Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)
Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)
Position and Competency Profile: Rpms Tool For Teacher I-Iii (Proficient Teachers)
(Proficient Teachers)
Department of Education
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Bachelor of Secondary Education
Education or Bachelor's degree plus 18 units in Education
Experience None Required 12 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 September 25, 2014
Trainings None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-
21), at least 18 MA units
Experience
Department of Education
JOB SUMMARY
//SGOD-gpm©2018 Page 1 of 1
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 7.5%
2019
content within
and across
curriculum
teaching areas.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
Timeliness
May 2018
to April 7.5%
2019
enhance learner
achievement in
literacy and
numeracy skills.
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
May 2018 (4)
to April 7.5%
2019
Submitted at Submitted at Submitted at Submitted 1 No Submitted
least 4 least 3 least 2 learner- acceptabl 2 learner-
learner- learner- learner- centered e centered
centered centered centered lesson as evidence lessons as
lessons as lessons as lessons as evidently was shown in
shown in MOV shown in MOV shown in shown in any shown MOV 1 and
1 and 1 and MOV 1 and 1 of the given supported
supported by supported by supported by MOV by any 1 of
any 1 of the any 1 of the any 1 of the the other
other MOV other MOV other MOV MOV given
Efficiency 3
given given given
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
May 2018 PERFORMANCE INDICATORS RATING
to April 7.5%
2019 WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 7.5%
2019
groups, in
meaningful
explanation,
discovery and
hands-on
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
activities within
a range ofC. PAGASI-AN
RENALYN Name of Rater: MIRASOL O. FABUNA
physical
SST I Position: PRINCIPAL I
learning HIGH SCHOOL OF AGRICULTURE
MARILOG Date of Review: October 2018
environments.
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
May 2018
PERFORMANCE INDICATORS RATING
to April 7.5%
2019
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April
May2019
2018
to April 7.5%
2019 TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
Timeliness
6. Used Applied Applied Applied Applied No
differentiated, differentiated differentiated differentiated differentiated acceptabl
developmentally teaching teaching teaching teaching e
appropriate strategies to strategies to strategies to strategies to evidence
learning address address address address shown
experiencce to learner learner learner learner
address diversity as diversity as diversity as diversity as
learner's shown in MOV shown in MOV shown in shown in
gender, needs, 1 with a rating 1 with a rating MOV 1 with a MOV 1 with a
strengths, of 7 of 6 rating of 5 rating of 4
interests and
experiences. Quality 4
May 2018
to April 7.5%
2019
appropriate
learning
experiencce to
address
learner's
gender, needs, INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
strengths,
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
interests and
SST I Position: PRINCIPAL I
experiences.
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 7.5%
2019
learning
processes to
meet curriculum
requirements
and varied INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
teaching
RENALYN
contexts. C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
Submitted at Submitted 3 Submitted 2 Submitted 1 No
to April 7.5%
least 4 developmental developmenta development acceptabl
2019
developmental ly sequenced lly sequenced ally e
ly sequenced teaching and teaching and sequenced evidence
teaching and learning learning teaching and was
learning process as process as learning shown
process as evidently evidently process as
evidently shown in MOV shown in evidently
shown in MOV 1 and MOV 1 and shown in any
1 and supported by supported by 1 of the given
supported by any 1 of the any 1 of the MOV
any 1 of the other given other given
other given MOV MOV
Efficiency MOV 3
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN Name of Rater: MIRASOL O. FABUNA
SST I Position: PRINCIPAL I
MARILOG HIGH SCHOOL OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 7.5%
2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 7.5%
2019
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
RENALYN C. PAGASI-AN
May 2018 Name of Rater: MIRASOL O. FABUNA
SST I to April 7.5% Position: PRINCIPAL I
MARILOG HIGH SCHOOL
2019 OF AGRICULTURE Date of Review: October 2018
May 2018 to April 2019
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
May 2018
to April 10%
2019
Timeliness
TO BE FILLE
TO BE FILLED OUT DURING PLANNING
EVAL
PERFORMANCE INDICATORS RATING
WEIGHT
Very ACTUAL
OBJECTIVES TIMELINE PER Outstanding Satisfactory Unsatisfact
QET Satisfactory Poor (1) RESULTS Q E T
KRA (5) (3) ory (2)
(4)
3.5 - 4.499
NALYN C. PAGASI-AN MIRASOL O. FABUNA 2.5 - 3.499
SST I PRINCIPAL I 1.5 - 2.499
Approving Authority:
RAUL A. CABILOGAN
CLUSTER 8 HEAD/PRINCIPAL I
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and and/or inter-observer agreement form about of content and its of content and its of content and its of content and its acceptable
KNOWLEDGE integration within integration within integration within integration within evidence
across curricuoum knowledge of content within and across subject
AND and across subject and across subject and across subject and across subject was shown
