AppendixC - RPMStool - HP.Final (RRR) PDF

RPMS Tool for Master Teacher I-IV
(Highly Proficient Teachers)

POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00
Department of Education
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 - Completion of academic Completion of academic
Bachelor of Elementary Bachelor of Elementary requirements for a Master’s requirements for a Master’s
Education (BEEd) or Education (BEEd) or degree in Education or its degree in Education or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 equivalent equivalent
professional units in professional units in Education;
Education; and 18 units for a and 24 units for a Master’s
Master’s degree in Education degree 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 Education (BSEd) or degree in Education or its degree in Education or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 equivalent equivalent
professional units in Education professional units in Education;
with appropriate major; and 18 and 24 units for a Master’s
units for a Master’s degree in degree in Education or its
Education or its equivalent equivalent
Experience 3 years relevant experience 1 year as Master Teacher I or 1 year as Master Teacher II or 1 year as Master Teacher III or
4 years as Teacher III 5 years as Teacher III 5 years as 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 Licensure Examination for Teachers
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
Major Final Outputs Key Result Areas

Objectives Means of Verification (MOV)
(MFOs) (KRAs)
1. Modeled effective applications of 1. Classroom observation tool (COT) rating sheet
content knowledge within and across and/or inter-observer agreement form about
curriculum teaching areas. effective applications of content knowledge
within and across curriculum teaching areas
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting integration
of content knowledge within and across subject
areas
3. Instructional materials developed highlighting
effective application of content knowledge
within and across subject areas
4. Performance tasks/test material(s) used in
demonstration teaching highlighting integration
Content Knowledge and of content knowledge within and across subject
Pedagogy areas
5. Results of assessment used in demonstration
teaching highlighting mastery of lessons
learned
6. Others (Please specify and provide
annotations)
2. Collaborated with colleagues in the 1. Copy of the research proposal focused on
conduct and application of research enriching knowledge of content and pedagogy
to enrich knowledge of content and 2. Proof of participation and/or contribution to a
pedagogy. collaborative research (e.g. e-mail, actual
output submitted, terms of reference, etc.)
3. Certified completed collaborative research
focused on enriching knowledge of content and
pedagogy
4. Proof of dissemination of research findings with

colleagues
5. Proof of utilization of research findings
annotations)
3. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
teaching strategies to promote critical and/or inter-observer agreement form about
and creative thinking, as well as other using effective teaching strategies to promote
higher-order thinking skills. critical and creative teaching, as well as other
higher-order thinking skills
demonstration teaching highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
3. Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking, and/or other HOTS
demonstration teaching
5. Results of assessment used in the
annotations)
4. Worked with colleagues to model 1. Classroom observation tool (COT) rating sheet
and share effective techniques in the and/or inter-observer agreement form about
Learning Environment and management of classroom structure sharing effective techniques in the
to engage learners, individually or in management of classroom structure
Diversity of Learners
groups, in meaningful exploration, 2. Lesson plans/modified DLLs used in
discovery and hands-on activities demonstration teaching highlighting effective
classroom management strategies that engage
within a range of physical learning learners in activities/tasks in different physical

environments. learning environments
3. Minutes of LAC highlighting the sharing on
effective classroom management techniques
4. Instructional materials used in demonstration
teaching
annotations)
5. Exhibited effective and Classroom observation tool (COT) rating sheet
constructive behavior management and/or inter-observer agreement form about
skills by applying positive and non- effective teacher management of learner behavior
violent discipline to ensure learning- using the following strategies:
focused environments. 1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions
annotations)
6. Worked with colleagues to share 1. Minutes of LAC session/s, highlighting one’s
differentiated, developmentally sharing of strategies on differentiated and
appropriate opportunities to address developmentally appropriate opportunities to
learners’ differences in gender, address learners’ differences
needs, strengths, interests and 2. Lesson plans/modified DLLs highlighting
experiences. strategies on differentiated and
developmentally-appropriate opportunities to
address learners’ differences
3. Corresponding instructional materials showing

