Rpms Tool For Teacher I-Iii (Proficient Teachers) : Position and Competency Profile

RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: ORLANDO ALAN T. BUCOY JR. Position: Teacher III

School: BEGANG NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: NORTH Effectivity Date: December 23, 2018
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Secondary Education plus 24 units in Masters
of Arts in Education
Experience 27 years
Eligibility PBET/LET Passer
Trainings None Required

B. Preferred Qualifications
Education BSE Graduate with 24 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training
DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counsels and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.
RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: ORLANDO ALAN T. BUCOY JR. Position: Teacher III

School: BEGANG NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: NORTH Effectivity Date: December 23, 2018
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RHEINJOHN A. SAMPANG Name of Rater: ARNEL B. HAJAN, Ed.D.
Position: TEACHER III Position: PRINCIPAL II
District/School: BEGANG NATIONAL HIGH SCHOOL Date of Review: APRIL 5, 2019
Rating Period: JUNE 2018-APRIL 2019
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT
ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Unsatisfactory RESULTS
SCORE
KRA QET Outstanding (5)
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE
1. CONTENT 1. Applied Showed Showed Showed Showed No

knowledge of knowledge of knowledge of knowledge of knowledge of acceptable
KNOWLEDGE content and its content and its content and its content and its evidence
AND content within and
integration within integration within integration within integration within was shown
across curricuoum
PEDAGOGY teaching areas. Quality
and across and across and across and across
4
subject areas as subject areas as subject areas as subject areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
June 2018
to April 10.0% 4 0.400
2019 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 leassons least 3 leassons least 2 leassons the given MOV acceptable
using MOV 1 and using MOV 1 and using MOV 1 and evidence
Efficiency supported by any supported by any supported by any was shown 4
1of the other 1of the other 1of the other
given MOV given MOV given MOV
Timeliness
2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No
teaching different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
strategies that
promote reading, promote reading, promote reading, promote reading, was shown
enhance learner writing and/or writing and/or writing and/or writing and/or
achievement in Quality numeracy skills numeracy skills numeracy skills numeracy skills 5
literacy and as shown in MOV as shown in MOV as shown in MOV as shown in MOV
numeracy skills. 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
7 6 5 4
June 2018
to April 10.0% Submitted at Submitted at Submitted at Submitted 1 No 5 0.500
2019 least 4 learner- least 3 learner- least 2 learner- learner-centered acceptable
centered lessons centered lessons centered lessons lesson as evidence
as shown in MOV as shown in MOV as shown in MOV evidently shown was shown
1 and supported 1 and supported 1 and supported in any 1 of the
Efficiency
by any 1 of the by any 1 of the by any 1 of the given MOV 5
other MOV given other MOV given other MOV given
Timeliness
3. Applied a range of Used different Used different Used different Used different No
teaching teaching teaching teaching teaching acceptable
strategies to
develop critical develop critical develop critical develop critical was shown
develop critical and creative and creative and creative and creative
and creative thinking and/or thinking and/or thinking and/or thinking and/or
thinkling, as well Quality other HOTS as other HOTS as other HOTS as other HOTS as 5
as other higher- shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills.
June 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted 1 No
least 4 lessons as least 3 lessons as least 2 lessons as lesson as acceptable
evidenced by evidenced by evidenced by evidenced by any evidence
MOV 1 and MOV 1 and MOV 1 and 1 of the given was shown
Efficiency supported by any supported by any supported by any MOV 5
1 of the other 1 of the other 1 of the other
Timeliness
2. LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No
classroom management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
structure to
AND engage learners engage learners engage learners engage learners was shown
engage learners, in activities/tasks in activities/tasks in activities/tasks in activities/tasks
DIVERSITY OF individually or in Quality 5
as shown in MOV as shown in MOV as shown in MOV as shown in MOV
LEARNERS groups, in 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
meaningful 7 6 5 4
explanation, June 2018
discovery and to April 7.5% 4.5 0.338
hands-on activities 2019 Submitted at Submitted 3 Submitted 2 Submitted 1 No
within a range of least 4 lessons lessons lessons lesson supported acceptable
supported by supported by supported by by any of the evidence
physical learning
environments. Efficiency MOV 1 and any 1 MOV 1 and any 1 MOV 1 and any 1 acceptable MOV was shown 4
of the other of the other of the other
acceptable MOV acceptable MOV acceptable MOV
Timeliness
TO BE FILLED OUT
WEIGHT
ACTUAL
SCORE
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE
Page 1 of 4
2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No
behavior management management management management acceptable
ENVIRONMENT strategies of strategies of strategies of strategies of evidence
constructively by
AND learner behavior learner behavior learner behavior learner behavior was shown
applying positive that promote that promote that promote that promote
DIVERSITY OF and non-violent positive and non- positive and non- positive and non- positive and non-
LEARNERS discipline to violent discipline violent discipline violent discipline violent discipline
ensure learning-
Quality
as shown in MOV as shown in MOV as shown in MOV as shown in MOV 4
focused submitted with a submitted with a submitted with a submitted with a
environments. rating of 7 rating of 6 rating of 5 rating of 4
June 2018
to April 7.5% 4.5 0.338
2019
Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 3 of the least 2 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in at as observed in 3 as observed in 2 observed in only was shown
Efficiency least 4 lessons lessons lessons 1 lesson 5
Timeliness
6. Used Applied Applied Applied Applied No

