Copy of Rpms - Portfolio (Blue) v2 Lovely Jan (1)

Department of Education
Region VII
SCHOOLS DIVISION OF NEGROS ORIENTAL
BOLOCBOLOC ELEMENTARY SCHOOL | 300611
Bolocboloc Sibulan, Negros Oriental
RPMS
RESULT-BASED PERFORMANCE
MANAGEMENT SYSTEM
SCHOOL YEAR 2023-2024
LIGAYA DIPUTADO BAROTE

School Principal I
REYIA VAFLOR LUMONTAD

Teacher II
RPMS | 2023-2024
CONTENT
KNOWLEDGE
PEDAGOGY
Teaching should be such that what is offered is
perceived as a valuable gift and not as a hard duty.
― Albert Einstein
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

RPMS | 2023-2024
2021-2002
Applied knowledge of content within

and across curriculum teaching areas
(PPST 1.1.2)
Classroom Observation Tool (COT)

rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face / in-person
classroom observation.
If onsite / face-to-face / in-person classes

are not implemented,
through observation of synchronous /
asynchronous teaching in other
modalities; or
through observation of a
demonstration teaching* via LAC
session.

RPMS | 2023-2024
2021-2002

(PPST 1.1.2)
CLASS OBSERVATION
Classroom Observation Tool 1
Quarter 1
Classroom Observation II
Quarter 2

RPMS | 2023-2024
2021-2002

(PPST 1.1.2)
CLASS OBSERVATION
Quarter 3
Classroom Observation 4
Quarter 4

RPMS | 2023-2024
2021-2002

(PPST 1.1.2)
ANNOTATIONS

RPMS | 2023-2024
2021-2002

(PPST 1.1.2)
PHOTOS & DOCUMENTATION

RPMS | 2023-2024
2021-2002
Used a range of teaching strategies that

enhance learner achievement in literacy
and numeracy skills. (PPST 1.4.2)


• through observation of
synchronous/asynchronous teaching in
other modalities; or
• through observation of a demonstration
teaching* via LAC session.

RPMS | 2023-2024
2021-2002

CLASS OBSERVATION
Quarter 1

Quarter 2

RPMS | 2023-2024
2021-2002

CLASS OBSERVATION
Quarter 3

Quarter 4

RPMS | 2023-2024
2021-2002
Used research-based knowledge and

principles of teaching and learning to
enhance professional practice
ANNOTATIONS

RPMS | 2023-2024
2021-2002



• through observation of synchronous/asynchronous

teaching in other modalities; or


RPMS | 2023-2024
2021-2002

CLASSROOM OBSERVATION TOOL

Quarter 1

Quarter 2

RPMS | 2023-2024
2021-2002


Quarter 3

Quarter 4

RPMS | 2023-2024
2021-2002

ANNOTATIONS

RPMS | 2023-2024
2021-2002
Displayed proficient use of Mother Tongue, Filipino

and English to facilitate teaching and learning.
(PPST 1.6.2)





RPMS | 2023-2024
2021-2002

(PPST 1.6.2)

Quarter 1

Quarter 3

RPMS | 2023-2024
2021-2002

(PPST 1.6.2)
ANNOTATIONS
In this reflective annotation, I share my experiences and insights
as an educator proficient in utilizing Mother Tongue, Filipino, and
English to enhance the teaching and learning experience.
Embracing the richness of linguistic diversity, I discuss the
intentional and effective integration of these languages to create an
inclusive and dynamic educational environment.
Drawing from a first-person perspective, I highlight the strategic

application of Mother Tongue to establish a strong foundation for
learning, acknowledging the cultural and linguistic significance it
holds for students. Simultaneously, I explore the seamless
incorporation of Filipino and English, emphasizing how this
multilingual approach not only supports language proficiency but
also fosters a deeper understanding of diverse cultures and global
perspectives.
The annotation showcases practical examples of how I navigate the

linguistic landscape in the classroom, creating an atmosphere
where students feel empowered to express themselves in the
language they are most comfortable with. By adopting a
multilingual approach, I aim to bridge communication gaps,
celebrate cultural diversity, and promote a more inclusive and
engaging learning experience.
This reflective piece serves as an encouragement for fellow

educators to embrace and celebrate linguistic diversity in the
classroom. It underscores the transformative power of proficiently
using Mother Tongue, Filipino, and English to facilitate teaching and
learning, contributing to a learning environment where students not
only acquire language skills but also develop a deeper appreciation
for the interconnected world around them.

