L A PA Z N AT I O N A L H I G H

We Make Things Right in PEACE

SCHOOL
Results-Based Performance Management System

RPMS
Portfolio S.Y. 2022-
2023
Prepared
by:
CONIFER M. LLEGUE
Teacher I

KRA 1: CONTENT, KNOWLEDGE, & PEDAGOGY

KRA 2: LEARNING ENVIRONMENT & DIVERSITY OF LEARNERS
KRA 3: CURRICULUM & PLANNING
KRA 4: ASSESSMENT & LEARNING
KRA 5: PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT
PLUS FACTOR

Submitted to:

GERONIMA B. LOPEZ NORMIE E. TEOLA

MT-1, Rater School Principal
L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

1
APPLIED KNOWLEDGE
KRA
CONTENT KNOWLEDGE AND PEDAGOGY

Objective 1

OF CONTENT AND
ACROSS CURRICULUM
M e a n s O f V e r i f i c a t i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 1
Applied Knowledge of Content and
Across Curriculum

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

1 KRA
CONTENT KNOWLEDGE AND PEDAGOGY

USED A RANGE OF TEACHING

Objective 2

STRATEGIES
THAT ENHANCE LEARNER
ACHIEVEMENT
IN LITERACY & NUMERACY
M e a n s O f V e r i f i c a t SKILLS
i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 2
Used A Range Of Teaching Strategies
That Enhance Learner Achievement in
Literacy & Numeracy Skills

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

1 KRA
CONTENT KNOWLEDGE AND PEDAGOGY

APPLIED A RANGE OF TEACHING

Objective 3

STRATEGIES TO DEVELOP
CRITICAL
& CREATIVE THINKING, AS WELL
AS OTHER HIGHER-ORDER
M e a n s O fTHINKING
V e r i f i c a t i o n (MOVs) SKILLS

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 3
Applied A Range Of Teaching Strategies
To Develop Critical & Creative
Thinking, As Well As Other Higher-
order Thinking Skills

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

2 KRA
MANAGED CLASSROOM
LEARNING ENVIRONMENT &
DIVERSITY OF LEARNERS

Objective 4

STRUCTURE TO
ENGAGE LEARNERS,
INDIVIDUALLY OR
IN GROUPS, IN MEANINGFUL
EXPLORATION, DISCOVERY AND
HANDS-ON
Mean ACTIVITIES
s O f V e r i f i c a t i o n (MOVs)

WITHIN A RANGE OF PHYSICAL

Classroom Observation Tool (COT)
Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation
LEARNING
ENVIRONMENT

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
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 Environment

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

2 Objective 5
KRA
LEARNING ENVIRONMENT &
DIVERSITY OF LEARNERS

MANAGED LEARNING BEHAVIOR

CONSTRUCTIVELY BY APPLYING
POSITIVE AND NON-VIOLENT
DISCIPLINE
TO ENSURE LEARNING FOCUSED
ENVIRONMENTS
M e a n s O f V e r i f i c a t i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 5
Managed Learning Behavior
Constructively By Applying Positive And
Non-violent Discipline To Ensure
Learning Focused Environments

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

2 KRA
LEARNING ENVIRONMENT &
DIVERSITY OF LEARNERS

USED DIFFERENTIATED,
DEVELOPMENTALLY APPROPRIATE
Objective 6

LEARNING EXPERIENCES TO
ADDRESS LEARNER’S GENDER,
NEEDS, STRENGTHS, INTERESTS
AND EXPERIENCES
M e a n s O f V e r i f i c a t i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 6
Used Differentiated, Developmentally
Appropriate Learning Experiences To
Address Learner’s Gender, Needs,
Strengths, Interests And Experiences

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 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

3 KRACURRICULUM & PLANNING

Objective 7
PLANNED, MANAGED AND
IMPLEMENTED
DEVELOPMENTALLY SEQUENCED AND
TEACHING AND LEARNING PROCESSES
TO
MEET THE CURRICULUM
REQUIREMENTS
M e a n s O f V e r i f i c a t i o n (MOVs)

AND VARIED TEACHING CONTEXTS

Classroom Observation Tool (COT)
Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 7
Planned, Managed And Implemented
Developmentally Sequenced And
Teaching And Learning Processes To
Meet The Curriculum Requirements
And Varied Teaching Contexts

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
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SCHOOL

3 KRACURRICULUM & PLANNING

Objective 8
PARTICIPATED IN COLLEGIAL
DISCUSSIONS
THAT USE TEACHER AND LEARNER
FEEDBACK
M e a n s O f V e r i f i c a t i o n (MOVs)
TO
•
ENRICH TEACHING PRACTICE
Proof 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 of Attendance.
• Any Equivalent Als Form/Document that highlights the objective.