teaching areas. areas areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY Quality
MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
2. Lesson plans/modified DLLs developed of 7 of 6 of 5 of 4
highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
content and its integration in other subject leassons using MOV leassons using MOV leassons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
areas
any 1of the other any 1of the other any 1of the other was shown
Efficiency given MOV given MOV given MOV
4. Performance tasks/test materials highlighting
integration of content knowledge within and
across subject areas
2. Used a range of 1. Classroom observation tool (COT) rating sheet Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies and/or inter-observer agreement form about different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
that enhance learner teaching strategies that enhance learner
promote reading, promote reading, promote reading, promote reading, was shown
achievement in achievement in literacy and numeracy skills writing and/or writing and/or writing and/or writing and/or
literacy and numeracy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
highlighting learner-centered strategies that
promote literacy and/or numeracy skills
3. Instructional materials highlighting learner- Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 No
centered strategies that promote literacy and/or learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
numeracy skills
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
Efficiency supported by any 1 supported by any 1 supported by any 1 the given MOV
4. Performance tasks/test material(s) used in
of the other MOV of the other MOV of the other MOV
teaching given given given
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations) Timeliness
3. Applied a range of 1. Classroom observation tool (COT) rating sheet Used different Used different Used different Used different No
teaching strategies to and/or inter-observer agreement form about teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and teaching strategies to develop critical and
and creative thinking and creative thinking and creative thinking and creative was shown
creative thinkling, as creative thinking, as well as other higher-order and/or other HOTS and/or other HOTS and/or other HOTS thinking and/or
well as other higher- thinking skills as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 other HOTS as
order thinking skills. Quality with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
2. Lesson plans/modified DLLs used in teaching with a rating of 4
highlighting learner-centered strategies that
develop critical and creative thinking, and/or
other HOTS
3. Instructional materials highlighting different Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
teaching strategies that develop critical and lessons as lessons as lessons as as evidenced by acceptable
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given evidence
creative thinking, and/or other HOTS
1 and supported by 1 and supported by 1 and supported by MOV was shown
Efficiency any 1 of the other any 1 of the other any 1 of the other
4. Performance tasks/test material(s) used in
given MOV given MOV given MOV
demonstration teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide
annotations) Timeliness
2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
structure to engage and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
learners, individually managing classroom structure that engages
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in learners in various activities activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful Quality shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, 2. Lesson plans/modified DLLs highlighting with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands- various classroom management strategies that
on activities within a engage learners in activities/tasks in different
range of physical physical learning environments
learning
environments. 3. Others (Please specify and provide Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
annotations) lessons supported supported by MOV 1 supported by MOV 1 supported by any of acceptable
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable evidence
Efficiency of the other other acceptable other acceptable MOV was shown
acceptable MOV MOV MOV
Timeliness
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
2. LEARNING 5. Managed learner Classroom observation tool (COT) rating sheet Applied teacher Applied teacher Applied teacher Applied teacher No
behavior and/or inter-observer agreement form about management management management management acceptable
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner evidence
constructively by teacher management of learner behavior using
AND DIVERSITY behavior that behavior that behavior that behavior that was shown
applying positive and the following strategies: promote positive promote positive promote positive promote positive
OF LEARNERS non-violent discipline and non-violent and non-violent and non-violent and non-violent
1. Providing motivation Quality
to ensure learning- discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environments. 2. Praising the learners/Giving positive feedback with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
4. Ensuring learner's active participation Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
of the given of the given of the given the given strategies acceptable
