Depatmeit: @luotion

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icplblic of tla Pritippinlt
Depatmeit of @luotion
DepEd MEMORANDUM
No. , s. 2022
I}IPLEMEIYTATIOIT OF THE RESULTS;-BASED PERI1ORMAXCE }IANAGEIEIYT

SYSTEM.PHILIPPIITE PROFESSIOIYAL STAITDARDS F'OR TEACHERS
FOR SCHOOL YEAR 20.21-2022
To: Undersecretaries
Assistant Secretaries
Minister, Basic, Higher, and Technical Education, BARMM
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondar5r School Heads
A11 Others Concerned
1. Faithful to the commitment of the Department of Education (DepEd) to

quarityteaching,itbeingrecogrr'izedasvitaltotheattainmentofdesiredlearning
&t"o-"", the bepartment
-and reitains steadfast in the efforts to anchor its human
resource systems actions on well-defined professional standards for teacher
q"rfitv. C"on*i"t"t t with DepEd Order (Do) No' 2, s' 2ol5 prescribine the
drli""fi.r." on tJle Establishment and implementation of the Results-Based
Performance Management System (RPMS) in the Department of
F ducation and
;;;;, to Secti"on 5 of Do 4b, s' 2ol7 on the National Adoption and (PPST), which
i-pi.-"it"trrn of the philippine professional standards for Teachers
all p"rro. .i-r'"" appraisals for teachers shall be based on this set of
-Joa"t"" that
standards, this Department has been integrating and embedding the
PPST into the
RPMS of teache.s iince School Year (SY) 2018-20 19'
2. For SY 2O2l-2O22, the Department aims to complete tt'" -Thrs !11 cy-cle
DepEd
of
.mU.aairrg the 37 PPST' indicatois into teachers' performanc,e'
Memorandum titled Inplementatloa of thG Rerults'Bared Performaace
ii"i"g.i."t system_philtpptEe profersto-er standar& fot Teachen IRPUS-
;Psiiil s.t""r veat 2Ci21'2022 provides thethe for guidelines 9n !!re perfomance
Lr""!"-""t and appraisal of teachirs using remaining 18 indicators in their
Plan
nif'f S] Witir the impiementation of the Basii Education Itarning Continuity
the sudden shift from face to face to remote learning' and now and
iie-ice1,'ilnplementatio.,
the
F"a"J oi th" limited face to face classes' the tools' forms'
herein are developed and modified to ensure that the measures
r;;;;_"tprlated
this school yeuu. are appropriate, adaptive' and relevant to capture
;i;;;;;;"" of the pandemic'
teachers' actual performance in the context
3. This DM shall cover all Teachers and Master Teachers in all (CLCs)' public
and secondary schools and community learning centers
"tir."e -
"i"-".rt"ty
i""i"ai"i Tea"he." Ld Master Teachers who are reassigned as full-time
Teacher-"Broadcasters in DepEd Central Office (CO)' It shall .guide
the ratees'
,"i"r", and other stakeholders in the implementation of
ReilS"utho.itieJ,
"pprorring
piSf_.fig"ea ttrrougtr the prescribed performance indicators that shall be
"perfomance commitment and Review Forms (IPCRFs) of
reflected in the Individual
teachers fiot SY 2O2l-2O22
DepEd Codplex, Meralco Avenue, Pasig City 1600
p a633-720a 1a633-722A / A6s2-136r
f 8636-4A761A637 -6209
q wu'w.deped. gov. ph
4. For purposes of implementation of RPMS-PPST for SY 2027-2022, these
guidelines are prescribed.
a. With the continued delivery of basic education services through

various distalce learning delivery modalities (DLDMs), the changes in
the expectations of teachers necessitates a COVID- 19 responsive
RPMS while upholding quality teaching using the professional
standards. The modifications in RPMS, its tools, processes, and
protocols, for Sy 2O2l-2O22 captures the DepEd
current system that governs teachers' functions.
b. Consistent with the School Calendar and Activities for SY 2027-2022
to include all the preparatory and end-of-school year activities
stipulated in Enclosure No. 2 of DO O29, s.2O2l, the performance
cycle for all teaching personnel for SY 2O2l-2O22 shall cover the
performance from Auguet l, 2O2L to July 31, 2022. The timeline of
activities for each phase of the RPMS cycle is illustrated below,
particulars of which is detailed in Annex A.
Figure 1 . TlLe RPMS Cgcle with Adjusted SY 2O2 1- 2O22 Timeline
PER FORMAiICE PI.ANNI NG

I AND COMMITMENT
olaraoty'r$lrE ol 1116
at'|r,rD!-t plira,
tol
qi.d trasdoti.n
,rn b.r.d 6. 3Ar, !l. ra
a
PERR)RMANCE
,
,<t
3" a";
t.
\ PERFONMA'{CE
IV REWARDING AT{D
DEVETOPMENT PTANNING
aI
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Teacher o
t iri,6loall. FCtf +sal.
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o Quality a
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3 il! PERFORMAT.'CE REVIEW
ANO EVAI.UANOiI
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a.E rt. tnt ttr o,

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ilrlt atMli 16lr ircf,, . +

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tFd ,ftfor'.r sltod rD(it

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c The performance period prescribed herein shall be used as basis for the
determination of length of service for purposes of computation of the
Performance-Based Bonus (PBB) for teachers and other school-based
personnel pursuant to applicable guidelines.
d. The PPST-aligrred RPMS tools that shall be used for SY 2027-2022 are
attached as follows:
t- Appendix 1A: RPMS Tool for Profrcient Teachers for SY

2021-2022;
ii. Appendix 1E}: RPMS Tool for Highly Prolicient Teachers for SY
2021-2022;
in. Appendix 2A: RPMS Tool for Prolicient Teacher-Broadcasters for
SY 2027-2022; and
iv. Appendix 28: RPMS Tool for Highly Prolicient Teacher-
Broadcasters for SY 2O2l-2O22.
e To help teachers in understanding the performance objectives and

indicators to be used in SY 2021-2022, and in determining the
acceptable means of verification (MOV) for each indicator, a supplemental
guide on the RPMS-PPST performance objectives, indicators, and MOV is
attached as Annex B.
A glossary is provided in each tool as well as in Annex B to set the

opJ."tio.ri dehnition of concepts from the indicators and of certain
MOV.
f The following further guidelines are likewise provided to clariff specific

operational iorr""..r" ln tJle assessment of performance of teacher-
broadcasters.'
i. Pursuant to DM-PIIROD -2O2O'OO294, it is understood that the

nature of work of tJ:e Teacher-Broadcasters shdl [bel
commenrurate es rcgular teechlttg load; hence, in the
assessment of their performance, teacher-broadcasters shall use
the RPMS-PPST tooli for teacher-broadcasters as prescribed in
Appendices 3 and 4. In view therof, all duties and responsibiljties
of a teacher-broadcaster that do not fall under the purview of the
expectations set for teachers shall only be considered as PIus
Factor, subject to applicable rules and regulations on the rating
plus factors.
ii. implementors of TV-Video/Radio-based Instructions (TV-
Video/ RBI) learning delivery modality in the CO, RO, and SDO
are urged to ensure that the detailed duties and responsibilities
of theloncerned teacher-broadcasters, as may be indicated in
their respective Terms of Reference or Job Description' shall be
reflective of the functions and expectations of teachers in the
context of remote learning.
iii. Only teachers who are o{frcially reassigned to .the CO, Regional
Offrces (RO), and/or Schools Division OIEces (SDO) through the
issuance of the appropriate reassignment paPers (Special Order)'
as approved by tti .-o.rce.ned Schools Division Superintendent
(SOS1), strall use the RPMS-PPST tools for teacher-broadcasters
(Appendices 2A atd 2Bl.
IV Teachers who perform functions of a regular teacher and are
assigned additional load/s as teacher-broadcaster shall use the
RPMS tool for regular teachers, as may be appropriate. Their
performance as a teacher-broadcaster shall be considered as Plus
Factor.
5. For more information, please contact tlle Bureau of Human Resoutce aad
Organlzatloaal Development located at 4th Floor, Mabini Building, Department of
Education Central Office, DepEd Complex, Meralco Avenue, Pasig City, through
email at bhrod.hrdct@deped.gov.ph or telephone number lo2l 8470-6630.
6. Immediate dissemination of this Memorandum is desired.
BRIONES
Secretary
Encl.:
As stated
References:
DepEd Order Nos. O32, s. 2020; 2, s.2075; and 29, s.2O2ll
To be indicated in the Perpetual Index
under the following subjects:
CHANGE
PERFORMANCE
PROGRAMS
RULES AND REGULATIONS
SCHOOLS
TEACHERS
MCDJ/SMMA/APA/Mrc, DM Implemcntation ofthe RPMS PPST for SY 2021-202

