Appendix B

RPMS Tool for Teacher I-III

(Proficient Teachers)

PCP No. ______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Department of Education

Position Title Teacher I - III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor’s degree plus 18 units in Education
Experience None required
Eligibility RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET Passer
Trainings In-service training

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 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 and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains 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

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Major Final Outputs Key Result Areas
Objectives
(MFOs) (KRAs)
1. Applied knowledge of content within
and across curriculum teaching areas.
2. Used a range of teaching strategies
Content Knowledge and that enhance learner achievement in
Pedagogy literacy and numeracy skills.
3. Applied a range of teaching
strategies to develop critical and
Means of Verification (MOV)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
knowledge of content within and across curriculum
teaching 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 material(s) highlighting
integration of content knowledge within and across
subject areas
5. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
teaching strategies that enhance learner
achievement in literacy and numeracy 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
4. Performance tasks/test material(s) used in
teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
teaching strategies to develop critical and creative
134
 creative thinking, as well as other
higher-order thinking skills.
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
environments.
Learning Environment and
Diversity of Learners 5. Managed learner behavior
constructively by applying positive and inter-observer agreement form about teacher
non-violent discipline to ensure
learning-focused environments.
thinking, as well as other higher-order thinking
skills
2. Lesson plans/modified DLLs used in teaching
highlighting different teaching 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
4. Performance tasks/test material(s) used in
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about
managing classroom structure that engages
learners in various activities
2. Lesson plans/modified DLLs highlighting various
classroom management strategies that engage
learners in activities/tasks in different physical
learning environments
3. Others (Please specify and provide annotations)
Classroom observation tool (COT) rating sheet and/or
management of learner behavior using the following
strategies:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
135

6. Used differentiated, developmentally
appropriate learning experiences to
address learners’ gender, needs,
strengths, interests and experiences.
7. Planned, managed and implemented
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
Curriculum and Planning teaching contexts.
7. Encouraging learners to ask questions
8. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about using
differentiated, developmentally appropriate
learning 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
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests and
experiences
4. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form about using
developmentally sequenced teaching and learning
process
2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that meet
curriculum goals and varied teaching contexts
3. Instructional materials used to implement
developmentally sequenced teaching and learning
process to meet curriculum requirements and
varied teaching contexts
4. Others (Please specify and provide annotations)
136

8. Participated in collegial discussions
that use teacher and learner feedback
to enrich teaching practice.
9. Selected, developed, organized and 1. Classroom observation tool (COT) rating sheet
used appropriate teaching and learning
resources, including ICT, to address
learning goals.
Assessment and Reporting 10. Designed, selected, organized and 1. Classroom observation tool (COT) rating sheet
used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
1. Personal notes of teachers on
LACs/FGDs/meetings with proof of attendance
2. Minutes of LAC/FGD sessions on use of teacher
and learner feedback to enrich teaching practice
with proof of attendance
3. Others (Please specify and provide annotations)
and/or inter-observer agreement form about using
appropriate teaching and learning resources,
including ICT
Examples:
 Activity sheets/task sheets/work sheets
 PowerPoint presentations
 Video clips
 Module
 SIMs-Strategic Intervention Materials
 Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
3. Others (Please specify and provide annotations)
and/or inter-observer agreement form about using
diagnostic, formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs highlighting
appropriate use of formative assessment
strategies
3. Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
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11. Monitored and evaluated learner
progress and achievement using
learner attainment data.
12. Communicated promptly and
clearly the learners’ needs, progress
and achievement to key stakeholders,
including parents/guardians.
4. Developed summative tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
5. Others (Please specify and provide annotations)
1. Compilation of a learner’s written work with
summary of results and with signature of parents
2. Formative/summative assessment tools 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
5. Others (Please specify and provide annotations)
1. At least 3 samples of corrected test papers of the
same 3 learners in the same learning area with
parents’ or guardians’ signature and date of receipt
2. Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s 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
138
 13. Performed various related
works/activities that contribute to the
teaching-learning process.
Plus Factor
1. Certificate of Recognition or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)
139
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied knowledge 1. Classroom observation tool Quality Showed Showed Showed Showed No
of content within and (COT) rating sheet and/or inter- knowledge of knowledge of knowledge of knowledge of acceptable
across curriculum observer agreement form about content and its content and its content and its content and its evidence
teaching areas. knowledge of content within and integration within integration integration integration within was shown
across curriculum teaching areas and across within and within and and across
2. Lesson plans/modified DLLs subject areas as across subject across subject subject areas as
developed highlighting integration shown in MOV 1 areas as shown areas as shown shown in MOV 1
of content knowledge within and with a rating of 7 in MOV 1 with in MOV 1 with a with a rating of 4
across subject areas a rating of 6 rating of 5
3. Instructional materials Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
highlighting mastery of content least 4 lessons lessons using lessons using of the given acceptable
and its integration in other subject using MOV 1 MOV 1 and MOV 1 and MOV evidence
areas and supported supported by supported by was shown
4. Performance tasks/test by any 1 of the any 1 of the any 1 of the
material(s) highlighting integration other given MOV other given other given
of content knowledge within and MOV MOV
across subject areas
5. Others (Please specify and
provide annotations) Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters
2. Used a range of 1. Classroom observation tool Quality Facilitated using Facilitated Facilitated using Facilitated using No
teaching strategies (COT) rating sheet and/or inter- different using different different different acceptable
that enhance learner observer agreement form about teaching teaching teaching teaching evidence
achievement in teaching strategies that enhance strategies that strategies that strategies that strategies that was shown
promote promote promote promote reading,

