Rpms Ipcrf Final Castro

RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: GUALBERTO CHIU CASTRO Position: SHS TEACHER III

School: GOV. VICENTE DUTERTE NATIONAL HIGH SCHOOL Salary Grade: SG-13, Step 1
District: DISTRICT 1 / CLUSTER II Effectivity Date: JUNE 24, 2016
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title SHS TEACHER III Salary Grade 13
Parenthetical Title
Office Unit GOV. VICENTE DUTERTE NATIONAL HIGH SCHOOL Effectivity Date June 24, 2016
Reports to PRINCIPAL / SCHOOL HEAD Page/s

Position Supervised
JOB SUMMARY
Handles teaching goals for SENIOR HIGH SCHOOL learners, maintains updated school records and academic forms regularly.
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood BACHELOR OF SECONDARY EDUCATION
Education or Bachelor's degree plus 18 units in Education MAJOR IN PHYSICAL SCIENCE
Experience None Required 3 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 APRIL 2011
Trainings None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18- 36 UNIT (CAR) MASTERS OF ARTS IN
21), at least 18 MA units SCIENCE TEACHING PHYSICS
Experience
LET Passer
Eligibility PBET/LET Passer
Trainings In-service training RELEVANT TRAINING


Parenthetical Title

Position Supervised
JOB SUMMARY
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. Counselsa 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.

Parenthetical Title

Position Supervised
JOB SUMMARY
Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TE
Name of Employee: GUALBERTO CHIU CASTRO Name of Rater:
Position: SHS TEACHER III Position:
District/School: GOV. VICENTE DUTERTE NATIONAL HIGH SCHOOL Date of Review:
Rating Period: MAY 2018-APRIL 2019
TO BE FILLED OUT DURING PLANNING

PERFORMANCE INDICATORS
WEIGHT
KRAs OBJECTIVES TIMELINE
PER KRA QET Outstanding (5) Very Satisfactory (4) Satisfactory (3)
1. CONTENT 1. Applied knowledge Showed knowledge of Showed knowledge of Showed knowledge of

KNOWLEDGE of content within
content and its content and its content and its
AND and across
PEDAGOGY curriculum teaching integration within and integration within and integration within and
areas. Quality across subject areas across subject areas across subject areas
as shown in MOV1 as shown in MOV1 as shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5
May 2018
to April 7.5%
2019 Submitted at least 4 Submitted at least 3 Submitted at least 2
lessons using MOV 1 lessons using MOV 1 lessons using MOV 1
Efficiency and supported by any and supported by any and supported by any
1of the other given 1of the other given 1of the other given
MOV MOV MOV
Timeliness
2. Used a range of Facilitated using Facilitated using Facilitated using

teaching strategies
different teaching different teaching different teaching
that enhance
learner strategies that strategies that strategies that
achievement in
Quality
promote reading, promote reading, promote reading,
literacy and writing and/or writing and/or writing and/or
numeracy skills.
numeracy skills as numeracy skills as numeracy skills as
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
May 2018 to rating of 7 rating of 6 rating of 5
April 2019
7.5%
Submitted at least 4 Submitted at least 3 Submitted at least 2
learner-centered learner-centered learner-centered
lessons as shown in lessons as shown in lessons as shown in
Efficiency MOV 1 and supported MOV 1 and supported MOV 1 and supported
by any 1 of the other by any 1 of the other by any 1 of the other
MOV given MOV given MOV given
Timeliness

WEIGHT
3. Applied a range of Used different Used different Used different

teaching strategies
teaching strategies teaching strategies teaching strategies
to develop critical
and creative that develop critical that develop critical that develop critical
thinkling, as well as
Quality
and creative thinking and creative thinking and creative thinking
other higher-order and/or other HOTS as and/or other HOTS as and/or other HOTS as
thinking skills.
rating of 7 rating of 6 rating of 5
May 2018 to
April 2019 7.5%
lessons as evidenced lessons as evidenced lessons as evidenced
Efficiency by MOV 1 and by MOV 1 and by MOV 1 and
supported by any 1 of supported by any 1 of supported by any 1 of
the other given MOV the other given MOV the other given MOV
Timeliness
2. LEARNING 4. Managed Used classroom Used classroom Used classroom

ENVIRONMEN classroom structure
management management management
T AND to engage learners,
DIVERSITY OF individually or in strategies that engage strategies that engage strategies that engage
LEARNERS groups, in Quality
learners in learners in learners in
meaningful activities/tasks as activities/tasks as activities/tasks as
explanation,
discovery and
hands-on activities May 2018 to rating of 7 rating of 6 rating of 5
within a range of April 2019
7.5%
physical learning Submitted at least 4 Submitted 3 lessons Submitted 2 lessons
environments.
lessons supported by supported by MOV 1 supported by MOV 1
Efficiency MOV 1 and any 1 of and any 1 of the other and any 1 of the other
the other acceptable acceptable MOV acceptable MOV
MOV
Timeliness

