KRA 1

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Republic of the Philippines
Department of Education Obj. 02
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RPMS
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PORTFOLIO KRA 3
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DepEdPPST
RPMS OrderIndicator
no. 08 series
for SY2023
2023-2024
S.Y. 2023-2024 Obj. 10
Kasiglahan Village Obj. 11
DepEd Order no. 08 series 2023 & National High School
KRA 4
RPMS PPST Indicator for SY 2023-2024 School ID: 301446 Obj. 12
Obj .13
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MICHAEL R. AÑORA KRA 5

Teacher III Obj. 15
MARIA CRISTINA S. MARASIGAN, Ed. D.
Principal IV

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 APPLIED KNOWLEDGE OF

PPST 1.1.2
CONTENT WITHIN AND KRA 1
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ACROSS CURRICULUM Obj. 02

TEACHING AREAS Obj. 03

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KRA 2
O Obj. 05
MOVs Obj. 06
B
Content

KRA
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Classroom Observation Tool J Obj. 08

(COT) rating sheet/s or inter - E

Knowledge observer agreement form/s done
C
T
KRA 3
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through onsite / face-to-face / in- I Obj. 10

and Pedagogy person classroom observation V

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KRA 4
E Obj. 12
1 Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
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COT 1 COT 2
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KRA 2
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KRA 3
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KRA 4
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
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COT 3 COT 4
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KRA 2
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KRA 3
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KRA 4
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ANNOTATION
For Objective 1, I have included my Classroom Observation Tool
(COT) rating sheet from Classroom Observations 1 to 4. The KRA 5
evidence clearly shows that I have met the objective, as indicated Obj. 15
by a rating of 7 under indicator 1 for applying knowledge within
and across curriculum teaching areas.

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 USED A RANGE OF

PPST 1.4.2
TEACHING STRATEGIES Classroom Observation Tool (COT) Rating Sheet KRA 1
THAT ENHANCE LEARNER COT 1 Obj. 01
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ACHIEVEMENT IN LITERACY Obj. 03

AND NUMERACY SKILLS Obj. 04

KRA 2
O Obj. 05
B Obj. 06
J MOVs Obj. 07
E Obj. 08
Classroom Observation Tool
C KRA 3
T (COT) rating sheet/s or inter - Obj. 09
I observer agreement form/s done Obj. 10

V through onsite / face-to-face / in- Obj. 11

E person classroom observation KRA 4

2 Obj. 12
Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
COT 2 Obj. 01
COT 3
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KRA 2
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KRA 3
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KRA 4
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
Obj. 01
COT 4
ANNOTATION Obj. 02
Throughout Classroom Observations 1 to 4, I Obj. 03
utilized a variety of teaching strategies aimed at Obj. 04
enhancing learner achievement in literacy and
numeracy skills. These strategies included KRA 2
differentiated instruction, interactive activities, and Obj. 05
formative assessments, all of which contributed to Obj. 06
improved student outcomes as reflected in my Obj. 07
Classroom Observation Tool (COT) ratings. This Obj. 08
approach aligns with PPST 1.4.2, demonstrating
my commitment to employing effective teaching KRA 3
methods to support student learning in these Obj. 09
critical areas. Obj. 10
Obj. 11

KRA 4
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KRA 5
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 APPLIED A RANGE OF TEACHING

PPST 1.5.2
STRATEGIES TO DEVELOP Classroom Observation Tool (COT) Rating Sheet KRA 1
CRITICAL AND CREATIVE COT 1 Obj. 01
THINKING, AS WELL AS OTHER Obj. 02
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HIGHER-ORDER THINKING SKILLS
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KRA 2
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MOVs O Obj. 06
B Obj. 07
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Classroom Observation Tool J
E
(COT) rating sheet/s or inter - KRA 3
C Obj. 09
observer agreement form/s done T Obj. 10
through onsite / face-to-face / in- I Obj. 11

person classroom observation V KRA 4

E Obj. 12
Obj .13
3 Obj. 14

KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
COT 2 Obj. 01
COT 3
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KRA 2
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KRA 3
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KRA 4
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ANNOTATION ANNOTATION
All the basic principles of learning and teaching such KRA 5
All the basic principles of learning and teaching such
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as Participation, Repetition, Relevance,Transference as Participation, Repetition, Relevance,Transference
and Feedback are evident in this lesson plan. and Feedback are evident in this lesson plan.