140
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
literacy and learner achievement in literacy reading, writing reading, writing reading, writing writing and/or
numeracy skills. and numeracy skills and/or numeracy and/or and/or numeracy skills
2. Lesson plans/modified DLLs skills as shown numeracy skills numeracy skills as shown in
used in teaching highlighting in MOV 1 with a as shown in as shown in MOV 1 with a
learner-centered strategies that rating of 7 MOV 1 with a MOV 1 with a rating of 4
promote literacy and/or rating of 6 rating of 5
numeracy skills Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
3. Instructional materials least 4 learner- learner- learner- learner-centered acceptable
highlighting learner-centered centered centered centered lesson as evidence
strategies that promote literacy lessons as lessons as lessons as evidently shown was shown
and/or numeracy skills evidently shown evidently evidently shown in any of the
4. Performance tasks/test in MOV 1 and shown in MOV in MOV 1 and given MOV
material(s) used in teaching supported by 1 and supported by
5. Results of assessment used in any 1 of the supported by any 1 of the
teaching other MOV given any 1 of the other MOV
6. Others (Please specify and other MOV given
provide annotations) given
Timeliness
3. Applied a range of 1. Classroom observation tool Quality Used different Used different Used different Used different No
teaching strategies to (COT) rating sheet and/or inter- teaching teaching teaching teaching acceptable
develop critical and observer agreement form about strategies that strategies that strategies that strategies that evidence
creative thinking, as teaching strategies to develop develop critical develop critical develop critical develop critical was shown
well as other higher- critical and creative thinking, as and creative and creative and creative and creative
order thinking skills. well as other higher-order thinking and/or thinking and/or thinking and/or thinking and/or
thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
used in teaching highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
different teaching strategies that of 6 of 5

141
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
develop critical and creative Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
thinking and/or other HOTS least 4 lessons lessons as lessons as lesson as acceptable
3. Instructional materials as evidenced by evidenced by evidenced by evidenced by evidence
highlighting different teaching MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
strategies that develop critical supported by supported by supported by given MOV
and creative thinking and/or any 1 of the any 1 of the any 1 of the
other HOTS other given MOV other given other given
4. Performance tasks/test MOV MOV
material(s) used in
demonstration teaching Timeliness
5. Results of assessment used in
teaching
6. Others (Please specify and
provide annotations)
4. Managed 1. Classroom observation tool Quality Used classroom Used Used classroom Used classroom No
classroom structure (COT) rating sheet and/or inter- management classroom management management acceptable
to engage learners, observer agreement form about strategies that management strategies that strategies that evidence
individually or in managing classroom structure engage learners strategies that engage learners engage learners was shown
groups, in meaningful that engages learners in various in activities/tasks engage in in activities/tasks
exploration, discovery activities as shown in learners in activities/tasks as shown in
and hands-on 2. Lesson plans/modified DLLs MOV 1 with a activities/tasks as shown in MOV 1 with a
activities within a highlighting various classroom rating of 7 as shown in MOV 1 with a rating of 4
range of physical management strategies that MOV 1 with a rating of 5
learning engage learners in rating of 6
environments. activities/tasks in different Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
physical learning environments least 4 lessons lessons lessons lesson acceptable
3. Others (Please specify and supported by supported by supported by supported by evidence
provide annotations) MOV 1 and any MOV 1 and MOV 1 and any was shown

142
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1 of the other any 1 of the 1 of the other any of the
acceptable MOV other acceptable acceptable MOV
acceptable MOV
MOV
Timeliness
5. Managed learner Classroom observation tool (COT) Quality Applied teacher Applied teacher Applied teacher Applied teacher No
behavior rating sheet and/or inter-observer management management management management acceptable
constructively by agreement form about teacher strategies of strategies of strategies of strategies of evidence
applying positive and management of learner behavior learner behavior learner learner behavior learner behavior was shown
non-violent discipline using the following strategies: that promote behavior that that promote that promote
to ensure learning- 1. Providing motivation positive and promote positive and positive and
focused 2. Praising the learners/Giving non-violent positive and non-violent non-violent
environments. positive feedback discipline as non-violent discipline as discipline as
3. Setting house rules/guidelines shown in MOV discipline as shown in MOV shown in MOV
4. Ensuring learners’ active submitted with a shown in MOV submitted with a submitted with a
participation rating of 7 submitted with rating of 5 rating of 4
5. Allowing learners to express a rating of 6
their ideas/opinions Efficiency Submitted at Submitted at Submitted at Submitted any 1 No
6. Giving equal opportunities to least 4 of the least 4 of the least 4 of the of the given acceptable
learners given strategies given strategies given strategies strategies as evidence
7. Encouraging learners to ask as observed in as observed in as observed in observed in only was shown
questions at least 4 3 lessons 2 lessons 1 lesson
8. Others (Please specify and lessons
provide annotations)

Timeliness

143
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Used 1. Classroom observation tool Quality Applied Applied Applied Applied No
differentiated, (COT) rating sheet and/or inter- differentiated differentiated differentiated differentiated acceptable
developmentally observer agreement form about teaching teaching teaching teaching evidence
appropriate learning using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address learner address learner address learner
address learners’ learning experiences diversity as diversity as diversity as diversity as
gender, needs, 2. Lesson plans/modified DLLs shown in MOV 1 shown in MOV shown in MOV shown in MOV 1
strengths, interests developed highlighting with a rating of 7 1 with a rating 1 with a rating with a rating of 4
and experiences. differentiation in content, product, of 6 of 5
process, learning environment or Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
others according to learners’ least 4 differentiated differentiated differentiated acceptable
gender, needs, strengths, differentiated teaching teaching teaching evidence
interests and experiences teaching strategies in at strategies in 2 strategy in only 1 shown
3. Instructional materials developed strategies in at least 2 lessons lessons as lesson as No
highlighting differentiation in least 2 lessons as evidenced evidenced by evidently shown acceptable
content, product, process, as evidenced by by MOV 1 and MOV 1 and in any 1 of the evidence
learning environment or others MOV 1 and supported by supported by acceptable MOV was shown
according to learners’ gender, supported by any 1 of the any 1 of the
needs, strengths, interests and any 1 of the other other
experiences other acceptable acceptable acceptable
4. Others (Please specify and MOV MOV MOV
provide annotations)
Timeliness
7. Planned, managed 1. Classroom observation tool Quality Planned and Planned and Planned and Planned and No
and implemented (COT) rating sheet and/or inter- implemented implemented implemented implemented acceptable
developmentally observer agreement form about developmental- developmental- developmental- developmentally evidence
sequenced teaching using developmentally ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and

