Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: RONALD F. CUEVAS Position: Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: SILAGO Effectivity Date: December 23, 2018
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
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
DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.
4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counselsa and guides learners.
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.
RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: RONALD F. CUEVAS Position: Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-11, Step 1
District: SILAGO Effectivity Date: December 23, 2018
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:
Department of Education
Position Title Teacher I-III Salary Grade SG-11, Step 1

Parenthetical Title
Office Unit Effectivity Date December 23, 2018
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE
Position: Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGH
ACTUAL
KRAs OBJECTIVES TIMELINE T PER Outstanding
Very
Satisfactory Unsatisfactory RESULTS
SCORE
KRA QET (5)
Satisfactory
(3) (2)
Poor (1) Q E T AVE
(4)
1. CONTENT 1. Applied Showed Showed Showed Showed No

knowledge of knowledge of knowledge of knowledge of knowledge of acceptable
KNOWLEDGE content and its content and its content and its content and its evidence
AND content within
integration within integration within integration within integration within was shown
and across
PEDAGOGY curricuoum Quality and across and across and across and across
5
subject areas as subject areas as subject areas as subject areas as
teaching areas. shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 leassons least 3 leassons least 2 leassons the given MOV acceptable
using MOV 1 using MOV 1 using MOV 1 evidence
Efficiency and supported and supported and supported was shown 5
by any 1of the by any 1of the by any 1of the
other given MOV other given MOV other given MOV
Timeliness
2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No
teaching different different different different acceptable
teaching teaching teaching teaching evidence
strategies that
strategies that strategies that strategies that strategies that was shown
enhance learner promote reading, promote reading, promote reading, promote reading,
achievement in Quality writing and/or writing and/or writing and/or writing and/or 5
literacy and numeracy skills numeracy skills numeracy skills numeracy skills
numeracy skills. 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
May 2018
to April 7.5% Submitted at Submitted at Submitted at Submitted 1 No 5 0.375
2019 least 4 learner- least 3 learner- least 2 learner- learner-centered acceptable
centered lessons centered lessons centered lessons lesson as evidence
as shown in as shown in as shown in evidently shown was shown
Efficiency MOV 1 and MOV 1 and MOV 1 and in any 1 of the
5
supported by supported by supported by given MOV
any 1 of the any 1 of the any 1 of the
other MOV given other MOV given other MOV given
Timeliness
3. Applied a range Used different Used different Used different Used different No
of teaching teaching teaching teaching teaching acceptable
strategies that strategies that strategies that strategies that evidence
strategies to
develop critical develop critical develop critical develop critical was shown
develop critical and creative and creative and creative and creative
and creative thinking and/or thinking and/or thinking and/or thinking and/or
thinkling, as well Quality
other HOTS as other HOTS as other HOTS as other HOTS as 5
as other higher- shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
order thinking with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
skills.
May 2018
to April 7.5% 5 0.375
2019 Submitted at Submitted at Submitted at Submitted 1 No
least 4 lessons least 3 lessons least 2 lessons lesson as acceptable
as evidenced by as evidenced by as evidenced by evidenced by evidence
MOV 1 and MOV 1 and MOV 1 and any 1 of the was shown
Efficiency supported by supported by supported by given MOV 5
other given MOV other given MOV other given MOV
Timeliness
2. LEARNING 4. Managed Used classroom Used classroom Used classroom Used classroom No
classroom management management management management acceptable
ENVIRONMEN strategies that strategies that strategies that strategies that evidence
structure to
T AND engage learners engage learners engage learners engage learners was shown
engage learners, in in in in
DIVERSITY OF individually or in Quality 5
activities/tasks activities/tasks activities/tasks activities/tasks
LEARNERS groups, in as shown in as shown in as shown in as shown in
meaningful MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
explanation, May 2018 rating of 7 rating of 6 rating of 5 rating of 4
discovery and to April 7.5% 5 0.375
hands-on 2019 Submitted at Submitted 3 Submitted 2 Submitted 1 No
activities within a least 4 lessons lessons lessons lesson acceptable
range of physical supported by supported by supported by supported by evidence
learning Efficiency MOV 1 and any MOV 1 and any MOV 1 and any any of the was shown 5
1 of the other 1 of the other 1 of the other acceptable MOV
environments. acceptable MOV acceptable MOV acceptable MOV
Timeliness
TO BE FILLED OUT
WEIGH
ACTUAL
Very
SCORE
KRA QET (5)
Satisfactory
(3) (2)
Poor (1) Q E T AVE
(4)
Page 1 of 4
2. LEARNING 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No
behavior management management management management acceptable
ENVIRONMEN strategies of strategies of strategies of strategies of evidence
constructively by
T AND learner behavior learner behavior learner behavior learner behavior was shown
applying positive that promote that promote that promote that promote
DIVERSITY OF and non-violent positive and positive and positive and positive and
LEARNERS discipline to non-violent non-violent non-violent non-violent
ensure learning-
Quality
discipline as discipline as discipline as discipline as
5
focused shown in MOV shown in MOV shown in MOV shown in MOV
environments. submitted with a submitted with a submitted with a submitted with a
rating of 7 rating of 6 rating of 5 rating of 4
May 2018
to April 7.5% 5 0.375
2019
Submitted at Submitted at Submitted at Submitted any 1 No
least 4 of the least 3 of the least 2 of the of the given acceptable
given strategies given strategies given strategies strategies as evidence
as observed in as observed in 3 as observed in 2 observed in only was shown
Efficiency
at least 4 lessons lessons 1 lesson 5
lessons
Timeliness
6. Used Applied Applied Applied Applied No

