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RPMS Tool for Teacher I-III (Proficient Teachers), in the time of COVID-19, S.Y. 2020-2021, , POSITION AND COMPETENCY PROFILE, , PCP No. ______, , Revision Code: 00, , Department of Education, , Position Title, Parenthetical Title, Office Unit, Reports to, Position Supervised, , Teacher I - III, , Salary Grade, , Principal/School Heads, , Effectivity Date, Page/s, 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, Teacher III, Education For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or, Bachelor in Secondary Education, or its equivalent, For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with, appropriate major or Bachelor in Secondary Education, or its equivalent, Experience None required, 1 year relevant experience, 2 years relevant experience, Eligibility RA 1080, RA 1080, RA 1080, Trainings None required, 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/BLEPT Passer, Trainings In-service training, 1

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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, , 2

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KRA 1: Content Knowledge and Pedagogy, MEANS OF, VERIFICATION, , OBJECTIVE, 1. Applied, knowledge, of content, within and, across, curriculum, teaching, areas, , Classroom Observation, Tool (COT) rating sheet, or inter-observer, agreement form from, 1. an online observation, of online synchronous, teaching, 2. if option 1 is not, possible, an, observation of a video, lesson that is SLMbased or MELCaligned, 3. if options 1 and 2 are, not possible, an, observation of a, demonstration teaching, via LAC, , QET, , Outstanding, (5), Demonstrated, Level 7 in, Objective 1 as, shown in COT, rating, sheets/interobserver, agreement forms, , Quality, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Demonstrated, Demonstrated, Level 6 in, Level 5 in, Objective 1 as, Objective 1 as, shown in COT, shown in COT, rating, rating, sheets/intersheets/interobserver, observer, agreement, agreement, forms, forms, , Unsatisfactory, (2), Demonstrated, Level 4 in, Objective 1 as, shown in COT, rating, sheets/interobserver, agreement, forms, , Poor, (1), Demonstrated, Level 3 in, Objective 1 as, shown in COT, rating, sheets/interobserver, agreement forms, or, No acceptable, evidence was, shown, , Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii), calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating., Example:, Means of Verification, COT Rating Sheet 1, COT Rating Sheet 2, , COT, Rating, 6, 5, , RPMS 5-point, Scale Rating, 4, 3, , Average, 3.500, , RPMS Rating for, Quality, 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), 3.500-4.499, Satisfactory (3), 2.500-3.499, Unsatisfactory (2), 1.500-2.499, Poor (1), 1.000-1.499, , 3

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KRA 1: Content Knowledge and Pedagogy, MEANS OF, VERIFICATION, , OBJECTIVE, 2. Ensured, the positive, use of ICT to, facilitate the, teaching and, learning, process, , QET, , Any supplementary, material (in print/digital, format) made by the, ratee and used in the, lesson delivery that, highlights the positive use, of ICT to facilitate the, teaching and learning, process, •, •, •, , •, •, , •, , Activity sheet/s, One lesson from a selflearning module (SLM), Lesson plan (e.g., DLP,, DLL, WHLP, WLP,, WLL, Lesson, Exemplars, and the, likes), Video lesson, Audio lesson, Other learning materials, in print/digital format, (please specify and, provide annotations), , Quality, , Outstanding, (5), Ensured that the, ICT used, redefine and, transform, learning, experiences and, are documented, properly and, consistently, using any, referencing, style as shown in, the submitted, learning material, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Ensured that the Ensured that the, ICT used, ICT used modify, augment and, processes and, enrich learning, improve learning, experiences and experiences and, are, are documented, documented, properly and, properly and, consistently, consistently, using any, using any, referencing, referencing, style as shown, style as shown, in the submitted, in the submitted, learning material, learning material, , Unsatisfactory, (2), Ensured that, ICT are used, but do not, create a new, learning, experience, and/or are, documented, but not, consistent with, one, referencing, style as shown, in the submitted, learning, material, , Poor, (1), No acceptable, evidence was, shown, , *The following terms adapted Ruben Puentedura's SAMR Model (substitution, augmenting, modification, and redefining) in technology integration: (i) ICT used “redefine and transform” learning experiences, – The learning materials are able to create new kinds of learning experiences that were not possible before, e.g., using social networking sites to engage with other students from other corners of the globe;, (ii) ICT used “augment and enrich” learning experiences – The use of the tool provides value-added experience, e.g., using Google Jamboard that makes discussion interactive; (iii) ICT used “modify, processes and improve” learning experiences – Using ICT improves processes to increase productivity, e.g., using Google Docs for real time collaboration in group activities., , Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating., Example:, Means of Verification, MOV 1: Activity Sheet, MOV 2: One lesson from, a SLM, , RPMS 5-point, Scale Rating, 3, 4, , Average, , RPMS Rating for, Quality, , 3.500, , 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), , 3.500-4.499, , Satisfactory (3), Unsatisfactory (2), Poor (1), , 2.500-3.499, 1.500-2.499, 1.000-1.499, , 4