144
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
processes to meet sequenced teaching and learning learning process learning learning learning process
curriculum process as shown in process as process as as shown in
requirements and 2. Lesson plans/modified DLLs MOV 1 with a shown in MOV shown in MOV MOV 1 with a
varied teaching highlighting developmentally rating of 7 1 with a rating 1 with a rating rating of 4
contexts. sequenced instruction that meet of 6 of 5
curriculum goals and varied Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
teaching contexts least 4 developmental- developmental- developmentally acceptable
3. Instructional materials used to developmental- ly sequenced ly sequenced sequenced evidence
implement developmentally ly sequenced teaching and teaching and teaching and was shown
sequenced teaching and learning teaching and learning learning learning process
process to meet curriculum learning process process as process as as evidently
requirements and varied as evidently evidently evidently shown shown in any 1
teaching contexts. shown in MOV 1 shown in MOV in MOV 1 and of the given
4. Others (Please specify and and supported 1 and supported by MOV
provide annotations) by any 1 of the supported by any 1 of the
other given MOV any 1 of the other given
other given MOV
MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
collegial discussions LACs/FGDs/meetings with proof participated in participated in participated in participated in acceptable
that use teacher and of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to meetings to meetings to meeting to was shown
enrich teaching use of teacher and learner discuss discuss discuss discuss
practice. feedback to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice with proof of attendance feedback to feedback to feedback to feedback to
3. Others (Please specify and enrich enrich enrich enrich instruction
provide annotations) instruction as instruction as instruction as

145
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
shown in the shown in the shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Participated in at Participated in Participated in 2 Participated in 1 No

least 4 3 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently evidently shown evidently shown was shown
evidently shown shown in any 1 in any 1 of the in any 1 of the
in any 1 of the of the given given MOV given MOV
given MOV MOV
Timeliness
9. Selected, 1. Classroom observation tool Quality Developed and Developed and Developed and Developed and No
developed, organized (COT) rating sheet and/or inter- used varied used varied used varied used varied acceptable
and used appropriate observer agreement form about teaching and teaching and teaching and teaching and evidence
teaching and learning using appropriate teaching and learning learning learning learning was shown
resources, including learning resources, including ICT resources, resources, resources, resources,
ICT, to address Examples: including ICT, to including ICT, including ICT, to including ICT, to
learning goals.  Activity sheets/task address learning to address address address learning
sheets/work sheets goals as shown learning goals learning goals goals as shown
 PowerPoint presentations in MOV 1 with a as shown in as shown in in MOV 1 with a
 Video clips rating of 7 MOV 1 with a MOV 1 with a rating of 4
 Module rating of 6 rating of 5
 SIMs-Strategic Intervention Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
Materials least 4 varied varied teaching varied teaching teaching and acceptable
 Others teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT, as
including ICT, as as evidently as evidently evidently shown

146
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Lesson plans/modified DLLs with evidently shown shown in MOV shown in MOV in any of the
appropriate instructional in MOV 1 and 1 and 1 and supported acceptable MOV
materials appended supported by supported by by any 1 of the
3. Others (Please specify and any 1 of the any 1 of the acceptable
provide annotations) acceptable MOV acceptable MOV
MOV
Timeliness
10. Designed, 1. Classroom observation tool Quality Designed, Designed, Designed, Designed, No
selected, organized (COT) rating sheet and/or inter- selected, selected, selected, selected, acceptable
and used diagnostic, observer agreement form about organized and organized and organized and organized and evidence
formative and using diagnostic, formative and used diagnostic, used used diagnostic, used diagnostic, was shown
summative summative assessment formative and diagnostic, formative and formative and
assessment strategies summative formative and summative summative
strategies consistent 2. Prepared lesson plans/modified assessment summative assessment assessment
with curriculum DLLs highlighting appropriate strategies assessment strategies strategies
requirements. use of formative assessment consistent with strategies consistent with consistent with
strategies curriculum consistent with curriculum curriculum
3. Developed diagnostic tests: (a) requirements as curriculum requirements as requirements as
with TOS reviewed by superior; shown in MOV 1 requirements shown in MOV shown in MOV 1
(b) with sample accomplished with a rating of 7 as shown in 1 with a rating with a rating of 4
questionnaire/answer sheets MOV 1 with a of 5
4. Developed summative tests: (a) rating of 6
with TOS reviewed by superior; Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
(b) with sample accomplished least 4 varied varied varied assessment tool acceptable
questionnaire/answer sheets assessment assessment assessment as evidently evidence
5. Developed performance tasks: tools as tools as tools as shown in any of was shown
(a) with rubrics reviewed by evidently shown evidently evidently shown the acceptable
shown in any 1 in any 1 of the MOV

147
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
superior; (b) with sample in any 1 of the of the acceptable
accomplished rubrics acceptable MOV acceptable MOV
6. Others (Please specify and MOV
provide annotations)
Timeliness
11. Monitored and 1. Compilation of a learner’s written Quality Consistently Frequently Occasionally Rarely No
evaluated learner work with summary of results and monitored and monitored and monitored and monitored and acceptable
progress and with signature of parents evaluated evaluated evaluated evaluated evidence
achievement using 2. Formative/summative learner progress learner learner progress learner progress was shown
learner attainment assessment tools with TOS and and progress and and and
data. frequency of errors with identified achievement achievement achievement achievement
least mastered skills using learner using learner using learner using learner
3. Class records/grading sheets attainment data attainment data attainment data attainment data
4. Lesson plans/modified DLLs as shown in the as shown in the as shown in the as shown in the
showing index of mastery MOV submitted MOV submitted MOV submitted MOV submitted
5. Others (Please specify and
provide annotations) Efficiency Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of combination of acceptable MOV acceptable
at least 4 of the 3 of the 2 of the evidence
acceptable MOV acceptable acceptable was shown
MOV MOV

Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No

were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters

148
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Communicated 1. At least 3 samples of corrected Quality Consistently Frequently Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt showed prompt showed prompt prompt and clear acceptable
the learners’ needs, learners in the same learning and clear and clear and clear communication evidence
progress and area with parents’ or guardians’ communication communication communication of the learners’ was shown
achievement to key signature and date of receipt of the learners’ of the learners’ of the learners’ needs, progress
stakeholders, 2. Minutes of PTA meetings or needs, progress needs, needs, progress and
including Parent-Teacher conferences in and progress and and achievement to
parents/guardians. all quarters with proof of achievement to achievement to achievement to key
parents’/guardians’ attendance key key key stakeholders,
3. Report cards with parent’s or stakeholders, stakeholders, stakeholders, including
guardian’s signature in all including including including parents/
quarters supported by minutes of parents/ parents/ parents/ guardians as
meeting guardians as guardians as guardians as shown in the
4. Communication with parents/ shown in the shown in the shown in the MOV submitted
guardians using various MOV submitted MOV submitted MOV submitted
modalities Efficiency Submitted a Submitted a Submitted a Submitted any 1 No
5. Anecdotal record showing entries combination of combination of combination of of the given acceptable
per quarter at least 4 of the 3 of the 2 of the MOV evidence
6. Other documents showing acceptable MOV acceptable acceptable was shown
learners’ needs, progress and MOV MOV
achievement submitted to other
stakeholders Timeliness Submitted MOV Submitted Submitted MOV Submitted MOV No
were distributed MOV were were distributed was completed acceptable
across 4 distributed across 2 in only 1 quarter evidence
quarters across 3 quarters was shown
quarters

