APPENDICES

Appendix G

203
THE RPMS MANUAL

204
APPENDICES

205
THE RPMS MANUAL

206
  Appendix D.3
COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

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

Professionalism and Ethics Service Orientation

1. Demonstrate the values and behavior enshrined in the Norms and Conduct and Ethical
Standards for Public Officials and Employees (RA 6713).
2. Practice ethical and professional behavior and conduct taking into account the impact of
his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of attendance and punctuality,
good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the organization’s needs, improve
system and help others improve their effectiveness.
1. Can explain and articulate organizational directions, issues and problems.
2. Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
3. Initiates activities that promote advocacy for men and women empowerment.
5 5
4. Participates in updating office vision, mission, mandates and strategies based on
DEPED strategies and directions.
5. Develops and adopts service improvement program through simplified procedures that
will further enhance service delivery.

Results Focus Innovation

1. Achieves results with optimal use of time and resources most of the time.
2. Avoids rework, mistakes and wastage through effective work methods by placing
organizational needs before personal needs.
3. Delivers error-free outputs most of the time by conforming to standard operating
procedures correctly and consistently. Able to produce very satisfactory quality work in
terms of usefulness/acceptability and completeness with no supervision required.
4. Expresses a desire to do better and may express frustration at waste or inefficiency.
4 solutions.
May focus on new or more precise ways of meeting goals set.
5. Makes specific changes in the system or in own work methods to improve
performance. Examples may include doing something better, faster, at a lower cost, more
efficiently, or improving quality, customer satisfaction, morale, without setting any specific
goal.
1. Examines the root cause of problems and suggests effective solutions. Foster new
ideas, processes and suggests better ways to do things (cost and/or operational
efficiency).
2. Demonstrates an ability to think “beyond the box”. Continuously focuses on improving
personal productivity to create higher value and results.
3. Promotes a creative climate and inspires co-workers to develop original ideas or 3
4. Translates creative thinking into tangible changes and solutions that improve the work
unit and organization.
5. Uses ingenious methods to accomplish responsibilities. Demonstrates resourcefulness
and the ability to succeed with minimal resources.

5 – Role model; 4 – Consistently demonstrates; 3 – Most of the time demonstrates; 2 – Sometimes demonstrate; 1 – Rarely demonstrate

OVERALL
COMPETENCY
RATINGS

199
APPENDICES
200
Appendix D.4
Appendix G
PART IV: DEVELOPMENT PLANS
THE RPMS MANUAL

Strengths Development Needs Action Plan Timeline Resources

(Recommended Developmental Needed
Intervention)
A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

RATEE RATER APPROVING

AUTHORITY


 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

135
APPENDICES
136
DUTIES AND RESPONSIBILITIES
TH E RPMS MA N UA L

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

144
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied 1.
Classroom observation tool Quality Showed Showed Showed Showed No
TH E RPMS MA N UA L

knowledge of (COT) rating sheet and/or knowledge of knowledge of knowledge of knowledge of acceptable
content within and inter-observer agreement form content and its content and its content and its content and its evidence
across curriculum about knowledge of content integration integration integration integration was shown
teaching areas. within and across curriculum within and within and within and within and
teaching areas across subject across subject across subject across subject
2.
Lesson plans/modified DLLs areas as shown areas as areas as areas as
developed highlighting in MOV 1 with shown in MOV shown in MOV shown in MOV
integration of content a rating of 7 1 with a rating 1 with a rating 1 with a rating
knowledge within and across of 6 of 5 of 4
subject areas Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
3.
Instructional materials least 4 lessons lessons using lessons using 1 of the given acceptable
highlighting mastery of content using MOV 1 MOV 1 and MOV 1 and MOV evidence
and its integration in other and supported supported by supported by was shown
subject areas by any 1 of the any 1 of the any 1 of the
4.
Performance tasks/test other given other given other given
material(s) highlighting MOV MOV MOV
integration of content
knowledge within and across
subject areas
5.
Others (Please specify and
provide annotations)

