Rpms Marc With Movs

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region III- Central Luzon
Division of Bataan
JOSE C. PAYUMO JR. MEMORIAL HIGH SCHOOL
Manalang St., Naparing, Dinalupihan, Bataan
Results-based Performance Management System
RPMS E-Portfolio School Year 2021 - 2022
MARC ERNEST A. JAVIER

Teacher III
AIDA P. CAPILI, EdD.

School Principal III
KRA 1
Content Knowledge and

Pedagogy
Objective 1
Applied knowledge of content

within and across curriculum
teaching areas
MOVs
Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from
an online observation of online synchronous teaching
if option 1 is not possible, an observation of a video lesson

that is SLM-based or MELC-aligned
if options 1 and 2 are not possible, an observation of a

demonstration teaching via LAC
RATING SHEET/ INTER-
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 2
Used research-based knowledge

and principles of teaching and learning to
enhance professional practice
MOVs
One (1) lesson plan with annotations identifying the

research based knowledge and/or principles of teaching and
learning used as bases for planning/designing the lesson
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
ANNOTATION
USED RESEARCH-BASED KNOWLEDGE AND PRINCIPLES OF

TEACHING AND LEARNING TO ENHANCE PROFESSIONAL PRACTICE
1. OBJECTIVES- The teacher used Bloom’s Taxonomy in writing learning

objectives. Based on the Cognitive Process Dimensions adapted from
Anderson & Krathwohl (2001), it provides a scheme for classifying
educational goals, objectives, and standards. It also defines a broad
range of cognitive processes from basic to complex.
2. INSTRUCTIONAL ACTIVITIES- Students were able to put ideas
together by using Jigsaw method. According to Aronson, Elliot (1971) ,
it helps students to improve their listening, communication, and problem
skills.
3. ASSESSMENT- The teacher used games to assess the learning of the
students. According to Nguyen(2021), using games in teaching can
help increase student participation, foster social and emotional learning,
and motivate students to take risks. The teacher also used open-ended
questions to encourage them to form an authentic assessment and
allow students to use higher order thinking skills throughout the lesson.
Moreover, the teacher used individual assessment through a short
quiz. By measuring students’ performance through formative assessment
and sharing the results with them, teachers help students to understand
their strength and weaknesses. It also helps them to reflect on how they will
improve over the course of their remaining studies (Maki 2002).
Objective 3
Displayed Proficient use of Mother

Tongue, Filipino and English to facilitate
teaching and learning
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 4
Used effective verbal and non-

verbal classroom communication
strategies to support learner
understanding, participation, engagement,
and achievement
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
KRA 2
Learning
Environment
Objective 5
Established safe and secure

learning environments to enhance
learning through the consistent
implementation of policies,
guidelines, and procedure.
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 6
Maintained learning environments

that promote fairness, respect,
and care to encourage learning
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 7

that nurture and inspire learners to
participate, cooperate and
collaborate in continued learning
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 8
Applied a range of successful

strategies that maintain learning
environments that motivate
learners to work productively
by assuming responsibility for
their own learning
MOVs



OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
KRA 3
Diversity of Learners,
Curriculum and Planning,
&
Assessment and Reporting
Objective 9
Designed, adapted and

implemented teaching strategies
that are responsive to learners
with disabilities, giftedness,
and talents
MOVs
SET A


SET B
Teacher Reflection Form (TRF)on designing, adapting,

and/or implementing teaching strategies that are
responsive to learners with disabilities, giftedness and talents
and a certification from the
school head that the ratee’s classes
have no identified learner/s with
disabilities, giftedness and/or talents
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 10
Adapted and used culturally appropriate

teaching strategies to address
MOVs
SET A


SET B
Teacher Reflection Form (TRF)on designing, adapting,

and/or implementing teaching strategies that are
responsive to learners with disabilities, giftedness and talents
and a certification from the
school head that the ratee’s classes
have no identified learner/s with
disabilities, giftedness and/or talents
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT1
OBSERVER AGREEMENT
FORM COT2
OBSERVER AGREEMENT
FORM COT2
Objective 11
Adapted and implemented learning