WEIGHT
2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher

ENVIRONMEN behavior management strategies management strategies management strategies
T AND constructively by of learner behavior that of learner behavior that of learner behavior that
DIVERSITY OF applying positive
promote positive and promote positive and promote positive and
LEARNERS and non-violent
discipline to ensure non-violent discipline as non-violent discipline as non-violent discipline as
Quality
learning-focused shown in MOV submitted shown in MOV submitted shown in MOV submitted
environments. with a rating of 7 with a rating of 6 with a rating of 5
May 2018 to
April 2019
7.5%
Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of

the given strategies as the given strategies as the given strategies as
Efficiency observed in at least 4 observed in 3 lessons observed in 2 lessons
lessons
Timeliness
6. Used differentiated, Applied differentiated Applied differentiated Applied differentiated

developmentally teaching strategies to teaching strategies to teaching strategies to
appropriate learning address learner diversity address learner diversity address learner diversity
experiencce to
Quality as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
address learner's
gender, needs,
a rating of 7 a rating of 6 a rating of 5
strengths, interests
and experiences.
May 2018 to differentiated teaching differentiated teaching differentiated teaching
April 2019
7.5%
strategies in at least 2 strategies in at least 2 strategies in at least 2
leassons as evidenced lessons as evidenced by lessons as evidenced by
Efficiency by MOV 1 and supported MOV 1 and supported by MOV 1 and supported by
by any 1 of the other any 1 of the other any 1 of the other
acceptable MOV acceptable MOV acceptable MOV
Timeliness

WEIGHT
3. CURRICULUM 7. Planned, managed Planned and implemented Planned and implemented Planned and implemented
AND and implemented developmentally sequenced developmentally sequenced developmentally sequenced
PLANNING developmentally teaching and learning teaching and learning teaching and learning
sequenced teaching process as shown in MOV 1 process as shown in MOV 1 process as shown in MOV 1
Quality
and learning with a rating of 7 with a rating of 6 with a rating of 5
processes to meet
curriculum
requirements and
varied teaching
contexts. Submitted at least 4 Submitted 3 Submitted 2
May 2018 to
April 2019 7.5% developmentally developmentally developmentally
sequenced teaching and sequenced teaching and sequenced teaching and
learning process as learning process as learning process as
Efficiency evidently shown in MOV evidently shown in MOV evidently shown in MOV
1 and supported by any 1 1 and supported by any 1 1 and supported by any 1
of the other given MOV of the other given MOV of the other given MOV
Timeliness
3. CURRICULUM 8. Participated in Consistently participated Frequently participated in Occasionally participated

AND collegial in LACs/FGDs/ meetings LACs/FGDs/ meetings to in LACs/FGDs/ meetings
PLANNING discussions that to discuss discuss teacher/learner to discuss
use teacher and
teacher/learner feedback feedback to enrich teacher/learner feedback
learner feedback to
enrich teaching
Quality to enrich instruction as instruction as shown in to enrich instruction as
practice. shown in the MOV the MOV submitted shown in the MOV
submitted submitted
May 2018 to
April 2019
7.5%
Participated in at least 4 Participated in 3 Participated in 2

LACs/ FGDs/meetings as LACs/FGDs/ meetings as LACs/FGDs/ meetings as
Efficiency
evidently shown in any 1 evidently shown in any 1 evidently shown in any 1
of the given MOV of the given MOV of the given MOV
Timeliness

WEIGHT
9. Selected, Developed and used varied Developed and used varied Developed and used varied
developed, teaching and learning teaching and learning teaching and learning
organized, and resources including ICT, to resources including ICT, to resources including ICT, to
used appropriate address learning goals as address learning goals as address learning goals as
teaching and Quality shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
learning resources, rating of 7 rating of 8 rating of 5
including ICT, to
address learning
goals.
May 2018 to
April 2019 7.5%
Submitted at least 4 varied Submitted 3 varied teaching Submitted 2 varied teaching
teaching and learning and learning resources and learning resources
resources including ICT, as including ICT, as evidently including ICT, as evidently
Efficiency
evidently shown in MOV 1 shown in MOV 1 and shown in MOV 1 and
and supported by any 1 of supported by any 1 of the supported by any 1 of the
the acceptable MOV acceptable MOV acceptable MOV
Timeliness
4. ASSESSMENT 10. Designed, selected, Designed, selected, Designed, selected, Designed, selected,
AND organized and used
diagnostic, formative
organized and used organized and used organized and used
REPORTING diagnostic, formative and diagnostic, formative and diagnostic, formative and
and summative
assessment strategies summative assessment summative assessment summative assessment
consistent with strategies consistent with strategies consistent with strategies consistent with
curriculum Quality
requirements. curriculum requirements curriculum requirements curriculum requirements
as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5
May 2018 to
April 2019
7.5%
Submitted at least 4 Submitted 3 varied Submitted 2 varied

varied assessment tools assessment tools as assessment tools as
as evidently shown in any evidently shown in any 1 evidently shown in any 1
Efficiency
1 of the acceptable MOV of the acceptable MOV of the acceptable MOV
Timeliness