RPMS | 2023-2024
2021-2002
LEARNING
ENVIRONMENT
"Teaching is more than imparting knowledge; it is

inspiring change. Learning is more than absorbing
facts; it is acquiring understanding."
—William Arthur Ward

RPMS | 2023-2024
2021-2002
Established safe and secure learning environments

to enhance learning through the consistent
implementation of policies, guidelines, and
procedures. (PPST 2.1.2)





RPMS | 2023-2024
2021-2002


Quarter 1

Quarter 3

RPMS | 2023-2024
2021-2002

ANNOTATIONS
As an educator deeply committed to cultivating an optimal learning

experience, this annotation recounts my journey in establishing safe
and secure learning environments through the unwavering
application of policies, guidelines, and procedures. Recognizing the
profound impact of a well-structured educational space on both
academic and emotional development, I have prioritized the consistent
implementation of frameworks that foster a culture of safety and
respect.
This narrative takes a first-person approach, sharing insights into the

deliberate efforts invested in creating an atmosphere where students
feel secure, valued, and ready to engage in meaningful learning. By
adhering to carefully crafted policies and procedures, I strive to not
only set clear expectations but also to instill a sense of responsibility
and accountability among students, creating a foundation for their
overall growth.
Drawing from personal experiences and successful outcomes, this

annotation serves as a testament to the transformative potential of a
secure learning environment. It highlights instances where the
enforcement of guidelines has contributed to positive student
behavior, improved focus, and a collective commitment to a
harmonious educational journey.
Through this reflective piece, I hope to inspire fellow educators to

recognize the pivotal role they play in shaping the learning
atmosphere. By consistently implementing policies, guidelines, and
procedures, educators contribute not only to the academic success of
their students but also to the creation of an environment where each
individual can thrive emotionally, socially, and intellectually.

RPMS | 2023-2024
2021-2002
Maintained learning environments that

promote fairness, respect and care to
encourage learning.
(PPST 2.2.2)





RPMS | 2023-2024
2021-2002

encourage learning.
(PPST 2.2.2)

Quarter 1

Quarter 3

RPMS | 2023-2024
2021-2002

encourage learning.
(PPST 2.2.2)
ANNOTATIONS
This reflective annotation encapsulates my commitment as an educator

to curating learning environments that serve as fertile grounds for
academic growth and personal development. Central to this commitment
is the unwavering dedication to instilling values of fairness, respect,
and care within the classroom.
From a first-person perspective, I delve into the deliberate efforts made

to create a space where students feel valued and understood. This
annotation explores the practical implementation of strategies aimed at
promoting fairness, such as equitable grading practices and unbiased
classroom management. It also delves into the cultivation of an
atmosphere where respect for diverse perspectives is not only
encouraged but celebrated.
The narrative emphasizes the significance of care in the educational

journey, addressing the holistic needs of students beyond academic
achievement. By fostering an environment that prioritizes emotional
well-being, I aim to create a supportive backdrop for effective learning,
acknowledging the interplay between a student's emotional state and
their academic performance.
Through personal anecdotes and experiences, this annotation serves

as an encouragement for fellow educators to prioritize fairness, respect,
and care in their own teaching environments. It underscores the
transformative impact of these values, not only on the educational
experience but also on the development of students as individuals
equipped with the tools for success in both academia and life.

RPMS | 2023-2024
2021-2002
Established a learner-centered culture by

using teaching strategies that respond to
their linguistic, cultural, socio-economic and
religious backgrounds. (PPST 3.2.2)





RPMS | 2023-2024
2021-2002
Established a learner-centered culture by using

teaching strategies that respond to their linguistic,
cultural, socio-economic and religious
backgrounds. (PPST 3.2.2)

Quarter 2

Quarter 4

RPMS | 2023-2024
2021-2002
Maintained learning environments that nurture

and inspire learners to participate, cooperate
and collaborate in continued learning.
ANNOTATION
For objective 7 which is also the

Classroom Observable Indicator 7 and
only rated during the 2nd and 4th
Quarter Classroom Observation. I got a
rating of 7 for both, which is equivalent
to 5 points in the IPCRF Rating under
QUALITY. Having a note from my
observer that I have met the objective
within the allotted time gives me a
score of 5 points under the EFFICIENCY.