OOlS January 31.2022
(Enclosure to DepEd Memorandum No. , s. 2022)
Enclosure to Dep&d Metnotz,ndum IVo. _
Annex A
Detailed Actioities in each phax of the RPMS Cycle for Sy 2021-2022
Phases of
Tasly'Activity Person(s) Responsible Schedule
RPMS Cycle
Start of RPMS cycle and

start of porfolio Ratees August 1, 2021
collection
Self-Assessment with
PHASE I Initial Development Ratees September 2021
Planning
Performance
Planning and
Commitrnent Capacity Building
Regional Offi ce/ Schools
Activities/ Presentation September to
Division Office/ School
of RPMS Tools in the December 2021
Head/Raters
time of COVID19
National Orientation Central Office lanuary 2022
PHASE II Monitoring and

School Head/ Raters
August 2021 -
Coaching Jrne 2022
Performance
Monitoring and
Mid-Year Review* with School
Coaching Febru.ary20D
Development Planning Head/Raters/ Ratees
PHASE III
A week afur
Performance Raters, Ratees, and
Year-end Review* scheduled
Review and Approving Authorities
graduation
Evaluation
A week after
Ways Forward
PHASE IV Ratees scheduled
Development Planning
graduation
Performance
Rewarding and
Development A month after
Planning IPCRI Data Collection School Head/Raters scheduled
graduation
' All Plescnt d Means of Vetifcation (MOV|) shall tu obtaircd fion Septembt 2021 - February 2022 (for RPMS Objectioes 1 , 3,
4, 5, 6, 9, and 10) ond fron February 2022
- luly 2022 (t'or RPMS Objectioes 2, 7, 8, and 11 to 19).
** All qeseated.
Merns of Vetifcanon (MOVs) shall be obtained Itotfl Septernbet 2021 - luly 2022 (lot RPMS Objectirxs 1, 3, 4,
5, 6, 9, md 10) and from Septernber 2021-2022 (fot RPMS Objectioes 2, 7, 8, dtd 11 ta 19).
DepEd Complex, Mcralco Avcnuc, Pasig City 1600

p 4633-7204/4633-7224I 32-\36r * 4636-4476 /4637 -6209
q q,ww.deped.gov.ph
Annex B
RPMS-PPST Performance Obiectives, Indicators, and

Means of Verifications for S\ 2O27-2O22
PART I. Regular Teachers
There are 18 indicators hom the Philippine Professional Standards for Teachers (PI€T)
chosen as RPMS o$ectives for this school year. These priority indicators complete the integration
of PI€T through the RPMS.
*e Appmdix 7A for the RPMS Tool for Proficient Teachers for SY 2027-2022 and Appmilit
18 for the RPMS Tool for Higtrly Proficient Teachers tor SY 2027-2022, respectively. A glossary is
provided in each tool to set the operational definition of concepts from the indicators and of
certain MOV.
Classroom obse roable obi e ctioes
For Proficient Teachers, there are nine (9) classroom observable objectives. The
performance indicators of these objectives are identified for Quality.
Objectives 7, 3, 4, 5, and 5 require means of verification (MOV) from a classroom

observation. While Obiectives 7,8,9, and 10 have SET A and SET B options that require MOV
from either a classroom observation, provision of supplemetal material/s, or accomplishment of
a Teacher Reflection Form (1RF) depending on the context of the teacher.
For Highly Proficient Teachere, there are seven (7) classroom observable objectives. The
performance indicators of these objectives are identified for Quality.
Objectives 1, 3, 4, 5, and 5 require MOV from a classroom observation. While Obiectives 9

and 10 have SET A and SET B options that require MOV from either a classroom observation or
accomplishment of a Teacher Reflection Form (TRF) depending on the context of the Eacher.
Only two (2) observations are required for both Proficient and Highly Proficient Teachers
for the entire school year.
N on-classroom o b*n:able obiectiaes
There are thirteen (13) non-classroom obiectives for both Proficient and Highly Proficient
Teachers. This includes the o$ectives that have SET A and SET B options. The performance
indicators of these o$ectives ate identified for Quality. Plus Factor is O$ective 19.
Tabte 1. MOV ryr inilicator lor the Profcient Teachers for RPMS SY 2027-2022
RPMS objective based on the

Means of verifi.ation
PPST priority indicator
l. Applied knowledge of content Classroom Obe€rvation Tool (COT) rating 6heet or inter.observ€r
within and acroas curriculum .greemmt form from:
teaching areas 1. an observation of synchronous teaching (Iimid face-to-face
teaching, online teachin& or two-way radio instruction)
L if opnon 1 is not possibk, a ob*rwation of a recorded video lesson or
audio lesson that is SLM-based or MElC-aligned
3. if opnons 1 tnd 2 are not possible, an obrrvation of a demonstntion
teaching via LAC
2. Used resea rch-ba sed One (1) Iesson plan with annotrtions identifying the research-based
knowledge and principles of knowledge and/or principtes of teaching and leaming used as basis for
teaching and learning to enhance planning / designing the lesson
Enclosttre to DcpEd Memoraadum No,
professional practice
3. Displayed proficient use of
Motler Tongue, Filipino and
English to facilitate teaching and
leaming
4. Used effective verbal and non-
verbal classroom communication Clas8toom Obsen ation Tool (COT) ratin8 sheet or inter-obs€rver
strategies to support leamer agr€ement form from:
understandin&, participation, 1. an observation of synchronous teaching oimid face-to-face
efl gagement and achievement teachin& online teachin& or two-way radio ins'truction)
5. Established safe and rcure 2. if option 7 is nol possibl?, an observation of a .ecorded video lesson or
leaming environments to enhance audio lesson that is SlM-based or MElc-aligned
leaming through the consistent 3. il options "l and 2 ate not possibb , an observation of a demonstration
imptementation of policies, teaching via LAC
guidelines and procedures
6. Maintained leaming
environments that promote
faimess, respect and care to
encouraqe learning
SET A
Any supplementary material (in print/digital format) made by the ratee
and used in the lesson delivery that highlights maintaining leaming
environments that nurture and inspire leamers to participate, cooperate and
collaborate in continued leamhg
. activity sheet/s
. one lesson from a self-leaming module (SLM)
. lesson plan (e.9., DLP, DLL, WHLP, WLP, WLL,lesson exemplars,
and the likes)
. video lesson
o audio lesson
. other leaming materials in print/digital format (please specify and
provide annotations)
7.Maintained leaming
environments that nurfure and with client/eamer feedback on how the material encouraged the
inspire leamers to participate, leamers to participate, coopeEte, and collaborate (Please specify
cooPerate and collabomte in and provide annotations of one's contribution to a material if it is
continued leaming a group work.)
ot{
SET B
Classroom Observation Tool (COT) rrtint sheet or inter-observer
agreement form from:
1. an observation of synchronous teaching 0imited face-to-face
teachin& online teachin& or two-way radio instruction)
2. if option 1 is not possible an observation ofa recorded video lesson
or audio lesson that is SLM-based or MELc-aligned
3. if options 1 and 2 are not possible an observation of a demonstration
teaching via LAC
8. Applied a range of successful SET A

sbategies that maintain leaming Any supplement ry materiat (in prinyditital format) m.de by the r.tee
env onments that motivate and used in the lesson delivery that highlights a .ange of sbategies that
learners to work productively by maintain leaming environments that motivate leamers to work productively
assuming responsibility for their by as,stming responsibility for their own leaming
own leaming o activig sheet/s
. one lesson from a selfJeaming module (SLM)
. lesson plan (e.9., DLP, DLL, WHLP, WLP, WLL, lesson exemplart
and the tikes)
o video lesson
. audio lesson
o other leaming materials in print/digital format (please specify and
(Please specily and provide amotations of onds conkibution)
OR
SET B
Classroom Observation Tool (COT) ratin8 sheet or inter-obseler
a8reement folm from:
1. an obseruation of synchronous teaching oimited face-to.face teachin&
online teachin& or two-way radio instruction)
2. if option 1 is not possible, an obs€rvation of a recorded video lesson or
audio lesson that is Sl-M-based or MElC-aligned
3. if options 1 and 2 are not possible, an observation ofa demonstration
teaching via LAC
9. Designed, adapted and SET A

