any one (1) of the Quality Sustained Communicated Communicated Communicated No
Communicated following: engagement promptly and promptly and learners’ needs, acceptabl
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KRA 4
promptly and ● A sample of through regular clearly using clearly using progress and e
clearly the corrected test communication various tools only one (1) achievement to evidence
learners’ needs, paper of a of learners’ and strategies strategy key was
progress and learner in a needs, progress learners’ needs, learners’ needs, stakeholders, shown
achievement to learning area and progress and progress and including
achievement to achievement to achievement to parents/
key with parent’s or
key key key guardians
stakeholders, guardian’s
stakeholders, stakeholders, stakeholders, , but not
including signature and including including
including regularly as
parents/guardian date of receipt parents/guardia parents/guardia parents/guardia shown in the
s. (PPST 5.4.2) ● Minutes of ns , as shown in ns , as shown in ns , as shown in
MOV submitted
meetings with the the the
key MOV submitted MOV submitted MOV submitted
stakeholders
(e.g., PTA,
SGC, SPT, Timelines Showed prompt Showed prompt Showed prompt Showed prompt No
CPC) with proof s communication communication communication communication acceptabl
of attendance of learners’ of learners’ of learners’ of learners’ e
needs, progress needs, progress needs, progress needs, progress evidence
● Report card with
and and and and was
parent’s or
achievement achievement achievement achievement in shown
guardian’s
signature in all across 4 across 3 across 2 only 1 quarter
quarters quarters quarters quarters
supported by
minutes of
meeting
● Communication
with
key stakeholders
(e.g.,
parents/guardian
s, coteachers,
LGU) using
various
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KRA 4
modalities
● Anecdotal
record showing
entries per
quarter
● Any equivalent
ALS
form/document
that highlights
the objective ●
Others (Please
specify and
provide
annotations)
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KRA
5: Personal Growth and Professional
Development
PERFORMANCE
INDICATOR
MEANS OF
VERIFICATION
(4)
13. Applied a A reflection/journal Submitted Submitted Submitted Submitted MOV No
personal entry that highlights MOV that MOV MOV that that indicates a acceptable
philosophy of the application of a details the that reflects shows the personal evidence
teaching that is learnercentered consistent involvement application of philosophy of was shown
learner- teaching philosophy in involvement of learners in a personal teaching that is
of learners in the teaching-
centered. the lesson plan or philosophy of not
the teaching- learning
(PPST 7.1.2) community work teaching that is learnercentere
learning process
process learner- d
Quality resulting from
resulting from centered
the application
the application of a personal
of a personal philosophy of
philosophy of teaching that is
teaching that is learner-
learner- centered
centered
Applied a Applied a Applied a Applied a No

personal personal personal personal acceptable
philosophy of philosophy of philosophy of philosophy of evidence
teaching that teaching that teaching that teaching that is was shown
Timeliness
is learner- is learner- is learner- learner-centered
centered centered centered in only 1
across 4 across 3 across 2 quarter
quarters quarters quarters
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KRA 5: Personal Growth and Professional Development
PERFORMANCE
INDICATOR
MEANS OF
OBJECTIVE Outstanding Very Satisfactory Unsatisfactor Poor
VERIFICATION
QET (5) Satisfactory (3) y (1)
(4) (2)
14. Set 1. Certification from the Updated Discussed Set Accomplished No
professional ICT Coordinator / professional progress on professional the e-SAT at acceptable
development School Head / development professional development the beginning of evidence
goals based Focal Person in goals during development goals based the school year was shown
on the charge of eSAT Phase II of the goals with the on e-SAT as
Philippine 2. IPCRF-DP RPMS Cycle rater during the results as evidenced by
Quality evidenced by
Professional 3. Mid-year Review Form as mid-year MOV 1
Standards (MRF) evidenced by review MOV 2
for MOV 4 as evidenced
4. Updated IPCRF-DP
Teachers. by
(PPST 7.5.2) from Phase II
MOV 3
Submitted 4 Submitted 3 Submitted 2 Submitted 1 No

Efficiency acceptable acceptable acceptable acceptable acceptable
MOVs MOVs MOVs MOV evidence
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was shown
All four (4) Three (3) of Two (2) of the Only one (1) of No
submitted the submitted submitted the submitted acceptable
MOVs were MOVs were MOVs were MOVs was evidence
accomplished
Timeliness accomplished accomplished accomplished was shown
within the within the within the within the
prescribed prescribed prescribed prescribed
RPMS Phase RPMS Phase RPMS Phase RPMS Phase
Plus Factor
OBJECTIVE MEANS OF VERIFICATION Outstanding Very Satisfactory Unsatisfactory Poor

