Copy of Rpms - Portfolio (Blue) v2 Lovely Jan

Department of Education
Region VII
SCHOOLS DIVISION OF NEGROS ORIENTAL
BOLOCBOLOC ELEMENTARY SCHOOL | 300611
Bolocboloc Sibulan, Negros Oriental
P
O
R
T
RPMS
RESULT-BASED PERFORMANCE
MANAGEMENT SYSTEM
F
(PROFICIENT TEACHER)
SCHOOL YEAR 2023-2024
O
L
I LIGAYA DIPUTADO BAROTE
School Principal I
O REYIA VAFLOR LUMONTAD

Teacher II
RPMS | 2023-2024
CONTENT
K KNOWLED
GE
PEDAGOG
R Y
Teaching should be such that what is offered is perceived as a valuable
gift and not as a hard duty.
A
― Albert Einstein
1
RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022
RPMS | 2023-2024
2021-2002
OBJECTIVE 1:
Applied knowledge of content within and
across curriculum teaching areas
(PPST 1.1.2)
K MEANS OF VERIFICATION
R
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-
person classroom observation.
A If onsite / face-to-face / in-person classes are

not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities;
1
or
• through observation of a demonstration
teaching* via LAC session.

RPMS | 2023-2024
2021-2002
OBJECTIVE 1:
(PPST 1.1.2)
MEANS OF VERIFICATION
K CLASS OBSERVATION
Classroom Observation Tool 1
Quarter 1
R
A Classroom Observation II
Quarter 2
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 1:
(PPST 1.1.2)
K CLASS OBSERVATION
Quarter 3
R
A Classroom Observation 4
Quarter 4
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 1:
(PPST 1.1.2)
K ANNOTATIONS
R
A
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 1:
across curriculum teaching areas (PPST 1.1.2)
K PHOTOS & DOCUMENTATION
R
A
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 2:
Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills. (PPST 1.4.2)
R
A If onsite / face-to-face / in-person classes are not

implemented,
• through observation of synchronous/asynchronous

teaching in other modalities; or
1
• through observation of a demonstration teaching* via
LAC session.

RPMS | 2023-2024
2021-2002
OBJECTIVE 2:
K CLASS OBSERVATION
Quarter 1
R
A Classroom Observation Tool 2
Quarter 2
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 2:
K CLASS OBSERVATION
Quarter 3
R
Quarter 4
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 2:
Used research-based knowledge and principles of
teaching and learning to enhance professional
practice
K ANNOTATIO
NS
R
A
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 3:
learner achievement in literacy and numeracy skills.
(PPST 1.4.2)
R
A
If onsite / face-to-face / in-person classes
are not implemented,

1
• through observation of a demonstration

RPMS | 2023-2024
2021-2002
OBJECTIVE 3:
K CLASSROOM OBSERVATION TOOL
Quarter 1
R
Quarter 2
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 3:
Quarter 3
R
Quarter 4
1
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2021-2002
OBJECTIVE 3:
K ANNOTATIONS
R
A
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 4:
Displayed proficient use of Mother Tongue, Filipino and English
to facilitate teaching and learning.
(PPST 1.6.2)
R
A

1 • through observation of a demonstration


RPMS | 2023-2024
2021-2002
OBJECTIVE 4:
(PPST 1.6.2)
Quarter 1
R
Quarter 3
1
RPMS | 2023-2024
2021-2002
OBJECTIVE 4:
(PPST 1.6.2)
K 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
R
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
A
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.
1
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
ENVIRONME
K NT
R "Teaching is more than imparting knowledge; it is inspiring change.
Learning is more than absorbing facts; it is acquiring
understanding."
A —William Arthur Ward
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 5:
Established safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines, and procedures. (PPST 2.1.2)
R
A



RPMS | 2023-2024
2021-2002
OBJECTIVE 5:
Quarter 1
R
Quarter 3
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 5:
K 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
R
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,
A
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.
2 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
OBJECTIVE 6:
Maintained learning environments that promote
fairness, respect and care to encourage learning.
(PPST 2.2.2)
R
A



RPMS | 2023-2024
2021-2002
OBJECTIVE 6:
(PPST 2.2.2)
Quarter 1
R
Quarter 3
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 6:
(PPST 2.2.2)
K 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
R
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.
A
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
2
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
OBJECTIVE 7:
Established a learner-centered culture by using
teaching strategies that respond to their linguistic,
cultural, socio-economic and religious backgrounds.
(PPST 3.2.2)
R
A