differentiated, differentiated differentiated differentiated differentiated acceptable
teaching teaching teaching teaching evidence
developmentally
strategies to strategies to strategies to strategies to shown
appropriate address learner address learner address learner address learner
learning diversity as diversity as diversity as diversity as
experiencce to Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1 5
address learner's with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
gender, needs,
strengths,
interests and
experiences.
May 2018 Submitted at Submitted at Submitted at Submitted any 1 No
least 4 least 3 least 2 differentiated acceptable
to April 7.5% differentiated differentiated differentiated teaching evidence
5 0.375
2019 teaching teaching teaching strategy in only shown
strategies in at strategies in at strategies in at 1 lesson as
least 2 leassons least 2 lessons least 2 lessons evidently shown No
as evidenced by as evidenced by as evidenced by in any 1 of the acceptable
Efficiency MOV 1 and MOV 1 and MOV 1 and acceptable MOV evidence 5
supported by supported by supported by was shown
other acceptable other acceptable other acceptable
MOV MOV MOV
Timeliness
3. CURRICULUM 7. Planned, Planned and Planned and Planned and Planned and No
managed and implemented implemented implemented implemented acceptable
AND developmentally developmentally developmentally developmentally evidence
implemented
PLANNING sequenced sequenced sequenced sequenced was shown
developmentally teaching and teaching and teaching and teaching and
sequenced learning process learning process learning process learning process
teaching and Quality as shown in as shown in as shown in as shown in 5
learning MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
processes to rating of 7 rating of 6 rating of 5 rating of 4
meet curriculum
requirements and
varied teaching
contexts. Submitted at Submitted 3 Submitted 2 Submitted 1 No
May 2018 least 4 developmentally developmentally developmentally acceptable
to April 7.5% developmentally sequenced sequenced sequenced evidence 5 0.375
2019 sequenced teaching and teaching and teaching and was shown
teaching and learning process learning process learning process
learning process as evidently as evidently as evidently
as evidently shown in MOV 1 shown in MOV 1 shown in any 1
Efficiency shown in MOV 1 and supported and supported of the given
5
and supported by any 1 of the by any 1 of the MOV
by any 1 of the other given MOV other given MOV
other given MOV
3. 7. Planned,
managed and
implemented
developmentally
sequenced
teaching and
learning
INDIVIDUAL
processes to PERFORMANCE COMMITMENT
meet curriculum
AND REVIEW FORM (IPCRF) for TEACHER I-III
requirements and
Name of Employee: RONALD F. CUEVAS
varied teaching Name of Rater: EVELYN C. SALIENTE
contexts.
Position: Teacher I May 2018 Position: Principal I
District/School: HINGATUNGAN NATIONAL to April 7.5% SCHOOL
HIGH Date of Review: October 2018 5 0.375
2019
TO BE FILLED OUT
WEIGH
ACTUAL
Very
SCORE
KRA QET (5)
Satisfactory
(3) (2)
Poor (1) Q E T AVE
(4)
Timeliness
Page 2 of 4
3. CURRICULUM 8. Participated in Consistently Frequently Occasionally Rarely No
collegial participated in participated in participated in participated in acceptable
AND LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
discussions that
PLANNING meetings to meetings to meetings to meetings to was shown
use teacher and discuss discuss discuss discuss
learner feedback teacher/learner teacher/learner teacher/learner teacher/learner
to enrich teaching Quality feedback to feedback to feedback to feedback to 5
practice. enrich instruction enrich instruction enrich instruction enrich instruction
as shown in the as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
May 2018
to April 7.5% 5 0.375
2019 Participated in at Participated in 3 Participated in 2 Participated 1 No
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ acceptable
FGDs/meetings meetings as meetings as meeting as evidence
as evidently evidently shown evidently shown evidently shown was shown
Efficiency shown in any 1 in any 1 of the in any 1 of the in any 1 of the
5
of the given given MOV given MOV given MOV
MOV
Timeliness
9. Selected, Developed and Developed and Developed and Developed and No