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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
Obj. 01
COT 4
ANNOTATION Obj. 02
Throughout Classroom Observations 1 to 4, I Obj. 03
employed a diverse array of teaching strategies to Obj. 04
cultivate critical and creative thinking, as well as
other higher-order thinking skills. These strategies KRA 2
encompassed problem-based learning activities Obj. 05
that required students to solve real-world Obj. 06
problems, open-ended questioning techniques that Obj. 07
stimulated thoughtful discussion and deeper Obj. 08
analysis, and collaborative projects that promoted
teamwork and innovation. By integrating these KRA 3
methods, I effectively encouraged students to Obj. 09
analyze, evaluate, and generate new ideas. This Obj. 10
approach aligns with PPST 1.5.2 and underscores Obj. 11
my commitment to enhancing students' cognitive
abilities, equipping them to tackle complex, real- KRA 4
world challenges with confidence and creativity. Obj. 12
Obj .13
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KRA 5
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 DISPLAYED PROFICIENT USE

PPST 1.6.2
OF MOTHER TONGUE, Classroom Observation Tool (COT) Rating Sheet KRA 1
FILIPINO, AND ENGLISH TO COT 1 Obj. 01
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FACILITATE TEACHING AND Obj. 03

LEARNING Obj. 04

KRA 2
O Obj. 05
B Obj. 06
J MOVs Obj. 07
E Obj. 08
Classroom Observation Tool
C KRA 3
T (COT) rating sheet/s or inter - Obj. 09
I observer agreement form/s done Obj. 10

V through onsite / face-to-face / in- Obj. 11

E person classroom observation KRA 4

4 Obj. 12
Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
COT 3 Obj. 01
ANNOTATION Obj. 02
Obj. 03
In Classroom Observations 1 and 3, I Obj. 04
demonstrated proficient use of the Mother
Tongue, Filipino, and English to facilitate KRA 2
effective teaching and learning. I seamlessly Obj. 05
integrated these languages into my instruction to Obj. 06
enhance comprehension and engagement Obj. 07
among students. For example, I used the Mother Obj. 08
Tongue to explain complex concepts, ensuring
that all students could grasp the material. KRA 3
Additionally, I incorporated Filipino for cultural Obj. 09
relevance and context, while English was used to Obj. 10
develop students' proficiency in a global Obj. 11
language. This multilingual approach not only
made the lessons more accessible but also KRA 4
fostered a richer learning environment. My Obj. 12
practice aligns with PPST 1.6.2, showcasing my Obj .13
ability to utilize multiple languages to support and Obj. 14
enrich student learning outcomes.
KRA 5
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 ESTABLISHED SAFE AND SECURE

PPST 2.1.2
LEARNING ENVIRONMENTS TO
KRA 1
ENHANCE LEARNING THROUGH Obj. 01
THE CONSISTENT Obj. 02
IMPLEMENTATION OF POLICIES Obj. 03
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GUIDELINES AND PROCEDURES
KRA 2
O Obj. 05

Learning MOVs
B Obj. 06

KRA
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Classroom Observation Tool J Obj. 08
Environment (COT) rating sheet/s or inter - E
KRA 3
observer agreement form/s done C Obj. 09
and Diversity through onsite / face-to-face / in-
T
I
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Obj. 11
person classroom observation V
of Learners E KRA 4
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5 Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
COT 1 COT 3 Obj. 01
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KRA 2
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KRA 3
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ANNOTATION
During Classroom Observations 1 and 3, I successfully established safe and KRA 4
secure learning environments to enhance learning by consistently
implementing policies, guidelines, and procedures. I ensured the classroom Obj. 12
was organized and free from hazards, and I maintained clear, consistent Obj .13
rules to promote respectful and orderly behavior. For instance, I implemented
safety protocols for classroom activities and ensured that emergency Obj. 14
procedures were well understood by all students. Additionally, I fostered an
inclusive atmosphere where students felt respected and valued, encouraging
open communication and active participation. These efforts are in line with KRA 5
PPST 2.1.2, demonstrating my commitment to creating a conducive learning Obj. 15
environment where students can thrive both academically and personally.