programs that ensure relevance and
responsiveness to the needs of all learners
MOVs
Evaluation of an adapted/contextualized learning program

after the initial implementation
Progress report on learners under the

adapted/contextualized learning program after
implementation
Accomplishment/completion/technical report on the

implementation of an adapted/contextualized learning program
Action plan/activity proposal/ activity matrix that shows

an adapted/ contextualized learning program
EVALUATION FORM OF AN
ADAPTED/CONTEXTUALIZED
LEARNING PROGRAM
ANNOTATION:
The IPT written by the teacher was
evaluated and screened by the school
IPT Committee
EVALUATION FORM OF AN
ADAPTED/CONTEXTUALIZED
LEARNING PROGRAM
ANNOTATION:
Most of the students gave their positive
feedback about the IPT
ACCOMPLISHMENT REPORT
ADAPTED/ CONTEXTUALIZED
LEARNING PROGRAM
LEARNING PROGRAM
LEARNING PROGRAM
ACTIVITY PROPOSAL ON
LEARNING PROGRAM
Objective 12
Utilized assessment data to inform

the modification of teaching and learning
practices and programs
MOVs
A list of identified least/most mastered skills based on the

frequency of errors/correct responses with any of the following
supporting MOV
Accomplishment report for remedial/enhancement

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

remediation/reinforcement/enhancement
Lesson plan/activity log for remediation/enhancement

utilizing of assessment data to modify teaching and learning
practices or programs
LIST OF MOST/LEAST
MASTER SKILLS
ACCOMPLISMENT REPORT
FOR REMEDIAL
USE OF STRATEGIC INTERVENTION MATERIAL IN ONLINE REMEDIAL

CLASSES
We know for a fact that it is hard for our learners to learn the basics in
education during this pandemic since teachers are not there physically to
teach them. Even though we are still guiding them through online and
during our home visitations it seems not enough.
Because of this, I wholeheartedly render my time, effort, and my
attention as a REMEDIAL TEACHER in uplifting the least master skills of the
target learners through 4-day online tutorial sessions via google meet which
started November 8, 2021 and lasted until November 11, 2021.
In choosing my target learners, I’ve searched for the learners in the list
of SARF(Students At Risk in Failing) but not limited to students who are
willing to attend my free online remedial class. I prepared activity sheets
based on the modules for them to become more familiar with the lessons. I
also use my video lessons as supplementing materials. And lastly, the use of
SIM helps the students to practice and measure their knowledge.
At the end of the session, all the learners attained mastery of the
lesson with at least 80% of efficiency.

Prepared by:

Marc Ernest A. Javier
Teacher III
ACCOMPLISMENT REPORT
FOR REMEDIAL
INTERVENTION MATERIAL
ANNOTATION:
Thru various trainings and webinars, I was
being able to improved my capability as a
teacher in delivering quality instructions
amidst pandemic. Some of my learning
materials developed were E-modules,
Gamified Lessons and Video Lessons and
Strategic Intervention Materials. These
materials helped me to assist my students
even if I am not beside them
KRA 4
Community Linkages
and Professional
Engagement &
Personal Growth
and Professional
Development
Objective 13

that are responsive to community contexts
MOVs
Accomplishment report of a program/project/activity that

maintains a learning environment
Program/Project/Activity plan on maintaining a learning

environment
Minutes of a consultative meeting/community

stakeholders meeting about a program/project/activity that
maintains a learning environment with proof of attendance
Communication letter about a program/project/activity that

maintains a learning environment
ACCOMPLISHMENT
REPORT
BRIGADA ESKWELA SY 2021 - 2022