WEIGHT
4. ASSESSMENT 11. Monitored and Consistently monitored Frequently monitored and Occasionally monitored
AND evaluated learner and evaluated learner evaluated learner and evaluated learner
REPORTING progress and progress and progress and progress and
achievement using
achievement using achievement using achievement using
learner attainment
data.
Quality learner attainment data learner attainment data learner attainment data
as shown in MOV as shown in MOV as shown in MOV
submitted submitted submitted
May 2018 to
April 2019
7.5%
Submitted a combination Submitted a combination Submitted a combination
Efficiency
of at least 4 of the of 3 of the acceptable of 2 of the acceptable
acceptable MOV MOV MOV
Submitted MOV were Submitted MOV were Submitted MOV were

Timeliness
distributed across 4 distributed across 3 distributed across 2
quarters quarters quarters
12. Communicated Consistently showed Frequently showed Occasionally showed

promptly and clearly prompt and clear prompt and clear prompt and clear
the learner's needs, communication of the communication of the communication of the
progress and
learner's needs, progress learner's needs, progress learner's needs, progress
achievement to key
stakeholders, and achievement to key and achievement to key and achievement to key
including parents/ Quality stakeholders, including stakeholders, including stakeholders, including
guardians parents/ guardians as parents/ guardians as parents/ guardians as
shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted
May 2018 to
April 2019
7.5%
Submitted a combination Submitted a combination Submitted a combination

Efficiency
of at least 4 of the of 3 of the acceptable of 2 of the acceptable
Submitted MOV were Submitted MOV were Submitted MOV were

Timeliness
distributed across 4 distributed across 3 distributed across 2
quarters quarters quarters

WEIGHT
5. PLUS FACTOR 13. Performed various Consistently performed Frequently performed Occasionally performed
related various related various related various related
works/activities that works/activities that works/activities that works/activities that
contribute to the
contribute to the contribute to the contribute to the
teaching-learning
process Quality teaching-learning teaching-learning teaching-learning
process as shown in the process as shown in the process as shown in the
MOV submitted MOV submitted MOV submitted
May 2018 to
April 2019
10%
Submitted at least 4 Submitted 3 different Submitted 2 different

different kinds of kinds of acceptable MOV kinds of acceptable MOV
Efficiency
acceptable MOV
Timeliness
RA
100%
Ratee: Rater:
GUALBERTO CHIU CASTRO REUEL A. ALVAREZ, E.d.D.,P.h.D.

