RPMS Tool For Teacher I-III (Proficient Teachers) : Position and Competency Profile

RPMS Tool for Teacher I-III
Department of Education
(Proficient
POSITION AND COMPETENCY PROFILE Teachers) PCP No.
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
Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 profe
in Secondary
For SecondaryEducation, or its equivalent
School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 profes
Experience appropriate
None major or Bachelor in Secondary Education,
required or its equivalent
1 year relevant experience
Eligibility RA 1080 RA 1080
Trainings 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 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
III
PCP No. Revision Code: 00
Salary Grade
Effectivity Date
Page/s
. 2016; and DO 51, s. 2017)

Teacher III
helor’s degree plus 18 professional units in Education, or Bachelor
elor’s degree plus 18 professional units in Education with
2 years relevant experience
RA 1080
None required
units
gement practices
ance
e school performance
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
Department of Education POSITION AND COMPETENCY PROFILE PCP No.
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
Education For Elementary School - Bachelor of For Elementary School - Bachelor of Completion of academic
Elementary Education
For Secondary School (BEEd) or of Elementary
- Bachelor For Secondary Education
School (BEEd) or of requirements
- Bachelor Completion offor a Master’s degree in
academic
Secondary
Education (BSEd) or Bachelor’s Secondary
Education (BSEd) or Bachelor’s requirements
degree in for a Master’s
Education or its
Experience degree
3 years plus 18 professionalunits
relevant experience degree plus
1 year as 18 professionalunits
Master Teacher I or 4 equivalent
1 year as Master Teacher II or 5
Eligibility RA 1080 years as
RA 1080 Teacher III years as Teacher III
RA 1080
Trainings None required 4 hours relevant training 8 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 a
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
and learningparents/guardians
8. Updates process on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educa
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth a
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observatio
as
12.trainers/facilitators
Does related workin teacher quality circles/learning action cells
ers)
P No. Revision Code: 00
ary Grade
ectivity Date
ge/s
d DO 51, s. 2017)
acher III Master Teacher IV
n of academic Completion of academic
nntsoffor a Master’s degree in
academic requirements
Completion offor a Master’s degree
academic
ents
in for a Master’s
Education or its requirements
degree inforEducation
a Master’sor its
alent
as Master Teacher II or 5 equivalent
1 year as Master Teacher III or 5
80 Teacher III
as years as Teacher III
RA 1080
s of relevant training 16 hours of relevant training
integration within and across learning areas
bility and achievement

er diversity
ssessment tools for the improvement of the teaching
keholders in the educative process

zations for self-growth and advancement
onitoring and observation, organizing/leading/serving
Major Final Outputs Key Result Areas (KRAs) Objectives Means of Verification (MOV)
(MFOs) 1. Applied knowledge of content within 1. Classroom observation tool (C
and across curriculum teaching areas. agreement form about knowledg
teaching areas
2. Lesson plans/modified DLLs
knowledge within and across sub
3. Instructional materials highlig
other subject areas
4. Performance tasks/test mater
knowledge within and across sub
5. Others (Please specifyand pr
2. Used a range of teaching strategies 1. Classroom observation tool (C

that enhance learner achievement in agreement form about teaching s
literacy and numeracy skills. literacy and numeracy skills
strategies that promote literacy a
Content Knowledge and 3. Instructional materials highlig
Pedagogy literacy and/or numeracy skills
5. Results of assessment used i
6. Others (Please specify and p
3. Applied a range of teaching 1. Classroom observation tool (C

strategies to develop critical and agreement form about teaching s
creative thinking, as well as other thinking, as well as other higher-
higher-order thinking skills. 2. Lesson plans/modified DLLs
strategies that develop critical an
3. Instructional materials highligh
critical and creative thinking and
5. Results of assessment used i
4. Managed classroom structure to 1. Classroom observation tool (C

engage learners, individually or in agreement form about managing
groups, in meaningful exploration, various activities
discovery and hands-on activities 2. Lesson plans/modified DLLs
within a range of physical learning strategies that engage learners i
environments. environments
Learning Environment and

5. Managed learner behavior Classroom observation tool (CO
constructively by applyingpositive and form about teacher managemen
non-violent discipline to ensure strategies:
learning-focused environments. 1. Providing motivation
2. Praising the learners/Giving p
3. Setting house rules/guideline
4. Ensuring learners’ active part
Learning Environment and 5. Allowing learners to express t
Diversity of Learners 6. Giving equal opportunities to
7. Encouraging learners to ask q
6. Used differentiated, developmentally 1. Classroom observation tool (C

appropriate learning experiences to agreement form about using diffe
address learners’ gender, needs, experiences
strengths, interests and experiences. 2. Lesson plans/modified DLLs
product, process, learning enviro
needs, strengths, interests and e
3. Instructional materials develo
product, process, learning enviro
needs, strengths, interests and e
7. Planned, managed and 1. Classroom observation tool (C

implemented developmentally agreement form about using dev
sequenced teaching and learning process
processes to meet curriculum 2. Lesson plans/modified DLLs
requirements and varied teaching instruction that meet curriculum g
contexts. 3. Instructional materials used to
teaching and learning process to
teaching contexts
8. Participated in collegial discussions 1. Personal notes of teachers on

that use teacher and learner feedback 2. Minutes of LAC/FGD session
to enrich teaching practice. enrich teaching practice with pro
Curriculum and Planning
Curriculum and Planning
9. Selected, developed, organized and 1. Classroom observation tool (C
used appropriate teaching and agreement form about using app
learning resources, including ICT, to including ICT
address learning goals. Examples:
 Activity sheets/task sheetsw/ o
 PowerPoint presentations
 Video clips
• Module
• SIMs-Strategic Intervention Ma
• Others
appended
10. Designed, selected, organized and 1. Classroom observation tool (C

used diagnostic, formative and agreement form about using diag
summative assessment strategies strategies
consistent withcurriculum 2. Prepared lesson plans/modifi
requirements. formative assessment strategies
3. Developed diagnostic tests: (
sample accomplished questionn
4. Developed summative tests:
sample accomplished questionn
5. Developed performance tasks
sample accomplished rubrics
11. Monitored and evaluated learner 1. Compilation of a learner’s wri

progress and achievement using signature of parents
Assessment and Reporting learner attainment data. 2. Formative/summative assess
identified least mastered skills
3. Class records/grading sheets
12. Communicated promptly and 1. At least 3 samples of correcte

clearly the learners’ needs, progress learning area with parents’ or gu
and achievement to key stakeholders, 2. Minutes of PTA meetings or P
including parents/guardians. proof of parent’s/guardian’s atten
3. Report cards with parent’s or
minutes of meeting
4. Communication with parents/
5. Anecdotal record showing en
6. Other documents showing lea
submitted to other stakeholders
Plus Factor 13. Performed various related 1. Certificate of Recognition or P
works/activities that contribute to the 2. Certificate of Training
teaching-learning process. 3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-curricular a
6. Book or Journal Authorship/C
7. Coordinatorship/Chairpersons
8. Coaching and mentoring lear
9. Mentoring pre-service/in-serv
of Verification (MOV)
sroom observation tool (COT) rating sheet and/or inter-observer
ent form about knowledge of content within and across curriculum
g areas
on plans/modified DLLs developed highlighting integration of content
ge within and across subject areas
uctional materials highlighting mastery of content and its integration in
bject areas
ormance tasks/test material(s) highlighting integration of content
ge within and across subject areas
rs (Please specifyand provide annotations)

ent form about teaching strategies that enhance learner achievement in
and numeracy skills
on plans/modified DLLs used in teaching highlighting learner-centered
es that promote literacy and/or numeracy skills
uctional materials highlighting learner- centered strategies that promote
and/or numeracy skills
ormance tasks/test material(s) used in teaching
lts of assessment used in teaching
rs (Please specify and provide annotations)

ent form about teaching strategies to develop critical and creative
as well as other higher- order thinking skills
on plans/modified DLLs used in teaching highlighting different teaching
es that develop critical and creative thinking and/or other HOTS
ctional materials highlighting different teaching strategies that develop
nd creative thinking and/or other HOTS
ormance tasks/test material(s) used in demonstration teaching
lts of assessment used in teaching