5. Allowing learners to express their strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
ideas/opinions Efficiency 4 lessons lessons lessons
6. Giving equal opportunities to learners
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet Applied Applied Applied Applied No
developmentally and/or inter-observer agreement form about differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategies evidence
appropriate learning using differentiated, developmentally
to address learner to address learner to address learner to address learner shown
experiencce to appropriate learning experiences Quality diversity as shown diversity as shown diversity as shown diversity as shown
address learner's in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
gender, needs, 2. Lesson plans/modified DLLs developed rating of 7 rating of 6 rating of 5 rating of 4
strengths, interests highlighting differentiation in content, product,
and experiences. process, learning environment or others
according to learners' gender, needs, strengths, Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
interests and experiences differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategy in evidence
3. Instructional materials highlighting in at least 2 in at least 2 lessons in at least 2 lessons only 1 lesson as shown
differentiation in content, product, process, leassons as as evidenced by as evidenced by evidently shown in
evidenced by MOV MOV 1 and MOV 1 and any 1 of the No
learning environment or others according to Efficiency 1 and supported by supported by any 1 supported by any 1 acceptable MOV acceptable
learners' gender, needs, strengths, interests any 1 of the other of the other of the other evidence
and experiences acceptable MOV acceptable MOV acceptable MOV was shown
3. CURRICULUM 7. Planned, managed 1. Classroom observation tool (COT) rating sheet Planned and Planned and Planned and Planned and No
and implemented and/or inter-observer agreement form about implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally using developmentally sequenced teaching
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching and learning process and learning and learning and learning teaching and
and learning Quality process as shown in process as shown in process as shown in learning process as
processes to meet 2. Lesson plans/modified DLLs developed MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating shown in MOV 1
curriculumrequiremen highlighting developmetally sequenced of 7 of 6 of 5 with a rating of 4
ts and varied teaching instruction that meet curriculum goals and
contents. varied teaching contexts
Timeliness
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
Timeliness
3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool (COT) rating sheet Developed and used 6Developed and 6Developed and 6Developed and No
organized, and used and/or inter-observer agreement form about varied teaching and used varied used varied used varied acceptable
AND PLANNING learning resources teaching and teaching and teaching and evidence
appropriate teaching using appropriate teaching and learning
including ICT, to learning resources learning resources learning resources was shown
and learning resources, including ICT address learning including ICT, to including ICT, to including ICT, to
resources, including Quality goals as shown in address learning address learning address learning
ICT, to address Examples: Activity sheets/tasks sheets/work MOV 1 with a rating goals as shown in goals as shown in goals as shown in
learning goals. sheets, powerpoint presentations, video clips, of 7 MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
module, SIMs-Strategic Intervention Matertials, of 8 of 5 of 4
Other
2. Lesson plans/modified DLLs with apprropriate Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
instructional materials appended varied teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
3. Others (Please specify and provide
annotations) Efficiency MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV
Timeliness
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
organized and used and/or inter-observer agreement form about organized and used organized and used organized and used organized and used acceptable
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, evidence
diagnostic, formative using diagnostic, formative and summative
REPORTING and summative and summative and summative formative and was shown
and summative assessment startegies assessment assessment assessment summative
assessment strategies consistent strategies consistent strategies consistent assessment
strategies consistent 2. Prepared lesson plans/modified DLLs with curriculum with curriculum with curriculum strategies
highlighting appropriate use of formative Quality
with curriculum requirements as requirements as requirements as consistent with
requirements. assessment strategies shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with a rating of 5 requirements as
3. Develop diagnostic tests: (a) with TOS reviewed shown in MOV 1
by superior; (b) with sample accomplished with a rating of 4
questionaire/answer sheets
4. Develop summative tests: (a) with TOS Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
reviewed by superior; (b) with sample varied assessment assessment tools as assessment tools as assessment tool as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
accomplished questionaire/answer sheets
shown in any 1 of any 1 of the any 1 of the any of the was shown
