RPMS TOOL for TEACHER I-III

(Proficient Teachers)

Name of Employee: Position:

School: Salary Grade:
District: Effectivity Date:

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

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

Experience None Required

Eligibility RA 1080

Trainings None Required

B. Preferred Qualifications
Education

Experience

Eligibility

Trainings

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.

 INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III

Name of Employee: Name of Rater:

Position: Position:

District/School: Date of Review:

Rating Period: May 2018 to April 2019

TO
TO BE FILLED OUT DURING PLANNING
PERFORMANCE INDICATORS
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA RESULTS
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Q

1. CONTENT 1. Applied knowledge Showed knowledge of Showed knowledge of Showed knowledge of Showed knowledge of No acceptable
KNOWLEDGE AND of content within and content and its content and its content and its content and its evidence was shown
across curricuoum integration within and integration within and integration within and integration within and
PEDAGOGY
teaching areas. across subject areas across subject areas across subject areas across subject areas
Quality as shown in MOV1 as shown in MOV1 as shown in MOV1 as shown in MOV1 5
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4

May 2018 to
April 2019
7.5%
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 the No acceptable
leassons using MOV 1 leassons using MOV 1 leassons using MOV 1 given MOV evidence was shown
and supported by any and supported by any and supported by any
Efficiency 1of the other given 1of the other given 1of the other given
MOV MOV MOV

Timeliness

2. Used a range of Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
teaching strategies different teaching different teaching different teaching different teaching evidence was shown
that enhance learner strategies that strategies that strategies that strategies that
achievement in promote reading, promote reading, promote reading, promote reading,
literacy and writing and/or writing and/or writing and/or writing and/or
numeracy skills.
Quality
numeracy skills as numeracy skills as numeracy skills as numeracy skills as
5
shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4

May 2018 to
April 2019
7.5% Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 learner- No acceptable
learner-centered learner-centered learner-centered centered lesson as evidence was shown
lessons as shown in lessons as shown in lessons as shown in evidently shown in any
MOV 1 and supported MOV 1 and supported MOV 1 and supported 1 of the given MOV
Efficiency by any 1 of the other by any 1 of the other by any 1 of the other
MOV given MOV given MOV given

Timeliness

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

May 2018 to
April 2019
7.5%
Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson as No acceptable
lessons as evidenced lessons as evidenced lessons as evidenced evidenced by any 1 of evidence was shown
by MOV 1 and by MOV 1 and by MOV 1 and the given MOV
Efficiency supported by any 1 of supported by any 1 of supported by any 1 of
the other given MOV the other given MOV the other given MOV

Timeliness

2. LEARNING 4. Managed classroom Used classroom Used classroom Used classroom Used classroom No acceptable
ENVIRONMENT structure to engage management management management management evidence was shown
AND DIVERSITY OF learners, individually strategies that engage strategies that engage strategies that engage strategies that engage
or in groups, in learners in learners in learners in learners in
LEARNERS meaningful Quality activities/tasks as activities/tasks as activities/tasks as activities/tasks as 5
explanation, shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
discovery and a rating of 7 a rating of 6 a rating of 5 a rating of 4
hands-on activities May 2018 to
within a range of April 2019 7.5%
physical learning Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
environments. lessons supported by supported by MOV 1 supported by MOV 1 supported by any of evidence was shown
MOV 1 and any 1 of and any 1 of the other and any 1 of the other the acceptable MOV
Efficiency
the other acceptable acceptable MOV acceptable MOV
MOV

Timeliness
 5. Managed learner Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
behavior management management management management evidence was shown
constructively by strategies of learner strategies of learner strategies of learner strategies of learner
applying positive behavior that promote behavior that promote behavior that promote behavior that promote
and non-violent Quality
positive and non- positive and non- positive and non- positive and non- 5
discipline to ensure violent discipline as violent discipline as violent discipline as violent discipline as
learning-focused shown in MOV shown in MOV shown in MOV shown in MOV
environments. May 2018 to submitted with a rating submitted with a rating submitted with a rating submitted with a rating
April 2019
7.5%
of 7 of 6 of 5 of 4
Submitted at least 4 of Submitted at least 3 of Submitted at least 2 of Submitted any 1 of the No acceptable
the given strategies as the given strategies as the given strategies as given strategies as evidence was shown
Efficiency observed in at least 4 observed in 3 lessons observed in 2 lessons observed in only 1
lessons lesson