ent form about managing classroom structure that engages learners in
activities
on plans/modified DLLs highlighting various classroom management
es that engage learners in activities/tasks in different physical learning
ments
om observation tool (COT) rating sheet and/or inter-observer agreement
out teacher management of learner behavior using the following
es:
ding motivation
ing the learners/Giving positive feedback
ng house rules/guidelines
ring learners’ active participation
ing learners to express their ideas/opinions
g equal opportunities to learners
uraging learners to ask questions

ent form about using differentiated, developmentally appropriate learning
nces
on plans/modified DLLs developed highlighting differentiation in content,
process, learning environment or others according to learners’ gender,
strengths, interests and experiences
uctional materials developed highlighting differentiation in content,
process, learning environment or others according to learners’ gender,
strengths, interests and experiences

ent form about using developmentally sequenced teaching and learning
on plans/modified DLLs highlighting developmentally sequenced

on that meet curriculum goals and varied teaching contexts
uctional materials used to implement developmentally sequenced
g and learning process to meet curriculum requirements and varied
g contexts
onal notes of teachers on LACs/FGDs/meetings with proof of attendance

tes of LAC/FGD sessions on use of teacher and learner feedback to
eaching practice with proof of attendance
ent form about using appropriate teaching and learning resources,
g ICT
es:
ty sheets/task sheetsw/ ork sheets
rPoint presentations
clips
e
Strategic Intervention Materials
on plans/modified DLLs with appropriate instructional materials

ed

ent form about using diagnostic, formative and summative assessment
es
ared lesson plans/modified DLLs highlighting appropriate use of
e assessment strategies
loped diagnostic tests: (a) with TOS reviewed by superior; (b) with
accomplished questionnaire/answer sheets
loped summative tests: (a) with TOS reviewed by superior; (b) with
accomplished questionnaire/answer sheets
loped performance tasks: (a) with rubrics reviewed by superior; (b) with
accomplished rubrics
pilation of a learner’s written work with summary of results and with

e of parents
ative/summative assessment tools with TOS and frequency of errors with
d least mastered skills
s records/grading sheets
on plans/modified DLLs showing index of mastery
ast 3 samples of corrected test papers of the same 3 learners in the same
area with parents’ or guardians’ signature and date of receipt
tes of PTA meetings or Parent-Teacher conferences in all quarters with
parent’s/guardian’s attendance
ort cards with parent’s or guardian’s signature in all quarters supported by
of meeting
munication with parents/guardians using various modalities
dotal record showing entries per quarter
r documents showing learner needs, progress and achievement
ed to other stakeholders
ficate of Recognition or Participation
ficate of Training
ficate of Speakership
mittee involvement
sorship of Co-curricular activities
or Journal Authorship/Co- authorship/Contributorship
dinatorship/Chairpersonship
hing and mentoring learners in competitions
oring pre-service/in-service teachers
ers (Please specify and provide annotations)
Performance Indicators
QET Outstanding (5) Very Satisfactory (3
Satisfactory (4)
Objectives Means of Verification (MOV)
1. Applied knowledge 1. Classroom observation tool (COT) Quality Showed Showed Showed
of content within and rating sheet and/or inter-observer knowledge of knowledge of knowledge of
across curriculum agreement form about knowledge of content and its content and its content and its
teaching areas. content within and across curriculum integration within integration within integration with
teaching areas and across and across and across
2. Lesson plans/modified DLLs subject areas as subject areas as subject areas a
developed highlighting integration of shown in MOV 1 shown in MOV 1 shown in MOV
content knowledge within and across with a rating of 7 with a rating of 6 with a rating of
subject areas
3. Instructional materials highlighting
mastery of content and its integration Efficiency Submitted at least Submitted 3 Submitted 2
in other subject areas 4 lessons lessons using lessons using
4. Performance tasks/test material(s) using MOV 1 and MOV 1 and MOV 1 and
highlighting integration of content supported by any supported by any supported by a
knowledge within and across subject 1 of the other 1 of the other 1 of the other
areas given MOV given MOV given MOV
5. Others (Please specifyand provide
annotations)
Timeliness
Satisfactory (4)
2. Used a range of 1. Classroom observation tool (COT) Quality Facilitated using Facilitated using Facilitated usin
teaching strategies rating sheet and/or inter-observer different teaching different teaching different teachin
that enhance learner agreement form about teaching strategies that strategies that strategies that
achievement in literacy strategies that enhance learner promote reading, promote reading, promote readin
and numeracy skills. achievement in literacy and numeracy writing and/or writing and/or writing and/or
skills numeracy skills as numeracy skills as numeracy skills
2. Lesson plans/modified DLLs used shown in MOV 1 shown in MOV 1 shown in MOV
in teaching highlighting learner- with a rating of 7 with a rating of 6 with a rating of
centered strategies that promote
literacy and/or numeracy skills
learner-centered strategies that Efficiency Submitted at least Submitted 3 Submitted 2
promote literacy and/or numeracy 4 learner- learner- centered learner- centere
skills centered lessons lessons as lessons as
4. Performance tasks/test material(s) as evidently evidently shown in evidently shown
used in teaching shown in MOV 1 MOV 1 and MOV 1 and
5. Results of assessment used in and supported by supported by any supported by a
teaching any 1 of the other 1 of the other 1 of the other
6. Others (Please specify and MOV given MOV given MOV given
provide annotations)
Timeliness
Satisfactory (4)
3. Applied a range of 1. Classroom observation tool (COT) Quality Used different Used different Used different
teaching strategies to rating sheet and/or inter-observer teaching teaching teaching
develop critical and agreement form about teaching strategies that strategies that strategies that
creative thinking,as strategies to develop critical and develop critical develop critical develop critical
well as other creative thinking, as well as other and creative and creative and creative
higher-order thinking higher-order thinking skills thinking and/or thinking and/or thinking and/or
skills. 2. Lesson plans/modified DLLs used other HOTS as other HOTS as other HOTS as
in teaching highlighting different shown in MOV 1 shown in MOV 1 shown in MOV
teaching strategies that develop with a rating of 7 with a rating of 6 with a rating of
critical and creative thinking and/or
other HOTS
Efficiency Submitted at least Submitted 3 Submitted 2
4 lessons as lessons as lessons as
different teaching strategies that
evidenced by evidenced by evidenced by
develop critical and creative thinking
MOV 1 and MOV 1 and MOV 1 and
and/or other HOTS
supported by any supported by any supported by a
4. Performance tasks/test material(s)
1 of the other 1 of the other 1 of the other
used in demonstration teaching
given MOV given MOV given MOV
5. Results of assessment used in
teaching
6. Others (Please specify and
Timeliness
Satisfactory (4)
4. Managed classroom 1. Classroom observation tool (COT) Quality Used classroom Used classroom Used classroom
structure to engage rating sheet and/or inter-observer management management management
learners, individually or agreement form about managing strategies that strategies that strategies that
in groups, in classroom structure that engages engage learners engage learners engage learner
meaningful learners in various activities in activities/tasks in activities/tasks in activities/task
exploration, discovery 2. Lesson plans/modified DLLs as shown in MOV as shown in MOV as shown in MO
and hands-on activities highlighting various classroom 1 with a rating of 7 1 with a rating of 6 1 with a rating o
within a range of management strategies that engage
physical learning learners in activities/tasks in different
environm physical learning environments
ents. 3. Others (Please specify and
environm physical learning environments
ents. 3. Others (Please specify and
provide annotations) Efficiency Submitted at least Submitted 3 Submitted 2
4 lessons lessons supported lessons suppor
supported by by MOV 1 and by MOV 1 and
MOV 1 and any 1 any 1 of the other any 1 of the oth
of the other acceptable MOV acceptable MO
acceptable MOV
Timeliness
Satisfactory (4)
5. Managed learner Classroom observation tool (COT) Quality Applied teacher Applied teacher Applied teache
behavior constructively rating sheet and/or inter-observer management management management
by applying positive agreement form about teacher strategies of strategies of strategies of
and non-violent management of learner behavior using learner behavior learner behavior learner behavio
discipline to ensure the following strategies: that promote that promote that promote
learning-focused 1. Providing motivation positive and non- positive and non- positive and no
environments. 2. Praising the learners/Giving violent discipline violent discipline violent disciplin
positive feedback as shown in MOV as shown in MOV as shown in MO
3. Setting house rules/guidelines submitted with a submitted with a submitted with
4. Ensuring learners’ active rating of 7 rating of 6 rating of 5
participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to Efficiency Submitted at least Submitted at least Submitted at le
learners 4 of the given 4 of the given 4 of the given
7. Encouraging learners to ask strategies as strategies as strategies as
questions observed in at observed in 3 observed in 2
8. Others (Please specify and least 4 lessons lessons lessons
Timeliness
Satisfactory (4)
6. Used differentiated, 1. Classroom observation tool (COT) Quality Applied Applied Applied
developmentally rating sheet and/or inter-observer differentiated differentiated differentiated
appropriate learning agreement form about using teaching teaching teaching
experiences to differentiated, developmentally strategies to strategies to strategies to
address learners’ appropriate learning experiences address learner address learner address learne
gender, needs, 2. Lesson plans/modified DLLs diversity as shown diversity as shown diversity as sho
strengths, interests developed highlighting differentiation in MOV 1 with a in MOV 1 with a in MOV 1 with a
and experiences. in content, product, process, learning rating of 7 rating of 6 rating of 5
environment or others according to
learners’ gender, needs, strengths,
interests and experiences Efficiency Submitted at least Submitted 3 Submitted 2
3. Instructional materials developed 4 differentiated differentiated differentiated
highlighting differentiation in content, teaching teaching teaching
product, process, learning strategies in at strategies in at strategies in 2
environment or others according to least 2 lessons as least 2 lessons as lessons as
learners’ gender, needs, strengths, evidenced by evidenced by evidenced by
interests and experiences MOV 1 and MOV 1 and MOV 1 and
4. Others (Please specify and supported by any supported by any supported by a
provide annotations) 1 of the other 1 of the other 1 of the other
acceptable MOV acceptable MOV acceptable MO
Timeliness
Satisfactory (4)
7. Planned, managed 1. Classroom observation tool (COT) Quality Planned and Planned and Planned and
and implemented rating sheet and/or inter-observer implemented implemented implemented
developmentally agreement form about using developmentally developmentally developmental-
sequenced teaching developmentally sequenced teaching sequenced sequenced sequenced
and learning and learning process teaching and teaching and teaching and
processes to meet 2. Lesson plans/modified DLLs learning process learning process learning proces
curriculum highlighting developmentally as shown in MOV as shown in MOV as shown in MO
requirements and sequenced instruction that meet 1 with a rating of 7 1 with a rating of 6 1 with a rating o
varied teaching curriculum goalsand varied teaching
contexts. contexts
3. Instructional materials used to Efficiency Submitted at least Submitted 3 Submitted 2
implement developmentally 4 developmental- developmental- ly developmental-
sequenced teaching and learning ly sequenced sequenced sequenced
process to meet curriculum teaching and teaching and teaching and
requirements and varied teaching learning process learning process learning proces
contexts. as evidently as evidently as evidently
4. Others (Please specify and shown in MOV 1 shown in MOV 1 shown in MOV
provide annotations) and supported by and supported by and supported
any 1 of the other any 1 of the other any 1 of the oth
given MOV given MOV given MOV
Timeliness
Satisfactory (4)
8. Participated in 1. Personal notes of teachers on Quality Consistently Frequently Occasionally
collegial discussions LACs/FGDs/meetings with proof of participated in participated in participated in
that use teacher and attendance LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
learner feedback to 2. Minutes of LAC/FGD sessions on meetings to meetings to meetings to
enrich teaching use of teacher and learner feedback to discuss discuss discuss
practice. enrich teaching practice with proof of teacher/learner teacher/learner teacher/learner
attendance feedback to enrich feedback to enrich feedback to enr
3. Others (Please specify and instruction as instruction as instruction as
provide annotations) shown in the MOV shown in the MOV shown in the M
submitted submitted submitted
Efficiency Participated in at Participated in 3 Participated in

least 4 LACs/FGDs/ LACs/FGDs/
LACs/FGDs/ meetings as meetings as
meetings as evidently shown in evidently shown
evidently shown in any 1 of the given any 1 of the giv
any 1 of the given MOV MOV
MOV
Timeliness
Satisfactory (4)
9. Selected, 1. Classroom observation tool (COT) Quality Developed and Developed and Developed and
developed, organized rating sheet and/or inter-observer used varied used varied used varied
and used appropriate agreement form about using teaching and teaching and teaching and
teaching and learning appropriate teaching and learning learning learning learning
resources, including resources, including ICT resources, resources, resources,
ICT, to address Examples: including ICT, to including ICT, to including ICT, to
learning goals.  Activity sheets/task sheets/work address learning address learning address learnin
sheets goals as shown in goals as shown in goals as shown
 PowerPoint presentations MOV 1 with a MOV 1 with a MOV 1 with a
 Video clips rating of 7 rating of 6 rating of 5
 Module
 SIMs-Strategic Intervention
Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended
 PowerPoint presentations
 Video clips
 Module
Efficiency Submitted at least Submitted 3 Submitted 2
 SIMs-Strategic Intervention
4 varied teaching varied teaching varied teaching
Materials
and learning and learning and learning
 Others
resources, resources, resources,
2. Lesson plans/modified DLLs with including ICT, as including ICT, as including ICT, a
appropriate instructional materials evidently shown in evidently shown in evidently shown
appended MOV 1 and MOV 1 and MOV 1 and
3. Others (Please specify and supported by any supported by any supported by a
provide annotations) 1 of the 1 of the 1 of the
acceptable MOV acceptable MOV acceptable MO
Timeliness
Satisfactory (4)
10. Designed, 1. Classroom observation tool (COT) Quality Designed, Designed, Designed,
selected, organized rating sheet and/or inter-observer selected, selected, selected,
and used diagnostic, agreement form about using organized and organized and organized and
formative and diagnostic, formative and summative used diagnostic, used diagnostic, used diagnostic
summative assessment strategies formative and formative and formative and
assessment strategies 2. Prepared lesson plans/modified summative summative summative
consistent with DLLs highlighting appropriate use of assessment assessment assessment
curriculum formative assessment strategies strategies strategies strategies
requirements. 3. Developed diagnostic tests: consistent with consistent with consistent with
(a) with TOS reviewed by superior; (b) curriculum curriculum curriculum
with sample accomplished requirements as requirements as requirements a
questionnaire/answer sheets shown in MOV 1 shown in MOV 1 shown in MOV
4. Developed summative tests: with a rating of 7 with a rating of 6 with a rating of
(a) with TOS reviewed by superior; (b)
with sample accomplished
questionnaire/answer sheets Efficiency Submitted at least Submitted 3 Submitted 2
5. Developed performance tasks: 4 varied varied varied
(a) with rubrics reviewed by superior; assessment tools assessment tools assessment too
(b) with sample accomplished rubrics as evidently as evidently as evidently
6. Others (Please specify and shown in any 1 of shown in any 1 of shown in any 1
provide annotations) the acceptable the acceptable the acceptable
MOV MOV MOV
Timeliness
Satisfactory (4)
11. Monitored and 1. Compilation of a learner’s written Quality Consistently Frequently Occasionally
evaluated learner work with summary of results and with monitored and monitored and monitored and
progress and signature of parents evaluated learner evaluated learner evaluated learn
achievement using 2. Formative/summative assessment progress and progress and progress and
learner attainment tools with TOS and frequency of errors achievement achievement achievement
data. with identified least mastered skills using learner using learner using learner
3. Class records/grading sheets attainment data as attainment data as attainment data
4. Lesson plans/modified DLLs shown in the MOV shown in the MOV shown in the M
showing index of mastery submitted submitted submitted
Efficiency Submitted a Submitted a Submitted a
combination of at combination of 3 combination of
least 4 of the of the acceptable of the acceptab
acceptable MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV

were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarte
Satisfactory (4)
12. Communicated 1. At least 3 samples of corrected test Quality Consistently Frequently Occasionally
promptly and clearly papers of the same 3 learners in the showed prompt showed prompt showed prompt
the learners’ needs, same learning area with parents’ or and clear and clear and clear
progress and guardians’ signature and date of communication of communication of communication
achievement to key receipt the learners’ the learners’ the learners’
stakeholders, including 2. Minutes of PTA meetings or needs, progress needs, progress needs, progres
parents/guardians. Parent-Teacher conferences in all and achievement and achievement and achieveme
quarters with proof of to key to key to key
parents’/guardians’ attendance stakeholders, stakeholders, stakeholders,
3. Report cards with parent’s or including parents/ including parents/ including paren
guardian’s signature in all quarters guardians as guardians as guardians as
supported by minutes of meeting shown in the MOV shown in the MOV shown in the M
4. Communication with parents/ submitted submitted submitted
guardians using various modalities
5. Anecdotal record showing entries
per quarter
6. Other documents showing Efficiency Submitted a Submitted a Submitted a
learners’ needs, progress and combination of at combination of 3 combination of
achievement submitted to other least 4 of the of the acceptable of the acceptab
stakeholders acceptable MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
across 4 quarters across 3 quarters across 2 quarte
Satisfactory (4)
13. Performed various 1. Certificate of Recognition or Quality Consistently Frequently Occasionally
related works/activities Participation performed various performed various performed vario
that contribute to the 2. Certificate of Training related related related
teaching-learning 3. Certificate of Speakership work/activities that work/activities that work/activities t
process. 4. Committee involvement contribute to the contribute to the contribute to th
5. Advisorship of Co-curricular teaching learning teaching learning teaching learnin
activities process as shown process as shown process as sho
6. Book or Journal Authorship/Co- in the MOV in the MOV in the MOV
authorship/Contributorship submitted submitted submitted
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners
in competitions Efficiency Submitted at least Submitted 3 Submitted 2
9. Mentoring pre-service/in- service 4 different kinds of different kinds of different kinds o
teachers acceptable MOV acceptable MOV acceptable MO
Timeliness
ance Indicators
Satisfactory (3) Unsatisfactory Poor (1)
(2)
Showed Showed No acceptable

knowledge of knowledge of evidence was
content and its content and its shown
integration within integration within
and across and across subject
subject areas as areas as shown in
shown in MOV 1 MOV 1 with a
with a rating of 5 rating of 4
Submitted 2 Submitted any 1 of No acceptable

lessons using the given MOV evidence was
MOV 1 and shown
supported by any
1 of the other
given MOV
ance Indicators
(2)
Facilitated using Facilitated using No acceptable

different teaching different teaching evidence was
strategies that strategies that shown
promote reading, promote reading,
writing and/or writing and/or
numeracy skills as numeracy skills as
shown in MOV 1 shown in MOV 1
with a rating of 5 with a rating of 4
Submitted 2 Submitted 1 No acceptable

learner- centered learner- centered evidence was
lessons as lesson as evidently shown
evidently shown in shown in any of the
MOV 1 and given MOV
supported by any
1 of the other
MOV given
ance Indicators
(2)
Used different Used different No acceptable

teaching teaching strategies evidence was
strategies that that develop critical shown
develop critical and creative
and creative thinking and/or
thinking and/or other HOTS as
other HOTS as shown in MOV 1
shown in MOV 1 with a rating of 4
with a rating of 5
Submitted 2 Submitted 1 lesson No acceptable

lessons as as evidenced by evidence was
evidenced by any 1 of the given shown
MOV 1 and MOV
supported by any
1 of the other
given MOV
ance Indicators
(2)
Used classroom Used classroom No acceptable

management management evidence was
strategies that strategies that shown
engage learners engage learners in
in activities/tasks activities/tasks as
as shown in MOV shown in MOV 1
1 with a rating of 5 with a rating of 4
Submitted 2 Submitted 1 lesson No acceptable
lessons supported supported by any evidence was
by MOV 1 and of the acceptable shown
any 1 of the other MOV
acceptable MOV
ance Indicators
(2)
Applied teacher Applied teacher No acceptable

management management evidence was
strategies of strategies of shown
learner behavior learner behavior
that promote that promote
positive and non- positive and non-
violent discipline violent discipline
as shown in MOV as shown in MOV
submitted with a submitted with a
rating of 5 rating of 4
Submitted at least Submitted any 1 of No acceptable

4 of the given the given evidence was
strategies as strategies as shown
observed in 2 observed in only 1
lessons lesson
ance Indicators
(2)
Applied Applied No acceptable
differentiated differentiated evidence
teaching teaching strategies shown
strategies to to address learner
address learner diversity as shown
diversity as shown in MOV 1 with a
in MOV 1 with a rating of 4
rating of 5
Submitted 2 Submitted any 1 No acceptable

differentiated differentiated evidence
teaching teaching strategy shown
strategies in 2 in only 1 lesson as No acceptable
lessons as evidently shown in evidence was
evidenced by any 1 of the shown
MOV 1 and acceptable MOV
supported by any
1 of the other
acceptable MOV
ance Indicators
(2)
Planned and Planned and No acceptable

implemented implemented evidence was
developmentally developmentall y shown
sequenced sequenced
teaching and teaching and
learning process learning process
as shown in MOV as shown in MOV
1 with a rating of 5 1 with a rating of 4

developmentally developmentally evidence was
sequenced sequenced shown
teaching and teaching and
learning process learning process
as evidently as evidently shown
shown in MOV 1 in any 1 of the
and supported by given MOV
any 1 of the other
given MOV
ance Indicators
(2)
Occasionally Rarely participated No acceptable

participated in in LAC/FGD/ evidence was
LACs/FGDs/ meeting to discuss shown
meetings to teacher/learner
discuss feedback to enrich
teacher/learner instruction as
feedback to enrich shown in the MOV
instruction as submitted
shown in the MOV
submitted
Participated in 2 Participated in 1 No acceptable

LACs/FGDs/ LAC/FGD/ evidence was
meetings as meeting as shown
evidently shown in evidently shown in
any 1 of the given any 1 of the given
MOV MOV
ance Indicators
(2)
Developed and Developed and No acceptable

used varied used varied evidence was
teaching and teaching and shown
learning learning resources,
resources, including ICT, to
including ICT, to address learning
address learning goals as shown in
goals as shown in MOV 1 with a
MOV 1 with a rating of 4
rating of 5
Submitted 2 Submitted any No acceptable
varied teaching teaching and evidence was
and learning learning resource, shown
resources, including ICT, as
including ICT, as evidently shown in
evidently shown in any of the
MOV 1 and acceptable MOV
supported by any
1 of the
acceptable MOV
ance Indicators
(2)
Designed, Designed, No acceptable

selected, selected, evidence was
organized and organized and shown
used diagnostic, used diagnostic,
formative and formative and
summative summative
assessment assessment
strategies strategies
consistent with consistent with
curriculum curriculum
requirements as requirements as
shown in MOV 1 shown in MOV 1
with a rating of 5 with a rating of 4

varied assessment tool as evidence was
assessment tools evidently shown in shown
as evidently any of the
shown in any 1 of acceptable MOV
the acceptable
MOV
ance Indicators
(2)
Occasionally Rarely monitored No acceptable
monitored and and evaluated evidence was
evaluated learner learner progress shown
progress and and achievement
achievement using learner
using learner attainment data as
attainment data as shown in the MOV
shown in the MOV submitted
submitted
Submitted a Submitted 1 No acceptable

combination of 2 acceptable MOV evidence was
of the acceptable shown
MOV
Submitted MOV Submitted MOV No acceptable

were distributed was completed in evidence was
across 2 quarters only 1 quarter shown
ance Indicators
(2)
Occasionally Rarely showed No acceptable

showed prompt prompt and clear evidence was
and clear communication of shown
communication of the learners’
the learners’ needs, progress
needs, progress and achievement
and achievement to key
to key stakeholders,
stakeholders, including parents/
including parents/ guardians as
guardians as shown in the MOV
shown in the MOV submitted
submitted
Submitted a Submitted any 1 of No acceptable

combination of 2 the given MOV evidence was
of the acceptable shown
MOV
Submitted MOV Submitted MOV No acceptable
were distributed was completed in evidence was
across 2 quarters only 1 quarter shown
ance Indicators
(2)
Occasionally Rarely performed No acceptable

performed various various related evidence was
related work/activities that shown
work/activities that contribute to the
contribute to the teaching learning
teaching learning process as shown
process as shown in the MOV
in the MOV submitted
submitted
Submitted 2 Submitted any 1 of No acceptable

different kinds of the acceptable evidence was
acceptable MOV MOV shown
Major Final Outputs (MFOs) Key Result Areas (KRAs) Objectives Means of Verif
1. Modeled effective applications of content 1. Classroom o
knowledge within and across curriculum inter-observer a
teaching areas. applications of c
curriculum teach
2. Lesson plans
teaching highlig
within and acros
3. Instructional
application of co
subject areas
4. Performance
Content Knowledge and demonstration t
Pedagogy knowledge with
5. Results of as
teaching highlig
6. Others (Plea
2. Collaborated with colleagues in the 1. Copy of the r

conduct and application of research to knowledge of co
enrich knowledge of content and pedagogy. 2. Proof of part
collaborative res
submitted, term
3. Certified com
enriching
4. Proof ofknowl
diss
colleagues
5. Proof of utiliz
6. Others (Plea
3. Developed and applied effective 1. Classroom o

teaching strategies to promote critical and inter-observer a
creative thinking, as well as other higher- teaching strateg
order thinking skills. teaching, as we
2. Lesson plans
teaching highlig
develop critical
3. Instructional m
strategies that d
and/or other HO
4. Performance
demonstration t
5. Results of as
teaching
6. Others (Plea
Learning Environment and 4. Worked with colleagues to model and 1. Classroom o
Diversity of Learners share effective techniques in the inter-observer a
management of classroom structure to techniques in th
engage learners, individually or in groups, 2. Lesson plans
in meaningful exploration, discovery and teaching highlig
hands-on activities managementstr
within a range of physical learning learners in activ

environments. environments
3. Minutes of L
classroom mana
4. Instructiona
teaching
5. Others (Plea
5. Exhibited effective and constructive Classroom obse

behavior management skills by inter-observer a
applyingpositive and non- violent discipline management of
to ensure learning- focused environments. strategies:
1. Providing mo
2. Praising the
3. Setting hous
4. Ensuring lea
5. Allowing lear
6. Giving equal
7. Encouraging
8. Others (Plea
6. Worked with colleagues to share 1. Minutes of L

differentiated, developmentally appropriate of strategies on
opportunities to address learners’ appropriate opp
differences in gender, needs, strengths, 2. Lesson plans
interests and experiences. differentiated an
opportunities to
3. Correspondin
differentiated an
opportunities to
4. Others (e.g.
the lessons/insi
sharing)
7. Developed and applied effective 1. Classroom o
strategies in the planning and management inter-observer a
of developmentally sequenced teaching strategies in imp
and learning processes to meet curriculum teaching and lea
requirements and varied teaching contexts. 2. Results of le
teaching
3. Lesson plans
teaching highlig
teaching-learnin
4. Instructional
developmentally
Curriculum and Planning process
5. Performance
demonstration t
6. Others (Plea
8. Reviewed with colleagues, teacher and 1. Implemented

learner feedback to plan, facilitate and 2. Minutes of L
enrich teaching practice. learner feedbac
attendance
3. Others (Plea
9. Advised and guided colleagues in the 1. Teaching and

selection, organization, development and colleagues and
use of appropriate teaching and learning goals
resources, including ICT, to address 2. Lesson plans
specific learning goals. alignment of the
indicated learnin
target learners
3. Others (Plea
10. Worked collaboratively with colleagues 1. Any proof of

to review the design, selection, based on its pur
organization and use of a range of effective summative)
diagnostic, formative and summative 2. Any proof of
assessment strategies consistent with the test with the
curriculum requirements. a lesson plan 2.
2.3.diagnostic te
3. Others (Plea
Assessment and Reporting

11. Interpreted collaboratively monitoring 1. Collaborative
and evaluation strategies of attainment obtained from 1
data to support learner progress and 2. Collaborative
achievement. quarterly exami
3. Collaborative
assessment
4. Others (Plea
Assessment and Reporting
12. Applied skills in the effective 1. Sample agre
communication of learner needs, progress parents and cor
and achievement to key stakeholders, 2. Record of dia
including parents/guardians. and correspond
3. Anecdotal re
learners and/or
improvement
4. Sample of le
corresponding e
5. Sample of ac
performance tas
improvement
6. Attendance s
conference
7. Signed repor
corresponding e
8. Corresponde
communication
etc.) and corres
9. Learners’ pe
10. Others (Plea
Plus Factor 13. Performed various related 1. Served as re

works/activities that contribute to the teachers
teaching-learning process. 2. Served as O
3. Represented
conferences
4. Observed cla
5. Assisted the
evaluation of cre
teachers
6. Certificate of
7. Certificate of
8. Certificate of
9. Committee in
10. Advisorship
11. Book or Jou
authorship/Cont
12. Coordinato
13. Coaching an
14. Mentoring p
15. Others (Plea
Means of Verification (MOV)
1. Classroom observation tool (COT) rating sheet and/or
inter-observer agreement form about 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 of content
knowledge within and across subject areas
5. Results of assessment used in demonstration
teaching highlighting mastery of lessons learned
6. Others (Please specify and provide annotations)
1. Copy of the research proposal focused on enriching

knowledge of content and pedagogy
2. Proof of participation and/or contribution to a
collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Certified completed collaborative research focused on
enriching
4. Proof ofknowledge of content
dissemination and pedagogy
of research findings with
colleagues
5. Proof of utilization of research findings

inter-observer agreement form about using effective
teaching strategies to promote critical and creative
teaching, as well as other higher-order thinking skills
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 demonstration
teaching
6. Others (Please specifyand provide annotations)
inter-observer agreement form about sharing effective
techniques in the management of classroom structure
teaching highlighting effective classroom
managementstrategies that engage
learners in activities/tasks in different physical learning

environments
3. Minutes of LAC highlighting the sharing on effective
classroom management techniques
4. Instructional materials used in demonstration
teaching
Classroom observation tool (COT) rating sheet and/or

inter-observer agreement form about effective teacher
management of learner behavior using the following
strategies:
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
1. Minutes of LAC session/s, highlighting one’s sharing

of strategies on differentiated and developmentally
appropriate opportunities to address learners’ differences
2. Lesson plans/modified DLLs highlighting 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)
inter-observer agreement form about using effective
strategies in implementing developmentally sequenced
teaching and learning process
2. Results of learners’ assessment during the actual
teaching
teaching highlighting developmentally sequenced
teaching-learning process
4. Instructional materials showing effective strategies in
developmentally sequenced teaching and learning
process
demonstration teaching
1. Implemented LAC/FGD Plan

2. Minutes of LAC/FGD sessions on use of teacher and
learner feedback to enrich teaching practice with proof of
attendance
1. Teaching and learning resources developed by

colleagues and critiqued on their alignment to learning
goals
2. Lesson plans by colleagues critiqued in terms of the
alignment of the teaching and learning resources to the
indicated learning goals and appropriateness to the
target learners
1. Any proof of collaborative review if the test is designed

based on its purpose (e.g. diagnostic, formative and
summative)
2. Any proof of collaborative review of the alignment of
the test with the curriculum 2.1.formative test attached to
a lesson plan 2.2.summative assessment with TOS
2.3.diagnostic test with its TOS
1. Collaborative interpretation of the index of mastery
obtained from 1 class
2. Collaborative interpretation of item analysis of
quarterly examinations
3. Collaborative interpretation of results of performance
assessment
1. Sample agreement for learners at risk signed by

parents and corresponding evidence of improvement
2. Record of dialogue and/or parent-teacher 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
1. Served as reliever of classes in the absence of

teachers
2. Served as OIC in the absence of the principal
3. Represented the principal in meetings and
conferences
4. Observed classes of Teachers -IIII
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
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
Performance Indicat
Objectives Means of Verification (MOV) QET Outstanding (5) Very
1. Modeled effective 1. Classroom observation tool (COT) Quality Modeled effective Satisfactory
Modeled
applications of content rating sheet and/or inter- observer applications of effective
knowledge within and agreement form about effective content applications of
across curriculum applications of content knowledge within knowledge within content
teaching areas. and across curriculum teaching areas and across knowledge
2. Lesson plans/modified DLLs used in curriculum within and
demonstration teaching highlighting teaching areas as across
integration of content knowledge within shown in MOV 1 curriculum
and across subject areas with a rating of 8 teaching areas
3. Instructional materials developed as shown in
highlighting effective application of MOV 1 with a
content knowledge within and across rating of 7
subject areas
4. Performance tasks/test material(s)
used in demonstration teaching Efficiency Submitted at least Submitted 3
highlighting integration of content 4 lessons as lessons as
knowledge within and across subject evidenced by evidenced by
areas MOV 1 and MOV 1 from
5. Results of assessment used in supported by any colleagues and
demonstration teaching highlighting 1 of the other supported by
mastery of lessons learned MOV given any 1 of the
6. Others (Please specify and provide other MOV
annotations) given
Timeliness
Performance Indicat
2. Collaborated with 1. Copy of the research proposal Quality Conducted, Satisfactory
Conducted and
colleagues in the conduct focused on enriching knowledge of completed and completed
and application of content and pedagogy disseminated action research
research to enrich 2. Proof of participation and/or action research with colleagues
knowledge of content contribution to a collaborative research with colleagues
and pedagogy. (e.g. e-mail, actual output submitted,
terms of reference, etc.) Efficiency Submitted at least Submitted any
3. Certified completed collaborative 4 of the given 3 of the
research focused on enriching MOV acceptable
knowledge of content and pedagogy MOV
4. Proof of dissemination of research
findings with colleagues
5. Proof of utilization of research
findings
6. Others (Please specify and provide
annotations)
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 Timeliness Presented the Completed the
5. Proof of utilization of research research report research report
findings within the rating within the rating
6. Others (Please specify and provide period period
annotations)
Performance Indicat
3. Developed and 1. Classroom observation tool (COT) Quality Demonstrated Satisfactory
Demonstrated
applied effective teaching rating sheet and/or inter- observer effective teaching effective
strategies to promote agreement form about using effective strategies to teaching
critical and creative teaching strategies to promote critical promote critical strategies to
thinking, as well as other and creative teaching, as well as other and creative promote critical
higher- order thinking higher-order thinking skilsl thinking, as well and creative
skills. 2. Lesson plans/modified DLLs used in as other higher- thinking, as well
demonstration teaching highlighting order thinking as other higher-
different teaching strategies that develop skills as shown in order thinking
critical and creative thinking and/or other MOV 1 with a skills as shown
HOTS rating of 8 in MOV 1 with a
3. Instructional materials highlighting rating of 7
different teaching strategies that develop
critical and creative thinking and/or other
HOTS
4. Performance tasks/test material(s) Efficiency Submitted 4 or Submitted 3
used in demonstration teaching more lessons as lessons as
5. Results of assessment used in the evidently shown in evidently
demonstration teaching MOV 1 and shown in MOV
6. Others (Please specify and provide supported by any 1 and
annotations) 1 of the other supported by
MOV given any 1 of the
other MOV
given
Timeliness
Performance Indicat
Satisfactory
4. Worked with 1. Classroom observation tool (COT) Quality Modeled and Modeled and
colleagues to model and rating sheet and/or inter- observer shared effective shared effective
share effective agreement form about sharing effective classroom classroom
techniques in the techniques in the management of management management
management of classroom structure strategies that strategies that
classroom structure to 2. Lesson plans/modified DLLs used in engage learners engage
engage learners, demonstration teaching highlighting in activities/ tasks learners in
individually or in groups, effective classroom management done in different activities/ tasks
in meaningful strategies that engage learners in physical learning done in
exploration, discovery activities/tasks in different physical environments as different
and hands-on activities learning environments shown in MOV 1 physical
within a range of physical 3. Minutes of LAC highlighting the with a rating of 8 learning
learning environments. sharing on effective classroom environments
management techniques as shown in
4. Instructional materials used in MOV 1 with a
demonstration teaching rating of 7
annotations)
Efficiency Submitted at least Submitted 3

4 lessons lessons
supported by supported by
MOV 1 and any 1 MOV 1 and any
of the other 1 of the other
acceptable MOV acceptable
MOV
Timeliness
Performance Indicat
Satisfactory
5. Exhibited effective and Classroom observation tool (COT) rating Quality Exhibited effective Exhibited
constructive behavior sheet and/or inter-observer agreement and constructive effective and
management skills by form about effective teacher behavior constructive
applying positive and management of learner behavior using management behavior
non- violent discipline to the following strategies: skills by applying management
ensure learning- focused 1. Providing motivation positive and non- skills by
environments. 2. Praising the learners/Giving positive violent discipline applying
feedback to ensure positive and
3. Setting house rules/guidelines learning- focused non-violent
4. Ensuring learners’ active participation environments discipline to
5. Allowing learners to express their shown in MOV 1 ensure
ideas/opinions with a rating of 8 learning-
6. Giving equal opportunities to learners focused
7. Encouraging learners to ask environments
questions shown in MOV
8. Others (Please specify and provide 1 with a rating
annotations) of 7
Efficiency Applied at least 7 Applied at least

of the given 7 of the given
strategies as strategies as
observed in at observed in 3
least 4 lessons lessons
Timeliness
Performance Indicat
6. Worked with 1. Minutes of LAC session/s, Quality Worked with Satisfactory
Worked with
colleagues to share highlighting one’s sharing of strategies colleagues at colleagues in
differentiated, on differentiated and developmentally- least in the the school level
developmentally appropriate opportunities to address district/cluster to share lesson
appropriate opportunities learners’ differences level to share
to address learners’ 2. Lesson plans/modified DLLs lesson
differences in gender, highlighting strategies on differentiated
needs, strengths, and developmentally-appropriate Efficiency Submitted at least Submitted at
interests and opportunities to address learners’ 1 lesson as least 1 lesson
experiences. differences evidently shown in as evidently
3. Corresponding instructional materials MOV 1 and shown in MOV
showing differentiated and supported by any 1 and
developmentally appropriate acceptable MOV supported by
opportunities to address learners’ any acceptable
differences MOV
4. Others (e.g. testimonial, write-up from
colleagues of the lessons/insights gained Timeliness
from the Master Teacher's sharing) Performance Indicat
Satisfactory
7. Developed and 1. Classroom observation tool (COT) Quality Developed and Developed and
applied effective rating sheet and/or inter-observer applied effective applied
strategies in the planning agreement form about using effective strategies effective
and management of strategies in implementing showing strategies
developmentally developmentally sequenced teaching developmentall y- showing
sequenced teaching and and learning process sequenced developmenta
learning processes to 2. Results of learners’ assessment teaching and lly- sequenced
meet curriculum during the actual teaching learning process teaching and
requirements and varied 3. Lesson plans/modified DLLs used in as shown in MOV learning
teaching contexts. demonstration teaching highlighting 1 with a rating of 8 process as
developmentally sequenced teaching- shown in MOV
learning process 1 with a rating
4. Instructional materials showing of 7
effective strategies in developmentally
sequenced teaching and learning
process Efficiency Submitted at least Submitted 2-3
5. Performance tasks/test material(s) 4 lessons as lessons as
used in demonstration teaching evidenced by evidenced by
6. Others (Please specify and provide MOV 1 and 2 and MOV 1 and 2
annotations) supported by any and supported
1 of the other by any 1 of the
acceptable MOV other
acceptable
MOV
Timeliness
Performance Indicat
8. Reviewed with 1. Implemented LAC/FGD Plan Quality Satisfactory
Consistently led Frequently led
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use collaborative collaborative
learner feedback to plan, of teacher and learner feedback to enrich reviews of teacher reviews of
facilitate and enrich teaching practice with proof of and learner teacher and
teaching practice. attendance feedback as learner
3. Others (Please specify and provide evidenced by the feedback as
annotations) MOV submitted evidenced by
the MOV
submitted
annotations)
Efficiency Submitted 4 Submitted 3

collaborative collaborative
reviews of teacher reviews of
and learner teacher and
feedback as learner
evidently shown in feedback as
MOV 1 and evidently
supported by any shown in MOV
1 of the 1 and
acceptable MOV supported by
any 1 of the
acceptable
MOV
Timeliness
Performance Indicat
9. Advised and guided 1. Teaching and learning resources Quality Consistently Satisfactory
Frequently
colleagues in the developed by colleagues and critiqued advised advised
selection, organization, on their alignment to learning goals colleagues in the colleagues in
development and use of 2. Lesson plans by colleagues critiqued selection, the selection,
appropriate teaching in terms of the alignment of the teaching organization, organization,
and learning resources, and learning resources to the indicated development and development
including ICT, to address learning goals and appropriateness to appropriate use of and appropriate
specific learning goals. the target learners teaching and use of teaching
3. Others (Please specify and provide learning and learning
annotations) resources as resources as
shown in the MOV shown in the
submitted MOV
submitted

4 teaching and teaching and
learning learning
resources as resources as
evidenced by at evidenced by at
least 1 of the least 1 of the
acceptable MOV acceptable
MOV
Timeliness
Performance Indicat
Satisfactory
10. Worked 1. Any proof of collaborative review if the Quality Consistently Frequently
collaboratively with test is designed based on its purpose reviewed reviewed
colleagues to review the (e.g. diagnostic, formative and collaboratively collaboratively
design, selection, summative) assessment tools assessment
organization and use of a 2. Any proof of collaborative review of with colleagues as tools with
range of effective the alignment of the test with the shown in the MOV colleagues as
diagnostic, formative and curriculum submitted shown in the
summative assessment 2.1.formative test attached to a lesson MOV
strategies consistent with plan submitted
curriculum requirements. 2.2.summative assessment with TOS
2.3.diagnostic test with its TOS
4 assessment assessment
annotations)
tools as evidently tools as
shown in any of evidently
the acceptable shown in any of
MOV the acceptable
MOV
Timeliness
Performance Indicat
11. Interpreted 1. Collaborative interpretation of the Quality Consistently Satisfactory
Frequently
collaboratively monitoring index of mastery obtained from 1 class collaborated with collaborated
and evaluation strategies 2. Collaborative interpretation of item colleagues in the with colleagues
of attainment data to analysis of quarterly examinations interpretation of in the
support learner progress 3. Collaborative interpretation of results assessment data interpretation of
and achievement. of performance assessment as shown in the assessment
4. Others (Please specify and provide MOV submitted data as shown
annotations) in the MOV
submitted
Efficiency Submitted at least Submitted at

2 different types of least 3 of the
MOV same kind of
MOV
Timeliness
Performance Indicat
Satisfactory
12. Applied skills in the 1. Sample agreement for learners at risk Quality Consistently Frequently
effective communication signed by parents and corresponding applied skills in applied skills in
of learner needs, evidence of improvement the effective the effective
progress and 2. Record of dialogue and/or parent- communication of communicatio n
achievement to key teacher conferences and corresponding learner needs and of learner
stakeholders, including evidence of improvement progress to needs and
parents/guardians. 3. Anecdotal record communicated to parents/ progress to
and signed by the learners and/or guardians as parents/
parents with corresponding evidence of shown in the MOV guardians as
improvement submitted shown in the
4. Sample of learners’ test results MOV
signed by parents and corresponding submitted
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
Performance Indicat
8. Correspondence Efficiency Satisfactory
Submitted at least Submitted any
notebook/letters/proof of communication 4 of the 3 MOV
using other modalities (e.g. e-mail, SMS, acceptable MOV
etc.) and corresponding evidence of
improvement
9. Learners’ performance record Others
(Please specify and provide annotations)
Timeliness
Performance Indicat
Satisfactory
13. Performed various 1. Served as reliever of classes in the Quality Consistently Frequently
related works/activities absence of teachers performed special performed
that contribute to the 2. Served as OIC in the absence of the tasks and/or special tasks
teaching-learning principal assignments as and/or
process. 3. Represented the principal in meetings shown in the MOV assignments as
and conferences submitted shown in the
4. Observed classes of Teachers -I III MOV 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
Performance Indicat
10. Advisorship of Co-curricular activities Efficiency Satisfactory
Submitted at least Submitted only
11. Book or Journal Authorship/Co- 4 different kinds of 3 different kinds
authorship/Contributorship acceptable MOV of acceptable
12. Coordinatorship/chairmanship MOV
13. Coaching and mentoring learners in
competitions
14. Mentoring pre-service/in-service
teachers
annotations)
Timeliness
Very Satisfactory (3) Unsatisfactory Poor (1)
Satisfactory
Modeled Modeled (2)
Modeled effective No
ffective effective applications of acceptable
pplications of applications of content evidence was
ontent content knowledge within shown
nowledge knowledge within and across
within and and across curriculum
cross curriculum teaching areas as
urriculum teaching areas shown in MOV 1
eaching areas as shown in with a rating of 5
s shown in MOV 1 with a
MOV 1 with a rating of 6
ating of 7
Submitted 3 Submitted 2 Submitted 1 No

essons as lessons as lesson as acceptable
videnced by evidenced by evidenced by evidence was
MOV 1 from MOV 1 from MOV 1 from shown
olleagues and colleagues and colleagues and
upported by supported by any supported by any
ny 1 of the 1 of the other 1 of the other
ther MOV MOV given MOV given
iven
Satisfactory
Conducted and Conducted (2)
Proposed action No
ompleted action research research with acceptable
ction research with colleagues colleagues evidence was
with colleagues shown
Submitted any Submitted any 2 Submitted any 1 No

of the MOV MOV acceptable
cceptable evidence was
MOV shown
Completed the Conducted the Proposed the No
esearch report research report research report acceptable
within the rating within the rating within the rating evidence was
eriod period period shown
Satisfactory Demonstrated Demonstrated
Demonstrated (2) No
ffective effective teaching effective teaching acceptable
eaching strategies to strategies to evidence was
trategies to promote critical promote critical shown
romote critical and creative and creative
nd creative thinking, as well thinking, as well
hinking, as well as other higher- as other higher-
s other higher- order thinking order thinking
rder thinking skills as shown in skills as shown in
kills as shown MOV 1 with a MOV 1 with a
n MOV 1 with a rating of 6 rating of 5
ating of 7

essons as lessons as lesson as acceptable
vidently evidently shown evidently shown evidence was
hown in MOV in MOV 1 and in MOV 1 and shown
and supported by any supported by any
upported by 1 of the other of the other MOV
ny 1 of the MOV given given
ther MOV
iven
Satisfactory (2)
Modeled and Modeled and Modeled and No
hared effective shared effective shared effective acceptable
lassroom classroom classroom evidence was
management management management shown
trategies that strategies that strategies that
ngage engage learners engage learners
earners in in activities/ tasks in activities/ tasks
ctivities/ tasks done in different done in different
one in physical learning physical learning
ifferent environments as environments as
hysical shown in MOV 1 shown in MOV 1
earning with a rating of 6 with a rating of 5
nvironments
s shown in
MOV 1 with a
ating of 7
Submitted 3 Submitted 2 Submitted any 1 No

essons lessons of the acceptable acceptable
upported by supported by MOV evidence was
MOV 1 and any MOV 1 and any shown
of the other 1 of the other
cceptable acceptable MOV
MOV
Satisfactory (2)
Exhibited Exhibited Exhibited No
ffective and effective and effective and acceptable
onstructive constructive constructive evidence
ehavior behavior behavior shown
management management management
kills by skills by applying skills by applying
pplying positive and non- positive and non-
ositive and violent discipline violent discipline
on-violent to ensure to ensure
iscipline to learning- focused learning- focused
nsure environments environments
earning- shown in MOV 1 shown in MOV 1
ocused with a rating of 6 with a rating of 5
nvironments
hown in MOV
with a rating
f7
Applied at least Applied at least 7 Applied any of the No

of the given of the given given strategies acceptable
trategies as strategies as as observed in evidence
bserved in 3 observed in 2 only 1 lesson shown
essons lessons
Satisfactory
Worked with Worked with (2)
Worked with No
olleagues in colleagues in the colleagues but no acceptable
he school level department or evidence of evidence
o share lesson grade level to sharing with shown
share lesson others
Submitted at Submitted at Submitted at least No

east 1 lesson least 1 lesson as 1 lesson, as acceptable
s evidently evidently shown evidenced by evidence
hown in MOV in MOV 1 and either MOV 2 or 3 shown
and supported by any but no evidence
upported by acceptable MOV of sharing with
ny acceptable others
MOV
Satisfactory (2)
Developed and Developed and Developed and No
pplied applied effective applied effective acceptable
ffective strategies strategies evidence was
trategies showing showing shown
howing developmenta developmentall y-
evelopmenta lly- sequenced sequenced
y- sequenced teaching and teaching and
eaching and learning process learning process
earning as shown in as shown in MOV
rocess as MOV 1 with a 1 with a rating of
hown in MOV rating of 6 5
with a rating
f7
Submitted 2-3 Submitted 1 Submitted 1 No

essons as lesson as lesson as acceptable
videnced by evidenced by evidenced by any evidence was
MOV 1 and 2 shown in MOV 1 1 of the shown
nd supported and/or acceptable MOV
y any 1 of the 2 and supported
ther by any 1 of the
cceptable other acceptable
MOV MOV
Satisfactory
Frequently led Occasionally led (2)
Rarely led No
ollaborative collaborative collaborative acceptable
eviews of reviews of reviews of evidence was
eacher and teacher and teacher and shown
earner learner feedback learner feedback
eedback as as evidenced by as evidenced by
videnced by the MOV the MOV
he MOV submitted submitted
ubmitted
ollaborative collaborative collaborative acceptable
eviews of reviews of review of teacher evidence was
eacher and teacher and and learner shown
earner learner feedback feedback as
eedback as as evidently evidently shown
vidently shown in MOV 1 in any of the
hown in MOV and supported by acceptable MOV
and any 1 of the
upported by acceptable MOV
ny 1 of the
cceptable
MOV
Satisfactory Occasionally
Frequently (2)
Rarely advised No
dvised advised colleagues in the acceptable
olleagues in colleagues in the selection, evidence was
he selection, selection, organization, shown
rganization, organization, development and
evelopment development and appropriate use of
nd appropriate appropriate use teaching and
se of teaching of teaching and learning
nd learning learning resources as
esources as resources as shown in the
hown in the shown in the MOV submitted
MOV MOV
ubmitted submitted

eaching and teaching and teaching and acceptable
earning learning learning resource evidence was
esources as resources as as evidenced by shown
videnced by at evidenced by at any of the
east 1 of the least 1 of the acceptable MOV
cceptable acceptable MOV
MOV
Satisfactory (2)
Frequently Occasionally Rarely reviewed No
eviewed reviewed collaboratively acceptable
ollaboratively collaborativel y assessment tools evidence was
ssessment assessment tools with colleagues shown
ools with with colleagues as shown in the
olleagues as as shown in the MOV submitted
hown in the MOV
MOV submitted
ubmitted

ssessment assessment tools assessment tool acceptable
ools as as evidently as evidently evidence was
vidently shown in any of shown in any of shown
hown in any of the acceptable the acceptable
he acceptable MOV MOV
MOV
Satisfactory Occasionally
Frequently (2)
Rarely No
ollaborated collaborated with collaborated with acceptable
with colleagues colleagues in the colleagues in the evidence was
n the interpretation of interpretation of shown
nterpretation of assessment data assessment data
ssessment as shown in the as shown in the
ata as shown MOV MOV submitted
n the MOV submitted
ubmitted
Submitted at Submitted at Submitted any 1 No

east 3 of the least 2 of the of the MOV acceptable
ame kind of same kind of evidence was
MOV MOV shown
Satisfactory (2)
Frequently Occasionally Rarely applied No
pplied skills in applied skills in skills in the acceptable
he effective the effective effective evidence was
ommunicatio n communicatio n communication of shown
f learner of learner needs learner needs
eeds and and progress to and progress to
rogress to parents/ parents/
arents/ guardians as guardians as
uardians as shown in the shown in the
hown in the MOV MOV submitted
MOV submitted
ubmitted
Satisfactory
Submitted any Submitted any 2 (2)
Submitted any 1 No
MOV MOV MOV acceptable
evidence was
shown
Satisfactory (2)
Frequently Occasionally Rarely performed No
erformed performed special tasks acceptable
pecial tasks special tasks and/or evidence was
nd/or and/or assignments as shown
ssignments as assignments as shown in the
hown in the shown in the MOV submitted
MOV submitted MOV submitted
Satisfactory
Submitted only Submitted only 2 (2)
Submitted any 1 No
different kinds different kinds of of the acceptable acceptable
f acceptable acceptable MOV MOV evidence was
MOV shown

RPMS Tool For Teacher I-III (Proficient Teachers) : Position and Competency Profile

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RPMS Tool For Teacher I-III (Proficient Teachers) : Position and Competency Profile

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RPMS Tool for Teacher I-III

. 2016; and DO 51, s. 2017)

integration within and across learning areas

bility and achievement

ssessment tools for the improvement of the teaching

keholders in the educative process

2. Used a range of teaching strategies 1. Classroom observation tool (C

3. Applied a range of teaching 1. Classroom observation tool (C

4. Managed classroom structure to 1. Classroom observation tool (C

Learning Environment and

6. Used differentiated, developmentally 1. Classroom observation tool (C

7. Planned, managed and 1. Classroom observation tool (C

8. Participated in collegial discussions 1. Personal notes of teachers on

10. Designed, selected, organized and 1. Classroom observation tool (C

11. Monitored and evaluated learner 1. Compilation of a learner’s wri

12. Communicated promptly and 1. At least 3 samples of correcte

sroom observation tool (COT) rating sheet and/or inter-observer

sroom observation tool (COT) rating sheet and/or inter-observer

sroom observation tool (COT) rating sheet and/or inter-observer

sroom observation tool (COT) rating sheet and/or inter-observer

sroom observation tool (COT) rating sheet and/or inter-observer

on plans/modified DLLs highlighting developmentally sequenced

onal notes of teachers on LACs/FGDs/meetings with proof of attendance

on plans/modified DLLs with appropriate instructional materials

sroom observation tool (COT) rating sheet and/or inter-observer

pilation of a learner’s written work with summary of results and with

Efficiency Participated in at Participated in 3 Participated in

Timeliness Submitted MOV Submitted MOV Submitted MOV

Showed Showed No acceptable

Submitted 2 Submitted any 1 of No acceptable

Facilitated using Facilitated using No acceptable

Submitted 2 Submitted 1 No acceptable

Used different Used different No acceptable

Submitted 2 Submitted 1 lesson No acceptable

Used classroom Used classroom No acceptable

Applied teacher Applied teacher No acceptable

Submitted at least Submitted any 1 of No acceptable

Submitted 2 Submitted any 1 No acceptable

Planned and Planned and No acceptable

Submitted 2 Submitted 1 No acceptable

Occasionally Rarely participated No acceptable

Participated in 2 Participated in 1 No acceptable

Developed and Developed and No acceptable

Designed, Designed, No acceptable

Submitted 2 Submitted 1 No acceptable

Submitted a Submitted 1 No acceptable

Submitted MOV Submitted MOV No acceptable

Occasionally Rarely showed No acceptable

Submitted a Submitted any 1 of No acceptable

Occasionally Rarely performed No acceptable

Submitted 2 Submitted any 1 of No acceptable

2. Collaborated with colleagues in the 1. Copy of the r

3. Developed and applied effective 1. Classroom o

within a range of physical learning learners in activ

5. Exhibited effective and constructive Classroom obse

6. Worked with colleagues to share 1. Minutes of L

8. Reviewed with colleagues, teacher and 1. Implemented

9. Advised and guided colleagues in the 1. Teaching and

10. Worked collaboratively with colleagues 1. Any proof of

Assessment and Reporting

Plus Factor 13. Performed various related 1. Served as re

1. Copy of the research proposal focused on enriching

1. Classroom observation tool (COT) rating sheet and/or