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 MAINTAINED LEARNING

PPST 2.2.2
ENVIRONMENTS THAT Classroom Observation Tool (COT) Rating Sheet KRA 1
PROMOTE FAIRNESS, RESPECT COT 1 Obj. 01
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AND CARE TO ENCOURAGE Obj. 03
LEARNING. Obj. 04

KRA 2
O Obj. 05
B Obj. 06
J MOVs Obj. 07
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E Classroom Observation Tool
C
(COT) rating sheet/s or inter - KRA 3
T Obj. 09
I
observer agreement form/s done Obj. 10

V through onsite / face-to-face / in- Obj. 11

E person classroom observation KRA 4

6 Obj. 12
Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
COT 3 Obj. 01
ANNOTATION Obj. 02
In Classroom Observations 1 and 3, I maintained Obj. 03
learning environments that promote fairness, Obj. 04
respect, and care, thereby encouraging effective
learning. I implemented equitable practices by KRA 2
ensuring all students had equal opportunities to Obj. 05
participate and express their ideas. Respect was Obj. 06
fostered through positive reinforcement and by Obj. 07
modeling courteous behavior, which helped create Obj. 08
a supportive classroom atmosphere. For example,
I consistently used inclusive language and actively KRA 3
listened to student concerns, addressing them with Obj. 09
empathy and understanding. I also encouraged Obj. 10
collaborative activities that built a sense of Obj. 11
community and mutual respect among students.
These practices align with PPST 2.2.2, reflecting KRA 4
my dedication to nurturing a respectful and caring Obj. 12
environment that supports and motivates all Obj .13
learners. Obj. 14

KRA 5
Obj. 15

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 ESTABLISHED A LEARNER-

PPST 3.2.2
CENTERED CULTURE BY Classroom Observation Tool (COT) Rating Sheet KRA 1
TEACHING STRATEGIES THAT Obj. 01
COT 2
RESPOND TO THEIR LINGUISTIC, Obj. 02
CULTURAL, SOCIO-ECONOMIC AND Obj. 03
Obj. 04
RELIGIOUS BACKGROUND
KRA 2
O Obj. 05
B MOVs Obj. 06
J Obj. 07
Obj. 08
E Classroom Observation Tool
C
(COT) rating sheet/s or inter - KRA 3
T Obj. 09
I
observer agreement form/s done Obj. 10

V through onsite / face-to-face / in- Obj. 11

E person classroom observation KRA 4

7 Obj. 12
Obj .13
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KRA 5
Obj. 15

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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
Obj. 01
COT 4
ANNOTATION Obj. 02
During Classroom Observations 2 and 4, I Obj. 03
established a learner-centered culture by Obj. 04
employing teaching strategies that responded to
students' diverse linguistic, cultural, socio- KRA 2
economic, and religious backgrounds. I tailored my Obj. 05
instructional approaches to meet the unique needs Obj. 06
of each student. For instance, I incorporated Obj. 07
multilingual resources and examples to bridge Obj. 08
language gaps and used culturally relevant
materials to make learning more relatable. I also KRA 3
differentiated instruction to accommodate various Obj. 09
learning styles and provided additional support to Obj. 10
students from different socio-economic Obj. 11
backgrounds. Moreover, I showed respect for all
religious practices by integrating inclusive content KRA 4
and ensuring that classroom activities were Obj. 12
sensitive to all belief systems. These efforts align Obj .13
with PPST 3.2.2, demonstrating my commitment to Obj. 14
creating an inclusive and responsive learning
environment that values and supports the diverse KRA 5
backgrounds of all students. Obj. 15

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 ADAPTED AND USED CULTURALLY

PPST 3.5.2
APPROPRIATE TEACHING Classroom Observation Tool (COT) Rating Sheet
KRA 1
STRATEGIES TO ADDRESS THE Obj. 01
COT 2
NEEDS OF LEARNERS FROM Obj. 02
INDIGINOUS GROUPS Obj. 03
Obj. 04