differentiated and developmentally-appropriate
opportunities to address learners’ differences
4. Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained from
the Master Teacher's sharing)
7. Developed and applied effective 1. Classroom observation tool (COT) rating sheet
strategies in the planning and and/or inter-observer agreement form about
management of developmentally using effective strategies in implementing
sequenced teaching and learning developmentally sequenced teaching and
processes to meet curriculum learning process
requirements and varied teaching 2. Results of learners’ assessment during the
actual teaching
contexts.
demonstration teaching highlighting
developmentally sequenced teaching-learning
process
4. Instructional materials showing effective
Curriculum and Planning
strategies in developmentally sequenced
teaching and learning process
annotations)
8. Reviewed with colleagues, teacher 1. Implemented LAC/FGD Plan
and learner feedback to plan, 2. Minutes of LAC/FGD sessions on use of
facilitate and enrich teaching teacher and learner feedback to enrich teaching
practice. practice with proof of attendance
annotations)
9. Advised and guided colleagues in 1. Teaching and learning resources developed by

the selection, organization, colleagues and critiqued on their alignment to
development and use of appropriate learning goals
teaching and learning resources, 2. Lesson plans by colleagues critiqued in terms
including ICT, to address specific of the alignment of the teaching and learning
learning goals. resources to the indicated learning goals and
appropriateness to the target learners
annotations)
10. Worked collaboratively with 1. Any proof of collaborative review if the test is
colleagues to review the design, designed based on its purpose (e.g. diagnostic,
selection, organization and use of a formative and summative)
range of effective diagnostic, 2. Any proof of collaborative review of the
formative and summative alignment of the test with the curriculum
assessment strategies consistent 2.1.formative test attached to a lesson plan
2.2.summative assessment with TOS
with curriculum requirements.
2.3.diagnostic test with its TOS
annotations)
Assessment and Reporting 11. Interpreted collaboratively 1. Collaborative interpretation of the index of
monitoring and evaluation strategies mastery obtained from 1 class
of attainment data to support learner 2. Collaborative interpretation of item analysis of
progress and achievement. quarterly examinations
3. Collaborative interpretation of results of
performance assessment
annotations)
12. Applied skills in the effective 1. Sample agreement for learners at risk signed
communication of learner needs, by parents and corresponding evidence of
progress and achievement to key improvement
stakeholders, including 2. Record of dialogue and/or parent-teacher
parents/guardians. conferences and corresponding evidence of
improvement
3. Anecdotal record communicated to and signed
by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by
parents and corresponding evidence of
improvement
5. Sample of accomplished rubrics given for
performance task and corresponding evidence
of improvement
6. Attendance sheet/minutes of parent-teacher
conference
7. Signed report cards of students at risk with
corresponding evidence of improvement
8. Correspondence notebook/letters/proof of
communication using other modalities (e.g. e-
mail, SMS, etc.) and corresponding evidence of
improvement
9. Learners’ performance record
annotations)
Plus Factor 13. Performed various related 1. Served as reliever of classes in the absence of
works/activities that contribute to the teachers
teaching-learning process. 2. Served as OIC in the absence of the principal
3. Represented the principal in meetings and

conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee in the
evaluation of credentials when hiring or
promoting teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
8. Certificate of Speakership
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal Authorship/Co-
authorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service teachers
annotations)

10

Performance Indicators
Very
Objectives Means of Verification (MOV) Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modeled effective 1. Classroom observation tool Quality Modeled Modeled Modeled Modeled No
applications of content (COT) rating sheet and/or inter- effective effective effective effective acceptable
knowledge within and observer agreement form about applications of applications of applications applications of evidence
across curriculum effective applications of content content content of content content was shown
teaching areas. knowledge within and across knowledge knowledge knowledge knowledge
curriculum teaching areas within and within and within and within and
2. Lesson plans/modified DLLs used across across across across
in demonstration teaching curriculum curriculum curriculum curriculum
highlighting integration of content teaching areas teaching teaching teaching areas
knowledge within and across as shown in areas as areas as as shown in
subject areas MOV 1 with a shown in shown in MOV 1 with a
3. Instructional materials developed rating of 8 MOV 1 with a MOV 1 with a rating of 5
highlighting effective application rating of 7 rating of 6
of content knowledge within and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
across subject areas least 4 lessons lessons as lessons as lesson as acceptable
4. Performance tasks/test as evidenced evidenced by evidenced by evidenced by evidence
material(s) used in demonstration by MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
teaching highlighting integration supported by colleagues colleagues colleagues and
of content knowledge within and any 1 of the and supported and supported by
across subject areas other MOV by any 1 of supported by any 1 of the
5. Results of assessment used in given the other any 1 of the other MOV
demonstration teaching MOV given other MOV given
highlighting mastery of lessons given
learned
6. Others (Please specify and
provide annotations) Timeliness
11

