Rpms Green

Republic of the Philippines
D e p a r t m e n t o fE d u c a t i o n
REGI ON V I I -CEN TRAL V I SAY AS
SCHOOLS DIVISION OF CEBU CITY, SOUTH DISTRICT
VII
BUL ACAO COMMUN I TY SC
HOOL
SYS
TE
RPM S
M
o o r t t f f
P
o o l i o o
"Develop a student's
foundatáon for
excellence even duráng
the most challengáng
támes."
J ERLIN G. LETIGIO
TEACHE II
R I
Republic of the Philippi
nes
Department of Edu
cation
REGI ON V I I -CEN TRAL V I SA
Y A S SCHOOLS DIVISION OF MANDAUE
CITY CESAR M. CABAHUG ELEMENTARY
SCHOOL
SYS
TE
RPM S
M
o rr t t f
PP
oo ll i i o o
foundatáon for
támes."
JOSEPHINE SHEENA C.
GOMEZ
TEACHE I
R
VII
HOOL
SYS
TE
RPM S
M
or t t f
PP
oo ll i i o o
foundatáon for
támes."
BERNADITA A.
DAYANGCO
T E A C H E ii
R
VII
HOOL
SYS
TE
RPM S
M
o r t f o o
P
l i i o "Develop a student's
foundatáon for
támes."
MA. LUISA A.
VILLARICO
T E A C H E iii
R
VII
HOOL
SYS
TE
RPM S
M
o o r t f f
P
oo l l i o o
foundatáon for
támes."
SUSANA D.
DIAQUINO
TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
o r r t f f
PP
o ll i o o
foundatáon for
támes."
HAZEL ANNE G. LENDIO

TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
o rr t t f
PP
oo ll i i o o
foundatáon for
támes."
JOSELYN T. VILLENA
TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
or t t f
PP
oo ll i i o o
foundatáon for
támes."
LEILANI GRACE MARIE M. YU

TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
o r t f o o
P
l i i o "Develop a student's
foundatáon for
támes."
AMY P. ESPINA
TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
o o r t f f
P
oo l l i o o
foundatáon for
támes."
CHARITO C. SALADAS
TEACHE II
R I
VII
HOOL
SYS
TE
RPM S
M
o r r t f f
PP
o ll i o o
foundatáon for
támes."
VICTORIA C.
MIÑOZA
TEACHE I
R
VII
HOOL
SYS
TE
RPM S
M
o rr t t f
PP
oo ll i i o o
foundatáon for
támes."
BERNADETH B.
LLAMIDO
TEACHE II
R I
SYS
TE
RPM S
ROLANDO N. REBUSIT M
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
JENELYN A. RULLAN, TI
RATE
E
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
BERNADETH B. LLAMIDO,
TIII RATE
E
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
VICTORIA C. MIÑOZA,
TI
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
JOSELYN T. VILLENA,
TIII
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
BERNADITA A. DAYANGCO,
TII
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
CATHERINE G. CHAN,
MTI RATER
REMEGIA S. ZAMORA,
TIII
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
PILARITA D. ROJAS,
MTI RATER
MA. LUISA A. VILLARICO,

TIII
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
PILARITA D. ROJAS,
MTI RATER
SUSANA D. DIAQUINO,
TIII
RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL
PILARITA D. ROJAS, MTI