Timeliness

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

145
APPENDICES
146
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
3. Applied a range 1.
Classroom observation tool Quality Used different Used different Used different Used different No
TH E RPMS MA N UA L

of teaching (COT) rating sheet and/or teaching teaching teaching teaching acceptable
strategies to inter-observer agreement form strategies that strategies that strategies that strategies that evidence
develop critical and about teaching strategies to develop critical develop critical develop critical develop critical was shown
creative thinking, as develop critical and creative and creative and creative and creative and creative
well as other thinking, as well as other thinking and/or thinking and/or thinking and/or thinking and/or
higher-order higher-order thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
thinking skills. 2.
Lesson plans/modified DLLs shown in MOV shown in MOV shown in MOV shown in MOV
used in teaching highlighting 1 with a rating 1 with a rating 1 with a rating 1 with a rating
different teaching strategies of 7 of 6 of 5 of 4
that develop critical and
creative thinking and/or other Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
HOTS least 4 lessons lessons as lessons as lesson as acceptable
3.
Instructional materials as evidenced evidenced by evidenced by evidenced by evidence
highlighting different teaching by 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 other given other given
4.
Performance tasks/test MOV MOV MOV
material(s) used in
demonstration teaching
5.
Results of assessment used in
teaching
6.
Others (Please specify and Timeliness
provide annotations)

 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
4. Managed 1.
Classroom observation tool Quality Used Used Used Used No
classroom structure (COT) rating sheet and/or classroom classroom classroom classroom acceptable
to engage learners, inter-observer agreement form management management management management evidence
individually or in about managing classroom strategies that strategies that strategies that strategies that was shown
groups, in structure that engages engage engage engage engage
meaningful learners in various activities learners in learners in learners in learners in
exploration, 2.
Lesson plans/modified DLLs activities/tasks activities/tasks activities/tasks activities/tasks
discovery and highlighting various as shown in as shown in as shown in as shown in
hands-on activities classroom management MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
within a range of strategies that engage rating of 7 rating of 6 rating of 5 rating of 4
physical learning learners in activities/tasks in
environm different physical learning Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
ents. 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 MOV 1 and MOV 1 and any of the was shown
any 1 of the any 1 of the any 1 of the acceptable
other other other MOV
acceptable acceptable acceptable
MOV MOV MOV

Timeliness

147
APPENDICES
148
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Managed learner Classroom observation tool (COT) Quality Applied teacher Applied Applied teacher Applied teacher No
TH E RPMS MA N UA L

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

Timeliness

 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 differentiated differentiated differentiated differentiated acceptable
developmentally inter-observer agreement form teaching teaching teaching teaching evidence
appropriate learning about using differentiated, strategies to strategies to strategies to strategies to shown
experiences to developmentally appropriate address learner address address learner address learner
address learners’ learning experiences diversity as learner diversity as diversity as
gender, needs, 2.
Lesson plans/modified DLLs shown in MOV diversity as shown in MOV shown in MOV
strengths, interests developed highlighting 1 with a rating shown in MOV 1 with a rating 1 with a rating
and experiences. differentiation in content, of 7 1 with a rating of 5 of 4
product, process, learning of 6
environment or others Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
according to learners’ gender, least 4 differentiated differentiated 1 differentiated acceptable
needs, strengths, interests differentiated teaching teaching teaching evidence
and experiences teaching strategies in at strategies in 2 strategy in only shown
3.
Instructional materials strategies in at least 2 lessons as 1 lesson as No
developed highlighting least 2 lessons as evidenced by evidently acceptable
differentiation in content, lessons as evidenced by MOV 1 and shown in any 1 evidence
product, process, learning evidenced by MOV 1 and supported by of the was shown
environment or others MOV 1 and supported by any 1 of the acceptable
according to learners’ gender, supported by any 1 of the other MOV
needs, strengths, interests any 1 of the other acceptable
and experiences other acceptable MOV
4.
Others (Please specify and acceptable MOV
provide annotations) MOV
Timeliness