SHS TEACHER III PRINCIPAL IV
Approving Authority:
BASILIO P. MANA-AY JR., CESE

OIC - ASDS
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
BERTO CHIU CASTRO Name of Rater: REUEL A. ALVAREZ, E.d.D.,P.h.D.
EACHER III Position: PRINCIPAL IV
VICENTE DUTERTE NATIONAL HIGH SCHOOL Date of Review: APRIL 2019
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)
lied knowledge Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
ontent within
content and its content and its content and its content and its evidence was
across
iculum teaching integration within and integration within and integration within and integration within and shown
as. Quality across subject areas across subject areas across subject areas across subject areas
as shown in MOV1 as shown in MOV1 as shown in MOV1 as shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018
to April 7.5%
2019 Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No acceptable
lessons using MOV 1 lessons using MOV 1 lessons using MOV 1 given MOV evidence was
Efficiency and supported by any and supported by any and supported by any shown
1of the other given 1of the other given 1of the other given
MOV MOV MOV
Timeliness
d a range of Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
hing strategies
different teaching different teaching different teaching different teaching evidence was
enhance
ner strategies that strategies that strategies that strategies that shown
evement in
Quality
promote reading, promote reading, promote reading, promote reading,
acy and writing and/or writing and/or writing and/or writing and/or
meracy skills.
numeracy skills as numeracy skills as numeracy skills as numeracy skills as
shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
May 2018 to rating of 7 rating of 6 rating of 5 rating of 4
April 2019
7.5%
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No acceptable
learner-centered learner-centered learner-centered centered lesson as evidence was
lessons as shown in lessons as shown in lessons as shown in evidently shown in any shown
Efficiency MOV 1 and supported MOV 1 and supported MOV 1 and supported 1 of the given MOV
by any 1 of the other by any 1 of the other by any 1 of the other
MOV given MOV given MOV given
Timeliness
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
lied a range of Used different Used different Used different Used different No acceptable
hing strategies
teaching strategies teaching strategies teaching strategies teaching strategies evidence was
evelop critical
creative that develop critical that develop critical that develop critical that develop critical shown
kling, as well as
Quality
and creative thinking and creative thinking and creative thinking and creative thinking
er higher-order and/or other HOTS as and/or other HOTS as and/or other HOTS as and/or other HOTS as
king skills.
rating of 7 rating of 6 rating of 5 rating of 4
May 2018 to
April 2019 7.5%
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson as No acceptable
lessons as evidenced lessons as evidenced lessons as evidenced evidenced by any 1 of evidence was
Efficiency by MOV 1 and by MOV 1 and by MOV 1 and the given MOV shown
supported by any 1 of supported by any 1 of supported by any 1 of
the other given MOV the other given MOV the other given MOV
Timeliness
naged Used classroom Used classroom Used classroom Used classroom No acceptable
sroom structure
management management management management evidence was
ngage learners,
vidually or in strategies that engage strategies that engage strategies that engage strategies that engage shown
ups, in Quality
learners in learners in learners in learners in
aningful activities/tasks as activities/tasks as activities/tasks as activities/tasks as
anation,
overy and
ds-on activities May 2018 to rating of 7 rating of 6 rating of 5 rating of 4
in a range of April 2019
7.5%
sical learning Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
ronments.
lessons supported by supported by MOV 1 supported by MOV 1 supported by any of evidence was
Efficiency MOV 1 and any 1 of and any 1 of the other and any 1 of the other the acceptable MOV shown
the other acceptable acceptable MOV acceptable MOV
MOV
Timeliness
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
naged learner Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
avior management strategies management strategies management strategies management strategies evidence was shown
structively by of learner behavior that of learner behavior that of learner behavior that of learner behavior that
ying positive
promote positive and promote positive and promote positive and promote positive and
non-violent
ipline to ensure non-violent discipline as non-violent discipline as non-violent discipline as non-violent discipline as
Quality
ning-focused shown in MOV submitted shown in MOV submitted shown in MOV submitted shown in MOV submitted
ronments. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018 to
April 2019
7.5%
Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of Submitted any 1 of the No acceptable
the given strategies as the given strategies as the given strategies as given strategies as evidence was shown
Efficiency observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1 lesson
lessons
Timeliness
d differentiated, Applied differentiated Applied differentiated Applied differentiated Applied differentiated No acceptable
elopmentally teaching strategies to teaching strategies to teaching strategies to teaching strategies to evidence shown
ropriate learning address learner diversity address learner diversity address learner diversity address learner diversity
eriencce to
Quality as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
ress learner's
der, needs,
a rating of 7 a rating of 6 a rating of 5 a rating of 4
ngths, interests
experiences.
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
May 2018 to differentiated teaching differentiated teaching differentiated teaching differentiated teaching evidence shown
April 2019
7.5%
strategies in at least 2 strategies in at least 2 strategies in at least 2 strategy in only 1 lesson No
leassons as evidenced lessons as evidenced by lessons as evidenced by as evidently shown in any acceptable evidence
Efficiency by MOV 1 and supported MOV 1 and supported by MOV 1 and supported by 1 of the acceptable MOV was shown
by any 1 of the other any 1 of the other any 1 of the other
acceptable MOV acceptable MOV acceptable MOV
Timeliness
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
nned, managed Planned and implemented Planned and implemented Planned and implemented Planned and implemented No acceptable evidence
implemented developmentally sequenced developmentally sequenced developmentally sequenced developmentally sequenced was shown
elopmentally teaching and learning teaching and learning teaching and learning teaching and learning
uenced teaching process as shown in MOV 1 process as shown in MOV 1 process as shown in MOV 1 process as shown in MOV 1
Quality
learning with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
cesses to meet
iculum
uirements and
ed teaching
exts. Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
May 2018 to
April 2019 7.5% developmentally developmentally developmentally developmentally evidence was shown
sequenced teaching and sequenced teaching and sequenced teaching and sequenced teaching and
learning process as learning process as learning process as learning process as
Efficiency evidently shown in MOV evidently shown in MOV evidently shown in MOV evidently shown in any 1
1 and supported by any 1 1 and supported by any 1 1 and supported by any 1 of the given MOV
of the other given MOV of the other given MOV of the other given MOV
Timeliness
icipated in Consistently participated Frequently participated in Occasionally participated Rarely participated in No acceptable
egial in LACs/FGDs/ meetings LACs/FGDs/ meetings to in LACs/FGDs/ meetings LACs/FGDs/ meetings to evidence was shown
ussions that to discuss discuss teacher/learner to discuss discuss teacher/learner
teacher and
teacher/learner feedback feedback to enrich teacher/learner feedback feedback to enrich
ner feedback to
ch teaching
Quality to enrich instruction as instruction as shown in to enrich instruction as instruction as shown in
ctice. shown in the MOV the MOV submitted shown in the MOV the MOV submitted
submitted submitted
May 2018 to
April 2019
7.5%
Participated in at least 4 Participated in 3 Participated in 2 Participated 1 LAC/FGD/ No acceptable