RATER
HAZEL ANNE G. LENDIO, TIII

RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL

RATER
LEILANI GRACE MARIE M. YU, TIII

RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL

RATER
AMY P. ESPINA, TIII

RATEE
SYS
TE
RPM S
PRINCIPAL
JINKY M. ALAMA
ASSISTANT PRINCIPAL

RATER
CHARITO C. SALADAS, TIII

RATEE
K
K
R
1
E Y R E S U L
CONTENT
KNOWLEDG
E
and
T
A A R E A
OBJECTIVES 1-
4
K
K
R
2
E Y R E S U L
LEARNIN
A
ENVIRONMEN
G
T A R E A
T OBJECTIVES 5-8
K
K
R
3
DIVERSITY OF
E Y R E S U L
LEARNERS
CURRICULUM
T
Aand A R E A
an PLANNING
d an
d
OBJECTIVES 9-
12
K R
COMMUNIT
RYEK TLUSE
Y LINKAGES
and
PROFESSION
A
ALENGAGEMENT
and
AERA
4
and
OBJECTIVES 13-
18
K
K
R
5
E Y R E S U L
PLU
A
FACTOR
T A R E A
S OBJECTIVE 19
Applied knowledg e of
content within and
acros s curriculum
teaching areas
M A I N M O V
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form from
1.an observation of synchronous teaching

(limited face-to-face teaching, online teaching,
or two-way radio instruction)
2.if option 1 is n ot pos s ible, an obs erv ation of a
recorded video lesson or audio lesson that is
S LM - ba s e d or MELC-aligned
3.if options 1 and 2 are not possible, an observation
of a demonstration teaching* via LAC
RESULT-BASED PERFORMANCE MANAGEMENT K RA

K E Y R E S U L T A R E A
Us ed res earch- bas ed
knowledg e and principles
of teaching and learning
to enhance profes s ional
practice
M A I N M O V
One (1) lesson plan with annotations

identifying the research-based
knowledge and/or principles of teaching
and learning used as basis for
planning / designing the lesson
RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

Dis played proficient us e
of Mother Tong ue,
Filipino and Eng lis h to
facilitate teaching and
learning
M A I N M O V
Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form from
1.an observation of synchronous teaching (limited

face-to-face teaching, online teaching, or two-
way radio instruction)
2.if option 1 is not possible, an observation of a
SL M- ba s e d or ME LC aligned
3.if options 1 and 2 are not possible, an
observation of a demonstration teaching* via LAC

Us ed effective verbal and
non- verbal clas s room
communication s trateg ies
supporttolearner
understanding, participation,
eng ag ement and achievement
M A I N M O V

S LM - b as e d or MELC-aligned

Es tablis hed s afe and s ecure
learning environments to
enhance learning throug h
the cons is tent
implementation of policies ,
g uidelines and procedures
M A I N M O V

S LM - b a se d or MELC-aligned

Maintained learning
environments that
promote fairnes s ,
res pect and care to
encourag e learning
M A I N M O V
1. an observation of synchronous teaching

(limited face-to-face teaching, online teaching, or
two-way radio instruction)
2. if option 1 is not possible, an observation of
a recorded video lesson or audio lesson that is
S L M - based or MELC-aligned
3. if options 1 and 2 are not possible, an

Maintained learning
environments that
nurture and ins pire
learners to participate,
cooperate and
collaborate in continued
learning
M A I N
SET A M O V S ET B
Any supplementary material (in print/digital
format) made by the ratee* and used in the Clas s room Obs ervation Tool (COT) rating
lesson delivery that highlights maintaining s heet or inter- obs erver ag reement form
learning environments that nurture and inspire from
learners to participate, cooperate and 1. an observation of synchronous teaching
collaborate in continued learning (limited face-to-face teaching, online
activity sheet/s
one lesson from a self-learning module teaching, or two-way radio instruction)
(SLM) lesson plan (e.g., DLP, DLL, WHLP,
WLP, WLL, lesson exemplars, and the likes) 2. if option 1 is not pos sible, an obs ervation
video lesson
of a recorded video lesson or audio lesson
audio lesson
other learning materials in print/digital that is SLM-based or MELC-aligned
format (please specify and provide
annotations) 3. if options 1 and 2 are not pos sible, an
with client/learner feedback on how the
material encouraged the learners to observation of a demonstration
participate, cooperate, and collaborate teaching** via LAC