differentiated, differentiated differentiated differentiated differentiated acceptable
teaching teaching teaching teaching evidence
developmentally
strategies to strategies to strategies to strategies to shown
appropriate address learner address learner address learner address learner
learning diversity as diversity as diversity as diversity as
experiencce to Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1 4
address learner's with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
gender, needs,
strengths,
interests and
experiences.
June 2018 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 least 3 least 2 differentiated acceptable
to April 7.5% differentiated differentiated differentiated teaching strategy evidence 4 0.300
2019 teaching teaching teaching in only 1 lesson shown
strategies in at strategies in at strategies in at as evidently
least 2 leassons least 2 lessons as least 2 lessons as shown in any 1 of No
as evidenced by evidenced by evidenced by the acceptable acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and MOV evidence 4
supported by any supported by any supported by any was shown
1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MOV
Timeliness
3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No
managed and implemented implemented implemented implemented acceptable
AND developmentally developmentally developmentally developmentally evidence
PLANNING implemented
sequenced sequenced sequenced sequenced was shown
developmentally teaching and teaching and teaching and teaching and
sequenced learning process learning process learning process learning process
teaching and Quality as shown in MOV as shown in MOV as shown in MOV as shown in MOV 4
learning 1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
processes to meet 7 6 5 4
curriculum
requirements and
varied teaching
contexts. Submitted at Submitted 3 Submitted 2 Submitted 1 No
June 2018 least 4 developmentally developmentally developmentally acceptable
to April 7.5% developmentally sequenced sequenced sequenced evidence 4.5 0.338
2019 sequenced teaching and teaching and teaching and was shown
teaching and learning process learning process learning process
learning process as evidently as evidently as evidently
as evidently shown in MOV 1 shown in MOV 1 shown in any 1 of
shown in MOV 1 and supported by and supported by the given MOV
Efficiency
and supported by any 1 of the other any 1 of the other 5
any 1 of the other given MOV given MOV
given MOV
3. 7. Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning
INDIVIDUAL
curriculum PERFORMANCE
processes to meet
COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
requirements and
Name of Employee: RHEINJOHN
varied teaching A. SAMPANG Name of Rater: ARNEL B. HAJAN, Ed.D.
contexts.
Position: TEACHER III June 2018 Position: PRINCIPAL II
District/School: BEGANG NATIONALtoHIGH 7.5%
April SCHOOL
Date of Review: APRIL 5, 2019 4.5 0.338
2019
TO BE FILLED OUT
WEIGHT
ACTUAL
SCORE
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE
Timeliness
Page 2 of 4
3. CURRICULUM 8. Participated in Consistently Frequently Occasionally Rarely No
collegial participated in participated in participated in participated in acceptable
AND LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
discussions that
PLANNING meetings to meetings to meetings to meetings to was shown
use teacher and discuss discuss discuss discuss
learner feedback teacher/learner teacher/learner teacher/learner teacher/learner
to enrich teaching feedback to feedback to feedback to feedback to
practice.
Quality
enrich instruction enrich instruction enrich instruction enrich instruction
4
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
June 2018
to April 7.5% 4.5 0.338
2019 Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
FGDs/meetings meetings as meetings as meeting as evidence
as evidently evidently shown evidently shown evidently shown was shown
shown in any 1 of in any 1 of the in any 1 of the in any 1 of the
Efficiency the given MOV given MOV given MOV given MOV 5
Timeliness
9. Selected, Developed and Developed and Developed and Developed and No

developed, used varied used varied used varied used varied acceptable
teaching and teaching and teaching and teaching and evidence
organized, and
learning learning learning learning was shown
used appropriate resources resources resources resources
teaching and including ICT, to including ICT, to including ICT, to including ICT, to
learning Quality address learning address learning address learning address learning 5
resources, goals as shown in goals as shown in goals as shown in goals as shown in
including ICT, to MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
address learning rating of 7 rating of 8 rating of 5 rating of 4
goals.
June 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