The school is an institution which is responsible in
molding the learners into a responsible individual in
the society. This is where one is crafted into a better
person, who will be an emblem of the kind of learning
center where he was raised. The multifarious concern
of school demands working with others to accomplish
designed tasks and objectives. These would need
dedicated school personnel, cooperative parents,
accountable community and innovative learners.
The Department of Education conducted this year’s
Brigada Eskwela, also known as the National Schools
Maintenance Week on August 3- Sept. 30, 2021 with
a theme “Bayanihan Para sa Paaralan” where all
education stakeholders contributed their time, effort
and resources in ensuring that the school are ready
for the school opening. So instead of enjoying the
vacation, teachers along with the other stakeholders
have come to school fueled by the spirit of
volunteerism and unity, fix whatever is there to fix,
clean whatever is there to clean.
ACCOMPLISHMENT
REPORT
It was a very challenging task especially that we

have pandemic happening right now in our country
but education does not stop that. Aside from the
beautification of schools, teachers and faculty are
very busy in preparation of printing of modules. And
of course even the students are not physically
present to help, webinars are also part of our
Brigada Eskwela. Not just the learners, but also
their parents and other stakeholders of the
community. The task was not simple, we have to
scout for other volunteer and donors of materials
needed and labor support for the activity especially
that we are in the new normal. Some responded,
with the help of our Department Head Roma S.
Dumandan, gave materials and supplies (school,
covid preventive). And also together with the other
teachers of Araling Panlipunan, we gathered some
donations that can help with this new normal.
Brigada Eskwela shows that a school is merely an
instrument of education- the education of our youth
lies in the community and the individuals who make
up this community. We hone this instrument so we
can better pursue its goal molding the future of this
nation. The success of the Brigada Eskwela is owed
to each and every one who actively participated and
committed.
PROGRAM/PROJECT/
ACTIVITY
PROGRAM/PROJECT/
ACTIVITY
MINUTES OF
THE MEETING
COMMUNICATION LETTER
Objective 14
Reviewed regularly personal
teaching practice using existing
laws and regulations that apply
to the teaching profession and the
responsibilities specified in the
Code of Ethics for Professional Teachers
MOVs
Annotated video/audio recording of one’s teaching that

shows impact of regularly reviewing one’s teaching
practice/s
Annotated teaching materials that shows impact of

regularly reviewing one’s teaching practice/s
Lesson plan
Activity sheet
Assessment materials
Others (Please specify)
Personal reflection
TEACHER-MADE
VIDEO LESSON
TEACHER-MADE
VIDEO LESSON
TEACHER-MADE
VIDEO LESSON
ANNOTATION
Based on Article 4 Section 2 of the Code of Ethics for Professional

Teachers, “Every teacher shall uphold the highest possible
standards of quality education, shall make the best preparations
for career of teaching, and shall be at his best at all times and in
the practice of his profession.” Our school is using modular
distance learning. Learners are only learning at their own pace. I
was challenged to do some actions to help the students in their
academic performance. Since only the module serves as a guide
for students to learn and follow the target output, I believe that the
application of instructional videos will help the needs of students to
learn. Also, they will easily visualized the given examples by
watching this video lessons. I am truly sincere in helping my
students to the point that I will extend all my hands just to deliver a
quality education they deserve. Having this kind of instructional
videos could develop a better understanding of the lesson
especially for those with difficulties in self studying. In this regard, I
believe that even if pandemic strikes, it will not prevent students in
learning new ideas and concepts. As teachers, we must develop a
teaching strategy that will help students learn more effectively
inside or outside a classroom.
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
Based on Article 4 Section 2 of the Code of Ethics for Professional

Teachers, “Every teacher shall uphold the highest possible standards
of quality education, shall make the best preparations for career of
teaching, and shall be at his best at all times and in the practice of his
profession.” Our school is using modular distance learning. Learners
are only learning at their own pace. Having a guide like lesson plan will
help the teacher to display and transfer knowledge efficiently. I believe
that even if pandemic strikes, it will not prevent students in learning
new ideas and concepts. As teachers, we must develop a teaching
strategy that will help students learn more effectively inside or outside
a classroom.
ACTIVITY SHEETS
and
ASSESSMENT MATERIALS
ANNOTATION:
I always give questions that will
enhance the higher thinking skills
of my students. Situation
analysis, problem solving and
essay questions about the lessons
are always part of my strategies
in assessing the level of learning
of my students.
ACTIVITY SHEETS
and
ASSESSMENT MATERIALS
OTHER MATERIALS
ANNOTATION:
I also provide localized activity papers and
lessons to help students become more familiar
with their topics and meet the needs of the
students in terms of linguistics, cultural,,
socioeconomic or religious background.
Objective 15
Complied with and implemented
school policies and procedures
consistently to foster harmonious
relationships with learners, parents, and
other stakeholders
MOVs
Proof of participation/involvement in a school-