RPMS | 2023-2024
2021-2002
OBJECTIVE 7:
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
R
Quarter 4
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 7:
Maintained learning environments that nurture and
inspire learners to participate, cooperate and collaborate
in continued learning.
K ANNOTATION
For objective 7 which is also the Classroom
R 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.
A 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.
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 8:
Adapted and used culturally appropriate teaching
strategies to address the needs of learners from
indigenous groups.
(PPST 3.5.2)
R
A



RPMS | 2023-2024
2021-2002
OBJECTIVE 8:
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups.
(PPST 3.5.2)
Quarter 2
R
Quarter 4
2
RPMS | 2023-2024
2021-2002
OBJECTIVE 8:
Adapted and used culturally appropriate teaching strategies to
address the needs of learners from indigenous groups.
(PPST 3.5.2)
K 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,
R
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
A
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,
2
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
CURRICULU
K M AND
PLANNING
ASSESSMENT
R AND
REPORTING
Every decision you make reflects your evaluation of
A
who you are.
- Marianne Williamson
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 9:
Set achievable and appropriate learning outcomes that are
aligned with learning competencies.
(PPST 4.2.2)
R
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
A
learning competencies as shown in any one
(1) of the following:
3
• lecture/discussion
• activity/activity sheet
• performance task
• rubric for assessing performance using criteria that
appropriately describe the target output

RPMS | 2023-2024
2021-2002
OBJECTIVE 9:
(PPST 4.2.2)
K LESSON EXEMPLAR
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 9:
Set achievable and appropriate learning outcomes that
are aligned with learning competencies.
(PPST 4.2.2)
K RUBRICS
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 9:
Set achievable and appropriate learning outcomes that
are aligned with learning competencies.
(PPST 4.2.2)
K WLP
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 9:
(PPST 4.2.2)
K ANNOTATION
For objective 9, I have attached a sample of my
lesson exemplar that I used for my Science 6 CO
R
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
A 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.
3 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
OBJECTIVE 10:
Used strategies for providing timely, accurate and
constructive feedback to improve learner performance.
(PPST 5.3.2)
R
A



RPMS | 2023-2024
OBJECTIVE 10:
(PPST 5.3.2)
Quarter 2
R
Quarter 4
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 10:
(PPST 5.3.2)
K 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
R
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.
A
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
3
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
OBJECTIVE 11:
Utilized assessment data to inform the modification of
teaching and learning practices and programs.
(PPST 5.5.2)
R
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
A
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 /
3
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
OBJECTIVE 11:
(PPST 5.5.2)
K ACCOMPLISHMENT REPORT FOR REMEDIAL / ENHANCEMENT ACTIVITIES

(E.G., REMEDIAL SESSIONS, SUMMER READING CAMP, PHIL-IRI-BASED
READING PROGRAM)
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 11:
(PPST 5.5.2)
K INTERVENTION MATERIAL USED FOR REMEDIATION / REINFORCEMENT /

ENHANCEMENT
R
A
3 GRADE 6- SCIENCE
S.Y. 2023-2024

RPMS | 2023-2024
2021-2002
OBJECTIVE 11:
(PPST 5.5.2)
K LESSON PLAN/ACTIVITY LOG FOR REMEDIATION / ENHANCEMENT UTILIZING

OF ASSESSMENT DATA TO MODIFY TEACHING AND LEARNING PRACTICES OR
PROGRAMS
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 11:
(PPST 5.5.2)
K ANNOTATION
The annotation outlines specific instances where I have used assessment

data to gain valuable insights into student progress, identifying areas of
R
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
A
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.
3
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
OBJECTIVE 11:
(PPST 5.5.2)
K PHOTOS/DOCUMENTATION
R
A
3
RPMS | 2023-2024
2021-2002
OBJECTIVE 11:
(PPST 5.5.2)
K PHOTOS/DOCUMENTATION
R
A
3
RPMS | 2023-2024
2021-2002
PERSONAL
GROWTH
K
PROFESSIONA
R L
DEVELOPMEN
T what we need to be by remaining what we
"We can't become
A
are."
- Oprah Winfrey
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
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:
R 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
A
• 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)
4
ing practices or programs

RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
wider school community to facilitate involvement in
the educative process. (PPST 6.2.2)
K
1.PROOF OF PARTICIPATION IN ANY ACTIVITY
HIGHLIGHTING THE OBJECTIVE, SUCH AS, BUT NOT
LIMITED THE FOLLOWING:
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
K
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.)
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
K
DOCUMENTATION
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
K
ANY FORM OF COMMUNICATION TO PARENTS/STAKEHOLDERS (E.G., NOTICE OF
MEETING; SCREENSHOT OF CHAT/TEXT MESSAGE/COMMUNICATION WITH
PARENT/GUARDIAN)
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 12:
K 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
R
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
A
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
4
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
OBJECTIVE 13:
Participated in professional networks to share
knowledge and enhance practice. (PPST 7.3.2)
K
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
R 3. Certificate of recognition/ speakership in a

webinar and other training/ seminar/ workshop
A
4. Any proof of participation in a benchmarking
activity
5. Any proof of participation in school LAC
4
sessions (online/face-to-face) certified by the LAC
Coordinator
6. Others (please specify and provide annotations)

RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
DOCUMENTATION
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 13:
K
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
R
perspectives, and innovative teaching strategies that have directly
influenced and elevated my own educational practices.
Through personal anecdotes and experiences, this narrative highlights the

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

inspiration for fellow educators to recognize the profound impact of active
4
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
OBJECTIVE 14:
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
R
Coordinator / School Head /
Focal Person in charge of e-SAT
2. IPCRF-DP
A 3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
Developed a personal improvement plan based on reflection of one’s
practice and ongoing professional learning. (PPST 7.4.2)
K
CERTIFICATION FROM THE ICT Coordinator / School Head /
Focal Person in charge of e-SAT
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
K MID-YEAR REVIEW FORM (MRF)
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
K MID-YEAR REVIEW FORM (MRF)
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
K UPDATED IPCRF-DP FROM PHASE II
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
K IPCRF-DP
R
A
4
RPMS | 2023-2024
2021-2002
OBJECTIVE 14:
K ANNOTATION
Through personal anecdotes and experiences, this narrative highlights

the transformative impact of a structured improvement plan on
R
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.

inspiration for fellow educators to embark on their own journey of self-
A
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.
4
RPMS | 2023-2024
2021-2002
K
Plus
Factor
R “When we strive to become better teachers than we are,
A
everyone in our classroom becomes better too.”
- Robert John Meehan
5
RPMS | 2023-2024
2021-2002
OBJECTIVE 15:
Performed various related works/ activities that contribute
to the teaching-learning process.
Any one (1) proof of:
● committee involvement;
R
● 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;
A
● 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;
5 ● 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
OBJECTIVE 15:
Performed various related works/ activities that contribute
to the teaching-learning process.
ANNOTATION
The annotation outlines the process of reflection
R 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
A conferences, into a comprehensive improvement

plan. Additionally, the narrative underscores the
importance of setting measurable goals, creating
actionable steps, and continuously reassessing
5 and adapting the plan as needed.

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Department of Education

O REYIA VAFLOR LUMONTAD

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

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

A If onsite / face-to-face / in-person classes are not

• through observation of synchronous/asynchronous

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2021-2022

Classroom Observation Tool (COT) rating

• through observation of synchronous/asynchronous

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

• through observation of synchronous/asynchronous

1 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

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

The annotation showcases practical examples of how I navigate the linguistic

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

A —William Arthur Ward

• through observation of synchronous/asynchronous

2 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

As an educator deeply committed to cultivating an optimal learning experience, this

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

• through observation of synchronous/asynchronous

2 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

This reflective annotation encapsulates my commitment as an educator to curating

Through personal anecdotes and experiences, this annotation serves as an encouragement

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

• through observation of synchronous/asynchronous

2 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

For objective 7 which is also the Classroom

R Observable Indicator 7 and only rated during the

A Having a note from my observer that I have met

• through observation of synchronous/asynchronous

2 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Through personal anecdotes and experiences, this reflection underscores the

This annotation aims to contribute to the ongoing dialogue surrounding culturally

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

A for the Quality of my attachment. I was also able to

3 activities, performance tasks and the rubrics I used

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

• through observation of synchronous/asynchronous

3 • through observation of a demonstration

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

2. intervention material used for remediation / reinforcement /

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

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

K ACCOMPLISHMENT REPORT FOR REMEDIAL / ENHANCEMENT ACTIVITIES

K INTERVENTION MATERIAL USED FOR REMEDIATION / REINFORCEMENT /

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

K LESSON PLAN/ACTIVITY LOG FOR REMEDIATION / ENHANCEMENT UTILIZING

The annotation outlines specific instances where I have used assessment

Through personal anecdotes and experiences, this narrative highlights

By adopting a first-person perspective, this annotation serves as an

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

Anyone (1) of the following:

3. Any form of communication to parents/stakeholders (e.g., notice of meeting; screenshot of chat/text

RESULT-BASED PERFORMANCE MANAGEMENT SYSTEM | SY 2023-2024

In this annotation, I share my experiences and insights as an educator dedicated to

By adopting a first-person perspective, this annotation serves as an inspiration for fellow