Timeliness

6. Used differentiated, Applied differentiated
developmentally teaching strategies to
appropriate learning address learner
experiencce to diversity as shown in
address learner's
Quality
MOV 1 with a rating of
gender, needs, 7 6
strengths, interests
and experiences.
Submitted at least 4
May 2018 to differentiated teaching
April 2019
7.5%
strategies in at least 2
leassons as evidenced
by MOV 1 and
Efficiency
supported by any 1 of
the other acceptable
MOV
Applied differentiated Applied differentiated Applied differentiated No acceptable
teaching strategies to teaching strategies to teaching strategies to evidence shown
address learner address learner address learner
diversity as shown in diversity as shown in diversity as shown in
MOV 1 with a rating of MOV 1 with a rating of MOV 1 with a rating of 5
5 4
Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
differentiated teaching differentiated teaching differentiated teaching evidence shown
strategies in at least 2 strategies in at least 2 strategy in only 1 No
lessons as evidenced lessons as evidenced lesson as evidently acceptable evidence
by MOV 1 and by MOV 1 and shown in any 1 of the was shown
supported by any 1 of supported by any 1 of acceptable MOV
the other acceptable the other acceptable
MOV MOV

Timeliness

3. CURRICULUM AND 7. Planned, managed Planned and Planned and Planned and Planned and No acceptable
PLANNING and implemented implemented implemented implemented implemented evidence was shown
developmentally developmentally developmentally developmentally developmentally
sequenced teaching sequenced teaching sequenced teaching sequenced teaching sequenced teaching
and learning Quality and learning process and learning process and learning process and learning process 5
processes to meet as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
curriculum with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
requirements and
varied teaching
contexts.
May 2018 to
April 2019
7.5%
 and learning
processes to meet
curriculum
requirements and
varied teaching
contexts. Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
May 2018 to
April 2019 7.5% developmentally developmentally developmentally developmentally evidence was shown
sequenced teaching sequenced teaching sequenced teaching sequenced teaching
and learning process and learning process and learning process and learning process
as evidently shown in as evidently shown in as evidently shown in as evidently shown in
Efficiency
MOV 1 and supported MOV 1 and supported MOV 1 and supported any 1 of the given
by any 1 of the other by any 1 of the other by any 1 of the other MOV
given MOV given MOV given MOV

Timeliness

3. CURRICULUM AND 8. Participated in Consistently Frequently participated Occasionally Rarely participated in No acceptable
PLANNING collegial discussions participated in in LACs/FGDs/ participated in LACs/FGDs/ meetings evidence was shown
that use teacher and LACs/FGDs/ meetings meetings to discuss LACs/FGDs/ meetings to discuss
learner feedback to to discuss teacher/learner to discuss teacher/learner
enrich teaching
Quality
teacher/learner feedback to enrich teacher/learner feedback to enrich 5
practice. feedback to enrich instruction as shown in feedback to enrich instruction as shown in
instruction as shown in the MOV submitted instruction as shown in the MOV submitted
May 2018 to the MOV submitted the MOV submitted
April 2019 7.5%
Participated in at least Participated in 3 Participated in 2 Participated 1 No acceptable
4 LACs/ LACs/FGDs/ meetings LACs/FGDs/ meetings LAC/FGD/ meeting as evidence was shown
FGDs/meetings as as evidently shown in as evidently shown in evidently shown in any
Efficiency
evidently shown in any any 1 of the given any 1 of the given 1 of the given MOV
1 of the given MOV MOV MOV

Timeliness

9. Selected, Developed and used Developed and used Developed and used Developed and used No acceptable
developed, varied teaching and varied teaching and varied teaching and varied teaching and evidence was shown
organized, and used learning resources learning resources learning resources learning resources
appropriate teaching including ICT, to including ICT, to including ICT, to including ICT, to
and learning
Quality
address learning goals address learning goals address learning goals address learning goals 5
resources, including as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as shown in MOV 1
ICT, to address with a rating of 7 with a rating of 8 with a rating of 5 with a rating of 4
learning goals.
May 2018 to Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No acceptable
April 2019
7.5% varied teaching and teaching and learning teaching and learning teaching and learning evidence was shown
learning resources resources including resources including resource including ICT,
including ICT, as ICT, as evidently ICT, as evidently as evidently shown in
Efficiency evidently shown in shown in MOV 1 and shown in MOV 1 and any of the acceptable
MOV 1 and supported supported by any 1 of supported by any 1 of MOV
by any 1 of the the acceptable MOV the acceptable MOV
acceptable MOV