149
 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed 1. Certificate of Recognition or Quality Consistently Frequently Occasionally Rarely No
various related Participation performed performed performed performed acceptable
works/activities that 2. Certificate of Training various related various related various related various related evidence
contribute to the 3. Certificate of Speakership work/activities work/activities work/activities work/activities was shown
teaching-learning 4. Committee involvement that contribute to that contribute that contribute that contribute to
process. 5. Advisorship of Co-curricular the teaching to the teaching to the teaching the teaching
activities learning process learning learning learning process
6. Book or Journal Authorship/Co- as shown in the process as process as as shown in the
authorship/Contributorship MOV submitted shown in the shown in the MOV submitted
7. Coordinatorship/Chairpersonship MOV submitted MOV submitted
8. Coaching and mentoring learners Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No
in competitions least 4 different different kinds different kinds of the acceptable
9. Mentoring pre-service/in-service kinds of of acceptable of acceptable acceptable MOV evidence
teachers acceptable MOV MOV MOV was shown
10. Others (Please specify and
provide annotations)

Timeliness

150
This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.

151
 Appendix L

COT-RPMS
OBSERVATION NOTES FORM

OBSERVER: _____________________________________________ DATE: ________________________

TEACHER OBSERVED: ___________________________________ QUARTER: ____________________

SUBJECT & GRADE LEVEL TAUGHT: TIME STARTED: ________________

_____________________________________________________________ TIME ENDED: __________________

GENERAL OBSERVATIONS:

This Tool was developed through the Philippine National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government through the Basic Education Sector
Transformation (BEST) Program.

212
 GENERAL OBSERVATIONS:

_________________________________________
Signature over Printed Name of the Observer

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic Education
Sector Transformation (BEST) Program.

213
 Appendix M

Annotation Template

Description of the MOV

Objectives Means of Verification Annotations
Presented

214
Appendix J.1

185
 RUBRIC LEVEL SUMMARY

LEVEL LEVEL NAME DESCRIPTION

The teacher demonstrates a limited range of loosely-associated pedagogical aspects of

3 ORGANIZING
the indicator.

The teacher demonstrates a range of associated pedagogical aspects of the indicator

4 DEVELOPING
that sometimes align with the learners’ developmental needs.

The teacher demonstrates a range of associated pedagogical aspects of the indicator

5 APPLYING
that usually align with the learners’ developmental needs.

The teacher uses well-connected pedagogical aspects of the indicator consistently

6 CONSOLIDATING
aligned with student development that supports students to be successful learners.

The teacher uses well-connected pedagogical aspects of the indicator to create an

7 INTEGRATING
environment that addresses individual and group learning goals.

186
 INDICATOR 1 Applies knowledge of content within and across curriculum teaching areas

3 4
The teacher demonstrates
minor content errors either in
the presentation of the lesson
or in responding to learners’
questions or comments. The
lesson content displays
simple coherence.
1. The teacher indicates some
awareness of other ideas of
the same discipline that are
connected to the lesson but
does not make solid
connection.
The teacher demonstrates
accurate knowledge of key
concepts both in the presentation
of the lesson and in responding to
learners’ questions or comments.
The lesson content displays
coherence.
The teacher attempts to make
connections across curriculum
content areas if appropriate.
FEATURES OF PRACTICE
1. The teacher clearly explains
concepts and makes no content
errors.
2. The content appears to be
accurate and its focus shows
awareness of the ideas and
structure of the discipline.
3. The teacher demonstrates
factual knowledge of subject
matter and attempts to connect
content across disciplines.
5 6
The teacher demonstrates
accurate and in-depth
knowledge of most concepts
in the presentation of the
lesson and in responding to
learners’ questions in a
manner that attempts to be
responsive to student
developmental learning
needs.
The teacher makes connections
across curriculum content areas
if appropriate.
1. The teacher displays
comprehensive
understanding of the
concepts and structure of
the disciplines.
2. The teacher addresses
content accurately and
makes connections across
disciplines.
3.
The teacher demonstrates
accurate, in-depth and broad
knowledge of all concepts in
the presentation of the lesson
and in responding to learners’
questions in a manner that is
responsive to learner‘s
developmental needs and
promotes learning.
The teacher makes
meaningful connections
across curriculum content
areas, if appropriate.
1. The teacher displays
extensive knowledge of
content.
2. The teacher cites intra-
and interdisciplinary
content relationships.
3. The teacher addresses
content accurately and its
focus is congruent with the
big ideas and/or structure of
the discipline.
7
The teacher applies high-level
knowledge of content and
pedagogy that creates a
conducive learning
environment that enables an
in-depth and sophisticated
understanding of the teaching
and learning process to meet
individual or group learning
needs within and across
curriculum content areas.
1. The teacher applies
extensive knowledge of
content beyond his/her
area of specialization.
2. The teacher motivates
learners to investigate
the content area to
expand their knowledge
and satisfy their natural
curiosity.

CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
SIMPLE COHERENCE
central ideas of the topic or lesson content is free from errors knowledge within and across
a basic logic in the sequence of the
curriculum content areas
lesson with one part linked to the
CURRICULUM CONTENT AREAS IN-DEPTH KNOWLEDGE
next
different learning/subject areas foundational knowledge and finer details HIGH-LEVEL KNOWLEDGE
taught and learned in the basic and within the curriculum content complex content knowledge within
MINOR CONTENT ERRORS
secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson

187
 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
INDICATOR 2
skills

3 4 5 6 7
The teacher uses loosely- The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well-
connected teaching strategies to teaching strategies that address relevant strategies that enhance relevant strategies that enhance connected teaching strategies
address learners’ literacy and/or learners’ literacy and/or numeracy learners’ literacy and/or learners’ literacy and/or that promote individual and
needs. numeracy skills. numeracy skills. group learners’ critical literacy
numeracy needs.
and/or critical numeracy skills.