KRA 2
O Obj. 05
B MOVs Obj. 06
J Obj. 07
Obj. 08
E Classroom Observation Tool
C
(COT) rating sheet/s or inter - KRA 3
T Obj. 09
I
observer agreement form/s done Obj. 10

V through onsite / face-to-face / in- Obj. 11

E person classroom observation KRA 4

8 Obj. 12
Obj .13
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KRA 5
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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet KRA 1
Obj. 01
COT 4
ANNOTATION Obj. 02
In Classroom Observations 2 and 4, I adapted and Obj. 03
employed culturally appropriate teaching strategies Obj. 04
to address the needs of learners from indigenous
groups. I integrated traditional knowledge and KRA 2
cultural practices into the curriculum to make Obj. 05
learning more relevant and respectful of Obj. 06
indigenous heritage. For example, I included Obj. 07
stories, examples, and activities that reflected the Obj. 08
students' cultural backgrounds, and I collaborated
with community elders to incorporate their insights KRA 3
and traditions into lessons. I utilized teaching Obj. 09
materials in the learners' native languages when Obj. 10
possible and created a classroom environment that Obj. 11
celebrated indigenous cultures. These practices
align with PPST 3.5.2, showcasing my dedication KRA 4
to providing an inclusive education that respects Obj. 12
and meets the unique needs of indigenous Obj .13
students. Obj. 14

KRA 5
Obj. 15

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 SET ACHIEVABLE AND

PPST 4.2.2
APPROPRIATE LEARNING KRA 1
OUTCOMES THAT ARE Obj. 01
Obj. 02
ALIGNED WITH LEARNING Obj. 03
COMPETENCIES Obj. 04

KRA 2
MOVs
O Obj. 05
At least one (1) lesson plan (e.g. DLP, DLL, WHLP, Obj. 06
Curriculum B

KRA
WLL, Lesson Exemplars and the likes) or one lesson Obj. 07
from self learning module developed by the ratee J Obj. 08
and Planning, & and used instruction, with achievable and
appropriate learning outcomes that are aligned
E
KRA 3
with the learning competencies as shown in any C
Assessment and one (1) of the following
• Lecture/ discussion
T
Obj. 09
Obj. 10

Reporting • Activity/ activity sheet I Obj. 11

• Performance task V
• Rubric for assessing performance using E KRA 4
criteria that appropriately describe the Obj. 12
target output 9 Obj .13
Obj. 14

KRA 5
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LESSON PLAN KRA 1
Obj. 01
Obj. 02
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KRA 2
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Obj. 06
Obj. 07
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KRA 3
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KRA 4
Obj. 12
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KRA 5
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 KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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 ANNOTATION
The learning competency for this lesson is to "Apply appropriate safety
measures while working on the farm," specifically focusing on applying KRA 1
safety measures based on work requirements and farm procedures, and Obj. 01
following guidelines for wearing appropriate outfits according to farm
requirements (Code: TLE_AFHC7/8OS-0h-8). To address this, I Obj. 02
provided a series of targeted activities designed to enhance students' Obj. 03
understanding and application of these safety measures. Obj. 04
Activity 1: Just-In-Time Teaching (ICT Curriculum Connection)
Students engaged in a two-step series of learning activities where they
first completed a focused set of tasks outside of class, submitted their KRA 2
work, and then received feedback in the subsequent lesson. This Obj. 05
approach ensured that students could correct misunderstandings and Obj. 06
reinforce their knowledge about the safe use of chemicals and personal
protective equipment (PPE).
Obj. 07
Activity 2: Games - Healthy Kids Maze (Critical Thinking Ability Obj. 08
Connection)
Through a maze game, students demonstrated their understanding of KRA 3
avoiding pesticide dangers on a farm. This interactive activity
Obj. 09
encouraged critical thinking and practical application of safety measures
in a fun and engaging way, helping students internalize the importance Obj. 10
of navigating farm hazards safely. Obj. 11
Activity 3: Problem-Based Learning (PBL)
Students were presented with a real-world problem involving pesticide
handling without proper protective equipment. They discussed the KRA 4
causes of the emergency, explored potential solutions, and considered Obj. 12
the consequences of improper safety measures. This activity promoted Obj .13
critical thinking, problem-solving skills, and an in-depth understanding of
Obj. 14
the importance of PPE and proper procedures when handling hazardous
chemicals. Throughout these activities, students reflected on the
importance of adhering to safety guidelines, using appropriate PPE, and KRA 5
understanding the risks associated with farm work. The combination of Obj. 15
just-in-time teaching, interactive games, and problem-based learning
provided a comprehensive approach to mastering the learning
competencies related to farm safety.

