PREPARATION OF

DOCUMENTS & ORGANIZATION OF JED A.

RPMS PORTFOLIO CAMPOSANO
 KEY
RESULT 2
 Department of Education

1-3
National Capital Region
Division of City Schools – Valenzuela
BIGNAY NATIONAL HIGH SCHOOL
KRA11
KRA
Gitna Street, Bignay Valenzuela City

___________
___________
KRA
KRA
Objective 1 2
No.1 KRA 1- Objective 2 No.
Objective
__________________
3 KRA 1 - Objective 1
______________
Results-Based Performance 3 4-6
MOV
Management System
Applied a range of MOV
Objective
Content
teaching
No. 1
(RPMS)
Knowledge
Used astrategies
range of
(MOV)
and
to develop
teaching Portfolio
critical
strategies 4 COT/DLL – 7 rating
4 COT/DLL – 7 rating
5 KRA
and creative
Pedagogy
that
Appliedenhance
knowledge
S.Y. 2018-2019
thinking, as well
learner achievement
of content across
4 COT/DLL
7-9 – 7 rating
as higher order
in literacy
thinking and
curriculum
skills Learner centered
numeracy
teachingskills
areas Strategies that shows
Strategies that
strategies
TEACHER B. POGANDA
integration to other
Teacher I-III
promotes
that critical,
promotes literacy
subject areas
10-12
MA. CHRISTINA C. SALONGA
Principal III
creative
and & HOT’s
numeracy

13
4
 KRA 2-Objective 5
KRA 2 – Objective 6
(MOV)
44KRA
COT2- Objective
COT && DLL
DLL –– 77
4
(MOV)
Rating
KRA 2 Rating
KRA 2
______________
KRA
KRA 22
___________ 4 COT & DLL – 7
Objective No. 4
Objective 5
Strategies
Strategies using
for:
___________
__________________ Rating
differentiated
1. Providing motivation
Objective No. 6
Manage classroom 2. Praising/Giving
developmentally
Learning
Managed
structure
Used learner
to engage
differentiated, Strategies
feedback that
appropriate learning
Developmentally
individually or in
behavior constructively
Environment 3. Setting
engage House
learners Rules
appropriate
groups
by applying
learning
in
positive experiences
4. Ensuring Active
and
experiences
and Diversity
meaningful
non-violent
to
activities/tasks
highlighting in in
address learners’
exploration and participation
ofgender,
Learners
discipline
discovery
needs,
to ensure
strengths, and
different
content,
5. Allowing physical
product,
learners
learning-focused
hands-on
interestsactivities learning
and opinions
process, learning
Environments.
within a range of
experiences
physical
environment
6. Giving equal
environment
environment opportunities to
according
learnersto gender,
needs, strength,
7. Encouraging learners
experiences and
to ask questions
8. Others;
interest.
5
 KRA 3- Objective 8

KRA 33
KRA KRA (At3-
least 10) 9
Objective
___________
___________
KRA
KRA 33 KRA 3 – Objective
Attendance, Minutes7
Objective 8 &
___________
Objective No. 7
__________________ 4 COT, DLL &
Objective No. 9 4Documentation
COT & DLL – of:
Instructional 7
Planned,
Curriculum
managed
Participated
Selected, in
developed
Rating
Learning
Materials with Action
a rating
and implemented
collegial
Organized and and used
developmentally
discussions that
of Cell
7
appropriate
sequenced
Planning teaching Strategies using
Focus Group
use teacherand
teaching and
and
learning
learning
learner
resources,
developmentally
Discussion
Strategies that shows
processes toto meet
feedback
Including enrich
ICT,
curriculum to ICTSequenced
Faculty teaching
integrationMeetings
Computers are incredibly fast, teaching practice.
accurate & stupid; human are address learning
requirements and and learning process.
incredibly slow, inaccurate &
varied goals
teaching
brilliant, together they are
powerful beyond imagination. contexts

A. Einstein

6
 KRA 4- Objective 11
KRA 1-Objective 12

KRA
KRA
KRA 44 44 MOV
MOV (Totobebe submitted
submitted every
KRA KRA 4 – Objective 10
quarter)
______________
___________
_______________
___________ every quarter
Objective No. 10
Objective
ObjectiveNo.
1112
43 COT
corrected
& DLLtest –papers signed
7 Rating
Designed,
Monitored selected,
and
DLL
and Showing
with date of
highlighting theIndex
use of
receipt
1 Minutes of PTA
Communicated
organized
evaluated
Assessment and used
learner Mastery
of formative &
Conference with proof
promptly
Diagnostic,and clearly
formative
progress and assessment
Assessment
of attendance. Tools with
and needs,
theachievement
&learners’
summative
Progress
assessment
using and
strategies
learner 3 strategies
TOSReport cards with
Reporting
achievement
consistent
attainment to key
with signature of parents
stakeholders,
curriculum
E-Class Records
data 41Assessment
Communication with
Tools
including parents
requirements. MPS/ML
with TOSReports/Item
parents or Rubrics
And guardians
Analysis
1 Anecdotal records of
records of students
Grade Sheets
Failed List
7
 KRA 4 – Objective 13
MOV at least 4 of any of
the ff:

1. Certificate of Recognition
KRA 55
KRA or Participation
__________________
___________ 2. Certificate of Training
Objective No. 13 3. Certificate of Speakership
Plus Factor 4. Committee Involvement
Performed 5. Advisorship of Co-
various related Curricular Activities
works/activities 6. Authorship
that contribute 7. Coordinatorship/Chairper
to the teaching- sonship
learning process 8. Coaching/Mentoring
Students
9. Mentoring/Coaching Co-
Teachers
10. Community Service

8
10
 Differentiated Supervision
3. Self Directed Development - This supervision enables
the individual teacher to work independently on
professional growth concerns. The teacher develops and
carries out an individualized plan for professional
growth; with the administrator or supervisor serving as
a resource.

4. Administrative Monitoring - As the term implies, is a

process by which an administrator monitors the work
of the staff making brief and unannounced visits simply
to ensure that the staff are carrying out assignments
and responsibilities in a professional manner.
 Differentiated Observation
1. Clinical Observation - Clinical supervision is an
intensive process designed to improve instruction
by conferring with a teacher on lesson planning,
observing the lesson, analyzing the observational
data, and giving the teacher feedback about the
observation.

2. Cooperative Professional Development - This is a

collegial process in which a small group of
teachers agree to work together for their own
professional growth. They observe each other’s
classes; give each other’s feedback about those
observations, and discuss common professional