Efficiency the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample
accomplished rubrics
11. Monitored and 1. Compilation of learner's written work with Consistently Frequently Occasionally Rarely monitored No
evaluated learner summary of results and with signature of monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
learner attainment Quality
2. Formative/summative assessment tools with learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
TOS and frequency of errors with identified
MOV submitted MOV submitted MOV submitted submitted
least mastered skills
12. Communicated 1. At least 3 samples of corrected test papers of Consistently Frequently showed Occasionally Rarely showed No
promptly and clearly the same 3 learners innthe same learning area showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication communication of clear communication communication of evidence
the learner's needs, with parents' or guardians' signature and date
of the learner's the learner's needs, of the learner's the learner's needs, was shown
progress and of receipt needs, progress and progress and needs, progress and progress and
achievement to key 2. Minutes of PTA meetings or Parent-Teacher
achievement to key achievement to key achievement to key achievement to key
stakeholders, conferences in all quarters with proof of Quality stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ parents'/guardians' attendance including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
3. Report cards with parent's or guardian's in the MOV in the MOV in the MOV in the MOV
signature in all quarters supported by minutes submitted submitted submitted submitted
of meeting
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Submitted a Submitted a
Satisfactory
Satisfactory
Submitted a Unsatisfactory
Submitted Poor
any 1 of No
combination of at(5) combination of 3 of combination of(3)
2 of the given MOV (2) acceptable
(1)
Efficiency least 4 of the (4)MOV the acceptable MOV
the acceptable evidence
5. Anecdotal record showing entries per quarter acceptable MOV was shown
6. Other documents showing learner needs, Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
progress and achievement submitted to other were distributed were distributed were distributed was completed in acceptable
Timeliness across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
stakeholders
was shown
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Consistently Frequently Occasionally Rarely performed No
related performed various performed various performed various various related acceptable
works/activities that 2. Certificate of Training related related related works/activities that evidence
works/activities that works/activities that works/activities that contribute to the was shown
contribute to the 3. Certificate of Speakership contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown
process 4. Committee involvement Quality
process as shown in process as shown in process as shown in in the MOV
the MOV submitted the MOV submitted the MOV submitted submitted
5. Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co-
authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No
different kinds of kinds of acceptable kinds of acceptable the acceptable acceptable
8. Coaching and mentoring learners in Efficiency acceptable MOV MOV MOV MOV evidence
competitions was shown
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide Timeliness
annotations)
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
4. Committee involvement
7. Coordinatorship/Chairpersonship
related
works/activities that
contribute to the
teaching-learning
process
REMARKS
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID INVALID
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
4 3
4
5 Sets high quality, challenging, realistic goals for self and others. 5
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 5 3
4
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems 5
and help others improve their effectiveness.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
4 4
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
COMPETENCIES
Teamwork
Willingly does his/her share of responsibility.
Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.
Service Orientation
Can explain and articulate organizational directions, issues and problems.
Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
Initiates activities that promotes advocacy for men and women empowerment.
Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
4
and directions.
Develops and adopts service improvement programs through simplified procedures that will further
enhance service delivery.
Innovation
Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
Translates creative thinking into tangible changes and solutions that improve the work unit and
organization. 4
Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
OVERALL
COMPETENCY 4.33
RATINGS
PART IV: DEVELOPMENT PLANS
A. Functional Competencies
Feedback:
RAUL A. CABILOGAN
Approving Authority
MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:
MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
SIGNATURE
(Rater/Ratee)
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 2:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
CLASSROOM OBSERVATION TOOL (COT) - RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 2:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
OBSERVER: DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
ANNOTATIONS