developed, used varied used varied used varied used varied acceptable
teaching and teaching and teaching and teaching and evidence
organized, and
learning learning learning learning was shown
used appropriate resources resources resources resources
teaching and including ICT, to including ICT, to including ICT, to including ICT, to
learning Quality address learning address learning address learning address learning 5
resources, goals as shown goals as shown goals as shown goals as shown
including ICT, to in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
address learning rating of 7 rating of 8 rating of 5 rating of 4
goals.
May 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

to April 7.5% least 4 varied varied teaching varied teaching teaching and acceptable 5 0.375
2019 teaching and and learning and learning learning evidence
learning resources resources resource was shown
resources including ICT, as including ICT, as including ICT, as
including ICT, as evidently shown evidently shown evidently shown
Efficiency evidently shown in MOV 1 and in MOV 1 and in any of the
5
in MOV 1 and supported by supported by acceptable MOV
supported by any 1 of the any 1 of the
any 1 of the acceptable MOV acceptable MOV
acceptable MOV
Timeliness
4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No

selected, selected, selected, selected, selected, acceptable
AND organized and organized and organized and organized and evidence
REPORTING organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic, was shown
used diagnostic, formative and formative and formative and formative and
formative and summative summative summative summative
summative assessment assessment assessment assessment
assessment strategies strategies strategies strategies
strategies Quality consistent with consistent with consistent with consistent with 5
consistent with curriculum curriculum curriculum curriculum
requirements as requirements as requirements as requirements as
curriculum shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
requirements. with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
May 2018
to April 7.5% 5 0.375
2019
4.Name of Employee: RONALD
10. Designed, F. CUEVAS Name of Rater: EVELYN C. SALIENTE
selected,
Position: Teacher
organizedI and Position: Principal I
District/School: used diagnostic, NATIONAL HIGH SCHOOL
HINGATUNGAN Date of Review: October 2018
formative and
summative
assessment
strategies
consistent with TO BE FILLED OUT
curriculum
requirements.
WEIGH
May 2018 ACTUAL
Very
Satisfactory Unsatisfactory SCORE
to April 7.5%
KRA QET Satisfactory Poor (1) RESULTS Q E T 5
AVE 0.375
2019 (5) (3) (2)
(4)
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
Efficiency in any 1 of the in any 1 of the in any 1 of the MOV 5
acceptable MOV acceptable MOV acceptable MOV
Timeliness
Page 3 of 4
4. ASSESSMENT 11. Monitored and Consistently Frequently Occasionally Rarely No
evaluated learner monitored and monitored and monitored and monitored and acceptable
AND evaluated evaluated evaluated evaluated evidence
progress and
REPORTING learner progress learner progress learner progress learner progress was shown
achievement and and and and
using learner Quality achievement achievement achievement achievement 5
attainment data. using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in as shown in as shown in as shown in
May 2018 MOV submitted MOV submitted MOV submitted MOV submitted
to April 7.5% 5 0.375
2019 Submitted a Submitted a Submitted a Submitted 1 No
combination of combination of 3 combination of 2 acceptable MOV acceptable
Efficiency at least 4 of the of the of the evidence 5
acceptable MOV acceptable MOV acceptable MOV was shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed acceptable
Timeliness across 4 across 3 across 2 in only 1 quarter evidence 5
quarters quarters quarters was shown
12. Communicated Consistently Frequently Occasionally Rarely showed No