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Conducted Conducted Proposed No
colleagues in the focused on enriching knowledge completed and and action action research acceptable
conduct and of content and pedagogy disseminated completed research with with colleagues evidence
application of research 2. Proof of participation and/or action action colleagues was shown
to enrich knowledge of contribution to a collaborative research with research with
content and research (e.g. e-mail, actual colleagues colleagues
pedagogy. output submitted, terms of
reference, etc.)
3. Certified completed collaborative
research focused on enriching
knowledge of content and
pedagogy
4. Proof of dissemination of Efficiency Submitted at Submitted any Submitted Submitted any No
research findings with colleagues least 4 of the 3 of the any 2 MOV 1 MOV acceptable
5. Proof of utilization of research given MOV acceptable evidence
findings MOV was shown
provide annotations)
Timeliness Presented the Completed Conducted Proposed the No

research the research the research research report acceptable
report within report within report within within the rating evidence
the rating the rating the rating period was shown
period period period
12

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
3. Developed and 1. Classroom observation tool Quality Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective (COT) rating sheet and/or inter- effective effective effective effective acceptable
teaching strategies to observer agreement form about teaching teaching teaching teaching evidence
promote critical and using effective teaching strategies to strategies to strategies to strategies to was shown
creative thinking, as strategies to promote critical and promote promote promote promote critical
well as other higher- creative teaching, as well as critical and critical and critical and and creative
order thinking skills. other higher-order thinking skills creative creative creative thinking, as
2. Lesson plans/modified DLLs used thinking, as thinking, as thinking, as well as other
in demonstration teaching well as other well as other well as other higher-order
highlighting different teaching higher-order higher-order higher-order thinking skills
strategies that develop critical thinking skills thinking skills thinking skills as shown in
and creative thinking and/or other as shown in as shown in as shown in MOV 1 with a
HOTS MOV 1 with a MOV 1 with a MOV 1 with a rating of 5
3. Instructional materials rating of 8 rating of 7 rating of 6
highlighting different teaching Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
strategies that develop critical more lessons lessons as lessons as lesson as acceptable
and creative thinking and/or other as evidently evidently evidently evidently evidence
HOTS shown in MOV shown in shown in shown in MOV was shown
4. Performance tasks/test 1 and MOV 1 and MOV 1 and 1 and
material(s) used in demonstration supported by supported by supported by supported by
teaching any 1 of the any 1 of the any 1 of the any of the other
5. Results of assessment used in other MOV other MOV other MOV MOV given
the demonstration teaching given given given
6. Others (Please specify and Timeliness
13

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
4. Worked with 1. Classroom observation tool Quality Modeled and Modeled and Modeled and Modeled and No
colleagues to model (COT) rating sheet and/or inter- shared shared shared shared acceptable
and share effective observer agreement form about effective effective effective effective evidence
techniques in the sharing effective techniques in classroom classroom classroom classroom was shown
management of the management of classroom management management management management
classroom structure to structure strategies that strategies that strategies that strategies that
engage learners, 2. Lesson plans/modified DLLs used engage engage engage engage
individually or in in demonstration teaching learners in learners in learners in learners in
groups, in meaningful highlighting effective classroom activities/ tasks activities/ activities/ activities/ tasks
exploration, discovery management strategies that done in tasks done in tasks done in done in
and hands-on engage learners in activities/tasks different different different different
activities within a in different physical learning physical physical physical physical
range of physical environments learning learning learning learning
learning environments. 3. Minutes of LAC highlighting the environments environments environments environments
sharing on effective classroom as shown in as shown in as shown in as shown in
management techniques MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
4. Instructional materials used in rating of 8 rating of 7 rating of 6 rating of 5
demonstration teaching Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No
5. Others (Please specify and least 4 lessons lessons lessons 1 of the acceptable
provide annotations) supported by supported by supported by acceptable evidence
MOV 1 and MOV 1 and MOV 1 and MOV was shown
any 1 of the any 1 of the any 1 of the
other other other
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
14