to April 7.5% least 4 varied varied teaching varied teaching teaching and acceptable 4.5 0.338
2019 teaching and and learning and learning learning resource evidence
learning resources resources including ICT, as was shown
resources including ICT, as including ICT, as evidently shown
including ICT, as evidently shown evidently shown in any of the
evidently shown in MOV 1 and in MOV 1 and acceptable MOV
Efficiency
in MOV 1 and supported by any supported by any 4
supported by any 1 of the 1 of the
1 of the acceptable MOV acceptable MOV
acceptable MOV
Timeliness
4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No

selected, selected, selected, selected, selected, acceptable
AND organized and organized and organized and organized and evidence
REPORTING organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
used diagnostic, formative and formative and formative and formative and
formative and summative summative summative summative
summative assessment assessment assessment assessment
assessment strategies strategies strategies strategies
strategies consistent with consistent with consistent with consistent with
Quality
curriculum curriculum curriculum curriculum
5
consistent with
requirements as requirements as requirements as requirements as
curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
June 2018
to April 7.5% 4.5 0.338
2019
4.
Name of Employee: 10. Designed,
RHEINJOHN A. SAMPANG Name of Rater: ARNEL B. HAJAN, Ed.D.
selected,
Position: TEACHER
organized III
and Position: PRINCIPAL II
used diagnostic,
District/School: BEGANG
formativeNATIONAL
and HIGH SCHOOL Date of Review: APRIL 5, 2019
Rating Period: JUNEsummative
2018-APRIL 2019
assessment
strategies
consistent with TO BE FILLED OUT
curriculum TO BE FILLED OUT DURING PLANNING DURING EVALUATION
requirements.
WEIGHT
June 2018 ACTUAL
KRAs OBJECTIVES TIMELINE PER Very Unsatisfactory SCORE
to April 7.5%
KRA QET Outstanding (5) Satisfactory (3) Poor (1) RESULTS Q E T 4.5
AVE 0.338
2019 Satisfactory (4) (2)
Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 varied varied varied assessment tool acceptable
assessment tools assessment tools assessment tools as evidently evidence
as evidently as evidently as evidently shown in any of was shown
shown in any 1 of shown in any 1 of shown in any 1 of the acceptable
Efficiency the acceptable the acceptable the acceptable MOV 4
MOV MOV MOV
Timeliness
Page 3 of 4
4. ASSESSMENT 11. Monitored and Consistently Frequently Occasionally Rarely monitored No
evaluated learner monitored and monitored and monitored and and evaluated acceptable
AND evaluated learner evaluated learner evaluated learner learner progress evidence
progress and
REPORTING progress and progress and progress and and achievement was shown
achievement using achievement achievement achievement using learner
learner attainment
data.
Quality using learner using learner using learner attainment data 4
attainment data attainment data attainment data as shown in MOV
as shown in MOV as shown in MOV as shown in MOV submitted
submitted submitted submitted
June 2018
to April 7.5% 4.7 0.350
2019 Submitted a Submitted a Submitted a Submitted 1 No
combination of at combination of 3 combination of 2 acceptable MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence 5
acceptable MOV MOV MOV was shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 5
was shown
12. Communicated Consistently Frequently Occasionally Rarely showed No

promptly and showed prompt showed prompt showed prompt prompt and clear acceptable
and clear and clear and clear communication of evidence
clearly the
communication of communication of communication of the learner's was shown
learner's needs, the learner's the learner's the learner's needs, progress
progress and needs, progress needs, progress needs, progress and achievement
achievement to and achievement and achievement and achievement to key
key stakeholders, to key to key to key stakeholders,
including parents/ Quality stakeholders, stakeholders, stakeholders, including parents/ 5
guardians including parents/ including parents/ including parents/ guardians as
guardians as guardians as guardians as shown in the
shown in the shown in the shown in the MOV submitted
June 2018 MOV submitted MOV submitted MOV submitted
to April 7.5% 4.3 0.325
2019
Submitted a Submitted a Submitted a Submitted any 1 No