implemented teaching strategies Claseroom Obaervation Tool (COT) lating 6heet or inter-observel
that are responsive to leamers agreem€nt form ftom:
with disabilities, giftedness and 1. an observation of synchronous teaching (timited face-to-face teachin&
talents online teachin& or two-way radio instruction)
2. if option I is not possible, an observation of a recorded video lesson or
audio lesson that is SLM-based or MElC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration
teaching via LAC
OR
SET B
Teacher Reflec+ion Form (fRF) on designing adapting and/or
implementing teaching strategies that are responsive to leamers with
disabilities, giftedness and talents and a certification from the school he.d
that the ratee's classes have no identified learner/s with disabilities,
gift edness and/ or talents
10. Adapted and used culturaly SEI A

appropriate teaching strategies to Claseroom Observation Tool (COT) rating sheet or inter-ob8€rver
address the needs of leamers agreemmt form from:
from indigenous groups 1. an observation of synchronous teaching (limited face-to-face teachin&
online teachin& or two-way radio instruction)
2. iI option t is not possible. an observation of a recorded video lesson or
audio lesson that is SlM-based or MElc-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration
teaching via LAC
()R
SE-T B
Teacher Refle<tion ForEr CIRD on adapting and using culturally
appropriate teaching strategies to address the needs of learners
from indigenous groups and a certification from the s.hool head
that the rate€'s dasses have no identified leamer/s hom
indigenous groups
.11.
Adapted and implemented 1. Proof of evaluationr on the implementation of the adapted /
learning programs that ensu.e contextualized leaming program
relevance and responsiveness to 2. Progress report on the implementation of the adapted / contextuatized
the needs of all leamers learning program
3. Accomplishment/ completion / technical report on the imPlementation
ofan adapted / contextualized leaming program
4. Action plan / activity proposal / activity hatrix that shows a. adapted
/ contextualiz€d leaming program
12. Utilized assessment data to A list of identified least/ most mastered skills based on the frequency of
inform the modification of erroE / correct respons€s with any of the following supporting MoV
teaching and learning practices l. accomplishment rcport for remedial / enhancehent activities (e.9.,
and programs remedial sessions, Summer Reading Camp, PhilJRl-based reading
program)
2. intervention material used for remediation / reinforcement /
enhancement
3. lesson plan/activity log for re$ediation / enhancement utilizhg of
ass€ssmmt data to modify teaching and leaming practices ot programs
13. Maintained leaming 1. Accomplishment .eport ofa program / proFct / activity that maintains
environments that are responsive a leaming environment
to community contexts 2. Piogram / Proiect / Activity plan on maintaining a leaming
Enclosure to DepEd Memotandum Ivo.
envfonment -
3. Minutes ofa consultative meeting / community stakeholders me€ting
about a program / proi,ct / activity that maintains a leaming
environment with proof of attendance
4. Communication letter about a Program / proiect / activity that
maintains a leamin8 environment
14, Reviewed regularty personal 1. Annotated video/audio recording of onds teaching that
teaching practice using existing shows impact of regularly reviewing one's teaching Practice/s
Iaws and regulations that aPply 2. Annotad teaching material that shows imPact of regularly
to the teaching profession and the reviewing one's teaching prachce/s
responsibilities specified in the o lesson plan
Cad. ol Ethics lor Professional . activity sheet
Teadurs . ass€ssment materials
. others (please spectfy)
3. Personal reflection notes as outPuts from ParticiPation in
review of Frsonal teaching practices in four (4) quart€F
4. Proof of attendance (with date) in LAC or coaching and
men sessions for review of teachin actices
Proof of pa rticipation vem tn a srhoo -conlm un iw Pa
15. Complied wirh and I
plementa tion of school poliry proced ure (e.9. certificate
implemented school Policies and for the tnl
procedures consistendY to foster committee member, nafiative report)
meetrng aboul an
harmonious relationshiPs with 2. Minutes of parent-tea(her conference / stakeholders'
with proof of ahendance
leamers, parents, and other
i-otemented school policy / procedure
rhool poliry / proceoure
stakeholders 3. Communication lettei about an implemented
sent to Parent / guardian
the pplica tion of

16. Applied a personal One (1 lesson plan with annotations ex Pla mmg
Iea rner-centered teac h rng philosop hy
(e.c. cons:lnrchv r5nl existen tialism)
philosoPhy of teaching that is lesson
leamer<entered used 5 basis fo Planning desigfling the
I Doaumented feedbac k from 51lperiols,

colleagues, leamers,
17. Adopted Practices r}lat uPhold
parents/ gua rd ran, other stake holders direcdy reflecting the
the dignity of teaching as a
I tee' s good practices tha phol d the dignitv of teach mg as
profession by exhibiting qualities
such as caring attitude, resPect orofession
Z. irrrrot"t"a of practice indirectlv linking to-the
and integrity "r,ia"ttce
uriorai"e of th" aignity of teaching as a profession
by-
*cir as caring attitude' resPect and

"iiiuitittiqrufitl"t
integrity
any form of
Screenshot of text message/chat/emait/
unication with or leamers
comfl Parents/Suardian
(name or anv identifier removed)
head
Remarks from mentot/master teacher/school
about one's qualities (e 8., entries in Performance
Monitoring and Coaching Form [PMCfl or in Mid-
Year Review Form)
Recognition from the rhool/ schoot community
about one's qualities
Others
18. Set professional develoPment I U pdated IPCR F DP from Phase II
goals based on the PhiliPPine 2. l\'1id -yea Review Form (MRF)
kofessional Standards for 3. IPCRF-DP
Teachers i. i"ifi.r*io" fto- the tCT Coordinator/School Head/Focal
Person in of e-SAT
19. Performed various re lated Any proof of:

works/ activities that contribute committee involvement
to the teaching-leaming Process advisorship of co-curricular activities
book ot ioumal authorship/ contributorship
coordinatorship/chairpersonshiP
coaching and mentoring leamers in comPetitions
of teachers
serving-as reliever of classes in the absence
mentoring Pre-service teachets
particiPa hon ln demonstra hon teachin
working gou I men'l ber
Pa rticipa tion
as technical
others and ide nnota tions
Table 2. MOV pu indicator for the Highly Profcient Teachers for RPMS SY 2m1-2022
RPMS obiective based on the PPST Means of verification

indi(ator
1. Modelled effective applications Clascroom Obeervation Tool (COT) ratin8 sheet from:
of content knowledge within and 1. an observation of synchronous teaching oimited face-to-face
across curriculum teaching areas teachin& online teachin& or two-way radio instruction)
2. if option 1 is not possible, an obsewation of a recorded video lesson
or audio lesson that is SlM-based or MElC-aligned
3. if options 1 and 2 are not possible, an observation of a demonsbation
teaching via LAC
with proof of attendance of colleagu{s
2. Evaluated with colleagues the Any supP lementatv material (in print digital format) made by the ratee
effectiveness of teaching skategies an d usct d ln the lesson deliv ery tha highti gh ts teaching slrategies tha
that promote leamer achievement promote leamer achievement in literacy and numeracy
in literacy and numeracY learning o activity sheet/ s
Process
. one lesson from a selfJeaming module (SLM)
. lesson plan (e.g., DLP, DLL, WHLP, WLB WLL' l'esson Exemplars'
and the likes)
. video lesson
o audio lesson
. other leaming materials in print / digital format (please sPecify and
with minutes of focus Stoup dis(uEsion (FGD) with fellow

mentors
teacheE that
or minutes of coa.hinB and mentoring 36sion with
Ieamer achievement
show evaluated teaching strategies that Plomote
in litency and numerary
1 Modelled and su pported

colleagues in the Proficimt us€ of
Mother Tongue, FiliPino and
English to imProve teaching and
leamin& as well as to develoP
leamers' Pride of thei. language,
and culture fromr
ClasEroom Observation Tool (COT) rating sheet . -
4. Displayed a wide range of l. an observation of synchronous teaching (timiH face-to-lace
effuctive verbal and non-verbal tea(hing online teachin& or two-way radio instruction)
vldeo ksson
classroom communication 2. if optioi 1 is not Possible, an obseryation of a rrorded
shategies to suPPort leamer o, u'rdlo tetsot ttrat is SlM-based or MElC-aligned
understandin& ParticiPation, a. f .pti.i" i""a 2 are not po$sible' an observation of a demonstration
efl and achievement teaching via LAC
5. Exhibited effective str ategies
that ensure safe and secure with proof of attendance of colleagu+
leaming environments to enhance
leaming though the consistent
implementation of Policies,
idelines and ures
6. Exhibited effective Practices to
foster learning environments that
promote faimess, tesPect and care
to encou
Any SUPP lementary material (in print digital format) made by the tatee
7.Worked with colleagues to share stra tegre that
and use d ln the lesson deliv ery tha highl gh ts successfu
successful strategies that sustain rtu re and lnsPrre Ieame IS
supportive leaming environments stain su pportive lea mlnS envlronmen ts that rlu
te in continued lea rn mg
that nurture and insPite leamers to to Pa rticipa te, cooPerate and colla bora
participate, cooPerate and
. activity sheet/s
collaborate in continued leaming
. one lison from a selfJeaming modute (SLM)
. t€sson plan (e.g., DLP, DLL, WHLP, WLP' WLL'
Lesson
ExemPlars, and the likes)
. video lesson
r audio lesson
. otfr", te.mi.g -aterials in Print / diSital format (Please sPecify
Enclosure to DepH Mernorandum IYo. _
with minutes of focus Broup dis.ussion (FGD) with fellow mentors or
minutes of coaching and m€ntoring session with teachers that show
sharing of slaategies for increased leamer participation, cooperation, and
collaboration
8. Modelled successful strategies Any supplementary material (in print / di8ital format) made by the ratee
and support colleagues in end uaed in the leason delivery that highlights successful strategies in
prornoting leaming environments promoting learning environments that effectively motivate leamers to work
that effectively motivate leameE to productively by assuming responsibility for their own leaming
work productively by assuming . activity sheet/s
responsibility for their own leaming . one lesson from a self-learning module (SLlv0
. lesson plan (e.9., DLP, DLL, WHLP, WLP, WLL, I€sson Exemplars,
and the likes)
. video lesson
. audio lesson
. other leaming materials in p nt / digital format (please specify and
with rrinutes of focus group discuasion (FGD) with fellow mento.s or

minutes of coaching and mentoring session with teach€rs that details
support given to them in motivating leamers to work productively by
assuming for their own leaming
9. Assisted colleagues to design, SET A:

adapt and implement teaching Classroom Observation Tool (COT) ratin8 sh€et from:
strategies that are r€sponsive to l. an observation of s,.nchronous teaching oimid face-to-face
leamers with disabilities, teachin& online teachin& or two-way radio instruction)
giftedness and talents 2. if option 1 is not possible, an observation of a recorded video lesson
o. audio lesson that is SlM-based or MElC-aligned
3. if options I and 2 are not possible, an observahon of a demonstration
teaching via LAC
with Foof of attendence of collertue/s;
OR
SET B:
Teacher Rdlection Form (IRF) on assisting colleagues in designing,
adaptin& and/or implementing teaching shategies that are rcsponsive to
leamers with disabilities, giftedness and talents and a certification from the
school head that the rate€'s classes have no identified learner/s with
d isabilities, giftedness and/or talents
.10.
Dev€loped and applied SET A,:
teachhg strategies to address Claseroom Obeervation Tool (COT) rating sheet from:
effectively the needs of leamers 1. an observation of synchronous teaching oimited face-to-face
from indigenous g.oups teachin& online teaching, or two-way Iadio ins,truction)
2. if option 1 is not poasible, an observation of a recorded video lesson
or audio lesson that is SlM-based or MELc-aligned
3. if options 1 and 2 arc not possible, an observation of a demonskation
teaching via LAC
with proof of.ttendance of colleagu{s;
OR
SET B:
Teacher Refle.ction Form CrRD on developing and applying teaching
strategies to address effectivety the needs of leamers from indigenous
g.oups and a certification from the school head that the ratee's classes have
no identified leamer/s from indigenous groups
11. Worked collaboratively with l. New / improved design of leaming programs

colleagues to evaluate the design 2. Detailed recommendations on the design of learning programs
of leaming programs that 3. Synthesis of the evaluation of the learning programs
develop the knowtedge and skills 4. Ovm evaluation of the existing leaming programs
of leamers at different ability
levels
12. Worked collaboratively with Accomplished LAC plan an(hored with th€ s.hool LAC plan (Annex 1 of
colleagues to analyze and utilize DO 35, s. 2015) to analyze and utilize assessment data to modify practice
assessment data to modify and/or program to further support leamer progress and achievement with
practices and programs to further any 1 used in the impl€mentation of the LAC plan
support leamer progress and
achievement minutes of LAC session on the analysis of assessmmt data to modify
teaching practices and programs
any proof of collaborative rcview of leamer assessment data
o lesson plan with accomplished part VI: Reflection and Index
of Mastery o test item analysis
o list of identified least mastered skills based on frequenry of
elrols / correct responses
o intervention / remediation / enhancement / enrichm€nt
plan
any proof of collaborative review of intervention mate als
developed for remediation / enhancement
accomplishment rePort of intervention / remediation / enhancement
/ enrichment activities (e.g., remedial sessions, Summer Reading
Camp, Phil-lRl-based program)
others and annotations
13. Reflected on and evaluated I Synthesis of evaluation of a program / project / activit_v that
leaming environments that are maintains the leaming environment responsive to community
responsive to community contexts
contexts 2. Minutes of consultative meeting with parents / othe. extemal
stakeholders on progtms, projrts, and/or activities that maintain a
leaming environment, highlighting the evaluations made, with Proof
of attendance
3. Minutes of focus group dirussion (FGD) with teachers on a Program
/ proi€ct / activity that maintains a leaming environment,
highlighting the evaluations made, with proof of aftendance
4. Survey on progams / Proiects / activities that maintain a learning
envtonment
14. Discussed with colleagues I Minutes ofLAC sessions / professional meetings to diruss the Code
teaching and leaming pnctices of Ethics for Profussional Teachers and the reviewed annotated
that apply existing codes, laws evidence of pmctice of colleagues
and regulations that aPply to the Minutes of LAC s€ssions / professional meetings to diruss the Code
teaching profession, and the of Ethics for Professional Teachers and the reviewed personal
responsibilities sp€cified in the reflection notes of colleagues
Cod! of Ethics lor Prolessional 3 Minutes of LAC sessions / Professional meetings to diruss the Code
Teachets of Ethics for Professional Teachers
4 Activity proposal / teaming Action Cell (LAg Plan (refe. to Annex
1 of DO 15, s. m15) to discuss the Code of Ethics for Professional
Teachers
1 Exhibited commitment to and

5. 1. Evaluation report on the implementation of rhool policies/ procedures
suppoded teachers in the minutes of subiect arca/grade level meetings or Professional meetings on
implementation of rhool Policies evaluating school policies/procedures
and procedures to foster 2. Minutes o1subiect arca/grade level meetings or professional meetings on
harmonious telationshiPs witl the implementation progress of school policies/pro.edures [Provide at
leamert parmts and other least 2 to show discussions heldl
stakeholders 3. Minutes of subrect area/grade level meeting or professional meeting on
disseminating information and implementing rhool policies/Procedures
[provide at least 2 to show dirussions held]
4. Proof of implementation of school Policies and Procedu,es
15. Manifested a leamer-centered l. Sample lesson plans of colleague/s with annotations about enhancing
teaching philosophy in va ous their leamet{entered teaching PhilosoPhv
aspects of practice and suPPort 2. Minutes of LAC session/s about enhancing teachers' leamertentered
colleagues in enhancing their teaching philosoPhy through lesson plaoning
own leamer-{entered teaching 3. LAC plan (rcfer to Annex I of DO 35, s. 2016) that detatu suPPorting
philosophy teachers in enhancing their learner{entered teaching Philosophv through
lesson planning
4. [,essolplan exemplar used during a Leaming Action Cell (LAC) session
17. Identified and utilized 1. Performance Coaching and Mentoring Form (PMCF) showing guidance
personal professional strengths to given to teachers and aemarks in terms of upholding the dignity of
u hold the d of teac
Enclosure to DepEd uemordndum.lllo. _
a profession to help build a 2. Documented feedback from zuperiors, colleagues, leamers,
positive teaching and leaming parents/guardian, or other stakeholders direcdy reflecting the ratee's
culture within the school good pnctices that uphold the dignity of teaching as a profession
3. Annotated evidence of practice indtectly linking to the upholding of the
dignity of teaching as a profession
. screenshot of text messag€/chat/email/ ary form of
communication with parents/guardian or leamers (name or any
identifier removed)
. remark ftom superior/school head about one's Perconal
professional qualities (e.g., enkies in Performance Monitoring and
Coaching Form [PMCFI or in Mid-Year Review Form)
. r€cognition from the rhool/school community about one's
qualities
. others (please specr!)
4. Pe6onal notes on one's personal professional strengtis
18. Reflected on the Philippine l. Updated IPCRF-DP from Phase II

Professional Standards for 2. Mid-year Review Form (MRF)
Teachers to plan personal 3. P€rformance Monitoring and Coaching Form (PMCD
professional development goals 4. IPCRF-DP
and assist colleagues in planning 5. Certification from the ICT Coordinator/School Head/Focal Person in
and achieving their own goals charge of e-SAT and IPCRF-DP
19. Performed various related Any pioof that the master teacher:
works/ activities that contribute
to the teaching-leaming process . served as facilitator/ speaker
. served as demonstration teacher
. servd as a member of the technical working group
. served as OIC in the absence of the principal
. represented the principal in meetings and confermce
. observed classes of Teachers l-lll
. assisted the school selection committee in the evaluation of
credentials when hiring or promoting teachers
. served in a committee
. s€rved as adviser to co-curricu-lar activities
. rrvedascoordinator/chairperson
. authored/contributed to a book or joumal
. coached and mentored learners in competitions
. mentored pre-s€rvice/ in-service teachers
. othe$ (please sP€cify and provide annotations)
PART II. Teacher Broadcasters
Same with the RPMSPI,ST Tools for Regular Teachers, There are 18 indicators from the
Philippine Professional Standards for Teachers (PI'ST) chosen as RPMS obiectives for this school
year. These indicators complete the integration of PI€T through the RPMS.
k Appmilit 24 for the RPMS Tool for Proficient Teachers (Full-time Teacher
Broadcasters) and Appeadix 28 for the RPMS Tool for Highly Proficient Teachers (Full-time
Teacher Broadcasters). A glossary is provided in each tool to set the operational definition of
concepts from the indicators and of certain MOV.
ssroom obseroable tiTes
For Proficient Teachers, there are nine (9) classroom observable objectives. The
performance indicators of these obiectives are identified for Quality.
o$ectives require MOV from a classroom observation. while o$ectives 7,

1. 3, 4, 5, and 6
8, 9, and 10 have sET A and SET B options that require MoV from either a classroom
observation,
the
provision of supplemetal material/ s, or accomplishment of a TRF depending on the context of
teacher.
The
For Highly Proficient Teachers, there are seven (7) classroom observable obiectives.
performance indicators of these obiectives are identified for Quality'
obiectives 1, 3, 4, 5, and 6 require MoV from a classroom observation. While obiectives

9
observation or
and 10 have sET A and SET B options that require MOV from either a classroom
accomplishment of a TRF depending on the context of the teacher'
only two (2) observations are required for both Proficient and Higtrly Proficient Teachers
for the entire school Year.
Non room ble s
Therearethirteen(13)non.classroomob|ectivesforbothProficientandHighlyProficient
Teachers. This includes the obiectives that have SET A and SET B options'
The performance
indicators of these objectives are identified for Quality. Plus Factor is o$ective
19.
Table j. Mov ?rcr indicator for the Profcient Teachcrs (Full-time Teacher Broadcnsters
for RPMS SY 2027'2022)
RPMS obiective based on the Means of verification

PPST prio.ity indicator
1. Applied knowledge of content Classroom observation tool (cor) rating sheet or inter-observer
within and across curriculum arreem€nt form obta .med hom an obsentahofl ol a f id?o lesson ot tudio lessott
teaching areas riat is SLM-based or MELC-oligncd (plea* Provide annotahons of one's
contribution to the video lesson)
2. Used research-based One (1 fot TV or radio-base d instructi on

lesson plan OI a esson script
knowtedge and princiPles of with annotations identilying the tch- ba sed know led ge ard,/ or
teaching and learning to enhance principles teach lng a d lea ln rng used as ba se5 for pla nnlng designing
professional practice the lesson (please P rovide annotations of one's contribu tion to the ideo
lesson)
3. Disptayed Proficient use of

Mother Tongue, FiliPino and Claa$oom obsewation tool (COD rating she€t or intet-
English to facilitate teaching and oba€ €r agrecanent form obtained from an obserootixn of a oideo
learninq bsson or tuiio or MELC-aligned (plealF
lesscrn thqt is SLM-bosed
4. Used effective verbal and non- piovide annotations of one's conbibuhon to the video lesson)
verbal classroom communication
Enclosure to Dcpad Aemotwdum J\Io. _
strategies to support leamer
understanding, participation,
engagement and achievemenl
5 Established safe and secure
leaming envircnments to enhance
Iearning through the consistent
implementation of policies,
6. Maintained leaming
environments that promote
fairness, respect and care to
encourage leaminq
7. Maintained leaming SET A
environments that nurfure and Any suppl€mentary m.terial (in PrinvdiSital forErt) made by the ratce
inspire Ieamers to padicipate, and used in the lesson delivery that highlights maintaining learning
cooperate and collaborate in envircnments that nurture and inspire leamers to ParticiPate, cooPerate and
continued leaming collaborate in continued leaming
. one lesson fiom a selfJeaming module (SLlv0
o lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemPlars,
and the likes)
. video lesson or audio lesson that is SLM-based or MELC-aligned
. client/leamer feedback on how the material encouraged the
leamers to particiPate, cooperate, and collaborate
. other leaming materials in print/digital format (Please sPeciry and
with clienyleamer feedback on how the material encouraged the leamers

participate, cooperate, and collaborate Clease sPecify and Provide
annotahons of one's contribution to a material if it is a group work.)
SET B
Cleesroom obrrvetion tool (COT) rating Eheet or inter-obs€rver
rgre€ment form obta ined fuom an obsettaticn of o ttideo lesson or audio bsson
tlrot i" SLM-br*d * MELc-aligned (Plea* Provide annotations of onds
8. Applied a range of successful SET A

strategies that maintain leaming Any supplementary material (in print/digital format) made by the ratee and
environments that motivate used in the lesson delivery that highlights a range of st ategies that maintain
leamers to work productively by leaming environments that motivate learners to work productively by
assuming responsibility for their assrming responsibility for their own leaming
own leaming o one lesson from a setf-leaming module (SLlv0
o lesson plan (e.g., DLB DLL, WHLP, WLP, WLL, leseon exemPlars,
and the likes)
. video lesson or audio lesson that is Sl-M-based or MElC-aligned
r other leaming materials in Print/digital format (Please specify and
provide airnotations)
(Pleas€ specify and provide annotations of onds contribution to a

material if it is a grouP work.)
()R
srr B
Classroom obE€rvation tool (COT) rating she€t or inler-obscrver
agreem€nt forn obta irred fuom an obsen'ation of a oideo lrssoh or autlio lesson
thal is SLM-based or MELc-atigned (please provid€ annotations of one's
9. Designed, adapted and SET A

implemented teaching strategies Cla6sroom ob6ervation tool (COT) rating sheet or inter-observer
that are rcsponsive to leamels rtreement form obta ined fuom an obseflation of a nideo ksson or audio lesson
with disabilities, giftedness and tiat is SLM-based or MELC-oligned (plea* provide annotations of one's
talents contribution to the video lesson)
OR
SET B
Teacher Reflection Form CfRD on designin& adaptin& and/or
implementing teaching strategies that are responsive to leamers with
d isabilities, giftedness, and talents
10. Adapted and used culturally SET A

appropriate teaching strategies to Claesroom observation tool (COT) rating sheet or intet-observer
addrcss the needs of learners atreement form obtained trom an obserttation of o uideo lesson or audio lessan
from indigenous groups thal is SLM-bqscd ot MELc-aligned. (plea* provide annotations of one's
OR
SET 8
Teacher Rdlection Form ffRD on adapting and using culturally
apprcpriate teaching strategies to address the needs of leamers
from indigenous group
11. Adapted and implemented Any supplementary material (in pdnt/digital format) made by the ratee and
learning programs that ensure used in tie lesson delivery that highlights adapting and implementing
relevance and responsiveness to leaming programs that ensure relevance and responsiveness to the needs of
the needs ofall leamers all leamers
. one lesson fiom a self-leaming module (SLM)
. lesson plan (e.9., DLP, DLL, WHLP, WLP, WLL, lesson exemplarg
and the likes)
. video lesson or audio lesson that is Sl-M-based or MElC-aligned
. other learning materials in print/digital format (please specify and
with client/earner feedbrck highlighting the relevance and

responsiveness of the leaming prognm to the needs of the
leamers (Please specify and provide annotations ofone's
contribution to a mate al if it is a group work.)
12. Utilized assessment data to One (1) Iesson plan or a lesson sdipt fot TV- or radio-based inskuction
inform the modification of with annot tions highlighting utilization of available assessment data (e.9.,
teaching and leaming practices PISA, TIMMS, other open access) in modifing teaching and teaming
and programs practices or programs (please provide annotations of one's contribution to
the video lesson)
13. Maintained l€aming Any supplementary material (in print/diFtal format) used in the lesson
envircnments tlEt are resPonsive delivery that highlights maintaining leaming environments that are
to community conto(ts responsive to community contexts
. one lesson ftom a selfleaming module (SLM)
. Iesson plan (e.9., DLP, DLL, WHLP, wLP, WLL, lesson exemPlart
and the likes)
. video lesson or audio lesson that is SLM-bard or MElC-aligned
. other leaming materials in print/digital format (please speciS and
(Please specify and provid€ annotations of one's contribution to a

material if it is a group work.)
14. Reviewed regularly personal 1. Annotated video / audio recording of one's teaching tfiat shows
teaching practice using existing impact of regularly reviewing one's teachin8 practice/s
laws and regulations that apply 2. Annotated teaching material that shows impact of regularly rwiewing
to the teaching profession and the onds teaching practice/s
responsibilities specified in the . lesson plan
Code of Ethics lor Prcfessioaal . assessment mateaials
Teachefi . others (plear speciry)
3. Personal reflection notes as outputs from patticipation in review of
personal teaching practices in four (4) quarters
4. Proof ofattendance (with date) in LAC o. coaching and mentoring
sessions for aeview of personal teaching Practices
15.Complied with and I Proof of participation / involvement in a community

implemented school policies and partnership at the national / regional / division / rhool
procedures consistently to foster level for the implementation of a DepEd/s.hool
harmonious relationships with policy/procedure such as the BE-LCP (e,9., reassignment
Enclosure to DepEd Memorlc;ndum IVo. _
leameE, parents, and other order, certificate as committee member, narrative report)
stakeholders 2. Proof of other stakeholders meeting (e.9., attendance sheet
with minutes of online or face-to-face meeting)
3. Any form of comfiunication to stakeholders (e.g.,
screenshot of chat/text message/ communication [name or
any identifier removed])
16. Applied a personal One (1) lesson plan or a lesson s.ript fot TV- or radiobased instruction
philosophy of teaching that is with annotations identifying the application ofa personal philosophy of
leamer-centered teaching that is leamer-centered (please provide annotations of one's
17. Adopted practices that uphold 1 . Documented Hback from superiors, colleagues, or other
the dignity of teaching as a stakeholders direcdy reflecting the ratee's good practices that uphold
profession by exhibiting qualities the dignity of teaching as a profession
such as caring attitude, respect 2. Annotated evidence of practice indirectly linking to the upholding of
and integrity the dignity of teaching as a profession by exhibiting qualities zuch as
caring attitude, rcspect and integrity
. Remarks from superiors, colleagues, or master teacher / school
head about onds qualities (e.8., entries in Performance
Monitodng and Coaching Form [PMCFI or in Mid-Year Review
Form)
. Recognition from the school / school community about one's
qualities
. Othets (please specify)
18. Set professional development 1. Updated IrcRF-DP from Phase II

goals based on the Philippine 2. Mid-year Review Form (MRF)
Profesrional Standards for 3. IrcRF.DP
Teachers 4. Certification from the ICT Coordinator/School Head/Focal
Person in charge of e-SAT
19 Performed various related Any proof ot

works/ activities that conkibute . committeeinvolvement
to the teachingJeaming Process . involvement as module / learning material writer / validator
o book orjoumal authorshiP / contributorshiP
. coordinatorship/chairperconship
. participation as Eseaich Ptesenter in a forum / conference
. participation in demonstration teaching
. others (Please specify and Provide annotations)
Tabb 4. MOV pu indicator lor the Highly Profcient Teachets (Full-time Teachcr Broadcasters
for RPMS SY 2027-2022)
RPMS obiective ba6ed on the PPST Means of verification
priority indi(ator
1. Modelled effective apPlications Classroom observation tool (CO'IJ ratint sheet obtained from an
of content knowledge within and observation of a video lesson oi audio lesson that is SlM-based o. MELC-
across culliculum teaching areas aligned (please provide annotations ofone's contribution to th€ video
lesson) with proof of attendance of .olleague/s
2. Evaluated with colleagues the Any supplementary material (in Print / digital format) made by the ratee
effectiveness of teaching strategies and used in the lesson delivery that hi ghlights teaching strategies that
that promote leamer achievement promote leamer achi€vement in literacy and numeracy
in literary and numeracy leaming . one lesson from a self-leaming module (SLM)
Process
o lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, tesson ExemPlars,
and the likes)
. video lesson or audio lesson that is SlM-based or MElC-aligned
o other leaming materials in Print / digital format (please sPecily an
with minutes of focus grouP discu8sion (FGD) with fellow mento.6

or minutes of coaching and mentoring s€ssion with te.chers that
show evaluated teaching strategies that promote leamer achievement
in literacy and numeracy (please specify and provide annotations of
one's cont bution to a material if it is a group work)
3. Modelled and supported

colleagues in the proficient use of
Mother Tongue, Filipino and
English to improve teaching and
leaming, as well as to develop
leamers' pride of their language,
and culture.
4. Displayed a wide range of
effective verbal and non-verbal
classroom communication Classroom obse.vation tool (COT) ratin8 sheet obtained ftom an
strategies to support leamer observation ofa video lesson or audio lesson that is SlM-based or MELC-
understanding, participation, aligned (please provide annotations of one's conkibution to the video
and achievement lesson) with proof ofattendance of colleague/s
5. Exhibited effective strategies
that ensure safe and s€cure
leaming environments to enhance
leaming through the consistent
implementation of policies,
idelines and u tes
6. Exhibited effective practices to

foster leaming environments that
promote faimess, rcspect and care
to encoumge leaminq
7. Worked with colleagues to share Any supplementary material (in Print/ diSital format) made by the ratee
successful strategies that sustain and used in the lesson delivery that highlights successfu I stratedes that
supportive leaming environments sustain supportive leaming environments that nurture and insPire leamets
that nu.ture and insPire leamers to to participate, cooPerate and collaborate in continued leaming
participate, cooPerate and . one lesson frcm a self-leaming module (SLM)
collaborate in continued leaming . Lesson plan (e.8., DLP, DLL, WHLP, WLP, WLL, t esson
Exemplars, and the likes)
. video lesson or audio lesson that is SlM-based or MElc-aligned
. other leaming materials in Print / digital format (Pleas€ sPecify
with minutes of focus group discussion (FGD) with fellow mentors ot

minutes of coa(hing and mentoring ses6ion with teachers that show
sharing of strategies for increased leamer Participation, cooPeration, and
collaboration (please sPecily afld provide annotations of one's
contribution to a material if it is a gloup work)
8. Modetted successful sbategies Any supplement.iy material (in print digital format) made by the ratee
and support colleagues in and used ln the lesson deliverv tha highlights successfu Stra te gres ln
promoting leaming environments promoting leaming environments that effectively motivate leamels to wo'k
that effectively motivate leamers to producti"ily Uy assuming resPonsibility for their own leaming
work productively by assuming . one lesson frcm a selfJeaming module (SLN{)
responsibilitv for their own leaming o lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, l'esson Exemplars'
and the tikes)
. video lesson or audio tesson that is SlM'based or MElC-aligned
. other l€aming materials in Print / digital format (please sPeciry
provide anhotations)
with minutes of focus Eroup dis.u6sion (FGD) with fellow mentors-or

minutes of coaching and mintoring session with teacheG that details
support given ro th; in motivating leamers (Please sP€cifr and provide
.nnotutiJn" of onu'" contribution to a material if it is a grcup work)
9. Assisted colleagues to design, SEI A

adapt and implemenl teaching Classroom observation tool (COT) ratinS sheet obtained from an
strategies that arc rcsPonsive to observation of a video lesson or audio lesson that isSlM-based or MELC-
leamers with disabilities, aligned (please provide annotations of one's cofltribution to the video
giftedness and talents Iesson) with proof of attendance of colleague/s
OR
SET B
Enclosure to DepH lllemorandum lYo. _
T€ache. R€flection Form (fRD on assisting colleagues in designing,

adapting, and/or implementing teaching suategies that are responsive to
Ieamers with disabilities, giftedness and talens
10. Developed and applied SE'T A

teaching strategies to address Classroom obseration tool (COT) rating sheet obtained ftom an
effectively the needs of leamers observation of a video lesson or audio lesson that is SlM-based or MELC-
from indigenous groups aligned (please provide annotations of one's contribution to the video
lesson) with proof of attendance of colleague/s
OR
SET B
Teacher Refle<tion Form (fRF) on developing and applying teaching
strategies to address effectively the needs of leamers from indigenous
groups
11. Worked collaborativety with Any supplementary uteri.I (in print/ ditital format) Elade by the ratee
colleagues to evaluate the design and used in the leEoon delivery that highliShts design of leaming programs
of leamint programs that that develop the knowledge and skills of leamers at different ability levels
develop the knowledge and skills r one lesson from a self-learning module (SLM)
of leamers at differcnt ability . lesson plan (e.g., DLP, DLL, WHLP, wLP, wLL, tesson ExemPlars,
levels and the likes)
. video lesson or audio lesson that is SlM-based or MElC-aligned
. other leaming mate als in print / digital format (Please sp€cify a
with minutes of focus group di6.ussion (FGD) with fellow mento.s or

minutes of coachinS and mentoring session with teachers that details
working collaboratively with them in evaluating the design of leaming
programs (please specify and provide annotations of one's contribution to a
material if it is a gtoup work)
12. Worked collaboratively with Accomplished LAC plan anchored with the school L AC plan (Annex 1 of
colleagues to analyze and utilize DO 35, s. 2016) to analyze and utilize assessment data to modify practice
assessrnent data to modiry and/or program to further suPport leamer proS.ess and achievement with
practices and programs to further any 1 ueed in the iurPlementation of the LAC Plan
support leamer progress and o minutes of LAC session on the analysis of assessment data to
achievement modify teaching Prctices and programs
. any proof of collaborative review of leamel assessmenl data
. lesson plan a lesson scriPt for TV- or radio-based instruction with
annotations or highlighting utilization of available as'sessment data
(e.g., PISA, TIMMS, other open access) in modifying practices and
programs to further suPPort leamer Progress and achievement
. any proof ofcollaborative review of intervention materials
developed for remediation / enhancement
. otheE (Please specify and Ptovide annotations)
13. Reflected on and evaluated A.y supplementary material (in print digita format ) made by the ratee
leaming environments that are and used ln the lesson de livery tha t highlights reflection n and alu tion
responsive to community of leaming environments that are responsive to communitv contexts
contexts r one lesson from a rlfJearning module (SLM)
. lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, t eson Exemplars,
and the likes)
o video lesson or audio lesson that is SlM-based or MElC'aligned
r other learning materials in Print / digital format (Please speciry
(Please speci! and ptovide annotatrons of one's contribution to a material if

it is a gioup work.)
14. Discussed with colleagues I Minutes of LAC rssions/ profussional meetings to discuss the Code of
teaching and leaming practices Ethics for Profegsional Teachers ard the reviewed annotad evidence
that apply existin8 codes, laws of practice of colleagues
and regulations that apply to the Minutes of LAC sessions/ Profussional meetings to discuss the Code of
teaching profession, and the Ethics for Profussional Teachers and the reviewed personal reflection
responsibilities specified in the notes of colleagues
Code of Ethics fot Prcfessional 3 Minutes of LAC rssions/ Profussionat meetings to discuss the Code of
Teachcrs Ethics for Professional Teachers
{ Activity proposal/traming Action Cell (LAC) Plan (refer to Annex 1 of
DO 35, s. 2016) to discuss the Code of Ethics for Professional Teachers
15. Exhibited commitment to and 1. Evaluation report on the implementation ofrhool poticies/procedures
supported teachers in the or minutes of subiect arca/grade level meetings or professional
implementation of school policies meetings on evaluating school policies/procedures
and procedures to foster 2. Minutes of subiect area/grade level meetings or professionat meetings
harmonious rela tionships with on the implementation progress of school policies/procedures [provide
leamers, parenb and other at least 2 to show discussions held]
stakeholdels 3. Minutes of subiect area/grade level meeting or professional meeting on
disseminating information and imptementing school
policies/procedures [provide at least 2 to show discussions held]
4. Proof of implementation ofschool policies and procedures
15. Manifested a leamer-centered 1. Sampte lesson plans ofcolleague/s with annotations about enlancing
teaching philosophy in various their leamercentered teaching philosoph),
aspects of practice and support 2. Minutes of LAC session/s about enhancirg teachers' leamer{enterd
colleagues in enhancing thei. teaching philosophy through lesson planning
own leamer-centered teaching 3. LAC plan (refer to Annex 1 of DO 35, s. 20.16) that details supporting
philosophy teachers in enhancing their leamer-centered teaching philosophy
through lesson planning
4. Lesron plan exemplar used during a teaming Action Cell (LAC)
session
17. Identified and utilized 1. Performance Coaching and Mentoring Form (PMCF) showing
personal professional strengtis to guidance given to teachers ard remarks in terms of upholding the
uphold the dignilv of teaching as dignity of teaching
a profes,sion to help build a 2. Documented feedback from snperiors, colleagues, or other
positive teaching and leaming stakeholders directly reflecting the ratee's Sood Practices that uPhold
culture within the school the dignity of teaching as a profession
3. Annotated evidence of practice indirectly linking to the upholding of
the dignity of teaching as a profession
. rcmarks fiom superior / colleagues about one's Personal
professional qualities (e.g., entries in Performance Monitoring
and Coaching Form IPMCFI or in Mid-Year Review Form)
. recognition from the school / rhool community about one's
qualities
. others (please speci&)
4. Personal notes on one's p€Eonal Professional sbengtlts
18. Reflected on the Philippine 1. Updated IPCRF-DP ftom Phase II

Professional Standards for 2. Mid-year Review Form (MRF)
Teachers to plan personal 3. Performance Monitoring and Coaching Form (PMCF)
professional development goals 4. IPCRF-DP
and assist colleagues in planning 5. Certification from the ICT Coordinator / School Head / Focal Person
and achieving their own goals in charge of e-SAT and IrcRF-DP
19. Performed various related Any proof that the master teacher:
works/ activities that contribute . served as coordinator / chairperson
to the teachingleaming process . authored / contributed to a book or ioumal
. s€rved as module / leaming mat€ al writer
. seryed as module / leaming material validator
. s€rved in a committee
. observed teaching performance of Teachers l-[[[
. others (please specify and provide annotations)
Enclosure to DepH emofirndum to. _
PART III. Gloeeary of Terms
Table 5. Glossary for the RPMS Tools SY 2021-2022

GLOSSARY
Refers to a leaming material that is an ardio reco ed lesson whkh can be used
for distance learning or as supplementary material
Audio Lesson
This can be saved in a USB flash drive and ptaved in a device (e.g., plug-and-
play radios with USB port, TV with USB port, computer, etc.).
Daily Lesson Log (DLL) *e bsson Plan
Detailed Lesson Plan (DLP) *e bsson Plan
Functions as a professional leaming community for teachers that will help
them improve practice and learner achievement (Department of Education
2076a, i\
LAC aims to improve the teachingJeaming process that will lead to

