Ipcrf 2018 New Form

TABLE OF
CONTENTS
Introduction 2
The RPMS Tools for Teachers 3
1.1 Who uses the RPMS Tools? 4
1.2 What are the RPMS Tools? 4
1.3 What are the parts of the RPMS Tools? 6
Preparation of Documents and Organization of Teach 13
2.1 How do you gather and organize docum 14
2.2 How do you organize your RPMS Portfo 17
The Portfolio Assessment Process 19
3.1 What is the Portfolio Assessment Proce 20
3.1.1 Pre-Assessment 20
3.1.2 Assessment 24
3.1.2.1 How do you compute the Portfo 31
3.1.2.2 How do you assess the Compet 39
3.1.3 Post-Assessment 41
Professional Reflections Through Annotations 45
4.1 What are annotations? 46
4.2 What is the importance of annotations 47
4.3 What do you annotate? 47
4.4 How do you write annotations? 47
Effective Coaching and Giving Performance Feedback 49
5.1 What is coaching? 50
5.1.1 What is the difference among co 50
5.1.2 What is the Coaching Model for 51
5.1.3 What are the Four (4) Step Proce 53
5.2 What is Performance Feedback? 57
5.2.1 Why do we give feedback? 59
5.2.2 What is the STAR Feedback Mode 60
5.2.3 What are the benefits of the ST 61
5.2.4 What is the Feedback Process? 65
Tools within the RPMS Cycle 67
6.1 Self-Assessment Tools in the RPMS Cyc 68
6.1.1 What are the Self-Assessment T 71
6.1.2 What are the parts of the SAT-R 72
6.1.3 How do you take the SAT-RPMS? 74
6.1.4 What are the uses of the SAT-RP 76
6.2 Classroom Observation Tools in the RP 78
6.2.1 What are the Classroom Observa 81
6.2.2 What are the COT-RPMS Forms? 85
6.2.3 What are the roles and responsibi 92
6.2.4 What are the processes and prot 93
Glossary of Terms/Acronyms 97
88 Appendices 103
Appendix A: Professional Standards for Teac 104
Appendix B: RPMS Tool for Teacher I-III (Pro 135
Appendix C: RPMS Tool for Master Teacher I- 158
Appendix D.1: Individual Performance Commitment and
Review Form (IPCRF) for Teacher 183
Appendix D.2: Individual Performance Commitment and
Review Form (IPCRF) for Master 192
Appendix D.3: IPCRF-Part II: Competencies 199
Appendix D.4: Part IV of the IPCRF: Development Plans 200
Appendix E: Mid-year Review Form 201
Appendix F: Performance Monitoring and 202
Appendix G: Self-Assessment Tool for Teacher 203
Appendix H: Self-Assessment Tool for Master
Teacher I-IV (Highly Proficient 207
Appendix I.1: COT-RPMS for Teacher I-III (Pro 211
Appendix I.2: COT-RPMS Rating Sheet (Teacher 223
Appendix I.3: Inter-Observer Agreement Form 224
Appendix J.1: COT-RPMS for Master Teacher I- 225
Appendix J.2: COT-RPMS Rating Sheet (Master 233
Appendix J.3: Inter-Observer Agreement Form 234
Appendix K: COT-RPMS Observation Notes 235
Appendix L: Annotation Template 236
89 Acknowledgements 237
for RPMS Tool
Teacher I-III
(Proficient
Teachers)
M
Tool -
IV
RPMS I
Teacher
Master
for
3
-
T1
RPMS Tool
I-III
for Teacher
(Proficient Teachers)
M
RPMS Tool I-IV
for Master Teacher
CATEGODEFINITION
The extent to which actual performance compares with targeted performance.
Effectiv The degree to which objectives are achieved and the extent to which targeted
Quality
problems are solved. In management, effectiveness relates to getting the right
things done.
The extent to which time or resources is used for the intended task or purpose.
Measures whether targets are accomplished with a minimum amount of
Efficiencquantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on the
requirements of the rules and regulations, and/or clients/stakeholders.
TimelineTime-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Table of Contents
KRA1- Content Knowledge and Pedagogy
Objective 1:
MOV1: COT on Solving Two-Step Word Problems
MOV2: Instructional Materials for Solving Two-Step Word Problems
Objective 2:
MOV1: COT in Visualization of Multiplication of Fractions
MOV2: LP in Visualization of Multiplication of Fractions
for RPMS Tool
Teacher -III
(Proficient
I
Teachers)
Pre-Assessment Phase Assessment Phase
(Document/Forms: PPST, (Document/Forms: Techer
RPMS Tools, IPCRF, Teacher RPMS Portfolio, appropriate
RPMS Portfolio) RPMS Tool and IPCRF
What is I am
your current
a Teacher 1.
position?
Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED IN DURING PLANNING TO BE FILLED DURING EVAL
Weight Performance Indicators Actual
Very
MFOs KRAs ObjectivTimelineper QET Outstanding SatisfactUnsatisfactory Poor (1)
KRA (5) Satisfact(3) (2) Results
(4)
Basic Content 1. Appli June Quality
EducatioKnowledknowled2016 –
Servicesand of conteMarch
Pedagogwithin a 2017
across
curriculum
teaching
areas.
Efficiency
22.5%
Timeliness
TO BE FILLED DURING EVALUATION
Rating Score
QET Ave
Performance Measures
CATEGODEFINITION
The extent to which actual performance compares with targeted
Effectiv performance.
Quality The degree to which objectives are achieved and the extent to which
targeted problems are solved. In management, effectiveness relates to
getting the right things done.
The extent to which time or resources is used for the intended task or
Efficiencpurpose. Measures whether targets are accomplished with a minimum
amount of quantity of waste, expense, or unnecessary effort.
In management, efficiency relates to doing the things right.
Measures whether the deliverable was done on time based on the
requirements of the rules and regulations, and/or clients/stakeholders.
TimelineTime-related performance indicators evaluate such things as project
completion deadlines, time management skills and other time-sensitive
expectations.
Acceptable MOV Submitted MOV Remarks
1 Classroom observation tool (C 4 COT rating sheets with a rating of Valid
rating sheet and/or inter-obse level 7.
agreement form about effective
applications of content knowledge
within and across curriculum t • COT 1 is supported by 1 DLL Valid
areas used in demonstration teaching
2 Lesson plans/modified DLLs used in highlighting integration of
demonstration teaching highlighting knowledge of content within and
integration of content knowledge across subject areas
within and across subject area• COT 2 is supported by 1 set of Valid
3 Instructional materials developed instructional materials developed
highlighting effective application of highlighting effective application
content knowledge within and across of content knowledge within and
subject areas across subject areas
4 Performance tasks/test materia• COT 3 is supported by 1 Valid
used in demonstration teaching performance task/test material
highlighting integration of content used in demonstration teaching
knowledge within and across subject highlighting integration of content
areas knowledge within and across
5 Results of assessment used in subject areas
demonstration teaching highlig• COT 4 is supported by results oValid
mastery of lessons learned assessment used in demonstration
6 Others (Please specify and provide teaching highlighting mastery of
annotations) lessons learned
Q E T Total Average Weight pScore
4 5- 9 4.5 7.5% 0.337
Acceptable MOV Submitted MOV Remarks
• Compilation of a learner’s • A compilation of a learner’s written Not valid because
written work with summary work with summary of results it lacked parent’s
of results and with signature signature
of parents • A formative assessment tool with Not valid because it
• Formative/summative TOS and frequency of errors lacked a list of identified
assessment tools with TOS least mastered skills
and frequency of errors with • A class record Valid
identified least mastered
skills • A DLL showing index of mastery Valid
t of identified
Q E T Total Average Weight pScore
3 3 3 9 3 7.5% 0.225
COT RatiCOT Rating RPMS 5-point scale
(Proficie(Highly Proficient Teachers)
7 8 5 (Outstanding)
6 7 4 (Very Satisfactory)
5 6 3 (Satisfactory)
4 5 2 (Unsatisfactory)
3 4 1 (Poor)
COT Rating Sheet COT RatiRPMS 5-point scale
Teachers)
COT Rating Sheet 1 7 5
COT RatingCOT RatiRPMS 5-point scale
(Highly Proficient Teachers)
COT Rating 7 5
COT Rating 6 4
COT Rating 5 3
COT Rating 5 3
Total 15
Average 3.75
RANGE RPMS 5-point Rating Scale
4.500 – 5.000 5 (Outstanding)
3.500 – 4.499 4 (Very Satisfactory)
2.500 – 3.499 3 (Satisfactory)
1.500 – 2.499 2 (Unsatisfactory)
below 1.499 1 (Poor)
Hi! Here’s your I am glad to
portfolio. Let’s hear about
talk about your your
performance comments,
rating. Ma’am.
Weight Weight per Numerical
Ratings
KRA per Objectives Score
Objective
KRA Q E T Ave
Objectiv7.5% 5 5-
1 22.5% Objectiv7.5% 5 5-
Objectiv7.5% 5 5-
Objectiv7.5% 4 4-
2 22.5% Objectiv7.5% 4 4-
Objectiv7.5% 3 3-
Objectiv7.5% 4 4-
3 22.5% Objectiv7.5% 3 3-
Objectiv7.5% 4 4-
Objectiv7.5% 4 4-
4 22.5% Objectiv7.5% 5 5 5
Objectiv7.5% 5 5 5
5 10% Objectiv10% 4 4-
Final Rating
Adjectival Rating
Ratings
Objective
KRA Q E T Ave
Objectiv7.5% 5 5- 5
1 22.5% Objectiv7.5% 5 5- 5
Objectiv7.5% 5 5- 5
Objectiv7.5% 4 4- 4
2 22.5% Objectiv7.5% 4 4- 4
Objectiv7.5% 3 3- 3
Objectiv7.5% 4 4- 4
3 22.5% Objectiv7.5% 3 3- 3
Objectiv7.5% 4 4- 4
Objectiv7.5% 4 4- 4
4 22.5% Objectiv7.5% 5 5 5 5
Objectiv7.5% 5 5 5 5
5 10% Objectiv10% 4 4- 4
Final Rating
Adjectival Rating
Weight
KRA per Objectives
KRA
Objective 1
1 22.5% Objective 2
Objective 3
Objective 4
2 22.5% Objective 5
Objective 6
Objective 7
3 22.5% Objective 8
Objective 9
Objective 10
4 22.5% Objective 11
Objective 12
5 10% Objective 13
Weight per Objective x Average Rating = Score

Weight
KRA per Objectives
KRA
Objective 1
1 22.5% Objective 2
Objective 3
Objective 4
2 22.5% Objective 5
Objective 6
Objective 7
3 22.5% Objective 8
Objective 9
Objective 10
4 22.5% Objective 11
Objective 12
5 10% Objective 13
Sum of all the Scores = Final Rating

Adjectival Rating Equivalences
RANGE
4.500 – 5.000
3.500 – 4.499
2.500 – 3.499
1.500 – 2.499
below 1.499
Weight per
Objective
Q
7.5% 5
7.5% 5
7.5% 5
7.5% 4
7.5% 4
7.5% 3
7.5% 4
7.5% 3
7.5% 4
7.5% 4
7.5% 5
7.5% 5
10% 4
Weight per
Objective
Q
7.5% 5
7.5% 5
7.5% 5
7.5% 4
7.5% 4
7.5% 3
7.5% 4
7.5% 3
7.5% 4
7.5% 4
7.5% 5
7.5% 5
10% 4
= Final Rating
Numerical
Ratings
E T
5 -
5 -
5 -
4 -
4 -
3 -
4 -
3 -
4 -
4 -
5 5
5 5
4 -
Final Rating
Adjectival Rating
Numerical
Ratings
E T
5 -
5 -
5 -
4 -
4 -
3 -
4 -
3 -
4 -
4 -
5 5
5 5
4 -
Final Rating
Adjectival Rating
ADJECTIVAL RATING
Outstanding
Very Satisfactory
Satisfactory
Unsatisfactory
Poor
Score
Ave
5 0.375
5 0.375
5 0.375
4 0.3
4 0.3
3 0.225
4 0.3
3 0.225
4 0.3
4 0.3
5 0.375
5 0.375
4 0.4
Score
Ave
5 0.375
5 0.375
5 0.375
4 0.3
4 0.3
3 0.225
4 0.3
3 0.225
4 0.3
4 0.3
5 0.375
5 0.375
4 0.4
4.225
Ratings
Objective
KRA Q E T Ave
Objectiv7.5% 5 5- 5 0.375
1 22.5% Objectiv7.5% 5 5- 5 0.375
Objectiv7.5% 5 5- 5 0.375
Objectiv7.5% 4 4- 4 0.3
2 22.5% Objectiv7.5% 4 4- 4 0.3
Objectiv7.5% 3 3- 3 0.225
Objectiv7.5% 4 4- 4 0.3
3 22.5% Objectiv7.5% 3 3- 3 0.225
Objectiv7.5% 4 4- 4 0.3
Objectiv7.5% 4 4- 4 0.3
4 22.5% Objectiv7.5% 5 5 5 5 0.375
Objectiv7.5% 5 5 5 5 0.375
5 10% Objectiv10% 4 4- 4 0.4
Final Rating 4.225
Adjectival Rating Very
Satisfactory
KRA Weight pObjectivWeight pNumerical Ratings Score
KRA Objective
Q E T Ave
Objectiv7.5%
KRA 1 22.5% Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Objectiv7.5%
Plus 10% Objectiv10%
Factor
Final Rating
Adjectival Rating
Figure 3.24. Suggested Summary Sheet for the computation of Portfolio Rating
DATE CRITICAL INCIDENCE OUTPUT IMPACT ON JOB/ SIGNATURE
DESCRIPTION ACTION PLAN (RATER/RATEE)
August 6Work tasks and schedules to a Submitted school formsServes as role model to
goals as evident in her checkli ahead of time colleagues/peers
to be prioritized.
SeptembLogbook of daily incidence in hLogbook served as evidCould easily address
classroom is regularly done wi anecdotal records and jthe learners’ needs
“Reflection” every week. best practices.
OctoberQuiz notebooks (in all the subjTrack records of learnerLeast learned
are observed with TOS, test it performance competencies are
score and item analysis and level of identified and intervention
mastery. needed is applied
OctoberThe use of ICT as shown durin IMs used did not fully Less participation among
classroom observation has to interest of students learners
enhanced.
Position:
Position:
Bureau/Center/Service/Division:
Date of Review:
Rating Period:
MFOs KRAs ObjectivWeight MOV Performance Mid-year Review/Rating Mid-Year Review Results
Ratee (Teacher) Rater (Principal)
per KRA Target
Rating RemarksRating Remarks
Quality
Scale Definition
5 Role Model
4 Consistently demonstrates
3 Most of the time demonstrates
2 Sometimes demonstrates
1 Rarely demonstrates
Action Plan
StrengthDevelopment Need(Recommended TimelineResources
Developmental Needed
Intervention)
A. Teaching Competencies (PPST)
Objective 3, KRAObjective Applying new learning Learning and
To apply a rangeTo apply a from attending courses/ Development
strategies to devestrategies seminars/workshops/
Team
and creative thinand creativLearning Action Cells
as other higher- well as oth(LAC)/ E-learning
skill thinking skills
Using feedback to try a Year-rouSupervisors /
new approach to an old School Heads /
practice
Master
Teachers
Coaching and mentoring
Local Funds
B. Core Behavior(DepEd)
• Professi Innovation• Coachin• Regular HRTD Funds
• Teamworconceptual• Incorporate in thcoaching
• Service Box” ideas/approa next in- • In-
• Results Focus training (INSET) service
the training on training
conceptualizatioon April
of innovative an and May
ingenious methods
and solutions
Geographical Seminars/
cross posting workshops
Benchmarking Coaching/
Counseling
Functional Other Formal
developmental education/
cross posting
Job enhancement/ Developmental/
redesign lateral career move
Rememb70 - 20 - 10
Learning Model
Learn and devel Learn and develop
through Learn anthrough Structured
develop courses and programs
through (Formal education)
70% 20%
10%
90% Experiential learning
and development
70 - Learn and 20 - Learn and 10 - Learn and
Develop Through Develop Through Develop Through
Experience Others Structured Courses
and Programs
• Applying new • Seeking informal (Formal Education)
learning in real feedback and work
situations debriefs • Learning through:
• Using feedback to • Seeking advice, - courses
try a new approach asking opinions, - workshops
to an old problem sounding out ideas - seminars
• Trying new work • Requesting - e-learning
and solving coaching from • Applying for
problems within manager/others professional
role • Getting 360° qualifications/
• Having increased feedback accreditation
span of control • Undergoing
• Having increased structured
decision-making mentoring and
• Becoming coaching
champion and/or • Participating in
managing changes Learning Action
Cells (LAC)
I enjoy
tasks for
whether
individually,
groups.
Sometimes I
that
the
students don’t
ability
about levels
assigning
tasks for
appropriately.
designing
my students
in pairs,
or in
need to
remind
have the
and same
so I have
mindful
the
many different
to do
in class
myself
have the
to be
students
I follow CBI,
When the
that in
sure integration
on
focus and
within
. So
clear
observer
see evidence
lessons
across
at they
that
visits
I always
of
subject
any
class,
my
of this
make
the
I plan,
content
is
areas
an
that
time will
.
In this lesson,
knowledge
incorporate
football/soccer,
in sports
news
team
football the more
against
fight
such as
Asia, students
that some
. I can make
Team them in
engage
scores
the game
good
be a
can
. If I
concepts
integration, in the
be included
what
and
about
has been
Japan
use
the
and
application
plan
along
I meant
of
link
how
putting
experienced
noticed
and
were
of their
lesson
other
my lessons
with
activities
to do was
sports,
this to
the Philippine
Korea
of the
fans
sports
of
Math
specifically
current
up a good
teams
interest
Discussing
statistics
simple
well,
and P.
.
to
in
I .
Phil
to
Math
values
, can
E.
ObjectivMeans of Verification DescriptAnnotations
Presented
1. Appli Classroom observation tool (C The MOVIn this lesson, I incorporated
knowledrating sheet and/or inter-obse was a le knowledge of sports,
of conteagreement form about knowleshowed si pecifically football/soccer
within acontent within and across currknowledto my Math lesson. To get
across teaching areas in Physi students interested, I drew
curricul Lesson plans/modified DLLs developedattention to the sports news
teachinghighlighting integration of content about how the Philippine team
areas knowledge within and across subject had been putting up a good
areas fight against more experienced
Instructional materials highlighting teams in Asia, such as Japan
mastery of content and its integration and Korea. To apply Math
in other subject areas concepts, I led the class in
Performance tasks/test material(s) discussing the game scores
highlighting integration of content and other sports statistics. My
knowledge within and across subject students were engaged. I was
areas able to deliver my lesson in
Others (Please specify and provide Math with an interesting focus
annnotations) on sports.
How do I feel that
you feel
I need to
about your
improve
progress
on...
so far?
Causes Description
Check work process before looking
Inefficieninto faults in the people who run
them.
Personal Problems
Work OveDemand is too much or too fast-
paced
Relations Jealousy, competition for attention
or for a promotion
Managing focuses on...Coaching focuses on...
Telling Exploring
Directing Facilitating
Authority Partnership
Immediate Needs Long-term Improvement
A Specific Outcome Many possible outcomes
Hi! Here’s I am glad to hear
portfolio. Labout your
talk about your
comments,
performance
ma’am.
rating.
3
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COT Indicator Number 1
Objectives acrossandwithincontentofknowledgeApplied.areasteachingcurriculum
RPMS Objective Number 1
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shareandmodeltocolleagu IVI-
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COT Observation Period
IndicatoTHE TEACHER:
1 2 3 4
No.
1 Applies knowledge of content / / / /
across curriculum teaching areas
Uses a range of teaching strategies that
2 enhance learner achievement i/ / / /
numeracy skills
Applies a range of teaching strategies to
3 develop critical and creative th/ / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
4 meaningful exploration, discov/ / / /
hands-on activities within a range of physical
learning environments
Manages learner behavior constructively by
5 applying positive and non-viole/ / / /
to ensure learning-focused environments
Uses differentiated, developmentally
6 appropriate learning experienc/ x / x
learners’ gender, needs, strengths, interests
and experiences
Plans, manages and implements
7 developmentally sequenced te/ / / /
learning processes to meet curriculum
requirements and varied teaching contexts
Selects, develops, organizes, and uses
8 appropriate teaching and learnx / / /
including ICT, to address learning goals
Designs, selects, organizes, and uses
9 diagnostic, formative and sum x x x /
assessment strategies consistent with
curriculum requirements
Figure 6.17. Indicator List for Proficient Teachers
COT Observation Period
Indicator THE TEACHER:
1 2 3 4
No.
1 Applies knowledge of content / / / /
across curriculum teaching areas
Applies a range of teaching strategies to
2 develop critical and creative th/ / / /
as other higher-order thinking skills
Manages classroom structure to engage
learners, individually or in groups, in
3 meaningful exploration, discov/ / / /
hands-on activities within a range of physical
learning environments
Manages learner behavior constructively by
4 applying positive and non-viole/ / / /
to ensure learning-focused environments
Plans, manages and implements
5 developmentally sequenced te/ / / /
learning processes to meet curriculum
Figure 6.18. Indicator List for Highly Proficient Teachers
Observer Teacher
Sits at available chairs. Multipl 1. Delivers the lesson.
1
observers are expected to sit
apart.
2 Uses the Observation Notes
Form to record comments and
observations on the teacher’s
performance.
3 If there are multiple observers,
avoid engaging in any
discussion with one another.
Showing any feedback on
the teacher’s performance
using facial expression is also
discouraged.
4 Observes the entire class
period.
OBSERVERS TOOL NEEDED TEACHER
• Review the COT- • Review the COT-
RPMS Rubric RPMS Rubric
appropriate for appropriate to his/
the rank of the her rank
teacher to be RUBRIC • Plan the lesson
observed. • Refer to the
INDICATOR LIST
• Refer to the indicator list for
indicator list for the prescribed
the prescribed indicator to plan
indicator to be the lesson
rated
• Arrive at the
designated
classroom a few
minutes before
the observation
OBSERVATION
In case of multiple
observers: INTER-OBSERVER
• Discuss the rating
with the fellow AGREEMENT
observers FORM
• Decide on the final
POST- rating
Observers and the teacher meet to discuss
the results of the observation. The teacher and observer(s)
affix their signature on the rating.
Figure 6.30. Graphical representation of the Classroom Observation Process
CONTENTS
Table of Contents i
Introduction ii
Role of teachers ii
Professional standards fo ii
Teacher quality in the Phiiii
Career Stages vi
Philippine Professional S 1
Glossary of Terms 16
References 19
Acknowledgements 20
HT
INTRODUCTION
E
Role of teachers PR
SM
Teachers play a crucial role in M
NA
equipped with 21st century skills, and able to propel the country to development and progress. This is in consonance with the
of producing: “Filipinos who p UA
L
meaningfully to building the nation” (DepED Order No. 36, s. 2013).
Evidences show unequivocally that good teachers are vital to raising student achievement, i.e., quality learning is contingent up
Hence, enhancing teacher quality becomes of utmost importance for long-term and sustainable nation building.
The changes brought about by various national and global frameworks, such as the K to 12 Reform and the ASEAN integration,
changing character of the 21st century learners, necessitate the improvement and adaptability of education, and a call for reth
standards.
Professional standards for teachers
The Philippine Government has consistently pursued teacher quality reforms through a number of initiatives. As a framework o
National Competency-Based Teacher Standards (NCBTS) was institutionalized through CHED Memorandum Order No. 52, s. 20
2009. It emerged as part of the implementation of the Basic Education Sector Reform Agenda (BESRA), and was facilitated by d
considerations of programs, such as the Basic Education Assistance for Mindanao (BEAM), the Strengthening Implementation o
project and the Third Elementary Education Project (TEEP).
The K to 12 Reform (R.A. 10533) in 2013 has changed the landscape of teacher quality requirements in the Philippines. The ref
an equivalent supportive focus on teacher quality – high quality teachers who are properly equipped and prepared to assume
to 12 teacher.
s is in consonance with the Department of Education vision
lity learning is contingent upon quality teaching.

tion building.
and the ASEAN integration, globalization, and the
ducation, and a call for rethinking of the current teacher
initiatives. As a framework of teacher quality, the

randum Order No. 52, s. 2007 and DepED Order No. 32, s.
RA), and was facilitated by drawing on the learning
ngthening Implementation of Visayas Education (STRIVE)
s in the Philippines. The reform process warrants

ed and prepared to assume the roles and functions of a K
2 Engagement of parents and theHT
3 Professional ethics E
PR
4 School policies and procedures
SM
Domain 7, Personal Growth and Professional Development, contains five strands:
M
1 Philosophy of teaching NA
2 Dignity of teaching as a profes LUA
3 Professional links with colleagues
4 Professional reflection and learning to improve practice
5 Professional development goals
Strands Beginning Teachers Proficient Teachers Highly Proficient Teachers
Strand 1.1 1.1.1 Demonstrate content 1.1.2 Apply knowledge of 1.1.3 Model effective
Content knowled knowledge and its application content within and across applications of content
application withwithin and/or across curriculu curriculum teaching areas. knowledge within and across
curriculum areateaching areas. curriculum teaching areas.
Strand 1.2 1.2.1 Demonstrate an 1.2.2 Use research-based 1.2.3 Collaborate with
Research-basedunderstanding of research- knowledge and principles of colleagues in the conduct and
principles of te based knowledge and principleteaching and learning to application of research to enri
learning of teaching and learning. enhance professional practiceknowledge of content and
pedagogy.
Strand 1.3 1.3.1 Show skills in the positiv 1.3.2 Ensure the positive use 1.3.3 Promote effective
Positive use of use of ICT to facilitate the ICT to facilitate the teaching strategies in the positive use o
teaching and learning process.learning process. ICT to facilitate the teaching a
learning process.
Distinguished Teachers
1.1.4 Model exemplary
practice to improve
applications of content
knowledge within and across
curriculum teaching areas.
1.2.4 Lead colleagues in the
advancement of the art and
science of teaching, based on
their comprehensive
knowledge of research and
pedagogy.
1.3.4 Mentor colleagues in the
implementation of policies to
ensure the positive use of ICT
within or beyond the school.
114 Strand 1.4 1.4.1 Demo1.4.2 Use a range of tea 1.4.3 Evaluate with colleagues
Strategies for p of teachingstrategies that enhance the effectiveness of teaching
and numeracy promote liachievement in literacy strategies that promote learne
skills. numeracy skills. achievement in literacy and
numeracy.
Strand 1.5 1.5.1 Apply1.5.2 Apply a range of t 1.5.3 Develop and apply
Strategies for dethat develostrategies to develop criteffective teaching strategies to
and creative thicreative thand creative thinking, aspromote critical and creative
other higher-ordhigher-ordeother higher-order thinkthinking, as well as other
skills. higher-order thinking skills.
Strand 1.6 1.6.1 Use 1.6.2 Display proficient 1.6.3 Model and support
Mother Tongue,Filipino andMother Tongue, Filipino colleagues in the proficient us
English in teachteaching anEnglish to facilitate teac of Mother Tongue, Filipino and
and learning. English to improve teaching an
learning, as well as to develop
learners’ pride of their
language, heritage and culture
Strand 1.7 1.7.1 Demo1.7.2 Use effective verba1.7.3 Display a wide range of
Classroom comm
understandnon-verbal classroom effective verbal and non-verba
strategies verbal andcommunication strategieclassroom communication
classroom support learner underst strategies to support learner
strategies participation, engagemeunderstanding, participation,
understandiachievement. engagement and achievement.
engagement and achievement.
1.4.4 Model a comprehensive
selection of effective teaching
strategies that promote
learner achievement in literacy
and numeracy.
1.5.4 Lead colleagues in
reviewing, modifying and
expanding their range of
teaching strategies that
promote critical and creative
thinking, as well as other
higher-order thinking skills.
1.6.4 Show exemplary skills in
and advocate the use of
Mother Tongue, Filipino and
English in teaching and
learning to facilitate learners’
language, cognitive and
academic development and to
foster pride of their language,
heritage and culture.
1.7.4 Exhibit exemplary
practice in the use of effective
verbal and non-verbal
classroom communication
strategies to support learner
understanding, participation,
engagement and achievement
in different learning contexts.
Strand 22.1.1 Demonstrate knowledge 2.1.2 Establish safe and secure2.1.3 Exhibit effective strategie
Learner of policies, guidelines and learning environments to that ensure safe and secure
procedures that provide safe enhance learning through the learning environments to
and secure learning consistent implementation of enhance learning through the
environments. policies, guidelines and consistent implementation of
procedures. policies, guidelines and
procedures.
Strand 22.2.1 Demonstrate 2.2.2 Maintain learning 2.2.3 Exhibit effective practice
Fair lea understanding of learning environments that promote to foster learning environment
environments that promote fairness, respect and care to that promote fairness, respect
fairness, respect and care to encourage learning. and care to encourage learning
encourage learning.
Strand 22.3.1 Demonstrate knowledge 2.3.2 Manage classroom 2.3.3 Work with colleagues to
Managem of managing classroom structure to engage learners, model and share effective
structurestructure that engages learnersindividually or in groups, in techniques in the managemen
individually or in groups, in meaningful exploration, of classroom structure to
meaningful exploration, discovery and hands-on engage learners, individually o
discovery and hands-on activities within a range of in groups, in meaningful
activities within the available physical learning environmentsexploration, discovery and
physical learning environments. hands-on activities within a
range of physical learning
environments.
2.1.4 Apply comprehensive
knowledge of, and act as a
resource person for, policies,
guidelines and procedures that
relate to the implementation
of safe and secure learning
environments for learners.
2.2.4 Advocate and facilitate
the use of effective practices to
foster learning environments
that promote fairness, respect
and care to encourage
learning.
practices in the management
of classroom structure and
activities, and lead colleagues
at the whole-school level to
review and evaluate their
practices.
116 Strand 22.4.1 Demonstrate 2.4.2 Maintain supportive 2.4.3 Work with colleagues to
Support understanding of supportlearning environments that share successful strategies tha
learning environments thnurture and inspire learners tosustain supportive learning
nurture and inspire learn participate, cooperate and environments that nurture and
participation. collaborate in continued inspire learners to participate,
learning. cooperate and collaborate in
continued learning.
Strand 22.5.1 Demonstrate knowl2.5.2 Apply a range of 2.5.3 Model successful
Promotioof learning environments successful strategies that strategies and support
motivate learners to workmaintain learning environmentcolleagues in promoting
productively by assumingthat motivate learners to worklearning environments that
responsibility for their o productively by assuming effectively motivate learners t
learning. responsibility for their own work productively by assuming
learning. responsibility for their own
learning.
Strand 22.6.1 Demonstrate knowl2.6.2 Manage learner behavior2.6.3 Exhibit effective and
Managemeof positive and non-violenconstructively by applying constructive behavior
discipline in the manage positive and non-violent management skills by applying
learner behavior. discipline to ensure learning- positive and non-violent
focused environments. discipline to ensure learning-
focused environments.
2.4.4 Facilitate processes to
review the effectiveness of the
school’s learning environment
to nurture and inspire learner
participation.
2.5.4 Lead and empower

colleagues in promoting
learning environments that
effectively motivate learners to
achieve quality outcomes by
assuming responsibility for
their own learning.
2.6.4 Provide leadership in

applying a wide range of
strategies in the
implementation of positive and
non-violent discipline
policies/procedures to ensure
learning-focused
environments.
Strand 3.1 3.1.1 Demonstrate knowledge 3.1.2 Use differentiated, 3.1.3 Work with colleagues to
Learners’ gender,and understanding of developmentally appropriate share differentiated,
strengths, intere differentiated teaching to suit learning experiences to addresdevelopmentally appropriate
experiences the learners’ gender, needs, learners’ gender, needs, opportunities to address
strengths, interests and strengths, interests and learners’ differences in gender,
experiences. experiences. needs, strengths, interests and
experiences.
Strand 3.2 3.2.1 Implement teaching 3.2.2 Establish a learner- 3.2.3 Exhibit a learner-centere
Learners’ linguististrategies that are responsive centered culture by using culture that promotes success
socio-economic alearners’ linguistic, cultural, teaching strategies that respo by using effective teaching
backgrounds socio-economic and religious to learners’ linguistic, cultural, strategies that respond to
backgrounds. socio-economic and religious learners’ linguistic, cultural,
backgrounds. socio-economic and religious
backgrounds.
Strand 3.3 3.3.1 Use strategies responsive3.3.2 Design, adapt and 3.3.3 Assist colleagues to
Learners with disa to learners with disabilities, implement teaching strategiesdesign, adapt and implement
giftedness and tagiftedness and talents. that are responsive to learnersteaching strategies that are
with disabilities, giftedness an responsive to learners with
talents. disabilities, giftedness and
talents.
3.1.4 Lead colleagues to
evaluate differentiated
strategies to enrich teaching
practices that address learners’
differences in gender, needs,
strengths, interests and
experiences.
teaching practices that
recognize and affirm diverse
linguistic, cultural, socio-
economic and religious
backgrounds to promote
learner success.
designing, adapting and
implementing teaching
strategies that are responsive
to learners with disabilities,
giftedness and talents.
118 Strand 33.4.1 Demonstrate 3.4.2 Plan and deliver teaching3.4.3 Evaluate with colleagues
Learnersunderstanding of the special strategies that are responsive teaching strategies that are
circumsteducational needs of learners the special educational needs responsive to the special
difficult circumstances, learners in difficult educational needs of learners
including: geographic isolationcircumstances, including: difficult circumstances,
chronic illness; displacement geographic isolation; chronic including: geographic isolation
due to armed conflict, urban illness; displacement due to chronic illness; displacement
resettlement or disasters; childarmed conflict, urban due to armed conflict, urban
abuse and child labor practicesresettlement or disasters; childresettlement or disasters; child
abuse and child labor practicesabuse and child labor practices
Strand 33.5.1 Demonstrate knowledge 3.5.2 Adapt and use culturally 3.5.3 Develop and apply
Learnersof teaching strategies that are appropriate teaching strategie teaching strategies to address
inclusive of learners from to address the needs of learneeffectively the needs of learne
indigenous groups. from indigenous groups. from indigenous groups.
3.4.4 Model a range of high
level skills responsive to the
special educational needs of
learners in difficult
circumstances, including:
geographic isolation; chronic
illness; displacement due to
armed conflict, urban
resettlement or disasters; child
abuse and child labor
practices.
3.5.4 Show comprehensive
skills in delivering culturally
appropriate teaching strategies
to address effectively the
needs of learners from
indigenous groups.
Strand 4.1 4.1.1 Prepare devel 4.1.2 Plan, manage and 4.1.3 Develop and apply
Planning and msequenced teaching implement developmentally effective strategies in the
teaching and le learning processes t sequenced teaching and planning and management of
curriculum requiremlearning processes to meet developmentally sequenced
curriculum requirements andteaching and learning processe
varied teaching contexts. to meet curriculum
requirements and varied
teaching contexts.
Strand 4.2 4.2.1 Identify learn 4.2.2 Set achievable and 4.2.3 Model to colleagues the
Learning outcomthat are aligned withappropriate learning outcom setting of achievable and
learning competcompetencies. that are aligned with learningchallenging learning outcomes
competencies. that are aligned with learning
competencies to cultivate a
culture of excellence for all
learners.
practice and lead colleagues in
enhancing current practices in
the planning and management
of developmentally sequenced
teaching and learning
processes.
4.2.4 Exhibit high-level skills

and lead in setting achievable
and challenging learning
outcomes that are aligned with
learning competencies towards
the cultivation of a culture of
excellence for all.
120 Strand 4.3 4.3.1 Demonstrate knowled4.3.2 Adapt and implement 4.3.3 Work collaboratively wit
Relevance and rof the implementation of learning programs that ensucolleagues to evaluate the
learning progra relevant and responsive relevance and responsivenedesign of learning programs
learning programs. to the needs of all learners. that develop the knowledge a
skills of learners at different
ability levels.
Strand 4.4 4.4.1 Seek advice concernin4.4.2 Participate in collegial 4.4.3 Review with colleagues,
Professional colstrategies that can enrich discussions that use teacherteacher and learner feedback
teaching practicteaching practice. learner feedback to enrich plan, facilitate, and enrich
teaching practice. teaching practice.
Strand 4.5 4.5.1 Show skills in the 4.5.2 Select, develop, organi4.5.3 Advise and guide
Teaching and leselection, development andand use appropriate teachincolleagues in the selection,
including ICT of a variety of teaching and and learning resources, organization, development an
learning resources, includin including ICT, to address use of appropriate teaching an
ICT, to address learning goallearning goals. learning resources, including
ICT, to address specific learnin
goals.
4.3.4 Provide advice on the
design and implementation of
relevant and responsive
learning programs that
develop the knowledge and
skills of learners at different
ability levels.
professional discussions to
plan and implement strategies
that enrich teaching practice.
4.5.4 Model exemplary skills
and lead colleagues in the
development and evaluation of
resources, including ICT, for
use within and beyond the
school.
Strand 5.1 5.1.1 Demonstrate knowledge 5.1.2 Design, select, organize5.1.3 Work collaboratively wit
Design, selectionof the design, selection, and use diagnostic, formativecolleagues to review the desig
and utilization o organization and use of and summative assessment selection, organization and use
strategies diagnostic, formative and strategies consistent with of a range of effective
summative assessment curriculum requirements. diagnostic, formative and
strategies consistent with summative assessment
curriculum requirements. strategies consistent with
curriculum requirements.
Strand 5.2 5.2.1 Demonstrate knowledge 5.2.2 Monitor and evaluate 5.2.3 Interpret collaboratively
Monitoring and eof monitoring and evaluation olearner progress and monitoring and evaluation
learner progress learner progress and achievement using learner strategies of attainment data t
achievement achievement using learner attainment data. support learner progress and
attainment data. achievement.
5.1.4 Lead initiatives in the
evaluation of assessment
policies and guidelines that
relate to the design, selection,
organization and use of
effective diagnostic, formative
and summative assessment
strategies consistent with
curriculum requirements.
5.2.4 Provide advice on and
mentor colleagues in the
effective analysis and use of
learner attainment data.
122 Strand 5.3 5.3.1 Demonstrate 5.3.2 Use strategies for 5.3.3 Use effective strategies f
Feedback to impof providing timely, providing timely, accurate a providing timely, accurate and
and constructive feeconstructive feedback to constructive feedback to
improve learner per improve learner performancencourage learners to reflect
and improve their own learnin
Strand 5.4 5.4.1 Demonstrate fa5.4.2 Communicate promptl5.4.3 Apply skills in the effecti
Communicationwith a range of strateand clearly the learners’ neecommunication of learner
needs, progresscommunicating learnprogress and achievement tneeds, progress and
achievement to progress and achiev key stakeholders, including achievement to key
parents/guardians. stakeholders, including
parents/guardians.
Strand 5.5 5.5.1 Demonstrate a5.5.2 Utilize assessment dat5.5.3 Work collaboratively wit
Use of assessmeunderstanding of theinform the modification of colleagues to analyze and utili
enhance teachinassessment data as fteaching and learning practiassessment data to modify
practices and p teaching and learninand programs. practices and programs to
and programs. further support learner progre
and achievement.
5.3.4 Exhibit exemplary skills
and lead initiatives to support
colleagues in applying
strategies that effectively
provide timely, accurate and
constructive feedback to
learners to improve learning
achievement.
5.4.4 Share with colleagues a
wide range of strategies that
ensure effective
communication of learner
needs, progress and
achievement to key
stakeholders, including
parents/guardians.
5.5.4 Lead colleagues to
explore, design and implement
effective practices and
programs using information
derived from assessment data.
Strand 6.1 6.1.1 Demonstrate an 6.1.2 Maintain learning 6.1.3 Reflect on and evaluate
Establishment ounderstanding of knowledge oenvironments that are learning environments that are
environments thlearning environments that areresponsive to community responsive to community
responsive to responsive to community contexts. contexts.
contexts contexts.
Strand 6.2 6.2.1 Seek advice concerning 6.2.2 Build relationships with 6.2.3 Guide colleagues to
Engagement of strategies that build parents/guardians and the strengthen relationships with
wider school corelationships with wider school community to parents/guardians and the
educative proceparents/guardians and the facilitate involvement in the wider school community to
wider community. educative process. maximize their involvement in
the educative process.
Strand 6.3 6.3.1 Demonstrate awareness 6.3.2 Review regularly persona6.3.3 Discuss with colleagues
Professional ethof existing laws and regulationteaching practice using existin teaching and learning practice
that apply to the teaching laws and regulations that appl that apply existing codes, laws
profession, and become famili to the teaching profession andand regulations applicable to
with the responsibilities the responsibilities specified inthe teaching profession, and t
specified in the Code of Ethics the Code of Ethics for responsibilities specified in the
for Professional Teachers. Professional Teachers. Code of Ethics for Professional
Teachers.
6.1.4 Model exemplary practice
and empower colleagues to
establish and maintain effective
learning environments that are
responsive to community
contexts.
6.2.4 Lead in consolidating
networks that strengthen
relationships with
parents/guardians and the
wider school community to
maximize their involvement in
the educative process.
6.3.4 Lead colleagues in the
regular review of existing codes,
laws and regulations that apply
to the teaching profession, and
the responsibilities as specified
in the Code of Ethics for
Professional Teachers.
124 Strand 66.4.1 Demonstrate knowledge 6.4.2 Comply with and 6.4.3 Exhibit commitment to
School pand understanding of school implement school policies andand support teachers in the
policies and procedures to procedures consistently to implementation of school
foster harmonious relationshipfoster harmonious relationshippolicies and procedures to
with the wider school with learners, parents, and foster harmonious relationship
community. other stakeholders. with learners, parents and other
stakeholders.
6.4.4 Evaluate existing school
policies and procedures to
make them more responsive to
the needs of the learners,
parents and other stakeholders.
nts and other
Strand 7.1 7.1.1 Articulate a personal 7.1.2 Apply a personal 7.1.3 Manifest a learner-
Philosophyphilosophy of teaching that philosophy of teaching thacentered teaching philosophy i
learner-centered. learner-centered. various aspects of practice and
support colleagues in enhanci
their own learner-centered
teaching philosophy.
Strand 7.2 7.2.1 Demonstrate behavior7.2.2 Adopt practices that7.2.3 Identify and utilize
Dignity of that uphold the dignity of uphold the dignity of tea personal professional strength
professionteaching as a profession by as a profession by exhibitto uphold the dignity of
exhibiting qualities such as qualities such as caring atteaching as a profession to hel
caring attitude, respect and respect and integrity. build a positive teaching and
integrity. learning culture within the
school.
Strand 7.3 7.3.1 Seek opportunities to 7.3.2 Participate in profes7.3.3 Contribute actively to
Professionaestablish professional links networks to share knowl professional networks within
colleaguescolleagues. and to enhance practice. and between schools to
improve knowledge and to
enhance practice.
Strand 7.4 7.4.1 Demonstrate an 7.4.2 Develop a personal 7.4.3 Initiate professional
Professionaunderstanding of how professional improvementreflections and promote
learning toprofessional reflection and based on reflection of onelearning opportunities with
colleagues to improve practice
7.1.4 Model a learner-centered
teaching philosophy through
teaching practices that
stimulate colleagues to engage
in further professional learning.
7.2.4 Act as a role model and

advocate for upholding the
dignity of teaching as a
profession to build a positive
teaching and learning culture
within and beyond the school.
7.3.4 Take a leadership role in

supporting colleagues’
engagement with professional
networks within and across
schools to advance knowledge
and practice in identified areas
of need.
7.4.4. Demonstrate leadership
within and across school
contexts in critically evaluating
practice and setting clearly
126 learning can bpractice and ongoing defined targets for professional
practice. professional learning. development.
Strand 77.5.1 Demonst7.5.2 Se 7.5.3 Reflect on7.5.4 Lead reforms in enhancing
Professi to realize prof developmProfessional Staprofessional development
development gthe Phil Teachers to pla programs based on an in-depth
the Philippine Standardprofessional de knowledge and understanding
Standards for Teachersand assist colle of the Philippine Professional
planning and acStandards for Teachers.
own goals.
GLOSSARY OF TERMS
Assessment DataLearner data obtained from diagnostic, formative and/or summative assessment practices
Classroom StructThe physical set-up of the learning environment, which generally includes the arrangement of chairs,
tables, and other equipment in the classroom designed to maximize learning
Content KnowledCompetencies that teachers are expected to master for them to teach efficiently and effectively
Culturally-appropTeaching strategies that respect cultural differences between and among students and teachers
Curriculum AreasDifferent learning/subject areas taught and learned in the basic education curriculum
Creative thinkingThinking skills that involve exploring ideas, generating possibilities and looking for many right answers
rather than just one.
Critical thinking sHigh-level thinking skills such as analysis, evaluation, interpretion, or synthesis of information and
application of creative thought to form an argument, solve a problem, or reach a conclusion.
DevelopmentallyTeaching and learning activities and tasks suited to the needs, abilities, skills, and developmental leve
Experiences learners
Diagnostic asses Assessment that gauges what the learner knows prior to instruction. It can also identify the nature of
difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their
learning of newer concepts. Based on DepEd Order No. 8, s. 2015, there are only two types of classro
assessment, namely, formative and summative. Formative assessment already covers diagnostic
assessment.
Differentiated Te Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to
various learning needs of diverse students
Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of
professional standards for teachers
Formative asses Assesment used to conduct in-process evaluations of student comprehension, learning needs, and
academic progress during a lesson, unit, or course. Formative assessment helps teachers identify conc
that students are struggling to understand, skills they are having difficulty acquiring, or learning stand
they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and
academic support. (Please also refer to DepED Order No. 8, s. 2015, p. 2 on its 3-paragraph definition
Higher Order ThinComplex thinking processes which include analysis, evaluation, synthesis, reflection and creativity.
Philippine Professional Standards for Teachers 16
ent practices
arrangement of chairs,
tly and effectively

ents and teachers
g for many right answers
s of information and
h a conclusion.
and developmental levels of
o identify the nature of

osed, might affect their
nly two types of classroom
y covers diagnostic
and products suited to the
c strands in the set of
, learning needs, and

ps teachers identify concepts
uiring, or learning standards
uctional techniques, and
3-paragraph definition.)
ection and creativity.
128 Indicators Concrete, observable and measurable teacher behaviors/practices covered in every strand in the
Philippine Professional Standards for Teachers
Indigenous grouPeoples who have, under claims of ownership since time immemorial, occupied, possessed and utilized
ancestral territories, shared common bonds of language, customs, traditions, and other unique cultura
traits (RA 8371: IPRA)
Learner AttainmEvidence of learning, progress or achievement in learner performance reflected in various assessment
results, portfolios, class records and report cards
Learner interestStudent’s personal preferences, likes or dislikes, which must be considered in the teaching-learning pro
Learner needs Observable gaps between a learner's present knowledge or competence and the curriculum standards
identified as necessary for the grade level.
Learner strengt Pre-existing knowledge or competence that helps a learner meet required standards.
Learning experi Any interaction, course, program, or other involvements in which learning takes place, whether it occu
traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locatio
outdoor environments), or whether it includes traditional educational interactions (students learning f
teachers and professors) or nontraditional interactions (students learning through games and interactiv
software applications).
Learning Focus Instructional and assessment strategies that target meaningful learning
Learning goals Long-term objectives that articulate the specific knowledge, skills, attitudes and values stated as
curriculum competencies that learners must develop as a result of the teaching-learning process
Learning Outco Products and performance targets through which learners demonstrate the knowledge, skills and
attitudes they have learned
Learning Progr Organized and sequenced set of strategies, activities and tasks that effect learning
Learning/TeachiTeaching/learning situations and all the circumstances in which learners learn from instruction
Local curriculu Educational curriculum content that is informed by and responsive to the “cultural and socioeconomic
realities” (UNESCO, 2012; 31) of local populations
Mother tongue The native language or the first language the learner learns as a child
National curric Subjects or topics taught in schools as prescribed by the Department of Education
vered in every strand in the
, occupied, possessed and utilized

ditions, and other unique cultural
e reflected in various assessment
dered in the teaching-learning process.

nce and the curriculum standards
uired standards.
ning takes place, whether it occurs in
ettings (outside-of-school locations,
l interactions (students learning from
ning through games and interactive
tudes and values stated as

e teaching-learning process
te the knowledge, skills and
ffect learning
ers learn from instruction
the “cultural and socioeconomic
of Education
Non-verbal communication Communication that does not involve the use of words, e.g., facial expressions, gestures, and tone
voice
Non-violent discipline Discipline that avoids the use of punishment such as spanking, verbal abuse and humiliation (see P
discipline)
Numeracy and literacy skillsReading, writing, and mathematical skills needed to cope in everyday life
Philosophy of teaching A teacher’s views, understandings and conceptualization of teaching and learning
Physical space/physical lear Any area conducive to learning which usually includes a safe classroom with appropriate devices fo
environment teaching and learning
Positive discipline Non-violent, respectful and diplomatic means of disciplining a learner or managing learner behavio
through dialogue and counseling instead of punishment (see Non-violent discipline)
Positive use of ICT Responsible, ethical or appropriate use of ICT to achieve and reinforce learning
Professional collaboration Teachers working together with colleagues and other stakeholders to enrich the teaching-learning
practice
Professional learning Learning that develops professional knowledge and/or practice.
Professional network A connected community of educators. The community may exist online e.g. LinkedIn.
Professional reflection Thoughtful consideration in action (while teaching) and on action (after teaching)
Philippine Professional Stan Public document that defines teacher quality in the Philippines through well-defined Domains, Stra
Teachers and Indicators that provide measures of professional learning, competent practice, and effective
engagement
Purposive learning Knowledge and skills acquisition designed with a clear purpose, goal or objective in mind
Research-based knowledge Information, knowledge or data acquired through systematic investigation and logical study
School/learning/communitySee learning context
Strand Specific dimensions of teacher practice under every domain in the Philippine Professional Standard
Teachers
Summative assessment Assessment of student learning, skill acquisition, and academic achievement at the conclusion of a
instructional period—typically at the end of a project, unit, quarter, semester, program, or school y
(See DepEd Order No. 8, s. 2015, pp. 2-3 for additional description of summative assessment.)
essions, gestures, and tone of
buse and humiliation (see Positive
with appropriate devices for
r managing learner behavior

nt discipline)
nrich the teaching-learning
e.g. LinkedIn.
well-defined Domains, Strands,

nt practice, and effective
objective in mind
on and logical study
ppine Professional Standards for
ment at the conclusion of a defined

ester, program, or school year.
mmative assessment.)
Teaching and learninTeaching aids and other materials that teachers use to enhance teaching and learning, and to assist learne
to meet the expectations for learning as defined by the curriculum.
Verbal communicationOral or spoken means of transmitting information and meaning
Virtual space An online environment in which people can interact
Wider school commuInternal and external stakeholders, including teachers, school administrators, parents, guardians,
community members, local business leaders, local authorities and elected officials, among others.
ing, and to assist learners
nts, guardians,
, among others.
ACKNOWLEDGEMENTS TECHNICAL WORKING GROUP REFERENCE PANEL
Ms. Hazel D. Aniceto (Chai
THE PROJECT TEAM Allen U. Bautista, Ed.D.
Jennifer E. Lopez Portfolio Manager, Austra
Research Center for Teacher Leana D. S. Patungan Embassy
Quality (RCTQ) Chinita A. Tolentino Amelia A. Biglete, Ph.D.
Gina O. Gonong, Ph.D. RESEARCH OFFICERS Director IV, Office for Pr
Director and Project Leader and Standards Developm
Victoria J. Delos Santos Commission on Higher
Jennie V. Jocson, Ph.D. Donna Marie B. De Mesa Education
Senior Program Manager Maria Arsenia C. Gomez Purita B. Bilbao, Ed.D.
Ma. Concepcion B. Montenegro
Marilyn U. Balagtas, Ph.D. Favian L. Noche Chairperson, CHED Techni
Former Director Marla C. Papango Panel for Teacher Educati
Teresita T. Rungduin, Ph.D. Michael Wilson I. Rosero Azucena P. Esleta
Malvin R. Tabajen
Senior Program Manager (represented by Ms. Ma. Paz
SUPPORT STAFF Felyn Cruz-Tayag)
SiMERR National Research Director IV, Civil Service
Centre Michael Jove B. Ablaza Commission Human Reso
John Pegg, Ph.D. Roaima Lynn B. Antonio Policies and Standards Off
Richard Jay J. Arias Fe A. Hidalgo, Ph.D.
Director Ranie B. Catimbang
Zhanina U. Custodio President, Foundation for
Joy Hardy, Ph.D. Ezra B. de Jesus Upgrading the Standard o
Deputy Director Jonathan B. Erfe Education
Beverly E. Estocapio Atty. Teresita R. Manzala
Ken Vine, Ph.D. Shiela Marie V. Gimeno
Principal Research Adviser Dr. Rachelle B. Lintao (represented by Dr. Para
Cheryl C. Lualhati R. Giron)
Greg McPhan, Ph.D. Ian Kenneth D. Magabilin Chairperson, Professional
Principal Research Manager Rossanna A. Mendiogarin Regulation Commission
Ryan Anthony A. Olalia
Ma. Luz V. Rantael
Jessa P. Reynoso
Jerreld M. Romulo
Philippine Professional Standards for Teachers
*Abelardo B. Medes
Chief Education Program
Specialist, Education Assessment
Division, Department of
Education
*Clodualdo V. Paiton
Technical Specialist, Bureau of
Curriculum Development,
Department of Education
*Fernando M. Pantino
Senior Education Program

Specialist, Bureau of Secondary
Education, Department of
Education
Maria Lourdes D. Pantoja
by Ms. Ma. Paz
Director IV, Bureau of Human
Resource and Organization
Development
Yolanda B. Quijano, Ph.D.
Former Undersecretary,
Chito B. Salazar, Ph.D.
President, Philippine Business

for Education
Ethel Agnes P. Valenzuela, Ed.D.
Deputy Director for Programme

and Development, SEAMEO
Secretariat
*Representing the Directors of

DepED Bureaus
20
UNIVERSITY OF DEPARTMENT OF EDUCATION –
- AUSTRALIA CENTRAL OFFICE
Dr. Rebecca SpenBr. Armin A. Luistro, FSC,
Former Secretary
SENIOR OFFICIALS Bervy C. Domingo, EPS, RegionManagement and Development
Dr. Flordeliza A. Alquiza, EPS, Quality Assurance Division Section
Dr. Emiliano B. Elnar, Jr., Chief
Officer-in-Charge, Quality Macrino A. Raymundo, EPS,
Assurance Division, NCR (retireEducation Program Supervisor,Region II
Dr. Bernadette J. Atienza, EPS, Region VII Curriculum and
Learning Management Divisio Dr. Judith V. Romaguera, Chief
Region III Quality Assurance Dr. Cynthia D. Jacob, Chief, Education Program Supervisor,
Division Region IX Human Resource
Region V Human Resource Development Division
Dr. Erlinda A. Atienza, Chief Development Division Laurente A. Samala, EPS, Region
Education Program Supervisor,Sammy C. Legaspi, Information
Region XIII Human Resource IV-MIMAROPA Quality
Development Division Technology Officer I, Region I Assurance Division
Ariel M. Azuelo, AdministrativeDr. Leoncio P. Lumaban, Chief Jerry B. Sario, Officer-in-Charge,
Officer V, Region IV- Education Supervisor, Region IIRegion II Human Resource
CALABARZON Public Affairs UniQuality Assurance Division Development Division
Dr. Leonardo C. Canlas, Chief Gertrudes L. Malabanan, EPS, Dr. Susan D. Severino, EPS,
Education Program Supervisor,Region IV-CALABARZON Region VI Human Resource
Region III Policy, Planning and Development Division
Research Division Dr. Joy C. Mangubat, EPS, All teachers, principals/school
Angelina B. Castillo, EPS, RegioRegion X
heads, supervisors,
IV-CALABARZON Lorna F. Mapinogos, Chief superintendents, pre-service
Education Program Supervisor,teachers, and educators who
Dr. Jerome A. Chavez, EPS, Region XI Human Resource took part in the development
Region IV-CALABARZON Development Division work
Regan B. Dagadas, EPS II, Regi Dr. Luz E. Osmeña, Chief, Region
XII IV-CALABARZON Human
Dr. Hja Jaliha Diwallay, Region Resource Development Division
Jose Sario E. Poblete, EPS,
IX
Region II Learning Resource
City 24
DEPARTM
TEACHER(T) 638-61-70(F)638-61-72
RPMS Tool for Teacher I-III
(Proficient Teachers)
______
Position Title Teacher I - III Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor’s degree p
Experience None required
Eligibilit RA 1080
Trainings None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibilit PBET/LET Passer
Trainings In-service training
135
tion or Bachelor’s degree plus 18 units in Education
at least 18 MA units
APPENDICES
Major FiOutputsKey ResuObjectivMeans of Verification (MOV)
(MFOs) (KRAs)
1. Appli 1. Classroom observation tool (COT) rating sheet
within aand/or inter-observer agreement form about
teachingknowledge of content within and across
curriculum teaching areas
2. Lesson plans/modified DLLs developed
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of
content and its integration in other subject
areas
4. Performance tasks/test material(s) highlighting
integration of content knowledge within and
Content Knowledacross subject areas
Pedagogy 5. Others (Please specify and provide
annotations)
2. Used 1. Classroom observation tool (COT) rating
strategi sheet and/or inter-observer agreement form
achievem about teaching strategies that enhance learner
numeracy achievement in literacy and numeracy skills
2. Lesson plans/modified DLLs used in teaching
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner-
centered strategies that promote literacy
and/or numeracy skills
4. Performance tasks/test material(s) used in
teaching
5 Results of assessment used in teaching
6 Others (Please specify and provide
annotations)
3. Appli 1 Classroom observation tool (COT) rating
strategies to devsheet and/or inter-observer agreement form
creative thinkingabout teaching strategies to develop critical
higher-order thinkand creative thinking, as well as other higher-
order thinking skills
2 Lesson plans/modified DLLs used in teaching
highlighting different teaching strategies that
develop critical and creative thinking and/or
other HOTS
3 Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
4 Performance tasks/test material(s) used in
demonstration teaching
5 Results of assessment used in teaching
annotations)
4. Manag 1 Classroom observation tool (COT) rating
engage learners,sheet and/or inter-observer agreement form
groups, in meaniabout managing classroom structure that
Learningdiscovery and haengages learners in various activities
within a 2 Lesson plans/modified DLLs highlighting
and Diversity of Learners
various classroom management strategies
environments.
that engage learners in activities/tasks in
different physical learning environments
annotations)
5. ManagClassroom observation tool (COT) rating sheet
construcand/or inter-observer agreement form about
and non-teacher management of learner behavior using
learningthe following strategies:
1 Providing motivation
2 Praising the learners/Giving positive feedback
3 Setting house rules/guidelines
4 Ensuring learners’ active participation
5 Allowing learners to express their
ideas/opinions
6 Giving equal opportunities to learners
7 Encouraging learners to ask questions
annotations)
6. Used d 1 Classroom observation tool (COT) rating
developmentallysheet and/or inter-observer agreement form
learning experie about using differentiated, developmentally
learners 2 appropriate learning experiences
interests and ex Lesson plans/modified DLLs developed
highlighting differentiation in content, product,
process, learning environment or others
according to learners’ gender, needs,
strengths, interests and experiences
3. Instructional materials developed highlighting
differentiation in content, product, process,
learning environment or others according to
learners’ gender, needs, strengths, interests
and experiences
4. Others (Please specify and provide
annotations)
7. Planned, m 1. Classroom observation tool (COT) rating
implemented dsheet and/or inter-observer agreement form
sequenced teaabout using developmentally sequenced
processes to mteaching and learning process
requirements a2. Lesson plans/modified DLLs highlighting
developmentally sequenced instruction that
contexts.
meet curriculum goals and varied teaching
contexts
3. Instructional materials used to implement
developmentally sequenced teaching and
learning process to meet curriculum
Curriculum and Planni annotations)
8. Participated1. Personal notes of teachers on
discussions th LACs/FGDs/meetings with proof of attendance
learner feedba2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance
annotations)
9. Selected, d 1. Classroom observation tool (COT) rating sheet
and used appro and/or inter-observer agreement form about
learning resourusing appropriate teaching and learning
address learni resources, including ICT
Examples:
• Activity sheets/task sheets/work sheets
• PowerPoint presentations
• Video clips
• Module
• SIMs-Strategic Intervention Materials
• Others
2. Lesson plans/modified DLLs with appropriate
instructional materials appended
annotations)
10. Desi 1 Classroom observation tool (COT) rating
and used diagnossheet and/or inter-observer agreement form
summative assesabout using diagnostic, formative and
Assessmconsistent with summative assessment strategies
Reportinrequirem 2 Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
3 Developed diagnostic tests: (a) with TOS
reviewed by superior; (b) with sample
accomplished questionnaire/answer sheets
4 Developed summative tests: (a) with TOS
reviewed by superior; (b) with sample
11. Moni1. Compilation of a learner’s written work with
progress and ac summary of results and with signature of
learner attainmeparents
2. Formative/summative assessment tools with
TOS and frequency of errors with identified
least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of
mastery
annotations)
12. Com 1 At least 3 samples of corrected test papers of
clearly the learn the same 3 learners in the same learning area
and achievementwith parents’ or guardians’ signature and date
stakeholders, incof receipt
parents/ 2 Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of
parent’s/guardian’s attendance
3 Report cards with parent’s or guardian’s
signature in all quarters supported by minutes
of meeting
4 Communication with parents/guardians using
various modalities
5 Anecdotal record showing entries per quarter
6 Other documents showing learner needs,
progress and achievement submitted to other
stakeholders
13. Perf 1 Certificate of Recognition or Participation
works/act 2 Certificate of Training
teaching 3 Certificate of Speakership
4 Committee involvement
5 Advisorship of Co-curricular activities
Plus Factor 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
annotations)
Performance Indicators
Objectives Means of Verification (MOV) OutstandiVery Satisfactory
QET Satisfactory
(5) (3)
(4)
1. Appli 1 Classroom observation tool Quality Showed Showed Showed
knowledge of (COT) rating sheet and/or knowledgknowledge of knowledge of
content within ainter-observer agreement form content acontent and it content and its
across curriculu about knowledge of content integratiointegration integration
teaching areas. within and across curriculum within anwithin and within and
teaching areas across su across subjectacross subject
2 Lesson plans/modified DLLs areas as areas as areas as
developed highlighting in MOV 1 shown in MOVshown in MOV
integration of content a rating o1 with a rating1 with a rating
knowledge within and across of 6 of 5
subject areas
EfficiencSubmittedSubmitted 3 Submitted 2
3 Instructional materials least 4 le lessons using lessons using
highlighting mastery of content using MOMOV 1 and MOV 1 and
and its integration in other and suppsupported by supported by
subject areas by any 1 oany 1 of the any 1 of the
4 Performance tasks/test other giv other given other given
material(s) highlighting MOV MOV MOV
integration of content
knowledge within and across
subject areas
5. Others (Please specify and
provide annotations)
Timeliness
Unsatisfa Poor
(2) (1)
Showed No
knowledgacceptable
content aevidence
integratiowas shown
within and
across subject
areas as
shown in MOV
1 with a rating
of 4
SubmittedNo
1 of the gacceptable
MOV evidence
was shown
Objectives Means of Verification (MOV) Outstanding Very Satisfactory
QET Satisfactory
(5) (3)
(4)
2. Used 1 Classroom observation tool Quality Facilitated Facilitated Facilitated
teaching strategi(COT) rating sheet and/or using different using different using different
that enhance inter-observer agreement form teaching teaching teaching
learner about teaching strategies that strategies that strategies that strategies that
achievement in enhance learner achievement promote promote promote
literacy and in literacy and numeracy skills reading, writingreading, writing reading, writing
numeracy 2 Lesson plans/modified DLLs and/or and/or and/or
used in teaching highlighting numeracy skills numeracy skills numeracy skills
learner-centered strategies as shown in as shown in as shown in
that promote literacy and/or MOV 1 with a MOV 1 with a MOV 1 with a
numeracy skills rating of 7 rating of 6 rating of 5
3 Instructional materials
EfficiencSubmitted at Submitted 3 Submitted 2
highlighting learner-centered least 4 learner- learner- learner-
strategies that promote centered centered centered
literacy and/or numeracy skills lessons as lessons as lessons as
4 Performance tasks/test evidently evidently evidently
material(s) used in teaching shown in MOV shown in MOV shown in MOV
5 Results of assessment used in 1 and 1 and 1 and
teaching supported by supported by supported by
6 Others (Please specify and any 1 of the any 1 of the any 1 of the
provide annotations) other MOV other MOV other MOV
given given given
Timeliness
UnsatisfactorPoor
(2) (1)
Facilitated No
using differenacceptable
teaching evidence
strategies thawas shown
promote
ding, writing reading, writing
and/or
meracy skills numeracy skills
as shown in
MOV 1 with a
rating of 4
Submitted 1 No
learner- acceptable
centered evidence
lesson as was shown
evidently
shown in any of
the given MOV
Objectives Means of Verification (MOV) Outstan Very Satisfactory UnsatisfPoor
QET Satisfactory
(5) (3) (2) (1)
(4)
3. Appli 1 Classroom observation tQuality Used difUsed difUsed different Used difNo
of teaching (COT) rating sheet and/or teachingteachingteaching teachingacceptable
strategies to inter-observer agreement form strategiestrategiestrategies that strategieevidence
develop critical about teaching strategies to develop develop
c develop
c critical develop was
c shown
creative thinkingdevelop critical and creative and creaand creaand creative and creative
well as other thinking, as well as other thinkingthinkingthinking and/or thinking and/or
higher-order higher-order thinking skills other HOother HOother HOTS as other HOTS as
thinking 2 Lesson plans/modified DLLs shown i shown i shown in MOV shown in MOV
used in teaching highlighting 1 with a 1 with a 1 with a rating 1 with a rating
different teaching strategies of 7 of 6 of 5 of 4
that develop critical and
EfficiencSubmitteSubmitteSubmitted 2 SubmitteNo
creative thinking and/or other
HOTS least 4 l lessons lessons as lesson aacceptable
as evideevidenceevidenced by evidenceevidence
3 Instructional materials
by MOV MOV 1 aMOV 1 and any 1 of was shown
highlighting different teaching
supportesupportesupported by given MOV
strategies that develop critical
any 1 of any 1 of any 1 of the
and creative thinking and/or
other gi other gi other given
other HOTS
MOV MOV MOV
4 Performance tasks/test
material(s) used in
5. Results of assessment used in
teaching
6. Others (Please specify and Timeliness
QET Satisfactory
(5) (3)
(4)
4. Managed 1 Classroom observation tooQuality Used Used Used
classroom structure (COT) rating sheet and/or classroom classroom classroom
to engage learners, inter-observer agreement form management management management
individually or in about managing classroom strategies that strategies that strategies that
groups, in structure that engages engage engage engage
meaningful learners in various activities learners in learners in learners in
exploration, 2 Lesson plans/modified DLLs activities/tasks activities/tasks activities/tasks
discovery and highlighting various as shown in as shown in as shown in
hands-on activities classroom management MOV 1 with a MOV 1 with a MOV 1 with a
within a range of strategies that engage rating of 7 rating of 6 rating of 5
physical learning learners in activities/tasks in
environm different physical learning
ents. environments least 4 lessons lessons lessons
3. Others (Please specify and supported by supported by supported by
provide annotations) MOV 1 and MOV 1 and MOV 1 and
any 1 of the any 1 of the any 1 of the
other other other
acceptable acceptable acceptable
MOV MOV MOV
Unsatisfactory Poor
(2) (1)
Used No
classroom acceptable
management evidence
ategies that strategies that was shown
engage
learners in
tivities/tasks activities/tasks
as shown in
MOV 1 with a
rating of 4
Submitted 1 No
lesson acceptable
supported by evidence
any of the was shown
acceptable
MOV
147 APPENDICES
Timeliness
ObjectivMeans of Verification (MOV) Outstanding Very Satisfactory
QET Satisfactory
(5) (3)
(4)
5. ManagClassroom observation tool (COT) Quality Applied teacher Applied Applied teacher
behaviorrating sheet and/or inter-observer management teacher management
construcagreement form about teacher strategies of management strategies of
applyingmanagement of learner behavior learner strategies of learner
and non-using the following strategies: behavior that learner behavior that
disciplin 1 Providing motivation promote behavior that promote
learning 2 Praising the learners/Giving positive and promote positive and
environments. positive feedback non-violent positive and non-violent
3 Setting house discipline as non-violent discipline as
rules/guidelines shown in MOV discipline as shown in MOV
4 Ensuring learners’ active submitted with shown in MOV submitted with
participation a rating of 7 submitted with a rating of 5
5 Allowing learners to express a rating of 6
their ideas/opinions
EfficiencSubmitted at Submitted at Submitted at
6 Giving equal opportunities to least 4 of the least 4 of the least 4 of the
learners given strategies given given
7 Encouraging learners to ask as observed in strategies as strategies as
questions at least 4 observed in 3 observed in 2
8 Others (Please specify and lessons lessons lessons
Unsatisfactory Poor
(2) (1)
lied teacher Applied teacher No

management acceptable
strategies of evidence
learner was shown
behavior that
promote
positive and
non-violent
discipline as
shown in MOV
submitted with
a rating of 4
Submitted any No
1 of the given acceptable
strategies as evidence
observed in was shown
only 1 lesson
Objectives Means of Verification (MOV) Outstanding Very
QET Satisfactory
(5)
(4)
6. Used 1 Classroom observation tool Quality Applied Applied
differentiated, (COT) rating sheet and/or differentiated differentiated
developmentallyinter-observer agreement form teaching teaching
appropriate lear about using differentiated, strategies to strategies to
experiences to developmentally appropriate address learneaddress
address learnerslearning experiences diversity as learner
gender, 2 Lesson plans/modified DLLs shown in MOVdiversity as
strengths, interedeveloped highlighting 1 with a ratingshown in MOV
and experiences.differentiation in content, of 7 1 with a rating
product, process, learning of 6
environment or others
EfficiencSubmitted at Submitted 3
according to learners’ gender, least 4 differentiated
needs, strengths, interests differentiated teaching
and experiences teaching strategies in at
3 Instructional materials strategies in atleast 2
developed highlighting least 2 lessons as
differentiation in content, lessons as evidenced by
product, process, learning evidenced by MOV 1 and
environment or others MOV 1 and supported by
according to learners’ gender, supported by any 1 of the
needs, strengths, interests any 1 of the other
and experiences other acceptable
4. Others (Please specify and acceptable MOV
provide annotations) MOV
Timeliness
149
ormance Indicators
Satisfactory UnsatisfactorPoor
(3) (2) (1)
Applied Applied No
differentiated differentiatedacceptable
teaching teaching evidence
strategies to strategies to shown
address learner address learner
diversity as diversity as
shown in MOV shown in MOV
1 with a rating 1 with a rating
of 5 of 4
Submitted 2 Submitted anNo

differentiated 1 differentiatacceptable
strategies in 2 strategy in onshown
lessons as 1 lesson as No
evidenced by evidently acceptable
MOV 1 and shown in anyevidence
supported by of the was shown
any 1 of the acceptable
other MOV
acceptable
MOV
APPENDICES
QET Satisfactory
(5) (3)
(4)
7. Plann 1 Classroom observation tool Quality Planned and Planned and Planned and
managed and (COT) rating sheet and/or implemented implemented implemented
implemented inter-observer agreement form developmental-developmental-developmental-
developmentallyabout using developmentally ly sequenced ly sequenced ly sequenced
sequenced teachsequenced teaching and teaching and teaching and teaching and
and learning learning process learning learning learning
processe 2 Lesson plans/modified DLLs process as process as process as
curriculum highlighting developmentally shown in MOV shown in MOV shown in MOV
requirements ansequenced instruction that 1 with a rating 1 with a rating 1 with a rating
varied teaching meet curriculum goals and of 7 of 6 of 5
contexts. varied teaching contexts
3. Instructional materials used to least 4 developmental-developmental-
implement developmentally developmental-ly sequenced ly sequenced
sequenced teaching and ly sequenced teaching and teaching and
learning process to meet teaching and learning learning
curriculum requirements and learning process as process as
varied teaching contexts. process as evidently evidently
4. Others (Please specify and evidently shown in MOV shown in MOV
provide annotations) shown in MOV 1 and 1 and
1 and supported by supported by
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
UnsatisfactorPoor
(2) (1)
Planned and No
implementedacceptable
developmenta evidence
y sequenced was shown
teaching and
learning
process as
shown in MOV
1 with a rating
of 4
Submitted 1 No
developmenta acceptable
ly sequencedevidence
teaching andwas shown
learning
process as
evidently
shown in any 1
of the given
MOV
ObjectivMeans of Verification (MOV) Outstanding Very Satisfactory
QET Satisfactory
(5) (3)
(4)
8. Partic1. Personal notes of tea Quality Consistently Frequently Occasionally
collegialLACs/FGDs/meetings with participated in participated in participated in
discussi proof of attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
use teac2. Minutes of LAC/FGD sessions meetings to meetings to meetings to
learner on use of teacher and learner discuss discuss discuss
enrich t feedback to enrich teaching teacher/learner teacher/learner teacher/learner
practice.practice with proof of feedback to feedback to feedback to
attendance enrich enrich enrich
3. Others (Please specify and instruction as instruction as instruction as
provide annotations) shown in the shown in the shown in the
MOV submitted MOV MOV submitted
submitted
EfficiencParticipated in Participated in Participated in
at least 4 3 LACs/FGDs/ 2 LACs/FGDs/
LACs/FGDs/ meetings as meetings as
meetings as evidently evidently
evidently shown in any 1 shown in any 1
shown in any 1 of the given of the given
of the given MOV MOV
MOV
Unsatisfactory Poor
(2) (1)
Rarely No
participated in acceptable
LAC/FGD/ evidence
meeting to was shown
discuss
teacher/learner
feedback to
enrich
instruction as
shown in the
MOV submitted
Participated in No
1 LAC/FGD/ acceptable
meeting as evidence
evidently was shown
shown in any 1
of the given
MOV
151 APPENDICES
Timeliness
152
ObjectiveMeans of Verification (MOV) Outstanding Very Satisfactory

QET Satisfactory
(5) (3)
(4)
9. Selecte1. Classroom observation tool Quality Developed and Developed a Developed and
developed(COT) rating sheet and/or used varied used varied used varied
organizedinter-observer agreement form teaching and teaching andteaching and
appropriaabout using appropriate learning learning learning
teaching teaching and learning resources, resources, resources,
learning resources, including ICT including ICT, including ICT,including ICT,
including Examples: to address to address to address
address l • Activity sheets/task learning goals learning goallearning goals
goals. sheets/work sheets as shown in as shown in as shown in
• PowerPoint presentationMOV 1 with a MOV 1 with aMOV 1 with a
• Video clips rating of 7 rating of 6 rating of 5
EHT
PR
SM
Unsatisfactory Poor
M
(2) (1)
A
UAN
Developed and No
used varied acceptabL
teaching and evidence
learning was shown
resources,
including ICT,
to address
learning goals
as shown in
MOV 1 with a
rating of 4
EfficiencSubmitted at Submitted 3 Submitted 2 Submitted any No
least 4 varied varied teaching varied teaching teaching and acceptable
teaching and and learning and learning learning evidence
learning resources, resources, resource, was shown
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and 1 and the acceptable
1 and supported by supported by MOV
any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Objectives Means of Verification (MOV)
1 Classroom observation tool
10. Designed,
selected, organi (COT) rating sheet and/or
and used inter-observer agreement form
diagnostic, about using diagnostic,
formative and formative and summative
summative assessment strategies
assessm 2 Prepared lesson
strategies plans/modified DLLs
consistent with highlighting appropriate use of
curriculum formative assessment
requirements. strategies
3 Developed diagnostic tests:
(a) with TOS reviewed by
superior; (b) with sample
accomplished
questionnaire/answer sheets
4 Developed summative tests:
(a) with TOS reviewed by
accomplished
questionnaire/answer sheets
5 Developed performance tasks:
(a) with rubrics reviewed by
accomplished rubrics
Outstanding Very Satisfactory UnsatisfactoryPoor
QET Satisfactory
(5) (3) (2) (1)
(4)
Quality Designed, Designed, Designed, Designed, No
selected, selected, selected, selected, acceptable
organized and organized and organized and organized and evidence
used used used used was shown
diagnostic, diagnostic, diagnostic, diagnostic,
formative and formative and formative and formative and
summative summative summative summative
assessment assessment assessment assessment
strategies strategies strategies strategies
consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements requirements requirements requirements
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
EfficiencSubmitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 varied varied varied assessment acceptable
assessment assessment assessment tool as evidence
tools as tools as tools as evidently was shown
evidently evidently evidently shown in any of
shown in any 1 shown in any 1 shown in any 1 the acceptable
of the of the of the MOV
MOV MOV MOV
APPENDICES
Timeliness
154
Objectives Means of Verification (MOVOutstanding Very Satisfactory Unsatisfac

QET Satisfactory
(5) (3) (2)
(4)
11. Moni 1 Compilation of a leQuality Consistently Frequently Occasionally Rarely

evaluated learnewritten work with summarymonitored anmonitored andmonitored and monitored
progress and results and with signature oevaluated evaluated evaluated evaluated
achievement usiparents learner learner learner learner
learner 2 Formative/summative progress and progress and progress and progress and
data. assessment tools with TOS achievementachievement achievement achievement
and frequency of errors witusing learnerusing learner using learner using learner
identified least mastered skiattainment d attainment attainment data attainment data
3 Class records/grading sheetas shown in tdata as shownas shown in the as shown in the
4 Lesson plans/modified DLL MOV submittin the MOV MOV submitted MOV submitted
showing index of mastery submitted
5 Others (Please specify and
EfficiencSubmitted a Submitted a Submitted a Submitted
provide annotations) combination combination ocombination of acceptable
at least 4 of 3 of the 2 of the MOV
MOV MOV MOV
TimelineSubmitted Submitted Submitted Submitted
MOV were MOV were MOV were MOV was
distributed distributed distributed completed
across 4 across 3 across 2 only 1 quar
quarters quarters quarters
EHT
PR
SM
Poor
M
(1)
A
UAN
No
acceptabL
evidence
was shown
progress and
achievement
using learner
attainment data
as shown in the
MOV submitted
No
acceptable
evidence
was shown
No
acceptable
evidence
was shown
QET Satisfactory
(5) (3)
(4)
12. Com 1 At least 3 samples of corrected Quality Consistently Frequently Occasionally
promptly and cletest papers of the same 3 showed prompshowed promptshowed prompt
the learners’ neelearners in the same learning and clear and clear and clear
progress and area with parents’ or communicatiocommunicationcommunication
achievement to guardians’ signature and date of the learnersof the learners’ of the learners’
stakeholders, of receipt needs, needs, needs,
includin 2 Minutes of PTA meetings or progress and progress and progress and
parents/guardianParent-Teacher conferences in achievement tachievement toachievement to
all quarters with proof of key key key
parents’/guardians’ attendance stakeholders, stakeholders, stakeholders,
3. Report cards with parent’s or including including including
guardian’s signature in all parents/ parents/ parents/
quarters supported by minutes guardians as guardians as guardians as
of meeting shown in the shown in the shown in the
4 Communication with parents/ MOV submitteMOV MOV submitted
guardians using various submitted
modalities
EfficiencSubmitted a Submitted a Submitted a
5 Anecdotal record showing combination ocombination of combination of
entries per quarter at least 4 of th3 of the 2 of the
6 Other documents showing acceptable acceptable acceptable
learners’ needs, progress and MOV MOV MOV
achievement submitted to
other stakeholders
TimelineSubmitted Submitted Submitted
MOV were MOV were MOV were
distributed distributed distributed
across 4 across 3 across 2
UnsatisfactorPoor
(2) (1)
Rarely showeNo
owed prompt prompt and acceptable
clear evidence
mmunication communicatiwas shown
the learners’ of the learners’
needs,
progress and
hievement to achievement to
key
stakeholders,
including
parents/
guardians as
shown in the
OV submitted MOV submitted
Submitted anNo
mbination of 1 of the give acceptable
MOV evidence
was shown
Submitted No
MOV was acceptable
completed inevidence
only 1 quartewas shown
156
Objectives Means of Verification (MOutstan Very Satisfactory

QET Satisfactory
(5) (3)
(4)
13. Perf 1 Certificate of Recognition or Quality Consistently FrequentOccasionally

various related Participation performed performperformed
works/act 2 Certificate of Training various related various various related
contribu 3 Certificate of Speakership work/activities work/actwork/activities
teaching 4 Committee involvement that contribute that conthat contribute
process. 5 Advisorship of Co-curricular to the teaching to the t to the teaching
activities learning learninglearning
6 Book or Journal process as process process as
Authorship/Co- shown in the shown inshown in the
authorship/Contributorship MOV submitted MOV MOV submitted
7 Coordinatorship/Chairpersons submitted
hip
EfficiencSubmitted at SubmitteSubmitted 2
8 Coaching and mentoring least 4 different differentdifferent kinds
learners in competitions kinds of of accepof acceptable
9 Mentoring pre-service/inacceptable MOV MOV
service teachers MOV
Timeliness
EHT
PR
SM
Unsatisfa Poor
M
(2) (1)
A
UAN
Rarely No
performeacceptabL
various reevidence
work/activwas shown
that contribute
to the teaching
learning
process as
shown in the
MOV submitted
SubmittedNo
1 of the acceptable
acceptablevidence
MOV was shown
______
Position Title Master Teacher I-IV Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Page/s
Position
Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary Education or Bachelor’s degree plus 18 units in Education
Education or its equivalent (MT-I), Bachelor of Elementary/Secondary Education or Bachelor’s
Education and 24 units for a Master’s degree in Education or its equivalent (MT-II)
Experience
Eligibilit RA 1080
Trainings
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibilit Licensure Examination for Teachers
Trainings Relevant trainings
gree plus 18 units in Education and 18 units for a Master’s degree in
ondary Education or Bachelor’s degree plus 18 professional units in
s equivalent (MT-II)
Major Final OuKey ResuObjectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Model 1 Classroom observation tool (COT) rating sheet
content knowledgand/or inter-observer agreement form about
curriculum teacheffective applications of content knowledge
within and across curriculum teaching areas
2 Lesson plans/modified DLLs used in
demonstration teaching highlighting integration
of content knowledge within and across subject
areas
3 Instructional materials developed highlighting
effective application of content knowledge
within and across subject areas
Content Knowledge and demonstration teaching highlighting integration
of content knowledge within and across subject
Pedagogy areas
5 Results of assessment used in demonstration
teaching highlighting mastery of lessons
learned
annotations)
2. Colla 1 Copy of the research proposal focused on
conduct and applenriching knowledge of content and pedagogy
to enric 2 Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual
output submitted, terms of reference, etc.)
3 Certified completed collaborative research
focused on enriching knowledge of content and
pedagogy
4. Proof of dissemination of research findings with
colleagues
5. Proof of utilization of research findings
annotations)
3. Devel 1 Classroom observation tool (COT) rating sheet
teaching strategiand/or inter-observer agreement form about
and creative thinusing effective teaching strategies to promote
higher-order thinkcritical and creative teaching, as well as other
higher-order thinking skills
2 Lesson plans/modified DLLs used in
demonstration teaching highlighting different
creative thinking and/or other HOTS
3 Instructional materials highlighting different
creative thinking, and/or other HOTS
5 Results of assessment used in the
annotations)
4. Worke 1 Classroom observation tool (COT) rating sheet
and share effectiand/or inter-observer agreement form about
Learningmanagement of csharing effective techniques in the
Diversit to engage 2 management of classroom structure
groups, in meaniLesson plans/modified DLLs used in
demonstration teaching highlighting effective
discovery and hands-on activities APPENDICES
161 classroom management strategies that engage
within a range of physical lealearners in activities/tasks in different physical
environments. learning environments
3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
annotations)
5. Exhibited effectiv Classroom observation tool (COT) rating sheet
constructive behavi and/or inter-observer agreement form about
skills by applying po effective teacher management of learner behavior
violent discipline to using the following strategies:
focused environment 1 Providing motivation
2 Praising the learners/Giving positive feedback
3 Setting house rules/guidelines
4 Ensuring learners’ active participation
5 Allowing learners to express their
ideas/opinions
6 Giving equal opportunities to learners
7 Encouraging learners to ask questions
annotations)
6. Worked with colle1. Minutes of LAC session/s, highlighting one’s
differentiated, developmentasharing of strategies on differentiated and
appropriate opportunities todevelopmentally appropriate opportunities to
learners’ differences in gendeaddress learners’ differences
needs, strengths, int2. Lesson plans/modified DLLs highlighting
strategies on differentiated and
experiences.
developmentally-appropriate opportunities to
address learners’ differences
3. Corresponding instructional materials showing
differentiated and developmentally-appropriate
opportunities to address learners’ differences
4 Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained from
the Master Teacher's sharing)
7. Developed a 1 Classroom observation tool (COT) rating sheet
strategies in the plann and/or inter-observer agreement form about
management of develousing effective strategies in implementing
sequenced teaching andevelopmentally sequenced teaching and
processes to meet cur learning process
2. Results of learners’ assessment during the
requirements and varied teaching
actual teaching
contexts.
3. Lesson plans/modified DLLs used in
demonstration teaching highlighting
developmentally sequenced teaching-learning
process
Curriculum and Planni 4. Instructional materials showing effective
strategies in developmentally sequenced
teaching and learning process
5. Performance tasks/test material(s) used in
annotations)
8. Reviewed wi 1 Implemented LAC/FGD Plan
and learner fe 2 Minutes of LAC/FGD sessions on use of
facilitate and enrich t teacher and learner feedback to enrich teaching
practice. practice with proof of attendance
annotations)
164 EHT
PR
9. Advised and guided c 1 Teaching and learning resources developed by
SM
the selection, organization, colleagues and critiqued on their alignment to
development and use of approplearning goals NAM
teaching and learning r 2 Lesson plans by colleagues critiqued in terms
including ICT, to address specifiof the alignment of the teachi UA
resources to the indicated learning goals and
learning goals. L
appropriateness to the target learners
annotations)
10. Worked collaborativ 1 Any proof of collaborative review if the test is
colleagues to review the designdesigned based on its purpose (e.g. diagnostic,
selection, organization and use formative and summative)
range of effective diagn 2 Any proof of collaborative review of the
formative and summative alignment of the test with the curriculum
2.1. formative test attached to a lesson plan
assessment strategies consistent
2.2. summative assessment with TOS
with curriculum requirements.
2.3. diagnostic test with its TOS
Assessment and Reporting annotations)
11. Interpreted collabor 1 Collaborative interpretation of the index of
monitoring and evaluation stratmastery obtained from 1 class
of attainment data to s 2 Collaborative interpretation of item analysis of
progress and achievement. quarterly examinations
3. Collaborative interpretation of results of
performance assessment
annotations)
12. Appli 1 Sample agreement for learners at risk signed
communication oby parents and corresponding evidence of
progress and achimprovement
stakehol 2 Record of dialogue and/or parent-teacher
parents/guardianconferences and corresponding evidence of
improvement
3 Anecdotal record communicated to and signed
by the learners and/or parents with
corresponding evidence of improvement
4 Sample of learners' test results signed by
parents and corresponding evidence of
improvement
5 Sample of accomplished rubrics given for
performance task and corresponding evidence
of improvement
6 Attendance sheet/minutes of parent-teacher
conference
7 Signed report cards of students at risk with
corresponding evidence of improvement
8 Correspondence notebook/letters/proof of
communication using other modalities (e.g. e-
mail, SMS, etc.) and corresponding evidence of
improvement
9 Learners’ performance record
annotations)
Plus Fac 13. Perf 1 Served as reliever of classes in the absence of
works/activities teachers
teaching 2 Served as OIC in the absence of the priAPPENDICES
165
Objectives Means of Verification (MOV) OutstandinVery Satisfactory
QET Satisfactory
(5) (3)
(4)
1. Modeled effec 1 Classroom observation tool Quality Modeled Modeled Modeled
applications of content (COT) rating sheet and/or inter- effective effective effective
knowledge within and observer agreement form about applicationapplications ofapplications
across curriculum effective applications of content content content of content
teaching areas. knowledge within and across knowledgeknowledge knowledge
curriculum teaching areas within andwithin and within and
2 Lesson plans/modified DLLs used across across across
in demonstration teaching curriculumcurriculum curriculum
highlighting integration of content teaching a teaching teaching
knowledge within and across as shown iareas as areas as
subject areas MOV 1 witshown in shown in
3 Instructional materials developed rating of 8 MOV 1 with a MOV 1 with a
highlighting effective application rating of 7 rating of 6
of content knowledge within and
EfficiencSubmitted Submitted 3 Submitted 2
across subject areas least 4 les lessons as lessons as
4 Performance tasks/test as evidencevidenced by evidenced by
material(s) used in demonstration by MOV 1 MOV 1 from MOV 1 from
teaching highlighting integration supported colleagues colleagues
of content knowledge within and any 1 of thand supportedand
across subject areas other MOVby any 1 of supported by
5 Results of assessment used in given the other any 1 of the
demonstration teaching MOV given other MOV
highlighting mastery of lessons given
learned
provide annotations) Timeliness
Unsatisfac Poor
(2) (1)
Modeled No
effective acceptable
applicationevidence
content was shown
knowledge
within and
across
curriculum
teaching areas
as shown in
MOV 1 with a
rating of 5
Submitted No
lesson as acceptable
evidenced evidence
MOV 1 fro was shown
colleagues and
supported by
any 1 of the
other MOV
given
168 EHT
PR
SM
Objectives Means of Verificatio Outstan Very Satisfactory UnsatisfPoor
QET Satisfactory
(5) (3) (2) (1) M
(4) A
N
2. Collaborated 1 Copy of the rQuality ConductConducted ConductProposeNo LUA
colleagues in the focused on enriching completand action action r acceptable
conduct and of content and pedagdissemincompleted researchwith col evidence
application of re 2 Proof of participationaction action colleagues was shown
to enrich knowledge of contribution to a coll researchresearch with
content and research (e.g. e-mail, colleagucolleagues
pedagogy. output submitted, terms of
reference, etc.)
3 Certified completed collaborative
research focused on enriching
knowledge of content and
pedagogy
4 Proof of dissemination of
EfficiencSubmitteSubmittedSubmitted SubmitteNo
research findings wit least 4 o3 of the any 2 MOV 1 MOV acceptable
5. Proof of utilization of reseagiven Macceptable evidence
findings MOV was shown
TimelinePresenteCompleteConducted ProposeNo
researchthe reseathe research researchacceptable
report wreport wireport within within t evidence
the ratinthe ratingthe rating period was shown
period period period
Objectives Means of Verification (MOV) Outstanding
QET
(5)
3. Developed an 1 ClassrooQuality Demonst

applied effective (COT) rating sheeeffective
teaching strategies to observer agreemteaching
promote critical and using effective t strategies to
creative thinking, as strategies to pro promote
well as other higher- creative teachingcritical and
order thinking skills. other higher-orde creative
2 Lesson plans/modified DLLs used thinking, as
in demonstration teaching well as other
highlighting different teachinghigher-order
strategies that develop criticalthinking skills
and creative thinking and/or as shown in
HOTS MOV 1 with a
3 Instructional materials rating of 8
highlighting different teaching
EfficiencSubmitted 4 or
strategies that develop criticalmore lessons
and creative thinking and/or as evidently
HOTS shown in MOV
4 Performance tasks/test 1 and
material(s) used in demonstrasupported by
teaching any 1 of the
5 Results of assessment used in other MOV
the demonstration teaching given
Timeliness
169
Very Satisfactory UnsatisfactoryPoor
Satisfactory
(3) (2) (1)
(4)
Demonstrated DemonstratedDemonstratedNo
effective effective effective acceptable
teaching teaching teaching evidence
strategies to strategies to strategies to was shown
promote promote promote critical
critical and critical and and creative
creative creative thinking, as
thinking, as thinking, as well as other
well as other well as other higher-order
higher-order higher-order thinking skills
thinking skills thinking skills as shown in
as shown in as shown in MOV 1 with a
MOV 1 with a MOV 1 with a rating of 5
rating of 7 rating of 6
Submitted 3 Submitted 2 Submitted 1 No

lessons as lessons as lesson as acceptable
evidently evidently evidently evidence
shown in shown in shown in MOVwas shown
MOV 1 and MOV 1 and 1 and
supported by supported by supported by
any 1 of the any 1 of the any of the other
other MOV other MOV MOV given
given given
APPENDICES
Objectives Means of Verification (MOV)
1 Classroom observation tool
4. Worked with
colleagues to model (COT) rating sheet and/or inter-
and share effective observer agreement form about
techniques in the sharing effective techniques in
management of the management of classroom
classroom structure to structure
engage learners, 2. Lesson plans/modified DLLs used
individually or in in demonstration teaching
groups, in meaningful highlighting effective classroom
exploration, discovery management strategies that
and hands-on engage learners in activities/tasks
activities within a in different physical learning
range of physical environments
learning environments. 3 Minutes of LAC highlighting the
sharing on effective classroom
management techniques
4. Instructional materials used in
Outstanding Very Satisfactory UnsatisfactorPoor
QET Satisfactory
(5) (3) (2) (1)
(4)
Quality Modeled and Modeled and Modeled and Modeled andNo
shared shared shared shared acceptable
effective effective effective effective evidence
classroom classroom classroom classroom was shown
management management management management
strategies that strategies that strategies that strategies that
engage engage engage engage
learners in learners in learners in learners in
activities/ tasks activities/ activities/ activities/ tasks
done in tasks done in tasks done in done in
different different different different
physical physical physical physical
learning learning learning learning
environments environments environments environments
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 8 rating of 7 rating of 6 rating of 5
EfficiencSubmitted at Submitted 3 Submitted 2 Submitted anNo
least 4 lessons lessons lessons 1 of the acceptable
supported by supported by supported by acceptable evidence
MOV 1 and MOV 1 and MOV 1 and MOV was shown
other other other
MOV MOV MOV
Timeliness
Objectives Means of Verification (MOV) Outstanding Very
QET Satisfactory
(5)
(4)
5. Exhibited effe Classroom observation tool (Quality Exhibited Exhibited
and constructiverating sheet and/or inter-observer effective and effective and
behavior manag agreement form about effective constructive constructive
skills by applyingteacher management of learner behavior behavior
positive and nonbehavior using the following management management
violent disciplinestrategies: skills by skills by
ensure learning- 1 Providing motivation applying applying
focused environ 2 Praising the learners/Giving positive and positive and
positive feedback non-violent non-violent
3 Setting house rules/guidelines discipline to discipline to
4 Ensuring learners’ active ensure ensure
participation learninglearning-
5 Allowing learners to express their focused focused
ideas/opinions environments environments
6 Giving equal opportunities to shown in MOV shown in
learners 1 with a rating MOV 1 with a
7 Encouraging learners to ask of 8 rating of 7
questions
Efficiency Applied at Applied at
8 Others (Please specify and least 7 of the least 7 of the
provide annotations) given given
strategies as strategies as
observed in at observed in 3
least 4 lessons lessons
171 Timeliness
ormance Indicators
Satisfactory UnsatisfactoryPoor
(3) (2) (1)
Exhibited Exhibited No
effective and effective and acceptable
constructive constructive evidence
behavior behavior shown
management management
skills by skills by
applying applying
positive and positive and
non-violent non-violent
discipline to discipline to
ensure ensure
learninglearning-
focused focused
environments environments
shown in shown in MOV
MOV 1 with a 1 with a rating
rating of 6 of 5
Applied at Applied any ofNo

least 7 of the the given acceptable
given strategies as evidence
strategies as observed in shown
observed in 2 only 1 lesson
lessons
APPENDICES
172
Objectives Means of Verification (MOV) OutstandiVery Satisfactory Unsatisfa

QET Satisfactory
(5) (3) (2)
(4)
6. Worked with 1 Minutes of LAC session/s, Quality Worked wWorked with Worked Worked w
colleagues to share highlighting one’s sharing of colleaguecolleagues in colleagucolleague
differentiated, strategies on differentiated and least in t the school the no eviden
developmentally developmentally-appropriate district/c level to share departmsharing w
appropriate opportunities to address learners’ level to s lesson grade levothers
opportunities to differences lesson share lesson
address learners 2 Lesson plans/modified DLLs
differences in gender, highlighting strategies on
needs, strengths, differentiated and
interests and developmentally-appropriate
experiences. opportunities to address learners’
EfficiencSubmittedSubmitted at SubmitteSubmitted
differences least 1 le least 1 le least 1 lesson least 1 le
3 Corresponding instructional as evidentas evidentas evidently as eviden
materials showing differentiated shown in shown in shown in by eithe
and developmentally appropriate 1 and MOV 1 anMOV 1 and 2 or 3 but no
opportunities to address learners’ supportedsupportedsupported by evidence of
differences any any any sharing with
4 Others (e.g. testimonial, write-up acceptablacceptablacceptable others
from colleagues of the MOV MOV MOV
lessons/insights gained from the
Master Teacher's sharing)
Timeliness
EHT
PR
SM
Poor
(1) M
A
N
No LUA
acceptable
evidence
shown
No
acceptable
evidence
shown
2 or 3 but no
evidence of
sharing with
QET Satisfactory
(5) (3)
(4)
7. Developed an 1 Classroom observation tool (C Quality Developed an Developed Developed
applied effective rating sheet and/or inter-observer applied and applied and applied
strategies in the agreement form about using effective effective effective
planning and effective strategies in strategies strategies strategies
management of implementing developmentally showing showing showing
developmentally sequenced teaching and learning developmentaldevelopmentadevelopmenta
sequenced teaching process y- sequenced lly- sequencedlly-
and learning 2 Results of learners’ assessment teaching and teaching and sequenced
processes to meet during the actual teaching learning learning teaching and
curriculum 3 Lesson plans/modified DLLs used process as process as learning
requirements and in demonstration teaching shown in MOVshown in process as
varied teaching highlighting developmentally 1 with a ratingMOV 1 with a shown in
contexts. sequenced teaching-learning of 8 rating of 7 MOV 1 with a
process rating of 6
4 Instructional materials showing
EfficiencSubmitted at Submitted 2-3Submitted 1
effective strategies in least 4 lessonslessons as lesson as
developmentally sequenced as evidenced evidenced by evidenced by
teaching and learning process by MOV 1 andMOV 1 and 2 shown in
5 Performance tasks/test 2 and and supportedMOV 1 and/or
material(s) used in demonstration supported by by any 1 of 2 and
teaching any 1 of the the other supported by
6. Others (Please specify and other acceptable any 1 of the
provide annotations) acceptable MOV other
MOV acceptable
MOV
Timeliness
Unsatisfac Poor
(2) (1)
DevelopedNo
applied acceptable
effective evidence
strategies was shown
showing
developmentall
y- sequenced
teaching and
learning
process as
shown in MOV
1 with a rating
of 5
Submitted No
evidenced evidence
any 1 of thwas shown
acceptable
MOV
174 EHT
PR
SM
ObjectivMeans of Verific OutstandinVery Satisfactory Unsatisfac Poor
QET Satisfactory
(5) (3) (2) (1) M
(4) A
N
8. Reviewed wit 1. Impl Quality ConsistentlFrequently led OccasionRarely led No LUA
colleagues, teac 2. Minutes of LAled collaborative led collaboratiacceptable
and learner feeduse of teacher a collaboratireviews of collaborreviews of evidence
to plan, facilitat feedback to enrireviews of teacher and reviews teacher anwas shown
enrich teaching practice with pr teacher anlearner teacher learner
practice. 3. Others (Pleaselearner feedback as learner feedback as
provide annotatifeedback aevidenced by feedback as evidenced by
evidenced the MOV evidenced by the MOV
the MOV submitted the MOV submitted
submitted submitted
EfficiencSubmitted Submitted 3 Submitted 2 Submitted No
collaboraticollaborative collaborative collaboratiacceptable
reviews of reviews of reviews of review of evidence
teacher anteacher and teacher and teacher anwas shown
learner learner learner learner
feedback afeedback as feedback as feedback as
evidently evidently evidently evidently
shown in shown in shown in shown in any of
1 and MOV 1 and MOV 1 and the acceptable
supported supported by supported by MOV
any 1 of thany 1 of the any 1 of the
acceptableacceptable acceptable
MOV MOV MOV
Timeliness
Objectives Means of Verificatio Outstanding Very Satisfactory
QET Satisfactory
(5) (3)
(4)
9. Advised and guided 1 Teaching andQuality ConsisteFrequently Occasionally
colleagues in the developed by colleagues and advised advised advised
selection, critiqued on their alignment tcolleagucolleagues in colleagues in
organization, learning goals the selecthe selection, the selection,
development and use 2 Lesson plans by colleagues organizaorganization, organization,
of appropriate critiqued in terms of the alig develop development development
teaching and learning of the teaching and learning and and and
resources, including resources to the indicated appropriappropriate appropriate
ICT, to address learning goals and use of use of use of
specific learning goals. appropriateness to the target teachingteaching and teaching and
learners learning learning learning
3 Others (Please specif resources as resources as resources as
provide annotations) shown in the shown in the shown in the
MOV MOV MOV
submitted submitted submitted
least 4 teaching and teaching and
teaching and learning learning
learning resources as resources as
resources as evidenced by evidenced by
evidenced by at least 1 of at least 1 of
at least 1 of the the
the acceptable acceptable acceptable
MOV MOV MOV
Timeliness
175
UnsatisfactorPoor
(2) (1)
Rarely adviseNo
colleagues inacceptable
the selection,evidence
organization,was shown
development
and appropriate
use of teaching
and learning
resources as
shown in the
MOV submitted
Submitted 1 No
teaching andacceptable
learning evidence
resource as was shown
evidenced by
any of the
acceptable
MOV
APPENDICES
176
Objectives Means of Verification (MOV) OutstandiVery Satisfactory Unsatisfa

QET Satisfactory
(5) (3) (2)
(4)
10. Worked 1 Any proof of collaboraQuality ConsistenFrequently OccasionRarely

collaboratively with if the test is designed based o reviewedreviewed reviewe reviewed
colleagues to review its purpose (e.g. diagnostic, collaboratcollaboratively collaboracollaborat
the design, selection, formative and summative) assessmeassessment y assess assessme
organization and 2 Any proof of collaborative rev tools withtools with tools wi tools with
of a range of effective of the alignment of the test wcolleaguecolleagues as colleagucolleagues as
diagnostic, formative the curriculum shown in shown in the shown inshown in the
and summative 2.1. formative test attached toMOV MOV MOV MOV submitted
assessment strategies lesson plan submitte submitted submitted
consistent with 2.2. summative assessment with
curriculum TOS
requirements. 2.3. diagnostic test with its TOS
EfficiencSubmittedSubmittedSubmitted 2 Submitted
provide annotations) least 4 assessmeassessment assessme
assessmetools as tools as tool as
tools as evidentlyevidently evidently
evidentlyshown in shown in any shown in any of
shown in of the of the the acceptable
of the acceptablacceptable MOV
acceptablMOV MOV
MOV
Timeliness
EHT
PR
SM
Poor
(1) M
A
N
No LUA
acceptable
evidence
was shown
tools with
colleagues as
shown in the
MOV submitted
No
acceptable
evidence
was shown
shown in any of
the acceptable
Objectives Means of Verification (MOV) OutstandinVery SatisfactorUnsatisfa
QET Satisfactory
(5) (3) (2)
(4)
11. Interpreted 1 Collaborative inte Quality ConsistentlFrequently OccasionalRarely
collaboratively index of mastery obtained from 1 collaborat collaborated collaborat collabora
monitoring and class with with with with coll
evaluation strate 2 Collaborative interpretation of colleaguescolleagues in colleaguesin the
of attainment data to item analysis of quarterly the the the interpretation of
support learner examinations interpretatinterpretation interpretatassessment
progress and 3 Collaborative interpretation of of assessmof assessmentof data as shown
achievement. results of performance data as sh data as shownassessmenin the MOV
assessment in the MO in the MOV data as submitted
4. Others (Please specify and submitted submitted shown in the
provide annotations) MOV
submitted
Efficiency Submitted Submitted at Submitted Submitted
least 2 least 3 of the least 2 of 1 of the
different t same kind of same kind of
of MOV MOV MOV
177 Timeliness
Poor
(1)
No
acceptable
evidence
was shown
interpretation of
assessment
data as shown
in the MOV
submitted
No
acceptable
evidence
was shown
APPENDICES
Objectives Means of Verification (MOV) Outstan Very SatisfactUnsatisfPoor
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills 1 Sample agreement for learnersQuality ConsisteFrequentOccasionRarely aNo
the effective risk signed by parents and applied sapplied sapplied sskills in acceptable
communication of corresponding evidence of the effecin the efin the effectiveevidence
learner needs, improvement communicommunieffectivecommuniwas shown
progress and 2 Record of dialogue and/or parent- of learn n of lea communiof learner
achievement to key teacher conferences and needs a needs a n of lea needs and
stakeholders, corresponding evidence of progressprogressneeds a progress to
including improvement parents/parents/progressparents/
parents/guardian 3 Anecdotal record communicated guardianguardianparents/guardians as
to and signed by the learners shown inshown inguardianshown in the
and/or parents with corresponding MOV MOV shown inMOV submitted
evidence of improvement submitt submitt MOV
4. Sample of learners’ test results submitted
signed by parents and
corresponding evidence of
improvement
5. Sample of accomplished rubrics
given for performance task and
corresponding evidence of
improvement
6 Attendance sheet/minutes of
parent-teacher conference
7. Signed report cards of students at
risk with corresponding evidence
of improvement
QET Satisfactory
(5) (3) (2) (1)
(4)
8 Correspondence EfficiencSubmitteSubmitteSubmitt SubmitteNo
notebook/letters/proof of least 3 o3 MOV any 2 M1 MOV acceptable
communication using other acceptable evidence
modalities (e.g. e-mail, SMS, MOV was shown
etc.) and corresponding evidence
of improvement
9 Learners’ performance record
Others (Please specify and
Timeliness
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed va 1 Served as reliever of classes in Quality ConsisteFrequentlOccasionRarely No
related works/activities the absence of teachers performperformeperformperformacceptable
that contribute t 2 Served as OIC in the absence of special tspecial taspecial tspecial tevidence
teaching-learning the principal and/or and/or and/or and/or was shown
process. 3 Represented the principal in assignmassignmeassignmassignments as
meetings and conferences as shownas shown as shownshown in the
4 Observed classes of Teachers I- the MOVthe MOV the MOVMOV submitted
III submitt submitte submitted
5 Assisted the school selection
committee in the evaluation of
credentials when hiring or
promoting teachers
6 Certificate of Recognition or
Participation
7 Certificate of Training
8 Certificate of Speakership
9 Committee involvement
ObjectivMeans of Verification (MOV) Outstan Very Satisfactory UnsatisfPoor
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Advisorship of Co-curricular EfficiencSubmitteSubmitte Submitted SubmitteNo
activities least 4 only 3 only 2 1 of the acceptable
11. Book or Journal Authorship/Co- differentdifferent different kinds acceptabevidence
authorship/Contributorship of accepof acceptof acceptable MOV was shown
12. Coordinatorship/chairmanship MOV MOV MOV
13. Coaching and mentoring learners
in competitions
14. Mentoring pre-service/in-service
teachers
acceptable
evidence
was shown
for Teacher Quality (RCTQ) witTransformation (BEST) Program.
Research Center Education Sector
National the Basic
through the Philippine Government through
This Tool was developed
Name of Employee: JASPER KELLY L. TAEZA
Position: TEACHER I
Bureau/Center/Service/Division: BATANGAS CITY
Rating Period:
TO BE FILLED OUT DURING PLANNING
Weight
per Outstanding Very Satisfactory Satisfactory
MFOs KRAs Objectives Timeline KRA QET (5) -4 (3)
Basic Education 1. Content 1. Applied knowledge Quality Showed Showed Showed
Services Knowledge and of content within and knowledge of knowledge of knowledge of
Pedagogy across curriculum content and its content and its content and its
teaching areas. integration integration integration
within and within and within and
across subject across subject across subject
areas as shown areas as shown areas as shown
in MOV 1 with a in MOV 1 with a in MOV 1 with a
rating of 7 rating of 6 rating of 5
Efficiency Submitted at Submitted 3 Submitted 2
least 4 lessons lessons using lessons using
using MOV 1 MOV 1 and MOV 1 and
and supported supported by supported by
by any 1 of the any 1 of the any 1 of the
other given other given other given
MOV MOV MOV
Timeliness
2. Used a range of Quality Facilitated using Facilitated using Facilitated using
teaching strategies different different different
that enhance learner teaching teaching teaching
achievement in strategies that strategies that strategies that
literacy and numeracy promote promote promote
skills. reading, writing reading, writing reading, writing
and/or and/or and/or
Quality
Weight
least 4 learner- learner- learner-
centered centered centered
lessons as lessons as lessons as
evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and
other MOV other MOV other MOV
given given given
Timeliness
3. Applied a range of Quality Used different Used different Used different
teaching strategies to teaching teaching teaching
develop critical and strategies that strategies that strategies that
creative thinking, as develop critical develop critical develop critical
well as other higher- and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as
shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5
Weight
least 4 lessons lessons as lessons as
as evidenced by evidenced by evidenced by
MOV 1 and MOV 1 and MOV 1 and
MOV MOV MOV
Timeliness
Basic Education 2. Learning 4. Managed Quality Used classroom Used classroom Used classroom
Services Environment and classroom structure to management management management
Diversity of engage learners, strategies that strategies that strategies that
Learners individually or in engage learners engage learners engage learners
groups, in meaningful in in in
exploration, discovery activities/tasks activities/tasks activities/tasks
and hands-on as shown in as shown in as shown in
activities within a MOV 1 with a MOV 1 with a MOV 1 with a
range of physical rating of 7 rating of 6 rating of 5
learning
environments. Efficiency Submitted at Submitted 3 Submitted 2
least 4 lessons lessons lessons
MOV 1 and any MOV 1 and any MOV 1 and any
1 of the other 1 of the other 1 of the other
MOV MOV MOV
Timeliness
5. Managed learner Quality Applied teacher Applied teacher Applied teacher
behavior management management management
constructively by strategies of strategies of strategies of
Quality
Weight
applying positive and learner behavior learner behavior learner behavior
non-violent discipline that promote that promote that promote
to ensure learning- positive and positive and positive and
focused non-violent non-violent non-violent
environments. discipline as discipline as discipline as
submitted with a submitted with a submitted with a
Efficiency Submitted at Submitted at Submitted at
least 4 of the least 4 of the least 4 of the
given strategies given strategies given strategies
as observed in
at least 4 as observed in as observed in
lessons 3 lessons 2 lessons
Timeliness
6. Used differentiated, Quality
developmentally Applied Applied Applied
appropriate learning differentiated differentiated differentiated
experiences to teaching teaching teaching
address learners’ strategies to strategies to strategies to
gender, needs, address learner address learner address learner
strengths, interests diversity as diversity as diversity as
and experiences. shown in MOV shown in MOV shown in MOV
of 7 of 6 of 5
Weight
least 4 differentiated differentiated
differentiated teaching teaching
teaching strategies in at strategies in 2
strategies in at least 2 lessons lessons as
least 2 lessons as evidenced by evidenced by
as evidenced by MOV 1 and MOV 1 and
MOV 1 and supported by supported by
any 1 of the other other
other acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic Education 3. Curriculum 7. Planned, managed Quality Planned and Planned and Planned and
Services and Planning and implemented implemented implemented implemented
developmentally developmental- developmental- developmental-
sequenced teaching ly sequenced ly sequenced ly sequenced
and learning teaching and teaching and teaching and
processes to meet learning learning learning
curriculum process as process as process as
requirements and shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating
contexts. of 7 of 6 of 5

least 4 developmental- developmental-
developmentally sequenced ly sequenced
ly sequenced teaching and teaching and
teaching and learning learning
learning process as process as
Weight
process as evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and
in MOV 1 and supported by supported by
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
8. Participated in Quality Consistently Frequently Occasionally
collegial discussions participated in participated in participated in
that use teacher and LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
learner feedback to meetings to meetings to meetings to
enrich teaching discuss discuss discuss
practice. teacher/learner teacher/learner teacher/learner
feedback to feedback to feedback to
enrich enrich enrich
instruction as instruction as instruction as
shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted
Efficiency Participated in Participated in 3 Participated in 2
at least 4 LACs/FGDs/ LACs/FGDs/
LACs/FGDs/ meetings as meetings as
meetings as evidently shown evidently shown
evidently shown in any 1 of the in any 1 of the
in any 1 of the given MOV given MOV
given MOV
Timeliness
Weight
9. Selected, Quality Developed and Developed and Developed and
developed, organized used varied used varied used varied
and used appropriate teaching and teaching and teaching and
teaching and learning learning learning learning
resources, including resources, resources, resources,
ICT, to address including ICT, to including ICT, to including ICT, to
learning goals. address address address
learning goals learning goals learning goals
as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a

least 4 varied varied teaching varied teaching
teaching and and learning and learning
learning resources, resources,
resources, including ICT, including ICT,
including ICT, as evidently as evidently
as evidently shown in MOV shown in MOV
shown in MOV 1 and supported 1 and supported
1 and supported by any 1 of the by any 1 of the
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Basic Education 4. Assessment 10. Designed, Quality Designed, Designed, Designed,
Services and Reporting selected, organized selected, selected, selected,
and used diagnostic, organized and organized and organized and
formative and used diagnostic, used diagnostic, used diagnostic,
summative formative and formative and formative and
Basic Education Quality Performance Indicators
Services
Weight
assessment summative summative summative
strategies consistent assessment assessment assessment
with curriculum strategies strategies strategies
requirements. consistent with consistent with consistent with
curriculum curriculum curriculum
requirements as requirements as requirements as
of 7 of 6 of 5
least 4 varied varied varied
assessment assessment assessment
tools as tools as tools as
in any 1 of the in any 1 of the in any 1 of the
MOV MOV MOV
Timeliness
11. Monitored and Quality Consistently Frequently Occasionally
evaluated learner monitored and monitored and monitored and
progress and evaluated evaluated evaluated
achievement using learner progress learner progress learner progress
learner attainment and and and
data. achievement achievement achievement
using learner using learner using learner
attainment data attainment data attainment data
as shown in the as shown in the as shown in the
Weight
Efficiency Submitted a Submitted a Submitted a
combination of combination of combination of
at least 4 of the 3 of the 2 of the
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
12. Communicated Quality Consistently Frequently Occasionally
promptly and clearly showed prompt showed prompt showed prompt
the learners’ needs, and clear and clear and clear
progress and communication communication communication
achievement to key of the learners’ of the learners’ of the learners’
stakeholders, needs, progress needs, progress needs, progress
including and and and
parents/guardians. achievement to achievement to achievement to
key key key
stakeholders, stakeholders, stakeholders,
including including including
parents/ parents/ parents/
guardians as guardians as guardians as
Efficiency Submitted a Submitted a Submitted a
combination of combination of combination of
at least 4 of the 3 of the 2 of the
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
Weight
per Timeliness Outstanding Very Satisfactory Satisfactory
Basic Education 5. Plus Factor 13. Performed various Quality Consistently Frequently Occasionally
Services related performed performed performed
works/activities that various related various related various related
contribute to the work/activities work/activities work/activities
teaching-learning that contribute that contribute that contribute
process. to the teaching to the teaching to the teaching
learning learning learning
process as process as process as
least 4 different different kinds different kinds
kinds of of acceptable of acceptable
acceptable MOV MOV
MOV
Timeliness
Rater Ratee
Name of Rater:
Position:
Date of Review:
TO BE FILLED OUT DURING EVALUATION
Satisfactory Unsatisfactory Poor Rating

(3) (2) (1) Actual Results Q E T Ave Score
Showed Showed No
knowledge of knowledge of acceptable
content and its content and its evidence
integration integration was shown
within and within and
across subject across subject
areas as shown areas as shown
in MOV 1 with a in MOV 1 with a
Submitted 2 Submitted any 1 No
lessons using of the given acceptable
MOV 1 and MOV evidence
supported by was shown
any 1 of the
other given
MOV
5 5 5 5
Facilitated using Facilitated using No
different different acceptable
strategies that strategies that was shown
promote promote
reading, writing reading, writing
and/or and/or

Submitted 2 Submitted 1 No
learner- learner- acceptable
centered centered lesson evidence
lessons as as evidently was shown
evidently shown shown in any of
in MOV 1 and the given MOV
supported by
any 1 of the
other MOV
given
Used different Used different No

teaching teaching acceptable
strategies that strategies that evidence
develop critical develop critical was shown
and creative and creative
thinking and/or thinking and/or
other HOTS as other HOTS as
of 5 of 4

lessons as lesson as acceptable
evidenced by evidenced by evidence
MOV 1 and any 1 of the was shown
supported by given MOV
any 1 of the
other given
MOV
Used classroom Used classroom No

management management acceptable
engage learners engage learners was shown
in in
activities/tasks activities/tasks
as shown in as shown in
MOV 1 with a MOV 1 with a
lessons lesson acceptable
supported by supported by evidence
MOV 1 and any any of the was shown
1 of the other acceptable
acceptable MOV
MOV
Applied teacher Applied teacher No

strategies of strategies of evidence

learner behavior learner behavior was shown
that promote that promote
discipline as discipline as
submitted with a submitted with a
Submitted at Submitted any 1 No
least 4 of the of the given acceptable
given strategies strategies as evidence
was shown
as observed in observed in only
2 lessons 1 lesson
Applied Applied No
differentiated differentiated acceptable
of 5 of 4

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

implemented implemented acceptable
developmental- developmentally evidence
ly sequenced sequenced was shown
teaching and teaching and
learning learning
process as process as
of 5 of 4
developmental- developmental- acceptable
ly sequenced ly sequenced evidence
teaching and teaching and was shown
learning learning

evidently shown evidently shown
in MOV 1 and in any 1 of the
any 1 of the
other given
MOV
Occasionally Rarely No
participated in participated in acceptable
LACs/FGDs/ LAC/FGD/ evidence
meetings to meeting to was shown
discuss discuss
teacher/learner teacher/learner
feedback to feedback to
enrich enrich
instruction as instruction as
shown in the shown in the
MOV submitted MOV submitted
Participated in 2 Participated in 1 No
LACs/FGDs/ LAC/FGD/ acceptable
meetings as meeting as evidence
evidently shown evidently shown was shown
in any 1 of the in any 1 of the
given MOV given MOV

Developed and Developed and No
used varied used varied acceptable
teaching and teaching and evidence
learning learning was shown
resources, resources,
including ICT, to including ICT, to
address address
learning goals learning goals
5
Submitted 2 Submitted any No
varied teaching teaching and acceptable
and learning learning evidence
resources, resource, was shown
including ICT, including ICT,
as evidently as evidently
shown in MOV shown in any of
1 and supported the acceptable
by any 1 of the MOV
acceptable
MOV
5
5 5 5 5 5 5
Designed, Designed, No
selected, selected, acceptable
organized and organized and evidence
used diagnostic, used diagnostic, was shown
formative and formative and

summative summative
assessment assessment
strategies strategies
consistent with consistent with
curriculum curriculum
requirements as requirements as
of 5 of 4
varied assessment tool acceptable
assessment as evidently evidence
tools as shown in any of was shown
evidently shown the acceptable
in any 1 of the MOV
acceptable
MOV
monitored and monitored and acceptable
evaluated evaluated evidence
learner progress learner progress was shown
and and
achievement achievement
using learner using learner
attainment data attainment data
as shown in the as shown in the

Submitted a Submitted 1 No
combination of acceptable acceptable
2 of the MOV evidence
acceptable was shown
MOV
Submitted MOV Submitted MOV No
were distributed was completed acceptable
across 2 in only 1 quarter evidence
quarters was shown
Occasionally Rarely showed No
showed prompt prompt and acceptable
and clear clear evidence
communication communication was shown
of the learners’ of the learners’
needs, progress needs, progress
and and
achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
guardians as guardians as
Submitted a Submitted any 1 No
combination of of the given acceptable
MOV
Submitted MOV Submitted MOV No
were distributed was completed acceptable

quarters was shown
performed performed acceptable
various related various related evidence
work/activities work/activities was shown
that contribute that contribute
to the teaching to the teaching
learning learning
different kinds of the acceptable
of acceptable acceptable evidence
MOV MOV was shown
RATING FOR
OVERALL
ACCOMPLISHME
NTS
Approving Authority
MFOs KRAs Objectives
Basic 3. Applied a range of

Education teaching strategies to
Services develop critical and
creative thinking, as
well as other higher-
order thinking skills.
Weight
Timeline per QET
KRA
Efficiency
Timeliness
3. Applied a range of Quality
teaching strategies to
develop critical and
tive thinking, as
as other higher-
r thinking skills.
Efficiency
Outstanding Very Satisfactory
Satisfactory
(5) (4) (3)
numeracy skills numeracy skills numeracy skills
Submitted at Submitted 3 Submitted 2
least 4 learner- learner- learner-
centered centered centered
lessons as lessons as lessons as
other MOV other MOV other MOV
given given given
Used different Used different Used different

teaching teaching teaching
strategies that strategies that strategies that
develop critical develop critical develop critical
and creative and creative and creative
thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as
of 7 of 6 of 5
least 4 lessons lessons as lessons as
as evidenced by evidenced by evidenced by
MOV 1 and MOV 1 and MOV 1 and
MOV MOV MOV
Unsatisfactory Poor Actual Results
(2) (1) Q
numeracy skills
as shown in
MOV 1 with a
rating of 4
Submitted 1 No
learner- acceptable
centered lesson evidence
as evidently was shown
ently shown shown in any of
the given MOV
Used different No
teaching acceptable
strategies that evidence
develop critical was shown
and creative
thinking and/or
other HOTS as
shown in MOV
1 with a rating
of 4
Submitted 1 No
evidenced by evidence
any 1 of the was shown
given MOV
Rating
E T Ave
Score
MFOs KRAs Objectives
Basic 2. Learning 4. Managed

Education Environment and classroom structure to
Services Diversity of engage learners,
Learners individually or in
groups, in meaningful
exploration, discovery
and hands-on
activities within a
range of physical
learning
environments.
Basic 5. Managed learner

Education behavior
Services constructively by
applying positive and
to ensure learning-
focused
environments.
185
Weight
Timeline per QET
KRA
Timeliness
Quality
Efficiency
Timeliness
Quality
Efficiency
Satisfactory
(5) (4) (3)
Used classroom Used classroom Used classroom

management management management
strategies that strategies that strategies that
engage learners engage learners engage learners
in in in
activities/tasks activities/tasks activities/tasks

least 4 lessons lessons lessons
MOV 1 and any MOV 1 and any MOV 1 and any
1 of the other 1 of the other 1 of the other
MOV MOV MOV
Applied teacher Applied teacher Applied teacher

management management management
strategies of strategies of strategies of
learner behavior learner behavior learner behavior
that promote that promote that promote
positive and positive and positive and
non-violent non-violent non-violent
discipline as discipline as discipline as
submitted with a submitted with a submitted with a
Submitted at Submitted at Submitted at
least 4 of the least 4 of the least 4 of the
given strategies given strategies given strategies
as observed in
(2) (1)
Used classroom No
strategies that evidence
engage learners was shown
in
activities/tasks
as shown in
MOV 1 with a
rating of 4
Submitted 1 No
lesson acceptable
any of the was shown
acceptable
MOV
Applied teacher No
strategies of evidence
learner behavior was shown
that promote
positive and
non-violent
discipline as
shown in MOV
submitted with a
rating of 4
Submitted any 1 No
of the given acceptable
strategies as evidence
was shown
Rating
Q E T Ave
Score
APPENDICES
MFOs KRAs Objectives Timeline
Basic 6. Used differentiated,

Education developmentally
Services appropriate learning
experiences to
address learners’
gender, needs,
strengths, interests
and experiences.
Basic 3. Curriculum 7. Planned, managed

Education and Planning and implemented
Services developmentally
sequenced teaching
and learning
processes to meet
curriculum
Weight
per QET Outstanding
KRA
(5)
at least 4 as observed in
lessons 3 lessons
Timeliness
Quality Applied Applied
differentiated differentiated
teaching teaching
strategies to strategies to
of 7 of 6
Efficiency Submitted at Submitted 3
least 4 differentiated
differentiated teaching
teaching strategies in at
strategies in at least 2 lessons
least 2 lessons as evidenced by
as evidenced by MOV 1 and
MOV 1 and supported by
supported by any 1 of the
any 1 of the other
other acceptable
acceptable MOV
MOV
Timeliness
Quality Planned and Planned and
implemented implemented
developmental- developmental-
ly sequenced ly sequenced
learning learning
Very Satisfactory Unsatisfactory Poor
Satisfactory
(4) (3) (2) (1)
s observed in as observed in observed in only
2 lessons 1 lesson
Applied Applied No
ifferentiated differentiated differentiated acceptable
ddress learner address learner address learner
diversity as
diversity as
shown in MOV
hown in MOV shown in MOV
1 with a rating
with a rating 1 with a rating
of 5
of 4
ifferentiated differentiated differentiated acceptable
trategies in at strategies in 2 strategy in only shown
east 2 lessons lessons as 1 lesson as
evidenced by No
s evidenced by evidently shown
MOV 1 and acceptable
in any 1 of the
upported by acceptable
any 1 of the was shown
MOV
other
acceptable
MOV
Planned and Planned and No

mplemented implemented implemented acceptable
evelopmental- developmental- developmentally evidence
y sequenced ly sequenced sequenced was shown
eaching and teaching and teaching and
learning learning
Rating
Actual Results Score
Q E T Ave
requirements and
varied teaching
contexts.
8. Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
Weight Performance Indicators
per QET Outstanding Very
KRA
Satisfactory
(5) (4)
of 7 of 6
least 4 developmental-
developmentally sequenced
ly sequenced teaching and
learning process as
process as evidently shown
evidently shown in MOV 1 and
in MOV 1 and supported by
supported by any 1 of the
any 1 of the other given
other given MOV
MOV
Timeliness
Quality Consistently Frequently
participated in participated in
LACs/FGDs/ LACs/FGDs/
meetings to meetings to
discuss discuss
enrich enrich

Efficiency Participated in Participated in 3
at least 4 LACs/FGDs/
LACs/FGDs/ meetings as
evidently shown
Satisfactory Unsatisfactory Poor Actual Results
(3) (2) (1)

of 5 of 4
developmental- developmental- acceptable
ly sequenced ly sequenced evidence
teaching and teaching and was shown
learning learning
in MOV 1 and in any 1 of the
any 1 of the
other given
MOV
participated in participated in acceptable
LACs/FGDs/ LAC/FGD/ evidence
meetings to meeting to was shown
discuss discuss
enrich enrich
Participated in 2 Participated in 1 No
LACs/FGDs/ LAC/FGD/ acceptable
meetings as meeting as evidence
was shown
Rating
Score
Q E T Ave
Basic 9. Selected,
Education developed, organized
Services and used appropriate
resources, including
ICT, to address
learning goals.
Basic 4. Assessment 10. Designed,

Education and Reporting selected, organized
Services and used diagnostic,
formative and
Weight
per QET Outstanding
KRA
(5)
meetings as in any 1 of the
evidently shown given MOV
in any 1 of the
given MOV
Timeliness
Quality Developed and Developed and
used varied used varied
learning learning
including ICT, to including ICT, to
address address
learning goals learning goals
least 4 varied varied teaching
teaching and and learning
learning resources,
resources, including ICT,
including ICT, as evidently
as evidently shown in MOV
shown in MOV 1 and supported
1 and supported by any 1 of the
by any 1 of the acceptable
acceptable MOV
MOV
Timeliness
Quality Designed, Designed,
selected, selected,
organized and organized and
used diagnostic, used diagnostic,
Satisfactory
(4) (3) (2) (1)
any 1 of the in any 1 of the in any 1 of the
given MOV given MOV
veloped and Developed and Developed and No

used varied used varied acceptable
teaching and teaching and evidence
learning learning was shown
cluding ICT, to including ICT, to including ICT, to
address address
arning goals learning goals learning goals
Submitted 2 Submitted any No
ried teaching varied teaching teaching and acceptable
and learning learning evidence
resources, resource, was shown
including ICT, including ICT,
own in MOV shown in MOV shown in any of
and supported 1 and supported the acceptable
any 1 of the by any 1 of the MOV
acceptable
MOV
Designed, Designed, No
selected, selected, acceptable
ganized and organized and organized and evidence
ed diagnostic, used diagnostic, used diagnostic, was shown
Rating
Q E T Ave
summative
assessment
strategies consistent
with curriculum
requirements.
Basic 11. Monitored and

Education evaluated learner
Services progress and
achievement using
learner attainment
data.
KRA
Satisfactory
(5) (4)
summative summative
of 7 of 6
least 4 varied varied
tools as tools as
in any 1 of the in any 1 of the
acceptable acceptable
MOV MOV
Timeliness
monitored and monitored and
evaluated evaluated
learner progress learner progress
and and
Efficiency Submitted a Submitted a
combination of combination of
at least 4 of the 3 of the
MOV MOV
ormance Indicators
(3) (2) (1)

summative summative
of 5 of 4
varied assessment tool acceptable
assessment as evidently evidence
tools as shown in any of was shown
evidently shown the acceptable
in any 1 of the MOV
acceptable
MOV
monitored and monitored and acceptable
evaluated evaluated evidence
learner progress learner progress was shown
and and
Submitted a Submitted 1 No
combination of acceptable acceptable
MOV
Rating
Q E T Ave
Basic 12. Communicated

Education promptly and clearly
Services the learners’ needs,
progress and
achievement to key
stakeholders,
including
parents/guardians.
Basic 5. Plus Factor 13. Performed various

Education related
Services works/activities that
contribute to the
Weight
per QET Outstanding
KRA
(5)
Timeliness Submitted MOV Submitted MOV
were distributed were distributed
across 4 across 3
quarters quarters
showed prompt showed prompt
and clear and clear
communication communication
of the learners’ of the learners’
needs, progress
needs, progress
and
and
achievement to
achievement to
key
key
stakeholders,
stakeholders,
including
parents/ including
guardians as parents/
shown in the guardians as
MOV submitted shown in the
MOV submitted
Efficiency Submitted a Submitted a
combination of combination of
at least 4 of the 3 of the
MOV MOV
Timeliness Submitted MOV Submitted MOV
were distributed were distributed
across 4 across 3
quarters quarters
performed performed
various related various related
work/activities work/activities
Satisfactory
(4) (3) (2) (1)
mitted MOV Submitted MOV Submitted MOV No
e distributed were distributed was completed acceptable
quarters was shown
Occasionally Rarely showed No
wed prompt showed prompt prompt and acceptable
and clear clear evidence
mmunication communication communication was shown
he learners’ of the learners’ of the learners’
ds, progress needs, progress needs, progress
and and
evement to achievement to achievement to
key key
stakeholders, stakeholders,
including including
parents/ parents/
V submitted MOV submitted MOV submitted
Submitted a Submitted any 1 No
mbination of combination of of the given acceptable
MOV
mitted MOV Submitted MOV Submitted MOV No
e distributed were distributed was completed acceptable
quarters was shown
various related various related evidence
work/activities work/activities was shown
Rating
Q E T Ave
teaching-learning
process.
per QET Outstanding Very Satisfactory
KRA
Satisfactory
(5) (4) (3)
learning learning learning
process as process as process as
least 4 different different kinds different kinds
kinds of of acceptable of acceptable
acceptable MOV MOV
MOV
Timeliness
Rating
(2) (1) Q E
learning learning
Submitted 2 Submitted any 1No
different kinds of the acceptable
MOV was shown
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
Score
T Ave
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period:
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION
Basic 1. Content 1. Modeled effective

Education Knowledge and applications of
Services Pedagogy content knowledge
within and across
curriculum teaching
areas.
Basic 2. Collaborated with

Education colleagues in the
Services conduct and
Weight
per QET Outstanding
KRA
(5)
Quality Modeled Modeled
effective effective
applications of applications of
content content
knowledge knowledge
across across
teaching areas teaching areas
least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and MOV 1 from
supported by colleagues and
any 1 of the supported by
other MOV any 1 of the
given other MOV
given
Timeliness
Quality Conducted, Conducted and
completed and completed
disseminated action research
with colleagues
Very Satisfactory Unsatisfactory
Satisfactory
(4) (3) (2)
Modeled Modeled No
effective effective acceptable
applications of applications of evidence
content content was shown
knowledge knowledge
across across
teaching areas teaching areas
MOV 1 from MOV 1 from was shown
colleagues and colleagues and
supported by supported by
any 1 of the any 1 of the
other MOV other MOV
given given
ducted and Conducted Proposed action No

action research research with acceptable
on research with colleagues colleagues evidence
h colleagues was shown
Rating
Poor Actual Results
(1) Q E
acceptable
evidence
was shown
acceptable
evidence
was shown
acceptable
evidence
was shown
Score
T Ave
application of
research to enrich
knowledge of content
and pedagogy.
Basic 3. Developed and

Education applied effective
Services teaching strategies to
promote critical and
creative thinking, as
well as other higher-
order thinking skills.
Basic 2. Learning 4. Worked with

Education Environment and colleagues to model
Services Diversity of and share effective
Learners techniques in the
management of
classroom structure to
Weight
KRA
Satisfactory
(5) (4)
action research
with colleagues
Efficiency Submitted at Submitted any 3

least 4 of the of the
given MOV acceptable
MOV
Timeliness Presented the Completed the
research report research report
within the rating within the rating
period period
Quality Demonstrated Demonstrated
effective effective
teaching teaching
strategies to strategies to
promote critical promote critical
thinking, as well thinking, as well
as other higher- as other higher-

order thinking order thinking
skills as shown skills as shown
Efficiency Submitted 4 or Submitted 3
more lessons as lessons as
in MOV 1 and in MOV 1 and
any 1 of the any 1 of the
other MOV other MOV
given given
Timeliness
Quality Used classroom Used classroom
strategies that strategies that
engage learners engage learners
in in
Satisfactory Unsatisfactory Poor
Satisfactory
(3) (2) (1)
Submitted any 2 Submitted any 1 No

MOV MOV acceptable
evidence
was shown
Conducted the Proposed the No
research report research report acceptable
within the rating within the rating evidence
period period was shown
Demonstrated Demonstrated No
effective effective acceptable
strategies to strategies to was shown
promote critical promote critical
thinking, as well thinking, as well
as other higher- as other higher-

order thinking order thinking
skills as shown skills as shown
evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and was shown
any 1 of the any of the other
other MOV MOV given
given
Used classroom Used classroom No

engage learners engage learners was shown
in in
Rating
Actual Results
Q E T Ave
Score
Weight
MFOs KRAs Objectives Timeline per
KRA
engage learners,
individually or in
groups, in meaningful
exploration, discovery
and hands-on
activities within a
range of physical
learning
environments.
Basic 5. Exhibited effective

Education and constructive
Services behavior
management skills by
applying positive and
to ensure learning-
focused
environments.
QET Outstanding Very
Satisfactory
(5) (4)

MOV 1 and any MOV 1 and any
1 of the other 1 of the other
MOV MOV
Timeliness
Quality Exhibited Exhibited
effective and effective and
constructive constructive
behavior behavior
skills by skills by
applying applying
ensure learning- ensure learning-
focused focused
of 8 of 7
Efficiency Applied at least Applied at least
7 of the given 7 of the given
strategies as strategies as
observed in at observed in 3
Timeliness
(3) (2) (1)

lessons lesson acceptable

supported by supported by evidence
MOV 1 and any any of the was shown
1 of the other acceptable
acceptable MOV
MOV
Exhibited Exhibited No
effective and effective and acceptable
constructive constructive evidence
behavior behavior shown
skills by skills by
applying applying
ensure learning- ensure learning-
focused focused
of 6 of 5
Applied at least Applied any of No
7 of the given the given acceptable
strategies as strategies as evidence
observed in 2 observed in only shown
lessons 1 lesson
Rating
Q E T Ave
Basic 6. Worked with

Education colleagues to share
Services differentiated,
developmentally
appropriate
opportunities to
address learners’
differences in gender,
needs, strengths,
interests and
experiences.
Basic 3. Curriculum 7. Developed and

Education and Planning applied effective
Services strategies in the
planning and
management of
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and
varied teaching
contexts.
KRA
Satisfactory
(5) (4)
Quality Worked with Worked with
colleagues at colleagues in
least in the the school level
district/cluster to share lesson
level to share
lesson
Efficiency Submitted at Submitted at

least 1 lesson least 1 lesson
1 and supported 1 and supported
by any by any
MOV MOV
Timeliness
Quality Developed and Developed and
applied effective applied effective
showing showing
developmentally developmentally
- sequenced - sequenced
learning learning

of 8 of 7
Efficiency Submitted at Submitted 2-3

least 4 lessons lessons as
as evidenced by evidenced by
MOV 1 and 2 MOV 1 and 2
and supported and supported
by any 1 of the by any 1 of the
other other
MOV MOV
Timeliness
(3) (2) (1)

Worked with Worked with No
colleagues in colleagues but acceptable
the department no evidence of evidence
or grade level to sharing with shown
share lesson others
Submitted at Submitted at No
least 1 lesson least 1 lesson, acceptable
as evidently as evidenced by evidence
shown in MOV either MOV 2 or shown
1 and supported 3 but no
by any evidence of
acceptable sharing with
MOV others
Developed and Developed and No

applied effective applied effective acceptable
strategies strategies evidence
showing showing was shown
developmentally developmentally
- sequenced - sequenced
learning learning

of 6 of 5
lesson as lesson as acceptable
shown in MOV any 1 of the was shown
1 and/or 2 and acceptable
supported by MOV
any 1 of the
other
acceptable
MOV
Rating
Actual Results
Q E T Ave
Score
Weight
Objectives Timeline per QET
KRA
8. Reviewed with Quality

colleagues, teacher
and learner feedback
to plan, facilitate and
enrich teaching
practice.
Efficiency
Timeliness
9. Advised and guided Quality
colleagues in the
selection,
organization,
development and use
of appropriate
resources, including
ICT, to address
specific learning
goals.
Efficiency
Satisfactory
(5) (4) (3)
Consistently led Frequently led Occasionally led
collaborative collaborative collaborative
reviews of reviews of reviews of
teacher and teacher and teacher and
learner learner learner
feedback as feedback as feedback as
evidenced by evidenced by evidenced by

the MOV the MOV the MOV
submitted submitted submitted
Submitted 4 Submitted 3 Submitted 2
collaborative collaborative collaborative
reviews of reviews of reviews of
teacher and teacher and teacher and
learner learner learner
feedback as feedback as feedback as
MOV MOV MOV
Consistently Frequently Occasionally

advised advised advised
colleagues in colleagues in colleagues in
the selection, the selection, the selection,
organization, organization, organization,
development development development
and appropriate and appropriate and appropriate
use of teaching use of teaching use of teaching
and learning and learning and learning
resources as resources as resources as

least 4 teaching teaching and teaching and
and learning learning learning
resources as resources as resources as
(2) (1)
Rarely led No
collaborative acceptable
reviews of evidence
teacher and was shown
learner
feedback as
evidenced by
the MOV
submitted
Submitted 1 No
collaborative acceptable
review of evidence
teacher and was shown
learner
feedback as
evidently shown
in any of the
acceptable
MOV
Rarely advised No
colleagues in acceptable
the selection, evidence
organization, was shown
development
and appropriate
use of teaching
and learning
resources as
shown in the
MOV submitted
Submitted 1 No
teaching and acceptable
learning evidence
resource as was shown
Rating
Score
Q E T Ave
Basic 4. Assessment 10. Worked

Education and Reporting collaboratively with
Services colleagues to review
the design, selection,
organization and use
of a range of effective
diagnostic, formative
and summative
assessment
strategies consistent
with curriculum
requirements.
Basic 11. Interpreted

Education collaboratively
Services monitoring and
evaluation strategies
of attainment data to
support learner
progress and
achievement.
KRA
Satisfactory
(5) (4)
evidenced by at evidenced by at
least 1 of the least 1 of the
MOV MOV
Timeliness
reviewed reviewed
collaboratively collaboratively
tools with tools with
colleagues as colleagues as
least 4 assessment
assessment tools as
tools as evidently shown

evidently shown in any of the
in any of the acceptable
acceptable MOV
MOV
Timeliness
collaborated collaborated
with colleagues with colleagues
in the in the
interpretation of interpretation of
data as shown data as shown
in the MOV in the MOV
submitted submitted
Efficiency Submitted at Submitted at
least 2 different least 3 of the
types of MOV same kind of
MOV
Timeliness
applied skills in applied skills in
(3) (2) (1)

evidenced by at evidenced by
least 1 of the any of the
MOV MOV
Occasionally Rarely reviewed No

reviewed collaboratively acceptable
collaboratively assessment evidence
assessment tools with was shown
tools with colleagues as
colleagues as shown in the
shown in the MOV submitted
MOV submitted
assessment assessment tool acceptable
tools as as evidently evidence
evidently shown shown in any of was shown

in any of the the acceptable
acceptable MOV
MOV
collaborated collaborated acceptable
with colleagues with colleagues evidence
in the in the was shown
interpretation of interpretation of
data as shown data as shown
in the MOV in the MOV
submitted submitted
Submitted at Submitted any 1 No
least 2 of the of the MOV acceptable
same kind of evidence
MOV was shown
Occasionally Rarely applied No

applied skills in skills in the acceptable
Rating
Q E T Ave
Basic 12. Applied skills in

Education the effective
Services communication of
learner needs,
progress and
achievement to key
stakeholders,
including
parents/guardians.
Basic 5. Plus Factor 13. Performed various

Education related
Services works/activities that
contribute to the
teaching-learning
process.
KRA
Satisfactory
(5) (4)
the effective the effective
communication communication
of learner needs of learner needs
and progress to and progress to
parents/ parents/
Efficiency Submitted at Submitted any 3
least 3 of the MOV

acceptable
MOV
Timeliness
performed performed
special tasks special tasks
and/or and/or
assignments as assignments as

Efficiency Submitted at Submitted only
least 4 different 3 different kinds
kinds of of acceptable
acceptable MOV
MOV
Timeliness
ormance Indicators
(3) (2) (1)

the effective effective evidence
communication communication was shown
of learner needs of learner needs
and progress to and progress to
parents/ parents/
Submitted any 2 Submitted any 1 No
MOV MOV acceptable

evidence
was shown
special tasks special tasks evidence
and/or and/or was shown
assignments as assignments as

Submitted only Submitted any 1 No
2 different kinds of the acceptable
MOV MOV was shown
RATING FOR
OVERALL
ACCOMPLISH-
MENTS
Rating
Q E T Ave
RATING FOR
OVERALL
ACCOMPLISH-
D.4
ndixAppG
PART IV: DEVELOPMENT PLANS
Strengths Development NeAction PTimeline Resources
(Recommended DevelopNeeded
Intervention)
A. Functional Competencies
B. Core Behavioral Competencies
Feedback:
RATEE RATER APPROVING
AUTHORITY
Position:
Position:
Bureau/Center/Service/Division:
Date of Review:
Rating Period:
MFOs KRAs Objectives TimelWeight MOV Performance Mid-year Review/Rating Mid-Year Review Results
Ratee (Teacher) Rater (Principal)
per KRA Target
Rating RemarksRating Remarks
Quality
Year Review Results
COACHING FOR IMPACT ON JOB/ACTIONPLAN
MONITORING A OUTPUT
PERFORMANCE
INCIDENCEDESCRIPTION
CRITICAL
LEVEL LEVEL NDESCRIPTION
3 ORGANIThe teacher demonstrates a limited range of loosely-associated pedagogical aspects of
the indicator.
4 DEVELO The teacher demonstrates a range of associated pedagogical aspects of the indicator
that sometimes align with the learners’ developmental needs.
5 APPLYINThe teacher demonstrates a range of associated pedagogical aspects of the indicator
that usually align with the learners’ developmental needs.
6 CONSOLIThe teacher uses well-connected pedagogical aspects of the indicator consistently
aligned with student development that supports students to be successful learners.
7 INTEGRAThe teacher uses well-connected pedagogical aspects of the indicator to create an
environment that addresses individual and group learning goals.
3 4
The teacher demonstrates The teacher demonstrates
minor content errors either in
accurate knowledge of key
the presentation of the lesson concepts both in the presen
or in responding to learners’
of the lesson and in respon
questions or comments. The learners’ questions or comm
lesson content displays
simple coherence. The lesson content displays
coherence.
The teacher attempts to ma
connections across curricul
content areas if appropriate

5
teacher demonstrates The teacher demonstrates
urate knowledge of key accurate and in-depth

cepts both in the presentation knowledge of most concepts
he lesson and in responding to in the presentation of the

ners’ questions or comments. lesson and in responding to
learners’ questions in a
lesson content displays manner that attempts to be
responsive to student
developmental learning
teacher attempts to make needs.
nections across curriculum

The teacher makes connections
tent areas if appropriate.
across curriculum content areas
if appropriate.
demonstrates
f most concepts
tation of the
6
The teacher demonstrates
accurate, in-depth and broad

knowledge of all concepts in
the presentation of the lesson

and in responding to learners’
questions in a manner that is
responsive to learner‘s
developmental needs and
promotes learning.
The teacher makes
meaningful connections
across curriculum content

areas, if appropriate.
7
The teacher applies high-level

pedagogy that creates a
learning
conducive
environment that enables an
in-depth and sophisticated
understanding of the teaching
and learning process to meet
individual or group learning

needs within and across
curriculum content areas.
1. The teacher clea1. The teacher displays 1. The teacher displays
concepts and makecomprehensive extensive knowledge of
errors. understanding of the content.
concepts and structure of
2. The content appthe disciplines. 2. The teacher cites intra-
accurate and its focus shows and interdisciplinary
awareness of the i 2. The teacher addresses content relationships.
structure of the discontent accurately and
makes connections across 3. The teacher addresses
3. The teacher demdisciplines. content accurately and its
3 focus is congruent with the
factual knowledge of subject
big ideas and/or structure of
matter and attempts to connect
the discipline.
content across disciplines.
CLARIFICATIONS
KEY CONCEPTS SIMPLE COHERENCE ACCURABROAD KNOWLEDGE
central ideas of the topic or lesson content knowledge within and across
a basic logic in the sequence of the
curriculum content areas
CURRICULUM CONlesson with one part linkIN-DEPTH KNOWLEDGE
next
different learning/subject areas foundatiHIGH-LEVEL KNOWLEDGE
taught and learnedMINOR CONTENT ERRORwithin t complexAPPENDICES
213 secondary education curriculum area and across curriculum areas
lesser degree of errors in the content
of the lesson
INDICATOR 2
The teacher uses loosely-

connected teaching
strategies to
address learners’ literacy and/or
numeracy needs.
1. The teacher defines general

terms in the lesson but fails
to define specific terms
needed to develop learners’
full understanding of literacy
and/or numeracy concepts.
Example: The teacher

defines fraction but fails to
define/explain numerator and
denominator.
LOOSELY-CONNECTED TEACHING STRATEGIES
teaching approaches which are mismatched in
addressing literacy and/or numeracy needs
CRITICAL LITERACY
critically analyzing and evaluating the meaning
of text as it relates to global issues to inform

a critical stance, response and/or action
CRITICAL NUMERACY
ability to effectively use mathematical concepts in
applying, analyzing, evaluating and creating ideas

Uses a range of teaching strategies that enhance learner achievement in literacy and numeracy
skills
The teacher occasionally applies
teaching strategies that address
learners’ literacy and/or numeracy
needs.
1. In some parts of the lesson,

the teacher provides activities
which address learners’
literacy and/or numeracy
needs but fails to do so in
some critical parts of the
lesson where either or both

skills are necessary.
occurs irregularly in the duration of the lesson

awareness of sounds of language, awareness of print
occurs often times in the duration of the lesson
occurs constantly in the duration of the lesson

teaching approaches which are moderately
associated with the learners’ developmental needs to
enhance literacy and/or numeracy skills

and numeracy
5 6
The teacher frequently applies The teacher consistently applies
relevant strategies that enhance relevant strategies that enhance
learners’ literacy and/or learners’ literacy and/or
numeracy skills. numeracy skills.
FEATURES OF PRACTICE
1. The teacher uses activities 1. The teacher routinely
provides activities to enhance
that enhance literacy
learners’ literacy and/or
and/or numeracy in almost
numeracy skills in all aspects
all aspects of the lesson.
of the lesson.
CLARIFICATIONS
OCCASIONALLY
FREQUENTLY and the relationship betwe

skills such as creating know
well as developing media a
CONSISTENTLY
RELEVANT skills which consist of comp
re moderately
subtraction, multiplication,
acy and/or numeracy skills

mathematical concepts like interpreting dat
and diagrams; process infor
consistently applies
tegies that enhance
vities to enhance
lls in all aspects
LITERACY SKILLS
skills needed for reading and writing. These may
include
and the relationship between letters and sounds. Other

skills such as creating knowledge through writing as
well as developing media and technology are part of
literacy skills.
NUMERACY SKILLS
skills which consist of comprehending and applying
fundamental arithmetic operations like addition,
subtraction, multiplication, and division. Numeracy
skills may also include the ability to reason with
l concepts like interpreting data, charts,

and diagrams; process information; solve problems and
make decisions based on logical thinking and
reasoning.
THE
RPMS
7
MANUAL
The teacher integrates well-
connected teaching strategies

that promote individual and
group learners’ critical literacy
and/or critical numeracy skills.
1. The teacher employs

structured activities that
enhance and support
learners’ higher level of
literacy and/or numeracy
skills as a significant part
of his/her instruction.
reasoning.
INDICATApplies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills
1. The teacher asks, “ 1. The teacher 1. The teacher employs a
an idea about this?” T attempt to engagrange of strategies to
usual same learners ofgenuine discussiensure that most learners
comments. than simple, factare given opportunities to
type discussion. give opinions to the lesson
2. Many questions requThe teacher asksand to react to the opinions
rote-type responses. of others.
please explain this idea?”
2. The teacher creates a
genuine discussion among
learners, providing adequate
time for them to respond; as
well as to step aside when
doing so is appropriate.
1. The teacher challenges 1. Learners compare
learners cognitively to and contrast ideas.
advance high-level thinking
and discourse. 2. Learners synthesize or
summarize information
2. Learners extend the within or across
discussion by inviting disciplines.
comments from their
classmates during the
discussion and challenge
one another’s thinking.
3. Learners, themselves,
ensure that all voices are
heard in the discussion.
INDICATOR 4 Manages classroom structure to engage learners, individually or in groups, in
discovery and hands-on activities within a range of physical and learning envi
3 4
The teacher manages The teacher manages classroom

classroom structure and structure and engages the
engages only some learners in majority of the learners in
discovery or hands-on learning discovery and hands-on learning
activities within a range of activities within a range of
physical learning environments. physical learning environments.
1. Only some learners work 1. The classroom layout is simple

productively within the allotted and somewhat suitable for
time, physical space and different learning activities.
resources.
2. Majority of the learners work
productively within the allotted
time and physical space,
using the available resources.
PHYSICAL LEARNING ENVIRONMENT

any area where learning takes place
CLASSROOM STRUCTURE
includes the arrangement of chairs, tables, and other equipment

SOME
less than half of the learners
MAJORITY
more than half of the learners
MOST
almost all, approaching 100% of the learners
ndividually or in groups, in meaningful exploration,
physical and learning environments
5
The teacher manages
classroom structure and
engages most learners in
meaningful exploration,
discovery and hands-on
learning activities within a range
of physical learning
environments.
1. The classroom layout and
available resources are
generally suitable for different
learning activities.
2. Most learners work

productively within the
allotted time, physical space
and resources.
CLARIFICATIONS
activities that require learn

and existing knowledge to d
activities that require physi
activities that lead to learne

6
The teacher manages

engages all learners in
learning activities within a
environments.
1. The teacher keeps the

learning environment free
from congestion and
facilitates activities
appropriate within the
physical learning
environment.
2. All learners work

productively within the
allotted time, physical space
and resources.
DISCOVERY LEARNING ACTIVITIES

activities that require learners to draw on their past experiences
and existing knowledge to discover facts, relationships, and new
knowledge to be learned
HANDS-ON LEARNING ACTIVITIES

activities that require physical participation of learners to
construct, consolidate or explain concepts
MEANINGFUL EXPLORATION
activities that lead to learners’ full understanding of concepts and
how they relate to other concepts
THE
RPMS
7
MANUAL
The teacher organizes and
maintains classroom structure
and engages learners,
individually or in groups, in
learning activities within a
environments.
1. The teacher utilizes

proactive classroom
structure management
practices to support flexible
movement of the learners
in all learning activities.
2. Learners are fully engaged

in all activities by utilizing
optimal space and time,
appropriate to their needs.
INDICATManages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments
CLARIFICATIONS
ESTABLISHED RULES MOST RARELY
an existing set rules of c almost all, approachi seldom occurs in the duration of the lesson
imposed in the learning OCCASIONALLY CONSISTENTLY
CONSTRUCTIVE occurs irregularly in t occurs constantly in the duration of the lesson
217 positive and helpful resp FREQUENTLY BEHAVIOR APPENDICES
MAJORITY occurs often times in manner in which learners act; either positive or negative
tive or negative
4
The teacher provides
differentiated
or developmentally
appropriate learning experiences

to address the learning needs of
most learners.
5
differentiated
and
appropriate
developmentally
learning experiences to
address the needs of most
learners.
6
differentiated
and
appropriate
developmentally
learning experiences to
address the learning needs of
different groups of learners.
INDICATPlans, manages and implements developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts
1. The teacher connects 1. The sequence of activities
outcomes to previous and purposefully scaffolds
future learning. Transitions learners toward achieving
between activities are the lesson’s objectives.
smooth. 2. The sequence of learning
2. The lesson sequence activities keeps learners
generally kept learners engaged in the content
engaged and moving from and had a clear sense of
one portion to the next in a purpose throughout the
reasonable manner. They vast majority of the class
seemed to understand the time.
purpose of the lesson and
what they were to do to
accomplish the purpose.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:
• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategstrategies that include activiti APPENDICES
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LE different ways of presenting the lesson and activities suited to various learner needs
ous learner needs
INDICATOR 8 Selects, develops, organizes, and uses appropria
to address learning goals
3 4
The teacher utilizes learning The teacher utilizes learning
resources, including ICT, resources, including ICT, which
which are loosely-aligned with are occasionally aligned
the learning goals. learning goals.
1. Instructional materials and 1. Instructional materials and

resources are minimally resources are incompletely
aligned with the learning aligned with the instructional
goals. purposes.
TEACHING AND LEARNING RESOURCES MAY INCLUDE:
• Chalkboard
• Manila paper or Cartolina
• Printed materials like worksheets, flashcards, activity sheets, etc.
• ICT Resources: slides presentation, audio visual, social media, and other
web-based applications
• Manipulatives, models, and other tools

• ...and others
ganizes, and uses appropriate teaching and learning resources, including ICT,
5
utilizes learning The teacher utilizes learning
cluding ICT, which resources, including ICT, which
are generally aligned with

with the the
learning goals.
nal materials and 1. Instructional materials and
e incompletely resources are fairly aligned
the instructional with the instructional
purposes.
CLARIFICATIONS
learning resources which can be used in var

6 7
The teacher utilizes learning The teacher integrates
resources, including ICT, which
extensive and multidisciplina
are consistently aligned with learning resources, including

the learning goals. ICT, which are appropriate and
aligned with the learning goa
1. All instructional 1. Instructional materials are

materials and resources diverse and are consistently
are aligned with the aligned with the
instructional purposes. instructional purposes.
LOOSELY-ALIGNED
substantially mismatched with the learning goals
OCCASIONALLY ALIGNED
sometimes matched with the learning goals
GENERALLY ALIGNED
usually matched with the learning goals
CONSISTENTLY ALIGNED
substantially mismatched with the learning goals

EXTENSIVE LEARNING RESOURCES
wide range of learning resources
MULTIDISCIPLINARY LEARNING RESOURCES
urces which can be used in various subject areas
THE
RPMS
MANUAL
teacher integrates
nsive and multidisciplinary
ning resources, including

e appropriate and
ed with the learning goals.
structional materials are

rse and are consistently
ed with the
uctional purposes.
INDICATDesigns, selects, organizes, and uses diagnostic, formative and summative assessment strategies
consistent with curriculum requirements
CLARIFICATIONS
ASSESSMENT STRATEGIES:
DIAGNOSTIC
assessment used to identify each learner’s strengths, weaknesses, knowledge and skills prior to instruction
FORMATIVE
assessment used to identify thAPPENDICES
e.g. recitation, activities and seatworks
SUMMATIVE
assessment used to identify learner achievement, e.g. quizzes and tests
LEVEL LEVEL NDESCRIPTION
4 The teacher demonstrates a range of associated pedagogical aspects of the
DEVELO indicator
that sometimes align with the learners’ developmental needs.
5 APPLYINThe teacher demonstrates a range of associated pedagogical aspects of the indicator
that usually align with the learners’ developmental needs.
6 CONSOLIThe teacher uses well-connected pedagogical aspects of the indicator consistently
aligned with student development that supports students to be successful learners.
7 INTEGRAThe teacher uses well-connected pedagogical aspects of the indicator to create an
environment that addresses individual and group learning goals.
8 The teacher applies deep knowledge and understanding of the indicator discriminately
DISCRIMto contextualize teaching and learning processes within the discipline to meet individual
and group learning goals.
4
accurate knowledge of key
concepts both in the
presentation of the lesson and

in responding to learners’ responding to learners’ qu
questions or comments.
in a manner that attempts
The lesson content displays
coherence.
The teacher attempts to
make connections across The teacher makes conne
curriculum content areas if across curriculum content
appropriate.
5
accurate and in-depth knowledge
of most concepts in the
presentation of the lesson and in

responding to learners’ questions
in a manner that attempts to
be responsive to learner
developmental learning
needs.
The teacher makes connections
across curriculum content areas if
appropriate.
6
accurate, in-depth and broad
knowledge of all concepts in

of the lesson and
presentation
in responding to learners’
questions in a manner that is
responsive to learner
developmental needs and
promotes learning.
The teacher makes
meaningful connections
across curriculum content
areas, if appropriate.
the
areas.
7
pedagogy that creates a

learning environment
conducive
that enables an in-depth and
sophisticated understanding of
the teaching and learning
processes to meet individual or
group learning needs within
and across curriculum content

8
knowledge of content within
and across curriculum content
areas to empower learners to

acquire and apply successful
learning strategies to assist in

their development as
independent learners.
CLARIFICATIONS
KEY CONCEPTS ACCURATE KNOWLEDGE BROAD KNOWLEDGE
central ideas of the topic or le content is free from errors knowledge within and across curriculum content areas
CURRICULUM CONTENT AREASIN-DEPTH KNOWLEDGE HIGH-LEVEL KNOWLEDGE
227 different learning/subject areafoundational knowledge and fincomplex content knowledge wiAPPENDICES
the basic and secondary educathe curriculum content area curriculum areas
ss curriculum content areas
APPENDICES
1. Learners compare and 1. Learners judge or evaluate
contrast ideas. situations, problems, or
2. Learners synthesize or issues.
summarize information within 2. Learners invite comments
or across disciplines.
from their classmates
during discussion and
challenge one another’s
thinking.
4 5
The teacher manages The teacher manages classroom
classroom structure and structure and engages most
engages the majority of the learners in
learners in discovery and discovery and hands-on learning

hands-on learning activities activities within a range of physical
learning
within a range of physical
learning environments.
manages classroom
d engages most
overy and hands-on learning

ities within a range of physical
environments.
learning activities within
6
The teacher manages
engages all learners in
a range
of physical learning
environments.
URES OF PRACTICE
7
The teacher organizes and
maintains
classroom structure
and engages learners,
in
individually or in groups,

environments.
8
The teacher adapts and
adjusts classroom structure

to learners’ needs
according
and encourages learners to

explore other learning
the
activities that support

a achievement of learning
goals.
1. The teacher keeps the 1 The teacher utilizes 1
learning environment free proactive classroom
from congestion and management practices
facilitates activities to support flexible
appropriate within the movement of the
physical learning learners in all learning
environment. activities. 2
2. All learners work 2 Learners are fully

productively within the engaged in all activities
allotted time, physical by utilizing optimal
space and resources. space and time,
appropriate to their
needs.
The teacher modifies
resources effectively in a
manner that acknowledges
the needs of learners.
The teacher facilitates

well-planned learning
activities appropriate to
individual and group needs
within the available
physical space and
resources.
CLARIFICATIONS
PHYSICAL LEARNING ENVIR MOST HANDS-ON LEARNING ACTIVITIES
any area where learning takealmost all, approaching 100% of the learners
activities that require physical participation of learners
CLASSROOM STRUCTURE DISCOVERY LEARNINGto construct, consolidate or explain concepts
the physical set-up of the le activities that learne MEANINGFUL EXPLORATION
generally includes the arrangeand existing knowledge to discover facts, relationships,
activities that lead to learners APPENDICES
229 and other equipment and new knowledge to be learned
concepts and how they relate to other concepts
MAJORITY
INDICATOR 4 Manages learner behavior constructively by applying positive and non-violent discipline to
ensure learning-focused environments
5
The teacher frequently manages
misbehavior
against established
rules of conduct and most learners

follow such rules.
6
The teacher consistently
manages against
misbehavior
established rules of conduct

and all learners follow such
rules
.
7
The teacher constructively
manages learner behavior by

applying positive and non-
violent discipline to ensure

environment.
learning-focused
8
The teacher enables learners
to take control of their own

behavior against rules of
conduct in which learners are
aware of the impact of their

behavior.
in which learners are
1. The teacher responds 1 Learners are actively
appropriately to misbehavior encouraged to take
of learners at all times without responsibility for their
any loss of instructional time. behavior.
2. Clear expectations for 2 Well-established

learner behavior are procedures for
evident. Standards of learners to self-
conduct are clear to all monitor their own
learners and with modest classroom behavior
impact on learning. are evident.
1. Standards of conduct are
clear to all learners.
Learners respectfully
intervene with classmates
at appropriate moments to
ensure compliance with
standards of conduct.
CLARIFICATIONS
ESTABLISHED RULES OCCASIONALLY
an existing set rules of conduct impos occurs irregularly in the duration of the lesson
CONSTRUCTIVE FREQUENTLY
positive and helpful responses on learnoccurs often times in the duration of the lesson
MAJORITY CONSISTENTLY
more than half of the learners occurs constantly in the duration of the lesson
MOST BEHAVIOR
almost all, approaching 100% of the le manner in which learners act; either positive or negative
INDICATPlans, manages and implements developmentally sequenced teaching and learning processes to meet
curriculum requirements and varied teaching contexts.
ses to meet
4 5
The teacher implements the The teacher implements the
lessons but with inappropriate lessons with appropriate elements
elements
of developmentally of developmentally sequenced
teaching and learning processes.
sequenced teaching and
learning processes.
6
The teacher manages well-
iate elements
structured lessons with
sequenced
developmentally
g processes. teaching and learning
processes to meet curriculum
requirements and varied
teaching contexts.
7
The teacher manages well-
structured lessons with

emphasis on explicit
previous
connections between
learning and new concepts
and skills.
8
The teacher reflects an
understanding of the
prerequisite relationships
among the important content,
concepts, as well as multiple
pathways for learning
depending on learners’ needs.

1. The progression fro 1. The lesson was structured to
warm up into the maintake into account or build
activity was thoughtfullprior knowledge of the topic
planned to review sam and was well paced with a
basic concepts, followethoughtfully chosen
the activities that woulsequence of learning
take the application of activities, and the teacher
knowledge to the next lhad anticipated the
of exploration. pedagogical approaches that
would be most effective in
engaging the learners
throughout the entire class
period.
CLARIFICATIONS
DEVELOPMENTALLY SEQUENCED TEACHING AND LEARNING PROCESS INCLUDES:
• Lesson objectives expectations for learners at the end of the lesson
• Learner engagement strategstrategies that include activiti APPENDICES
• Pacing teacher’s appropriate speed or rate in presenting the lesson
• Sequence order of presenting the lesson and classroom activities
MULTIPLE PATHWAYS FOR LE different ways of presenting the lesson and activities suited to various learner needs
ous learner needs
Annotation Template
ObjectivMeans of Verification Description o Annotations
Presented
Bureau of Human Resource National Educators Academy
and Organizational Development (BHROD)
of the Philippines (NEAP)
Dir. Maria Lourdes D. Pantoja Dir. John Arnold S. Siena
Cecille A. Anyayahan Earl Ryan A. Losito
Project Development Officer I Project Development Officer III
Joanna Christina Sta. Isabel Allan Jerome Gutierrez
Ma. Fatima Luzviminda B. AngeLeonardo G. Bautista, Jr.
Millie Jane T. Fudolig Administrative Assistant II
Erika Marie E. Daza
Michael Joseph P. Cabauatan Reynier B. Cruz
Ruby Chanda J. Crisostomo Cynthia M. Sabando
Project Development Officer IIIAdministrative Support
ACKNOWLEDGEMENTS
TECHNICAL WORKING GROUPS
RPMS Manuals and Tools COT-RPMS
Allen U. Bautista, Ed.D. Noemi Baysa Orlando I. Guerrero
Chinita A. Tolentino Leticia V. Catris, Evangeline F. Golla, Ph.D.
Jennifer E. Lopez Jovita B. De Cast Marion A. Mallorca
Ma. Concepcion B. MonteneMel Greg O. Concepcion, Ph.D Ervin L. Oamil, Ph.D.
Marla C. Papango Rosemarievic V. DDiane C. Tomaneng
Mana C. Estakio Atkinson F. Tudlong
Erminda C. ForteMarilou M. Ubiña
GRAPHIC ARTISTS
Aris L. Solis Dennis A. SantosRaymond S. Bermudez
SUPPORT GROUP
Adelyn R. Bartolome Gerlie C. Lopez
Rene R. Belecina, Ph.D. Reynaldo V. Nanong
Vivian I. Buhain, Ed.D. Sheila Niña Rea-Santes
Ma. Arsenia C. Gomez Grace Urbien-Salvatus
Ma. Victoria C. Hermosisima Bernadette S. Sumagui
Mark Anthony P. Idang Milagros E. Vinluan
Angeline R. Libunao
SUPPORT STAFF
Lizette Anne L. Carpio Guillen M. Nabong
Beverly E. Estocapio
Jessa P. Reynoso
Ruby Ann G. Gantalao
Webster C. Ferrer
Ezra D. de Jesus
Cheryl C. Lualhati
Denesse Marie B. Handumon
Geroldine P. Tabigne
Ma. Izella D. Lampos
BASIC EDUCATION SECTOR TRANSFORMATION (BEST)
Peter Grimes, Ph.D. Nemah N. Hermosa, Ph.D.
Senior Teacher Education Specialist Teacher Development Specialist
Twila G. Punsalan, Ph.D. Soledad T. Lecaroz
Pre-service Lead Teacher Development Adviser
Krupskaya Añonuevo Maria Gabrielle Bordado
Project Team Coordinator Raquel B. Cabrieto
Regina Pasion Jenelle Pagdanganan
Technical Officers
Project Officer
DEPARTMENT OF FOREIGN AFFAIRS AND TRADE
Lea Neri
Senior Program Officer
Acedera, Lina S. Borbon, Fredesminda A. de Castro, Gracia
Agunday, Engelbert B. Borromeo, George B. Degamo, Francisco O.
Alesna, Memvie L. Bose, Helen R. De Jesus, Ma. Lea U.
Alicda, Sandra Lyne G. Bron, Irene B. De La Paz, Norwin C.
Almario, Irma Y. Buac, Francis J. De Lara, Onuorich T.
Amaflor Casi Alde Bucad, Daryl C. De Mesa, Amelita P.
Amit, Arnulfo S. Bugas, Roberta B. De Ocampo, Aivy Rose N.
Amoranto, Kaye Anne B. Buladas, Vilma A. De Rojas, Belen G.
Anacay, Rosalia Bulagao, Maria Aileen E. De Vera, Marissa
Apellido, Ricky B. Bunag, Mary Antonette T. Decena, May Grace
Apuli, Manuel R. Cabarteja, Flora L. Dela Cruz, Jesusa L.
Arbinoya, Laine L. Canatuan, Edita M. Delgado, Michelle H.
Aroco, Lily T. Cabantan, Ida F. Descalsota, Maerwin D.
Avinante, Myrna O. Cabral, Wilfredo E. Desuyo, Pamela
Axalan, Marizel V. Cacena, Rommel C. Dimaculangan, Mena O.
Ayeras, Nemencia B. Capuno, Maria Amor A. Dime, Emily
Bacani, William G. Care, Olivia C. Dioko, Rosario
Bacong, April Abegail C. Cariño, Laila G. Dizon, Charles A.
Bagunu, Manolo Y. Carreon, Ma. Teresa S. Dolormente, Helen P. Domingo
Balan, Emma M. Castro, Gracia M. De C. Bruno Jr.
Balete, Rochelle S. Castro, Ma. Venus Rosario Ecija, Crisanto A.
Barcelon, Heidi M. Celestial, Karina Angela C. Egipto, Maria Virginia E.
Bargamento, Lisel B. Celo, Marlene R. Enriquez, Janice P.
Bartolome, Adelyn R. Cepe, Augustines, E. Epley, Ceana
Basio, Glenne DT. Chavez, Lynie B. Eppie, Christian George
Bautista, Karen Comia, Racquel S. Escalera, Jay L.
Bayagna, Margie M. Consuela, Cecilia R. Estillore, James L.
Bayan, Elena P. Corpuz, Melencio L. Estoquia, Leopoldo P.
Bayarcal, Clote B. Cosuco, Melanie M. Evangelista, Bianca Dianne P.
Baybay, Kristine B. Cruz, Gina T. Facun, Arlyn B.
Bayubay, Zeresh Anne J. Cuaresma, Ferdinand Felipe, Mario C.
Bermudez, Leah Cunanan, June D. Felipe, Renato N., Jr
Berdin, Sinfronia R. Daiz, Esteban S. Ferrer, Hederlyn L.
Bobadilla, Gloria Dal, Marino O. Fiel, Dexter Jones D.
Boquite, Diosdado David, Joseph S. Francisco, Agnes A.
Frigillana, Cheryl A.
Gaffud, Marissa S.
Galay, Florpina B.
Galera, Jhon D.
Gamboa, Ma. Theresa G.
Gareza, Marina A.
Gilpo, Eden G.
Gloduve, Perlinita L.
Gloria, Sorina
Gonzaga, Elena P.
Gozum, Alvin G.
Gutierrez, Joseph V.
Halina, Dina B.
Hernandez, Alma L.
Honrado, Charisma U.
Hualde, Ma. Cecilia P.
Ibanez, Alejandro G.
Idang, Mark Anthony
Iledan, Jude Thaddeus I.
Iya, Abdul-Aziz H.
Javier, Katherine O.
Kasilag, Adrian O.
Labasan, Rene Rose M.
Lala, Fatima D.
Lansangan, Edwina G.
Lasala, Roselyn T.
Lastimosa, Cecilia L.
Lazares, Rogelito L.
Libunao, Angelene R.
Libutaque, Ruben C.
Lico, Darwin B.
Licup, Marvin C.
Lim, Shelly B.
Lipaopao, Lodelin C.
Litana, Jeniffer A.
Litilit, Esther K. Morales, Milagros B. Regis, Kerwin M.
Lapuz, Novaleta P. Mulitas, Morena L. Remandaban, Ryan A.
Larida, Augustus R. Munoz, Amparo M. Remolacio, Mary Joy
Llamas III, Carlos B. Nacino, Natividad V. Reyes, Maxima C.
Lopez, Gerlie C. Nanong, Reynaldo V. Rigor, Juanito L.
Lopez, Mary Jane Y. Napoles, Matty B. Ricafort, Tesa Gaila M.
Lubi, Cristeta O. Nonan, Jeaneveve P. Roferos, Jay B.
Lubigan, Magdaleno R. Noveno, Myla M. Romen, Marites
Lucero, Catherine Nuyda, Kristine Joy Rondilla, Aida H.
Lumanlan, Amelia Y. Olaivar, Rose Marie S. Rosales, Milagros B.
Maala, Taciana P. Pacleb, Evelyn Rubio, Maria Corazon
Macalalad, Delia A. Paclibare, Elvierira O. Rubio, Rafael C.
Macaraig, Teresa B. Pacon, Joanna Joy M. Ruelan, Jaime P.
Macatangay, Maria Teresa Palmitos, Rhodafel R. Sabado, Cristina R.
Macawile, Josephine Pambid, Babylyn Sabbaluca, Marsette D.
Maderazo, Ricky P. Pangilinan, Dexter E. Salinas, Irene R.
Magabo, Conchita L. Paraguison, Mark Anthony S. Samonte, Emyleen C.
Malabanan, Arlene Paraguya, Maricris E. Sanchez, Ma. Liven M.
Malabanan, Jenneefer T. Patricio, Ma. Rowena A. Sandoval, Kathleen Jane
Maliwat, Fredelma Ellaine T. Pedrezuela, Theo Arsenia S. Santos, Jayson M.
Manalo, Gregorio P. Pendo, Corazon J. Santos, Zita U.
Manarang, Maricel N. Perez, Gilberto Selgas, Ayren V.
Manas, Bianca Perico, Cartesa M. Severino, Susan D.
Manipon, Mary Grace B. Pesigan, Fely R. Sillos, Josephine B.
Manlapig, Maria Salome Pineda, Edna L. Silva, Mina B.
Maralit, Marian Rae Pingil, Nestor Paul Simene, Regina R.
Marino, Rosita R. Plaza, Teodoro N. Sinson, Carmelita A.
Mativo, Jeanie L. Pornobi, Joe Mar Levi Sinson, June Hayden R.
Mercado, Medardo T. Posadas, Corazon R. Soliman, Florinda M.
Medina, Gina E. Pureza, Abner Solidum, Gilbert D.
Mendoza, Sarah Racho, Corazon D. Somera, Charito O.
Menor, Mercuria T. Ramos, Myra T. Somera, Jonathan
Mercado, Jennifer Realo, Gemma A. Suasba, Marissa E.
Mercado, Medardo T. Recile, Merlobenda Y. Sumagui, Bernadette S.
Merle, Juanito Redondo, Marites L. Sunas, Maria Shella
Taclibon, Julius D.
Tacoy, Leny R.
Tadeo, Sharon O.
Tamio, Nelia
Traspe, Maricris B.
Trongco, Felicino C.
Tumambing, Lenie R.
Upam, Labi Jr. L.
Ustaris, Venus C.
Valledor, Glenn
Valmoria, Margie R.
Velasquez, Rosemarie M.
Verallo, Jessica T.
Vergara, Marites Q.
Verola, Winesa C.
Vidal, Maria Angela
Villaester, Carlos
Villanueva, Evelyn P.
Villanueva, Loida
Villaroya, Janet
Villaruel, Anicia
Villazor, Ranne Boy E.
Villenas, Jocelyn
Vinluan, Milagros E.
Yadao, Marlou B.
Ygona, Geronimo G.
Yumul, Lea M.
Zapanta, Leonardo D.
Zara, Glenda S.
Zinampan, Jenifer Z.

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TABLE OF

KRA per Objectives

Weight per Objective x Average Rating = Score

KRA per Objectives

Sum of all the Scores = Final Rating

Activity : Ways Forward Development

: Development Plans based

: RPMS Tools + IPCRF + SAT +

: IPCRF w/ Computed Final

IPCRF + SAT + IPCRF-

May - last week, a week

before the opening of

on SAT, Signed IPCRF

Portfolio & Computation of

April 1st week - A week after

RPMS - Results-Based Performance Management Sy

: RPMS Tools + IPCRF + SAT +

using Performance Monitor

: Oct - Nov, End of 1st Semester

using Performance Monitoring

Activity : Ways Forward Development

Timeline : April, 1st Friday

: IPCRF + SAT + IPCRF-

May - last week, a week

before the opening of

: Development Plans based

: Year-End Review &

Portfolio & Computation of

: RPMS Tools + IPCRF + SAT +

April 1st week - A week after

: IPCRF w/ Computed Final

RPMS - Results-Based Performance

S - Results-Based Performance Management System

: Oct - Nov, End of 1st Semester

RPMS Tools + IPCRF + SAT +

using Performance Monitoring

& Coaching Form (PMCF)

Activity : Ways Forward Development

: IPCRF + SAT + IPCRF-

May - last week, a week

before the opening of

: Development Plans based

on SAT, Signed IPCRF

Portfolio & Computation of

: RPMS Tools + IPCRF + SAT +

April 1st week - A week after

: IPCRF w/ Computed Final

d Performance Management System

1st week - A week after

: RPMS Tools + IPCRF + SAT +

using Performance Monitoring

lity learning is contingent upon quality teaching.

initiatives. As a framework of teacher quality, the

s in the Philippines. The reform process warrants

2.5.4 Lead and empower

2.6.4 Provide leadership in

4.2.4 Exhibit high-level skills

7.2.4 Act as a role model and

7.3.4 Take a leadership role in

tly and effectively

g for many right answers

o identify the nature of

and products suited to the

c strands in the set of