community partnership for the implementation of a school
policy/procedure (e.g. certificate as committee member,
narrative report)
Minutes of parent-teacher conference/stakeholder’s

meeting about an implemented school policy/procedure with
proof of attendance
Communication letter about an implemented school

policy/procedure sent to parent/guardian
NARRATIVE
REPORT
NARRATIVE REPORT ON VIRTUAL PARENT-TEACHER

CONFERENCE
FOR S.Y 2021-2022
September 14, 2021 (1:00PM – 2:00PM)

In every beginning of the school year, students together with their parent needs
to be oriented, but due to the ongoing CoViD-19 pandemic, the said orientation
will be given online. This virtual orientation makes it easy for both parents and
teachers. Parents and teachers no longer have to travel to school but can simply
meet with the help of online platforms from the comfort of their own homes.

It is an effort to ensure that the parents will have a better understanding of how
education will be delivered to their children this school year, especially that
their children are now on the secondary level, Class advisers of Jose C. Payumo
Jr. Memorial High School conducted a simultaneous virtual orientation via
Zoom last September 14, 2021 at 01:00 in the afternoon which was attended by
the parents and students. Unfortunately, not everyone was able to attend
because they had difficulty with the connection.

The virtual orientation started in welcoming the parents and students to their
respective classes for the school year 2021-2022.

The first agenda was the schedule of the distribution of modules that
parents are required to follow together with the map of the school building to
locate their sections. Advisers also explained that there will be two sets of
modules and the students need to answer each set in one month.
NARRATIVE
REPORT
Next was the health protocols which is strictly

implemented upon entering the school premises for the safety of
both parents and teachers, followed by giving the list of the
materials needed by the students for the whole year and the
documents of the student that needs to be submitted. After that,
class schedule was presented and explained that the group chat
was made for the dissemination of information and to help
students to communicate with their subject teachers.

The last agenda of the virtual orientation was the Brigada
Eskwela. We all know that we are all going through something
right now but the school took the opportunity to ask for
donations only to those who can afford the materials needed for
the safety of everyone in our school and to help us provide for
the materials needed by the students. Parents also agreed to
contribute 250 pesos for the Homeroom Project. With this
amount, they agreed to buy sink and wall fan for the betterment
of 7-Malinis Classroom and also to help in case the class opens.
This project was made thru the effort of Sir Marc Ernest A.
Javier, 7-Malinis Co-adviser.

The orientation was ended with the closing remarks given
by the class advisers and they thanked the parents and students
for sparing their time to attend the orientation.
PROOF OF
ATTENDANCE
COMMUICATION
LETTER
Setyembre 13, 2021

Minamahal Naming Magulang;
Kayo po ay lugod naming iniimbitahan na dumalo sa ating Unang

Pagpupulong para sa panuruang taong 2021 -2022 sa ganap na alas dos y medya
(2:30pm) ng hapon bukas, Ika- 14 ng Setyembre ,2021. Ito din ay daan upang
mapagusapan ang mga alituntunin na dapat sundin sa ating paaralan at mga
bagay na maaaring maitulong para sa mas maayos na pag aaral ng ating mga anak.
Inaasahan po naming ang inyong positibong pagtugon.
Mabuhay at Maraming Salamat.
MARC ERNEST A. JAVIER

Adviser
Objective 16
Applied a personal philosophy of teaching

that is learner-centered
MOVs
One (1) lesson plan with annotations identifying the

application of a learner-centered teaching philosophy (e.g.
constructivism, existentialism) used as a basis for
planning/designing the lesson.
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
SAMPLE LESSON
PLAN
ANNOTATION
APPLIED A PERSONAL PHILOSOPHY OF TEACHING THAT IS LEARNER