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KRA 1: Content Knowledge and Pedagogy, , OBJECTIVE, , MEANS OF VERIFICATION, , 3. Applied a, range of, teaching, strategies to, develop, critical and, creative, thinking, as, well as other, higher-order, thinking, skills, , Any supplementary, material (in print/digital, format) made by the ratee, and used in the lesson, delivery that highlights, teaching strategies to, develop critical and creative, thinking, as well as other, higher-order thinking skills, •, •, •, , •, •, , •, , Activity sheet/s, One lesson from a selflearning module (SLM), Lesson plan (e.g., DLP,, DLL, WHLP, WLP, WLL,, Lesson Exemplars, and, the likes), Video lesson, Audio lesson, Other learning materials in, print/digital format (please, specify and provide, annotations), , Outstanding, (5), , QET, , Quality, , Applied teaching, strategies that, challenge, learners to, draw, conclusions, and justify their, thinking or put, parts together, to promote, deeper, understanding of, ideas learned as, shown in the, submitted, learning material, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Applied, Applied, teaching, teaching, strategies that, strategies that, require, require, learners to, learners to, make, describe and, connections, explain ideas, using ideas, learned as, learned as, shown in the, shown in the, submitted, submitted, learning, learning, material, material, , Unsatisfactory, (2), Applied, teaching, strategies that, lead learners, along a single, path of inquiry, and/or to, simple recall, and rote, memorization, of concepts as, shown in the, submitted, learning, material, , Poor, (1), No acceptable, evidence was, shown, , *The following phrases are defined in terms of Lorin Anderson’s revised categories of the cognitive domain under the Bloom’s Taxonomy: “put parts together” refers to Creating (synthesizing, parts into something new to form a functional whole); “draw conclusions and justify their thinking” refers to Evaluating (making judgments about the value of ideas or materials); “make, connections using ideas learned” refers to Analyzing (determining how parts relate); “describe and explain ideas learned” refers to Applying (applying information and skills to related, ideas/concepts/materials) and Understanding (constructing meaning); and “single path of inquiry” and “simple recall and rote memorization” refer to Remembering (using memory to, retrieve/recall ideas)., Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating., Example:, Means of Verification, MOV 1: Activity Sheet, MOV 2: One lesson from, a SLM, , RPMS 5-point, Scale Rating, 3, 4, , Average, , RPMS Rating for, Quality, , 3.500, , 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), , 3.500-4.499, , Satisfactory (3), Unsatisfactory (2), Poor (1), , 2.500-3.499, 1.500-2.499, 1.000-1.499, , 5