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 USED STRATEGIES FOR

PPST 5.3.2
Classroom Observation Tool (COT) Rating Sheet
PROVIDING TIMELY ACCURATE KRA 1
AND CONSTRUCTIVE FEEDBACK COT 2
Obj. 01
Obj. 02
TO IMPROVE LEARNER Obj. 03
PERFORMANCE Obj. 04

O KRA 2
B Obj. 05
MOVs Obj. 06
J Obj. 07
E
Classroom Observation Tool Obj. 08
C
T (COT) rating sheet/s or inter - KRA 3

I observer agreement form/s done

Obj. 09
Obj. 10
V through onsite / face-to-face / in- Obj. 11
E person classroom observation
KRA 4
10 Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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Classroom Observation Tool (COT) Rating Sheet Classroom Observation Tool (COT) Rating Sheet
KRA 1
COT 4
Obj. 01
ANNOTATION Obj. 02
During Classroom Observations 2 and 4, I Obj. 03
implemented strategies for providing timely, Obj. 04
accurate, and constructive feedback to improve
learner performance. I ensured feedback was KRA 2
specific and actionable, allowing students to Obj. 05
understand their strengths and areas for Obj. 06
improvement. For instance, I used formative Obj. 07
assessments to monitor progress and provided Obj. 08
immediate feedback during class activities to guide
student learning. I also conducted one-on-one KRA 3
conferences to discuss individual performance and Obj. 09
set personalized goals. Additionally, I used rubrics Obj. 10
and clear criteria to make feedback transparent Obj. 11
and understandable. These strategies align with
PPST 5.3.2, demonstrating my commitment to KRA 4
enhancing student learning through effective Obj. 12
feedback practices. Obj .13
Obj. 14

KRA 5
Obj. 15

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 UTILIZED ASSESSMENT DATA TO

PPST 5.5.2
INFORM THE MODIFICATION OF
KRA 1
TEACHING AND LEARNING Obj. 01
PRACTICES AND PROGRAMS Obj. 02
LMS Q1 Obj. 03
Obj. 04
MOVs
KRA 2
O
A list of identified least/most mastered skills Obj. 05
B based on the frequency of errors/ correct Obj. 06
J responses with any 1 of the following supporting Obj. 07
E MOVs. Obj. 08

C • Accomplishment report for remedial/

enhancement activities (e.g. remedial KRA 3
T sessions, Summer Reading Camp, Phil-IRI- Obj. 09
I based reading program) Obj. 10

V • Intervention material used for remediation/ Obj. 11

reinforcement/ enhancement
E • Lesson plan/ activity log for remediation/ KRA 4
11 enhancement data to modify teaching Obj. 12
and learning practices or programs Obj .13
Obj. 14

KRA 5
Obj. 15

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 KRA 1
LMS Q2 LMS Q3 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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 ANNOTATION
KRA 1
After identifying the competencies or objectives Obj. 01
LMS Q4 Obj. 02
with the lowest results, the teacher focused the
Obj. 03
intervention on these areas. The teacher Obj. 04
provided targeted exercises related to these
KRA 2
low-performing competencies to address the Obj. 05
Obj. 06
specific needs of the students. After
Obj. 07
conducting the exam and analyzing the results, Obj. 08
the teacher implemented interventions for the
KRA 3
entire class to ensure comprehensive Obj. 09
Obj. 10
remediation or enhancement. This process
Obj. 11
spanned from Quarter 1 to Quarter 4, ensuring
KRA 4
continuous support and improvement. Through
Obj. 12
these strategic interventions, the teacher Obj .13
Obj. 14
aimed to strengthen students' understanding
and mastery of the skills where they showed KRA 5
Obj. 15
the most difficulty, ultimately enhancing their
overall academic performance.