promptly and showed prompt showed prompt showed prompt prompt and clear acceptable
and clear and clear and clear communication evidence
clearly the
communication communication communication of the learner's was shown
learner's needs, of the learner's of the learner's of the learner's needs, progress
progress and needs, progress needs, progress needs, progress and
achievement to and and and achievement to
key stakeholders, achievement to achievement to achievement to key
including parents/ Quality key key key stakeholders, 5
guardians stakeholders, stakeholders, stakeholders, including
including including including parents/
parents/ parents/ parents/ guardians as
May 2018 guardians as guardians as guardians as shown in the
shown in the shown in the shown in the MOV submitted
to April 7.5% MOV submitted MOV submitted MOV submitted
5 0.375
2019
Submitted a Submitted a Submitted a Submitted any 1 No

combination of combination of 3 combination of 2 of the given acceptable
Efficiency at least 4 of the of the of the MOV evidence 5
acceptable MOV acceptable MOV acceptable MOV was shown
Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

were distributed were distributed were distributed was completed acceptable
Timeliness across 4 across 3 across 2 in only 1 quarter evidence 5
quarters quarters quarters was shown
5. PLUS FACTOR 13. Performed Consistently Frequently Occasionally Rarely No

various related performed performed performed performed acceptable
various related various related various related various related evidence
works/activities
works/activities works/activities works/activities works/activities was shown
that contribute to that contribute to that contribute to that contribute to that contribute to
the teaching- Quality the teaching- the teaching- the teaching- the teaching- 5
learning process learning process learning process learning process learning process
as shown in the as shown in the as shown in the as shown in the
May 2018 MOV submitted MOV submitted MOV submitted MOV submitted
to April 10% 5 0.500
2019
Submitted at Submitted 3 Submitted 2 Submitted any 1 No
least 4 different different kinds of different kinds of of the acceptable
Efficiency kinds of acceptable MOV acceptable MOV acceptable MOV evidence 5
acceptable MOV was shown
Timeliness
TO BE FILLED OUT
WEIGH
ACTUAL
Very
SCORE
KRA QET (5)
Satisfactory
(3) (2)
Poor (1) Q E T AVE
(4)
RATING FOR OVERALL ACCOMPLISHMENTS 5.00

100%
DESCRIPTION O
LEGEND:
Ratee: Rater: 4.5 - 5.00 O
3.5 - 4.499 VS
RONALD F. CUEVAS EVELYN C. SALIENTE 2.5 - 3.499 S
Teacher I Principal I 1.5 - 2.499 US
Approving Authority:
innovated by RF Cuevas 2019 Page 4 of 4

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
1 CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its acceptable
. KNOWLEDGE integration within integration within integration within integration within evidence
across curricuoum knowledge of content within and across subject
AND and across subject and across subject and across subject and across subject was shown
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 of 4
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
content and its integration in other subject leassons using leassons using leassons using the given MOV acceptable
MOV 1 and MOV 1 and MOV 1 and evidence
areas
supported by any supported by any supported by any was shown
Efficiency
1of the other given 1of the other given 1of the other given
4. Performance tasks/test materials highlighting
MOV MOV MOV
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide

Timeliness
annotations)
2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading, was shown
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy skills as numeracy skills as numeracy skills as numeracy skills as
numeracy skills. Quality
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 the given MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
Timeliness
annotations)
3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and teaching strategies to develop critical and
and creative and creative and creative and creative was shown
creative thinkling, as creative thinking, as well as other higher-order thinking and/or thinking and/or thinking and/or thinking and/or
well as other higher- thinking skills other HOTS as other HOTS as other HOTS as other HOTS as
order thinking skills. Quality
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS
3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by acceptable
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given evidence
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
given MOV given MOV given MOV
demonstration teaching
Timeliness
annotations)
2 LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
structure to engage and/or inter-observer agreement form about management management management management acceptable
. ENVIRONMENT strategies that strategies that strategies that strategies that evidence
learners, individually managing classroom structure that engages
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments. 3. Others (Please specify and provide Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
annotations) lessons supported supported by MOV supported by MOV supported by any acceptable
by MOV 1 and any 1 and any 1 of the 1 and any 1 of the of the acceptable evidence
Efficiency
1 of the other other acceptable other acceptable MOV was shown
acceptable MOV MOV MOV
Timeliness
Satisfactory
(5) (3) (2) (1)
(4)
2 LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No
behavior and/or inter-observer agreement form about management management management management acceptable
. ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of evidence
constructively by teacher management of learner behavior using
AND DIVERSITY behavior that behavior that behavior that learner behavior was shown
applying positive and the following strategies: promote positive promote positive promote positive that promote
OF LEARNERS non-violent discipline
Quality and non-violent and non-violent and non-violent positive and non-
to ensure learning- 1. Providing motivation discipline as shown discipline as shown discipline as shown violent discipline as
focused in MOV submitted in MOV submitted in MOV submitted shown in MOV
environments. 2. Praising the learners/Giving positive feedback with a rating of 7 with a rating of 6 with a rating of 5 submitted with a
rating of 4
3. Setting house rules/guidelines
4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
of the given of the given of the given the given strategies acceptable
5. Allowing learners to express their strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
ideas/opinions Efficiency
4 lessons lessons lessons
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