(4)
15. Performed Any one (1) proof of: Performed at Performed at Performed at Performed at No
various related ● committee involvement; least least least least acceptable
works / ● involvement as one (1) one (1) one (1) related one (1) related evidence
activities that module/learning material related work related work work work was shown
contribute to writer/validator; Quality / activity that / activity that / activity that / activity that
the ● involvement as a resource contributed to contributed to contributed to the contributed to the
teachinglearnin person/speaker/learning the teaching- the teaching- teaching-learning teaching-learning
g process. facilitator in in the learning learning process within process within
RO/SDO/school-initiated process process the learning the class as
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TV/radio-based instruction; beyond the within the area/department evidenced by the
● book or journal authorship/ school / school / as evidenced by submitted MOV.
co-authorship/contributorshi Community Community the submitted
p; Learning Learning MOV.
● advisorship/coordinatorship/ Center (CLC) Center (CLC)
as evidenced as evidenced
chairpersonship;
by the by the
● participation in submitted submitted
demonstration teaching; MOV. MOV.
● participation as research
presenter in a Submitted Submitted Submitted MOV Submitted MOV No
forum/conference; MOV that MOV that that shows that acceptable
● mentoring of details the details the reasonable shows evidence
pre-service/inservice achieved perceived interlap with the considerable was shown
teachers; positive positive actual overlap with,
● conducted research within contribution contribution teachinglearning hence
the rating period; ● to the to the process, as significantly
Efficiency affecting the
others (please specify) teaching- teaching- evidenced by the
performance of
with annotation on how it learning learning annotation
the actual
contributed to the process, as process, as provided. teachinglearning
teachinglearning evidenced by evidenced by process.
process. the annotation the
provided. annotation
provided.
Submitted Submitted Submitted Submitted No
MOVs were MOVs were MOVs were MOV/s acceptable
was/were evidence
Timeliness distributed distributed distributed
was shown
across 4 across 3 across 2 completed in
quarters quarters quarters only
1 quarter
SUMMARY
KRA Objective Q E T MOV/s No. of
MOVs
KRA 1 ✓ ✓ Classroom Observation Tool (COT) rating sheet/s or inter-observer agreement form/s done through onsite / 4*
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2 ✓ ✓ 4*
1
3 ✓ ✓ face-to-face / in-person classroom observation. 4*
4 ✓ ✓ If onsite / face-to-face / in-person classes are not implemented, 2*
KRA ✓ ✓ • through observation of synchronous / asynchronous teaching in other modalities; or
5 2*
2
6 ✓ ✓ • through observation of a demonstration teaching* via LAC session. 2*
7 ✓ ✓ 2*
1. Proof/s of attendance in LAC sessions / FGDs / meetings / other collegial discussions
2. Minutes of LAC sessions / FGDs / meetings / other collegial discussions on use of teacher and learner
feedback to enrich teaching practice
KRA
8 ✓ ✓ 3. Reflection notes of teachers on their demonstration of teaching practices following participation from LAC at most 4
3
sessions / FGDs / meetings
/ other collegial discussions that use teacher and learner feedback to enrich teaching practice, with
proof/s of attendance 4. Any equivalent ALS form/document that highlights the objective
9 ✓ ✓ 2*
See similar MOV above on COT rating sheet or inter-observer agreement form
10 ✓ ✓ 2*
Any one (1) of the following:
● Individual Learning Monitoring Plan (ILMP)
● Sample of learners’ output with reflection / self-assessment
● Progress charts/anecdotal records
● Class/e-class record/grading sheets
11 ✓ ✓ 1
● Lesson plans showing index of mastery
● Frequency of errors with identified least/most mastered skills
KRA ● Any equivalent ALS form/document that highlights the objective (e.g., Individual Learning Agreement (ILA),
4 ALS Assessment Form 2)
● Others (Please specify and provide annotations)
Any one (1) of the following:
● A sample of corrected test paper of a learner in a learning area with parent’s or guardian’s signature and
date of receipt
✓ ✓ ● Minutes of meetings with key stakeholders (e.g., PTA, SGC, SPT, CPC) with proof of attendance
12 at least 1
● Report card with parent’s or guardian’s signature in all quarters supported by minutes of meeting
● Communication with key stakeholders (e.g., parents/guardians, co-teachers, LGU) using various
modalities ● Anecdotal record showing entries per quarter
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● Any equivalent ALS form/document that highlights the objective (e.g., Individual Learning Agreement
(ILA), ALS Assessment Form 2) ● Other documents showing learners’ needs, progress and achievement
submitted to other stakeholders
KRA 13 ✓ ✓ A reflection/journal entry that highlights the application of a learner-centered teaching philosophy in the lesson 4
5 plan or community work
1. Certification from the ICT Coordinator / School Head / Focal Person
in charge of e-SAT 2. IPCRF-DP
14 ✓ ✓ ✓ 4
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
Any one (1) proof of:
● committee involvement;
● involvement as module/learning material writer/validator;
● involvement as a resource person/speaker/learning facilitator in in the RO/SDO/school-initiated
TV/radio-based instruction; ● book or journal authorship/ co-authorship/contributorship;
15 ✓ ✓ ✓ 1
● advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a forum/conference;
● mentoring of pre-service/in-service teachers; ● conducted research within the rating period; with
annotation on how it contributed to the teaching-learning process.