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
5. Exhibited effective Classroom observation tool (COT) Quality Exhibited Exhibited Exhibited Exhibited No
and constructive rating sheet and/or inter-observer effective and effective and effective and effective and acceptable
behavior management agreement form about effective constructive constructive constructive constructive evidence
skills by applying teacher management of learner behavior behavior behavior behavior shown
positive and non- behavior using the following management management management management
violent discipline to strategies: skills by skills by skills by skills by
ensure learning- 1. Providing motivation applying applying applying applying
focused environments. 2. Praising the learners/Giving positive and positive and positive and positive and
positive feedback non-violent non-violent non-violent non-violent
3. Setting house rules/guidelines discipline to discipline to discipline to discipline to
4. Ensuring learners’ active ensure ensure ensure ensure
participation learning- learning- learning- learning-
5. Allowing learners to express their focused focused focused focused
ideas/opinions environments environments environments environments
6. Giving equal opportunities to shown in MOV shown in shown in shown in MOV
learners 1 with a rating MOV 1 with a MOV 1 with a 1 with a rating
7. Encouraging learners to ask of 8 rating of 7 rating of 6 of 5
questions Efficiency Applied at Applied at Applied at Applied any of No
8. Others (Please specify and least 7 of the least 7 of the least 7 of the the given acceptable
provide annotations) given given given strategies as evidence
strategies as strategies as strategies as observed in shown
observed in at observed in 3 observed in 2 only 1 lesson
least 4 lessons lessons lessons
Timeliness
15

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Worked with Worked with Worked with No
colleagues to share highlighting one’s sharing of colleagues at colleagues in colleagues in colleagues but acceptable
differentiated, strategies on differentiated and least in the the school the no evidence of evidence
developmentally developmentally-appropriate district/cluster level to share department or sharing with shown
appropriate opportunities to address learners’ level to share lesson grade level to others
opportunities to differences lesson share lesson
address learners’ 2. Lesson plans/modified DLLs
differences in gender, highlighting strategies on
needs, strengths, differentiated and
interests and developmentally-appropriate
experiences. opportunities to address learners’ Efficiency Submitted at Submitted at Submitted at Submitted at No
differences least 1 lesson least 1 lesson least 1 lesson least 1 lesson, acceptable
3. Corresponding instructional as evidently as evidently as evidently as evidenced evidence
materials showing differentiated shown in MOV shown in shown in by either MOV shown
and developmentally appropriate 1 and MOV 1 and MOV 1 and 2 or 3 but no
opportunities to address learners’ supported by supported by supported by evidence of
differences any any any sharing with
4. Others (e.g. testimonial, write-up acceptable acceptable acceptable others
from colleagues of the MOV MOV MOV
lessons/insights gained from the
Master Teacher's sharing)
Timeliness
16

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Developed and 1. Classroom observation tool (COT) Quality Developed and Developed Developed Developed and No
applied effective rating sheet and/or inter-observer applied and applied and applied applied acceptable
strategies in the agreement form about using effective effective effective effective evidence
planning and effective strategies in strategies strategies strategies strategies was shown
management of implementing developmentally showing showing showing showing
developmentally sequenced teaching and learning developmentall developmenta developmenta developmentall
sequenced teaching process y- sequenced lly- sequenced lly- y- sequenced
and learning 2. Results of learners’ assessment teaching and teaching and sequenced teaching and
processes to meet during the actual teaching learning learning teaching and learning
curriculum 3. Lesson plans/modified DLLs used process as process as learning process as
requirements and in demonstration teaching shown in MOV shown in process as shown in MOV
varied teaching highlighting developmentally 1 with a rating MOV 1 with a shown in 1 with a rating
contexts. sequenced teaching-learning of 8 rating of 7 MOV 1 with a of 5
process rating of 6
4. Instructional materials showing Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No
effective strategies in least 4 lessons lessons as lesson as lesson as acceptable
developmentally sequenced as evidenced evidenced by evidenced by evidenced by evidence
teaching and learning process by MOV 1 and MOV 1 and 2 shown in any 1 of the was shown
5. Performance tasks/test 2 and and supported MOV 1 and/or acceptable
material(s) used in demonstration supported by by any 1 of 2 and MOV
teaching any 1 of the the other supported by
6. Others (Please specify and other acceptable any 1 of the
provide annotations) acceptable MOV other
MOV acceptable
MOV
Timeliness
17

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Consistently Frequently led Occasionally Rarely led No
colleagues, teacher 2. Minutes of LAC/FGD sessions on led collaborative led collaborative acceptable
and learner feedback use of teacher and learner collaborative reviews of collaborative reviews of evidence
to plan, facilitate and feedback to enrich teaching reviews of teacher and reviews of teacher and was shown
enrich teaching practice with proof of attendance teacher and learner teacher and learner
practice. 3. Others (Please specify and learner feedback as learner feedback as
provide annotations) feedback as evidenced by feedback as evidenced by
evidenced by the MOV evidenced by the MOV
the MOV submitted the MOV submitted
submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of reviews of reviews of review of evidence
teacher and teacher and teacher and teacher and was shown
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently evidently evidently evidently
shown in MOV shown in shown in shown in any of
1 and MOV 1 and MOV 1 and the acceptable
supported by supported by supported by MOV
any 1 of the any 1 of the any 1 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
18

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Advised and guided 1. Teaching and learning resources Quality Consistently Frequently Occasionally Rarely advised No
colleagues in the developed by colleagues and advised advised advised colleagues in acceptable
selection, critiqued on their alignment to colleagues in colleagues in colleagues in the selection, evidence
organization, learning goals the selection, the selection, the selection, organization, was shown
development and use 2. Lesson plans by colleagues organization, organization, organization, development
of appropriate critiqued in terms of the alignment development development development and appropriate
teaching and learning of the teaching and learning and and and use of teaching
resources, including resources to the indicated appropriate appropriate appropriate and learning
ICT, to address learning goals and use of use of use of resources as
specific learning goals. appropriateness to the target teaching and teaching and teaching and shown in the
learners learning learning learning MOV submitted
3. Others (Please specify and resources as resources as resources as
provide annotations) shown in the shown in the shown in the
MOV MOV MOV
submitted submitted submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 teaching and teaching and teaching and acceptable
teaching and learning learning learning evidence
learning resources as resources as resource as was shown
resources as evidenced by evidenced by evidenced by
evidenced by at least 1 of at least 1 of any of the
at least 1 of the the acceptable
the acceptable acceptable acceptable MOV
MOV MOV MOV
Timeliness
19

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Worked 1. Any proof of collaborative review Quality Consistently Frequently Occasionally Rarely No
collaboratively with if the test is designed based on reviewed reviewed reviewed reviewed acceptable
colleagues to review its purpose (e.g. diagnostic, collaboratively collaboratively collaborativel collaboratively evidence
the design, selection, formative and summative) assessment assessment y assessment assessment was shown
organization and use 2. Any proof of collaborative review tools with tools with tools with tools with
of a range of effective of the alignment of the test with colleagues as colleagues as colleagues as colleagues as
diagnostic, formative the curriculum shown in the shown in the shown in the shown in the
and summative 2.1.formative test attached to a MOV MOV MOV MOV submitted
assessment strategies lesson plan submitted submitted submitted
consistent with 2.2.summative assessment with
curriculum TOS
requirements. 2.3.diagnostic test with its TOS
3. Others (Please specify and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
provide annotations) least 4 assessment assessment assessment acceptable
assessment tools as tools as tool as evidence
tools as evidently evidently evidently was shown
evidently shown in any shown in any shown in any of
shown in any of the of the the acceptable
of the acceptable acceptable MOV
acceptable MOV MOV
MOV
Timeliness
20

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Frequently Occasionally Rarely No
collaboratively index of mastery obtained from 1 collaborated collaborated collaborated collaborated acceptable
monitoring and class with with with with colleagues evidence
evaluation strategies 2. Collaborative interpretation of colleagues in colleagues in colleagues in in the was shown
of attainment data to item analysis of quarterly the the the interpretation of
support learner examinations interpretation interpretation interpretation assessment
progress and 3. Collaborative interpretation of of assessment of assessment of data as shown
achievement. results of performance data as shown data as shown assessment in the MOV
assessment in the MOV in the MOV data as submitted
4. Others (Please specify and submitted submitted shown in the
provide annotations) MOV
submitted
Efficiency Submitted at Submitted at Submitted at Submitted any No

least 2 least 3 of the least 2 of the 1 of the MOV acceptable
different types same kind of same kind of evidence
of MOV MOV MOV was shown
Timeliness
21

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Applied skills in 1. Sample agreement for learners at Quality Consistently Frequently Occasionally Rarely applied No
the effective risk signed by parents and applied skills in applied skills applied skills skills in the acceptable
communication of corresponding evidence of the effective in the effective in the effective evidence
learner needs, improvement communication communicatio effective communication was shown
progress and 2. Record of dialogue and/or parent- of learner n of learner communicatio of learner
achievement to key teacher conferences and needs and needs and n of learner needs and
stakeholders, corresponding evidence of progress to progress to needs and progress to
including improvement parents/ parents/ progress to parents/
parents/guardians. 3. Anecdotal record communicated guardians as guardians as parents/ guardians as
to and signed by the learners shown in the shown in the guardians as shown in the
and/or parents with corresponding MOV MOV shown in the MOV submitted
evidence of improvement submitted submitted MOV
4. Sample of learners’ test results submitted
signed by parents and
corresponding evidence of
improvement
5. Sample of accomplished rubrics
given for performance task and
corresponding evidence of
improvement
6. Attendance sheet/minutes of
parent-teacher conference
7. Signed report cards of students at
risk with corresponding evidence
of improvement
22

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Correspondence Efficiency Submitted at Submitted any Submitted Submitted any No
notebook/letters/proof of least 4 of the 3 MOV any 2 MOV 1 MOV acceptable
communication using other acceptable evidence
modalities (e.g. e-mail, SMS, MOV was shown
etc.) and corresponding evidence
of improvement
9. Learners’ performance record
Others (Please specify and
Timeliness
23

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Performed various 1. Served as reliever of classes in Quality Consistently Frequently Occasionally Rarely No
related works/activities the absence of teachers performed performed performed performed acceptable
that contribute to the 2. Served as OIC in the absence of special tasks special tasks special tasks special tasks evidence
teaching-learning the principal and/or and/or and/or and/or was shown
process. 3. Represented the principal in assignments assignments assignments assignments as
meetings and conferences as shown in as shown in as shown in shown in the
4. Observed classes of Teachers I- the MOV the MOV the MOV MOV submitted
III submitted submitted submitted
5. Assisted the school selection
committee in the evaluation of
credentials when hiring or
promoting teachers
6. Certificate of Recognition or
Participation
7. Certificate of Training
8. Certificate of Speakership
9. Committee involvement
24

Very
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Advisorship of Co-curricular Efficiency Submitted at Submitted Submitted Submitted any No
activities least 4 only 3 only 2 1 of the acceptable
11. Book or Journal Authorship/Co- different kinds different kinds different kinds acceptable evidence
authorship/Contributorship of acceptable of acceptable of acceptable MOV was shown
12. Coordinatorship/chairmanship MOV MOV MOV
13. Coaching and mentoring learners
in competitions
14. Mentoring pre-service/in-service
teachers
Timeliness

25

This Tool was developed through the Philippine National Research Center for Teacher Quality (RCTQ) with support from the Australian
Government through the Basic Education Sector Transformation (BEST) Program.
26

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RPMS Tool for Master Teacher I-IV

(Highly Proficient Teachers)

POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Position Title Master Teacher I-IV

DUTIES AND RESPONSIBILITIES

Major Final Outputs Key Result Areas

4. Proof of dissemination of research findings with

within a range of physical learning learners in activities/tasks in different physical

3. Corresponding instructional materials showing

9. Advised and guided colleagues in 1. Teaching and learning resources developed by

3. Represented the principal in meetings and

Timeliness Presented the Completed Conducted Proposed the No

Efficiency Submitted at Submitted at Submitted at Submitted any No

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