1. The teacher defines general
terms in the lesson but fails
to define specific terms
needed to develop learners’
full understanding of literacy
and/or numeracy concepts.
Example: The teacher
defines fraction but fails to
define/explain numerator and
denominator.
FEATURES OF PRACTICE
1. In some parts of the lesson, 1. The teacher routinely 1. The teacher employs
1. The teacher uses activities
the teacher provides activities provides activities to enhance structured activities that
that enhance literacy
which address learners’ learners’ literacy and/or enhance and support
and/or numeracy in almost
literacy and/or numeracy numeracy skills in all aspects learners’ higher level of
all aspects of the lesson.
needs but fails to do so in of the lesson. literacy and/or numeracy
some critical parts of the skills as a significant part
lesson where either or both of his/her instruction.
skills are necessary.

LOOSELY-CONNECTED TEACHING STRATEGIES
teaching approaches which are mismatched in
addressing literacy and/or numeracy needs
CRITICAL LITERACY
critically analyzing and evaluating the meaning
of text as it relates to global issues to inform
a critical stance, response and/or action
CRITICAL NUMERACY
ability to effectively use mathematical concepts in
applying, analyzing, evaluating and creating ideas
CLARIFICATIONS
OCCASIONALLY
occurs irregularly in the duration of the lesson
FREQUENTLY
occurs often times in the duration of the lesson
CONSISTENTLY
occurs constantly in the duration of the lesson
RELEVANT
teaching approaches which are moderately
associated with the learners’ developmental needs to
enhance literacy and/or numeracy skills
and diagrams; process information; solve problems and
LITERACY SKILLS
skills needed for reading and writing. These may
include
awareness of sounds of language, awareness of print
and the relationship between letters and sounds. Other
skills such as creating knowledge through writing as
well as developing media and technology are part of
literacy skills.
NUMERACY SKILLS
skills which consist of comprehending and applying
fundamental arithmetic operations like addition,
subtraction, multiplication, and division. Numeracy
skills may also include the ability to reason with
mathematical concepts like interpreting data, charts,
make decisions based on logical thinking and
reasoning.

188
 Applies a range of teaching strategies to develop critical and creative thinking, as well as other
INDICATOR 3
higher-order thinking skills

3 4
The teacher provided
straightforward questions and
activities which lead learners
through a single path of inquiry.
1. The teacher asks, “Who has
an idea about this?” The
usual same learners offer
comments.
2. Many questions require
rote-type responses.
The teacher uses questions and
activities that mostly require the
learners to interpret, explain, or
describe ideas learned.
FEATURES OF PRACTICE
1. The teacher makes some
attempt to engage learners in
genuine discussion rather
than simple, factual, or rote-
type discussion.
The teacher asks, “Can you
please explain this idea?”
5 6
The teacher employs a range of
targeted follow-up questions
and activities that encourage
learners to explain,
demonstrate, and use ideas
learned.
1. The teacher employs a
range of strategies to
ensure that most learners
are given opportunities to
give opinions to the lesson
and to react to the opinions
of others.
2. The teacher creates a
genuine discussion among
learners, providing adequate
time for them to respond; as
well as to step aside when
doing so is appropriate.
The teacher challenges
learners to justify their thinking
and successfully engages most
learners in the discussion using
well-directed questions and
activities.
1. The teacher challenges
learners cognitively to
advance high-level thinking
and discourse.
2. Learners extend the
discussion by inviting
comments from their
classmates during the
discussion and challenge
one another’s thinking.
3. Learners, themselves,
ensure that all voices are
heard in the discussion.
7
The teacher provides a broad
range of questions and
activities, including those of
higher-order that challenge
learners to analyze their thinking
to promote deeper
understanding.
1. Learners compare
and contrast ideas.
2. Learners synthesize or
summarize information
within or across
disciplines.

CLARIFICATIONS

HIGHER-ORDER QUESTION
require answers that go beyond simple information. They are more abstract and require advanced cognitive processes, e.g. giving and justifying opinions.

STRAIGHTFORWARD QUESTIONS
are predictable, not challenging and require answers based on obvious facts

189
 Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,
INDICATOR 4
discovery and hands-on activities within a range of physical and learning environments

3 4
The teacher manages
classroom structure and
engages only some learners in
discovery or hands-on learning
activities within a range of
physical learning environments.
1. Only some learners work
productively within the allotted
time, physical space and
resources.
The teacher manages classroom
structure and engages the
majority of the learners in
discovery and hands-on learning
activities within a range of
physical learning environments.
FEATURES OF PRACTICE
1. The classroom layout is simple
and somewhat suitable for
different learning activities.
2. Majority of the learners work
productively within the allotted
time and physical space,
using the available resources.
5 6
The teacher manages
classroom structure and
engages most learners in
meaningful exploration,
discovery and hands-on
learning activities within a range
of physical learning
environments.
1. The classroom layout and
available resources are
generally suitable for different
learning activities.
2. Most learners work
productively within the
allotted time, physical space
and resources.
The teacher manages
classroom structure and
engages all learners in
meaningful exploration,
discovery and hands-on
learning activities within a
range of physical learning
environments.
1. The teacher keeps the
learning environment free
from congestion and
facilitates activities
appropriate within the
physical learning
environment.
2. All learners work
productively within the
allotted time, physical space
and resources.
7
The teacher organizes and
maintains classroom structure
and engages learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
learning activities within a
range of physical learning
environments.
1. The teacher utilizes
proactive classroom
structure management
practices to support flexible
movement of the learners
in all learning activities.
2. Learners are fully engaged
in all activities by utilizing
optimal space and time,
appropriate to their needs.