CENTERED.
1. OBJECTIVES- The teacher’s objective was problem-based learning. It

is the constructivism philosophy of teaching that is learner-centered.
The goal of the teacher was to develop motivated and independent
learners effectively equipped with learning skills on the chosen topic.
2. INSTRUCTIONAL ACTIVITIES- The teacher used activities that
promotes cooperative and collaborative learning where the students
work together in a small groups to maximize their own and each other’s
learning. Again, constructivism philosophy was applied.
3. ASSESSMENT-The teacher used open-ended questions to encourage
them to form an authentic assessment and allow students to use higher
order thinking skills throughout the lesson. In this kind of assessment,
learner built strong emphasis on problem solving and critical thinking,
that’s why progressivism philosophy of teaching is applicable
Objective 17
Adopted practices that uphold the dignity

of teaching as a profession
by exhibiting qualities such as
caring attitude, respect,
and integrity.
MOVs
Documented feedback from superiors, colleagues,

learners, parents/guardians, or other stakeholders directly
reflecting the ratee’s good practices that uphold the dignity of
teaching as a profession
Annotated evidence of practice indirectly linking to the

upholding of dignity of teaching as profession by exhibiting
qualities such as caring attitude, respect and integrity.
Screenshot of text messages/chat/email or any form of

communication with parents/guardians or learners (name or
any identifies removed)
Remarks from mentor/master teachers/school head

about one’s qualities (e.g. entries in Performance Monitoring
and Coaching Form (PMCF) or Mid-year Review Form
Recognition form the school/school community about

one’s qualities
DOCUMENTED
FEEDBACK
(STUDENT)
DOCUMENTED
FEEDBACK
(STUDENT)
DOCUMENTED
FEEDBACK
(PARENT)
DOCUMENTED
FEEDBACK
(SUPERVISOR/HEAD)
PROOF OF
COMMUNICATION
PROOF OF
COMMUNICATION
CERTIFICATE OF
RECOGNITION
ANNOTATION: OBJECTIVE 17
TO BE ABLE TO PROVE THAT I ADOPTED PRACTICES THAT

UPHOLD THE DIGNITY OF THE TEACHING AS A PROFESSION
BY EXHIBITING GOOD QUALITIES. I PROVIDE SOME
DOCUMENTED FEEDBACKS FROM MY HEAD, COLEAGUES,
STUDENTS AND PARENTS. I ALSO ATTACHED MY
CERTIFICATE OF RECOGNITION AS OUTSTANDING TEACHER
IN THE DIVISION AS ONE OF MY EVIDENCE THAT I REALLY
POSSESSED TRAITS AND CHARACTERISTICS OF A MODEL
TEACHER.
Objective 18
Set professional development

goals based on the Philippine Professional
Standards
for Teachers
MOVs
Updated IPCRF-DP from Phase II
Mid-year Review Form (MRF)
IPCRF-DP
Certification from the ICT Coordinator/School

Head/Focal Person in charge of e-SAT
UPDATED IPCRF-DP
FROM PHASE II
PART IV: DEVELOPMENT PLANS

Action Plan
Strengths Development Needs (Recommended Developmental Intervention) Timeline Resources Needed
Learning Objectives Intervention
A. Functional Competencies( RPMS-PPST OBJECTIVES of PART II of E-SAT)
1.3 Displayed Proficient use 3.3 Adapted and *To be able to learn to adapt * Participate in LAC Sessions Year Round *Learning and Development
of Mother Tongue, Filipino implemented learning and implement learning * Undergo Team
and English to Facilitate programs that ensure programs that ensure structured mentoring and * School
teaching and relevance and relevance and coaching or technical Head and Master Teacher
Learning( PPST Ind.1.6.2) responsiveness to the responsiveness of the needs Assistance *
needs of all of all learners. Attend Seminars and * MOOE and
learners(PPST Ind. 4.3.2) *To participate in seminars Workshops Other Funding Sources
4.1 Maintained learning and trainings to share and
environments that are 1.2 Used research based enhance knowledge on the
responsive to community knowledge and principles use of research based
contexts(PPST Ind 6.1.2) of teaching and learning principles of teaching and
4.5 to enhance professional learning to enhance
Adopt practices that uphold practice.(PPST Ind. 1.2.2) professional practice.
the dignity of teaching as a 3.1 *To enrich
profession by exhibiting Designed, adapted and skills and knowledge in
qualities such as caing implemented teaching designing and adapting
attitude, respect and strategies that are teaching strategies that are
integrity. responsive to learners responsive to learners with
with disabilities, gifted, disabilities, gifted, and
and talents.(PPST Ind. talents.
3.3.2)
B. Core Behavioral Competencies