RPMS | 2023-2024
2021-2002
Adapted and used culturally appropriate

teaching strategies to address the needs of
learners from indigenous groups.
(PPST 3.5.2)





RPMS | 2023-2024
2021-2002
Adapted and used culturally appropriate teaching

strategies to address the needs of learners from
indigenous groups.
(PPST 3.5.2)

Quarter 2

Quarter 4

RPMS | 2023-2024
2021-2002
Adapted and used culturally appropriate teaching

strategies to address the needs of learners from
indigenous groups.
(PPST 3.5.2)
ANNOTATIONS
In this reflective annotation, I share my experiences as an educator
dedicated to meeting the unique needs of learners from indigenous
groups by adapting and employing culturally appropriate teaching
strategies. From a first-person perspective, I delve into the
intentional efforts invested in creating an educational environment
that respects, values, and integrates the rich cultural heritage of
indigenous students.
The annotation outlines specific instances where I have modified

teaching strategies to align with the cultural context of indigenous
learners. It explores the incorporation of traditional knowledge,
language, and practices into lesson plans, fostering a curriculum
that not only acknowledges but celebrates the cultural diversity
within the classroom. The narrative also addresses the importance of
building respectful relationships with indigenous communities to
ensure a collaborative and inclusive approach to education.
Through personal anecdotes and experiences, this reflection

underscores the transformative impact of culturally appropriate
teaching strategies on the engagement, motivation, and success of
indigenous learners. It serves as an inspiration for fellow educators
to recognize and embrace the cultural diversity present in their
classrooms, advocating for an educational experience that honors
and validates the identities of indigenous students.
This annotation aims to contribute to the ongoing dialogue

surrounding culturally responsive teaching, emphasizing the vital
role educators play in creating environments that empower and
uplift indigenous learners, fostering a sense of belonging and pride
in their cultural heritage.

RPMS | 2023-2024
2021-2002
DIVERSITY OF
LEARNERS
CURRICULUM
AND PLANNING
ASSESSMENT
AND REPORTING
Every decision you make reflects your
evaluation of who you are.
- Marianne Williamson

RPMS | 2023-2024
2021-2002
Set achievable and appropriate learning outcomes

that are aligned with learning competencies.
(PPST 4.2.2)
At least one (1) lesson plan (e.g.,

DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the likes) or
one lesson from a self-learning
module, developed by the ratee* and
used in instruction, with achievable
and appropriate learning outcomes
that are aligned with the learning
competencies as shown in any one
(1) of the following:
lecture/discussion
activity/activity sheet
performance task
rubric for assessing performance using criteria
that appropriately describe the target output

RPMS | 2023-2024
2021-2002
Set achievable and appropriate learning

outcomes that are aligned with learning
competencies.
(PPST 4.2.2)
LESSON EXEMPLAR

RPMS | 2023-2024
2021-2002

competencies.
(PPST 4.2.2)
RUBRICS

RPMS | 2023-2024
2021-2002

competencies.
(PPST 4.2.2)
WLP

RPMS | 2023-2024
2021-2002
Set achievable and appropriate learning outcomes

that are aligned with learning competencies.
(PPST 4.2.2)
ANNOTATION
For objective 9, I have attached a
sample of my lesson exemplar that I
used for my Science 6 CO Demonstration
teaching. Here, I have highlighted all the
parts showing that I was able to set
achieveable and appropriate learning
outcomes which also led to the
attainment of the next related
competency. With this, I was able to get 5
points for the Quality of my attachment. I
was also able to prove that all the
learning outcomes that I have set for this
lesson are alligned with the learning
competencies that includes the
discussion. activities, performance tasks
and the rubrics I used to assess my
learners’ performance. With this, I got 5
points for the EFFECIENCY.

