KRA 1 KRA 3 KRA 5

Objective 1 Objective 7 Objective 13

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Objective 2 Objective 8
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Objective 3 Objective 9

KRA 2 KRA 4

Objective 4 Objective 10

Objective 5 Objective 11

Objective 6 Objective 12
 TABLE OF CONTENTS

I. INTRODUCTION
II. ACKNOWLWDGEMENT
III. DEMOGRAPHIC PROFILE
IV. SELF- ASSESSTMENT TOOL
V. INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM
VI. COMPTENCIES
VII. DEVELOPMENT PLANS
VIII. KRA 1. CONTENT KNOWLEDGE AND PEDAGOGY
OBJECTIVE 1. Applied knowledge of content within and across curriculum
teaching areas.
OBJECTIVE 2. Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy
OBJECTIVE 3. Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking
IX. KRA 2. LEARNING ENVIRONMENT AND DIVERSITY OF LEARNERS
OBJECTIVE 4. Managed classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environment.
OBJECTIVE 5. Managed learner behavior constructively by applying positive
and non-violent discipline to ensure learning-focused
environments.
OBJECTIVE 6. Used differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strength,
interests and experiences.
X. KRA 3. Curriculum and Planning
OBJECTIVE 7. Planned, managed and implemented developmentally
sequenced teaching and learning processes to meet curriculum
requirements and varied teaching contexts
OBJECTIVE 8. Participated in collegial discussions that use teacher and learner
feedback to enrich teaching practice.
OBJECTIVE 9. Selected, developed, organized and used appropriate teaching
and learning resources, including ICT, to address learning goals.
XI. KRA 4. Assessment and Reporting
OBJECTIVE 10. Designed, selected, organized and used diagnostic, formative
and summative assessment strategies consistent with curriculum requirements
OBJECTIVE 11. Monitored and evaluated learner progress and achievement
using learner attainment data.
OBJECTIVE 12. Communicated promptly and clearly the learners’ needs,
progress and achievement to key stakeholders, including
parents/ guardians.
XII. KRA 5. Plus Factor
OBJECTIVE 13. Performed various related works/ activities that contribute to the
teaching – learning process.
 ACKNOWLEDGEMENT

I would like to take this opportunity to first and foremost thank God for being
my strength and guide in making this portfolio (RESULT-BASED PERFORMANCE
MANAGEMENT SYSTEM . Without Him, I would not have had the wisdom or the
physical ability to do so.

I express my gratitude to our school Principal for devoting much time to

reading my work over and over again. Her special interest and knowledge in
issues related to women enabled her to give me the right guidance and also
provided me with much needed motivation.

I also thank my co teacher for taking the time to help me in finding the
necessary things to include in this portfolio.

Finally, to the students of Amado M. Quirit Sr. National High School ,for giving thier extra
effort during the observation day. To the rater of this portfolio thank you for the giving
me the exact rate which I’m expecting. I hope that this work will stand as a testament to
your bravery, strength and perseverance, in the face of trying situations as you struggle
to ensure the survival and wellbeing of the Department of Education.

IDN
 INTRODUCTION

I developed this portfolio to help me understand, document, assess and enhance

teaching and learning in a course I taught in fall, 1992. It represents one version of
what a course portfolio can look like and what it can do to enhance teaching and
learning. The course portfolio is founded upon two central ideas. The first is that
the primary aim of teaching is to enhance students' learning, thinking and
development. Teaching and learning are interdependent endeavors, and to me it
makes no sense to examine one without examining the other.

Therefore , the DepEd makes sense on "learning-centered" portfolio. Wherein,

DepEd focused on the classroom situation where teacher makes their day to day
activity. The second idea is that a single course is an ideal context in which to
explore relationships between teaching and learning.

The RPMS is an organization-wide process to ensure that teachers give focus on

their work towards the achievement of DepEd mission, vision and values. It is an

approach or strategy for continuous individual and professional development.

Portfolios provide a way to document the substance and complexity of teaching in

a course, and can be used to structure self-assessment as well as peer review. The
course portfolio can also be used to document and assess students' learning and
thinking, and development.