SELF MANAGEMENT SERVIVE ORIENTATION *To strengthen knowledge * Seek technical assistance Year Round *Learning and Development
and skills in order to respond from MTs Team
and meet the client's needs * Participate in LAC * School
PROFESSIONALISM AND and expectations by initiating Sessions * Join in peer Head and Master Teacher
ETHICS activities that promote mentoring and coaching
advocacy for men and * * MOOE and
TEAMWORK women Attend Seminars and Other Funding Sources
*To enhance knowledge Workshops
and skills in order to
participate in updating of
office vision, mission
mandates and strategies
based on DepEd strategies
and directions.
Feedback:
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________
MARC ERNEST A. JAVIER ROMA S. DUMANDAN AIDA P. CAPILI, EdD.

RATEE RATER APPROVING AUTHORITY
MIDYEAR REVIEW FORM
MIDYEAR REVIEW FORM
PERFORMANCE MONITORING
AND COACHING FORM( PMCF)
IPCRF-DP
E-SAT
KRA 5
Plus Factor
Objective 19
Performed various related works/activities

that contribute
to the teaching-learning process
(Plus Factor)
MOVs
` Committee involvement
Advisorship of co-curricular activities
Involvement as module/ learning material writer
Involvement as module/learning material validator
Participation in the RO/SDO/school- initiated TV-/radio-

based instruction
Book or journal authorship/contributorship
Coordinatorship/chairpersonship
Coaching and mentoring learners in competitions
Mentoring pre-service teachers
Participation in demonstration teaching
Participation as research presenter in a forum/ conference
Others (please specify and provide

annotations)
COMMITTEE
INVOLVEMENT
ADVISORSHIP OF
CO-CURRICULAR ACTIVITIES
COORDINATORSHIP
COACHING MENTORING/ LEARNERS
COMPETITIONS
PARTICIPATION IN
DEMO TEACHING
SERVED AS A RESOURCE SPEAKER
OTHER OUTSTANDING
ACHIEVEMENTS/
MERITORIOUS AWARD
AUTHORSHIP
AND PUBLICATION
COMMUNITY
SERVICE
ORGANIZER

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Republic of the Philippines

Results-based Performance Management System

RPMS E-Portfolio School Year 2021 - 2022

MARC ERNEST A. JAVIER

AIDA P. CAPILI, EdD.

Content Knowledge and

Applied knowledge of content

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Used research-based knowledge

One (1) lesson plan with annotations identifying the

USED RESEARCH-BASED KNOWLEDGE AND PRINCIPLES OF

1. OBJECTIVES- The teacher used Bloom’s Taxonomy in writing learning

Displayed Proficient use of Mother

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Used effective verbal and non-

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Established safe and secure

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Maintained learning environments

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Maintained learning environments

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Applied a range of successful

Classroom Observation Tool (COT) rating sheet or inter-

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Designed, adapted and

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Teacher Reflection Form (TRF)on designing, adapting,

Adapted and used culturally appropriate

an online observation of online synchronous teaching

if option 1 is not possible, an observation of a video lesson

if options 1 and 2 are not possible, an observation of a

Teacher Reflection Form (TRF)on designing, adapting,

Adapted and implemented learning

Evaluation of an adapted/contextualized learning program

Progress report on learners under the

Accomplishment/completion/technical report on the

Action plan/activity proposal/ activity matrix that shows

Utilized assessment data to inform

A list of identified least/most mastered skills based on the

Accomplishment report for remedial/enhancement

Intervention material used for

NARRATIVE REPORT ON VIRTUAL PARENT-TEACHER