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 8
Participated In Collegial Discussions
That Use Teacher And Learner Feedback
To Enrich Teaching Practice

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 8
Participated In Collegial Discussions
That Use Teacher And Learner Feedback
To Enrich Teaching Practice
Second Quarter Reflection Notes during LAC Session
As we reflect upon the second quarter of the academic year, we are pleased to observe the
continued growth and refinement of our teaching practices as a result of our active participation in
meetings, focus group discussions, and other collegial discussions. These collaborative opportunities
have deepened our pedagogical knowledge, expanded our instructional repertoire, and strengthened our
professional relationships.

Throughout the second quarter, our engagement in meetings has allowed us to further build
upon the foundations established in the previous quarter. We have continued to come together as a team
to share our experiences, exchange ideas, and collaborate on improving our instructional strategies.
These meetings have served as platforms for discussing student progress, sharing assessment practices,
and exploring ways to enhance our curriculum. The collective wisdom and expertise within the group
have contributed to our professional growth, inspiring us to refine our teaching methods and adapt them
to meet the evolving needs of our students.

The focus group discussions have been particularly valuable in the second quarter, providing us
with focused opportunities to delve into specific areas of our teaching practice. These discussions have
allowed us to explore topics such as differentiated instruction, student-centered learning, and the
integration of technology. Through open and constructive dialogue, we have collectively brainstormed
innovative approaches, shared successful classroom practices, and addressed challenges we have
encountered. The collaborative nature of these discussions has broadened our perspectives and
encouraged us to experiment with new strategies in our classrooms.

Moreover, the collegial discussions that have taken place beyond formal meetings and focus
groups have continued to contribute to our professional growth. Informal conversations during breaks,
collaboration during planning periods, and peer observations have provided us with valuable
opportunities to learn from one another.

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

3 KRA CURRICULUM & PLANNING

Objective 9
SELECTED, DEVELOPED, ORGANIZED
AND USED APPROPRIATE TEACHING
AND LEARNING RESOURCES
INCLUDING ICT TO ADDRESS
LEARNING GOALS
M e a n s O f V e r i f i c a t i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 9
Selected, Developed, Organized And
Used Appropriate Teaching And Learning
Resources Including ICT To Address
Learning Goals

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

4 KRAASSESSMENT & REPORTING

Objective 10
DESIGNED, SELECTED, ORGANIZED
AND
USED DIAGNOSTIC, FORMATIVE AND
SUMMATIVE ASSESSMENT
STRATEGIES
CONSISTENT WITH CURRICULUM
M e a n s O f V e rREQUIREMENTS
i f i c a t i o n (MOVs)

Classroom Observation Tool (COT)

Rating Sheets or Inter-Observer Agreement Forms
Done through onsite / face-to-face / in-person classroom observation

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 10
Designed, Selected, Organized And Used
Diagnostic, Formative And Summative
Assessment Strategies Consistent With
Curriculum Requirements

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

4 KRA
MONITORED AND EVALUATED
ASSESSMENT & REPORTING

Objective 11

LEARNER
PROGRESS AND ACHIEVEMENT
M e a n s O f V e r i f i c a t i o nUSING
(MOVs)

LEARNER ATTAINMENT DATA

Any One (1) Of The Following:

• Individual Learning Monitoring Plan

• Peer Assessment Data
• Sample of Learner's Output with Reflection / Self-assessment
• Progress Charts / Anecdotal Records
• Class / E-class Record / Grading Sheets
• Lesson Plans Showing the 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)

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 11
Monitored And Evaluated Learner
Progress And Achievement Using
Learner Attainment Data

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L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

4 KRA
COMMUNICATED PROMPTLY AND
ASSESSMENT & REPORTING

Objective 12

CLEARLY THE LEARNERS’ NEEDS,

PROGRESS AND ACHIEVEMENT TO
KEY STAKEHOLDERS, INCLUDING
PARENTS & GUARDIANS
M e a n s O f V e r i f i c a t i o n (MOVs)
Any One (1) Of The Following:

• A Sample of Corrected Test Paper of a Learning Area with Parents or Guardians Signature
and Date of Receipt
• Minutes of Meetings with Key Stakeholder's (E.G. PTA, SGC, SPT, CPC) with Proof of
Attendance.
• Report Card with Parent’s or Guardian's Signature in all Quarters Supported by Minutes of
Meeting.
• Communication with Key Stakeholder's (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 Annotations.

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 12
Communicated Promptly And Clearly
The Learners’ Needs, Progress And
Achievement To Key Stakeholders,
Including Parents & Guardians

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L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL

5
APPLIED A PERSONAL
KRA PERSONAL GROWTH &
PROFESSIONAL DEVELOPMENT

Objective 13

PHILOSOPHY OF
TEACHING
THAT IS LEARNER-
M e a n s O f V e r i f i c a t i o n (MOVs)

CENTERED
A Reflection/Journal Entry that highlights the application of a
Learner-Centered Teaching Philosophy in the Lesson Plan or Community Work

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 13
Applied A Personal Philosophy Of
Teaching That Is Learner-centered
Third Quarter Personal Philosophy that is Learner-Centered
As I reflect upon the third quarter of this academic year, I am filled with a sense of satisfaction and
pride in the continued application of a learner-centered teaching philosophy in my classroom. Throughout
this quarter, I witnessed the deepening of student engagement, growth, and empowerment as they took
ownership of their learning journeys.
Building upon the foundations laid in the previous quarters, I continued to prioritize the
incorporation of diverse instructional strategies and techniques to cater to the unique learning needs and
preferences of my students. Recognizing that every learner is unique, I strived to provide multiple pathways
for understanding, emphasizing differentiated instruction. From project-based learning and hands-on
activities to simulations, debates, and multimedia presentations, I offered a range of opportunities for
students to engage with the content in ways that resonated with their individual learning styles. This
approach not only ensured a comprehensive understanding of the material but also fostered a sense of
excitement and curiosity among my students.
Student voice and choice remained at the forefront of my learner-centred approach during the third
quarter. I continued to solicit feedback from my students, actively seeking their input on instructional
methods, content selection, and classroom dynamics. By involving them in decision-making processes, I
witnessed a heightened sense of ownership and motivation. Students became active collaborators, co-
creators, and advocates for their own education. It was inspiring to see them embrace opportunities to
pursue their interests, research topics of personal significance, and present their findings to the class. The
sense of empowerment they experienced not only enhanced their learning outcomes but also nurtured their
confidence and self-esteem.

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 13
Applied A Personal Philosophy Of
Teaching That Is Learner-centered
Fourth Quarter Personal Philosophy of Teaching that is Learner-Centered
As I reflect upon the last quarter of this academic year, I am filled with a mix of emotions—pride,
nostalgia, and a sense of accomplishment. The application of a learner-centered teaching philosophy
throughout this quarter has not only deepened the engagement and growth of my students but has also
solidified the transformative impact of this approach on their educational journey.

As I approach the end of the academic year, I am overwhelmed with a sense of pride and fulfilment.
The impact of a learner-centered teaching philosophy on my students' growth, engagement, and
empowerment has been remarkable. Witnessing their increased self-confidence, intellectual curiosity, and
passion for learning has reaffirmed my belief in the power of this approach.

Looking ahead to future academic years, I am committed to building upon the successes of this year
and further refining my instructional practices. I will continue to seek innovative teaching strategies,
integrate emerging technologies, and adapt my approach to meet the evolving needs of my students. The
learner-centered teaching philosophy will remain at the core of my pedagogical approach, as it has proven to
be a transformative force in nurturing lifelong learners.

The last quarter has been a culmination of the learner-centered teaching philosophy that guided my
instructional practices throughout the academic year. It has been a privilege to witness the growth and
transformation of my students as they become active participants in their own education. Their achievements
are a testament to the power of a student-centered approach, and I am honoured to have been a part of their
educational journey.

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
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SCHOOL

5
SET PROFESSIONAL
KRA PERSONAL GROWTH &
PROFESSIONAL DEVELOPMENT

Objective 14

DEVELOPMENT
GOALS BASED ON THE
PHILIPPINE PROFESSIONAL
STANDARDS
M e a n s O f V e r i f i c a t i o n (MOVs)
• Certification from the ICT Coordinator / School Head / Focal Person

FOR TEACHERS
in-charge Of E-sat
• IPCRF-DP
• Mid-Year Review Form (MRF)
• Updated IPCRF-DP from Phase II

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
SCHOOL
Objective 14
Set Professional Development Goals
Based On The Philippine Professional
Standards For Teachers

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE

Plus
SCHOOL

Factor
Objective 15
PERFORMED VARIOUS RELATED
WORKS/ACTIVITIES THAT
CONTRIBUTE
TO THE TEACHING-LEARNING
M e a n s O f V e r i f i c a t i o n (MOVs)

PROCESS
Any One (1) Proof Of The Following:

• Community Involvement
• Involvement as Module/Learning Material Writer or Validator;
• Involvement as Resource Person/Speaker/Learning Facilitator in the DO/SDO/School
Initiated TV/Radio-based Instruction;
• Book or Journal Authorship / Contributorship;
• Advisorship / Coordinatorship / Chairpersonship;
• 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-PPST PORTFOLIO | S.Y. 2022-2023

 L A PA Z N AT I O N A L H I G H
We Make Things Right in PEACE
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Objective 15
Performed Various Related
Works/Activities That Contribute
To The Teaching-learning Process

RPMS-PPST PORTFOLIO | S.Y. 2022-2023

L A PA Z N AT I O N A L H I G H
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Promoting Education to
Achieve
Culture of Excellence
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