LACs/ FGDs/meetings as LACs/FGDs/ meetings as LACs/FGDs/ meetings as meeting as evidently evidence was shown
Efficiency
evidently shown in any 1 evidently shown in any 1 evidently shown in any 1 shown in any 1 of the
of the given MOV of the given MOV of the given MOV given MOV
Timeliness
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
ected, Developed and used varied Developed and used varied Developed and used varied Developed and used varied No acceptable evidence
eloped, teaching and learning teaching and learning teaching and learning teaching and learning was shown
anized, and resources including ICT, to resources including ICT, to resources including ICT, to resources including ICT, to
d appropriate address learning goals as address learning goals as address learning goals as address learning goals as
hing and Quality shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a shown in MOV 1 with a
ning resources, rating of 7 rating of 8 rating of 5 rating of 4
uding ICT, to
ress learning
s.
May 2018 to
April 2019 7.5%
Submitted at least 4 varied Submitted 3 varied teaching Submitted 2 varied teaching Submitted any teaching and No acceptable evidence
teaching and learning and learning resources and learning resources learning resource including was shown
resources including ICT, as including ICT, as evidently including ICT, as evidently ICT, as evidently shown in
Efficiency
evidently shown in MOV 1 shown in MOV 1 and shown in MOV 1 and any of the acceptable MOV
and supported by any 1 of supported by any 1 of the supported by any 1 of the
the acceptable MOV acceptable MOV acceptable MOV
Timeliness
gned, selected, Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
nized and used
nostic, formative
organized and used organized and used organized and used organized and used evidence was shown
summative diagnostic, formative and diagnostic, formative and diagnostic, formative and diagnostic, formative and
ssment strategies summative assessment summative assessment summative assessment summative assessment
istent with strategies consistent with strategies consistent with strategies consistent with strategies consistent with
culum Quality
irements. curriculum requirements curriculum requirements curriculum requirements curriculum requirements
as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with as shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
May 2018 to
April 2019
7.5%
Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 assessment No acceptable

varied assessment tools assessment tools as assessment tools as tool as evidently shown in evidence was shown
as evidently shown in any evidently shown in any 1 evidently shown in any 1 any of the acceptable
Efficiency
1 of the acceptable MOV of the acceptable MOV of the acceptable MOV MOV
Timeliness
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
nitored and Consistently monitored Frequently monitored and Occasionally monitored Rarely monitored and No acceptable
uated learner and evaluated learner evaluated learner and evaluated learner evaluated learner evidence was shown
gress and progress and progress and progress and progress and
evement using
achievement using achievement using achievement using achievement using
ner attainment
a.
Quality learner attainment data learner attainment data learner attainment data learner attainment data
as shown in MOV as shown in MOV as shown in MOV as shown in MOV
submitted submitted submitted submitted
May 2018 to
April 2019
7.5%
Submitted a combination Submitted a combination Submitted a combination Submitted 1 acceptable No acceptable
Efficiency
of at least 4 of the of 3 of the acceptable of 2 of the acceptable MOV evidence was shown
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter
mmunicated Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable
mptly and clearly prompt and clear prompt and clear prompt and clear and clear communication evidence was shown
earner's needs, communication of the communication of the communication of the of the learner's needs,
gress and
learner's needs, progress learner's needs, progress learner's needs, progress progress and
evement to key
eholders, and achievement to key and achievement to key and achievement to key achievement to key
uding parents/ Quality stakeholders, including stakeholders, including stakeholders, including stakeholders, including
rdians parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
submitted submitted submitted submitted
May 2018 to
April 2019
7.5%
Submitted a combination Submitted a combination Submitted a combination Submitted any 1 of the No acceptable
Efficiency
of at least 4 of the of 3 of the acceptable of 2 of the acceptable given MOV evidence was shown
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness
distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter
2018-APRIL 2019