CLARIFICATIONS

PHYSICAL LEARNING ENVIRONMENT DISCOVERY LEARNING ACTIVITIES

any area where learning takes place activities that require learners to draw on their past experiences
and existing knowledge to discover facts, relationships, and new
CLASSROOM STRUCTURE
knowledge to be learned
includes the arrangement of chairs, tables, and other equipment

SOME HANDS-ON LEARNING ACTIVITIES

less than half of the learners activities that require physical participation of learners to
construct, consolidate or explain concepts
MAJORITY
more than half of the learners MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and
MOST
how they relate to other concepts
almost all, approaching 100% of the learners
190
 Manages learner behavior constructively by applying positive and non-violent discipline to
INDICATOR 5
ensure learning-focused environments

3 4
The teacher rarely manages
misbehavior against established
rules of conduct.
1. Standards of conduct appear
to have been established, but
learners violate the rules.
2. A prescribed process to
address learner misconduct is
communicated, but is not
clear and requires repeated
prompting, which delays or
disrupts the quality of
learning.
3. The teacher’s responses to
learners’ behavior are
inconsistent: sometimes
harsh, sometimes lenient.
The teacher occasionally manages
misbehavior against established
rules of conduct and the majority
of the learners follow such rules.
FEATURES OF PRACTICE
1. The teacher’s standards of
conduct are inconsistently
enforced resulting in some
interference in learning and
some loss of instructional time.
2. Standards of conduct are clear
to some learners and may
require repeated prompting.
3. Appropriate expectations for
behavior are established, but
some of these are unclear, or do
not address the needs of most
learners.
5 6
The teacher frequently
manages misbehavior against
established rules of conduct
and most learners follow such
rules.
1. The classroom
management system has
been implemented
appropriately which is
responsive to classroom
and individual needs of
learners.
2. The teacher’s standards of
behavior are consistently
reinforced resulting in little
or no interference with
learning. They are clear to
most learners and require
little prompting.
The teacher consistently
manages misbehavior against
established rules of conduct
and all learners follow such
rules.
1. The teacher responds
appropriately to
misbehavior of learners at
all times without any loss of
instructional time.
2. Clear expectations for
learner behavior are
evident. Standards of
conduct are clear to all
learners and with modest
impact on learning.
7
The teacher constructively
manages learner behavior by
applying positive and non-
violent discipline to ensure
learning-focused environment.
1. Learners are actively
encouraged to take
responsibility for their
behavior.
2. Well-established
procedures for learners to
self-monitor their own
classroom behavior are
evident.

CLARIFICATIONS

ESTABLISHED RULES MOST RARELY

an existing set rules of conduct
imposed in the learning environment
CONSTRUCTIVE
positive and helpful responses on learners’ behavior
MAJORITY
more than half of the learners
almost all, approaching 100% of the learners
OCCASIONALLY
occurs irregularly in the duration of the lesson
FREQUENTLY
occurs often times in the duration of the lesson
seldom occurs in the duration of the lesson
CONSISTENTLY
occurs constantly in the duration of the lesson
BEHAVIOR
manner in which learners act; either positive or negative

191
 Uses differentiated, developmentally appropriate learning experiences to address learners’
INDICATOR 6
gender, needs, strengths, interests and experiences

3 4
The teacher provides a limited
range of differentiated learning
experiences to address the
learning needs of some
learners.
1. The teacher relies on a
single strategy or some
strategies allowing some
learners to achieve the
instructional outcomes.
2. The teacher provides
activities for all learners but
does not enable most of
them to meet the intended
outcomes.
The teacher provides
differentiated or developmentally
appropriate learning experiences
to address the learning needs of
most learners.
FEATURES OF PRACTICE
1. The teacher makes use of the
learners’ developmental levels
or ways of learning to address
their learning needs.
5 6
The teacher provides
differentiated and
developmentally appropriate
learning experiences to
address the needs of most
learners.
1. The teacher makes use of
developmental levels of
learners in the classroom
and the different ways they
learn by providing
differentiated learning
experiences that enable
most learners to progress
toward meeting intended
outcomes.
The teacher provides
differentiated and
developmentally appropriate
learning experiences to
address the learning needs of
different groups of learners.
1. The teacher supports the
learners’ needs through a
variety of strategies,
materials, and/or pacing
that make learning
accessible and challenging
for different groups of
learners.
2. The teacher uses
differentiated strategies that
motivate and engage
groups of learners at their
cognitive levels, allowing
them to achieve the
learning outcomes.
7
The teacher provides
differentiated and
developmentally appropriate
learning experiences to address
the diverse learning
needs.
1. The teacher provides
thoughtful and appropriate
instructional adaptation for
individual learner needs. The
adaptation of instruction is
realistic and effective. Diverse
learners have opportunities to
actively engage in various
learning activities.

CLARIFICATIONS

LEARNING NEEDS
learners’ different backgrounds: gender, needs, strengths, interests and experiences

DEVELOPMENTALLY APPROPRIATE LEARNING EXPERIENCES

teaching and learning activities and tasks suited to the needs abilities, skills, and developmental level of learners

DIFFERENTIATED LEARNING EXPERIENCES

teaching and learning activities that are suited to the various learning needs of diverse learners

192
 Plans, manages and implements developmentally sequenced teaching and learning processes to
INDICATOR 7
meet curriculum requirements and varied teaching contexts

3 4
The teacher implements the
lessons but only with some
elements of developmentally
sequenced teaching and
learning processes.
The teacher implements the
lessons but with inappropriate
elements of developmentally
sequenced teaching and
learning processes.
5 6
The teacher implements the
lessons with appropriate
elements of developmentally
sequenced teaching and
learning processes.
The teacher manages well-
structured lessons with
developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
and varied teaching
contexts.
7
The teacher manages well-
structured lessons with
emphasis on explicit
connections between previous
learning and new concepts and
skills.

1. The teacher does not
demonstrate
understanding of the pre-
requisite relationships
when planning and
transitions between
activities are too abrupt.
2. The sequence of the
lesson demonstrated
some structure but there
were some problems
with the organization that
negatively impacted
learning.
FEATURES OF PRACTICE
1. The teacher’s demonstration of
knowledge of pre-requisite
relationships are inaccurate or
incomplete and transitions
between activities are present
but may catch learners off guard
or disrupt the flow of the
sequence.
2. There may have been a minor
missed opportunity or minor
organizational issue present
during the lesson that affected
learning time.
1. The teacher connects
outcomes to previous and
future learning. Transitions
between activities are
smooth.
2. The lesson sequence
generally kept learners
engaged and moving from
one portion to the next in a
reasonable manner. They
seemed to understand the
purpose of the lesson and
what they were to do to
accomplish the purpose.
1. The sequence of activities
purposefully scaffolds
learners toward achieving
the lesson’s objectives.
2. The sequence of learning
activities keeps learners
engaged in the content
and had a clear sense of
purpose throughout the
vast majority of the class
time.
1. The progression from the
warm up into the main
activity was thoughtfully
planned to review same
basic concepts, followed by
the activities that would take
the application of this
knowledge to the next level
of exploration.

CLARIFICATIONS

DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:

• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategies strategies that include activities for individual learners and/or groups
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities

MULTIPLE PATHWAYS FOR LEARNING different ways of presenting the lesson and activities suited to various learner needs

193
 Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
INDICATOR 8
to address learning goals

3 4
The teacher utilizes learning
resources, including ICT,
which are loosely-aligned with
the learning goals.
1. Instructional materials and
resources are minimally
aligned with the learning
goals.
The teacher utilizes learning
resources, including ICT, which
are occasionally aligned with the
learning goals.
FEATURES OF PRACTICE
1. Instructional materials and
resources are incompletely
aligned with the instructional
purposes.
5 6
The teacher utilizes learning
resources, including ICT, which
are generally aligned with the
learning goals.
1. Instructional materials and
resources are fairly aligned
with the instructional
purposes.
The teacher utilizes learning
resources, including ICT, which
are consistently aligned with
the learning goals.
1. All instructional
materials and resources
are aligned with the
instructional purposes.
7
The teacher integrates
extensive and multidisciplinary
learning resources, including
ICT, which are appropriate and
aligned with the learning goals.
1. Instructional materials are
diverse and are consistently
aligned with the
instructional purposes.

CLARIFICATIONS

TEACHING AND LEARNING RESOURCES MAY INCLUDE: LOOSELY-ALIGNED

substantially mismatched with the learning goals
• Chalkboard
OCCASIONALLY ALIGNED
• Manila paper or Cartolina sometimes matched with the learning goals

• Printed materials like worksheets, flashcards, activity sheets, etc. GENERALLY ALIGNED
usually matched with the learning goals
• ICT Resources: slides presentation, audio visual, social media, and other
web-based applications CONSISTENTLY ALIGNED
substantially mismatched with the learning goals
• Manipulatives, models, and other tools
EXTENSIVE LEARNING RESOURCES
• ...and others wide range of learning resources

MULTIDISCIPLINARY LEARNING RESOURCES

learning resources which can be used in various subject areas

194
 Designs, selects, organizes, and uses diagnostic, formative and summative assessment strategies
INDICATOR 9
consistent with curriculum requirements

3 4
The teacher provides a
limited range of assessment
strategies but fails to address
the learning goals.
1. The assessment procedures
focus on task completion
and/or compliance rather than
learner achievement of lesson
purpose/ objective.
The teacher provides a range
of assessment strategies but
only some are aligned with
the learning goals.
FEATURES OF PRACTICE
1. The teacher uses a variety of
assessment strategies which
are partially congruent to the
intended learning outcomes.
2. The teacher uses procedures
that yield only some evidence of
learning.
5 6
The teacher provides a range of
assessment strategies that
address most of the learning
goals.
1. The teacher uses a repertoire
of assessment strategies
which are aligned with the
intended learning goals.
2. The teacher uses
assessment procedures that
draw out evidence of whether
learners have learned most
of the intended learning
outcomes.
The teacher provides
assessment strategies
consistent with the curriculum
requirements.
1. The teacher predominantly
uses assessment strategies
which are embedded as an
integral part of the lesson
and are aligned with the
intended instructional or
consistent with the content
standards.
2. Learners are encouraged to
assess and monitor the
quality of their own work
against the assessment
criteria and performance
standards that make active
use of that information in
their learning.
7
The teacher integrates
assessment strategies
engages learners in self- and
peer-assessment.
1. The teacher uses
assessment strategies
which engage learners in
assessment criteria to self-
monitor and reflect on their
own progress.
2. Learners frequently assess
their own work and the work
of their peers using
assessment criteria
embedded in the teacher-
learners-generated rubrics,
peer reviews, and/or
reflection logs.

CLARIFICATIONS

ASSESSMENT STRATEGIES:

DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction

FORMATIVE
assessment used to identify the parts of the lesson where learners need improvement,
e.g. recitation, activities and seatworks

SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests
195
 © Department of Education - Bureau of Human Resources and Organizational Development

with support from the Australian Government through the Basic Education Sector Transformation (BEST) Program
The Classroom Observation Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ)

196
 Appendix J.2

COT-RPMS
TEACHER I-III

PRE-OBSERVATION CHECKLIST

OBSERVER: _____________________________________________ DATE: ________________________

TEACHER OBSERVED: ___________________________________ QUARTER: ________________________

SUBJECT & GRADE LEVEL TAUGHT: ____________________________________________________________

DIRECTIONS FOR THE TEACHER:

Put a check mark ( ) on the box provided for each indicator that you think is observable during your classroom
teaching

THE TEACHER: Observable Indicators

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

4. Manages classroom structure to engage learners, individually or in groups,

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 environments
6. Uses differentiated, developmentally appropriate learning experiences to
address learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and
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

Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government through the Basic Education Sector
Transformation (BEST) Program.

198
 Appendix J.3

COT-RPMS
TEACHER I-III

RATING SHEET

OBSERVER: _____________________________________________ DATE: ________________________

TEACHER OBSERVED: ___________________________________ QUARTER: ________________________

SUBJECT & GRADE LEVEL TAUGHT: ____________________________________________________________

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, regardless of its relationship to other indicators.

3. Attach your Observation Notes Form to this 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
4. Manages classroom structure to engage learners, individually or in groups, 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 environments
6. Uses differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences
7. Plans, manages and implements developmentally sequenced teaching and 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 (Principal), this form will serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher


This Tool was developed through the Philippine National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government through the Basic Education Sector
Transformation (BEST) Program.

199
 Appendix J.4

COT-RPMS

TEACHER I-III

INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: __________________________________ NAME OF THE TEACHER OBSERVED:

OBSERVER 2: __________________________________ ____________________________________

OBSERVER 3: __________________________________ SUBJECT & GRADE LEVEL TAUGHT:


DATE: ___________________ QUARTER: ____________ ____________________________________


DIRECTIONS FOR THE OBSERVER:
1. Indicate your individual ratings for each indicator .

2. Discuss within the group your reason for such rating. In case of different ratings, the observers must resolve

the differences and concur on an agreed rating. The final rating is not necessarily an average; it is a final

rating based on reasoned and consensual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

THE TEACHER: Observer Observer Observer AGREED

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
4. Manages classroom structure to engage learners, individually or in
groups, 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 environments
6. Uses differentiated, developmentally appropriate learning
experiences to address learners’ gender, needs, strengths, interests
and experiences
7. Plans, manages and implements developmentally sequenced
teaching and 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

Signature over Printed Name Signature over Printed Name Signature over Printed Name




of Observer 1 of Observer 2 of Observer 3





Signature over Printed Name of the Teacher

This Tool was developed through the Philippine National Research Center for Teacher Quality
(RCTQ) with support from the Australian Government through the Basic Education Sector
Transformation (BEST) Program.