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

annotations)
Timeliness
3 CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and No
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented acceptable
. AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally using developmentally sequenced teaching
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching and learning process and learning and learning and learning teaching and
and learning Quality process as shown process as shown process as shown learning process as
processes to meet 2. Lesson plans/modified DLLs developed in MOV 1 with a in MOV 1 with a in MOV 1 with a shown in MOV 1
curriculumrequireme highlighting developmetally sequenced rating of 7 rating of 6 rating of 5 with a rating of 4
nts and varied instruction that meet curriculum goals and
teaching contents. varied teaching contexts
3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally acceptable
sequenced teaching sequenced teaching sequenced teaching sequenced evidence
curriculum goals and varied teaching contexts
and learning and learning and learning teaching and was shown
process as process as process as learning process as
Efficiency evidently shown in evidently shown in evidently shown in evidently shown in
4. Others (Please specify and provide MOV 1 and MOV 1 and MOV 1 and any 1 of the given
annotations) supported by any 1 supported by any 1 supported by any 1 MOV
of the other given of the other given of the other given
MOV MOV MOV
Timeliness
8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

collegial discussions LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/ acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to evidence
that use teacher and
meetings to discuss meetings to discuss meetings to discuss discuss was shown
learner feedback to teacher/learner teacher/learner teacher/learner teacher/learner
enrich teaching Quality feedback to enrich feedback to enrich feedback to enrich feedback to enrich
2. Minutes of LAC/FGD sessions on use of
practice. instruction as instruction as instruction as instruction as
teacher and learner feedback to enrich teaching
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
practice with proof of attendance submitted submitted submitted submitted
3. Others (Please specify and provide Participated in at Participated in 3 Participated in 2 Participated 1 No

annotations) least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting acceptable
FGDs/meetings as meetings as meetings as as evidently shown evidence
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the was shown
any 1 of the given any 1 of the given any 1 of the given given MOV
MOV MOV MOV
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
Satisfactory
(5) (3) (2) (1)
(4)
Timeliness
3 CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and 6Developed and 6Developed and 6Developed and No
organized, and used and/or inter-observer agreement form about used varied used varied used varied used varied acceptable
. AND PLANNING teaching and teaching and teaching and teaching and evidence
appropriate teaching using appropriate teaching and learning
learning resources learning resources learning resources learning resources was shown
and learning resources, including ICT including ICT, to including ICT, to including ICT, to including ICT, to
resources, including Quality address learning address learning address learning address learning
ICT, to address Examples: Activity sheets/tasks sheets/work goals as shown in goals as shown in goals as shown in goals as shown in
learning goals. sheets, powerpoint presentations, video clips, MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating MOV 1 with a
module, SIMs-Strategic Intervention Matertials, of 7 of 8 of 5 rating of 4
Other
2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
instructional materials appended varied teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
annotations) supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV
Timeliness
4 ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, No
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used selected, organized acceptable
. AND diagnostic, diagnostic, diagnostic, and used evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING formative and formative and formative and diagnostic, was shown
and summative assessment startegies summative summative summative formative and
assessment assessment assessment assessment summative
strategies consistent 2. Prepared lesson plans/modified DLLs strategies strategies strategies assessment
Quality
with curriculum highlighting appropriate use of formative consistent with consistent with consistent with strategies
requirements. assessment strategies curriculum curriculum curriculum consistent with
requirements as requirements as requirements as curriculum
3. Develop diagnostic tests: (a) with TOS shown in MOV 1 shown in MOV 1 shown in MOV 1 requirements as
reviewed by superior; (b) with sample with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
accomplished questionaire/answer sheets with a rating of 4
4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
reviewed by superior; (b) with sample varied assessment assessment tools assessment tools assessment tool as acceptable
tools as evidently as evidently shown as evidently shown evidently shown in evidence
accomplished questionaire/answer sheets
shown in any 1 of in any 1 of the in any 1 of the any of the was shown
Efficiency
the acceptable acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
MOV
reviewed by superior; (b) with sample
accomplished rubrics