combination of at combination of 3 combination of 2 of the given MOV acceptable
Efficiency least 4 of the of the acceptable of the acceptable evidence
4
acceptable MOV MOV MOV was shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence 4
was shown
5. PLUS FACTOR 13. Performed various Consistently Frequently Occasionally Rarely performed No
related performed performed performed various related acceptable
various related various related various related works/activities evidence
works/activities
works/activities works/activities works/activities that contribute to was shown
that contribute to that contribute to that contribute to that contribute to the teaching-
the teaching-
learning process
Quality the teaching- the teaching- the teaching- learning process 4
learning process learning process learning process as shown in the
as shown in the as shown in the as shown in the MOV submitted
June 2018 MOV submitted MOV submitted MOV submitted
to April 5% 4 0.200
2019
Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different different kinds of different kinds of of the acceptable acceptable
Efficiency kinds of
acceptable MOV
acceptable MOV acceptable MOV MOV evidence
was shown
4
Timeliness
TO BE FILLED OUT
WEIGHT
ACTUAL
SCORE
Satisfactory (4)
Satisfactory (3)
(2)
Poor (1) Q E T AVE
RATING FOR OVERALL ACCOMPLISHMENTS 4.48

100%
DESCRIPTION VS
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
RHEINJOHN A. SAMPANG ARNEL B. HAJAN, Ed.D. 2.5 - 3.499 S
TEACHER III PRINCIPAL II 1.5 - 2.499 US
Approving Authority:
ARNEL B. HAJAN, Ed.D.

Principal II
innovated by RF Cuevas 2019 Page 4 of 4

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its acceptable
KNOWLEDGE integration within and integration within and integration within and integration within evidence
across curricuoum knowledge of content within and across subject
AND PEDAGOGY across subject areas across subject areas across subject areas and across subject was shown
teaching areas. areas as shown in MOV1 as shown in MOV1 as shown in MOV1 areas as shown in
Quality
with a rating of 7 with a rating of 6 with a rating of 5 MOV1 with a rating
2. Lesson plans/modified DLLs developed of 4
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No
content and its integration in other subject areas leassons using MOV leassons using MOV leassons using MOV given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
any 1of the other any 1of the other any 1of the other was shown
Efficiency given MOV given MOV given MOV
4. Performance tasks/test materials highlighting
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide annotations)

Timeliness
2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching acceptable
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading, was shown
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1
2. Lesson plans/modified DLLs used in teaching a rating of 7 a rating of 6 a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered centered lesson as acceptable
lessons as shown in lessons as shown in lessons as shown in evidently shown in evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and any 1 of the given was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
Timeliness
3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and teaching strategies to develop critical and
and creative thinking and creative thinking and creative thinking and creative thinking was shown
creative thinkling, as creative thinking, as well as other higher-order and/or other HOTS and/or other HOTS and/or other HOTS and/or other HOTS
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS
3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by any acceptable
evidenced by MOV 1 evidenced by MOV 1 evidenced by MOV 1 1 of the given MOV evidence
creative thinking, and/or other HOTS
and supported by and supported by and supported by was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
demonstration teaching
Timeliness
2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
structure to engage and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
learners, individually managing classroom structure that engages
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1
explanation, discovery 2. Lesson plans/modified DLLs highlighting various a rating of 7 a rating of 6 a rating of 5 with a rating of 4
and hands-on classroom management strategies that engage
activities within a learners in activities/tasks in different physical
range of physical learning environments
learning
environments. 3. Others (Please specify and provide annotations) Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
lessons supported by supported by MOV 1 supported by MOV 1 supported by any of acceptable
MOV 1 and any 1 of and any 1 of the and any 1 of the the acceptable MOV evidence
Efficiency the other acceptable other acceptable other acceptable was shown
MOV MOV MOV
Timeliness
Satisfactory
(5) (3) (2) (1)
(4)
2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No
behavior and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner evidence
constructively by teacher management of learner behavior using
AND DIVERSITY behavior that behavior that behavior that behavior that was shown
applying positive and the following strategies: promote positive and promote positive and promote positive and promote positive
OF LEARNERS non-violent discipline non-violent discipline non-violent discipline non-violent discipline and non-violent
1. Providing motivation Quality
to ensure learning- as shown in MOV as shown in MOV as shown in MOV discipline as shown
focused environments. submitted with a submitted with a submitted with a in MOV submitted
2. Praising the learners/Giving positive feedback rating of 7 rating of 6 rating of 5 with a rating of 4
3. Setting house rules/guidelines
4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
of the given of the given of the given the given strategies acceptable
5. Allowing learners to express their ideas/opinions strategies as strategies as strategies as as observed in only evidence
observed in at least 4 observed in 3 observed in 2 1 lesson was shown
Efficiency lessons lessons lessons
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