Timeliness

4. ASSESSMENT AND 10. Designed, selected, Designed, selected, Designed, selected, Designed, selected, Designed, selected, No acceptable
REPORTING organized and used organized and used organized and used organized and used organized and used evidence was shown
diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, formative
and summative and summative and summative and summative and summative
assessment assessment strategies assessment strategies assessment strategies assessment strategies
strategies consistent consistent with consistent with consistent with consistent with
with curriculum curriculum curriculum curriculum curriculum
requirements.
Quality
requirements as requirements as requirements as requirements as 5
shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with shown in MOV 1 with
a rating of 7 a rating of 6 a rating of 5 a rating of 4
May 2018 to
April 2019
7.5%

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

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

Timeliness

11. Monitored and Consistently monitored Frequently monitored Occasionally Rarely monitored and No acceptable
evaluated learner and evaluated learner and evaluated learner monitored and evaluated learner evidence was shown
progress and progress and progress and evaluated learner progress and
achievement using achievement using achievement using progress and achievement using
learner attainment Quality learner attainment learner attainment achievement using learner attainment 5
data. data as shown in MOV data as shown in MOV learner attainment data as shown in MOV
submitted submitted data as shown in MOV submitted
May 2018 to submitted
April 2019 7.5%
Submitted a Submitted a Submitted a Submitted 1 No acceptable
combination of at least combination of 3 of the combination of 2 of the acceptable MOV evidence was shown
Efficiency
4 of the acceptable acceptable MOV acceptable MOV
MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter
 12. Communicated Consistently showed Frequently showed Occasionally showed Rarely showed prompt No acceptable
promptly and clearly prompt and clear prompt and clear prompt and clear and clear evidence was shown
the learner's needs, communication of the communication of the communication of the communication of the
progress and learner's needs, learner's needs, learner's needs, learner's needs,
achievement to key progress and progress and progress and progress and
stakeholders, achievement to key achievement to key achievement to key achievement to key
including parents/ Quality stakeholders, including stakeholders, including stakeholders, including stakeholders, including 5
guardians parents/ guardians as parents/ guardians as parents/ guardians as parents/ guardians as
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
May 2018 to submitted submitted submitted submitted
April 2019
7.5%

Submitted a Submitted a Submitted a Submitted any 1 of the No acceptable

Efficiency combination of at least combination of 3 of the combination of 2 of the given MOV evidence was shown
4 of the acceptable acceptable MOV acceptable MOV
MOV
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 distributed across 3 distributed across 2 completed in only 1 evidence was shown
quarters quarters quarters quarter
5. PLUS FACTOR 13. Performed various Consistently Frequently performed Occasionally Rarely performed No acceptable
related performed various various related performed various various related evidence was shown
works/activities that related works/activities works/activities that related works/activities works/activities that
contribute to the that contribute to the contribute to the that contribute to the contribute to the
teaching-learning Quality
teaching-learning teaching-learning teaching-learning teaching-learning 5
process process as shown in process as shown in process as shown in process as shown in
May 2018 to the MOV submitted the MOV submitted the MOV submitted the MOV submitted
April 2019
10%

Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of the No acceptable
Efficiency different kinds of kinds of acceptable kinds of acceptable acceptable MOV evidence was shown
acceptable MOV MOV MOV
Timeliness

RATING FOR OVERALL ACCOMPLIS

100%
DE
LEGEND
Ratee: Rater: 4.
3.5
Approving Authority: 2.5
1.5
AND REVIEW FORM (IPCRF) for TEACHER I-III