149
APPENDICES
150
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Planned, 1.
Classroom observation tool Quality Planned and Planned and Planned and Planned and No
TH E RPMS MA N UA L

managed and (COT) rating sheet and/or implemented implemented implemented implemented acceptable
implemented inter-observer agreement form developmental- developmental- developmental- developmentall evidence
developmentally about using developmentally ly sequenced ly sequenced ly sequenced y sequenced was shown
sequenced teaching sequenced teaching and teaching and teaching and teaching and teaching and
and learning learning process learning learning learning learning
processes to meet 2.
Lesson plans/modified DLLs process as process as process as process as
curriculum highlighting developmentally shown in MOV shown in MOV shown in MOV shown in MOV
requirements and sequenced instruction that 1 with a rating 1 with a rating 1 with a rating 1 with a rating
varied teaching meet curriculum goals and of 7 of 6 of 5 of 4
contexts. varied teaching contexts Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
3.
Instructional materials used to least 4 developmental- developmental- developmental- acceptable
implement developmentally developmental- ly sequenced ly sequenced ly sequenced evidence
sequenced teaching and ly sequenced teaching and teaching and teaching and was shown
learning process to meet teaching and learning learning learning
curriculum requirements and learning process as process as process as
varied teaching contexts. process as evidently evidently evidently
4.
Others (Please specify and evidently shown in MOV shown in MOV shown in any 1
provide annotations) shown in MOV 1 and 1 and of the given
1 and supported by supported by MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness

 Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Participated in 1.
Personal notes of teachers on Quality Consistently Frequently Occasionally Rarely No
collegial LACs/FGDs/meetings with participated in participated in participated in participated in acceptable
discussions that proof of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
use teacher and 2.
Minutes of LAC/FGD sessions meetings to meetings to meetings to meeting to was shown
learner feedback to on use of teacher and learner discuss discuss discuss discuss
enrich teaching feedback to enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice. practice with proof of feedback to feedback to feedback to feedback to
attendance enrich enrich enrich enrich
3.
Others (Please specify and instruction as instruction as instruction as instruction as
provide annotations) shown in the shown in the shown in the shown in the
MOV submitted MOV MOV submitted MOV submitted
submitted

Efficiency Participated in Participated in Participated in Participated in No

at least 4 3 LACs/FGDs/ 2 LACs/FGDs/ 1 LAC/FGD/ acceptable
LACs/FGDs/ meetings as meetings as meeting as evidence
meetings as evidently evidently evidently was shown
evidently shown in any 1 shown in any 1 shown in any 1
shown in any 1 of the given of the given of the given
of the given MOV MOV MOV
MOV

Timeliness

151
APPENDICES
152
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Selected, 1.
Classroom observation tool Quality Developed and Developed and Developed and Developed and No
TH E RPMS MA N UA L

developed, (COT) rating sheet and/or used varied used varied used varied used varied acceptable
organized and used inter-observer agreement form teaching and teaching and teaching and teaching and evidence
appropriate about using appropriate learning learning learning learning was shown
teaching and teaching and learning resources, resources, resources, resources,
learning resources, resources, including ICT including ICT, including ICT, including ICT, including ICT,
including ICT, to Examples: to address to address to address to address
address learning •
Activity sheets/task learning goals learning goals learning goals learning goals
goals. sheets/work sheets as shown in as shown in as shown in as shown in
•
PowerPoint presentations MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
•
Video clips rating of 7 rating of 6 rating of 5 rating of 4
•
Module Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
•
SIMs-Strategic Intervention least 4 varied varied teaching varied teaching teaching and acceptable
Materials teaching and and learning and learning learning evidence
•
Others learning resources, resources, resource, was shown
2.
Lesson plans/modified DLLs resources, including ICT, including ICT, including ICT,
with appropriate instructional including ICT, as evidently as evidently as evidently
materials appended as evidently shown in MOV shown in MOV shown in any of
3.
Others (Please specify and shown in MOV 1 and 1 and the acceptable
provide annotations) 1 and supported by supported by MOV
supported by any 1 of the any 1 of the
any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness

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

153
APPENDICES
154
Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Monitored and 1.
Compilation of a learner’s Quality Consistently Frequently Occasionally Rarely No
TH E RPMS MA N UA L

evaluated learner written work with summary of monitored and monitored and monitored and monitored and acceptable
progress and results and with signature of evaluated evaluated evaluated evaluated evidence
achievement using parents learner learner learner learner was shown
learner attainment 2.
Formative/summative progress and progress and progress and progress and
data. assessment tools with TOS achievement achievement achievement achievement
and frequency of errors with using learner using learner using learner using learner
identified least mastered skills attainment data attainment attainment data attainment data
3.
Class records/grading sheets as shown in the data as shown as shown in the as shown in the
4.
Lesson plans/modified DLLs MOV submitted in the MOV MOV submitted
MOV submitted

showing index of mastery submitted

5.
Others (Please specify and Efficiency Submitted a Submitted a Submitted a Submitted 1 No
provide annotations) combination of combination of combination of acceptable acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV

Timeliness Submitted Submitted Submitted Submitted No

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

 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 acceptable
the learners’ needs, learners in the same learning and clear and clear and clear clear evidence
progress and area with parents’ or communication communication communication communication was shown
achievement to key guardians’ signature and date of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, of receipt needs, needs, needs, needs,
including 2.
Minutes of PTA meetings or progress and progress and progress and progress and
parents/guardians. Parent-Teacher conferences in achievement to achievement to achievement to achievement to
all quarters with proof of key key key key
parents’/guardians’ attendance stakeholders, stakeholders, stakeholders, stakeholders,
3.
Report cards with parent’s or including including including including
guardian’s signature in all parents/ parents/ parents/ parents/
quarters supported by minutes guardians as guardians as guardians as guardians as
of meeting shown in the shown in the shown in the shown in the
4.
Communication with parents/ MOV submitted MOV MOV submitted
MOV submitted

guardians using various submitted

modalities Efficiency Submitted a Submitted a Submitted a Submitted any No
5.
Anecdotal record showing combination of combination of combination of 1 of the given acceptable
entries per quarter at least 4 of the 3 of the 2 of the MOV evidence
6.
Other documents showing acceptable acceptable acceptable was shown
learners’ needs, progress and MOV MOV MOV
achievement submitted to
other stakeholders Timeliness Submitted Submitted Submitted Submitted No
MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters

155
APPENDICES
156
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
TH E RPMS MA N UA L

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 that contribute that contribute that contribute
process. 5.
Advisorship of Co-curricular to the teaching to the teaching to the teaching to the teaching
activities learning learning learning learning
6.
Book or Journal process as process as process as process as
Authorship/Co- shown in the shown in the shown in the shown in the
authorship/Contributorship MOV submitted
MOV MOV submitted
MOV submitted

7.
Coordinatorship/Chairpersons submitted

hip Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
8.
Coaching and mentoring least 4 different different kinds different kinds 1 of the acceptable
learners in competitions kinds of of acceptable of acceptable acceptable evidence
9.
Mentoring pre-service/in- acceptable MOV MOV MOV was shown
service teachers MOV
10.
Others (Please specify and
provide annotations)

Timeliness

 Appendix D.1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for Teacher I-III
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Basic 1. Content 1. Applied knowledge Quality Showed Showed Showed Showed No
Education Knowledge and of content within and knowledge of knowledge of knowledge of knowledge of acceptable
Services Pedagogy across curriculum content and its content and its content and its content and its evidence
teaching areas. integration integration integration integration was shown
within and within and within and within and
across subject across subject across subject across subject
areas as shown areas as shown areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 lessons lessons using lessons using of the given acceptable
using MOV 1 MOV 1 and MOV 1 and MOV evidence
and supported supported by supported by was shown
by any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV

Timeliness

Basic 2. Used a range of Quality Facilitated using Facilitated using Facilitated using Facilitated using No
Education teaching strategies different different different different acceptable
Services that enhance learner teaching teaching teaching teaching evidence
achievement in strategies that strategies that strategies that strategies that was shown
literacy and numeracy promote promote promote promote
skills. reading, writing reading, writing reading, writing reading, writing
and/or and/or and/or and/or