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Intervention material used for remediation/
reinforcement/ enhancement
KRA 1
Quarter 1 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
ANNOTATION
The intervention material used for remediation, reinforcement, Obj .13
and enhancement includes targeted instructional materials and Obj. 14
activities designed to address specific skills that need
improvement. These materials consist of step-by-step guides, KRA 5
tutorials, and practice exercises focused on the principles and
elements of design, color scheme application, and design Obj. 15
transfer techniques. Practice one-on-one sessions are
conducted to reinforce good working habits and provide hands-on
practice.

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Intervention material used for remediation/
reinforcement/ enhancement
KRA 1
Quarter 2 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

ANNOTATION
To address the least mastered skill of "Perform Estimation KRA 4
and Basic Calculations," I implemented a targeted Obj. 12
intervention for my students. This intervention included a Obj .13
series of activities focused on problem-solving, specifically Obj. 14
involving estimations and calculations. The activities were
designed to enhance their proficiency in making accurate KRA 5
estimations and performing basic mathematical calculations. Obj. 15
Students were provided with practice worksheets and real-
life scenarios that required them to estimate quantities and
solve calculation problems

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Intervention material used for remediation/
reinforcement/ enhancement
KRA 1
Quarter 3 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
ANNOTATION Obj .13
For Learning Objective 1, "Check condition of nail care tools Obj. 14
and equipment," the tasks included exercises on how to
properly sterilize and sanitize nail care tools (LO 1.1)
KRA 5
and how to classify non-functional tools and equipment (LO
1.2). These activities were aimed at improving students' Obj. 15
ability to ensure hygiene and identify tools that need
replacement or repair.

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Intervention material used for remediation/
reinforcement/ enhancement
KRA 1
Quarter 4 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
ANNOTATION Obj. 11
For the learning objectives "Identify the different symbols
and elements of flowchart" (TLE_ICTCS7/8TD-0g-1). I
provided students with targeted activities to enhance their
KRA 4
understanding and skills in these areas. To address the Obj. 12
objective of identifying different symbols and elements of Obj .13
flowcharts, students engaged in exercises where they were Obj. 14
introduced to common flowchart symbols such as start/end
symbols, process steps, decision points, and input/output KRA 5
symbols. They practiced identifying and using these Obj. 15
symbols through a series of guided tasks that included
matching symbols to their definitions and creating simple
flowcharts based on given scenarios.

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 BUILD RELATIONSHIPS WITH PARENTS/

PPST 6.2.2
GUARDIANS AND THE WIDER SCHOOL
COMMUNITY TO FACILITATE KRA 1
Obj. 01
INVOLVEMENT IN THE EDUCATIVE
Obj. 02
PROCESS
Obj. 03
Any one (1) of the following: Obj. 04
MOVs
1. Proof of participation in any activity highlighting the
objecitve, such as, but not limited the following: KRA 2
• O
Receipt form/monitoring form during distribution of leaning Obj. 05
materials, etc. Obj. 06
B
Personal

KRA
• Commitment form to stakeholders, developed advocacy
Obj. 07
materials, certificate of participation that shows parents
J
/stakeholders’ engagement signed by the school head, Obj. 08
E
Growth and •
•
etc.
Home visitation forms
C
Any equivalent ALS form/document that highlights the
KRA 3
Obj. 09
objective. T
Professional • Others (please specify and provide annotations)
I
Obj. 10
Obj. 11
2. Parent teacher log or proof of other stakeholders meeting
(e.g. one-on-one parent-teacher learner conference log; V
Development Attendance sheet with minutes of online or face-to-face
meeting: proof of involvement in the learners’/parents’
E KRA 4
Obj. 12
orientation, etc 12 Obj .13
3. Any form of communication to parents/stakeholders (e.g. Obj. 14
notice of meeting; screenshot of chat/text message/
communication with parent/guardian) Other documents
KRA 5
showing learners’ needs, progress and achievement submitted
to other stakeholders Obj. 15

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 HOME VISITATION / CONFERENCES HOME VISITATION / CONFERENCES
KRA 1
QUARTER 1 QUARTER 2 Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
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KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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HOME VISITATION / CONFERENCES HOME VISITATION / CONFERENCES
QUARTER 3 KRA 1
QUARTER 4
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
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KRA 3
Obj. 09
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Obj. 11