WEIGHT ACTUAL
JECTIVES TIMELINE
PER KRA RESULTS
ormed various Consistently performed Frequently performed Occasionally performed Rarely performed various No acceptable
ted various related various related various related related works/activities evidence was shown
ks/activities that works/activities that works/activities that works/activities that that contribute to the
ribute to the
contribute to the contribute to the contribute to the teaching-learning
hing-learning
cess Quality teaching-learning teaching-learning teaching-learning process as shown in the
process as shown in the process as shown in the process as shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
May 2018 to
April 2019
10%
Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable
different kinds of kinds of acceptable MOV kinds of acceptable MOV acceptable MOV evidence was shown
Efficiency
acceptable MOV
Timeliness
RATING FOR OVERALL ACCOMPLIS

100%
D
Rater:
RTO CHIU CASTRO REUEL A. ALVAREZ, E.d.D.,P.h.D.

HS TEACHER III PRINCIPAL IV
Approving Authority:
BASILIO P. MANA-AY JR., CESE

OIC - ASDS
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
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 integration within integration within integration within evidence
across curricuoum knowledge of content within and across subject
AND and across subject and across subject and across subject and across subject was shown
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 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 No
content and its integration in other subject leassons using MOV leassons using MOV leassons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
areas
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
strategies that strategies that strategies that strategies that evidence
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 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with 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 No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 the given 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
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 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 thinking and/or
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 other HOTS as
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 4
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 acceptable
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given evidence
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
given MOV given MOV given MOV
demonstration teaching
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 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments. 3. Others (Please specify and provide Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
annotations) lessons supported supported by MOV 1 supported by MOV 1 supported by any of acceptable
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable evidence
Efficiency of the other other acceptable other acceptable MOV was shown
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 promote positive promote positive promote positive
OF LEARNERS non-violent discipline and non-violent and non-violent and non-violent and non-violent
1. Providing motivation Quality
to ensure learning- discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environments. 2. Praising the learners/Giving positive feedback with a rating of 7 with a rating of 6 with a 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 strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
ideas/opinions Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied Applied Applied Applied No
developmentally and/or inter-observer agreement form about differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategies evidence
appropriate learning using differentiated, developmentally
to address learner to address learner to address learner to address learner shown
experiencce to appropriate learning experiences Quality diversity as shown diversity as shown diversity as shown diversity as shown
address learner's in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed rating of 7 rating of 6 rating of 5 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 teaching strategies teaching strategies teaching strategy in evidence
3. Instructional materials highlighting in at least 2 in at least 2 lessons in at least 2 lessons only 1 lesson as shown
differentiation in content, product, process, leassons as as evidenced by as evidenced by evidently shown in
evidenced by MOV MOV 1 and MOV 1 and any 1 of the No
learning environment or others according to Efficiency 1 and supported by supported by any 1 supported by any 1 acceptable MOV acceptable
learners' gender, needs, strengths, interests any 1 of the other of the other of the other evidence
and experiences acceptable MOV acceptable MOV acceptable MOV was shown

annotations)
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
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching and learning process and learning and learning and learning teaching and
and learning Quality process as shown in process as shown in process as shown in learning process as
processes to meet 2. Lesson plans/modified DLLs developed MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating shown in MOV 1
curriculumrequiremen highlighting developmetally sequenced of 7 of 6 of 5 with a rating of 4
ts and varied teaching instruction that meet curriculum goals and
contents. varied 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 evidence
curriculum goals and varied teaching contexts
and learning and learning and learning teaching and was shown
process as evidently process as evidently process as evidently learning process as
Efficiency shown in MOV 1 shown in MOV 1 shown in MOV 1 evidently shown in
4. Others (Please specify and provide and supported by and supported by and supported by any 1 of the given
annotations) any 1 of the other any 1 of the other any 1 of the other MOV
given MOV given MOV given 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
2. Minutes of LAC/FGD sessions on use of
practice. instruction as shown instruction as shown instruction as shown shown in the MOV
teacher and learner feedback to enrich teaching
in the MOV in the MOV in the MOV submitted
practice with proof of attendance submitted submitted submitted
3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No

annotations) 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 was shown
any 1 of the given any 1 of the given any 1 of the given 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 used varied used varied acceptable
AND PLANNING learning resources teaching and teaching and teaching and evidence
appropriate teaching using appropriate teaching and learning
including ICT, to learning resources learning resources learning resources was shown
and learning resources, including ICT address learning including ICT, to including ICT, to including ICT, to
resources, including Quality goals as shown in address learning address learning address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating goals as shown in goals as shown in goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 8 of 5 of 4
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 teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
annotations) Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable 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, evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING and summative and summative and summative formative and was shown
and summative assessment startegies assessment assessment assessment summative
assessment strategies consistent strategies consistent strategies consistent assessment
strategies consistent 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
with curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with a rating of 5 requirements as
3. Develop diagnostic tests: (a) with TOS reviewed shown in MOV 1
by superior; (b) with sample accomplished with a rating of 4
questionaire/answer sheets
4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
reviewed by superior; (b) with sample 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
accomplished questionaire/answer sheets
shown in any 1 of any 1 of the any 1 of the any of the was shown
Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics

11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified
MOV submitted MOV submitted MOV submitted submitted
least 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 Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
annotations) were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
was shown
12. Communicated 1. At least 3 samples of corrected test papers of Consistently Frequently showed Occasionally Rarely showed No
promptly and clearly the same 3 learners innthe same learning area showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication communication of clear communication communication of evidence
the learner's needs, with parents' or guardians' signature and date
of the learner's the learner's needs, of the learner's the learner's needs, was shown
progress and of receipt needs, progress and progress and needs, 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 submitted submitted submitted submitted
of 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 Poor
any 1 of No
combination of at(5) combination of 3 of combination of(3)
2 of the given MOV (2) acceptable
(1)
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 Submitted MOV Submitted MOV Submitted MOV No
progress and achievement submitted to other were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
stakeholders
was shown
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No
related performed various performed various performed various various related acceptable
works/activities that 2. Certificate of Training related related related works/activities that evidence
works/activities that works/activities that works/activities that contribute to the was shown
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in in the MOV
the MOV submitted the MOV submitted the MOV submitted 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 acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide Timeliness
annotations)
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
across curricuoum form about knowledge of content within and
AND
teaching areas. across subject areas
PEDAGOGY
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

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

teaching strategies sheet and/or inter-observer agreement
that enhance learner form about teaching strategies that
achievement in enhance learner achievement in literacy
literacy and numeracy and 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
develop critical and form about teaching strategies to develop
creative thinkling, as critical and creative thinking, as well as
well as other higher- other 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
AND DIVERSITY learners, individually form about managing classroom structure
or in groups, in that 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
constructively by form about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused 1. Providing motivation
environments.
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
appropriate learning form about using differentiated,
experiencce to developmentally appropriate learning
address learner's experiences
gender, needs,
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,
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
developmentally form about using developmentally
sequenced teaching sequenced teaching and learning process
and learning
processes to meet
curriculumrequiremen 2. Lesson plans/modified DLLs developed
ts 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
appropriate teaching form about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks
learning goals. sheets/work sheets, powerpoint
presentations, video clips, module, SIMs-
Strategic Intervention Matertials, Other
2. Lesson plans/modified DLLs with

apprropriate instructional materials
appended

annotations)
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating

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

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

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
data.
with 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
the learner's needs, learning area with parents' or guardians'
progress and signature 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 2. Certificate of Training
teaching-learning
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 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
personal 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.
4 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
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 directions.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems 5 Develops and adopts service improvement programs through simplified procedures that will further
and 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 productivity to create higher value and results.
correctly and consistently. Able to produce very satisfactoy quality of work in terms of 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
usefulness/acceptability 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
3 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
or more precise ways of meeting goals set. 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
5 Makes specific changes in the system or in own work methods to improve performance. Examples
may 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
RATINGS
PETENCIES
3.17
PART IV: DEVELOPMENT PLANS
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEED

(Recommended Developmental Intervention)
A. Functional Competencies
Uses ingenious methods to accomplish Fast Internet Connection, co

Works constructively and collaboratively with Exposed oneself to trainings on efficiently accomplishing
responsibilties. Demonstrates resourcefulness
others and across organizations to accomplish and the ability to succeed with minimal resposibilities. First hand experiences can improve the resource June 2019-March 2020 Deped Orders and Memor
organizational goals and objectives. fulness og an individual. Budget for Trainings and Se
resources.
Fast Internet Connection, co

Applies negotiation principles in arriving at win- Translates creative thinking into tangible changes Read more researches that involves implementing changes and
win agreements. and solutions that improve the work unit and solutions that drastically help/improve work unit and the June 2019-March 2020 Deped Orders and Memor
organization. organization. Budget for Trainings and Se
Demonstrates an ability to think "beyond the To be more engaged in counseling/coaching, seminar-

Promotes collaboration and removes barriers to Fast Internet Connection, co
box". Continuously focuses on improving workshops, and trainings as well as to exercise self-
teamwork and goal accomplishment across the June 2019-March 2020 Deped Orders and Memor
organization.
personal productivity to create higher value and managed learning to widen perceptive views which shall
results. Budget for Trainings and Se
lead to productivity.
B. Core Behavioral Competencies
*Monitor updates related to the standards set by the