TO BE FILLED OUT DURING

EVALUATION
RATING
SCORE
E T AVE

5 0.375

5 0.375

5 0.375

5 0.375

5
 5 0.375

5 0.375

5 0.375
 5 0.375

5 0.375

5 0.375

5 0.375

5 0.375

5
 5 0.375

5 0.500

RATING FOR OVERALL ACCOMPLISHMENTS 5.00

DESCRIPTION O
LEGEND:
4.5 - 5.00 O
3.5 - 4.499 VS
2.5 - 3.499 S
1.5 - 2.499 US
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
KRA's OBJECTIVES
1. CONTENT 1. Applied knowledge of
KNOWLEDGE content within and
across curricuoum
AND
teaching areas.
PEDAGOGY
2. Used a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills.
3. Applied a range of
teaching strategies to
develop critical and
creative thinkling, as
well as other higher-
order thinking skills.
2. LEARNING 4. Managed classroom
ENVIRONMENT structure to engage
learners, individually or
AND DIVERSITY
in groups, in meaningful
OF LEARNERS explanation, discovery
and hands-on activities
within a range of
physical learning
environments.
PERFORMANCE INDICATORS
Means of Verification
(MOV) QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No acceptable
and/or inter-observer agreement form about of content and its of content and its of content and its of content and its evidence was
knowledge of content within and across subject integration within integration within integration within integration within shown
areas and across subject and across subject and across subject and across subject
areas as shown in areas as shown in areas as shown in areas as shown in
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 the No acceptable
content and its integration in other subject areas leassons using MOV leassons using MOV leassons using MOV given MOV evidence was
1 and supported by 1 and supported by 1 and supported by shown
any 1of the other any 1of the other any 1of the other
4. Performance tasks/test materials highlighting Efficiency
given MOV given MOV given MOV
integration of content knowledge within and
across subject areas
5. Others (Please specify and provide annotations)
Timeliness
1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No acceptable
and/or inter-observer agreement form about different teaching different teaching different teaching different teaching evidence was
teaching strategies that enhance learner strategies that strategies that strategies that strategies that shown
achievement in literacy and numeracy skills promote reading, promote reading, promote reading, promote reading,
writing and/or writing and/or writing and/or writing and/or
numeracy skills as numeracy skills as numeracy skills as numeracy skills as
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 learner- No acceptable
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered centered lesson as evidence was
numeracy skills lessons as shown in lessons as shown in lessons as shown in evidently shown in shown
MOV 1 and MOV 1 and MOV 1 and any 1 of the given
Efficiency supported by any 1 supported by any 1 supported by any 1 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
6. Others (Please specify and provide annotations)
Timeliness
1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No acceptable
and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies evidence was
teaching strategies to develop critical and creative that develop critical that develop critical that develop critical that develop critical shown
thinking, as well as other higher-order thinking and creative thinking and creative thinking and creative thinking and creative thinking
skills and/or other HOTS and/or other HOTS and/or other HOTS and/or other HOTS
Quality as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 as 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 acceptable
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by any evidence was
creative thinking, and/or other HOTS evidenced by MOV evidenced by MOV evidenced by MOV 1 of the given MOV shown
1 and supported by 1 and supported by 1 and supported by
4. Performance tasks/test material(s) used in Efficiency
any 1 of the other any 1 of the other any 1 of the other
demonstration teaching given MOV given MOV given MOV
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
Timeliness
1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No acceptable
and/or inter-observer agreement form about management management management management evidence was
managing classroom structure that engages strategies that strategies that strategies that strategies that shown
learners in various activities engage learners in engage learners in engage learners in engage learners in
activities/tasks as activities/tasks as activities/tasks as activities/tasks as
Quality
2. Lesson plans/modified DLLs highlighting various shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
classroom management strategies that engage with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
learners in activities/tasks in different physical
learning environments
and hands-on activities
within a range of
physical learning
environments.

3. Others (Please specify and provide annotations) Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable
lessons supported supported by MOV 1 supported by MOV 1 supported by any of evidence was
Efficiency by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable MOV shown
of the other other acceptable other acceptable
acceptable MOV MOV MOV

Timeliness
2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No acceptable
ENVIRONMENT behavior constructively and/or inter-observer agreement form about management management management management evidence was
AND DIVERSITY by applying positive and teacher management of learner behavior using strategies of learner strategies of learner strategies of learner strategies of learner shown
non-violent discipline to the following strategies: behavior that behavior that behavior that behavior that
OF LEARNERS ensure learning-focused promote positive promote positive promote positive promote positive
1. Providing motivation Quality
environments. and non-violent and non-violent and non-violent and non-violent
discipline as shown discipline as shown discipline as shown discipline as shown
2. Praising the learners/Giving positive feedback in MOV submitted in MOV submitted in MOV submitted in MOV submitted
with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
3. Setting house rules/guidelines

4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No acceptable
of the given of the given of the given the given strategies evidence was
5. Allowing learners to express their ideas/opinions strategies as strategies as strategies as as observed in only shown
Efficiency observed in at least observed in 3 observed in 2 1 lesson
6. Giving equal opportunities to learners 4 lessons lessons lessons
7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

Timeliness

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

Timeliness

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

3. Instructional materials used to implement Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No acceptable
developmetally sequenced instruction that meet developmentally developmentally developmentally developmentally evidence was
curriculum goals and varied teaching contexts sequenced teaching sequenced teaching sequenced teaching sequenced teaching shown
and learning and learning and learning and learning
process as evidently process as evidently process as evidently process as evidently
4. Others (Please specify and provide annotations) shown in MOV 1 and shown in MOV 1 and shown in MOV 1 and shown in any 1 of
Efficiency supported by any 1 supported by any 1 supported by any 1 the given MOV
of the other given of the other given of the other given
MOV MOV MOV

Timeliness

8. Participated in collegial 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No acceptable
discussions that use LAC/FGDs/meetings with proof of attendance participated in participated in participated in in LACs/FGDs/ evidence was
teacher and learner LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss shown
feedback to enrich meetings to discuss meetings to discuss meetings to discuss teacher/learner
teaching practice. Quality teacher/learner teacher/learner teacher/learner feedback to enrich
2. Minutes of LAC/FGD sessions on use of teacher
feedback to enrich feedback to enrich feedback to enrich instruction as shown
and learner feedback to enrich teaching practice
instruction as shown instruction as shown instruction as shown in the MOV
with proof of attendance
in the MOV in the MOV in the MOV submitted
submitted submitted submitted
3. Others (Please specify and provide annotations) Participated in at Participated in 3 Participated in 2 Participated 1 No acceptable
least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting evidence was
FGDs/meetings as meetings as meetings as as evidently shown shown
Efficiency evidently shown in evidently shown in evidently shown in in any 1 of the given
any 1 of the given any 1 of the given any 1 of the given MOV
MOV MOV MOV

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

4. Develop summative tests: (a) with TOS reviewed Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable
by superior; (b) with sample accomplished varied assessment assessment tools as assessment tools as assessment tool as evidence was
questionaire/answer sheets tools as evidently evidently shown in evidently shown in evidently shown in shown
shown in any 1 of any 1 of the any 1 of the any of the
5. Develop performance tasks: (a) with rubrics Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
reviewed by superior; (b) with sample
accomplished rubrics

6. Others (Please specify and provide annotations)

Timeliness

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

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

combination of at combination of 3 of combination of 2 of acceptable MOV evidence was
least 4 of the the acceptable MOV the acceptable MOV shown
Efficiency acceptable MOV
4. Lesson plans/modified DLLs showing index of
mastery
5. Others (Please specify and provide annotations) Submitted MOV Submitted MOV Submitted MOV Submitted MOV was No acceptable
were distributed were distributed were distributed completed in only 1 evidence was
across 4 quarters across 3 quarters across 2 quarters quarter shown
Timeliness

12. Communicated promptly 1. At least 3 samples of corrected test papers of the Consistently showed Frequently showed Occasionally Rarely showed No acceptable
and clearly the learner's same 3 learners innthe same learning area with prompt and clear prompt and clear showed prompt and prompt and clear evidence was
needs, progress and parents' or guardians' signature and date of communication of communication of clear communication communication of shown
achievement to key receipt the learner's needs, the learner's needs, of the learner's the learner's needs,
stakeholders, including 2. Minutes of PTA meetings or Parent-Teacher progress and progress and needs, progress and progress and
parents/ guardians conferences in all quarters with proof of achievement to key achievement to key achievement to key achievement to key
parents'/guardians' attendance stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ including parents/ including parents/ including parents/
3. Report cards with parent's or guardian's signature
guardians as shown guardians as shown guardians as shown guardians as shown
in all quarters supported by minutes of meeting Quality in the MOV in the MOV in the MOV in the MOV
submitted submitted submitted submitted

4. Communication with parents/guardians using Submitted a Submitted a Submitted a Submitted any 1 of No acceptable
various modalities combination of at combination of 3 of combination of 2 of the given MOV evidence was
least 4 of the the acceptable MOV the acceptable MOV shown
Efficiency acceptable MOV

5. Anecdotal record showing entries per quarter

6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV was No acceptable
progress and achievement submitted to other were distributed were distributed were distributed completed in only 1 evidence was
stakeholders across 4 quarters across 3 quarters across 2 quarters quarter shown
Timeliness

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No acceptable
related works/activities performed various performed various performed various various related evidence was
that contribute to the related related related works/activities that shown
teaching-learning 2. Certificate of Training works/activities that works/activities that works/activities that contribute to the
process contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning process as shown in
process as shown in process as shown in process as shown in the MOV submitted
5. 13. Performed various Consistently Frequently Occasionally Rarely performed No acceptable
related works/activities performed various performed various performed various various related evidence was
that contribute to the related related related works/activities that shown
teaching-learning works/activities that works/activities that works/activities that contribute to the
process contribute to the contribute to the contribute to the teaching-learning
3. Certificate of Speakership teaching-learning teaching-learning teaching-learning process as shown in
process as shown in process as shown in process as shown in the MOV submitted
Quality the MOV submitted the MOV submitted the MOV submitted
4. Committee involvement

5. Advisorship of Co-curricular activities

6. Book or Journal Authorship/Co-

authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No acceptable
different kinds of kinds of acceptable kinds of acceptable the acceptable MOV evidence was
8. Coaching and mentoring learners in competitions acceptable MOV MOV MOV shown
Efficiency
9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide annotations)

Timeliness
 RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID

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

KNOWLEDGE content within and and/or inter-observer agreement form about
across curricuoum knowledge of content within and across subject
AND
teaching areas. 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

5. Others (Please specify and provide annotations)

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

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

2. Lesson plans/modified DLLs used in teaching

highlighting learner-centered strategies that
promote literacy and/or numeracy skills

3. Instructional materials highlighting learner-

centered strategies that promote literacy and/or
numeracy skills

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

teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide annotations)

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

teaching strategies to and/or inter-observer agreement form about
develop critical and teaching strategies to develop critical and creative
creative thinkling, as thinking, as well as other higher-order thinking
well as other higher- 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

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

demonstration teaching

5. Results of assessment used in teaching

6. Others (Please specify and provide annotations)

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet
ENVIRONMENT structure to engage and/or inter-observer agreement form about
AND DIVERSITY learners, individually managing classroom structure that engages
or in groups, in learners in various activities
OF LEARNERS meaningful
explanation,
discovery and hands-
on activities within a 2. Lesson plans/modified DLLs highlighting various
range of physical classroom management strategies that engage
learning learners in activities/tasks in different physical
environments. learning environments

3. Others (Please specify and provide annotations)

 5. Managed learner Classroom observation tool (COT) rating sheet
behavior and/or inter-observer agreement form about
constructively by teacher management of learner behavior using
applying positive and 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

8. Others (Please specify and provide annotations)

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

developmentally and/or inter-observer agreement form about using
appropriate learning differentiated, developmentally appropriate
experiencce to learning experiences
address learner's
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

3. Instructional materials highlighting differentiation

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

4. Others (Please specify and provide annotations)

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

AND PLANNING and implemented and/or inter-observer agreement form about using
developmentally developmentally sequenced teaching and
sequenced teaching learning process
and learning
processes to meet
curriculumrequiremen 2. Lesson plans/modified DLLs developed
ts and varied teaching highlighting developmetally sequenced instruction
contents. 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

4. Others (Please specify and provide annotations)

8. Participated in 1. Personal notes of teachers on

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

3. Others (Please specify and provide annotations)

 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet
organized, and used and/or inter-observer agreement form about using
appropriate teaching appropriate teaching and learning resources,
and learning including ICT
resources, including
ICT, to address Examples: Activity sheets/tasks sheets/work
learning goals. sheets, powerpoint presentations, video clips,
module, SIMs-Strategic Intervention Matertials,
Other