RPMS | 2023-2024
2021-2002
Used strategies for providing timely, accurate

and constructive feedback to improve learner
performance.
(PPST 5.3.2)





RPMS | 2023-2024
Used strategies for providing timely,

accurate and constructive feedback to
improve learner performance.
(PPST 5.3.2)

Quarter 2

Quarter 4

RPMS | 2023-2024
2021-2002
Used strategies for providing timely,

accurate and constructive feedback to
improve learner performance.
(PPST 5.3.2)
ANNOTATION
In this reflective annotation, I delve into my role as an educator who employs

intentional strategies for providing timely, accurate, and constructive feedback
to enhance learner performance. Drawing from a first-person perspective, I
share insights into the purposeful efforts invested in cultivating an
environment where feedback serves as a powerful tool for improvement and
growth.
The annotation outlines specific strategies employed to ensure the timely

delivery of feedback, emphasizing the importance of immediate insights to guide
students while the learning experience is still fresh. It explores the use of
accurate assessments to pinpoint strengths and areas for improvement,
facilitating a nuanced understanding of individual learner needs. Additionally,
the narrative addresses the art of crafting constructive feedback that is not
only informative but also motivational, fostering a positive and growth-oriented
mindset.
Through personal anecdotes and experiences, this reflective piece highlights

the transformative impact of well-crafted feedback on learner performance. It
underscores the role of feedback in promoting self-reflection, encouraging
iterative learning, and ultimately contributing to the ongoing development of
each student.
By adopting a first-person perspective, this annotation serves as an inspiration

for fellow educators to recognize the pivotal role of feedback in the teaching and
learning process. It encourages the implementation of effective strategies to
provide feedback that is not just evaluative but also serves as a dynamic
catalyst for continuous improvement and academic success.

RPMS | 2023-2024
2021-2002
Utilized assessment data to inform the

modification of teaching and learning
practices and programs.
(PPST 5.5.2)
A list of identified least / most

mastered skills based on the
frequency of errors / correct
responses with any one (1) of the
following supporting MOVs
1.accomplishment report for remedial / enhancement

activities (e.g., remedial sessions, Summer Reading
Camp, Phil-IRI-based reading program)
2. intervention material used for remediation /

reinforcement / enhancement
3. lesson plan/activity log for remediation /

enhancement utilizing of assessment data to modify
teaching and learning practices or programs

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
ACCOMPLISHMENT REPORT FOR REMEDIAL / ENHANCEMENT ACTIVITIES

(E.G., REMEDIAL SESSIONS, SUMMER READING CAMP, PHIL-IRI-BASED READING PROGRAM)

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
INTERVENTION MATERIAL USED FOR REMEDIATION / REINFORCEMENT / ENHANCEMENT
GRADE 6- SCIENCE
S.Y. 2023-2024

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
LESSON PLAN/ACTIVITY LOG FOR REMEDIATION / ENHANCEMENT UTILIZING OF ASSESSMENT

DATA TO MODIFY TEACHING AND LEARNING PRACTICES OR PROGRAMS

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
ANNOTATION
The annotation outlines specific instances where I have

used assessment data to gain valuable insights into
student progress, identifying areas of strength and areas
requiring additional support. It delves into the process of
modifying teaching strategies and learning programs
based on the nuanced information gleaned from
assessments, emphasizing the adaptability needed to
meet the diverse needs of learners.
Through personal anecdotes and experiences, this

narrative highlights the transformative impact of utilizing
assessment data. It underscores the importance of data-
informed decision-making in refining instructional
methods, tailoring interventions, and ultimately
enhancing the overall educational experience for
students.
By adopting a first-person perspective, this annotation

serves as an inspiration for fellow educators to recognize
the integral role of assessment data in the continuous
improvement of teaching and learning. It encourages the
thoughtful integration of assessment insights into
instructional practices, fostering an educational
environment that is not only responsive but also
committed to the individual growth and success of every
student.

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
PHOTOS/DOCUMENTATION

RPMS | 2023-2024
2021-2002

(PPST 5.5.2)
PHOTOS/DOCUMENTATION

RPMS | 2023-2024
2021-2002
PERSONAL
GROWTH
PROFESSIONAL
DEVELOPMENT
"We can't become what we need to be by
remaining what we are."
- Oprah Winfrey

RPMS | 2023-2024
2021-2002
Build relationships with parents/ guardians

and the wider school community to facilitate
involvement in the educative process. (PPST
6.2.2)
Anyone (1) of the following:
1.Proof of participation in any activity highlighting the objective, such as, but not
limited the following:
Receipt form/monitoring form during distribution of learning materials, etc.
Commitment form to stakeholders, developed advocacy materials, certificate of
participation that shows parents’/stakeholders’ engagement signed by the
school head, etc.
Home visitation forms
Any equivalent ALS form/document that highlights the objective
Others (please specify and provide annotations)
2. Parent-teacher log or proof of other stakeholder’s meeting (e.g., one-on-one

parent-teacher learner conference log; attendance sheet with minutes of the
online or face-to-face meeting; proof of involvement in the learners’/parents’
orientation, etc.)
3. Any form of communication to parents/stakeholders (e.g., notice of meeting;

screenshot of chat/text message/communication with parent/guardian)
ing practices or programs

RPMS | 2023-2024
2021-2002

6.2.2)
1.PROOF OF PARTICIPATION IN ANY ACTIVITY HIGHLIGHTING THE

OBJECTIVE, SUCH AS, BUT NOT LIMITED THE FOLLOWING:

RPMS | 2023-2024
2021-2002

6.2.2)
PARENT-TEACHER LOG OR PROOF OF OTHER STAKEHOLDER’S MEETING (E.G., ONE-ON-ONE PARENT-

TEACHER LEARNER CONFERENCE LOG; ATTENDANCE SHEET WITH MINUTES OF THE ONLINE OR FACE-
TO-FACE MEETING; PROOF OF INVOLVEMENT IN THE LEARNERS’/PARENTS’ ORIENTATION, ETC.)

RPMS | 2023-2024
2021-2002

6.2.2)
DOCUMENTATION

RPMS | 2023-2024
2021-2002

6.2.2)
ANY FORM OF COMMUNICATION TO PARENTS/STAKEHOLDERS (E.G., NOTICE OF MEETING; SCREENSHOT

OF CHAT/TEXT MESSAGE/COMMUNICATION WITH PARENT/GUARDIAN)

RPMS | 2023-2024
2021-2002

6.2.2)
ANNOTATION
In this annotation, I share my experiences and insights as an educator

dedicated to establishing meaningful connections with parents,
guardians, and the wider school community to foster active involvement
in the educative process. Drawing from a first-person perspective, I delve
into the intentional efforts invested in building relationships that
transcend the classroom walls.
The annotation outlines specific strategies employed to engage with

parents and guardians, such as regular communication channels, parent-
teacher conferences, and collaborative events. It explores the creation of
a welcoming and inclusive school community where stakeholders feel
valued and informed about the educational journey. Additionally, the
narrative emphasizes the significance of open and transparent
communication, acknowledging the vital role that parents and the broader
community play in supporting student success.
Through personal anecdotes and experiences, this reflective piece

highlights the transformative impact of strong relationships with parents
and the school community. It underscores the importance of a
collaborative approach in creating an educational environment where
everyone is invested in the well-being and progress of the students.
By adopting a first-person perspective, this annotation serves as an

inspiration for fellow educators to recognize the profound influence of
positive relationships with parents and the broader school community. It
encourages the intentional cultivation of partnerships that contribute not
only to academic success but also to the holistic development of students
within a supportive and engaged educational ecosystem.

RPMS | 2023-2024
2021-2002
Participated in professional networks to

share knowledge and enhance practice.
(PPST 7.3.2)
1. Certificate of completion in a
course/training
2. Certificate of participation in a
webinar, retooling, upskilling, and other
training/ seminar/ workshop with proof
of implementation
3. Certificate of recognition/ speakership

in a webinar and other training/
seminar/ workshop
4. Any proof of participation in a

benchmarking activity
5. Any proof of participation in school

LAC sessions (online/face-to-face)
certified by the LAC Coordinator
6. Others (please specify and provide

annotations)

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)
DOCUMENTATION

RPMS | 2023-2024
2021-2002

(PPST 7.3.2)
ANNOTATION
The annotation outlines specific instances where I have
actively contributed to and benefited from professional
networks, such as attending conferences, joining online
forums, and collaborating with colleagues. It explores how
these interactions have provided valuable insights, diverse
perspectives, and innovative teaching strategies that have
directly influenced and elevated my own educational
practices.

narrative highlights the transformative power of
professional networks in the field of education. It
underscores the importance of collaborative learning
environments in keeping abreast of emerging trends,
refining instructional techniques, and ultimately
contributing to the continuous improvement of teaching
methods.

serves as an inspiration for fellow educators to recognize
the profound impact of active participation in professional
networks. It encourages the intentional cultivation of
connections within the broader educational community,
emphasizing the reciprocal nature of knowledge-sharing
and the collective effort to elevate teaching practices for
the benefit of students and the education sector as a whole.

RPMS | 2023-2024
2021-2002
Developed a personal improvement plan based on

reflection of one’s practice and ongoing professional
learning. (PPST 7.4.2)
1. Certification from the ICT

Coordinator / School Head /
Focal Person in charge of e-SAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II

RPMS | 2023-2024
2021-2002

CERTIFICATION FROM THE ICT COORDINATOR / SCHOOL HEAD /

FOCAL PERSON IN CHARGE OF E-SAT

RPMS | 2023-2024
2021-2002

MID-YEAR REVIEW FORM (MRF)

RPMS | 2023-2024
2021-2002

MID-YEAR REVIEW FORM (MRF)

RPMS | 2023-2024
2021-2002

UPDATED IPCRF-DP FROM PHASE II

RPMS | 2023-2024
2021-2002

IPCRF-DP

RPMS | 2023-2024
2021-2002

ANNOTATION

narrative highlights the transformative impact of a
structured improvement plan on professional growth. It
emphasizes the significance of self-directed learning in
not only refining instructional practices but also in
fostering a commitment to lifelong learning.

serves as an inspiration for fellow educators to embark
on their own journey of self-improvement. It encourages
the intentional cultivation of a personalized improvement
plan rooted in reflective practice and continuous
professional learning, recognizing the profound impact
such a plan can have on instructional effectiveness and
the overall quality of education provided to students.

RPMS | 2023-2024
2021-2002
PLUS
FACTOR
“When we strive to become better teachers than
we are, everyone in our classroom becomes
better too.”
- Robert John Meehan

RPMS | 2023-2024
2021-2002
Performed various related works/ activities

that contribute to the teaching-learning
process.
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;
● 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;
● others (please specify)
with annotation on how it contributed to
the teaching-learning process.

RPMS | 2023-2024
2021-2002
Performed various related works/ activities

that contribute to the teaching-learning
process.
ANNOTATION
The annotation outlines the process of

reflection on my teaching practices,
identifying strengths and areas for
growth. It explores the intentional
integration of ongoing professional
learning opportunities, such as
seminars, courses, and conferences,
into a comprehensive improvement
plan. Additionally, the narrative
underscores the importance of setting
measurable goals, creating actionable
steps, and continuously reassessing
and adapting the plan as needed.

Copy of Rpms - Portfolio (Blue) v2 Lovely Jan (1)

Uploaded by

Copyright:

Available Formats

You might also like

Copy of Rpms - Portfolio (Blue) v2 Lovely Jan (1)

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Copy of Rpms - Portfolio (Blue) v2 Lovely Jan (1)

Uploaded by

Copyright:

Available Formats

Department of Education

SCHOOL YEAR 2023-2024

LIGAYA DIPUTADO BAROTE

REYIA VAFLOR LUMONTAD

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

Applied knowledge of content within

Classroom Observation Tool (COT)

If onsite / face-to-face / in-person classes

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Applied knowledge of content within

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Applied knowledge of content within

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Applied knowledge of content within

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Applied knowledge of content within

PHOTOS & DOCUMENTATION

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used a range of teaching strategies that

Classroom Observation Tool (COT)

If onsite / face-to-face / in-person classes

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

Used a range of teaching strategies that

Classroom Observation Tool 2

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used a range of teaching strategies that

Classroom Observation Tool 4

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used research-based knowledge and

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

Used a range of teaching strategies that

Classroom Observation Tool (COT)

If onsite / face-to-face / in-person classes

• through observation of synchronous/asynchronous

• through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used a range of teaching strategies that

CLASSROOM OBSERVATION TOOL

Classroom Observation Tool 2

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used a range of teaching strategies that

CLASSROOM OBSERVATION TOOL

Classroom Observation Tool 4

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Used a range of teaching strategies that

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

Displayed proficient use of Mother Tongue, Filipino

Classroom Observation Tool (COT)

If onsite / face-to-face / in-person classes

• through observation of synchronous/asynchronous

• through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Displayed proficient use of Mother Tongue, Filipino

CLASSROOM OBSERVATION TOOL

Classroom Observation Tool 3

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Displayed proficient use of Mother Tongue, Filipino

Drawing from a first-person perspective, I highlight the strategic

The annotation showcases practical examples of how I navigate the