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KRA 2: Diversity of Learners & Assessment and Reporting, MEANS OF, VERIFICATION, , OBJECTIVE, 4. Established, a learnercentered, culture by, using teaching, strategies that, respond to, their linguistic,, cultural,, socioeconomic, and religious, backgrounds, , QET, , Any supplementary, material (in print/digital, format) made by the, ratee and used in the, lesson delivery that, highlights teaching, strategies that are, responsive to learners’, linguistic, cultural,, socioeconomic, or, religious backgrounds, •, •, , Quality, , Outstanding, (5), Utilized effective, teaching, strategies that, are appropriate, in responding to, learners’, linguistic, cultural,, socioeconomic,, or religious, backgrounds at, an individual, level* as shown, in the submitted, learning material, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Utilized effective Utilized an, teaching, effective, strategies that, teaching, are appropriate, strategy that is, in responding to, appropriate in, learners’, responding to, linguistic,, learners’, cultural,, linguistic,, socioeconomic,, cultural,, or religious, socioeconomic,, backgrounds at a or religious, group level* as, backgrounds, shown in the, as shown in, submitted, the submitted, learning material learning, material, , Unsatisfactory, (2), Utilized a, teaching, strategy or, strategies that, partially, respond to, learners’, linguistic,, cultural,, socioeconomic,, or religious, backgrounds as, shown in the, submitted, learning, material, , Poor, (1), No acceptable, evidence was, shown, , Activity sheet/s, One lesson from a selflearning module (SLM), • Lesson plan (e.g., DLP,, DLL, WHLP, WLP, WLL,, Lesson Exemplars, and, the likes), • Video lesson, • Audio lesson, • Other learning materials in, print/digital format (please, specify and provide, annotations), * “At a group level” refers to general, whole class instruction where teaching/modelling of concepts for all students happen at once; “at an individual level” refers to targeted instruction to an, individual learner or to a number of learners., Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating., Example:, Means of Verification, MOV 1: Activity Sheet, MOV 2: One lesson from, a SLM, , RPMS 5-point, Scale Rating, 3, 4, , Average, , RPMS Rating for, Quality, , 3.500, , 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), , 3.500-4.499, , Satisfactory (3), Unsatisfactory (2), Poor (1), , 2.500-3.499, 1.500-2.499, 1.000-1.499, , 6

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KRA 2: Diversity of Learners & Assessment and Reporting, MEANS OF, VERIFICATION, , OBJECTIVE, 5. Planned and, delivered, teaching, strategies that, are responsive, to the special, educational, needs of, learners in, difficult, circumstances*,, including:, geographic, isolation;, chronic illness;, displacement, due to armed, conflict, urban, resettlement or, disasters; child, abuse and child, labor practices, , Classroom Observation, Tool (COT) rating sheet, or inter-observer, agreement form from, 1. an online observation, of online synchronous, teaching, 2. if option 1 is not, possible, an, observation of a video, lesson that is SLMbased or MELCaligned, 3. if options 1 and 2 are, not possible, an, observation of a, demonstration, teaching via LAC, , Outstanding, (5), , QET, , Demonstrated, Level 7 in, Objective 5 as, shown in COT, rating, sheets/interobserver, agreement forms, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Demonstrated, Demonstrated, Level 6 in, Level 5 in, Objective 5 as, Objective 5 as, shown in COT, shown in COT, rating, rating, sheets/intersheets/interobserver, observer, agreement, agreement, forms, forms, , Unsatisfactory, (2), Demonstrated, Level 4 in, Objective 5 as, shown in COT, rating, sheets/interobserver, agreement, forms, , Poor, (1), Demonstrated, Level 3 in, Objective 5 as, shown in COT, rating, sheets/interobserver, agreement forms, or, , Quality, No acceptable, evidence was, shown, , * This objective is about strategies that respond to “learners in difficult circumstances” (see glossary for the definition). In the context of SY 2020-2021, the Filipino learners (and all the learners, across the globe) have been affected by the COVID-19 pandemic which brought difficulty in the way they learn and live. The efforts that teachers exert to adjust and modify the teaching and, learning delivery is captured in this year’s RPMS., Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii), calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating., Example:, Means of Verification, COT Rating Sheet 1, COT Rating Sheet 2, , COT, Rating, 6, 5, , RPMS 5-point, Scale Rating, 4, 3, , Average, 3.500, , RPMS Rating for, Quality, 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), 3.500-4.499, Satisfactory (3), 2.500-3.499, Unsatisfactory (2), 1.500-2.499, Poor (1), 1.000-1.499, , 7

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KRA 2: Diversity of Learners & Assessment and Reporting, , OBJECTIVE, , MEANS OF VERIFICATION, , 6. Used, strategies for, providing, timely, accurate, and, constructive, feedback to, improve learner, performance, , Evidence that highlights, providing accurate and, constructive feedback to, improve learner performance, and that shows timeliness of, feedback given to any of the, following, • activity sheet, • performance task, • quiz or test, • self-learning module, , QET, , Quality, , Timeliness, , Outstanding, (5), Provided learners, with accurate,, and specific and, directed, constructive, feedback* as, shown in the, evidence, submitted, , MOV submitted, shows feedback, given within 5, working days, from, submission**, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Provided, Provided, learners with, learners with, accurate, and accurate, and, specific, general, constructive, constructive, feedback as, feedback, shown in the, as shown in, evidence, the evidence, submitted, submitted, , MOV, submitted, shows, feedback, given within, 6-10 working, days from, submission**, , MOV, submitted, shows, feedback, given within, 11-20, working days, from, submission**, , Unsatisfactory, (2), , Poor, (1), , Provided, learners with, inaccurate, and/or, destructive, feedback, as shown in the, evidence, submitted, , No evidence, was shown, , MOV submitted, shows, feedback given, beyond 20, working days, from, submission**, , No evidence, was shown, , *Feedback refers to essential and culturally-appropriate written and/or oral information about learners’ performance/output that can be used to raise awareness on their strengths and weaknesses as bases for, improvement; Directed constructive feedback is constructive feedback that gives specific direction on how to make improvements; Specific constructive feedback is constructive feedback that points out a specific, issue in a learner’s performance/output; General constructive feedback is constructive feedback that points out what is commonly observed among learners’ performance/output (and is addressed to the class in, general)., **All MOVs for this objective must contain date stamps to keep track of submission of learners’ output/performance and of the learners’ receipt of teachers’ feedback., , Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating., Follow the same procedure in calculating the rating for Timeliness., Example:, RPMS 5-point Scale, RPMS 5-point Scale, RPMS Rating, Means of Verification, Rating for Quality, Rating for Timeliness, Transmutation Table, MOV 1: Activity sheet with, 3, 5, Outstanding (5), 4.500-5.000, teachers’ feedback, MOV 2: Performance task with, 4, 5, Very Satisfactory (4), 3.500-4.499, teachers’ feedback, Average, 3.500, 5.000, Satisfactory (3), 2.500-3.499, RPMS Rating, 4 (Very Satisfactory), 5 (Outstanding), Unsatisfactory (2), 1.500-2.499, Poor (1), 1.000-1.499, , 8

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KRA 3: Curriculum and Planning, , OBJECTIVE, , MEANS OF, VERIFICATION, , 7. Selected,, Classroom Observation, developed,, Tool (COT) rating sheet, organized, or inter-observer, and used, agreement form from, appropriate, 1. an online observation, teaching and, of online synchronous, learning, teaching, resources,, 2. if option 1 is not, including ICT,, possible, an, to address, observation of a video, learning, lesson that is SLMgoals, based or MELCaligned, 3. if options 1 and 2 are, not possible, an, observation of a, demonstration teaching, via LAC, , QET, , Outstanding, (5), Demonstrated, Level 7 in, Objective 7 as, shown in COT, rating, sheets/interobserver, agreement forms, , Quality, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Demonstrated, Demonstrated, Level 6 in, Level 5 in, Objective 7 as, Objective 7 as, shown in COT, shown in COT, rating, rating, sheets/intersheets/interobserver, observer, agreement, agreement, forms, forms, , Unsatisfactory, (2), Demonstrated, Level 4 in, Objective 7 as, shown in COT, rating, sheets/interobserver, agreement, forms, , Poor, (1), Demonstrated, Level 3 in, Objective 7 as, shown in COT, rating, sheets/interobserver, agreement forms, or, No acceptable, evidence was, shown, , Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii), calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating., Example:, Means of Verification, COT Rating Sheet 1, COT Rating Sheet 2, , COT, Rating, 6, 5, , RPMS 5-point, Scale Rating, 4, 3, , Average, 3.500, , RPMS Rating for, Quality, 4, (Very Satisfactory), , RPMS Rating, Transmutation Table, Outstanding (5), 4.500-5.000, Very Satisfactory (4), 3.500-4.499, Satisfactory (3), 2.500-3.499, Unsatisfactory (2), 1.500-2.499, Poor (1), 1.000-1.499, , 9

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KRA 3: Curriculum and Planning, , OBJECTIVE, , MEANS OF VERIFICATION, , 8. Set, achievable and, appropriate, learning, outcomes that, are aligned, with learning, competencies, , One lesson plan (e.g., DLP,, DLL, WHLP, WLP, WLL,, Lesson Exemplars, and the, likes) or one lesson from a, self-learning module, prepared by the ratee with, achievable and appropriate, learning outcomes that are, aligned with the learning, competencies as shown in, any of the following:, • Lecture/discussion, • Activity/activity sheet, • Performance task, • Rubric for assessing, performance using, criteria that appropriately, describe the target, output, , QET, , Quality, , Outstanding, (5), All of the, learning, outcomes set, are aligned, with the, learning, competencies, as shown in, the MOV, submitted, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Majority of, Half of the, the learning, learning, outcomes set outcomes set, are aligned, are aligned, with the, with the, learning, learning, competencies, competencies, as shown in, as shown in, the MOV, the MOV, submitted, submitted, , Unsatisfactory, (2), , Poor, (1), , Less than half, of the learning, outcomes set, are aligned with, the learning, competencies, as shown in the, MOV submitted, , No acceptable, evidence was, shown, , 10

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KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development, , OBJECTIVE, , MEANS OF, VERIFICATION, , QET, , Outstanding, (5), , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Secured, Communicated, collaboration with and, with parents/, obtained, guardians, response from, and/or wider, parents/, school, guardians and/or, community to, wider school, facilitate, community to, involvement in facilitate, the educative, involvement in, process as, the educative, evidenced by, process as, one MOV no. 1 evidenced by, or 2, MOV No. 3, , Unsatisfactory, (2), , Poor, (1), , 1. Proof of participation in any, Sustained, Communicated No acceptable, activity for improved access to, engagement, with parents/, evidence was, education such as, but not limited, with parents/, guardians and/or shown, to the ff. activities, • Distribution of learning, guardians, wider school, materials to learners/parents, and/or wider, community to, (e.g., receipt form/monitoring, school, facilitate, form during distribution of, community to, involvement in, learning materials, etc.), • Brigada Eskwela (e.g.,, facilitate, the educative, commitment form to, involvement, in, process but, Quality, stakeholders, developed, the, educative, received no, advocacy materials,, certificate of participation that, process as, response/reply, involves, evidenced by 2, as evidenced by, parents’/stakeholders’, or, more, of, MOV, MOV No. 3, engagement signed by the, no. 1 or 2, school head, etc.), • Home visitation (e.g., home, visitation form, etc.), • Others (please specify and, provide annotations), 2. Parent-teacher log or proof of, Submitted any, Submitted any Submitted any 2 Submitted any 1 No acceptable, other stakeholders meeting (e.g.,, one-on-one parent-teacher4 of the, 3 of the, of the, of the, evidence was, learner conference log;, acceptable, acceptable, acceptable, acceptable, shown, attendance sheet with minutes of, MOV*, MOV*, MOV*, MOV, online or face-to-face meeting;, proof of involvement in the, learners’/parents’ orientation,, etc.), 3. Any form of communication to, parents/stakeholders (e.g., notice Efficiency, of meeting; screenshot of, chat/text, message/communication with, parent/guardian [name or any, identifier removed]; digital/, printed copy of Learner, Enrollment Survey Form signed, by the ICT Coordinator/Focal, person and School Head), * “Any 4/3/2 of the acceptable MOV” under Efficiency means the same kind of MOV can be submitted more than once (e.g., Submitted MOVs could be two (2) Parent-teacher logs, one (1) printed LESF,, and one (1) screenshot of correspondence with parents via an online platform to merit an Outstanding in Efficiency for this objective.), , 9. Built, relationships, with parents/, guardians, and the wider, school, community to, facilitate, involvement, in the, educative, process, , 11

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KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development, , OBJECTIVE, 10. Participated, in professional, networks to, share, knowledge and, to enhance, practice, , MEANS OF, VERIFICATION, • Certificate of, completion in a, course/training, • Certificate of, participation in a, webinar, retooling,, upskilling, and other, training/ seminar/, workshop with proof of, implementation, • Certificate of, recognition/, speakership in a, webinar, retooling,, upskilling, and other, training/ seminar/, workshop, • Any proof of, participation to a, benchmarking activity, • Any proof of, participation in school, LAC sessions, (online/face-to-face), certified by the LAC, Coordinator, • Others (please specify, and provide, annotations), , QET, , Quality, , PERFORMANCE INDICATOR, Very, Outstanding, Satisfactory, Satisfactory, (5), (3), (4), Participated in, Participated in, Participated in, any professional any professional any professional, network/activity, network/activity, network/activity, that requires, that requires, that requires, output* and, output* and, output* to share, proof of, proof of, knowledge and, implementation implementation to enhance, ** within the, ** within the, practice as, school to share department/, evidenced by, knowledge and, grade level to, the submitted, to enhance, share, MOV, practice as, knowledge and, evidenced by, to enhance, the submitted, practice as, MOV, evidenced by, the submitted, MOV, , Submitted 4, different kinds, of acceptable, MOV***, , Submitted 3, different kinds, of acceptable, MOV***, , Submitted 2, different kinds, of acceptable, MOV***, , Unsatisfactory, (2), , Poor, (1), , Participated in, any, professional, network/activity, that does not, require output, to share, knowledge and, to enhance, practice as, evidenced by, the submitted, MOV, , No acceptable, evidence was, shown, , Submitted any, 1 of the, acceptable, MOV, , No acceptable, evidence was, shown, , Efficiency, , * “Output” may include, but not limited to, lesson plan, instructional materials, action plan, or any teaching and learning-related materials., ** “Proof of implementation” can be in the form of implemented action plan, lesson plan executed in class, application project, etc., *** “Different kinds of acceptable MOV” under Efficiency means each type of MOV can be submitted only once (e.g. Submitted MOVs could be one (1) Certificate of participation in a webinar, one (1), Certificate of recognition/ speakership in a conference, one (1) proof of participation in a benchmarking activity, and one (1) proof of participation in school LAC session)., , 12

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KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional Development, , OBJECTIVE, 11. Developed a, personal, improvement, plan based on, reflection of, one’s practice, and ongoing, professional, learning, , MEANS OF, VERIFICATION, , QET, , Main MOV:, Individual Performance and, Commitment Review FormDevelopment Plan (IPCRFDP), Supporting MOV:, Any document aligned, with the IPCRF-DP such as, • Reflection of one’s, practice during LAC, session/s with proof of, attendance, • Reflection/Personal, Notes on Coaching and, Mentoring and/or Midyear Review, • Personal notes journal, on division/school-led, INSET with proof of, attendance, • Certificate of enrolment/, registration form/class, card in graduate/postgraduate school/online, courses, • Any learning material, highlighting the, improvement done, based on accomplished, “reflection” section, • Others (Please specify, and provide, annotations), , Outstanding, (5), Updated the, Development, Plan and, approved by, the rater during, Phase II of the, RPMS cycle, , Quality, , Submitted the, IPCRF-DP with, any 4 of the, acceptable, Supporting, MOV*, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Discussed, Accomplishe, progress on, d the, the, Development, Development, Plan from, Plan with the, learning, rater to check, objectives up, whether, to resources, Development, needed to, Needs were, address, addressed, Development, Needs during, Phase I of the, RPMS cycle, , Submitted the, IPCRF-DP with, any 3 of the, acceptable, Supporting, MOV*, , Submitted the, IPCRF-DP with, any 2 of the, acceptable, Supporting, MOV*, , Unsatisfactory, (2), , Poor, (1), , Accomplished, the Strengths, and, Development, Needs portion of, the Development, Plan after selfassessment at, the beginning of, the school year, , No acceptable, evidence was, shown, , Submitted the, IPCRF-DP with, any 1 of the, acceptable, Supporting, MOV, , No acceptable, evidence was, shown, , Efficiency, , * “Any 4/3/2 of the acceptable Supporting MOV” under Efficiency means the same kind of MOV can be submitted more than once (e.g., Submitted MOVs could be two (2) Reflection on LAC sessions with, proof of attendance and two (2) Reflection/Personal Notes on Coaching and Mentoring to merit an Outstanding in Efficiency under this objective)., , 13

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KRA 5: Plus Factor, , OBJECTIVE, 12. Performed, various related, works/activities, that contribute, to the teachinglearning, process, , MEANS OF, VERIFICATION, Proof of:, • committee involvement, • advisorship of cocurricular activities, • involvement as, module/learning, material writer, • involvement as, module/learning, material validator, • participation in the, RO/SDO/schoolinitiated TV-/radiobased instruction, • book or journal, authorship/, contributorship, • coordinatorship/, chairpersonship, • coaching and, mentoring learners in, competitions, • mentoring pre-service, teachers, • participation in, demonstration teaching, • participation as, research presenter in a, forum/ conference, • others (please specify, and provide, annotations), , QET, , Quality, , Outstanding, (5), Performed at, least 1 related, work/activity, that contributed, to the teachinglearning, process, beyond the, school/, Community, Learning, Center (CLC), as evidenced, by submitted, MOV, , Submitted any, 4 of the, acceptable, MOV*, , PERFORMANCE INDICATOR, Very, Satisfactory, Satisfactory, (3), (4), Performed at, Performed at, least 1 related, least 1 related, work/activity, work/activity, that contributed that, to the teaching- contributed to, learning, the teachingprocess within learning, the school/, process within, Community, the learning, Learning, area/, Center (CLC), department as, as evidenced, evidenced by, by submitted, submitted, MOV, MOV, , Submitted any, 3 of the, acceptable, MOV*, , Submitted any, 2 of the, acceptable, MOV*, , Unsatisfactory, (2), , Poor, (1), , Performed at, least 1 related, work/activity that, contributed to, the teachinglearning process, within the class, as evidenced by, submitted MOV, , No acceptable, evidence was, shown, , Submitted any 1, of the, acceptable, MOV, , No acceptable, evidence was, shown, , Efficiency, , * “Any 4/3/2 of the acceptable MOV” under Efficiency means the same kind of MOV can be submitted more than once., , 14

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GLOSSARY, Content knowledge and, pedagogy, Creative thinking skills, Critical thinking skills, Daily Lesson Log (DLL), Daily Lesson Plan (DLP), Feedback, Higher-order thinking skills, Home visitation, Individual Learning, Monitoring Plan, Information and, Communications, Technology (ICT), Learner-centered culture, , Learners in difficult, circumstances, Learning Management, System, Lesson Plan, , Most Essential Learning, Competencies (MELCs), , Online Asynchronous, Teaching, , Competencies that teachers are expected to master for them to teach efficiently and effectively (Department of Education 2017, 24)., Involve exploring ideas, generating possibilities and looking for many right answers rather than just one (Department of Education 2017,, p. 24), Refer to the many kinds of intellectual skills that (in its most basic expression) occurs when students are analyzing, evaluating,, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, or reach a conclusion, (Department of Education 2017, 24), See Lesson Plan, See Lesson Plan, Refers to essential and culturally-appropriate written and/or oral information about learners’ performance/output that can be used to raise, awareness on their strengths and weaknesses as bases for improvement (Department of Education 2019, 61), Complex thinking processes which include logical and critical analysis, evaluation and synthesis thinking, that enable individuals to reflect, solve problems and create products/solutions (Department of Education 2017, 25), An intervention strategy that involves the learner’s families and the community. “Where possible, the teacher shall do home visits to, learners needing remediation or assistance” (Department of Education 2020b, 32). Interviews, consultation, and dialogues with parents, can be conducted to assess the student’s learning progress (Department of Education 2015, 67)., “Utilized to monitor learner progress based on the given intervention strategies” (Department of Education - Undersecretary for, Curriculum and Instruction 2020, Appendix D), Includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases,, scripts, etc. in digital form), and digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) that, can be used for instruction (Department of Education 2019a), Refers to a set of attitudes, conventions and practices that place the learners at the center of the learning process by using, , varied teaching modalities responsive to learners’ diverse background and relevant to meaningful learning experience, (Department of Education – Teacher Education Council 2019), Refer to learners that are geographically isolated; chronically ill; displaced due to armed conflict, urban resettlement or disasters; childabused and experienced child labor practices (Department of Education 2017, 15); Also refer to persons who suffer from hunger, thirst,, dangerous jobs, prostitution, sexual abuse, diseases, exclusion, harassment, problems with the law, imprisonment, destructive drugs,, domestic slavery, violence, among others (UNESCO 1999), An online platform that can be used for distance learning which includes the DepEd-LMS, DepEd Commons, DepEd Learning Resource, (LR) Portal, and third-party software such as Edmodo, Schoology, Google Classroom, and Microsoft Teams (Department of Education, 2020b, 31), Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education, 2016b). Other forms of a lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan, (WHLP) and Lesson Exemplars (LE)., Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday life, thereby, satisfying the so-called endurance criterion. Anchored on the prescribed standards, these competencies identified by the Department in, consultation with stakeholders are to be used nationwide by field implementers and private schools for SY 2020-2021 as a response to, developing resilient education systems most especially during emergencies such as the current global pandemic (Department of, Education, 2020a)., A mode of teaching that involves learners downloading materials from the internet, completing and submitting assignments online, through a Learning Management System (LMS) such as the DepEd Commons and DepEd Learning Resource (LR) Portal, Google, Classroom, and Microsoft Teams (Department of Education 2020b, 31)., , 15

