Scribd
Upload
152 views

Carlito P. Nietes: Teacher I

This document contains the Results-based Performance Management System (RPMS) for teacher Charrie Mae T. Mallo of Villa Kananga Integrated School for the school year 2020-2021. It outlines the key result areas (KRAs) and performance indicators that will be used to evaluate Ms. Mallo's work, including applying effective teaching strategies, meeting learner needs, curriculum planning, community engagement, professional development, and additional teaching-related activities. Evidence that may be used for assessment includes classroom observations, lesson plans, feedback provided to students, relationship-building with parents and stakeholders, a personal development plan, and documentation of supplemental duties.

Uploaded by

Charrie Mallo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
152 views

Carlito P. Nietes: Teacher I

This document contains the Results-based Performance Management System (RPMS) for teacher Charrie Mae T. Mallo of Villa Kananga Integrated School for the school year 2020-2021. It outlines the key result areas (KRAs) and performance indicators that will be used to evaluate Ms. Mallo's work, including applying effective teaching strategies, meeting learner needs, curriculum planning, community engagement, professional development, and additional teaching-related activities. Evidence that may be used for assessment includes classroom observations, lesson plans, feedback provided to students, relationship-building with parents and stakeholders, a personal development plan, and documentation of supplemental duties.

Uploaded by

Charrie Mallo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 64

Republic of the Phillippines

Department of Education
REGION XIII- CARAGA
DIVISION OF BUTUAN CITY
SOUTHWEST BUTUAN DISTRICT
VILLA KANANGA INTEGRATED SCHOOL
VILLA KANANGA, BUTUAN CITY, AGUSAN DEL NORTE

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM

RPMS
SY: 2020-2021

CHARRIE MAE T. MALLO


TEACHER I

CARLITO P. NIETES
School Principal
KRA 1: Content and Pedagogy
1. Applied knowledge of content within and across curriculum teaching areas
2. Ensured the positive use of ICT to facilitate the teaching and learning process
3. Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher -order thinking skills
KRA 2: Diversity of Learners & Assessment and Reporting
4. Established a learner -centred culture by using teaching strategies that respond to
their linguistic, cultural, socioeconomic and religious backgrounds
5. Planned and delivered teaching strategies that are responsive to the special
educational needs of learners in difficult circumstances*, including: geog raphic
isolation; chronic illness; displacement due to armed conflict, urban resettlement or
disasters; child abuse and child labour practices.
6. Used strategies for providing timely, accurate and constructive feedback to improve
learner performance
RA 3: Curriculum and Planning
7. Selected, developed, organized and used appropriate teaching and learning resources,
including ICT, to address learning goals
8. Set achievable and appropriate learning outcomes that are aligned with learning
competencies
KRA 4: Community Linkages and Professional Engagement & Personal
Growth and Professional Development
9. Built relationships with parents/ guardians and the wider school community to
facilitate involvement in the educative process
10. Participated in professional networks to share knowledge and to enhance practice

11. Developed a personal improvement plan based on reflection of one’s practice and on -
going professional learning

KRA 5: Plus Factor


12. Performed various related works/activities that contribute to the teaching learning
process.
Applied knowledge of content
within and across curriculum
teaching areas
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form
 An online observation of online synchronous
teaching
 If option 1 is not possible, an observation of
a video lesson that is SLM -based or MELC -
aligned
 If options 1 and 2 are not possible, an
observation of a demonstration teaching
via LAC
Ensured the positive use of ICT to
facilitate the teaching and learning
process
Any supplementary material (in print/digital
format) made by the rate and used in th e
lesson delivery that highlights the positive use
of ICT to facilitate the teaching and learning
process.
• Activity sheet/s
• One lesson from a self -learning module
(SLM)
• Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the like s)
• Video lesson
• Audio lesson
•Other learning materials in print/digital
format (please specify and provide
annotations)
Applied a range of teaching strategies to develop
critical and creative thinkin g, as well as other higher -
order thinking skills
Any supplementary material (in print/digital
format) made by the ratee and used in the
lesson delivery that highlights teaching
strategies to develop critical and creative
thinking, as well as other higher -order thinking
skills.
Activity sheet/s
•One less on from a self -learning module (SLM)
•Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
Lesson Exemplars, and the likes)
•Video lesson
•Audio lesson
•Other learning materials in print/digital format
(please specify and provide annotations)
KRA 2
Established a learner -centred culture by using
teaching strategies that respond to their
linguistic, cultural, socioeconomic and
religious backgrounds.
Any s upplementary material (in
print/digital format) made by the ratee
and used in the lesson delivery that
highlights teaching strategies that are
responsive to learners’ linguistic, cultural,
socioeconomic, or religious background.