2. Lesson plans/modified DLLs with apprropriate

instructional materials appended

3. Others (Please specify and provide annotations)

4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet
AND organized and used and/or inter-observer agreement form about using
diagnostic, formative diagnostic, formative and summative assessment
REPORTING
and summative startegies
assessment
strategies consistent 2. Prepared lesson plans/modified DLLs highlighting
with curriculum appropriate use of formative assessment
requirements. strategies

3. Develop diagnostic tests: (a) with TOS reviewed

by superior; (b) with sample accomplished
questionaire/answer sheets

4. Develop summative tests: (a) with TOS reviewed

by superior; (b) with sample accomplished
questionaire/answer sheets

5. Develop performance tasks: (a) with rubrics

reviewed by superior; (b) with sample
accomplished rubrics

6. Others (Please specify and provide annotations)

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

AND evaluated learner summary of results and with signature of parents
REPORTING progress and
achievement using
learner attainment
2. Formative/summative assessment tools with TOS
data.
and frequency of errors with identified least
mastered skills

3. Class records/grading sheets

4. Lesson plans/modified DLLs showing index of

mastery

5. Others (Please specify and provide annotations)

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

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

3. Report cards with parent's or guardian's signature

in all quarters supported by minutes of meeting

4. Communication with parents/guardians using

various modalities

5. Anecdotal record showing entries per quarter

6. Other documents showing learner needs,

progress and achievement submitted to other
stakeholders

5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation

related
works/activities that
contribute to the
teaching-learning
5. 13. Performed various
related
works/activities that
contribute to the 2. Certificate of Training
teaching-learning
process
3. Certificate of Speakership

4. Committee involvement

5. Advisorship of Co-curricular activities

6. Book or Journal Authorship/Co-

authorship/Contributorship

7. Coordinatorship/Chairpersonship

8. Coaching and mentoring learners in competitions

9. Mentoring pre-service/in-service teachers

10. Others (Please specify and provide annotations)

 COMPETENCIES

CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2
personal goals and values congruent to that of the organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals. 3
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals. 4
5 Sets high quality, challenging, realistic goals for self and others. 5

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
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good 3
grooming and communication. 4
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
and help others improve their effectiveness.

Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2
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 3
usefulness/acceptability and completeness with no supervision required.
4
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
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
 COMPETENCIES

Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.
Applies negotiation principles in arriving at win-win agreements.
Drives consensus and team ownership of decisions.
Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.

Service Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.

Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
and directions.

Develops and adopts service improvement programs through simplified procedures that will further
enhance service delivery.

Innovation
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).

Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.

Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.

trates; 1 - Rarely demonstrate

OVERALL

COMPETENCY
0.00
RATINGS
 PART IV: DEVELOPMENT PLANS

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN

(Recommended Developmetal Intervention

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Ratee Rater
DEVELOPMENT PLANS

ON PLAN TIMELINE RESOURCES NEEDED

Recommended Developmetal Intervention)

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/R
WEIGHT RATEE (Teacher)
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV PERFORMANCE TARGET
Rating Remarks

Quality

Efficiency

Timeliness

*Please see attached list of MOV

Ratee Ratee Approving Au

EVIEW FORM (MRF)

MID-YEAR REVIEW/RATING
RATER (Principal) MID-YEAR REVIEW
RESULTS
Rating Remarks

Approving Authority
 PERFORMANCE MONITORING AND COACHING

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT

ITORING AND COACHING FORM

SIGNATURE
IMPACT ON JOB/ ACTION PLAN (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
4. groups, in meaningful exploration, discovery and hands-on activities
within a range of physical learning environments

5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment

6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching
7. and learning processes to meet curriculum requirements and varied
teaching contexts

8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals

9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:

Note: For schools with only one observer (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
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

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

Signature over Printed Name of the Teacher

 CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE:

TEACHER OBSERVED: TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:

OBSERVATION: 1 □ 2 □ 3 □ 4 □

GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer
 ANNOTATION

DESCRIPTION OF THE MOV

OBJECTIVES MEANS OF VERIFICATION PRESENTED
ANNOTATION

ANNOTATIONS