KRA 4
Obj. 12
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Obj. 14

KRA 5
Obj. 15

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 PARTICIPATED IN

PPST 5.2.2
Proof of completion in a course or training
PROFESSIONAL NETWORKS TO KRA 1
SHARE KNOWLEDGE AND TO Obj. 01
Obj. 02
ENHANCE PRACTICE Obj. 03
Obj. 04

MOVs KRA 2
O
✔ Certificate of completion in a course/
❑ Obj. 05
B training Obj. 06
J ✔ Certificate of Participation in a webinar,
❑ Obj. 07
E retooling, upskilling and other training/ seminar/ Obj. 08
workshop with proof of implementation
C ✔
❑ Certificate of recognition/ speakership in a KRA 3
T webinar and other training/ seminar/ workshop Obj. 09
I
✔
❑ Any proof of participation to a benchmarking ANNOTATION Obj. 10
activity
✔
As part of my professional development, I have completed Obj. 11
V ❑ Any proof of participation in school LAC sessions several training courses and subjects during the first
E (online/ face-face) certified by the LAC semester of Academic Year 2023-2024. The attached
KRA 4
Coordinator screenshot from my student portal provides proof of these
13 ❑ Others please Specify accomplishments. This includes a list of the courses and Obj. 12
training sessions I have successfully finished, all of which Obj .13
contribute to my growth and effectiveness as a teacher. Obj. 14
Additionally, I am currently participating in the SEAIETI
training course provided by DepEd NEAP, as shown in KRA 5
another screenshot. The knowledge and skills acquired from Obj. 15
these professional development activities are actively
applied in my teaching practice, enhancing my ability to
deliver high-quality education to my students.

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Proof of completion in a course or training Certificate of Participation in a Workshop with
Proof of Implementation
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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Proof of Implementation ANNOTATION
The workshop I attended focused on the Basic KRA 1
Education Monitoring and Evaluation Framework Obj. 01
(BEMEF), which ensures that the agency's plans, Obj. 02
policies, systems, and processes are directed Obj. 03
towards achieving organizational outcomes. Obj. 04
During the workshop, I was tasked with
presenting our group's output, demonstrating my KRA 2
active participation and understanding of the Obj. 05
framework. The BEMEF provides a structured Obj. 06
approach to monitoring and evaluating all existing Obj. 07
programs, projects, and activities within the Obj. 08
school. For example, I applied the BEMEF in our
school by developing a monitoring and evaluation KRA 3
plan for our reading intervention program. This Obj. 09
plan included specific indicators to track student Obj. 10
progress, regular data collection methods, and a Obj. 11
feedback loop for continuous improvement. By
implementing the BEMEF, we were able to KRA 4
systematically assess the effectiveness of the Obj. 12
program, make data-driven decisions, and Obj .13
ultimately enhance our students' reading skills. Obj. 14
The workshop equipped me with the necessary
tools and knowledge to ensure that our school's KRA 5
initiatives are effectively monitored and evaluated, Obj. 15
leading to better educational outcomes.

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Proof of Participation to a Benchmarking Activity
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
As evidence of my participation in a benchmarking activity,
neighboring schools, including F.P. Felix Memorial NHS, visited our
Obj. 09
school to learn about our KALASAG program. As the Assistant Obj. 10
Officer-in-Charge (OIC), I played a crucial role in this activity, Obj. 11
actively engaging in every aspect of the benchmarking process. I
provided valuable input and shared detailed information about the
implementation and success of the KALASAG program. This KRA 4
included in-depth discussions on best practices, challenges Obj. 12
encountered, and strategies employed to overcome them. Obj .13
Additionally, I contributed insights related to our School Recovery
Obj. 14
Program and participated in the School Readiness cum
Benchmarking Activity. My involvement ensured that visiting schools
received comprehensive and practical knowledge that they could KRA 5
adapt and apply in their own contexts. Through this collaborative Obj. 15
exchange, we fostered a spirit of continuous improvement and
innovation in our educational practices, benefiting both our school
and the visiting institutions.