Timeliness
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied differentiated Applied differentiated Applied differentiated Applied No
developmentally and/or inter-observer agreement form about teaching strategies to teaching strategies to teaching strategies to differentiated acceptable
address learner address learner address learner teaching strategies evidence
appropriate learning using differentiated, developmentally appropriate
diversity as shown in diversity as shown in diversity as shown in to address learner shown
experiencce to learning experiences Quality MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating diversity as shown
address learner's of 7 of 6 of 5 in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed rating of 4
strengths, interests highlighting differentiation in content, product,
and experiences. process, learning environment or others
according to learners' gender, needs, strengths, Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
interests and experiences differentiated differentiated differentiated differentiated acceptable
teaching strategies in teaching strategies in teaching strategies in teaching strategy in evidence
3. Instructional materials highlighting differentiation at least 2 leassons at least 2 lessons as at least 2 lessons as only 1 lesson as shown
in content, product, process, learning as evidenced by evidenced by MOV 1 evidenced by MOV 1 evidently shown in
MOV 1 and and supported by and supported by any 1 of the No
environment or others according to learners' Efficiency supported by any 1 any 1 of the other any 1 of the other acceptable MOV acceptable
gender, needs, strengths, interests and of the other acceptable MOV acceptable MOV evidence
experiences acceptable MOV was shown
Timeliness
3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and No
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally using developmentally sequenced teaching and
sequenced teaching sequenced teaching sequenced teaching sequenced teaching was shown
sequenced teaching learning process and learning process and learning process and learning process and learning
and learning Quality as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 process as shown in
processes to meet 2. Lesson plans/modified DLLs developed with a rating of 7 with a rating of 6 with a rating of 5 MOV 1 with a rating
curriculumrequirement highlighting developmetally sequenced of 4
s and varied teaching instruction that meet curriculum goals and varied
contents. teaching contexts
3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally acceptable
sequenced teaching sequenced teaching sequenced teaching sequenced teaching evidence
curriculum goals and varied teaching contexts
and learning process and learning process and learning process and learning was shown
as evidently shown as evidently shown as evidently shown process as evidently
Efficiency in MOV 1 and in MOV 1 and in MOV 1 and shown in any 1 of
4. Others (Please specify and provide annotations) supported by any 1 supported by any 1 supported by any 1 the given MOV
of the other given of the other given of the other given
MOV MOV MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

collegial discussions LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/ acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
that use teacher and
meetings to discuss meetings to discuss meetings to discuss teacher/learner was shown
learner feedback to teacher/learner teacher/learner teacher/learner feedback to enrich
enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich instruction as shown
2. Minutes of LAC/FGD sessions on use of teacher
practice. instruction as shown instruction as shown instruction as shown in the MOV
and learner feedback to enrich teaching practice
in the MOV in the MOV in the MOV submitted
with proof of attendance submitted submitted submitted
3. Others (Please specify and provide annotations) Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting acceptable
FGDs/meetings as meetings as meetings as as evidently shown evidence
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the given was shown
any 1 of the given any 1 of the given any 1 of the given MOV
MOV MOV MOV
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
Satisfactory
(5) (3) (2) (1)
(4)
Timeliness
3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and used 6Developed and 6Developed and 6Developed and No
organized, and used and/or inter-observer agreement form about varied teaching and used varied teaching used varied teaching used varied teaching acceptable
AND PLANNING learning resources and learning and learning and learning evidence
appropriate teaching using appropriate teaching and learning
including ICT, to resources including resources including resources including was shown
and learning resources, including ICT address learning ICT, to address ICT, to address ICT, to address
resources, including Quality goals as shown in learning goals as learning goals as learning goals as
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating shown in MOV 1 with shown in MOV 1 with shown in MOV 1
learning goals. sheets, powerpoint presentations, video clips, of 7 a rating of 8 a rating of 5 with a rating of 4
module, SIMs-Strategic Intervention Matertials,
Other
2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
instructional materials appended varied teaching and teaching and learning teaching and learning teaching and acceptable
learning resources resources including resources including learning resource evidence
including ICT, as ICT, as evidently ICT, as evidently including ICT, as was shown
evidently shown in shown in MOV 1 and shown in MOV 1 and evidently shown in
Efficiency MOV 1 and supported by any 1 supported by any 1 any of the
supported by any 1 of the acceptable of the acceptable acceptable MOV
of the acceptable MOV MOV
MOV
Timeliness
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used organized and used acceptable
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING and summative and summative and summative and summative was shown
and summative assessment startegies assessment assessment assessment assessment
assessment strategies strategies consistent strategies consistent strategies consistent strategies consistent
consistent with 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum with curriculum
highlighting appropriate use of formative Quality
curriculum requirements as requirements as requirements as requirements as
requirements. assessment strategies shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1
a rating of 7 a rating of 6 a rating of 5 with a rating of 4
3. Develop diagnostic tests: (a) with TOS reviewed
by superior; (b) with sample accomplished
questionaire/answer sheets
4. Develop summative tests: (a) with TOS reviewed Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
by superior; (b) with sample accomplished varied assessment assessment tools as assessment tools as assessment tool as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
questionaire/answer sheets
shown in any 1 of the any 1 of the any 1 of the any of the was shown
Efficiency acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics

Timeliness
11. Monitored and 1. Compilation of learner's written work with Consistently Frequently monitored Occasionally Rarely monitored No
evaluated learner summary of results and with signature of parents monitored and and evaluated monitored and and evaluated acceptable
evaluated learner learner progress and evaluated learner learner progress and evidence
progress and
progress and achievement using progress and achievement using was shown
achievement using achievement using learner attainment achievement using learner attainment
learner attainment Quality
2. Formative/summative assessment tools with learner attainment data as shown in learner attainment data as shown in
data. data as shown in MOV submitted data as shown in MOV submitted
TOS and frequency of errors with identified least
MOV submitted MOV submitted
mastered skills
3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
4. Lesson plans/modified DLLs showing index of Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
mastery
5. Others (Please specify and provide annotations) Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No
distributed across 4 distributed across 3 distributed across 2 completed in only 1 acceptable
Timeliness quarters quarters quarters quarter evidence
was shown
12. Communicated 1. At least 3 samples of corrected test papers of Consistently showed Frequently showed Occasionally showed Rarely showed No
promptly and clearly the same 3 learners innthe same learning area prompt and clear prompt and clear prompt and clear prompt and clear acceptable
communication of the communication of the communication of the communication of evidence
the learner's needs, with parents' or guardians' signature and date of
learner's needs, learner's needs, learner's needs, the learner's needs, was shown
progress and receipt progress and progress and progress and progress and
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
achievement to key achievement to key achievement to key achievement to key
stakeholders, conferences in all quarters with proof of Quality stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ parents'/guardians' attendance including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
3. Report cards with parent's or guardian's in the MOV in the MOV in the MOV in the MOV
signature in all quarters supported by minutes of submitted submitted submitted submitted
meeting
4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No

various modalities combination of at combination of 3 of combination of 2 of the given MOV acceptable
Efficiency least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
12. Communicated
promptly and clearly
the learner's needs,
progress and
achievement to key
stakeholders,
including parents/
guardians
Submitted a Submitted a
Satisfactory
Satisfactory
Submitted a Unsatisfactory
Submitted any 1 of Poor
No
combination of at(5) combination of 3 of combination of(3)
2 of the given MOV (2) (1)
acceptable
Efficiency least 4 of the (4)MOV the acceptable MOV
the acceptable evidence
5. Anecdotal record showing entries per quarter acceptable MOV was shown
6. Other documents showing learner needs, Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No
progress and achievement submitted to other distributed across 4 distributed across 3 distributed across 2 completed in only 1 acceptable
Timeliness quarters quarters quarters quarter evidence
stakeholders
was shown
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently performed Occasionally Rarely performed No
related works/activities performed various various related performed various various related acceptable
that contribute to the 2. Certificate of Training related works/activities that related works/activities that evidence
works/activities that contribute to the works/activities that contribute to the was shown
teaching-learning 3. Certificate of Speakership contribute to the teaching-learning contribute to the teaching-learning
process teaching-learning process as shown in teaching-learning process as shown in
4. Committee involvement Quality
process as shown in the MOV submitted process as shown in the MOV submitted
the MOV submitted the MOV submitted
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No
different kinds of kinds of acceptable kinds of acceptable the acceptable MOV acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations) Timeliness
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

KNOWLEDGE content within and sheet and/or inter-observer agreement form
across curricuoum about knowledge of content within and
AND PEDAGOGY
teaching areas. across subject areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject areas
3. Instructional materials highlighting mastery

of content and its integration in other subject
areas
4. Performance tasks/test materials

highlighting integration of content
knowledge within and across subject areas
5. Others (Please specify and provide

annotations)
2. Used a range of 1. Classroom observation tool (COT) rating

teaching strategies sheet and/or inter-observer agreement form
that enhance learner about teaching strategies that enhance
achievement in learner achievement in literacy and
literacy and numeracy numeracy skills
skills.
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
strategies that promote literacy and/or
numeracy skills
3. Instructional materials highlighting learner-