Timeliness
annotations)
11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
Quality
learner attainment learner attainment learner attainment learner attainment attainment data as
2. Formative/summative assessment tools with
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified
MOV submitted MOV submitted MOV submitted submitted
least mastered skills
3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
Efficiency least 4 of the the acceptable the acceptable evidence
4. Lesson plans/modified DLLs showing index of
acceptable MOV MOV MOV was shown
mastery
5. Others (Please specify and provide Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
annotations) were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
was shown
12. Communicated 1. At least 3 samples of corrected test papers of Consistently Frequently showed Occasionally Rarely showed No
promptly and clearly the same 3 learners innthe same learning area showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication of clear communication of evidence
the learner's needs, with parents' or guardians' signature and date
communication of the learner's needs, communication of the learner's was shown
progress and of receipt the learner's needs, progress and the learner's needs, needs, progress
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
progress and achievement to key progress and and achievement
stakeholders, conferences in all quarters with proof of Quality achievement to key stakeholders, achievement to key to key
including parents/ parents'/guardians' attendance stakeholders, including parents/ stakeholders, stakeholders,
guardians including parents/ guardians as shown including parents/ including parents/
3. Report cards with parent's or guardian's guardians as shown in the MOV guardians as shown guardians as
signature in all quarters supported by minutes in the MOV submitted in the MOV shown in the MOV
of meeting submitted submitted submitted
4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No

various modalities combination of at combination of 3 of combination of 2 of the given MOV acceptable
Efficiency least 4 of the the acceptable the acceptable evidence
acceptable MOV MOV MOV was shown
12. Communicated
promptly and clearly
the learner's needs,
progress and
achievement to key
stakeholders,
including parents/
guardians
Submitted a Submitted a
Satisfactory
Satisfactory
Submitted a Unsatisfactory
Submitted Poor
any 1 of No
combination of at(5) combination of 3 of combination of(3)
2 of the given MOV(2) acceptable(1)
Efficiency (4)
least 4 of the the acceptable the acceptable evidence
5. Anecdotal record showing entries per quarter acceptable MOV MOV MOV was shown
6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
progress and achievement submitted to other were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
stakeholders
was shown
5 PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No
related performed various performed various performed various various related acceptable
. 2. Certificate of Training related related related works/activities evidence
works/activities that
works/activities that works/activities that works/activities that that contribute to was shown
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the the teaching-
teaching-learning teaching-learning teaching-learning teaching-learning learning process as
4. Committee involvement Quality
process process as shown process as shown process as shown shown in the MOV
in the MOV in the MOV in the MOV submitted
5. Advisorship of Co-curricular activities submitted submitted submitted
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 Submitted 2 Submitted any 1 of No
different kinds of different kinds of different kinds of the acceptable acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV acceptable MOV acceptable MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide Timeliness
annotations)
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
1 CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

. KNOWLEDGE content within and sheet and/or inter-observer agreement
across curricuoum form about knowledge of content within
AND
teaching areas. and across subject areas
PEDAGOGY
2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject areas
3. Instructional materials highlighting mastery

of content and its integration in other
subject areas
4. Performance tasks/test materials

highlighting integration of content
knowledge within and across subject areas

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

teaching strategies sheet and/or inter-observer agreement
that enhance learner form about teaching strategies that
achievement in enhance learner achievement in literacy
literacy and and numeracy skills
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

teaching

annotations)
3. Applied a range of 1. Classroom observation tool (COT) rating

teaching strategies to sheet and/or inter-observer agreement
develop critical and form about teaching strategies to develop
creative thinkling, as critical and creative thinking, as well as
well as other higher- other higher-order thinking skills
order thinking skills.
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
strategies that develop critical and creative
thinking, and/or other HOTS
3. Instructional materials highlighting different

teaching strategies that develop critical and
creative thinking, and/or other HOTS
3. Applied a range of
teaching strategies to
develop critical and
creative thinkling, as
well as other higher-
order thinking skills.
REMARKS
VALID INVALID