183
APPENDICES
184
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
numeracy skills numeracy skills numeracy skills numeracy skills
TH E RPMS MA N UA L

as shown in as shown in as shown in as shown in

MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 learner- learner- learner- learner- acceptable
centered centered centered centered lesson evidence
lessons as lessons as lessons as as evidently was shown
evidently shown evidently shown evidently shown shown in any of
in MOV 1 and in MOV 1 and in MOV 1 and the given MOV
supported by supported by supported by
any 1 of the any 1 of the any 1 of the
other MOV other MOV other MOV
given given given

Timeliness

Basic 3. Applied a range of Quality Used different Used different Used different Used different No
Education teaching strategies to teaching teaching teaching teaching acceptable
Services develop critical and strategies that strategies that strategies that strategies that evidence
creative thinking, as develop critical develop critical develop critical develop critical was shown
well as other higher- and creative and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 lessons lessons as lessons as lesson as acceptable
as evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
supported by supported by supported by given MOV
any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness

Basic 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom Used classroom No
Education Environment and classroom structure to management management management management acceptable
Services Diversity of engage learners, strategies that strategies that strategies that strategies that evidence
Learners individually or in engage learners engage learners engage learners engage learners was shown
groups, in meaningful in in in in
exploration, discovery activities/tasks activities/tasks activities/tasks activities/tasks
and hands-on as shown in as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6 rating of 5 rating of 4
learning
environments. Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons lessons lesson acceptable
supported by supported by supported by supported by evidence
MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown
1 of the other 1 of the other 1 of the other acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV

Timeliness

Basic 5. Managed learner Quality Applied teacher Applied teacher Applied teacher Applied teacher No
Education behavior management management management management acceptable
Services constructively by strategies of strategies of strategies of strategies of evidence
applying positive and learner behavior learner behavior learner behavior learner behavior was shown
non-violent discipline that promote that promote that promote that promote
to ensure learning- positive and positive and positive and positive and
focused non-violent non-violent non-violent non-violent
environments. discipline as discipline as discipline as discipline as
shown in MOV shown in MOV shown in MOV shown in MOV
submitted with a submitted with a submitted with a submitted with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at Submitted at Submitted at Submitted any 1 No

least 4 of the least 4 of the least 4 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in was shown

185
APPENDICES
186
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
at least 4 as observed in as observed in observed in only
lessons 3 lessons 2 lessons 1 lesson
TH E RPMS MA N UA L

Timeliness

Basic 6. Used differentiated, Quality Applied Applied Applied Applied No

Education developmentally differentiated differentiated differentiated differentiated acceptable
Services appropriate learning teaching teaching teaching teaching evidence
experiences to strategies to strategies to strategies to strategies to shown
address learners’ address learner address learner address learner address learner
gender, needs, diversity as diversity as diversity as diversity as
shown in MOV
strengths, interests shown in MOV shown in MOV shown in MOV
1 with a rating
and experiences. 1 with a rating 1 with a rating 1 with a rating
of 5
of 7 of 6 of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 differentiated differentiated differentiated acceptable
differentiated teaching teaching teaching evidence
teaching strategies in at strategies in 2 strategy in only shown
strategies in at least 2 lessons lessons as 1 lesson as
least 2 lessons as evidenced by evidenced by evidently shown No
MOV 1 and acceptable
as evidenced by MOV 1 and in any 1 of the
supported by evidence
MOV 1 and supported by acceptable
any 1 of the was shown
supported by any 1 of the other MOV
any 1 of the other acceptable
other acceptable MOV
acceptable MOV
MOV

Timeliness

Basic 3. Curriculum 7. Planned, managed Quality Planned and Planned and Planned and Planned and No
Education and Planning and implemented implemented implemented implemented implemented acceptable
Services developmentally developmental- developmental- developmental- developmentally evidence
sequenced teaching ly sequenced ly sequenced ly sequenced sequenced was shown
and learning teaching and teaching and teaching and teaching and
processes to meet learning learning learning learning
curriculum process as process as process as process as
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 7 of 6 of 5 of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 developmental- developmental- developmental- acceptable
developmental- ly sequenced ly sequenced ly sequenced evidence
ly sequenced teaching and teaching and teaching and was shown
teaching and learning learning learning
learning process as process as process as
process as evidently shown evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and in any 1 of the
in MOV 1 and supported by supported by given MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV

Timeliness

8. Participated in Quality Consistently Frequently Occasionally Rarely No

collegial discussions participated in participated in participated in participated in acceptable
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ evidence
learner feedback to meetings to meeting to was shown
enrich teaching meetings to meetings to discuss discuss
practice. discuss discuss teacher/learner teacher/learner
teacher/learner teacher/learner feedback to feedback to
feedback to feedback to enrich enrich
enrich enrich instruction as instruction as
instruction as instruction as shown in the shown in the
shown in the shown in the MOV submitted MOV submitted
MOV submitted MOV submitted

Efficiency Participated in Participated in 3 Participated in 2 Participated in 1 No

at least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
LACs/FGDs/ evidence
meetings as meetings as meeting as was shown
evidently shown evidently shown evidently shown

187
APPENDICES
188
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
meetings as in any 1 of the in any 1 of the in any 1 of the
evidently shown given MOV given MOV given MOV
TH E RPMS MA N UA L

in any 1 of the
given MOV

Timeliness

Basic 9. Selected, Quality Developed and Developed and Developed and Developed and No
Education developed, organized used varied used varied used varied used varied acceptable
Services and used appropriate teaching and teaching and teaching and teaching and evidence
teaching and learning learning learning learning learning was shown
resources, including resources, resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to including ICT, to
learning goals.
address address address address
learning goals learning goals learning goals learning goals
as shown in as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No

least 4 varied varied teaching varied teaching teaching and acceptable
teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and supported 1 and supported the acceptable
1 and supported by any 1 of the by any 1 of the MOV
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV

Timeliness

Basic 4. Assessment 10. Designed, Quality Designed, Designed, Designed, Designed, No

Education and Reporting selected, organized selected, selected, selected, selected, acceptable
Services and used diagnostic, organized and organized and organized and organized and evidence
formative and used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
summative formative and formative and formative and formative and
assessment summative summative summative summative
strategies consistent assessment assessment assessment assessment
with curriculum strategies strategies strategies strategies
requirements. consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No

least 4 varied varied varied assessment tool acceptable
assessment assessment assessment as evidently evidence
tools as tools as tools as shown in any of was shown
evidently shown evidently shown evidently shown the acceptable
in any 1 of the in any 1 of the in any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV

Timeliness

Basic 11. Monitored and Quality Consistently Frequently Occasionally Rarely No

Education evaluated learner monitored and monitored and monitored and monitored and acceptable
Services progress and evaluated evaluated evaluated evaluated evidence
achievement using learner progress learner progress learner progress learner progress was shown
learner attainment and and and and
data. achievement achievement achievement achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a Submitted 1 No

combination of combination of combination of acceptable acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV

189
APPENDICES
190
Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
were distributed were distributed were distributed was completed acceptable
TH E RPMS MA N UA L

across 4 across 3 across 2 in only 1 quarter evidence

quarters quarters quarters was shown

Basic 12. Communicated Quality Consistently Frequently Occasionally Rarely showed No

Education promptly and clearly showed prompt showed prompt showed prompt prompt and acceptable
Services the learners’ needs, and clear and clear and clear clear evidence
progress and communication communication communication communication was shown
achievement to key of the learners’ of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, progress needs, progress needs, progress
and
including and and and
achievement to
parents/guardians. achievement to achievement to achievement to
key
stakeholders, key key key
including stakeholders, stakeholders, stakeholders,
parents/ including including including
guardians as parents/ parents/ parents/
shown in the guardians as guardians as guardians as
MOV submitted shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a Submitted any 1 No

combination of combination of combination of of the given acceptable
at least 4 of the 3 of the 2 of the MOV evidence
acceptable acceptable acceptable was shown
MOV MOV MOV

Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

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

Basic 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally Rarely No
Education related performed performed performed performed acceptable
Services works/activities that various related various related various related various related evidence
contribute to the work/activities work/activities work/activities work/activities was shown
that contribute that contribute that contribute that contribute
to the teaching to the teaching to the teaching to the teaching
 Performance Indicators
Weight Rating
MFOs KRAs Objectives Timeline per Very Actual Results Score
KRA QET Outstanding Satisfactory Unsatisfactory Poor
Satisfactory
(5) (3) (2) (1) Q E T Ave
(4)
teaching-learning learning learning learning learning
process. process as process as process as process as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1 No

least 4 different different kinds different kinds of the acceptable
kinds of of acceptable of acceptable acceptable evidence
acceptable MOV MOV MOV was shown
MOV

Timeliness

RATING FOR
OVERALL
ACCOMPLISH-
MENTS

Rater Ratee Approving Authority

191
APPENDICES
 Appendix
Appendix J.1I.1

211
APPENDICES
 

212





RUBRIC LEVEL SUMMARY
THE RPMS MANUAL






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.




 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


213
APPENDICES
 Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy

214
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
THE RPMS MANUAL

numeracy needs. needs. numeracy skills. numeracy skills. group learners’ critical literacy
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.

CLARIFICATIONS

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

LITERACY SKILLS
skills needed for reading and writing. These may
OCCASIONALLY include
occurs irregularly in the duration of the lesson awareness of sounds of language, awareness of print
and the relationship between letters and sounds. Other
FREQUENTLY skills such as creating knowledge through writing as
occurs often times in the duration of the lesson well as developing media and technology are part of
literacy skills.
CONSISTENTLY
occurs constantly in the duration of the lesson NUMERACY SKILLS
skills which consist of comprehending and applying
RELEVANT fundamental arithmetic operations like addition,
teaching approaches which are moderately subtraction, multiplication, and division. Numeracy
associated with the learners’ developmental needs to skills may also include the ability to reason with
enhance literacy and/or numeracy skills mathematical concepts like interpreting data, charts,
and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
 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




215
APPENDICES
 Manages classroom structure to engage learners, individually or in groups, in meaningful exploration,

216
INDICATOR 4
discovery and hands-on activities within a range of physical and learning environments

3 4 5 6 7
The teacher manages The teacher manages classroom The teacher manages The teacher organizes and
The teacher manages
classroom structure and structure and engages the classroom structure and maintains classroom structure
classroom structure and
engages only some learners in majority of the learners in engages all learners in and engages learners,
THE RPMS MANUAL

engages most 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.
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.
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.
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.
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
 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

217
APPENDICES
 Uses differentiated, developmentally appropriate learning experiences to address learners’

218
INDICATOR 6
gender, needs, strengths, interests and experiences

3 4 5 6 7
The teacher provides a limited The teacher provides The teacher provides The teacher provides The teacher provides
range of differentiated learning differentiated or developmentally differentiated and differentiated and differentiated and
experiences to address the appropriate learning experiences developmentally appropriate developmentally appropriate developmentally appropriate
THE RPMS MANUAL

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.
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.
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.
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.
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

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

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

219
APPENDICES
 

220
Selects, develops, organizes, and uses appropriate teaching and learning resources, including ICT,
INDICATOR 8
to address learning goals

3 4 5 6 7
The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher utilizes learning The teacher integrates
THE RPMS MANUAL

resources, including ICT,
which are loosely-aligned with
the learning goals.
1. Instructional materials and
resources are minimally
aligned with the learning
goals.
resources, including ICT, which resources, including ICT, which resources, including ICT, which extensive and multidisciplinary
are occasionally aligned with the are generally aligned with the are consistently aligned with learning resources, including
learning goals. learning goals. the learning goals. ICT, which are appropriate and
aligned with the learning goals.
FEATURES OF PRACTICE
1. Instructional materials and 1. Instructional materials and 1. All instructional 1. Instructional materials are
resources are incompletely resources are fairly aligned materials and resources diverse and are consistently
aligned with the instructional with the instructional are aligned with the aligned with the
purposes. purposes. instructional purposes. 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




 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

221
APPENDICES
 APPENDICES
Appendix I.2

223
THE RPMS MANUAL
Appendix I.3

224