LIST OF 2023 RPMS – IPCRF MOV’S

KRA OBJECTIVES MOV’S`

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through
onsite / face-to-face / in-person classroom observation.
1. Applied knowledge
Content Knowledge and If onsite / face-to-face / in-person classes are not
of content within and across
Pedagogy implemented,
curriculum teaching areas
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through
onsite / face-to-face / in-person classroom
observation.
2. Used a range of teaching
strategies that enhance learner
If onsite / face-to-face / in-person classes are not
achievement in literacy and
implemented,
numeracy skills.
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Classroom Observation Tool (COT) rating sheet/s or
inter-observer agreement form/s done through
onsite / face-to-face / in-person classroom
3. Applied a range of teaching observation.
strategies to develop critical and
If onsite / face-to-face / in-person classes are not
creative thinking, as well as
implemented,
other higher-order thinking skills
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
2. Learning Environment & Classroom Observation Tool (COT) rating sheet/s or
Diversity of Learners inter-observer agreement form/s done through
4. Managed classroom structure onsite / face-to-face / in-person classroom
to engage learners, individually observation.
or in groups, in meaningful
exploration, discovery and If onsite / face-to-face / in-person classes are not
hands-on activities within a implemented,
range of physical learning
environments • through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Classroom Observation Tool (COT) rating sheet/s or
inter-observer agreement form/s done through
onsite / face-to-face / in-person classroom
5. Managed learner behavior observation.
constructively by applying
positive and non-violent If onsite / face-to-face / in-person classes are not
discipline to ensure learning- implemented,
focused environments
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
6. Used differentiated, Classroom Observation Tool (COT) rating sheet/s or
developmentally appropriate inter-observer agreement form/s done through
learning experiences to address onsite / face-to-face / in-person classroom
learners’ gender, needs, observation.
strengths, interests and
experiences If onsite / face-to-face / in-person classes are not
implemented,
 • through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
3. Curriculum and Planning Classroom Observation Tool (COT) rating sheet/s or
inter-observer agreement form/s done through
onsite / face-to-face / in-person classroom
7. Planned, managed and
observation.
implemented developmentally
sequenced teaching and learning
If onsite / face-to-face / in-person classes are not
processes to meet curriculum
implemented,
requirements and varied
teaching contexts
• through observation of synchronous / asynchronous
teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
1. Proof/s of attendance in LAC sessions / FGDs /
meetings / other collegial discussions
2. Minutes of LAC sessions / FGDs / meetings / other
collegial discussions on use of teacher and learner
8. Participated in collegial
feedback to enrich teaching practice
discussions that use teacher and
3. Reflection notes of teachers on their demonstration
learner feedback to enrich
of teaching practices following participation from LAC
teaching practice
sessions / FGDs / meetings / other collegial
discussions that use teacher and learner feedback to
enrich teaching practice, with proof/s of attendance
4. Any equivalent ALS form/document that highlights
the objective
1. Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
9. Selected, developed, classroom observation.
organized and used appropriate
teaching and learning resources, If onsite / face-to-face / in-person classes are not
including ICT, to address learning implemented,
goals
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.
4. Assessment and Reporting 10. Designed, selected, organized Classroom Observation Tool (COT) rating sheet/s or
and used diagnostic, formative inter-observer agreement form/s done through
and summative assessment onsite / face-to-face / in-person classroom
strategies consistent with observation.
curriculum requirements
If onsite / face-to-face / in-person classes are not
implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.
11. Monitored and evaluated Any one (1) of the following:
learner progress and • Individual Learning Monitoring Plan (ILMP)
achievement using learner • Peer assessment data
attainment data • Sample of learners’ output with reflection /
self-assessment
• Progress charts/anecdotal records
• Class/e-class record/grading sheets
• Lesson plans showing index of mastery
• Frequency of errors with identified least/most
mastered skills
• Any equivalent ALS form/document that
highlights the objective (e.g., Individual
Learning Agreement (ILA), ALS Assessment
Form 2)
• Others (Please specify and provide
annotations)
 12. Communicated promptly and Any one (1) of the following:
clearly the learners’ needs, • A sample of corrected test paper of a learner in
progress and achievement to key a learning area with parent’s or guardian’s
stakeholders, including signature and date of receipt
parents/guardians • Minutes of meetings with key stakeholders
(e.g., PTA, SGC, SPT, CPC) with proof of
attendance
• Report card with parent’s or guardian’s
signature in all quarters supported by minutes
of meeting
• Communication with key stakeholders (e.g.,
parents/guardians, co-teachers, LGU) using
various modalities
• Anecdotal record showing entries per quarter
• Any equivalent ALS form/document that
highlights the objective
• Others (Please specify and provide annotations)
5. Personal Growth and 13. Applied a personal A reflection/journal entry that highlights the
Professional Development philosophy of teaching that is application of a learner-centered teaching
learner-centered philosophy in the lesson plan or community
work
14. Set professional 1. Certification from the ICT Coordinator /
development goals based on the School Head / Focal Person in charge of e-SAT
Philippine Professional Standards 2. IPCRF-DP
for Teachers 3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
Plus Factor 15. Performed various related Any one (1) proof of:
works/activities that contribute ● committee involvement;
to the teaching-learning process ● involvement as module/learning material
writer/validator;
● involvement as a resource
person/speaker/learning facilitator in in the
RO/SDO/school-initiated TV/radio-based
instruction;
● book or journal authorship/
co-authorship/contributorship;
●advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a
forum/conference;
● mentoring of pre-service/in-service teachers;
● conducted research within the rating period;
● others (please specify)
with annotation on how it contributed to the
teaching-learning process.