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Online Synchronous, Teaching, Performance Monitoring and, Coaching Form (PMCF), Positive use of ICT, , Supplementary materials, , Teaching and learning, resources, , Learning Action Cell (LAC), , Lesson Exemplar, , Video lesson, Weekly Home Learning Plan, (WHLP), Weekly Lesson Log (WLL), Weekly Lesson Plan (WLP), Wider school community, , A mode of teaching that utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage, learners to work in real-time. These materials may be designed for collaborative tasks to engage learners on virtual collaboration among, peers (Department of Education 2020b, 31)., Provides a record of significant incidents (actual events and behavior in which both positive and negative performances are observed), such as demonstrated behavior, competence and performance (Department of Education 2019b), Responsible, ethical, or appropriate use of ICT to achieve and reinforce learning (Department of Education 2017, 26)., Refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices., These materials should be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TVand radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive ematerials, and MELCs-aligned video- and audio-lessons (Department of Education - Undersecretary for Curriculum and Instruction 2020,, 3). Writing tasks can also be part of the supplementary materials where learners can write the challenges they are facing and what parts, of the lesson they did not fully understand and need additional help for from their teacher (Department of Education 2020b, 37), Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to, assist learners to meet the expectations for learning as defined by the curriculum (Department of Education 2017, 27), “functions as a professional learning community for teachers that will help them improve practice and learner achievement” (Department, of Education 2016a, i). LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to, nurture successful teachers; to enable teachers to support each other to continuously improve their content and pedagogical knowledge,, practice, skills, and attitudes; and to foster a professional collaborative spirit among school heads, teachers, and the community as a, whole (Department of Education 2016a, 3)., “During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their, lesson exemplars instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling, competencies” (Department of Education - CALABARZON 2020, 10)., Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used, as supplementary material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via, storage devices (e.g., flash drives or CD-ROMs)., “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers implementing Distance and Blended Learning while the DLP, or DLL…shall be prepared by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and, Instruction 2020, Appendix D)., See Lesson Plan, See Lesson Plan, Refers to both internal and external stakeholders (Department of Education 2017, 27), , 16

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REFERENCES, Chuter, Anthony. n.d. Puentedura’s SAMR Model. https://ict4kids.ca/teaching-and-learning/technology-integration/puenteduras-samr-model/, Government of the Philippines, Department of Education. 2020a. Guidelines on the Use of the Most Essential Learning Competencies. Pasig City., Government of the Philippines, Department of Education. 2020b. Adoption of the Basic Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19, Public Health Emergency. Pasig City., Government of the Philippines, Department of Education. 2019a. Classroom Observation Tool. Pasig City., Government of the Philippines, Department of Education. 2019b. Results-based Performance Management System Updated Manual. Pasig City., Government of the Philippines, Department of Education. 2017. National Adoption and Implementation of the Philippine Professional Standards for Teachers. Pasig City., Government of the Philippines, Department of Education. 2016a. The Learning Action Cell as a K to 12 Basic Education Program School-based Continuing Professional, Development Strategy for the Improvement of Teaching and Learning. Pasig City., Government of the Philippines, Department of Education. 2016b. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City., Government of the Philippines, Department of Education. 2015. Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC)., Pasig City., Government of the Philippines, Department of Education – CALABARZON. 2019. PIVOT 4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta., Government of the Philippines, Department of Education - Undersecretary for Curriculum and Instruction. 2020. Policy Guidelines on the Implementation of Learning Delivery, Modalities for the Formal Education. Pasig City., Government of the Philippines, Department of Education – Teacher Education Council. 2019. Philippine Professional Standards for Teachers (PPST) Resource Package Module, 17. Pasig City., United Nations Educational, Scientific and Cultural Organization. 1999. Programme for the Education of Children in Difficult Circumstances: street children, working, children...access to education, even for the most destitute. https://unesdoc.unesco.org/ark:/48223/pf0000118101_eng?posInSet=1&queryId=9046c1d9-f537-4e9c-96419d4d93b0a429, University of Tasmania. 2020. Constructive Feedback Principles. https://www.utas.edu.au/curriculum-and-quality/student-surveys/evaluate/constructive-feedback-principles :~:text=Constructive%20feedback%20is%20providing%20useful,feedback%20is%20a%20valuable%20skill, , 17