centered strategies that promote literacy
and/or numeracy skills

teaching

annotations)
3. Applied a range of 1. Classroom observation tool (COT) rating

teaching strategies to sheet and/or inter-observer agreement form
develop critical and about teaching strategies to develop critical
creative thinkling, as and creative thinking, as well as other
well as other higher- higher-order thinking skills
order thinking skills.
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
strategies that develop critical and creative
thinking, and/or other HOTS
3. Instructional materials highlighting different

teaching strategies that develop critical and
creative thinking, and/or other HOTS
3. Applied a range of
teaching strategies to
develop critical and
creative thinkling, as
well as other higher-
order thinking skills.
REMARKS
VALID INVALID

demonstration teaching

annotations)
2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating

ENVIRONMENT structure to engage sheet and/or inter-observer agreement form
AND DIVERSITY learners, individually about managing classroom structure that
or in groups, in engages learners in various activities
OF LEARNERS meaningful
explanation, discovery
and hands-on
activities within a 2. Lesson plans/modified DLLs highlighting
range of physical various classroom management strategies
learning that engage learners in activities/tasks in
environments. different physical learning environments

annotations)
5. Managed learner Classroom observation tool (COT) rating

behavior sheet and/or inter-observer agreement form
constructively by about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused environments. 1. Providing motivation
2. Praising the learners/Giving positive

feedback
3. Setting house rules/guidelines
4. Ensuring learner's active participation
5. Allowing learners to express their

ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

annotations)
6. Used differentiated, 1. Classroom observation tool (COT) rating

developmentally sheet and/or inter-observer agreement form
appropriate learning about using differentiated, developmentally
experiencce to appropriate learning experiences
address learner's
gender, needs,
strengths, interests
and experiences. 2. Lesson plans/modified DLLs developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners' gender, needs,
strengths, interests and experiences
6. Used differentiated,
developmentally
appropriate learning
experiencce to
address learner's
gender, needs,
strengths, interests
and experiences.
REMARKS
VALID INVALID
3. Instructional materials highlighting

differentiation in content, product, process,
learning environment or others according to
learners' gender, needs, strengths, interests
and experiences

annotations)
3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating

AND PLANNING and implemented sheet and/or inter-observer agreement form
developmentally about using developmentally sequenced
sequenced teaching teaching and learning process
and learning
processes to meet
curriculumrequirement 2. Lesson plans/modified DLLs developed
s and varied teaching highlighting developmetally sequenced
contents. instruction that meet curriculum goals and
varied teaching contexts
3. Instructional materials used to implement

developmetally sequenced instruction that
meet curriculum goals and varied teaching
contexts

annotations)
8. Participated in 1. Personal notes of teachers on

collegial discussions LAC/FGDs/meetings with proof of
that use teacher and attendance
learner feedback to
enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)
9. Selected, developed, 1. Classroom observation tool (COT) rating

organized, and used sheet and/or inter-observer agreement form
appropriate teaching about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks sheets/work
learning goals. sheets, powerpoint presentations, video
clips, module, SIMs-Strategic Intervention
Matertials, OtherExamples: Activity
sheets/tasks sheets/work sheets,
powerpoint presentations, video clips,
module,plans/modified
2. Lesson SIMs-StrategicDLLs
Intervention
with
Matertials, OtherExamples:
apprropriate Activity
instructional materials
sheets/tasks sheets/work sheets,
appended
powerpoint presentations, video clips,
module,(Please
3. Others SIMs-Strategic Intervention
specify and provide
Matertials, Other
annotations)
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating

AND organized and used sheet and/or inter-observer agreement form
diagnostic, formative about using diagnostic, formative and
REPORTING
and summative summative assessment startegies
assessment strategies
consistent with 2. Prepared lesson plans/modified DLLs
curriculum highlighting appropriate use of formative
requirements. assessment strategies
3. Develop diagnostic tests: (a) with TOS

accomplished questionaire/answer sheets
4. ASSESMENT 10. Designed, selected,
AND organized and used
diagnostic, formative
REPORTING
and summative
assessment strategies
consistent with
curriculum
requirements.
REMARKS
VALID INVALID
4. Develop summative tests: (a) with TOS

accomplished questionaire/answer sheets
5. Develop performance tasks: (a) with rubrics

accomplished rubrics

annotations)
4. ASSESMENT 11. Monitored and 1. Compilation of learner's written work with