Applied a rang e of s ucces s ful
s trateg ies that maintain
learning environments that
motivate learners to work
productively by as s uming
res pons ibility for their own
learning
M A I N M O V
SET A S ET B
Any supplementary material (in
Clas s room Obs ervation Tool (COT) rating
print/digital format) made by the ratee*
s heet or inter- obs erver ag reement form from
and used in the lesson delivery that
highlights a range of strategies that maintain
learning environments that motivate learners
(limited face-to-face teaching, online teaching,
to work productively by assumin g
or two-way radio instruction)
responsibility for their own learning
activity sheet/s
one lesson from a self-learning module (SLM) 2. if option 1 is not poss ible, an observation
lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, of a recorded video lesson or audio lesson
lesson exemplars, and the likes) that is SLM-based or MELC-aligned
video lesson
audio lesson 3. if options 1 and 2 are not pos sible, an
other learning materials in print/digital
observation of a demonstration teaching**
format (please specify and provide
annotations) via LAC

Des ig ned, adapted and
implemented teaching
s trateg ies that are
res pons ive to learners with
dis abilities , g iftednes s and
talents
M A I N M O
V
SET A S ET B
sheet or interobserver agreement form Teacher Reflection Form (TRF) on
from designing, adapting, and/or
implementing teaching strategies that
are responsive to learners with
(limited face-to-face teaching, online
teaching, or two-way radio instruction) disabilities, giftedness and talents and a
certification from the s chool head
2. if option 1 is not pos s ible, an that the ratee’s classes have no
obs ervation of a recorded video lesson or identified learner/s with disabilities,
audio lesson that is SLM-based or MELC-
aligned giftedness and/or talents
3. if options 1 and 2 are not pos s ible, an
observation of a demonstration teaching* via
LAC

Adapted and us ed culturally
appropriate teaching
s trateg ies to addres s the
needs of learners from
indig enous g roups
M A I N M O
V
SET A S ET B
Classroom Observation Tool (COT) rating Teacher Reflection Form (TRF) on

sheet or inter-observer agreement form
from adapting and using culturally appropriate
teaching strategies to address the
1. an obs erv ation of s yn ch ron ous needs of learners from indigenous
teach in g (limited face-to-face groups and a certification from the
teaching, online teaching, or two-way
school head that the ratee’s classes
radio instruction)
2. if option 1 is n ot pos s ible, an obs erv ation have no identified learner/s from
of a recorded video lesson or audio lesson indigenous groups
that is S L M based or MELC-aligned
3 . if option s 1 an d 2 are n ot pos s ible, an

observation of a demonstration teaching* via
LA C

Adapted and
implemented learning
prog rams that ens ure
relevance and
res pons ivenes s to the
needs of all learners
M A I N M O V
1. Proof of evaluation* on the implementation of

the adapted / contextualized learning program
2.Pr o gr e s s report on the implementation of the

adapted / contextualized learning program
3.Accomplishment / completion / technical report

on the implementation of an adapted /
contextualized learning program
4.Action plan / activity proposal / activity matrix

that s h o w s an adapted / contextualized learning
program

Utilized as s es s ment data
to inform the
modification of teaching
and learning practices
and prog rams
M A I N M O V
A list of identified least / m os t mastered skills
based on the frequency of errors / correct
r e s p o ns es with any of the following s up p ort in g
MOV
1.accomplishment report for remedial /

enhancement activities (e.g., remedial s ess ions,
Summer Reading Camp, Phil-IRI based reading
program)
2.intervention material used for remediation /
reinforcement / enhancement
3.less on plan/activity log for remediation /
enhancement utilizing of a s s e s s m e n t data to
modify teaching and learning practices or programs

Maintained learning
environments that are
res pons ive to community
contexts
M A I N M O V
1.. A c c o m p l i s h m e n t r e p o r t of a p r o g r a m /
pro j ect / a c t i v i t y t h a t m a i n t a i n s a l e a r n i n g
environment
2.. P r o g r a m / P r o j e c t / A c t i v i t y p l a n
on maintaining a learning
environment
3.. M i n u t e s of a c o n s u l t a t i v e m e e t i n g /
community stakeholders meeting about a
p r o g r a m / pr oj ect / a c t i v i t y t ha t m a i n t a i n s a
l e a r n i n g e n v i r o n m e n t wit h p r o o f of a t t e n d a n c e
4.. C o m m u n i c a t i o n letter a b o u t a
p r o g r a m / pr oj ect / a c t i v i t y t ha t m a i n t a i n s
a learning environment

Reviewed reg ularly pers onal
teaching practice us ing exis ting
laws and reg ulations that apply to
the teaching profes s ion and the
res pons ibilities s pecified in the
Code of Ethics for Professional
Teachers
M A I N M O V
1.A nno t a t ed video / audio recording of one’s
teaching that s h o w s impact of regularly
reviewing one’s te a ching practice/s
2.A nno t a t ed t eachi ng material that s h o w s impact
of regularly reviewing one’s t e aching practice/s
l e s s o n plan
activity s he e t
a s s e s s m e n t materials
o thers (please spe cify)
3.Per so nal reflection n o t e s a s o ut pu t s from
participation in review of pe rs onal
teaching pract ice s in four (4) quarters
4.Proo f of a tt endance (with date) in L A C or
co a c h i n g and me nt ori ng s e s s i o n s for review of
personal tea ching pract ice s

Complied with and
implemented s chool policies
and procedures cons is tently
to fos ter harmonious
relations hips with learners ,
parents , and other
stakeholders
M A I N M O V
1.Proof of participation / involve ment in a
s c h o o l - co mm u n i t y partnership for the
implementation of a s ch o o l policy / procedure
(e.g., certificate a s committee member,
narrative report)
2.M in ut es of pa rent - te ache r co nf e r e nce /

stakeholders’ meeting about an implemented
s c ho o l policy / procedure with proof of
at tenda nce
3.C o mm un ic a t io n letter about an implemented

s c ho o l policy / procedure se nt to parent /
gua rdi an

Applied a pers onal
philos ophy of teaching
that is learner-
centered
M A I N M O V
One (1) l e s s o n p lan w i t h a n n o t a t i o n s

e x p l ai n i n g the application of a le a r n e r -
c e n t e r e d t e a c h i n g p h i l o s o p h y ( e. g.,
c o n s t r u c t i v i s m , e x i st e n t ia li sm ) u s e d a s
b a s i s for p l a n n i n g / d e s i g n i n g the
lesson

Adopted practices that
uphold the dig nity of
teaching as a profes s ion by
exhibiting qualities s uch as
caring attitude, res pect and
integ rity
M A I N M O V
1. D o c u m e n t e d f e e d b a c k fr o m su pe rio rs , c o l le ag ue s,
learners, p a r e n t s / g uard ian, or o ther s t a k e h o l d e r s
directly r ef le c t ing the ratee’ s g o o d p r a c t i c e s that
u p h o l d the d i g ni t y of t e a c h i n g a s a p r o f e s s i o n
2. A n n o t a t e d e v i d e n c e of prac ti c e indirec tly linking to
the u p h o l d i n g of the d i g n i t y of t e a c h i n g a s a p r o f e s s i o n
by exh ibi ti ng qualities s u c h a s c a r i n g attitude, r e s p e c t
a n d integrity
S c r e e n s h o t of text m e s s a g e / c h a t / email / a n y f or m of
c o m m u n i c a t i o n w ith p a r e n t s / g u a r d i a n or l e a r n e r s
( n a m e or a n y identifier r e m o v e d )
R emar ks from mentor / master teacher / sch ool head
a b o u t one’ s q ual iti es ( e. g., e n t r i e s in P e r f o r m a n c e
M o n ito rin g a n d C o a c h in g F o rm [ P M C F ] o r in M id -
Y ear Review Form)
R e c o g n i t i o n f r o m th e s c h o o l / s c h o o l c o m m u n i t y a b o u t
one’ s q ual iti es
O th e rs ( p le a s e s p e c if y )