demonstration teaching

annotations)
2 LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating

. ENVIRONMENT structure to engage sheet and/or inter-observer agreement
AND DIVERSITY learners, individually form about managing classroom structure
or in groups, in that engages learners in various activities
OF LEARNERS meaningful
explanation,
discovery and hands-
on activities within a 2. Lesson plans/modified DLLs highlighting
range of physical various classroom management strategies
learning that engage learners in activities/tasks in
environments. different physical learning environments

annotations)
5. Managed learner Classroom observation tool (COT) rating

behavior sheet and/or inter-observer agreement
constructively by form about teacher management of learner
applying positive and behavior using the following strategies:
non-violent discipline
to ensure learning-
focused 1. Providing motivation
environments.
2. Praising the learners/Giving positive

feedback
3. Setting house rules/guidelines
4. Ensuring learner's active participation
5. Allowing learners to express their

ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions

annotations)
6. Used differentiated, 1. Classroom observation tool (COT) rating

developmentally sheet and/or inter-observer agreement
appropriate learning form about using differentiated,
experiencce to developmentally appropriate learning
address learner's experiences
gender, needs,
strengths, interests
and experiences. 2. Lesson plans/modified DLLs developed
highlighting differentiation in content,
product, process, learning environment or
others according to learners' gender,
needs, strengths, interests and
experiences
6. Used differentiated,
developmentally
appropriate learning
experiencce to
address learner's

gender, needs,
strengths, interests
and experiences.
REMARKS
VALID INVALID
3. Instructional materials highlighting

differentiation in content, product, process,
learning environment or others according
to learners' gender, needs, strengths,
interests and experiences

annotations)
3 CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating

. AND PLANNING and implemented sheet and/or inter-observer agreement
developmentally form about using developmentally
sequenced teaching sequenced teaching and learning process
and learning
processes to meet
curriculumrequireme 2. Lesson plans/modified DLLs developed
nts and varied highlighting developmetally sequenced
teaching contents. instruction that meet curriculum goals and
varied teaching contexts
3. Instructional materials used to implement

developmetally sequenced instruction that
meet curriculum goals and varied teaching
contexts

annotations)
8. Participated in 1. Personal notes of teachers on

collegial discussions LAC/FGDs/meetings with proof of
that use teacher and attendance
learner feedback to
enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

annotations)
9. Selected, developed, 1. Classroom observation tool (COT) rating

organized, and used sheet and/or inter-observer agreement
appropriate teaching form about using appropriate teaching and
and learning learning resources, including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks
learning goals. sheets/work sheets, powerpoint
presentations, video clips, module, SIMs-
Strategic Intervention Matertials, Other
2. Lesson plans/modified DLLs with

apprropriate instructional materials
appended

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

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

4 ASSESMENT 10. Designed, selected,
. AND organized and used
diagnostic, formative
REPORTING
and summative
assessment
strategies consistent
with curriculum
requirements.
REMARKS
VALID INVALID
4. Develop summative tests: (a) with TOS

5. Develop performance tasks: (a) with

rubrics reviewed by superior; (b) with
sample accomplished rubrics

annotations)
4 ASSESMENT 11. Monitored and 1. Compilation of learner's written work with

. AND evaluated learner summary of results and with signature of
REPORTING progress and parents
achievement using
learner attainment
2. Formative/summative assessment tools
data.
with TOS and frequency of errors with
identified least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index

of mastery

annotations)
12. Communicated 1. At least 3 samples of corrected test papers

promptly and clearly of the same 3 learners innthe same
the learner's needs, learning area with parents' or guardians'
progress and signature and date of receipt
achievement to key
stakeholders, 2. Minutes of PTA meetings or Parent-
including parents/ Teacher conferences in all quarters with
guardians proof of parents'/guardians' attendance
3. Report cards with parent's or guardian's

signature in all quarters supported by
minutes of meeting
4. Communication with parents/guardians

using various modalities
5. Anecdotal record showing entries per

quarter
6. Other documents showing learner needs,

progress and achievement submitted to
other stakeholders
5 PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation

. related
contribute to the 2. Certificate of Training
teaching-learning
process
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-

authorship/Contributorship
7. Coordinatorship/Chairpersonship
. related
contribute to the
teaching-learning
process
REMARKS
VALID INVALID
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/in-service teachers

annotations)
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

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

1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713).
1 Can explain and articulate organizational directions, issues and problems.
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
4 3 Initiates activities that promotes advocacy for men and women empowerment. 1
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies and
directions.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems 5 Develops and adopts service improvement programs through simplified procedures that will further
and help others improve their effectiveness. enhance service delivery.
Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
3 Delivers error-free outputs most of the time by conforming to standard operating procedures correctly
and consistently. Able to produce very satisfactoy quality of work in terms of usefulness/acceptability 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
and completeness with no supervision required.
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
5
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
or more precise ways of meeting goals set.
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
5 Makes specific changes in the system or in own work methods to improve performance. Examples may
include doing something better, faster, at alower cost, more efficiently; or improving quality, costumer
satisfaction, morale, without setting any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
OVERALL
COMPETENCY 4.00
RATINGS
rfcuevas2019
PART IV: DEVELOPMENT PLANS
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEEDED

(Recommended Developmetal Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RONALD F. CUEVAS EVELYN C. SALIENTE

Ratee Rater Approving Authority
MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:
MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE MOV TARGET
PER KRA RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
*Please see attached list of MOV
RONALD F. CUEVAS EVELYN C. SALIENTE

Ratee Ratee Approving Authority
PERFORMANCE MONITORING AND COACHING FORM
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN SIGNATURE
(Rater/Ratee)
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
SUBJECT & GRADE LEVEL TAUGHT:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation.
Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups,
4. in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments
5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2: RONALD F. CUEVAS

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative thinking,

as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5. Manages learner behavior constructively by applying positive and non-violent

discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
RONALD F. CUEVAS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2: RONALD F. CUEVAS

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
Signature over Printed Name of the Teacher
OBSERVATION NOTES FORM
OBSERVER: DATE: #VALUE!
TEACHER OBSERVED: RONALD F. CUEVAS TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: #VALUE! TIME ENDED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer

ANNOTATION
OBJECTIVES MEANS OF VERIFICATION DESCRIPTION OF THE MOV ANNOTATIONS

PRESENTED

Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)

Încărcat de

Drepturi de autor:

Formate disponibile

RPMS TOOL for TEACHER I-III

Name of Employee: RONALD F. CUEVAS Position: Teacher I

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade SG-11, Step 1

Trainings None Required

Eligibility PBET/LET Passer

Trainings In-service training

DUTIES AND RESPONSIBILITIES

Name of Employee: RONALD F. CUEVAS Position: Teacher I

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade SG-11, Step 1

1. CONTENT 1. Applied Showed Showed Showed Showed No

6. Used Applied Applied Applied Applied No

9. Selected, Developed and Developed and Developed and Developed and No

May 2018 Submitted at Submitted 3 Submitted 2 Submitted any No

4. ASSESSMENT 10. Designed, Designed, Designed, Designed, Designed, No

Submitted at Submitted 3 Submitted 2 Submitted 1 No

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

12. Communicated Consistently Frequently Occasionally Rarely showed No

Submitted a Submitted a Submitted a Submitted any 1 No

Submitted MOV Submitted MOV Submitted MOV Submitted MOV No

5. PLUS FACTOR 13. Performed Consistently Frequently Occasionally Rarely No

RATING FOR OVERALL ACCOMPLISHMENTS 5.00

innovated by RF Cuevas 2019 Page 4 of 4

5. Others (Please specify and provide

7. Encouraging learners to asks questions

8. Others (Please specify and provide

4. Others (Please specify and provide

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

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

6. Others (Please specify and provide

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No

1 CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs developed

3. Instructional materials highlighting mastery

4. Performance tasks/test materials

5. Others (Please specify and provide

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

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting learner-

4. Performance tasks/test material(s) used in

5. Results of assessment used in teaching

6. Others (Please specify and provide

3. Applied a range of 1. Classroom observation tool (COT) rating

2. Lesson plans/modified DLLs used in

3. Instructional materials highlighting different

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

4. Performance tasks/test material(s) used in

5. Results of assessment used in teaching

6. Others (Please specify and provide

2 LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating

3. Others (Please specify and provide

5. Managed learner Classroom observation tool (COT) rating

2. Praising the learners/Giving positive

3. Setting house rules/guidelines

4. Ensuring learner's active participation

5. Allowing learners to express their

6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide