IMPLEMENTATION OF THE RESULTS-BASED

PERFORMANCE MANAGEMENT SYSTEM-

PHILIPPINE PROFESSIONAL STANDARDS
FOR TEACHERS
FOR SCHOOL YEAR 2021-2022
Dm OO4, S. 2022

fld/02/2022
RPMS- PPST Performance Objectives, Means of
Verification , and Indicators for
SY 2021- 2022
There are 18 indicators from the Philippine Professional Standards for
Teachers (PPST) chosen as RPMS objectives for this school year. These
priority indicators complete the integration of PPST through the RPMS.

For proficient teachers, there are 9 classroom observable objectives. The

performance indicators of these objectives are identified for Quality.

For Highly Proficient Teachers, there are 7 classroom observable objectives.

The performance indicators of these objectives are identified for Quality.
 Detailed Activities in each phase of RPMS cycle for 2021-2022
Phases of RPMS Cycle Task/Activity Person(s) Responsible Schedule
Start of RPMS cycle August 1, 2021
and portfolio Ratees
PHASE I collection
Performance Self- Assessment with September 2021
Planning and Initial Development Ratees
Commitment Planning

Capacity building September to

activities/ presentation RO/ SDO/ School December 2021
of RPMS tools in the Head/ Raters
time of COVID-19`

National Orientation Central Office January 2022

 Detailed Activities in each phase of RPMS cycle for 2021-2022
Phases of RPMS Cycle Task/Activity Person(s) Responsible Schedule
PHASE II Monitoring and Coaching School Heads/ Raters August 2021- June 2022
Performance Planning
and Commitment Midyear Review* with •
1-.

School Heads/ Raters/ September 2021

Development Planning Ratees

Phase III Year end Review** Raters, Ratees, and A week after scheduled
Approving Authorities graduation

*Midyear review- All presented MOVs shall be obtained from September 2021- February 2022 for Objectives 1, 3, 4, 5, 6, 9 and
10 (classroom observable obj) and from February 2022- July 2022 for Objectives 2, 7, 8 and 11 to 19 (non classroom observable.)

**Year end review- All presented MOVs shall be obtained from September 2021- July 2022 for Objectives 1,3,4,5,6, 9 and 10
(classroom observable obj) and from September 2021- 2022 for Objectives 2, 7, 8, and 11 to 19 (non classroom observable.)
Detailed Activities in each phase of RPMS cycle for 2021-2022

Phases of RPMS Task/Activity Person(s) Schedule

Cycle Responsible
Ways forward Ratees A month after
Development scheduled
PHASE IV Planning graduation
Performance IPCRF Data School Heads/ A month after
Planning and
Commitment
Collection Raters/ scheduled
graduation
 PROFICIENT TEACHERS HIGHLY PROFICIENT TEACHERS
OBJECTIVES MOV OBJECTIVES MOV
1, 3, 4, 5 and 6 Classroom Observation 1, 3, 4, 5,and 6 Classroom observation
PI’s are identified for PI’s are identified for
Quality Quality

7, 8, 9 and 10 With Set A and Set B 9 and 10 With Set A and Set B
options that require MOV options that require MOV
from either a classroom from either a classroom
observation, provision of observation, provision of
supplemental material/s, or supplemental material/s, or
accomplishment of a accomplishment of a
Teacher Reflection form Teacher Reflection form
(TRF) depending on the (TRF) depending on the
context of the teacher context of the teacher

*Only 2(two) observations are required for both Proficient and Highly Proficient
Teachers for the entire school year.
 RPMS Tool for Teacher I-III (Proficient Teachers)
in the time of COVID-19 S.Y. 2021-2022
Department of Education
POSITION AND COMPETENCY PROFILE PCP No. Revision Code: 00

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 (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Teacher I Teacher II Teacher III
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or
Bachelor in Secondary Education, or its equivalent 1

For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
appropriate major or Bachelor in Secondary Education, or its equivalent
Experience None required 1 year relevant experience 2 years relevant experience
Eligibility RA 1080 RA 1080 RA 1080
Trainings None required None required None required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET/BLEPT Passer
Trainings In-service training
 DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management
practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school
performance
10. Undertakes activities towards personal and professional growth
11. Does related work

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers

 KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 1. Applied knowledge of content within and across curriculum teaching areas
MEANS OF PERFORMANCE INDICATORS
VERIFICATION
Outstanding Very Satisfactory (3) Unsatisfactory Poor (1)
(5) Satisfactory (4) (2)
Classroom Observation Demonstrated Demonstrate Demonstrate Demonstrated Demonstrated
Tool (COT) rating sheet or
inter-observer agreement Level 7 in d d Level 4 in Level 3 in
form from: Objective 1 Level 6 in Level 5 in Objective 1 Objective 1 as
1. an observation of as shown in Objective 1 Objective 1 as shown in shown in COT
synchronous
teaching (limited face-to- face COT as shown in as shown in COT rating sheets /
teaching, online teaching, rating sheets COT COT rating sheets inter-observer
or two-way / inter- rating sheets rating sheets / inter- agreement forms
radio instruction)
2. if option 1 is not possible, observer / inter- / inter- observer
an observation agreement observer observer agreement or
of a recorded video forms agreement agreement forms
lesson or audio lesson that
is SLM-based or forms forms No acceptable
MELC-aligned evidence was
3. if options 1 and 2 are not
possible, an observation of
shown
a demonstration teaching*
via LAC

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers

 *For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said
modality. The MOV (COT rating sheet or inter-observer agreement form) shall also be complemented with any
annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative)
indicating occurrence of follow through, monitoring, etc.

Note: For this objective, two MOVs are required for the entire school year. In computing the rating for
Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of
the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

Means of COT RPMS 5- Average RPMS Rating

Verification Rating point Scale for Quality RPMS Rating Transmutation Table
Rating
Outstanding (5) 4.500-5.000
Very Satisfactory (4) 3.500-4.499
COT Rating 6 4 3.50 4 Satisfactory (3) 2.500-3.499
Sheet 1 (Very
Unsatisfactory (2) 1.500-2.499
COT Rating 5 3 Satisfactor
Sheet 2 y) Poor (1) 1.000-1.499
KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 2. Used research- based knowledge and principles of teaching and learning to
enhance professional practice
4

MEANS OF PERFORMANCE INDICATORS

VERIFICATION Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
One (1) lesson plan Used research- Used research- Used research- Use of research- No acceptable
with annotations based knowledge based based based knowledge evidence was
identifying the and/or principles knowledge knowledge and/or principle shown
research-based of teaching and and/or principles and/or principles of teaching and
knowledge and/or learning in all of teaching and of teaching and learning is
principles of teaching the components learning in two learning in one identified but
and learning used as of instruction in components of component of was poorly used
basis for planning / the lesson plan instruction in instruction in as basis for
designing the lesson to improve the lesson plan the lesson plan planning /
student learning to improve to improve designing the
student student lesson
learning learning

Research-based knowledge – Information, knowledge or data acquired through systematic investigation and logical study (PPST,
2017)
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of teaching and learning (PPST, 2017)
Components of instruction – learning objectives, instructional activities, and assessments
KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and
learning

MEANS OF
VERIFICATION
PERFORMANCE INDICATORS
Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory (4)
Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Tool (COT) rating sheet or Level 6 in Level 5 in
inter-observer agreement Level 7 in Level 4 in Level 3 in
form from Objective 3 Objective 3 as Objective 3 as Objective 3 Objective 3 as
1.an observation of shown in COT shown in COT
as shown in rating sheets / rating sheets / as shown in shown in COT
synchronous
teaching (limited face- to- COT inter-observer inter-observer COT rating sheets /
face teaching, online rating agreement agreement rating inter-observer
teaching, or two-way radio sheets / forms forms sheets / agreement
instruction)
2.if option 1 is not inter-observer inter-observer forms
possible, an observation of agreement agreement or
a recorded video lesson or forms forms
audio lesson that is SLM-
based or MELC- aligned No acceptable
3.if options 1 and 2 are not evidence was
possible, an
observation of a
shown
demonstration teaching*
via LAC
KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 4. Used effective verbal and non-verbal classroom communication strategies to support learner
understanding, participation, engagement and achievement
MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
Satisfactory (4) (2)
Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Tool (COT) rating sheet
or inter-observer
Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
agreement form from Objective 4 as Objective 4 Objective 4 Objective 4 Objective 4
1. an observation of shown in COT as shown in as shown in as shown in as shown in
synchronous rating sheets / COT COT COT COT
teaching (limited face- to-
face teaching, online inter-observer rating sheets rating sheets rating sheets rating sheets
teaching, or two-way agreement / / / /
radio instruction) forms inter- inter- inter- inter-
2.if option 1 is not
possible, an observation observer observer observer observer
of a recorded video agreement agreement agreement agreement
lesson or audio lesson forms forms forms forms
that is SLM-based or
MELC-aligned
or
3.if options 1 and 2 are not No
possible, an observation acceptable
of a demonstration evidence
teaching* via LAC
was shown
KRA 2: Learning Environment
OBJECTIVE: 5. Established safe and secure learning environments to enhance learning
through the consistent implementation of policies, guidelines and procedures

MEANS OF PERFORMANCE INDICATORS

VERIFICATION
Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
Satisfactory (4) (2)
Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
(COT) rating sheet or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
observer agreement form Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
from shown in COT shown in COT shown in COT shown in COT shown in COT
1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
teaching (limited face- to-face agreement agreement agreement agreement agreement
teaching, online forms forms forms forms forms
teaching, or two-way radio
instruction) or
2.if option 1 is not
possible, an observation of a No acceptable
recorded video lesson or evidence was
audio lesson that is SLM- shown
based or MELC-aligned
3.if options 1 and 2 are not
possible, an observation of a
demonstration teaching* via
LAC
 KRA 2: Learning Environment
OBJECTIVE 6. Maintained learning environments that promote fairness, respect and care to
encourage learning
8

MEANS OF VERIFICATION
Outstanding (5)
PERFORMANCE
Satisfactory (3)
INDICATORS
Unsatisfactory (2) Poor (1)
Very Satisfactory (4)

Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

(COT) rating sheet or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
observer agreement form Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
from
shown in COT shown in COT shown in COT shown in COT shown in COT
1.an observation of
synchronous rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
teaching (limited face- to- inter-observer inter-observer inter-observer inter-observer inter-observer
face teaching, online agreement forms agreement agreement agreement forms agreement forms
teaching, or two-way radio forms forms
instruction) or
2.if option 1 is not
possible, an observation of a
recorded video lesson or
No acceptable
audio lesson that is SLM- evidence was
based or MELC-aligned shown
3.if options 1 and 2 are not
possible, an observation of a
demonstration
teaching* via LAC
 KRA 2: Learning Environment
OBJECTIVE 7. Maintained learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning
9
MEANS OF VERIFICATION
(SET A or SET B) PERFORMANCE INDICATORS
Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory
(4)
SET A Provided Provided Provided an Provided learning No acceptable
Any supplementary material (in print/digital format) effective and effective effective learning opportunity/ies that evidence was shown
made by the ratee* and used in the lesson delivery varying learning opportunity that is is/are partially
that highlights maintaining learning opportunities well-aligned with aligned with the
learning environments that nurture and inspire learners to opportunities that are well- the learning goal/s learning goal/s and
participate, cooperate and collaborate in continued that are well- aligned with the and engage only somehow
learning aligned with the learning goals learners to engage/s learners
● activity sheet/s learning goals and engage participate, to participate,
● one lesson from a self-learning module (SLM) and feature all learners to cooperate, and/or cooperate, and/or
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, elements of participate, collaborate in collaborate in
lesson exemplars, and the likes) collaborative cooperate, continued learning continued learning
● video lesson learning as and/or as shown in the as shown in the
● audio lesson shown in the collaborate in submitted learning submitted learning
● other learning materials in print/digital format (please submitted continued material material
specify and provide annotations) learning material learning as
shown in the
with client/learner feedback on how the material submitted
encouraged the learners to participate, cooperate, and learning
collaborate material

Elements of collaborative learning – positive interdependence, individual accountability, and shared authority in assessing and
facilitating one’s learning.
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution to a material.

** For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also be
 KRA 2: Learning Environment
OBJECTIVE 7. Maintained learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning
9

MEANS OF VERIFICATION
(SET A or SET B) PERFORMANCE INDICATORS
Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory (4)

SET B Demonstrated Demonstrate Demonstrated Demonstrated Demonstrated

Classroom Observation Tool (COT) rating Level 7 in d Level 5 in Level 4 in Level 3 in
sheet or inter-observer agreement form from Objective 7 Level 6 in Objective 7 as Objective 7 as Objective 7 as
1.an observation of synchronous teaching as shown in Objective 7 shown in COT shown in COT shown in COT
(limited face-to-face teaching, online COT rating as shown in rating sheets / rating sheets / rating sheets /
teaching, or two-way radio instruction) sheets / COT rating inter-observer inter-observer inter-observer
2.if option 1 is not possible, an observation of a inter- sheets / agreement agreement agreement forms
recorded video lesson or audio lesson that is observer inter- forms forms
SLM-based or MELC-aligned agreement observer or
3.if options 1 and 2 are not possible, an forms agreement
observation of a demonstration teaching** via forms
LAC No acceptable
evidence was
shown

Elements of collaborative learning – positive interdependence, individual accountability, and shared authority in assessing and facilitating one’s learning.
Note for SET A: For this objective, two MOVs are required for the entire school year. In
computing the rating for Quality, calculate the average rating of the two MOV and find the
10

transmuted RPMS rating. See sample computation below:

RPMS Rating Transmutation Table
Means of Verification RPMS 5- Average RPMS Rating Outstanding (5) 4.500-5.000
point Scale for Quality Very Satisfactory (4) 3.500-4.499
Rating Satisfactory (3) 2.500-3.499
MOV 1: Activity Sheet 3 3.500 4 Unsatisfactory (2) 1.500-2.499
MOV 2: One lesson from 4 (Very Poor (1) 1.000-1.499
a SLM Satisfactory)

Note for SET B: For this objective, two MOVs are required for the entire school year. In
computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each
COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See
sample computation below:
RPMS Rating Transmutation Table
Means of COT RPMS 5- Average RPMS Outstanding (5) 4.500-5.000
Verification Rating point Rating for
Scale Quality Very Satisfactory (4) 3.500-4.499
Rating Satisfactory (3) 2.500-3.499
COT Rating 6 4 3.500 4 Unsatisfactory (2) 1.500-2.499
Sheet 1 (Very
COT Rating 5 3 Satisfactory) Poor (1) 1.000-1.499
Sheet 2
KRA 2: Learning Environment
OBJECTIVE 8. Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning
11

MEANS OF VERIFICATION PERFORMANCE INDICATOR

(SET A or SET B) QET Outstandin Very Satisfactor Unsatisfact Poor (1)
g (5) Satisfactor y (3) or y
y (4) (2)
SET A Quality Applied effective Applied effective Applied an Applied teaching No acceptable
Any supplementary material (in teaching teaching effective strategy/ies that evidence was
print/digital format) made by the ratee* strategies that strategies that teaching is/are partially shown
and used in the lesson delivery that are well- aligned are well- aligned strategy that is aligned with the
highlights a range of strategies that with the learning with the learning well-aligned with learning goal/s
maintain learning environments that goals and goals and the learning and only
motivate learners to work productively by successfully successfully goal/s and somehow
assuming responsibility for their own motivate motivate successfully motivate/s
learning learners to learners to work motivates learners to work
● activity sheet/s monitor and productively by learners to work productively by
● one lesson from a self-learning evaluate their assuming productively by assuming
module (SLM) own learning as responsibility for assuming responsibility for
● lesson plan (e.g., DLP, DLL, WHLP, shown in the their own responsibility for their own
WLP, WLL, lesson exemplars, and submitted learning as their own learning as
the likes) learning material shown in the learning as shown in the
● video lesson submitted shown in the submitted
● audio lesson learning material submitted learning material
● other learning materials in print/digital learning material
format (please specify and provide
annotations)
 KRA 2: Learning Environment
OBJECTIVE 8. Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning
11

MEANS OF VERIFICATION PERFORMANCE INDICATOR

(SET A or SET B) QET Outstanding Very Satisfactory Unsatisfactor Poor (1)
(5) Satisfactory (3) y
(4) (2)
SET B Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Classroom Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
(COT) rating sheet or inter- Objective 8 Objective 8 Objective 8 Objective 8 Objective 8
observer agreement form from as shown in as shown in as shown in as shown in as shown in
1.an observation of synchronous COT rating COT rating COT rating COT rating COT rating
teaching (limited face-to-face sheets / sheets / sheets / sheets / sheets /
teaching, online teaching, or inter- inter- inter- inter- inter-
two-way observer observer observer observer observer
radio instruction) agreement agreement agreement agreement agreement
2.if option 1 is not possible, an forms forms forms forms forms
observation of a recorded video
lesson or audio lesson that is or
SLM-based or MELC-aligned
3.if options 1 and 2 are not No
possible, an observation of a acceptable
demonstration teaching** via evidence
LAC was shown
Note for SET A: For this objective, two MOVs are required for the entire school year. In
12

computing the rating for Quality, calculate the average rating of the two MOV and find the
transmuted RPMS rating. See sample computation below:

Means of RPMS 5-point Average RPMS Rating for RPMS Rating Transmutation Table
Scale Rating Quality
Verification Outstanding (5)
Very Satisfactory (4)
4.500-5.000
3.500-4.499
MOV 1: Activity Sheet 3 3.500 4 Satisfactory (3) 2.500-3.499
(Very Satisfactory)
MOV 2: One lesson 4 Unsatisfactory (2)
Poor (1)
1.500-2.499
1.000-1.499
from a SLM

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i)
get the corresponding RPMS 5-point scale rating of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

Means of COT RPMS 5-point Average RPMS Rating for

Verification Rating Scale Rating Quality RPMS Rating Transmutation Table
Outstanding (5) 4.500-5.000
COT Rating Sheet 1 6 4 3.500 4 Very Satisfactory (4) 3.500-4.499
(Very Satisfactory) Satisfactory (3) 2.500-3.499
COT Rating Sheet 2 5 3 Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 9. Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities,
giftedness and talents
13

MEANS OF VERIFICATION PERFORMANCE INDICATOR

(SET A or SET B) QET Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
SET A Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Classroom Observation Tool (COT) Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
rating sheet or inter- observer Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
agreement form from shown in COT shown in COT shown in COT shown in COT shown in COT
1.an observation of synchronous rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
teaching (limited face-to-face inter-observer inter-observer inter-observer inter-observer inter-observer
teaching, online teaching, or two-way agreement forms agreement forms agreement forms agreement forms agreement forms
radio instruction)
2.if option 1 is not possible, an or
observation of a recorded video
lesson or audio lesson that is
SLM-based or MELC-aligned No acceptable
3.if options 1 and 2 are not possible, evidence was
an observation of a demonstration shown
teaching* via LAC

“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gifted or talented and those 2) who have physical, mental, social, or sensory impairment.
● These persons may be gifted/talented, a fast learner, mentally retarded, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped, with special health
problems, learning disabled, speech impaired, multiple handicapped (DO 117, s. 1987).
● “Disability shall mean a physical or mental impairment that substantially limits one or more psychological, physiological or anatomical function of an individual or activities of such
individual.” (RA 7277)
● “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more
domains. They require modification(s) to their educational experience(s) to learn and realize their potential.” (National Association for Gifted Children, 2019)
● For reference, other issuances that relate to learners with disability, giftedness and talents are: DECS Order 26, s.1997 or the Institutionalization of SPED Programs in All Schools, and DepEd
Order No. 72, s. 2009 or the Inclusive Education as Strategy for Increasing Participation Rate of Children.
 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 9. Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities,
giftedness and talents
13

MEANS OF VERIFICATION PERFORMANCE INDICATOR

(SET A or SET B) QET Outstandin Very Satisfactory Unsatisfacto Poor (1)
g (5) Satisfactory (3) ry (2)
(4)
SET B Quality Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Teacher Reflection Form (TRF) Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
on designing, adapting, and/or shown in the shown in the shown in the shown in the shown in the
implementing teaching strategies TRFs TRFs TRFs TRFs TRFs
that are responsive to learners
with disabilities, giftedness and or
talents and a certification from
the school head that the ratee’s
No acceptable
classes have no identified
evidence was
learner/s with disabilities,
shown
giftedness and/or talents

“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gifted or talented and those 2) who have physical, mental, social, or sensory impairment.
● These persons may be gifted/talented, a fast learner, mentally retarded, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped, with special
health problems, learning disabled, speech impaired, multiple handicapped (DO 117, s. 1987).
● “Disability shall mean a physical or mental impairment that substantially limits one or more psychological, physiological or anatomical function of an individual or activities of
such individual.” (RA 7277)
● “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more
domains. They require modification(s) to their educational experience(s) to learn and realize their potential.” (National Association for Gifted Children, 2019)
● For reference, other issuances that relate to learners with disability, giftedness and talents are: DECS Order 26, s.1997 or the Institutionalization of SPED Programs in All Schools,
and DepEd Order No. 72, s. 2009 or the Inclusive Education as Strategy for Increasing Participation Rate of Children.
 1

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: _ DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local
or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities
when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning
disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your
reflections in this form. Mention in your reflections a specific learning disability that you are familiar with or
have researched on.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

YOUR REFLECTIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts
provided. Use any local or official language that you are comfortable with. Use extra sheets if needed.
Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents

PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be
addressed in your class. Your strategies for the gifted and talented learners must be highlighted and
annotated in this form. Attach your lesson plan here.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 4

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 TEACHER REFLECTION FORM (TRF) RUBRIC FOR TEACHER I-III
(scoring rubric for grading the TRF)
         

Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)

         
Reflections, annotations, Reflections, Reflections, annotations, Reflections, annotations, Reflections, annotations,
and/or outputs (e.g., annotations, and/or and/or outputs (e.g., and/or outputs (e.g., and/or outputs (e.g.,
lesson plan) exceed the outputs (e.g., lesson lesson plan) meet the lesson plan) partially meet lesson plan) do not meet
expectations of the TRF plan) exceed the expectations of the TRF the expectations of the the expectations of the
prompt. expectations of the TRF prompt. TRF prompt. TRF prompt.
       
prompt.
They are complete and   They are complete and They are either complete They are incomplete
show comprehensive and They are complete and show sufficient or incomplete and show and totally
in-depth knowledge about show comprehensive knowledge about the limited knowledge about disconnected from
the topic knowledge about the topic/question. the topic/question. what is asked.
/question by providing topic/question by
accurate details and some providing accurate details.
critical inputs or
creativity.
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer
agreement form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating
occurrence of follow through, monitoring, etc.
14

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get
the corresponding RPMS 5-point scale rating of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

Means of COT RPMS 5- Average RPMS Rating

Verification Rating point for Quality RPMS Rating Transmutation Table
Scale Outstanding (5) 4.500-5.000
Rating Very Satisfactory (4) 3.500-4.499
COT Rating 6 4 3.500 4 Satisfactory (3) 2.500-3.499
Sheet 1 (Very Unsatisfactory (2) 1.500-2.499
COT Rating 5 3 Satisfactory) Poor (1) 1.000-1.499
Sheet 2

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the
rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating.
See sample computation below:
RPMS Rating Transmutation
Means of RPMS 5- Average RPMS
Table
Verification point Scale Rating for Outstanding (5) 4.500-5.000
Rating Quality Very Satisfactory (4) 3.500-4.499
TRF 1 3 3.500 4 Satisfactory (3) 2.500-3.499
TRF 2 4 (Very Unsatisfactory (2) 1.500-2.499
Satisfactory) Poor (1) 1.000-1.499
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 10. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups
MEANS OF VERIFICATION PERFORMANCE INDICATOR
(SET A or SET B) Outstandin Very Satisfactory Unsatisfactor Poor (1)
g (5) Satisfactory (3) y (2)
(4)
SET A Demonstrate Demonstrate Demonstrate Demonstrate Demonstrated
Classroom Observation Tool (COT) Level 3 in
rating sheet or inter-observer d d d d Objective 10 as
agreement form from Level 7 in Level 6 in Level 5 in Level 4 in shown in COT
1.an observation of synchronous Objective Objective Objective Objective 10 rating sheets /
teaching (limited face-to- face inter-observer
teaching, online 10 as 10 as 10 as as shown in agreement forms
teaching, or two-way radio instruction) shown in shown in shown in COT rating
2.if option 1 is not possible, COT rating COT rating COT rating sheets / or
an observation of a recorded video
lesson or audio lesson that is SLM- sheets / sheets / sheets / inter-
No acceptable
based or MELC-aligned inter- inter- inter- observer evidence was
3.if options 1 and 2 are not possible, an observer observer observer agreement shown
observation of a demonstration
teaching* agreement agreement agreement forms
via LAC forms forms forms

“Learners from indigenous groups” is operationally defined as people 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 cultural traits (RA 8371 or
IPRA of 1997).
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 10. Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups

MEANS OF VERIFICATION PERFORMANCE INDICATOR

(SET A or SET B) Outstandi Very Satisfacto Unsatisfact Poor (1)
ng (5) Satisfacto ry (3) ory (2)
ry (4)
SET B Demonstrate Demonstrate Demonstrate Demonstrated Demonstrated
Teacher Reflection Form (TRF) d Level 5 as d Level 4 as d Level 3 as Level 2 as Level 1 as
on adapting and using culturally shown in the shown in the shown in the shown in the shown in the
appropriate teaching strategies TRFs TRFs TRFs TRFs TRFs
to address the needs of learners
from indigenous groups and a or
certification from the school
head that the ratee’s classes No
have no identified learner/s from acceptable
indigenous groups evidence was
shown

“Learners from indigenous groups” is operationally defined as people 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 cultural traits (RA 8371 or
IPRA of 1997).
 5

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III

TEACHER: DATE SUBMITTED:

RATER: __ SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official language that
you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to address the needs of learners from
indigenous groups

PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.

Directions: For your assessment, research on the following roles in your community by asking your parents or anyone with knowledge on these
roles. Choose from Set A and Set B. Explain why these are important roles.

Set A Set B
1.mayor 1.datu/chieftain
2.councilors 2.community elders
3.medical officers 3.healers
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 6

YOUR REFLECTIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022

TEACHER REFLECTION FORM (TRF)

TEACHER I-III
TEACHER: DATE SUBMITTED:
RATER: __ SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official
language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous
groups

PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national mandates on
indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 8

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said
modality. The MOV (COT rating sheet or inter-observer agreement form) shall also be complemented with any
annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative)
16

indicating occurrence of follow through, monitoring, etc

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-
point scale rating of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

RPMS Rating Transmutation Table

Means of Verification COT RPMS 5-point Average RPMS Rating for Outstanding (5) 4.500-5.000
Rating Scale Rating Quality
COT Rating Sheet 1 6 4 3.500 4 Very Satisfactory (4) 3.500-4.499
COT Rating Sheet 2 5 3 (Very Satisfactory) Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for
Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. See sample
computation below:

RPMS Rating Transmutation Table

Means of RPMS 5- Average RPMS Rating
Outstanding (5) 4.500-5.000
Verification point Scale for Quality
Very Satisfactory (4) 3.500-4.499
Rating
Satisfactory (3) 2.500-3.499
TRF 1 3 3.500 4
Unsatisfactory (2) 1.500-2.499
TRF 2 4 (Very
Poor (1) 1.000-1.499
Satisfactory)
 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 11. Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of
all learners
17

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory (4)
1.Proof of evaluation* on the implementation Evaluated Monitored Completed Planned for No
of the adapted / contextualized learning
program the adapted / progress of the the acceptable
2.Progress report on the implementation of contextualize the adapted / implementati implementatio evidence
the adapted / contextualized learning d learning contextualized on of the n of the was shown
program
3.Accomplishment program as learning adapted / adapted /
/ completion / technical report on the evidenced by program while contextualized contextualized
implementation of an adapted / MOV No. 1 being learning existing
contextualized
learning program implemented program as learning
4.Action plan / activity proposal / activity as evidenced evidenced by program
matrix by MOV No. 2 MOV No. 3 as evidenced
that shows an adapted / contextualized
learning by MOV No. 4
program

Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning (PPST, 2017) that may include, but not limited to, literacy programs,
numeracy programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, intervention modules, ALS modular programs, SPED Individualized Education
Programs (IEP), among others. A group of teachers or an entire school may collaborate on a learning program. The implementor/s themselves may also evaluate the effectiveness
of their adapted / implemented learning program.

* Proof of evaluation may be the Individual Learning Monitoring Plan enclosed in DM-CI-2020-00162 (Suggested Strategies in Implementing Distance Learning Delivery Modalities
(DLDM) for School Year 2020-2021) or any other similar/contextualized tool used by the school or prescribed by the DepEd Central Office - Curriculum & Instruction Strand in
succeeding issuances.
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 12. Utilized assessment data to inform the modification of teaching and learning practices
and programs
18

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
A list of identified least / most mastered Implemented a Developed Planned for a Analyzed No acceptable
skills based on the frequency of errors / teaching and materials teaching and learners’ evidence was
correct responses with any of the learning based on learning mastered skills shown
following supporting MOV strategy / learners’ strategy and/or based on the
1.accomplishment report for remedial / program using assessment program based frequency of
enhancement materials data as on learners’ errors and
activities (e.g., remedial based on evidenced by a assessment correct
sessions, Summer Reading Camp, Phil- learners’ list of identified data as responses as
IRI- based reading program) assessment least / most evidenced by a evidenced by a
2.intervention material used for remediation data as mastered skills list of identified list of identified
/ evidenced by a with supporting least / most least / most
reinforcement / enhancement list of identified MOV No. 2 mastered skills mastered skills
3.lesson plan/activity log for least / most with supporting
remediation / enhancement utilizing of mastered skills MOV No. 3
assessment data to modify teaching and with supporting
learning practices or programs MOV No. 1
 KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 13. Maintained learning environments that are responsive to community contexts
19
MEANS OF VERIFICATION PERFORMANCE INDICATOR
Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
1.Accomplishment report of a program / project / Collaborated with Planned with the Conducted a Communicated with No acceptable
activity that maintains a learning environment the community community consultative the community evidence was
2.Program / Project / Activity plan on maintaining stakeholder in the stakeholders a meeting with the stakeholders about a shown
a learning environment implementation program, project, community program, project,
/ completion of a and/or activity that stakeholders on a and/or activity that
3.Minutes of a consultative meeting / program, maintains a learning program, project, maintains the learning
community stakeholders meeting project, and/or environment and/or activity that environment
about a program / project / activity that activity that responsive to maintains a learning responsive to
maintains a learning environment with proof of maintains a community contexts environment community contexts as
attendance learning as evidenced by MOV responsive to evidenced by MOV
4.Communication letter about a program / project environment No. 2 community contexts No. 4
/activity that maintains a responsive to as evidenced by MOV
learning environment community No. 3
contexts as
evidenced by
MOV No. 1

Learning environment is the classroom and other physical learning areas outside the classroom.
Community contexts refer to situations and all the circumstances in which learners learn from instruction (PPST, 2017).
Community/wider school community refers to both internal and external stakeholders (PPST, 2017).

Notes:
● This objective refers to classroom and school programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the
educative process.
● A group of teachers or even the entire school may collaborate on a classroom/school program, project, or activity.
● Education can be conducted better by focusing on community and community building and seeking ways in which community can improve student learning; one of which is by “using community to improve pedagogical,
curricular, and cocurricular environments” (Bickford, D. & Wright, D., 2006). Here are sample activities that foster an engaged community in student learning:
o Pedagogical approaches – active learning activities in class use cooperative techniques; team-based projects are conducted outside class and culminate in student-led presentations; classroom visitors such as civic leaders
or alumni can broaden classroom community and enrich discussion; learners meet with faculty in office spaces that are easy to find and conducive to dialogue;
o Curricular approaches – tutoring programs are offered for at-risk learners and learners with learning needs; learner research projects culminate in school presentations with appropriate grade/credit;
o Cocurricular approaches – social and cultural activities explore and build on the community’s heritage and mission; learners participate in volunteer work to expand their understanding of social responsibilities and develop
leadership skills; co-curricular activities involve students, faculty, and staff in shared dialogue; learners participate in experiential learning opportunities and in campus
management decisions to create a sense of ownership and responsibility.
 KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 14. Reviewed regularly personal teaching practice using existing laws and regulations that apply to the
teaching profession and the responsibilities specified in the Code of Ethics for Professional Teachers
20

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory (4)
1.Annotated video / audio recording of Exhibited an Exhibited an Reviewed Participated in the No acceptable
one’s teaching that shows impact of improved practice improved personal teaching review of personal evidence was
regularly reviewing one’s teaching through one’s practice through practices using teaching practices shown
practice/s teaching as impact a teaching laws and using laws and
2.Annotated teaching material that shows of regularly material as regulations that regulations that
impact of regularly reviewing one’s reviewing one’s impact of regularly apply to the apply to the
teaching practice/s teaching practice/s reviewing one’s profession and the profession and the
● lesson plan using laws and teaching responsibilities in responsibilities in
● activity sheet regulations that practice/s using the Code of Ethics the Code of Ethics
● assessment materials apply to the laws and for Professional for Professional
● others (please specify) profession and the regulations that Teachers in 4 Teachers in 4
3.Personal reflection notes as outputs from responsibilities in apply to the quarters with quarters as
participation in review the Code of Ethics profession and the reflection outputs evidenced by MOV
of personal teaching for Professional responsibilities in as evidenced by No. 4
practices in four (4) quarters Teachers as the Code of Ethics MOV No. 3
4.Proof of attendance evidenced by MOV for Professional
(with date) in LAC or coaching and No. 1 Teachers as
mentoring sessions for review of personal evidenced by
teaching practices MOV No. 2

Note:
• The video / audio recordings and teaching materials should be made by the ratee and annotated based on how their use in the classroom shows impact of regularly
reviewing one’s teaching practice/s.
• For Senior High School (SHS) teachers who follow a semestral structure, MOV 3 will be two (2) reflection notes per semester.

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers

 KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 15. Complied with and implemented school policies and procedures consistently to
foster harmonious relationships with learners, parents, and other stakeholders
21

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
1.Proof of participation / Sustained Discussed with Communicated Implemented No
involvement in a school- engagement learners, with learners, school policies acceptable
with the parents / parents / and procedures evidence
community partnership for the
learners, guardians, and guardians, and without was shown
implementation of a school policy / parents / other other communicating
procedure (e.g., certificate as guardians, and stakeholders stakeholders the and consulting
committee member, narrative other the implemented implemented the learners,
report) stakeholders school policies school policies parents /
2.Minutes of parent- teacher regarding school and procedures and procedures as guardians, and
policies and as evidenced by evidenced by other
conference / stakeholders’
procedures MOV no. 2 MOV no. 3 stakeholders
meeting about an implemented through school-
school policy / procedure with community
proof of attendance partnership/s as
3.Communication letter about an evidenced by
implemented school policy / MOV no. 1
procedure sent to parent /
guardian
 KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 16. Applied a personal philosophy of teaching that is learner-centered
22

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Unsatisfactor Poor (1)
(5) Satisfactory (3) y (2)
(4)
One (1) lesson plan Applied Applied Applied Application of No
learner- learner- learner- learner- acceptable
with annotations centered centered centered centered evidence was
explaining the application teaching teaching teaching teaching shown
of a learner-centered philosophy in philosophy in philosophy in philosophy is
teaching philosophy (e.g., the lesson plan the lesson plan the lesson reflected but
in all the in two plan in one was poorly
constructivism, components components component used as basis
existentialism) used as of instruction of instruction of instruction for planning /
basis for planning / in the lesson in the lesson in the lesson designing the
plan to plan to plan to lesson.
designing the lesson improve improve improve
student student student
learning learning learning

Components of instruction – learning objectives, instructional activities, and assessments

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers
Constructivism- people construct their own understanding and knowledge of the world through experiencing things and reflecting
on those experiences.
In the classroom, the students are encouraged to use active techniques (experiments, real- world problem solving) to create more
knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes
sure she understands the students’ pre-existing conceptions, and guides the activity to address them and then build on them.

Objective:
Compare and contrast the differences in weight and falling speed among similarly sized objects
Instructional activities:
An elementary teacher believes her students are ready to study gravity. She creates an environment of
discovery with objects of varying kinds. Students explore the differences in weight among similarly sized
blocks of Styrofoam, wood and iron. Some students hold the notion that heavier objects fall faster than
light ones. The teachers provides materials about Galileo, Newton, etc., and she leads a discussion on
theories about falling. The students then replicate Galileo’s experiment by dropping objects of different
weights and measuring how fast they fall. They see that objects of different weights actually fall at the
same speed, although surface area and aerodynamic properties can affect the rate of fall.
Assessment:
Provide objects of similar size but with varying weights. Ask the students to compare and contrast the
falling speed of the objects relative to their weight. Let the students come up with their own conclusion on
the gravitational effect on objects relative to their size and weight.
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory Unsatisfactory Poor (1)
Satisfactory (3) (2)
(4)
1.Documented feedback from superiors, Exhibited dignity Exhibited Adopted Adopted a No acceptable
colleagues, learners, parents / guardian, or other of teaching as a dignity of practices that practice that evidence was
stakeholders directly reflecting the ratee’s good
practices that uphold the dignity of teaching as a profession by teaching as a uphold the uphold the dignity shown
profession exhibiting qualities profession by dignity of of teaching as a
2.Annotated evidence of practice indirectly linking such as caring exhibiting teaching as a profession by
to the upholding of the dignity of teaching as a attitude, respect, qualities such profession by exhibiting
profession by exhibiting qualities such as caring and integrity with as caring exhibiting qualities such as
attitude, respect and integrity
● Screenshot of text message / chat / email / any affirmation from attitude, qualities such caring attitude,
form of communication with parents / guardian different school respect, and as caring respect, and
or learners (name or any identifier removed) stakeholders as integrity with attitude, integrity as
● Remarks from mentor / master teacher / evidenced by at affirmation respect, and evidenced by one
school head about one’s qualities (e.g., entries least two MOV No. from any integrity as MOV No. 2
in Performance Monitoring and Coaching Form
[PMCF] or in Mid-Year Review Form)
1 school evidenced by at
● Recognition from the school / school stakeholder least two MOV
community about one’s qualities as evidenced No. 2
● Others (please specify) by one MOV
No. 1

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers

SAMPLE EVALUATION FORM
 KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development

OBJECTIVE 18. Set professional development goals based on the Philippine

Professional Standards for Teachers
24

MEANS OF PERFORMANCE INDICATOR

VERIFICATION Outstanding (5) Very Satisfacto Unsatisfact Poor (1)
Satisfactor ry (3) ory (2)
y (4)
1.Updated IPCRF-DP Updated Discussed Set Accomplished No
from Phase II professional progress on professional the e-SAT at acceptable
2.Mid-year Review development professional developmen the beginning evidence
t goals of the school
Form goals during development
based on e- year as
(MRF) Phase II of the goals with
SAT results evidenced by
3.IPCRF-DP RPMS Cycle as the rater
as MOV No. 4
4.Certification from the evidenced by MOV during the
evidenced
ICT Coordinator / No. 1 mid-year
by MOV
School Head / Focal review as
No. 3
Person in charge of e- evidenced
SAT by MOV No.
2

RPMS Tool for S.Y. 2021-2022 | Proficient Teachers

KRA 5: Plus Factor
OBJECTIVE 19. Performed various related works / activities that contribute to the
teaching- learning process
MEANS OF VERIFICATION PERFORMANCE INDICATOR
Outstanding Very Satisfactory Unsatisfactor Poor (1)
(5) Satisfactory (3) y (2)
(4)
Any proof of: Performed at Performed at Performed at Performed at No
●committee involvement least 1 related least 1 related least 1 least 1 related acceptable
●advisorship of co- curricular activities
●book or journal authorship /
work / activity work / activity related work / work / activity evidence
contributorship that that activity that that was shown
●coordinatorship / chairpersonship contributed to contributed to contributed to contributed to
●coaching and mentoring learners in the teaching- the teaching- the teaching- the teaching-
competitions learning learning learning learning
●serving as reliever of classes in the process process process process within
absence of teachers beyond the within the within the the class as
●mentoring pre-service teachers
●participation in demonstration
school / school / learning evidenced by
teaching Community Community area / submitted
●participation as technical working Learning Learning department MOV
group member Center (CLC) Center (CLC) as evidenced
●others (please specify and provide as evidenced as evidenced by submitted
annotations) by submitted by submitted MOV
MOV MOV
25
 GLOSSARY
Audio Lesson Refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material

This can be saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).

Daily Lesson Log (DLL) See Lesson Plan

Detailed Lesson Plan See Lesson Plan
(DLP)
Learning Action Cell (LAC) Functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of Education 2016a, i)

LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable teachers to support each
other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative spirit among school heads,
teachers, and the community as a whole (Department of Education 2016a, 3).

Lesson Exemplar “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead of the usu al
Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies” (Department of Education - CALABARZON 2020, 10).
Lesson Plan Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b) Other forms of a lesson plan are the
Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and
Lesson Exemplars (LE).

Most Essential Learning Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday life, thereby satisfying the so-called endurance
criterion.
Competencies (MELCs)
Anchored on the prescribed standards, these competencies identified by the Department in consultation with stakeholders are to be used nationwide by field implementers and
private schools for SY 2020-2021 as a response to developing resilient education systems most especially during emergencies such as the current global pandemic
(Department of Education, 2020a).
Online Synchronous A mode of teaching that utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage learners to work in real-time
Teaching
These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education 2020b, 31).

Supplementary Materials Refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices These materials should be aligned with
DepEd standards and support the contextualized needs of learners in online, modular, and TV- and
radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials,
and MELCs-aligned video- and audio-lessons (Department of Education - Undersecretary for Curriculum and Instruction 2020, 3). Writing tasks can also be part of the
supplementary materials where learners can write the challenges they are facing and what parts of the lesson they did not fully understand and need additional help for from
their teacher (Department of Education 2020b, 37)

Two-way Radio Instruction Refers to real-time instruction via handheld two-way radios or walkie-talkies.

“Those areas with Last Mile Schools which cannot be reached by the 25-50 kilometer radius coverage are would now be served using handheld two-way radios or ‘walkie-
talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are 3-5 kilometers away from the school. Paired with DepEd printed
modules, teachers are able to guide their students and answer their
 questions real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons
even in the absence of online options, television and radio broadcast services” (Department of Education – Undersecretary for
Administration, 2021)
27
Video Lesson Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as
supplementary material

This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via storage devices (e.g., flash drives
or CD-ROMs).

Weekly Home Learning “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers implementing Distance and Blended Learning while the DLP or
Plan (WHLP) DLL…shall be prepared by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and Instruction
2020, Appendix D).
Weekly Lesson Log (WLL) See Lesson Plan
Weekly Lesson Plan (WLP) See Lesson Plan

REFERENCES

Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE. https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1997. The Indigenous Peoples’ Rights Act of 1997. Republic Act No. 8371. Manila. Government of the Philippines. 1991. Magna Carta for Disabled
persons. Republic Act No. 7277. Manila.
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City.
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19 Public Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City.
Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City.
Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City. Government of the Philippines, Department of Education. 2016a. The
Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional
Development Strategy for the Improvement of Teaching and Learning. Pasig City.
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City. Government of the Philippines, Department of Education. 1987.
Policies and Guidelines for Special Education. Pasig City.
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta. Government of the Philippines, Department of Education-Undersecretary for
Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery
Modality. Pasig City.
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/ Definition%20of%20Giftedness%20%282019%29.pdf
 RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
1
in the time of COVID-19
S.Y. 2021-2022

Department of Education
POSITION AND COMPETENCY PROFILE PCP No. Revision Code: 00

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 (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Master Teacher I Master Teacher II Master Teacher III Master Teacher IV
Education For Elementary School - For Elementary School - Bachelor Completion of academic Completion of academic
Bachelor of Elementary of Elementary Education (BEEd) requirements for a Master’s requirements for a Master’s
Education (BEEd) or Bachelor’s or Bachelor’s degree plus 18 degree in Education or its degree in Education or its
degree plus 18 professional units professional units in Education; equivalent equivalent
in Education; and 18 units for a and 24 units for a Master’s degree
Master’s degree in Education in Education or its
or its equivalent equivalent
For Secondary School - For Secondary School - Completion of academic Completion of academic
Bachelor of Secondary Bachelor of Secondary requirements for a Master’s requirements for a Master’s
 Education (BSEd) or Bachelor’s degree Education (BSEd) or Bachelor’s degree degree in Education or its equivalent degree in Education or its equivalent
plus 18 professional units in Education plus 18 professional units in Education; and
2 with appropriate major; and 18 units for a 24 units for a Master’s degree in Education
Master’s degree in or its
Education or its equivalent equivalent
Experience 3 years relevant experience 1 year as Master Teacher I or 4 years as 1 year as Master Teacher II or 5 years as 1 year as Master Teacher III or 5 years as
Teacher III Teacher III Teacher III
Eligibility RA 1080 RA 1080 RA 1080 RA 1080
Trainings None required 4 hours relevant training 8 hours of relevant training 16 hours of relevant training
B. Preferred Qualifications
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Eligibility PBET/LET/BLEPT Passer
Trainings Relevant trainings

DUTIES AND RESPONSIBILITIES

1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving as trainers/facilitators in teacher quality
circles/learning action cells
12. Does related work

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

 KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 1. Modelled effective applications of content knowledge within and across curriculum teaching areas
MEANS OF VERIFICATION PERFORMANCE INDICATOR
3 Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)
Satisfactory (4)
Classroom Observation Tool Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level
(COT) rating sheet from 8 in Objective 1 7 in Objective 1 6 in Objective 1 5 in Objective 1 4 in Objective 1
1.an observation of
synchronous as shown in as shown in as shown in as shown in as shown in
teaching (limited face-to- face COT rating COT rating COT rating COT rating COT rating
teaching, online teaching, or sheets sheets sheets sheets sheets
two-way radio instruction)
2.if option 1 is not possible, an
observation of a recorded video
or
lesson or audio lesson that is
SLM- based or MELC-aligned No acceptable
3.if options 1 and 2 are not evidence was
possible, an observation of a
demonstration teaching* via shown
LAC
with proof of attendance of
colleague/s

*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement
form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow
through, monitoring, etc.

Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT
rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
RPMS Rating Transmutation Table
Outstanding (5) 4.500-5.000
Means of Verification COT RPMS 5-point Average RPMS Rating Very Satisfactory (4) 3.500-4.499
Rating Scale Rating for Quality
Satisfactory (3) 2.500-3.499
COT Rating Sheet 1 7 4 3.500 4
(Very Unsatisfactory (2) 1.500-2.499
COT Rating Sheet 2 6 3 Satisfactory) Poor (1) 1.000-1.499
RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers
 KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 2. Evaluated with colleagues the effectiveness of teaching strategies that promote learner
achievement in literacy and numeracy
MEANS OF VERIFICATION PERFORMANCE INDICATOR
Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
Satisfactory (4) (2)
Any supplementary material (in print / digital Modelled and Modelled and Modelled and Modelled and No acceptable
format) made by the ratee* and used in the evaluated with evaluated with evaluated with evaluated with evidence was
lesson delivery that highlights teaching strategies
that promote learner achievement in literacy and colleagues colleagues colleagues colleagues shown
numeracy effective effective effective effective
● activity sheet/s strategies that strategies that strategies that strategy/ies that
● one lesson from a self-learning module (SLM) reflect reflect reflect consistent reflect/s
● lesson plan (e.g., DLP, DLL, WHLP, WLP, adjustments or integration of application of application of
WLL, Lesson modifications in well-connected relevant relevant
Exemplars, and the likes)
● video lesson teaching teaching teaching teaching
● audio lesson practices to practices that practices that practices that
● other learning materials in print / digital format enhance critical promote critical promote critical promote critical
(please specify literacy and/or literacy and/or literacy and/or literacy and/or
and provide annotations) critical numeracy critical numeracy critical numeracy critical numeracy
with minutes of focus group discussion
(FGD) with fellow skills as skills as skills in all skills in some
mentors or minutes of coaching and evidenced by the evidenced by the aspects of the aspects of the
mentoring session with teachers that show submitted submitted lesson as lesson as
evaluated teaching strategies that promote learning material learning material evidenced by the evidenced by the
learner achievement in literacy and submitted submitted
numeracy
learning material learning material

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 3. Modelled and supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning,
as well as to develop learners’ pride of their language, heritage and culture.

MEANS
5 OF VERIFICATION PERFORMANCE INDICATOR
Outstanding Very Satisfactory (3) Unsatisfactory Poor (1)
(5) Satisfactor (2)
y (4)
Classroom Observation Tool (COT) rating Modelled Level Modelled Modelled Level 6 Modelled Level Modelled Level 4
sheet from
1. an observation of synchronous 8 in Objective 3 Level 7 in in Objective 3 as 5 in Objective 3 in Objective 3 as
teaching (limited face-to- face teaching, online as shown in COT Objective 3 shown in COT as shown in COT shown in COT
teaching, or two-way rating sheets as shown in rating sheets rating sheets rating sheets
radio instruction)
2. if option 1 is not possible, an observation of a COT rating
recorded video lesson or audio lesson that is sheets or
SLM- based or MELC-aligned
3. if options 1 and 2 are not possible, an
observation No acceptable
of a demonstration teaching* via LAC evidence was
with proof of attendance of colleague/s
shown

*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer
agreement form) shall also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating
occurrence of follow through, monitoring, etc.

Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each
COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

RPMS 5- RPMS Rating Transmutation

Means of COT Average RPMS Rating Table
Verification Rating point for
Scale Quality Outstanding (5) 4.500-5.000
Rating Very Satisfactory (4) 3.500-4.499
COT Rating Sheet 7 4 3.500 4
(Very Satisfactory (3) 2.500-3.499
1
COT Rating Sheet 6 3 Satisfactory) Unsatisfactory (2) 1.500-2.499
2 Poor (1) 1.000-1.499
 KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 4. Displayed a wide range of effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation, engagement and achievement
6

MEANS OF PERFORMANCE INDICATOR

VERIFICATION Outstanding Very Satisfactory Unsatisfactor Poor (1)
(5) Satisfactory (3) y (2)
(4)
Classroom Observation Tool Modelled Modelled Modelled Modelled Modelled
(COT) rating sheet from
1.an observation of synchronous Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
teaching (limited face-to- face Objective 4 Objective 4 Objective 4 Objective 4 Objective 4
teaching, online
teaching, or two-way
as shown in as shown in as shown in as shown in as shown in
radio instruction) COT rating COT rating COT rating COT rating COT rating
2.if option 1 is not possible, an sheets sheets sheets sheets sheets
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned or
3.if options 1 and 2 are not possible,
an observation
of a demonstration teaching* via No
LAC with proof of attendance of
colleague/s
acceptable
evidence
was shown
KRA 2: Learning Environment
OBJECTIVE 5. Exhibited effective strategies that ensure safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and procedures
7

MEANS OF PERFORMANCE INDICATOR

VERIFICATION QET Outstanding Very Satisfactory Unsatisfactor Poor (1)
(5) Satisfactory (3) y (2)
(4)
Classroom Observation Quality Modelled Modelled Modelled Modelled Modelled
Tool (COT) rating sheet Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
from
Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
1.an observation of
synchronous shown in COT shown in COT shown in COT shown in COT shown in COT
teaching (limited face-to- rating sheets rating sheets rating sheets rating sheets rating sheets
face teaching, online
teaching, or two-way radio or
instruction)
2.if option 1 is not possible,
an observation of a No
recorded video lesson or acceptable
audio lesson that is SLM- evidence was
based or MELC-aligned shown
3.if options 1 and 2 are not
possible, an observation of
a demonstration teaching*
via LAC
with proof of attendance of
colleague/s
KRA 2: Learning Environment
OBJECTIVE 6. Exhibited effective practices to foster learning environments that promote fairness, respect and care to
encourage
8
learning

MEANS OF PERFORMANCE INDICATOR

VERIFICATION Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
Satisfactory (4) (2)
Classroom Observation Tool Modelled Level 8 Modelled Level 7 Modelled Level 6 Modelled Level 5 Modelled Level 4 in
(COT) rating sheet from in Objective 6 as in Objective 6 as in Objective 6 as in Objective 6 as Objective 6 as
1.an observation of shown in COT shown in COT shown in COT shown in COT shown in COT
synchronous rating sheets rating sheets rating sheets rating sheets rating sheets
teaching (limited face- to-face
teaching, online or
teaching, or two-way
radio instruction) No acceptable
2.if option 1 is not possible, an evidence was
observation of a recorded video shown
lesson or audio lesson that is
SLM-based or MELC-aligned
3.if options 1 and 2 are not
possible, an
observation of a demonstration
teaching*
via LAC
with proof of attendance of
colleague/s
KRA 2: Learning Environment
OBJECTIVE 7. Worked with colleagues to share successful strategies that sustain supportive learning
environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (3) Unsatisfactory (2) Poor (1)

Satisfactory (4)
Any supplementary material (in print / digital Modelled varying Modelled varying Modelled effective Modelled an No acceptable
format) made by the ratee* and used in the lesson
delivery that highlights successful strategies that
strategies that sustain a strategies that strategies that effective strategy evidence was
sustain supportive learning environments that nurture supportive learning sustain a promote a that promote a shown
and inspire learners to participate, cooperate and environment for learners supporting learning supportive learning supportive learning
collaborate in continued learning to recognize each environment and environment and environment and
● activity sheet/s
● one lesson from a self-learning module (SLM) other’s learning feature all engage learners engage learners
● Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, strengths and value elements of to participate, to participate,
Lesson Exemplars, and the likes) the contribution of collaborative cooperate, and/or cooperate, and/or
● video lesson others as evidenced by learning as shown collaborate in collaborate in
● audio lesson
● other learning materials in print / digital format the submitted learning in the submitted continued class discussions
(please specify and provide annotations) material learning material learning as shown as shown in the
with minutes of focus group discussion (FGD) with in the submitted submitted learning
fellow mentors or minutes of coaching and learning materials materials
mentoring session with teachers that show sharing
of strategies for increased learner participation,
cooperation, and collaboration

Elements of collaborative learning – positive interdependence, individual accountability, and shared authority in assessing and facilitating one’s learning.
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution
to a material. Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and
find the transmuted RPMS rating.
See sample computation below:
RPMS Rating Transmutation Table
Means of Verification RPMS 5-point Average RPMS Rating Outstanding (5) 4.500-5.000
Scale Rating for Quality Very Satisfactory (4) 3.500-4.499
MOV 1: Activity Sheet with minutes of FGD 3 3.500 4 Satisfactory (3) 2.500-3.499
MOV 2: Lesson Plan with minutes of coaching and 4 (Very Satisfactory) Unsatisfactory (2) 1.500-2.499
mentoring Poor (1) 1.000-1.499
 KRA 2: Learning Environment
OBJECTIVE 8. Modelled successful strategies and supported colleagues in promoting learning environments that
effectively motivate learners to work productively by assuming responsibility for their own learning
10

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
Any supplementary material (in print Modelled and Modelled and Modelled and Modelled and No acceptable
/ digital format) made by the ratee* and used in
the lesson delivery that highlights successful discussed with discussed with discussed with discussed with evidence was
strategies in colleagues colleagues colleagues colleagues a shown
promoting learning environments effective consistent varied teaching teaching
that effectively motivate learners to work
productively by assuming responsibility for strategies that application of practices that practice that
their own learning reflect teaching successfully successfully
● activity sheet/s modifications in practices that motivate motivate
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, teaching successfully learners to work learners to work
Lesson practices to motivate productively by productively by
Exemplars, and the likes) sustain learner learners to assuming assuming
● video lesson
● audio lesson motivation in monitor and responsibility for responsibility for
● other learning materials in print / digital format monitoring and evaluate their their own their own
(please specify and provide annotations) evaluating their own learning as learning as learning as
with minutes of focus group discussion (FGD)
with fellow mentors or minutes of coaching and
own learning as shown in the shown in the shown in the
mentoring session with teachers that details shown in the submitted submitted submitted
support given to them in motivating learners to work submitted learning material learning material learning material
productively by assuming for their own learning
learning material
 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting

OBJECTIVE 9. Assisted colleagues to design, adapt and implement teaching strategies that are
responsive to learners with disabilities, giftedness and talents
11

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
SET A
Classroom Observation Tool (COT)
Modelled Modelled Modelled Modelled Modelled
rating sheet from Level 8 in Level 7 in Level 6 in Level 5 in Level 4 in
1.an observation of synchronous Objective Objective Objective Objective Objective 9
teaching (limited face-to-face teaching, as shown in
online teaching, or 9 as 9 as 9 as 9 as
COT rating
two-way radio instruction)
2.if option 1 is not possible, an
shown in shown in shown in shown in sheets
observation of a recorded video lesson COT rating COT rating COT rating COT rating
or audio lesson that is SLM-based or
MELC-aligned
sheets sheets sheets sheets or
3.if options 1 and 2 are not
possible, an observation of a
demonstration teaching* via LAC No
with proof of attendance of acceptable
colleague/s evidence
was shown
 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting

OBJECTIVE 9. Assisted colleagues to design, adapt and implement teaching strategies that are
responsive to learners with disabilities, giftedness and talents
11

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)

SET B Demonstr Demonstr Demonstr Demonstr Demonstrat

Teacher Reflection Form ated ated ated ated ed Level 1
(TRF) on assisting colleagues Level 5 Level 4 Level 3 Level 2 as shown in
in designing, adapting, and/or the TRFs
as shown as shown as shown as shown
implementing teaching
strategies that are responsive in the in the in the in the
or
to learners with disabilities, TRFs TRFs TRFs TRFs
giftedness and talents and a No
certification from the school acceptable
head that the ratee’s classes evidence
have no identified learner/s was shown
with disabilities, giftedness
and/or talents
 1

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:
RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official language that you
are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities,
giftedness and talents

PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Emille. The observer noted that all learners must receive the
same activity and no differentiation must be applied for advanced learners.