AND evaluated learner summary of results and with signature of
REPORTING progress and parents
achievement using
learner attainment
2. Formative/summative assessment tools with
data.
TOS and frequency of errors with identified
least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index

of mastery

annotations)
12. Communicated 1. At least 3 samples of corrected test papers

promptly and clearly of the same 3 learners innthe same learning
the learner's needs, area with parents' or guardians' signature
progress and and date of receipt
achievement to key
stakeholders, 2. Minutes of PTA meetings or Parent-Teacher
including parents/ conferences in all quarters with proof of
guardians parents'/guardians' attendance
3. Report cards with parent's or guardian's

signature in all quarters supported by
minutes of meeting
4. Communication with parents/guardians

using various modalities
5. Anecdotal record showing entries per

quarter
6. Other documents showing learner needs,

progress and achievement submitted to
other stakeholders
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation

related works/activities
that contribute to the
teaching-learning 2. Certificate of Training
process
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-

authorship/Contributorship
7. Coordinatorship/Chairpersonship
related works/activities
that contribute to the
teaching-learning
process
REMARKS
VALID INVALID
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/in-service teachers

annotations)
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibility.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account personal 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
goals and values congruent to that of the organization. organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
5 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
4
5 Sets high quality, challenging, realistic goals for self and others. 5 Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.
Professionalism and Ethics

1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems.
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 4 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and
1
4 Makes personal sacrifices to meet the organization's needs. directions.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems and 5 Develops and adopts service improvement programs through simplified procedures that will further
help others improve their effectiveness. enhance service delivery.
Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes, and
suggests bettter ways to do things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
3 Delivers error-free outputs most of the time by conforming to standard operating procedures correctly productivity to create higher value and results.
and consistently. Able to produce very satisfactoy quality of work in terms of usefulness/acceptability
3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
and completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 5
or more precise ways of meeting goals set. 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability to
5 Makes specific changes in the system or in own work methods to improve performance. Examples may succeed with minimal resources.
include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
OVERALL
COMPETENCY 4.00
RATINGS
rfcuevas2019
PART IV: DEVELOPMENT PLANS
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEEDED

(Recommended Developmetal Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
Ratee Rater Approving Authority

MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:
MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE MOV TARGET
PER KRA RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
ORLANDO ALAN T. BUCOY JR. ARNEL B. HAJAN, Ed.D.

Ratee Ratee Approving Authority
PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN SIGNATURE
(Rater/Ratee)
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
SUBJECT & GRADE LEVEL TAUGHT:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation.
Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in literacy

and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking,

as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5. Manages learner behavior constructively by applying positive and non-violent

discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
ORLANDO ALAN T. BUCOY JR.

TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2:
OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
Signature over Printed Name of the Teacher
OBSERVATION NOTES FORM
OBSERVER: DATE:
TEACHER OBSERVED: RHEINJOHN A. SAMPANG TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer

ANNOTATION
OBJECTIVES MEANS OF VERIFICATION DESCRIPTION OF THE MOV ANNOTATIONS

PRESENTED

Rpms Tool For Teacher I-Iii (Proficient Teachers) : Position and Competency Profile

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Rpms Tool For Teacher I-Iii (Proficient Teachers) : Position and Competency Profile

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RPMS TOOL for TEACHER I-III

Name of Employee: ORLANDO ALAN T. BUCOY JR. Position: Teacher III

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade SG-11, Step 1

Eligibility PBET/LET Passer

Trainings None Required

Eligibility PBET/LET Passer

Trainings In-service training

DUTIES AND RESPONSIBILITIES

Name of Employee: ORLANDO ALAN T. BUCOY JR. Position: Teacher III

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade SG-11, Step 1

1. CONTENT 1. Applied Showed Showed Showed Showed No

6. Used Applied Applied Applied Applied No

9. Selected, Developed and Developed and Developed and Developed and No

June 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No

Submitted at Submitted 3 Submitted 2 Submitted 1 No

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

12. Communicated Consistently Frequently Occasionally Rarely showed No

Submitted a Submitted a Submitted a Submitted any 1 No

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

RATING FOR OVERALL ACCOMPLISHMENTS 4.48

ARNEL B. HAJAN, Ed.D.

innovated by RF Cuevas 2019 Page 4 of 4

5. Others (Please specify and provide annotations)

3. Setting house rules/guidelines

7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

4. Others (Please specify and provide annotations)

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

6. Others (Please specify and provide annotations)

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No

1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

3. Instructional materials highlighting mastery

4. Performance tasks/test materials

5. Others (Please specify and provide

2. Used a range of 1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting learner-

4. Performance tasks/test material(s) used in

5. Results of assessment used in teaching

6. Others (Please specify and provide

3. Applied a range of 1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting different