RPMS TOOL for MASTER TEACHER I-IV

(Highly Proficient Teachers)

Name of Employee: RONALD F. CUEVAS Position: Master Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-18, Step 1
District: SILAGO Effectivity Date: June 5, 2015

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

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
Education Bachelor of Elementary/Secondary Education or Bachelor's Bachelor of Secondary Education
degree plus 18 units in Education and 18 units for a Master's
degree in Education or its equivalent (MT-I), Bachelor of
Elementary/Secondary Education or Bachelor's degree plus 18
professional units in Education and 24 units for a Master's degree
in Education or its Equivalent (MT-II)

Experience 12 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 September 25, 2014

Trainings
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. Initiate programs and projects that can enhance the curriculum and its implementation.
7. Leads colleagues in the design, evaluation, interpretationand utilization of different types of assessment tools for the improvement of the teaching
and learning process.
8. Updates parents/guardians on learners 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.
 RPMS TOOL for MASTER TEACHER I-IV
(Highly Proficient Teachers)

Name of Employee: RONALD F. CUEVAS Position: Master Teacher I

School: HINGATUNGAN NATIONAL HIGH SCHOOL Salary Grade: SG-18, Step 1
District: SILAGO Effectivity Date: June 5, 2015

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

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

RFCUEVAS 2019 Page 1 of 1

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV

Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE

Position: Master Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)

1. CONTENT 1. Modeled effective Modeled effective Modeled effective Modeled effective Modeled effective No
applications of applications of applications of applications of applications of acceptable
KNOWLEDGE content content content content evidence
AND content knowledge
knowledge within knowledge within knowledge within knowledge within was shown
within and across
PEDAGOGY curriculum
and across and across and across and across

teaching areas.
Quality curriculum curriculum curriculum curriculum 5
teaching areas as teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5

May 2018
to April 7.5% Submitted at least Submitted 3 Submitted 2 Submitted 1 No
5 0.375
2019 4 leassons as leassons as leassons as leasson as acceptable
evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
Efficiency supported by any colleagues and colleagues and colleagues and 5
1 of the other supported by any supported by any supported by any
MOV given 1 of the other 1 of the other 1 of the other
MOV given MOV given MOV given

Timeliness

2. Collaborated with Conducted, Conducted and Conducted action Proposed action No

colleagues in the completed and completed action research with research with acceptable
disseminated research with colleagues colleagues evidence
conduct and Quality
action research colleagues was shown
5
application of with colleagues
research to enrich
knowledge of May 2018 Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No
content and to April 7.5% 4 of the given of the acceptable MOV MOV acceptable 5 0.375
pedagogy. 2019
Efficiency MOV MOV evidence 5
was shown

Presented the Completed the Conducted the Proposed the No

research report research report research report research report acceptable
Timeliness within the rating within the rating within the rating within the rating evidence 5
period period period period was shown

3. Developed and Demonstrated Demonstrated Demonstrated Demonstrated No

applied effective effective teaching effective teaching effective teaching effective teaching acceptable
strategies to strategies to strategies to strategies to evidence
teaching
promote critical promote critical promote critical promote critical was shown
strategies to and creative and creative and creative and creative
promote critical thinking, as well thinking, as well thinking, as well thinking, as well
and creative as other higher- as other higher- as other higher- as other higher-
thinking, as well
Quality
order thinking order thinking order thinking order thinking 5
as other higher- skills as shown in skills as shown in skills as shown in skills as shown in
order thinking MOV1 with a MOV1 with a MOV1 with a MOV1 with a
rating of 8 rating of 7 rating of 6 rating of 5
skills.
May 2018
to April 7.5% 5 0.375
2019
Submitted 4 or Submitted 3 Submitted 2 Submitted 1 No
more lessons as lessons as lessons as lesson as acceptable
evidently shown evidently shown evidently shown evidently shown evidence
in MOV 1 and in MOV 1 and in MOV 1 and in MOV 1 and was shown
Efficiency supported by any supported by any supported by any supported by any 5
1 of the other 1 of the other 1 of the other of the other MOV
MOV given MOV given MOV given given

Timeliness

2. LEARNING 4. Worked with Used classroom Used classroom Used classroom Used classroom No
colleagues to model management management management management acceptable
ENVIRONMEN strategies that strategies that strategies that strategies that evidence
and share effective
T AND techniques in the engage learners engage learners engage learners engage learners was shown
DIVERSITY OF management of in activities/ tasks in activities/ tasks in activities/ tasks in activities/ tasks
Quality as shown in MOV as shown in MOV as shown in MOV as shown in MOV 5
LEARNERS classroom sturcture
1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
to engaged 7 6 5 4
learners,
individually or in May 2018
groups, in to April 7.5% 5 0.375
meaningful Submitted at least Submitted 3 Submitted 2 Submitted 1 No
2019
exploration, 4 lessons lessons supported lessons supported lesson supported acceptable
discovery and supported by by MOV 1 and by MOV 1 and by any of the evidence
hands-on activities MOV 1 and any 1 any 1 of the other any 1 of the other acceptable MOV was shown
Efficiency of the other acceptable MOV acceptable MOV 5
within a range of
acceptable MOV
physical learning
environments.

Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV

Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE

Position: Master Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)

Page 1 of 4
2. LEARNING 5. Exhibited effective Exhibited effective Exhibited effective Exhibited effective Exhibited effective No
and constructive and constructive and constructive and constructive and constructive acceptable
ENVIRONMEN behavior behavior behavior behavior evidence
behavior
T AND management management management management was shown
management skills skills by applying skills by applying skills by applying skills by applying
DIVERSITY OF by applying positive and non- positive and non- positive and non- positive and non-
LEARNERS positive and non- violent discipline violent discipline violent discipline violent discipline
violent discipline to ensure to ensure to ensure to ensure
to ensure learning- learning-focused learning-focused learning-focused learning-focused
focused
Quality environments as environments as environments as environments as 5
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
environments. with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5

May 2018
to April 7.5% 5 0.375
2019

Applied at least 7 Applied at least 7 Applied at least 7 Applied any of the No

of the given of the given of the given given strategies acceptable
strategies as strategies as strategies as as observed in evidence
observed in at observed in at observed in at only 1 lesson was shown
Efficiency least 4 lessons least 3 lessons least 2 lessons 5

Timeliness

6. Worked with Worked with Worked with Worked with Worked with No
colleagues to colleagues at colleagues at colleagues in the colleagues but no acceptable
least in the least in the school department or evidence of evidence
share
district/cluster level to share grade level to sharing with shown
differentiated,
developmentally
Quality level to share lesson share lesson others 5
lesson
appropriate
opportunities to
address learner's
differences in May 2018 Submitted at least Submitted at least Submitted at least Submitted at least No
gender, needs, to April 7.5% 1 leasson as 1 leasson as 1 leasson as 1 leasson as acceptable 5 0.375
strengths, 2019 evidently shown evidently shown evidently shown evidenced by evidence
interests and in MOV 1 and in MOV 1 and in MOV 1 and either MOV 2 or 3 shown
supported by any supported by any supported by any but no evidence
experiences. Efficiency acceptable MOV 5
acceptable MOV acceptable MOV of sharing with
others

Timeliness

3. CURRICULUM 7. Developed and Developed and Developed and Developed and Developed and No
applied effective applied effective applied effective applied effective applied effective acceptable
AND strategies in the strategies in the strategies in the strategies in the evidence
strategies in the
PLANNING planning and planning and planning and planning and was shown
planning and management of management of management of management of
management of developmentally developmentally developmentally developmentally
developmentally sequenced sequenced sequenced sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and Quality learning learning learning learning 5
learning processes as processes as processes as processes as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
processes to meet with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
curriculum
requirements and
varied teaching
contexts. May 2018
to April 7.5% 5 0.375
2019 Submitted at least Submitted 2-3 Submitted 1 Submitted 1 No
4 lessons as lessons as lesson as lesson as acceptable
evidenced by evidenced by evidenced shown evidenced by any evidence
MOV 1 and 2 and MOV 1 and 2 and in MOV 1 and/or 2 1 of the was shown
supported by any supported by any and supported by acceptable MOV
1 of the other 1 of the other any 1 of the other
Efficiency acceptable MOV acceptable MOV acceptable MOV 5
 applied effective
strategies in the
planning and
management of
developmentally
sequenced
teaching and
learning
INDIVIDUAL PERFORMANCE
processes to meet COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV
curriculum
requirements and
Name of Employee: RONALD F. CUEVAS
varied teaching Name of Rater: EVELYN C. SALIENTE
contexts. May 2018
Position: Master Teacher I to April Position: Principal I
7.5% 5 0.375
District/School: HINGATUNGAN NATIONAL 2019 HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)

Timeliness

RFCUEVAS 2019 HINGATUNGAN NHS Page 2 of 4

3. CURRICULUM 8. Reviewed with Consistently led Frequently led Occasionally led Rarely led No
colleagues, collaborative collaborative collaborative collaborative acceptable
AND reviews of teacher reviews of teacher reviews of teacher reviews of teacher evidence
teacher and
PLANNING and learner and learner and learner and learner was shown
learner feedback feedback as feedback as feedback as feedback as
to plan, facilitate Quality evidenced by evidenced by evidenced by evidenced by 5
and enrich MOV submitted MOV submitted MOV submitted MOV submitted
teaching practice.

Submitted 4 Submitted 3 Submitted 2 Submitted 1 No

May 2018 collaborative collaborative collaborative collaborative acceptable
reviews of teacher reviews of teacher reviews of teacher review of teacher evidence
to April 7.5% and learner and learner and learner and learner was shown
5 0.375
2019 feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
Efficiency supported by any supported by any supported by any acceptable MOV 5
1 of the 1 of the 1 of the
acceptable MOV acceptable MOV acceptable MOV

Timeliness

9. Advised and Consistently Frequently Occasionally Rarely advised No

guided colleagues advised advised advised colleagues in the acceptable
colleagues in the colleagues in the colleagues in the selection, evidence
in the selection,
selection, selection, selection, organization, was shown
organization, organization, organization, organization, development and
development and development and development and development and use of appropriate
use of appropriate use of appropriate use of appropriate use of appropriate teaching and
teaching and teaching and teaching and teaching and learning
learning Quality learning learning learning resources as 5
resources, resources as resources as resources as shown in the
shown in the shown in the shown in the MOV submitted
including ICT, to MOV submitted MOV submitted MOV submitted
address specific
learning goals. May 2018
to April 7.5% 5 0.375
2019
Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 teaching and teaching and teaching and teaching and acceptable
learning learning learning learning resource evidence
resources as resources as resources as as evidenced by was shown
evidenced by at evidenced by at evidenced by at any of the
Efficiency
least 1 of the least 1 of the least 1 of the acceptable MOV 5
acceptable MOV acceptable MOV acceptable MOV

Timeliness

4. ASSESSMENT 10. Worked Consistently Frequently Occasionally Rarely reviewed No

collaboratively reviewed reviewed reviewed collaboratively acceptable
AND collaboratively collaboratively collaboratively assessment tools evidence
with colleagues to
REPORTING assessment tools assessment tools assessment tools with colleagues was shown
review the design, with colleagues with colleagues with colleagues shown in the
selection, Quality shown in the shown in the shown in the MOV submitted 5
organization and MOV submitted MOV submitted MOV submitted
use of a range of
effective
diagnostic,
formative and May 2018 Submitted at least Submitted 3 Submitted 2 Submitted 1 No
summative to April 7.5% 4 assessment assessment tools assessment tools assessment tool acceptable 5 0.375
assessment 2019 tools as evidently as evidently as evidently as evidently evidence
strategies shown in any of shown in any of shown in any of shown in any of was shown
consistent with the acceptable the acceptable the acceptable the acceptable
curriculum Efficiency MOV MOV MOV MOV 5
requirements.
4. 10. Worked
collaboratively
INDIVIDUAL PERFORMANCEwith colleagues to COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV
review the design,
Name of Employee: selection, F. CUEVAS
RONALD Name of Rater: EVELYN C. SALIENTE
organization and
Position: Master
use of Teacher
a range of I Position: Principal I
effective
District/School: HINGATUNGAN
diagnostic, NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May formative
2018 and
to April 2019
May 2018
summative to April 7.5% 5 0.375
assessment 2019
strategies TO BE FILLED OUT
consistent with TO BE FILLED OUT DURING PLANNING DURING EVALUATION
curriculum
requirements. PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)

Timeliness

Page 3 of 4
4. ASSESSMENT 11. Interpreted and Consistently Frequently Occasionally Rarely collaborate No
collaboratively collaborate with collaborate with collaborate with with colleagues in acceptable
AND colleagues in the colleagues in the colleagues in the the interpretation evidence
monitoring and
REPORTING interpretation of interpretation of interpretation of of assessment was shown
evaluation assessment data assessment data assessment data data as shown in
strategies of Quality as shown in the as shown in the as shown in the the MOV 5
attainment data to MOV submitted MOV submitted MOV submitted submitted
support learner May 2018
progress and to April 7.5% 5 0.375
achievement. 2019
Submitted at least Submitted at least Submitted at least Submitted any 1 No
2 different types 3 of the same 2 of the same of the MOV acceptable
Efficiency of MOV kind of MOV kind of MOV evidence
5
was shown

Timeliness

12. Applied skills in Consistently Frequently Occasionally Rarely applied No

the effective applied skills in applied skills in applied skills in skills in the acceptable
the effective the effective the effective effective evidence
communication of
communication of communication of communication of communication of was shown
learner needs, learner needs and learner needs and learner needs and learner needs and
progress and progress to progress to progress to progress to
achievement to Quality parents/ parents/ parents/ parents/ 5
key stakeholders, guardians as guardians as guardians as guardians as
including parents/ shown in the shown in the shown in the shown in the
guardians. May 2018 MOV submitted MOV MOV MOV
to April 7.5% 5 0.375
2019
Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No
3 of the MOV MOV MOV acceptable
acceptable MOV evidence
Efficiency was shown 5

Timeliness

5. PLUS FACTOR 13. Performed various Consistently Frequently Occasionally Rarely performed No
related performed special performed special performed special special tasks acceptable
tasks and/or tasks and/or tasks and/or and/or evidence
works/activities
assignments as assignments as assignments as assignments as was shown
that contribute to
the teaching-
Quality shown in the shown in the shown in the shown in the 5
MOV submitted MOV submitted MOV submitted MOV submitted
learning process
May 2018
to April 10.0% 5 0.500
2019 Submitted at least Submitted only 3 Submitted only 2 Submitted any 1 No
4 different kinds different kinds of different kinds of of the acceptable acceptable
Efficiency of acceptable
MOV
acceptable MOV acceptable MOV MOV evidence
was shown
5

Timeliness

RATING FOR OVERALL ACCOMPLISHMENTS 5.00

100%
DESCRIPTION O
LEGEND:
4.5 - 5.00 O
Ratee: Rater: 3.5 - 4.499 VS
2.5 - 3.499 S
1.5 - 2.499 US
RONALD F. CUEVAS EVELYN C. SALIENTE
Master Teacher I Principal I
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV

Name of Employee: RONALD F. CUEVAS Name of Rater: EVELYN C. SALIENTE

Position: Master Teacher I Position: Principal I
District/School: HINGATUNGAN NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019

TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)

Approving Authority:

School Head

Page 4 of 4
 RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
1. CONTENT 1. Modeled effective 1. Classroom observation tool (COT) rating sheet Modeled effective Modeled effective Modeled effective Modeled effective No
applications of and/or inter-observer agreement form about applications of applications of applications of applications of acceptable
KNOWLEDGE content knowledge content knowledge content knowledge content knowledge evidence
content knowledge effective applications of content knowledge within
AND within and across within and across within and across within and across was shown
within and across and across curriculum teaching areas curriculum curriculum curriculum curriculum
PEDAGOGY curriculum teaching teaching areas as teaching areas as teaching areas as teaching areas as
areas. 2. Lesson plans/modified DLLs used in demonstration shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
teaching highlighting integration of content Quality
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
knowledge within and across subject areas

3. Instructional materials developed highlighting

effective applications of content knowledge within
and across subject areas

4. Performance tasks/test materials highlighting Submitted at least Submitted 3 Submitted 2 Submitted 1 No

integration of content knowledge within and across 4 leassons as leassons as leassons as leasson as acceptable
evidenced by MOV evidenced by MOV evidenced by MOV evidenced by MOV evidence
subject areas
1 and supported by 1 from colleagues 1 from colleagues 1 from colleagues was shown
Efficiency any 1 of the other and supported by and supported by and supported by
5. Results of assessment used in demonstration
MOV given any 1 of the other any 1 of the other any 1 of the other
teaching highlighting mastery of lessons learned MOV given MOV given MOV given

6. Others (Please specify and provide annotations) Timeliness

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

3. Developed and 1. Classroom observation tool (COT) rating sheet Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective and/or inter-observer agreement form about effective teaching effective teaching effective teaching effective teaching acceptable
strategies to strategies to strategies to strategies to evidence
teaching strategies to effective teaching strategies to promote critical and
promote critical promote critical promote critical promote critical was shown
promote critical and creative teaching, as well as other higher-order and creative and creative and creative and creative
creative thinking, as thinking skills thinking, as well as thinking, as well as thinking, as well as thinking, as well as
well as other higher- Quality other higher-order other higher-order other higher-order other higher-order
order thinking skills. 2. Lesson plans/modified DLLs used in demonstration thinking skills as thinking skills as thinking skills as thinking skills as
teaching highlighting different teaching strategies shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
that develop critical and creative thinking and/or with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
other HOTS

3. Instructional materials highlighting different teaching Submitted 4 or Submitted 3 Submitted 2 Submitted 1 lesson No
strategies that develop critical and creative thniking, more lessons as lessons as lessons as as evidently shown acceptable
evidently shown in evidently shown in evidently shown in in MOV 1 and evidence
and/or other HOTS
MOV 1 and MOV 1 and MOV 1 and supported by any was shown
4. Performance tasks/test materials used in Efficiency supported by any 1 supported by any 1 supported by any 1 of the other MOV
of the other MOV of the other MOV of the other MOV given
demonstration teaching given given given
5. Results of assessment used in demonstration
teaching
6. Others (Please specify and provide annotations) Timeliness

2. LEARNING 4. Worked with 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
colleagues to model and/or inter-observer agreement form about sharing management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
and share effective effective techniques in the management of
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
techniques in the classroom structure activities/ tasks as activities/ tasks as activities/ tasks as activities/ tasks as
OF LEARNERS management of shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
classroom sturcture 2. Lesson plans/modified DLLs used in demonstration Quality with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
to engaged learners, teaching highlighting effective classroom
individually or in management strategies that engage learners in
groups, in meaningful activities/tasks in different physical learning
exploration, discovery environments
and hands-on
activities within a 3. Minutes of LAC highlighting the sharing on effective Submitted at least Submitted 3 Submitted 2 Submitted 1 lesson No
classroom management techniques 4 lessons lessons supported lessons supported supported by any acceptable
range of physical
supported by MOV by MOV 1 and any by MOV 1 and any of the acceptable evidence
learning Efficiency 1 and any 1 of the 1 of the other 1 of the other MOV was shown
environments. 4. Instructional materials used in demonstration other acceptable acceptable MOV acceptable MOV
teaching MOV

5. Others (Please specify and provide annotations)

Timeliness
 RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
2. LEARNING 5. Exhibited effective Classroom observation tool (COT) rating sheet Exhibited effective Exhibited effective Exhibited effective Exhibited effective No
and constructive and/or inter-observer agreement form about and constructive and constructive and constructive and constructive acceptable
ENVIRONMENT behavior behavior behavior behavior evidence
behavior effective teacher management of learner behavior
AND DIVERSITY management skills management skills management skills management skills was shown
management skills by using the following strategies: by applying by applying by applying by applying
OF LEARNERS applying positive and positive and non- positive and non- positive and non- positive and non-
non-violent discipline 1. Providing motivation violent discipline to violent discipline to violent discipline to violent discipline to
to ensure learning- Quality ensure learning- ensure learning- ensure learning- ensure learning-
focused 2. Praising the learners/Giving positive feedback focused focused focused focused
environments. environments as environments as environments as environments as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
3. Setting house rules/guidelines with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
4. Ensuring learner's active participation

5. Allowing learners to express their ideas/opinions Applied at least 7 Applied at least 7 Applied at least 7 Applied any of the No
of the given of the given of the given given strategies as acceptable
6. Giving equal opportunities to learners strategies as strategies as strategies as observed in only 1 evidence
Efficiency observed in at observed in at observed in at lesson was shown
least 4 lessons least 3 lessons least 2 lessons
7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

Timeliness

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

3. CURRICULUM 7. Developed and 1. Classroom observation tool (COT) rating sheet Developed and Developed and Developed and Developed and No
applied effective and/or inter-observer agreement form about applied effective applied effective applied effective applied effective acceptable
AND PLANNING strategies in the strategies in the strategies in the strategies in the evidence
strategies in the effective strategies in implementing developmentally
planning and planning and planning and planning and was shown
planning and sequenced teaching and learning process management of management of management of management of
management of developmentally developmentally developmentally developmentally
developmentally sequenced sequenced sequenced sequenced
sequenced teaching 2. Results of learners' assessment during the actual Quality teaching and teaching and teaching and teaching and
and learning learning processes learning processes learning processes learning processes
teaching as shown in MOV as shown in MOV as shown in MOV as shown in MOV
processes to meet
1 with a rating of 8 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5
curriculum 3. Lesson plans/modified DLLs used in demonstration
requirements and teaching highlighting developmentally sequenced
varied teaching teaching-learning process
contexts.
4. Instructional materials showing effective strategies Submitted at least Submitted 2-3 Submitted 1 lesson Submitted 1 lesson No
in developmentally sequenced teaching and 4 lessons as lessons as as evidenced as evidenced by acceptable
evidenced by MOV evidenced by MOV shown in MOV 1 any 1 of the evidence
learning process
1 and 2 and 1 and 2 and and/or 2 and acceptable MOV was shown
Efficiency supported by any 1 supported by any 1 supported by any 1
5. Performance tasks/test materials used in of the other of the other of the other
demonstration teaching acceptable MOV acceptable MOV acceptable MOV

6. Others (Please specify and provide annotations)

Timeliness

8. Reviewed with 1. Implemented LAC/FGD Plan Consistently led Frequently led Occasionally led Rarely led No
colleagues, teacher collaborative collaborative collaborative collaborative acceptable
reviews of teacher reviews of teacher reviews of teacher reviews of teacher evidence
and learner feedback
and learner and learner and learner and learner was shown
to plan, facilitate and 2. Minutes of LAC/FGD sessions on use of teacher feedback as feedback as feedback as feedback as
enrich teaching and learner feedback to enrich teaching practice Quality
evidenced by MOV evidenced by MOV evidenced by MOV evidenced by MOV
practice. with proof of attendance submitted submitted submitted submitted

3. Others (Please specify and provide annotations) Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of teacher reviews of teacher reviews of teacher review of teacher evidence
and learner and learner and learner and learner was shown
feedback as feedback as feedback as feedback as
Efficiency evidently shown in evidently shown in evidently shown in evidently shown in
MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV
 8. Reviewed with
colleagues, teacher
and learner feedback
to plan, facilitate and
enrich teaching
practice.

RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)

Timeliness

3. CURRICULUM 9. Advised and guided 1. Teaching and learning resources developed by Consistently Frequently advised Occasionally Rarely advised No
colleagues in the colleagues and critiqued on their alignment to advised colleagues colleagues in the advised colleagues colleagues in the acceptable
AND PLANNING in the selection, selection, in the selection, selection, evidence
selection, learning goals
organization, organization, organization, organization, was shown
organization, development and development and development and development and
development and use 2. Lesson plans by colleagues critiqued in terms of the use of appropriate use of appropriate use of appropriate use of appropriate
of appropriate alignment of the teaching and learning resources to teaching and teaching and teaching and teaching and
Quality
teaching and learning the indicated learning goals and appropriateness to learning resources learning resources learning resources learning resources
resources, including the target lerners. as shown in the as shown in the as shown in the as shown in the
ICT, to address MOV submitted MOV submitted MOV submitted MOV submitted
specific learning 3. Others (Please specify and provide annotations)
goals.

Submitted at least Submitted 3 Submitted 2 Submitted 1 No

4 teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
Efficiency as evidenced by at as evidenced by at as evidenced by at as evidenced by was shown
least 1 of the least 1 of the least 1 of the any of the
acceptable MOV acceptable MOV acceptable MOV acceptable MOV

Timeliness

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

Timeliness

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

Timeliness

12. Applied skills in the 1. Sample agreement for learners at risk signed by Consistently Frequently applied Occasionally Rarely applied No
effective parents and corresponding evidence of applied skills in the skills in the applied skills in the skills in the acceptable
effective effective effective effective evidence
communication of improvement
communication of communication of communication of communication of was shown
learner needs, learner needs and learner needs and learner needs and learner needs and
progress and 2. Record of dialogue and/or parent-teacher
progress to progress to progress to progress to
achievement to key conferences and corresponding evidence of Quality parents/ guardians parents/ guardians parents/ guardians parents/ guardians
stakeholders, improvement as shown in the as shown in the as shown in the as shown in the
including parents/ MOV submitted MOV MOV MOV
3. Anecdotal record communicated to and signed by
guardians.
the learners and/or parents with corresponding
evidence of improvement

4. Sample of learners' test results signed by parents Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No
and corresponding evidence of improvement 3 of the acceptable MOV MOV MOV acceptable
Efficiency MOV evidence
5. Sample of accomplished rubrics given for was shown
performance task and corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-
teacherconference Timeliness

7. Signed report cards of students at risk with

corresponding evidence of improvement
 learner needs,
progress and
achievement to key
stakeholders,
including parents/
guardians.

RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
8. Correspondence notebook/letters/proof of
communication using other modalities ( e.g., email,
SMS, etc.) and corresponding evidence of
improvement
9. Learners' performance record

10 Others (Please specify and provide annotations)

.
5. PLUS FACTOR 13. Performed various 1. Served as reliever of classes in the absence of Consistently Frequently Occasionally Rarely performed No
related teachers performed special performed special performed special special tasks acceptable
tasks and/or tasks and/or tasks and/or and/or evidence
works/activities that
2. Served as OIC in the absence of the principal assignments as assignments as assignments as assignments as was shown
contribute to the Quality
shown in the MOV shown in the MOV shown in the MOV shown in the MOV
teaching-learning submitted submitted submitted submitted
3. Represented the principal in meetings and
process
conferences
4. Observed classes of Teachers I-III Submitted at least Submitted only 3 Submitted only 2 Submitted any 1 of No
4 different kinds of different kinds of different kinds of the acceptable acceptable
5. Assisted the school selection committee in the acceptable MOV acceptable MOV acceptable MOV MOV evidence
Efficiency was shown
evaluation of credentials when hiring or promoting
teachers

6. Certificate of Recognition or Participation Timeliness

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
.
15 Others (Please specify and provide annotations)
.
 RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
1. CONTENT 1. Modeled effective 1. Classroom observation tool (COT) rating
KNOWLEDGE applications of sheet and/or inter-observer agreement
content knowledge form about effective applications of content
AND
within and across knowledge within and across curriculum
PEDAGOGY curriculum teaching teaching areas
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 applications of content
knowledge within and across subject areas

4. Performance tasks/test materials

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)

2. Collaborated with 1. Copy of the research proposal focused on

colleagues in the enriching knowledge of content and
conduct and pedagogy
application of
research to enrich 2. Proof of participation and/or contribution to
knowledge of content a collaborative research (e.g., email, actual
and pedagogy. output submitte, 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

6. Others (Please specify and provide

annotations)

3. Developed and 1. Classroom observation tool (COT) rating

applied effective sheet and/or inter-observer agreement
teaching strategies to form about effective teaching strategies to
promote critical and promote critical and creative teaching, as
creative thinking, as well as other higher-order thinking skills
well as other higher-
order thinking skills.
2. Lesson plans/modified DLLs used in
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 thniking, and/or other HOTS

4. Performance tasks/test materials used in

demonstration teaching

5. Results of assessment used in

demonstration teaching
 RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
6. Others (Please specify and provide
annotations)

2. LEARNING 4. Worked with 1. Classroom observation tool (COT) rating

ENVIRONMENT colleagues to model sheet and/or inter-observer agreement
and share effective form about sharing effective techniques in
AND DIVERSITY
techniques in the the management of classroom structure
OF LEARNERS management of
classroom sturcture
to engaged learners, 2. Lesson plans/modified DLLs used in
individually or in demonstration teaching highlighting
groups, in meaningful effective classroom management strategies
exploration, discovery that engage learners in activities/tasks in
and hands-on different physical learning environments
activities within a
range of physical
learning 3. Minutes of LAC highlighting the sharing on
environments. effective classroom management
techniques

4. Instructional materials used in

demonstration teaching

5. Others (Please specify and provide

annotations)

5. Exhibited effective Classroom observation tool (COT) rating

and constructive sheet and/or inter-observer agreement
behavior form about effective teacher management
management skills by of learner behavior using the following
applying positive and strategies:
non-violent discipline
to ensure learning- 1. Providing motivation
focused
environments.

2. Praising the learners/Giving positive

feedback

3. Setting house rules/guidelines

4. Ensuring learner's active participation

5. Allowing learners to express their

ideas/opinions

6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide

annotations)

6. Worked with 1. Minutes of LAC session/s, highlighting

colleagues to share one's sharing of strategies on differentiated
differentiated, and developmentally-appropriate
developmentally opportunities to address learners'
appropriate differences
opportunities to
address learner's 2. Lesson plans/modified DLLs highlighting on
differences in gender, differentiated and developmentally-
needs, strengths, appropriate opportunities to address
interests and learners' differences
experiences.
3. Corresponding instructional materials
showing differentiated and
developmentally-appropriate opportunities
to address learners' differences
 6. Worked with
colleagues to share
differentiated,
developmentally
appropriate
opportunities to
address learner's
RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)
differences in gender,
needs, strengths,
interests and
experiences.

OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
4. Others (e.g., testimonial, write-ups from
colleagues of the lessons/insights gained
from the Master Teacher's sharing)

3. CURRICULUM 7. Developed and 1. Classroom observation tool (COT) rating

AND PLANNING applied effective sheet and/or inter-observer agreement
strategies in the form about effective strategies in
planning and implementing developmentally sequenced
management of teaching and learning process
developmentally
sequenced teaching
and learning 2. Results of learners' assessment during the
processes to meet actual teaching
curriculum
requirements and
varied teaching 3. Lesson plans/modified DLLs used in
contexts. demonstration teaching highlighting
developmentally sequenced teaching-
learning process

4. Instructional materials showing effective

strategies in developmentally sequenced
teaching and learning process

5. Performance tasks/test materials used in

demonstration teaching

6. Others (Please specify and provide

annotations)

8. Reviewed with 1. Implemented LAC/FGD Plan

colleagues, teacher
and learner feedback
to plan, facilitate and
enrich teaching 2. Minutes of LAC/FGD sessions on use of
practice. teacher and learner feedback to enrich
teaching practice with proof of attendance

3. Others (Please specify and provide

annotations)

9. Advised and guided 1. Teaching and learning resources

colleagues in the developed by colleagues and critiqued on
selection, their alignment to learning goals
organization,
development and use
of appropriate 2. Lesson plans by colleagues critiqued in
teaching and learning terms of the alignment of the teaching and
resources, including learning resources to the indicated learning
ICT, to address goals and appropriateness to the target
specific learning lerners.
goals.
3. Others (Please specify and provide
annotations)

4. ASSESSMENT 10. Worked 1. Any proof of collaborative review if the test

AND collaboratively with is designed based on its purpose ( e.g.,
REPORTING colleagues to review diagnostic, formative and summative )
the design, selection,
organization and use
of a range of effective 2. Any proof of collaborative review of the
diagnostic, formative alignment of the test with the curriculum
and summative
assessment
strategies consistent 2.1 formative test attached to a lesson
with curriculum plan
requirements.

2.2 summative assessment with TOS

4. 10. Worked
collaboratively with
colleagues to review
the design, selection,
organization and use
of a range of effective
diagnostic, formative
and summative
RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)
assessment
strategies consistent
with curriculum
requirements.

OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
2.3 diagnostic test with TOS

3. Others (Please specify and provide

annotations)

4. ASSESSMENT 11. Interpreted and 1. Collaborative interpretation of the index of

AND collaboratively mastery obtained from 1 class
monitoring and
REPORTING
evaluation strategies 2. Collaborative interpretation of item analysis
of attainment data to of quarterly examinations
support learner
progress and
achievement. 3. Collaborative interpretation of results of
performance assessment

4. Others (Please specify and provide

annotations)

12. Applied skills in the 1. Sample agreement for learners at risk

effective signed by parents and corresponding
communication of evidence of improvement
learner needs,
progress and 2. Record of dialogue and/or parent-teacher
achievement to key conferences and corresponding evidence
stakeholders, of improvement
including parents/
3. Anecdotal record communicated to and
guardians.
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.,
email, SMS, etc.) and corresponding
evidence of improvement

9. Learners' performance record

10 Others (Please specify and provide

. annotations)

5. PLUS FACTOR 13. Performed various 1. Served as reliever of classes in the

related absence of teachers
works/activities that
contribute to the 2. Served as OIC in the absence of the
teaching-learning principal
process 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

.
 teaching-learning
process

RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)

OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
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
.
15 Others (Please specify and provide
. annotations)
 COMPETENCIES
CORE BEHAVIORAL COMPETENCIES
Self-Management
1 Sets personal goals and direction, needs and development.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account
personal goals and values congruent to that of the organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
5 Sets high quality, challenging, realistic goals for self and others.
Professionalism and Ethics
1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for
public officials and employee (RA 6713).
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems
and help others improve their effectiveness.
Result Focus
1 Achieves results with optimal use of time and resources most of the time.
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs.
3 Delivers error-free outputs most of the time by conforming to standard operating procedures
correctly and consistently. Able to produce very satisfactoy quality of work in terms of
usefulness/acceptability and completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
or more precise ways of meeting goals set.
5 Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at alower cost, more efficiently; or improving quality,
costumer satisfaction, morale, without setting any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
Teamwork
1 Willingly does his/her share of responsibility.
2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
organization.
5 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.
Service Orientation
1 Can explain and articulate organizational directions, issues and problems.
2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
5 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
and directions.
5 Develops and adopts service improvement programs through simplified procedures that will further
enhance service delivery.
Innovation
1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
productivity to create higher value and results.
3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
OVERALL
COMPETENCY
RATINGS
PETENCIES

4.67
4.67
 PART IV: DEVELOPMENT PLANS

STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEED

(Recommended Developmetal Intervention)

A. Functional Competencies

B. Core Behavioral Competencies

Feedback:

Ratee Rater Approving Authority

EVELOPMENT PLANS

RESOURCES NEEDED
 MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:

MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks

Quality

Efficiency

Timeliness

*Please see attached list of MOV

Ratee Ratee Approving Authority

 PERFORMANCE MONITORING AND COACHING FORM

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT IMPACT ON JOB/ ACTION PLAN

MONITORING AND COACHING FORM

SIGNATURE
(Rater/Ratee)
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
MASTER TEACHER I-IV

RATING SHEET

OBSERVER: DATE:

TEACHER OBSERVED:

SUBJECT & GRADE LEVEL TAUGHT:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.

THE TEACHER 4 5 6 7 8 NO
1. Applies knowledge of content within and across curricuum teaching areas

2. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups,
3. in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments

4. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment

Plans, manages and implements developmentally sequenced teaching and

5. learning processes to meet curriculum requirements and varied teaching
contexts
OTHER COMMENTS:

Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.

Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
 CLASSROOM OBSERVATION TOOL (COT) - RPMS
MASTER TEACHER I-IV
INTER-OBSERVER AGREEMENT FORM

OBSERVER 1: NAME OF THE TEACHER OBSERVED:

OBSERVER 2:

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:

DATE:

OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:

1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is not an average; it is a final rating based on reasoned
and consensual judgment.

3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.

Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING

1. Applies knowledge of content within and across curricuum teaching areas

2. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills

Manages classroom structure to engage learners, individually or in groups, in

3. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments

4. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environments

Plans, manages and implements developmentally sequenced teaching and

5. learning processes to meet curriculum requirements and varied teaching
contexts
OTHER COMMENTS:

Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3

Signature over Printed Name of the Teacher

 CLASSROOM OBSERVATION TOOL (COT) - RPMS

OBSERVATION NOTES FORM

OBSERVER: DATE:

TEACHER OBSERVED: TIME STARTED:

SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:

OBSERVATION: 1 □ 2 □ 3 □ 4 □

GENERAL OBSERVATIONS:

Signature over Printed Name of the Observer

 ANNOTATION

DESCRIPTION OF THE MOV

OBJECTIVES MEANS OF VERIFICATION PRESENTED
ANNOTATION

ANNOTATIONS