Veronica San Vicente October 18, 2021

Emille Santos
10:00am
MAPEH
Gr.7
11:00am

• Good start of the class

• The teacher has a well-modulated voice.
• Why was there a special activity for one student? There must be uniform measure of students’ success. Therefore, there
must be no differentiation in what the students do even if the teacher claims that this student is advanced in terms of
artwork compared to his classmates.
This tool was developed through the Philippine National
Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 2

Do the following:
1.In the context of addressing gifted learners, do you agree with the note of the
observer? Write your reflections in this form.
2.Based on your reflection, design a Learning Action Cell (LAC) plan to assist
your colleagues in designing, adapting, and implementing teaching
strategies for gifted learners. Attach your LAC plan here.

YOUR REFLECTIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 3

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:
RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or
official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents

PROMPT #2
1.Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in your class. Your
strategies for learners with disabilities must be highlighted and annotated in this form. Mention a specific exceptionality
or learning disability. Attach your lesson plan here.
2.Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The
MOV (COT rating sheet or inter-observer agreement form) shall also be complemented with any annotated document (e.g.,
module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through,
monitoring,
12 etc.

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the
corresponding RPMS 5-point scale rating of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:

Means of COT RPMS 5- Averag RPMS

Verification Rating point e Rating RPMS Rating Transmutation
Scale for Table
Rating Quality Outstanding (5) 4.500-5.000
COT Rating
Sheet 1
7 4 3.500 4
(Very
Very Satisfactory (4)
Satisfactory (3)
3.500-4.499
2.500-3.499
COT Rating
Sheet 2
6 3 Satisfactory) Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality,
calculate the average rating of the two MOV and find the transmuted RPMS rating. See sample computation below:

Means of RPMS 5- Average RPMS Rating RPMS Rating Transmutation Table

Verification point Scale for Quality Outstanding (5) 4.500-5.000
Rating Very Satisfactory (4) 3.500-4.499
TRF 1 3 3.500 4 Satisfactory (3) 2.500-3.499
TRF 2 4 (Very Unsatisfactory (2) 1.500-2.499
Satisfactory) Poor (1) 1.000-1.499

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 10. Developed and applied teaching strategies to address effectively the needs of learners from indigenous
groups
MEANS OF
13
VERIFICATION PERFORMANCE INDICATOR
Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
SET A Modelled Modelled Modelled Modelled Modelled Level
Classroom Observation Tool 4 in Objective
(COT) rating sheet from Level 8 in Level 7 in Level 6 in Level 5 in
10 as shown in
1.an observation of synchronous Objective 10 Objective Objective Objective 10
teaching (limited face-to- face COT rating
teaching, online teaching, or two-
as shown in 10 as 10 as as shown in sheets
way COT rating shown in shown in COT rating
radio instruction) sheets COT rating COT rating sheets or
2.if option 1 is not possible, an
observation of a recorded video sheets sheets
lesson or audio lesson that is SLM- No acceptable
based or MELC-aligned evidence was
3.if options 1 and 2 are not possible,
an observation of a demonstration shown
teaching* via LAC
with proof of attendance of
colleague/s

“Learners from indigenous groups” is operationally defined as people 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 cultural traits (RA
8371 or IPRA of 1997).

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

 KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 10. Developed and applied teaching strategies to address effectively the needs of learners from indigenous
groups
MEANS OF VERIFICATION PERFORMANCE INDICATOR
13
Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)

SET B Demonstrated Demonstrated Demonstrat Demonstrate Demonstrated

Teacher Reflection Level 5 as Level 4 as ed Level 3 d Level 2 as Level 1 as
shown in the shown in the as shown in shown in the shown in the
Form (TRF) on TRFs TRFs the TRFs TRFs TRFs
developing and applying
teaching strategies to or
address effectively the
needs of learners from No
indigenous groups and a acceptable
evidence
certification from the was shown
school head that the
ratee’s classes have no
identified learner/s from
indigenous groups

“Learners from indigenous groups” is operationally defined as people 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 cultural traits (RA
8371 or IPRA of 1997).

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

 5

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV

TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official language
that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups

PROMPT #1
Leo and Margarito belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad ethnolinguistic groups in the
Southern part of the country. Their culture is richly connected and inspired by nature, with dances that mimic from actions of animals and a variety
of music and songs. Leo and Margarito’s families have migrated to the lowlands due to conflicts related to their ancestral domain. They are the
only indigenous peoples in your class of 45 students. Having a different culture from the rest of the class has affected their sense of self and how
they relate to others.

Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you develop and use in your lesson
to affirm and strengthen their indigenous cultural identity? Write your reflections in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting and using culturally
appropriate teaching strategies for learners from indigenous groups. Attach your LAC plan here.

YOUR REFLECTIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 7

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
MASTER TEACHER I-IV
TEACHER: DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL:

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or
official language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups

PROMPT #2
1.Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national mandates
on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework

The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form. Attach your
lesson plan here.

2.Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head sign your lesson
plan as proof.

YOUR ANNOTATIONS

This tool was developed through the Philippine National

Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
 *For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating
sheet or inter-observer agreement form) shall also be complemented with any annotated document (e.g., module, screenshot of instant
messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.
14
Note for SET A: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating
of each COT rating;
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below:
RPMS Rating Transmutation Table
Outstanding (5) 4.500-5.000
Means of COT RPMS 5- Average RPMS Rating
Rating point Scale for Quality Very Satisfactory (4) 3.500-4.499
Verification Rating Satisfactory (3) 2.500-3.499
COT Rating Sheet 1 7 4 3.500 4
COT Rating Sheet 2 6 3 (Very Unsatisfactory (2) 1.500-2.499
Satisfactory) Poor (1) 1.000-1.499

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality,
calculate the average rating of the two MOV and find the transmuted RPMS rating. See sample computation below:

RPMS Rating Transmutation Table

Means of RPMS 5-point Average RPMS Rating
Verification Scale Rating for Quality
TRF 1 3 3.500 4 Outstanding (5) 4.500-5.000
TRF 2 4 (Very Satisfactory)
Very Satisfactory (4) 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 11. Worked collaboratively with colleagues to evaluate the design of learning programs that develop
the knowledge and skills of learners at different ability levels
15

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor (1)
(5) (4) (3) (2)
1.New / improved design of Worked with Worked with Worked with Evaluated the No acceptable
learning programs colleagues in colleagues in colleagues in design of evidence was
redesigning listing detailed evaluating the learning shown
2.Detailed
learning recommendations design of programs that
recommendations on the programs based on improving the learning develop the
design of on the list of design of learning programs that knowledge and
learning programs recommendations programs based on develop the skills of learners
3.Synthesis of the evaluation as evidenced by the results of knowledge and at different
of the MOV No. 1 evaluation as skills of learners ability levels
evidenced by MOV at different without the help
learning programs No. 2 ability levels as of colleagues as
4.Own evaluation of evidenced by evidenced by
the existing learning MOV No. 3 MOV No. 4
programs

Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning (PPST, 2017) that may
include, but not limited to, literacy programs, numeracy programs, Strategic Intervention Materials (SIM), enrichment programs,
remediation programs, intervention modules, ALS modular programs, SPED Individualized Education Programs (IEP), among others.

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
OBJECTIVE 12. Worked collaboratively with colleagues to analyze and utilize assessment data to modify practices and
programs to further support learner progress and achievement
16

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
Accomplished LAC plan anchored with the school Evaluated Implemented Explored Planned activities No acceptable
LAC plan (Annex 1 of DO 35, s. 2016) to analyze
and utilize assessment data to modify practice
activities with activities with interventions with with colleagues to evidence was
and/or program to further support learner progress colleagues by colleagues to colleagues to address address the use of shown
and achievement with any 1 used in the looking for key address the use of utilization of assessment data to
implementation of the LAC plan success indicators assessment data to assessment data which modify practices
● minutes of LAC session on the analysis of
assessment data to modify teaching practices
(p. 14, modify practices could be in the form of and/or programs as
and programs DO 35, s. 2016) and/or programs as learning materials, evidenced by the
● any proof of collaborative review of learner as evidenced by the evidenced by the instructional materials, submitted MOV
assessment data submitted MOV submitted MOV equipment, strategies in
● lesson plan with accomplished part VI:
Reflection and Index of Mastery
teaching, modality in
o test item analysis teaching, program, etc.
o list of identified least mastered skills based on (p. 9, DO 35, s.
frequency of errors / correct responses 2016) as
o intervention / remediation / enhancement /
enrichment plan
evidenced by the
● any proof of collaborative review of intervention submitted
materials developed for remediation / MOV
enhancement
● accomplishment report of intervention /
remediation / enhancement / enrichment
activities (e.g., remedial sessions, Summer
Reading Camp, Phil-IRI-based program)
● others (Please specify and provide annotations)
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 13. Reflected on and evaluated learning environments that are responsive to community contexts

MEANS OF VERIFICATION
17
PERFORMANCE INDICATOR
Outstanding Very Satisfactory Unsatisfacto Poor (1)
(5) Satisfactory (3) ry (2)
(4)
1.Synthesis of evaluation of a program Synthesized the Consulted parents, Conducted FGD Conducted a No acceptable
/ project / activity that maintains the evaluations from guardians, and/or with teachers on survey to gather evidence was
the wider school other external programs, projects, feedback on shown
learning environment responsive to community of the stakeholders on and/or activities programs, projects,
community contexts programs, projects, programs, projects, that maintain the and/or activities
2.Minutes of consultative meeting with and/or activities and/or activities learning that are responsive
parents / other external stakeholders that maintain the that maintain the environments to community
on programs, projects, and/or learning learning responsive to contexts as
environment environments community context evidenced by MOV
activities that maintain a learning responsive to responsive to to reflect on and No. 4
environment, highlighting the community context community context evaluate them as
evaluations made, with proof of as evidenced by to reflect on and evidenced by MOV
attendance MOV No. 1 evaluate them as No. 3
3.Minutes of focus group discussion evidenced by MOV
No. 2
(FGD) with teachers on a program /
project / activity that maintains a
learning environment, highlighting the
evaluations made, with proof of
attendance
4.Survey on programs / projects /
activities that maintain a learning
environment
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 14. Discussed with colleagues teaching and learning practices that apply existing codes, laws and regulations
that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers
18
MEANS OF VERIFICATION PERFORMANCE INDICATOR
Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
1.Minutes of LAC sessions / professional Discussed with Discussed with Discussed with Planned for a No acceptable
meetings to discuss the Code of Ethics for colleagues teaching colleagues teaching colleagues teaching discussion of teaching evidence was shown
Professional Teachers and the reviewed and learning practices and learning practices and learning practices and learning practices
annotated evidence of practice of that adhere to laws, that adhere to laws, that adhere to laws, that adhere to laws,
regulations, and regulations, and regulations, and regulations, and
colleagues responsibilities responsibilities specified responsibilities responsibilities
2.Minutes of LAC sessions / professional specified in the Code in the Code of Ethics for specified in the Code specified in the Code
meetings to discuss of Ethics for Professional Teachers of Ethics for of Ethics for
the Code of Ethics for Professional Professional Teachers and reviewed the Professional Teachers Professional Teachers
Teachers and the reviewed personal and reviewed the personal reflection as evidenced by MOV as evidenced by MOV
reflection notes of colleagues annotated evidence notes of colleagues as No. 3 No. 4
3.Minutes of LAC sessions / professional of practice of evidenced by MOV No.
meetings to discuss the Code of Ethics for colleagues as 2
Professional Teachers evidenced by MOV
No. 1
4.Activity proposal / Learning Action Cell
(LAC) Plan (refer to
Annex 1 of DO 35, s. 2016) to discuss the
Code of Ethics for Professional Teachers

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 15. Exhibited commitment to and supported teachers in the implementation of school policies and procedures
to foster harmonious relationships with learners, parents and other stakeholders
MEANS
19 OF VERIFICATION PERFORMANCE INDICATOR
Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
1.Evaluation report on the implementation of Evaluated with Conducted Discussed with Implemented No evidence
school policies / procedures or minutes of teachers the discussions teachers certain school policies was shown
subject area / grade level meetings or
professional meetings on evaluating implementation with teachers on school policies and procedures
school policies/procedures of certain school the progress of and procedures as evidenced by
2.Minutes of subject area policies and implementation for uniform MOV No. 4
/ grade level meetings or professional procedures as of certain school implementation
meetings on the implementation evidenced by policies and as evidenced by
progress of school policies / procedures
[provide at least 2 to show discussions
MOV No. 1 procedures as MOV No. 3
held] evidenced by
3.Minutes of subject area/ grade level MOV No. 2
meeting or professional meeting on
disseminating information and
implementing school policies / procedures
[provide at least 2 to show discussions
held]
4.Proof of implementation of school policies
and procedures

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 16. Manifested a learner- centered teaching philosophy in various aspects of practice and support colleagues in
enhancing their own learner- centered teaching philosophy
20

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
1.Sample lesson plans of colleague/s Evaluated Implemented Planned for Demonstrated No
with annotations about enhancing their lesson plans plan for an an activity to a learner- acceptable
learner-centered teaching philosophy
of colleagues activity to support centered evidence
2.Minutes of LAC session/s about
enhancing teachers’ learner-centered to enhance support colleagues in teaching was shown
teaching philosophy through lesson their own colleagues in enhancing philosophy in
planning learner- enhancing their own one aspect of
3.LAC plan (refer to Annex 1 of DO 35, centered their own learner- practice (i.e.,
s. teaching learner- centered lesson
2016) that details supporting teachers practice as centered teaching planning) as
in
enhancing their learner-centered evidenced by teaching practice as evidenced by
teaching philosophy MOV No. 1 practice as evidenced by MOV No. 4
through lesson planning evidenced by MOV No. 3
4.Lesson plan exemplar used during a MOV No. 2
Learning Action Cell
(LAC) session

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 17. Identified and utilized personal professional strengths to uphold the dignity of teaching as a profession
to help build a positive teaching and learning culture within the school
MEANS OF
21 VERIFICATION PERFORMANCE INDICATOR
Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
(4)
1.Performance Coaching and Mentoring Form Identified and Identified and Identified and Identified No acceptable
(PMCF) showing guidance given to teachers utilized utilized utilized personal evidence was
and remarks in terms of upholding the dignity
of teaching personal personal personal professional shown
2.Documented feedback from superiors, professional professional professional strengths that
colleagues, strengths to strengths to strengths to uphold the
learners, parents / guardian, or other uphold the uphold the uphold the dignity of
stakeholders directly reflecting the ratee’s dignity of dignity of dignity of teaching as a
good practices that uphold the
dignity of teaching as a profession
teaching as a teaching as a teaching as a profession as
3.Annotated evidence of practice indirectly profession to profession to profession to evidenced by
linking to the upholding of the dignity of help build a help build a help build a MOV No. 4
teaching as a profession positive positive teaching positive
● screenshot of text message / chat / email / teaching and and learning teaching and
any form of communication with parents /
guardian or learners (name or any identifier
learning culture culture within learning culture
removed) within the the school by within the
● remarks from superior / school head about school by initiating school in
one’s personal professional qualities (e.g., inspiring unity activities to responding to
entries in Performance Monitoring and in responding avoid potential an issue or a
Coaching Form [PMCF] or in Mid-Year
Review Form)
to potential threats and challenging
● recognition from the school / school threats and risks to the situation as
community about one’s qualities risks to the school evidenced by
● others (please specify) school community as MOV No. 3
4.Personal notes on one’s personal community as evidenced by
professional
strengths
evidenced by MOV No. 2
MOV No. 1
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development
OBJECTIVE 18. Reflected on the Philippine Professional Standards for Teachers to plan personal professional
development goals and assist colleagues in planning and achieving their own goals
22

MEANS OF VERIFICATION PERFORMANCE INDICATOR

Outstanding Very Satisfactory Unsatisfactory Poor (1)
(5) Satisfactory (3) (2)
(4)
1.Updated IPCRF-DP from Updated Conducted Planned for Accomplished No
Phase II professional mid-year professional the e-SAT at acceptable
2.Mid-year Review development review with development the beginning evidence
goals during colleagues as based on e- of the school
Form (MRF) Phase II of the evidenced by SAT results year as
3.Performance Monitoring RPMS Cycle MOV No. 2 or as evidenced evidenced by
and as evidenced 3 by MOV No. MOV No. 5
Coaching Form by MOV No. 1 4
(PMCF)
4.IPCRF-DP
5.Certification from the ICT
Coordinator /
School Head / Focal
Person in charge of e- SAT
and IPCRF-DP
KRA 5: Plus Factor
OBJECTIVE 19. Performed various related works/activities that contribute to the teaching- learning process

MEANS OF VERIFICATION PERFORMANCE INDICATOR

23
Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1)

Any proof that the master teacher: Performed at least 1 related Performed at least Performed at Performed at least No acceptable
● served as facilitator / speaker
● served as demonstration teacher
work / activity that contributed 1 related work / least 1 related 1 related work / evidence was
● served as a member of the technical to the teaching- learning activity that work / activity that activity that shown
working group process beyond the school / contributed to the contributed to the contributed to the
● served as OIC in the absence of the Community Learning teaching- learning teaching- learning teaching- learning
principal
● represented the principal in meetings
Center (CLC) as evidenced process within process within process within the
and conference by submitted MOV the school / the learning area class as evidenced
● observed classes of Teachers I-III Community / department as by submitted MOV
● assisted the school selection committee Learning Center evidenced by
in the evaluation of credentials when (CLC) as submitted MOV
hiring
or promoting teachers evidenced by
● served in a committee submitted MOV
● served as adviser to co- curricular
activities
● served as coordinator / chairperson
● authored / contributed to a book or
journal
● coached and mentored learners in
competitions
● mentored pre-service / in-service
teachers
● others (please specify and provide
annotations)

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

There should be two (2) classroom observations for the entire school year.
Hence, ratees should submit 2 classroom observation tool (COT) rating sheets/
inter-observer agreement forms as MOV for objectives that require such (i.e.,
Objectives 1, 3, 4, 5, 6, 9 and 10). The alternative classroom observations
should follow this timeframe:

• CO 1- between March 2022- April 2022

• CO 2- between May 2022 and July 2022
 Ratee/ Teacher Rater/Observer Approving Authority
     
  Superintendent
Head Teacher Master Teacher Principal/ School Head Small and Medium Divisions
 
Assistant Superintendent
      Large and Very Large Divisions
    Superintendent
Teacher Principal/ School Head Small and Medium Divisions
 
Assistant Superintendent
  Large and Very  Large Divisions
Teacher Master Teacher/ Head TeacherI Principal/ School Head
Assistant Principal
 
ALS Implementers Master Teacher/ Head TeacherI Principal/ School Head
(school-based)
  Assistant Principal
ALS Implementers (community Education Program Specialist for Chief of Curriculum Implementation
learning centers-based) ALS Division (CID)
THANK
YOU!!