S et profes s ional
development g oals bas ed on
the Philippine Profes s ional
S tandards for Teachers
M A I N M O V
1. Updated IPCRF-DP from Phase II
2. Mid-year Review Form (MRF)
3. IPCRF-DP
4. Certification from the ICT Coordinator /
S chool Head / Focal Pers on in charg e of
eS AT

Performed various related
works / activities that
contribute to the
teaching - learning
proces s
M A I N M O V
Any proof of:
committee involvement
advisorship of co-curricular activities
book or journal authorship /
contributorship coordinatorship /
chairpersonship
coaching and mentoring learners in
competitions serving as reliever of classes in
the absence of teachers
mentoring pre-service teachers
participation in demonstration teaching
participation as technical working group
member others (please specify and provide
annotations)

O B
1
O B J E C
O B J
J .
T I
O
V
B
E
J E C T I
V
.2 O E O B
J
B J .3 E C T I V E
K R
1 O B. J
OBJ O
E
B J
O
E
B
C
J
T I V
E C T I
K E Y R E S U
7. 4B O
O J
KAR A 2
K E Y
L T
R E S U L T
A R E A
A R E A V E
O B J E C T I
O B
.B8 J .
K RA 3
K E Y R E S U L T A R E A
OBJ .10
V
O
E
J
B
E
J
E
E
C
C T
T
I
I
V
V E
O
5 B
O JB1
K R A K E Y R E S U L T A
O B J O
O
B
B
J
J
E
E
O
C
C
B
T
T
J
I
I
E
2
O 1.B6 J
..J9
K4R A 5
V E O B J E C T I
3
K E Y R E S U L T A R E A C T I V E
V E
R E A
O. 1B J O B J E C T I
4
V E
5
V E
6
V E
7
V E
8
V E
O. 1B J
O B J9
O B J E C T I
V E
O B J E C T I
. 11 V
V
E
E

Rpms Green

Uploaded by

Document Information

Original Description:

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

Rpms Green

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

HAZEL ANNE G. LENDIO

LEILANI GRACE MARIE M. YU

MA. LUISA A. VILLARICO,

PILARITA D. ROJAS, MTI

HAZEL ANNE G. LENDIO, TIII

PILARITA D. ROJAS, MTI

LEILANI GRACE MARIE M. YU, TIII

PILARITA D. ROJAS, MTI

AMY P. ESPINA, TIII

PILARITA D. ROJAS, MTI

CHARITO C. SALADAS, TIII

1.an observation of synchronous teaching

RESULT-BASED PERFORMANCE MANAGEMENT K RA

One (1) lesson plan with annotations

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1.an observation of synchronous teaching (limited

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1.an observation of synchronous teaching (limited

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1.an observation of synchronous teaching (limited

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1. an observation of synchronous teaching

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

Classroom Observation Tool (COT) rating Teacher Reflection Form (TRF) on

3 . if option s 1 an d 2 are n ot pos s ible, an

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1. Proof of evaluation* on the implementation of

2.Pr o gr e s s report on the implementation of the

3.Accomplishment / completion / technical report

4.Action plan / activity proposal / activity matrix

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1.accomplishment report for remedial /

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

2.M in ut es of pa rent - te ache r co nf e r e nce /

3.C o mm un ic a t io n letter about an implemented

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

One (1) l e s s o n p lan w i t h a n n o t a t i o n s

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

1. Updated IPCRF-DP from Phase II

2. Mid-year Review Form (MRF)

4. Certification from the ICT Coordinator /

S chool Head / Focal Pers on in charg e of

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

RESULT-BASED PERFORMANCE MANAGEMENT K E Y R E S U L T A R E A

You might also like