Delivers error-free outputs most of the time
Expresses a desire to do better and may express by conforming to standard operating department and the organization through coaching and Fast Internet Connection, co
frustration at waste or inefficiency. May focus on mentoring. June 2019-March 2020 Deped Orders and Memor
new or more precise ways of meeting goals set. procedures to produce very satisfactory *To be acquainted with different communication Budget for Trainings and Se
quality of work. letters specified by the Department.
Feedback:
GUALBERTO CHIU CASTRO REUEL A. ALVAREZ, E.d.D., P.h.D. BASILIO P. MANA-AY JR., CESE - OIC ASD
Ratee Rater Approving Authority
EVELOPMENT PLANS
RESOURCES NEEDED
Fast Internet Connection, computer,

Deped Orders and Memoranda,
Budget for Trainings and Seminars



BASILIO P. MANA-AY JR., CESE - OIC ASDS
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 PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
Ratee Ratee Approving Authority

PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN

MONITORING AND COACHING FORM
SIGNATURE
(Rater/Ratee)
Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
GOV. VICENTE DUTERTE NATIONAL HIGH SCHOOL
Durian St. NHA Bangkal, Davao City
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,
4. in 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
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
Republika ng Pilipinas
KAGAWARAN NG EDUKASYON
GOV. VICENTE DUTERTE NATIONAL HIGH SCHOOL
Durian St. NHA Bangkal, Davao City
OBSERVATION NOTES FORM
OBSERVER: DATE:
TEACHER OBSERVED: TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer

ANNOTATION
DESCRIPTION OF THE MOV

OBJECTIVES MEANS OF VERIFICATION PRESENTED
ANNOTATION
ANNOTATIONS

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RPMS TOOL for TEACHER I-III

Name of Employee: GUALBERTO CHIU CASTRO Position: SHS TEACHER III

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title SHS TEACHER III Salary Grade 13

Reports to PRINCIPAL / SCHOOL HEAD Page/s

Trainings In-service training RELEVANT TRAINING

Name of Employee: GUALBERTO CHIU CASTRO Position: SHS TEACHER III

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title SHS TEACHER III Salary Grade 13

Reports to PRINCIPAL / SCHOOL HEAD Page/s

DUTIES AND RESPONSIBILITIES

Name of Employee: GUALBERTO CHIU CASTRO Position: SHS TEACHER III

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title SHS TEACHER III Salary Grade 13

Reports to PRINCIPAL / SCHOOL HEAD Page/s

TO BE FILLED OUT DURING PLANNING

1. CONTENT 1. Applied knowledge Showed knowledge of Showed knowledge of Showed knowledge of

2. Used a range of Facilitated using Facilitated using Facilitated using

TO BE FILLED OUT DURING PLANNING

3. Applied a range of Used different Used different Used different

2. LEARNING 4. Managed Used classroom Used classroom Used classroom

TO BE FILLED OUT DURING PLANNING

2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher

Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of

6. Used differentiated, Applied differentiated Applied differentiated Applied differentiated

TO BE FILLED OUT DURING PLANNING

3. CURRICULUM 8. Participated in Consistently participated Frequently participated in Occasionally participated

Participated in at least 4 Participated in 3 Participated in 2

TO BE FILLED OUT DURING PLANNING

Submitted at least 4 Submitted 3 varied Submitted 2 varied

TO BE FILLED OUT DURING PLANNING

Submitted MOV were Submitted MOV were Submitted MOV were

12. Communicated Consistently showed Frequently showed Occasionally showed

Submitted a combination Submitted a combination Submitted a combination

Submitted MOV were Submitted MOV were Submitted MOV were

TO BE FILLED OUT DURING PLANNING

Submitted at least 4 Submitted 3 different Submitted 2 different

GUALBERTO CHIU CASTRO REUEL A. ALVAREZ, E.d.D.,P.h.D.

BASILIO P. MANA-AY JR., CESE

TO BE FILLED OUT DURING PLANNING

TO BE FILLED OUT DURING PLANNING

TO BE FILLED OUT DURING PLANNING

TO BE FILLED OUT DURING PLANNING

Participated in at least 4 Participated in 3 Participated in 2 Participated 1 LAC/FGD/ No acceptable

TO BE FILLED OUT DURING PLANNING

Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 assessment No acceptable

TO BE FILLED OUT DURING PLANNING

TO BE FILLED OUT DURING PLANNING

RATING FOR OVERALL ACCOMPLIS

RTO CHIU CASTRO REUEL A. ALVAREZ, E.d.D.,P.h.D.

BASILIO P. MANA-AY JR., CESE

5. Others (Please specify and provide

3. Setting house rules/guidelines

7. Encouraging learners to asks questions

8. Others (Please specify and provide

4. Others (Please specify and provide

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

3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No

6. Others (Please specify and provide

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