Republic of the Philippines

DEPARTMENT OF EDUCATION
Region
Schools Division of

SCHOOL

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM

RPMS S.Y 2022-2023

RATEE RATER

1
 KRA 1
CONTENT KNOWLEDGE
AND PEDAGOGY

2
 Objective 1
Applied knowledge of content within and
across curriculum teaching areas.

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.

3
 Objective 2
Used a range of teaching strategies that
enhance learner achievement in literacy and
numeracy skills.

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.

5
 Objective 3
Applied a range of teaching strategies to
develop critical and creative thinking, as well
as other higher-order thinking skills.

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.

6
 KRA 2
LEARNING ENVIRONMENT
& DIVERSITY OF LEARNERS

8
 Objective 4
Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical
learning environments.

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.

9
 Objective 5
Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.

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.

10
 Objective 6
Used differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths,
interests and experiences.

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.

11
 KRA 3
CURRICULUM AND
PLANNING

12
 Objective 7
Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts

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.

13
 Objective 8
Participated in collegial discussions that use teacher and
learner feedback to enrich teaching practice.

Proof/s of attendance in LAC sessions / FGDs / meetings / other

collegial discussions

Minutes of LAC sessions / FGDs / meetings / other collegial

discussions on use of teacher and learner feedback to enrich
teaching practice

Reflection notes of teachers on their demonstration of teaching

practices following participation from LAC sessions / FGDs /
meetings / other collegial discussions that use teacher and learner
feedback to enrich teaching practice, with proof/s of attendance

Any equivalent ALS form/document that highlights the objective

14
16
Dlac reflection
 Objective 9
Selected, developed, organized and used appropriate
teaching and learning resources, including ICT, to address
learning goals.

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.

18
 KRA 4
ASSESSMENT AND
REPORTING

19
 Objective 10
Designed, selected, organized and used diagnostic,
formative and summative assessment strategies consistent
with curriculum requirements.

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.

20
 Objective 11
Monitored and evaluated learner progress and achievement
using learner attainment data.

Anyone (1) of the following:

● Individual Learning Monitoring Plan (ILMP)
● Peer assessment data
● Sample of learners’ output with reflection / self-assessment
● Progress charts/anecdotal records
● Class/e-class record/grading sheets
● Lesson plans showing index of mastery
● Frequency of errors with identified least/most mastered skills
● Any equivalent ALS form/document that highlights the
objective (e.g., Individual Learning Agreement (ILA), ALS
Assessment Form 2)
● Others (Please specify and provide annotations)

21
 Objective 12
Communicated promptly and clearly the learners’ needs,
progress and achievement to key stakeholders, including
parents/guardians.

Any one (1) of the following:

● A sample of corrected test papers of a learner in a learning area
with parent’s or guardian’s signature and date of receipt.
● Minutes of meetings with key stakeholders (e.g., PTA, SGC,
SPT) with proof of attendance
● Report card with parent’s or guardian’s signature in all quarters
supported by minutes of meeting.
● Communication with key stakeholders (e.g., parents/guardians,
co-teachers, LGU) using various modalities.
●Anecdotal record showing entries per quarter
●Any equivalent ALS form/document that highlights the objective
●Others (Please specify and provide annotation)

24
Corrected Test Papers with
Quar Parent’s Signature
Quart
ter 1 er 2

Quart Quart
er 3 er 4

25
Communication with key stakeholders (e.g., parents/guardians, co-teachers, LGU) using various modalities.

ANNOTATIONS:
I always monitor and discusses the learner’s
progress to the parents/guardians. As a result of
this, I've been able to create and sustain learning
environments that are responsive to community
contexts.
 KRA 5
PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT

27
 Objective 13
Applied a personal philosophy of teaching that is learner-
centered.

A reflection/journal entry that highlights the application of a

learner-centered teaching philosophy in the lesson plan or
community work

28
 REFLECTION
 
My Teaching Philosophy
 
My philosophy of teaching is based on the belief that a teacher knows and
understands his/her students well. I believe that students actively construct and
transform their own knowledge based on learnings and experiences. I firmly agree that
not everyone fits the mold thus, students must be given differentiated activities and
every opportunity to learn in different ways and at different pace. As a teacher, I
believe that it is my responsibility to effectively diagnose student’s interest, abilities,
and prior knowledge. Then, considering these I must devise learning activities that will
both challenge and enable each learner to think and progress.
 
With this philosophy, I must be aware of motivation and creative ways of
teaching and the effects of social interactions on learning. When it comes to learning
theories, combining all of them, such as cognitivism, behaviorism, and
reconstructionism, will lead to cooperative learning. Because I want all my students to
achieve good grades, I give them the possible intervention and appropriate teaching
strategy to cope with the least mastered competencies in my subject. To ensure that no
students will be left behind, monitoring, and assessing students’ learning and progress
must be done regularly. Because I understand that most learning occurs through social
interaction, I plan learning so that students collaborate and cooperate constructively
with one another most of the class time.
 
Teachers create and develop materials that are contextualized, localized, and
suited with the needs of the learners. I use my knowledge of the discipline to expose
my students to modes of critical thinking, encouraging them to analyze, apply,
synthesize, and evaluate all they read and hear based on the revised bloom’s taxonomy
of Anderson. There are various activities that will help the learners to develop their 21 st
century skills in critical thinking, problem solving and decision making, collaboration,
and creativity. The teacher must act as a facilitator for learning in every activity to be
implemented provided the criteria or scoring rubric. As a teacher, you should know
how to apply the new trends in your teaching strategies by considering the likes and
dislikes of the students to be actively involved and participate in the teaching and
learning process. You should love your subject and know how to make them come alive
from your students. A teacher does not only teach but inspires as well. Moreover, he or
she must be flexible, adaptive, and innovative with the changes and challenges in
education to meet the needs of the learners.
 
All teaching aids and learning materials are the spices of teaching. We are tested
through times when we’re challenged by different situations and scenarios just like
these trying times. There were teachers who were not totally computer literate. But,
through extensive training and webinars, they are equipped with new knowledge and
skills that they can apply in teaching.

29
30
31
32
 Objective 14
Set professional development goals based on the Philippine
Professional Standards for Teachers.

Certification from the ICT Coordinator / School Head / Focal

Person in charge of e-SAT

IPCRF-DP

Mid-year Review Form (MRF)

Updated IPCRF-DP from Phase II

33
 Objective 15
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.

37
 Recog
(Master of
nition
Ceremonies)

38
Gradu
(Usher
ation
ette)

39
ADVISO
Teacher’s
RSHIP
Schedule
ADVISO
Student’s Old
RSHIP
Schedule

Student’s
New
Schedule

42