Activity sheet/s
•One lesson from a self -learning module (SLM)
•Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson
Exemplars, and the likes)
•Video lesson
•Audio lesson
•Other learning materials in print/digital format (please
specify and provide annotations)
Planned and delivered teaching strategies that are
responsive to the special ed ucational needs of learners
in difficult circumstances, including: geographic
isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters; child abuse
and child labor practices
Classroom Observation Tool (COT) rating
sheet or inter -observer agreement form
1. An online observation of online
synchro nous teaching
2. If option 1 is not possible, an observation
of a video 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
Used strategies for providing timely,
accurate and constructive feedback to
imp rove learner performance
Evidence that highlights providing
accurate and constructive feedback to
improve lea rner performance and that
shows timeliness of feedback given to any
of the following:

• Activity sheet
• Performance task
• Quiz or test
• Self -learning module
KRA 3
Selected, developed, organized and used
appropriate teaching and learning
resources, including ICT, to address
learning goals.
Classroom Observation Tool (COT) rating
sheet or inter -observer agreement form
from:

1. An online observation of online


synchronous teaching
2. If option 1 is not possible, an observation
of a video 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
Set achievable and appropriate learning
outcomes that are aligned with learning
competencies
One lesson plan (e.g., DLP, DLL, WHLP, WLP,
WLL, Lesson Exemplars, and t he likes) or
one lesson from a self -learning module
prepared by the ratee with achievable
and appropriate learning outcomes that
are aligned with the learning
competencies.

•Lecture/discussion
•Activity/activity sheet
•Performance task
•Rubric for assessing performance using
criteria that appropriately describe the
target output
Built relationships with parents/ guardians
and the wider school community to
facilitate involvement in the educative
process.
1. Proof of participation in any activity for
improved access to education such as,
but not limited to the ff. activities
•Distribution of learning materials to
learners/parents
•Brigada Eskwela
•Home visitation
2. Parent -teacher log or proof of other
stakeholders meeting
3. Any form of communication to
parents/stakeholders
Built relationships with parents/ guardians
and the wi der school community to
facilitate involvement in the educative
process.
•Certificate of completion in a
course/training
•Certificate of participation in a webinar,
retooling, up skilling, and other training/
seminar/ workshop with proof of
implementation
•Certificate of recognition/ speakership in
a webinar, retooling, upskilling, and other
training/ seminar/ workshop
•An y proof of participation to a
benchmarking activity
•Any proof of participation in school LAC
sessions (online/face -to -face) certified by
the LAC Coordinator
Reading Materials Given:
CERTIFICATE OF SPEAKERSHIP &
PARTICIPATION
Developed a personal improvement plan
based on reflection of one’s practice and
on -going professional learning
Main MOV :

Individual Performance and Commitment Review


Form -Development Plan (IPCRF -DP)
Supporting MOV:
Any document aligned with the IPCRF -DP such as
•Reflection of one’s practice during LAC session/s
with proof of attendance
•Reflection/Personal Notes on Coa ching and
Mentoring and/or Midyear Review
•Personal notes journal on division/school -led INSET
with proof of attendance
•Certificate of enrolment/ registration form/class
card in graduate/postgraduate school/online
courses
•Any learning material highlig hting the improvement
done based on accomplished “reflection” section
KRA 4
Performed various related works/activities
that contribute to the teaching -learning
process.
COACHING A STUDENT IN A
COMPETITION
AUTHORSHIP IN A PUBLICATION
AND NEWSPAPER

You might also like