Minimum
TOTAL of 19
MOVs
* Note that MOVs for the Classroom Observable Indicators (COIs) may be crosscutting. Submission of four (4) COT rating sheets may already reflect the achievement of the
nine (9) COIs.
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GLOSSARY
Audio lesson This refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary
material. This can be saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB
port, computer, etc.).
Evaluating This refers to the periodic and systematic use of assessment forms and strategies (e.g., quarterly assessments, pretest &
posttest) in order to judge learner achievement; that is, how well the learner has learned the knowledge and/or skills covered in
a unit. Summative assessment, essays, presentation, group work, performances and standardized tests are used to inform the
teachers about their teaching. Learners are marked on formal evaluation tasks and this mark is usually part of their report card
grade.
Learner achievement This pertains to the remarkable curricular or co-curricular performance of a learner recognized by the school.
Learner attainment data This pertains to evidence(s) and results of various assessments that are used in the monitoring and
evaluation of learner progress and achievement
Learner needs This refers to the observable behavior or attitude of a learner that the teacher must address immediately
Learner progress This refers to a trail of stages of a learner’s school and academic status.
Learning action cell This functions as a professional learning community for teachers that will help them improve practice and learner achievement
(LAC) (Department of Education 2016a, i) LAC aims to improve the teaching-learning process that will lead to improved learning
among the students; to nurture successful teachers; to enable teachers to support each other to continuously improve their
content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit among school
heads, teachers, and the community as a whole (Department of Education 2016a, 3).
Lesson exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare
their lesson exemplars instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or
enabling competencies” (Department of Education - CALABARZON 2020, 10).
Lesson plan This refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of
Education 2016b).
Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan
(WHLP) and Lesson Exemplars (LE).
Monitoring This refers to the continuous and systematic use of data in order to track learner progress through a variety of forms such as
daily learning log, class record, progress chart, checklist, and anecdotal record. Formative assessment, checking for
understanding, providing feedback, and other strategies that are not standardized are used to monitor learner progress in order
for teachers to appropriately address misconceptions and other learning problems.
Stakeholder This refers to either internal (teachers, school administrators and personnel) or external (parents/guardian, community and
industry partners) individuals or group of individuals who participate or collaborate towards the attainment of the school’s
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academic and institutional goals.
Supplementary materials These refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd
division/regional/central offices.
These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular,
and TV- and radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets,
interactive e-materials, and MELCs-aligned video- and audio-lessons (Department of Education - Undersecretary for Curriculum
and Instruction 2020, 3). Writing tasks can also be part of the supplementary materials where learners can write the challenges
they are facing and what parts of the lesson they did not fully understand and need additional help for from their teacher
(Department of Education 2020b, 37).
Video Lesson This refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous
teaching or used as supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online
platform, or distributed via storage devices (e.g., flash drives or CD-ROMs).
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1997. The Indigenous Peoples’ Rights Act of 1997. Republic Act No. 8371. Manila.
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No. 7277. Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in
Light of the Covid-19 Public Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for
Teachers. Pasig City.
Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing
Professional Development Strategy for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
Pasig City.
Government of the Philippines, Department of Education. 1987. Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version
2.0). Cainta.
Page 32 of 33
Government of the Philippines, Department of Education-Undersecretary for Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance
Learning Delivery Modality. Pasig
City.
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing
Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position
%20Statement/
Definition%20of%20Giftedness%20%282019%29.pdf
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RPMS Tool for S.Y. 2022 -2023 | Proficient Teachers

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

* The demonstration teaching must always reflect the teaching-learning process.

COT RPMS 5-point RPMS Rating

COT RPMS 5-point RPMS Rating

: Assessment and Reporting

Applied a Applied a Applied a Applied a No

Submitted 4 Submitted 3 Submitted 2 Submitted 1 No

OBJECTIVE MEANS OF VERIFICATION Outstanding Very Satisfactory Unsatisfactory Poor

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