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Proof of Speakership in a Training (INSET)
Proof of participation in school LAC sessions
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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 DEVELOPED A PERSONAL E-SAT CERTIFICATION

PPST 7.4.2
IMPROVEMENT PLAN BASED ON
KRA 1
REFLECTION OF ONES PRACTICE Obj. 01
AND ONGOING PROFESSIONAL Obj. 02
LEARNING Obj. 03
✔ Obj. 04

O KRA 2
MOVs Obj. 05
B Obj. 06
J Obj. 07
E ❑ Certification from the ICT Obj. 08
C Coordinator/ School Head/ IPCRF-DEVELOPMENT PLAN
KRA 3
T Focal Person in charge of e-SAT Obj. 09
I ❑ IPCRF-DP Obj. 10
V ❑ Mid-Year Review Form (MRF) Obj. 11

E ❑ Updated IPCRF-DP From Phase II KRA 4

14 Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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IPCRF-DEVELOPMENT PLAN
MID-YEAR REVIEW FORM (MRF)
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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Mid-year Review Form (MRF)
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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 UPDATED IPCRF-DEVELOPMENT PLAN FROM PHASE II
Mid-year Review Form (MRF)
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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UPDATED IPCRF-DEVELOPMENT PLAN FROM
PHASE II
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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 PERFORMED VARIOUS RELATED
WORKS/ACTIVITIES THAT
KRA 1
CONTRIBUTE TO THE TEACHING Obj. 01
LEARNING PROCESS. Obj. 02
Obj. 03
Obj. 04
❑ committee involvement;
❑ involvement as module/learning material KRA 2
writer/validator; O Obj. 05
❑ involvement as a resource person/ speaker/
Personal B Obj. 06

KRA
learning facilitator in the RO/SDO/school- Obj. 07
initiated TV/radio-based instruction; J Obj. 08
❑ book or journal authorship co-authorship/
Growth contributorship;
E
C KRA 3
❑ advisorship/ coordinatorship/ chairpersonship
Obj. 09
and ❑ participation in demonstration teaching;
❑ participation as a research presenter in a
T
I
Obj. 10
Obj. 11
forum/conference;
Professional ❑ mentoring pre-service/ inservice teachers;
❑ conducted research within the rating period;
V
E KRA 4
❑ others (please specify) with annotation on Obj. 12
Development how it contributed to the teaching-learning
process.
15 Obj .13
Obj. 14

KRA 5
Obj. 15

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 INSET /MID-YEAR
COMMITTEE INVOLVEMENT INSET 2023/2024
MID-YEAR SOSA
2024
KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11
GAWAD KASIGLAHENYOS
KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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ADVISORSHIP COORDINATORSHIP
Inspectorate Team Officer KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14

KRA 5
Obj. 15

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COORDINATORSHIP
School Assistant OIC
School Administrative Officer KRA 1
Obj. 01
Obj. 02
Obj. 03
Obj. 04

KRA 2
Obj. 05
Obj. 06
Obj. 07
Obj. 08

KRA 3
Obj. 09
Obj. 10
Obj. 11

KRA 4
Obj. 12
Obj .13
Obj. 14
ANNOTATION
All the basic principles of learning and teaching such KRA 5
Obj. 15
as Participation, Repetition, Relevance,Transference
and Feedback are evident in this lesson plan.

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 THANK YOU FOR KRA 1
EVALUATING MY Obj. 01
Obj. 02

RPMS
Obj. 03
Obj. 04

KRA 2
Obj. 05

PORTFOLIO Obj. 06
Obj. 07
Obj. 08
S.Y. 2023-2024
KRA 3
Obj. 09
Obj. 10
Obj. 11
MICHAEL R. AÑORA KRA 4
Teacher III
TLE Department Obj. 12
Obj .13
Obj. 14

Kasiglahan Village, San Jose, Rodriguez, Rizal 1860

KRA 5
Obj.
Kasiglahan Village, San Jose,
Telephone No: 982-1508/0956-081-9055 15 Rizal 1860
Rodriguez,
Telephone No: 982-1508/0956-081-9055
School ID: 301446 School ID: 301446
kasiglahanvillagenhs.301446@deped.gov.ph DepEdTayoKVNHS301446
kasiglahanvillagenhs.301446@deped.gov.ph DepEdTayoKVNHS301446
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