200
 Appendix D
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVALUATION
Performance Indicators Rating Score
Weight
Very Actual
MFOs KRAs Objectives Timeline per Outstanding Satisfactory Unsatisfactory
QET Satisfactory Poor (1) Results Q E T Ave
KRA (5) (3) (2)
(4)
Quality

Efficiency

Timeliness

OVERALL
RATING FOR
ACCOMPLISH-
MENTS

Rater Ratee Approving Authority

173
 Appendix E
SUGGESTED MID-YEAR REVIEW FORM (MRF)
Name of Employee:
Position: Name of Rater:
Bureau/Center/Service/Division: Position:
Rating Period: Date of Review:
Mid-year Review/Rating
Weight Performance Ratee (Teacher) Rater (Principal)
MFOs KRAs Objectives Timeline MOV Mid-Year Review Results
per KRA Target
Rating Remarks Rating Remarks
Quality

Efficiency

Timeliness

*Please see attached list of MOV

Rater Ratee Approving Authority

174
 Appendix F

PERFORMANCE MONITORING AND COACHING FORM

IMPACT ON JOB/ACTION SIGNATURE

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)

175
 Appendix G
PART IV: DEVELOPMENT PLANS

Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

RATEE RATER APPROVING

AUTHORITY

176
 Appendix H

RESULTS-BASED PERFORMANCE MANAGEMENT

SYSTEM (RPMS) FOR TEACHERS

SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers)

The passage of the K to 12 Law (R.A. 10533) in June 2013 as a response

to the changes and challenges of the modern world has changed
the landscape of teacher quality requirements in the Philippines. The
current reform calls for teachers to critically reflect on their roles and
the expectations of them in the context of K to 12 Education.

This tool is designed for you to reflect on the different objectives related
to your professional work. It consists of 13 items that you will analyze
and rate according to your level of capability and level of priority for
development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher
standards.

PLEASE READ THE INSTRUCTIONS

This tool has two parts: Part I: Demographic Profile and Part II: Objectives.

For Part I: Demographic Profile, please shade the circle of the

demographic information applicable to you.

For Part II: Objectives, please shade the circle that corresponds to how
you rate the objectives based on: (1) level of capability and (2) level
of priority for development. At the bottom of each page, there is the
opportunity to write about any aspects that you feel are relevant to the
objectives on that page.

177
PART I: DEMOGRAPHIC PROFILE
Please shade the circle that is applicable to you.

1. Age 8. Curricular Classification of the

Under 25 School

25-30 Kindergarten


31-35 Grade 1-6


36-40 Grade 7-10


41-45 Kinder and Grade 1-6


46-50 Kinder and Grade 7-10


51-55 Grade 1-6 and Grade 7-10


Over 55 Kinder, Grade 1-6, Grade 7-10


2. Sex Kinder, Grade 1-6, Grade 7-10

Male attached to Tertiary

Female Grade 11-12

Kinder and Grade 11-12
3. Employment Status

Grade 1-6 and Grade 11-12
Full-time

Grade 7-10 and Grade 11-12

Part-time
Grade 1-6, Grade 7-10 and Grade

Casual


11-12

Contractual

Kinder, Grade 1-6, Grade 7-10 and



4. Position Grade 11-12

Teacher I (less than 3 years) Kinder, Grade 1-6, Grade 7-10 and



Teacher I (more than 3 years) Grade 11-12 attached to Tertiary


Teacher II Kinder, Grade 7-10 and Grade 11-12


Teacher III Kinder, Grade 1-6 and Grade 11-12


Master Teacher I All


Master Teacher II 9. Region

Master Teacher III Luzon

Master Teacher IV National Capital Region


5. Highest Degree Obtained Cordillera Administrative Region

Bachelor’s Degree I - Ilocos


Master’s Degree II - Cagayan Valley


Doctorate Degree III - Central Luzon


IV-CALABARZON
6. Area of Specialization

IV-MIMAROPA
English

V - Bicol

Filipino

Visayas

Mathematics
VI - Western Visayas

General Science

VII - Central Visayas

Biology

VIII - Eastern Visayas

Chemistry

Mindanao

Physics
IX - Zamboanga Peninsula

Others (Specify) ______________

X - Northern Mindanao

7. Grade Level Taught

XI - Davao Region
Preschool

XII - SOCCSKSARGEN

Primary

XIII - Caraga

Intermediate

Autonomous Region in Muslim

Junior High School

Mindanao

Senior High School


178

PART II: OBJECTIVES

There are two columns for every objective. Please shade one circle in each column
corresponding to how you rate each objective according to the level of your capability in
performing each objective and the development priority you give to each objective.

In the box below, please provide any general comments you may have about the
objectives.

Level of Priority for

Capability Development

Very High

Very High
Moderate

Moderate
OBJECTIVES

High

High
Low

Low
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy
1.1 Applied knowledge of content within and across
curriculum teaching areas.
1.2 Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills.
1.3 Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order thinking skills.
2. Learning Environment and Diversity of Learners
2.1 Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
2.2 Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.
2.3 Used differentiated, developmentally appropriate
learning experiences to address learners’ gender, needs,
strengths, interests and experiences.

Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

179
 Level of Priority for
Capability Development

Very High

Very High
Moderate

Moderate
OBJECTIVES

High

High
Low

Low
1 2 3 4 1 2 3 4
3. Curriculum and Planning
3.1 Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied
teaching contexts.
3.2 Participated in collegial discussions that use teacher
and learner feedback to enrich teaching practice.
3.3 Selected, developed, organized and used
appropriate teaching and learning resources, including
ICT, to address learning goals.
4. Assessment and Reporting
4.1 Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
4.2 Monitored and evaluated learner progress and
achievement using learner attainment data.
4.3 Communicated promptly and clearly the learners’
needs, progress and achievement to key stakeholders,
including parents/guardians.
5. Plus Factor
Performed various related works/activities that contribute
to the teaching-learning process.

Optional: In the space provided, you may want to make some personal comments about
your practice and the objectives on this page.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

This Tool was developed through the Philippine National Research Center for Teacher
Quality (RCTQ) with support from the Australian Government through the Basic
Education Sector Transformation (BEST) Program.

180