Learning Action Cell (LAC)
improved leaming among the students; to nufture sxccessful teachers; to
enable teacheE 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 prcpare their lessoa aanpbts
Lesson Er(emplar instead of the usual Detailed l€sson Plan (DLPs) and/or Daily Leaming Logs
(DLL) for MELCS and/or enabling competencies" (DePartrnent of Education -
CALABARZON 2020, 10).
Refurs to the Daily L essott Log (DLL) ot Detaited Lesson Ptan (DLP) as part
of instructional planning (Department of Education 2016b)
Lesson Plan
Other forms of a lesson plan are the Weekly Lesson Plan (iNLP), Weekly
Lessot Log (WLLI, Weekly Home Leamhg Plaa (WHLP) and Lesson
E,,ernplarc (LE).
Refer to the competencies from the K to l2 curriculum guides which are most
us€fuI in many professions and in everydav life, therebv satisfing the so-
called endurance criterion.
Mort Essential Leaming

Anchored on the prescribed standards. these competencies identified by the
Competencies (MELCs)
Department in consultation with stakeholders are to be used nationwide b-v
field implementers and private schools for Sl NfuNZI as a resPonse to
developing resilient education systems most esPecially during emetgencies
such as tie current qlobal pandemic (Department of Education, 2020a).
A mode of teaching that utilizes video confe.encing,, live chat, instant
messagin& or a combination of any of the online tools to engage leamers to
work in real-time
Online Synchronous Teaching
These materials may be designed for collaborative tasks to engage leamers on
vttual collaboration among peels (Department of Education 2020b,31).
Refur to leaming resources crafted by teacherc to supplement tie materials
handed down by the DepEd division/regional/cenbal offices
These materials should be aligned with DepEd standards and support the
contextualized ne€ds of leamers in online, modular, and TV- and radio-based
instruction. Thes€ teacher-made leaming mate als can be Printed or digital
Supplementary Materials
modules, activity sheets, intenctive e-materialt and MElclaligned video-
and audio-lessons (Department of Education - Undersecretary for
Curriculum and lnstruction 2020, 3). Writing tasks can also be part of the
supplementary materials where leamers can write the challenges thev arc
facing and what parts of the lesson they did not fully underctand and need
additional help for from their teacher (Departrnent of Education mzJb.lfl
Refe.s to real-time instruction via handheld two-way radios or walkie-talkies.
"Those areas with [rst Mile Schools which cannot be reached by the 25-50
kilometer radius coverage area would now be served using handheld two-
Two-way Radio Instruction
way radios or 'walkie-talkies.' These schools would each be given sets of
walkie.talkies to be able to reach leamers who are 3-5 kilometers awav from
the school. Paired with DepEd printed modules, teachers are able to guide
their siudents and ansr,{er thei, questions real-time. The combination of the
two modalities, printed modules and handheld radiot enable the effective
delivery of lessons even in tie abs€nce of online options, television and radio
broadcast services" (Department of Education - UndeEecretary for
Administration, 2021 )
Refers to a leaming material similar to a ui deo-reconled lessot and oideo-tqed
lessoa used for online asynchronous teaching or used as supplementary
material
Video Lesson
This material can b€ uploaded to YouTube, Googte Classroom, or any online
plafform, or distributed via storage devices (e.9., flash drives or CD-ROMS).
"The Weekly Horne Learniflg Plan (yVHLP) shall be prepared by teachers
implementing Distance and Blended L,eaming while the DLP or DLL...shall
Weekly Home Leaming Plan
be prepared by teachers implementing F2F leaming" (Department of
(wHLP)
Education - Undersecretary for Curriculum and lnstruction 20m, Appendix
D).
Weekly Lesson Log (WLL) *e Lrsson Plan
Weekly Lesson Plan (WLP) * Ltsson PIM
General Guidelines for the RPMS Alternative Classroom Observation
The altemative classroom observations for RPMS are considered only for SY 2021-2022
due to the absence of or limited capacity for face-to-face leaming. The selection of altemative
classroom observation shall depend on the adopted Leaming Delivery Modality (LDM) of the
school.
Table 6. Alternatioe class/oom obserrations and their conesponding guidelines
Alternative Class.oom
Obaervations
Cuidelines
1. Observation of real-time This applies to teachers who will adopt online synchronous learning or two-
teaching (online synchronous way radio instruction rcgardless of the number of classes and leamers.
leaming or two-way radio
instruction)
2. Observation ofa Consider this mode of ob**ation uthm option 1 is not Wsible .
video lesson or an audio This applies to teachers who will adopt online asynchronous leaming or
lesson audio Iesson ifl arv o/ th.it classes and leomers.
A video lesson or audio lesson shall be used in les,son delivery as part of the
supplementary materials or as one of the leaming mateiials for online
asynchronous leaming or two-way radio instruction. It is not the same as the
video lesson for TV-based instru.tion or audio lesson for radio-based
instruction that the Cenbal Office/Regional Office/Division Office
produces.
A video lesson or audio lesson must be SlM-based or MElc-aligned. A
teacher can use any recording device to record herself/himself while
teaching a lesson.
A video lesson or audio lesson can be stored in a cloud (e.g., Coogle Drive) or
any storage device (e.9., flash drive), or uploaded to an online classroom (e.g.,
Google Classroom) or a l€arning Management System.
3. Obsewation of a Consider this mode of obf€laaon]athl7. options 1 and 2 arc not possible.
demonstration teaching via This applies to teachers who will adopt p!r. modular leaming
Leaming Action Cetl (LAC) (print/digital), radio-based instruction (e.g., DepEd Radio), and TV-
based instruction (e.9., DepEd TV).
In DepEd's BE-LCP in the tine of CO\IID-19, "a support mechanism shall be
established for teachers and school leaderc to have access to relevant on-
demand technical and administrative advice and guidance which come in
many forms. . . including professional learning communities through the LAC"
@epEd Order No. 12, s- 2020, p. 41). In support ofthis mechanism, the LAC
policy states that school LAC "primarily functions as a professional learning
community for teache.s that will help them improve practice and leamer
achievement" Ed Order No. 35, s. 2015,
4. Observation during This shatl only apply to authorized public and private rhools that are
limited face-to-face clasges located in minimal- or low-risk arcas based on the criteria set by the
in low-rGk areas Department of Health (DOC), and passed the school safety assessment of
DepEd.
Enclosu"e to lrep8d Memorandum Ivo. _
Authorized public and private schools that are allowed to conduct

limited face-to-face (lasses shall follow the usual classroom observation
proto.ols subiect to strict observan.e of COVID-1g health and srfety
precautions and prevailing communit5r q uarantine
There should be two (2) classroom obs€rvations for the entire school year. Hence, ratees
should submit 2 classroom observation tool (COT) rating sheets/ inter-observer agreement forms
as MOV for o$ectives that require such (i.e., Objectives 7, 3, 4, 5,6, 9 and 10). The altemative
classroom observations should follow this timeframe:
. CO 1 - between September 2021 and February 2022

o CO 2 - between March 2022 an dJuly 2022
sx Appmdiz 5 for the FAQs (frequently asked questions) on the altemative classroom
observations.
Classroom Observation Processes in the New Normal
Given the implementation of different teaching-learning modalities, various classroom

observation processes can be done depending on the applicable context and modalities adopted
by the rhool. The pre-observatiory observation, and post- observation are still to be followed
with
minimal modifications as shown in the table below.
Table 7. Alternatiae classrcom obxroation procesxs
Ots€fvatioo of a Observalion durino

Tool3 / Online observation and ObsefvEtbfl of a
demonsiration bEching
FoIms throuoh two-way radio video lesson or rn aodio linited facelolace
v*r Leaming Action Cell
tleeded insln ciio lesson (rAcl classes in low{i3* itBas
Observeris Teadlef Observef/s Teadler Observer/s Teadrcr Observef/s Teacher

. Rerricw lh€ . Revielals . Revieu tlE . Re.,/iq/r3 . Resieu, fle . Re,/ie!r,s . Relrier/v tE . RarelYs
COT{PMS COT- RPi'S cor{Pits coT{Pt s coT{Piis @T. RPi'S COT{PMS COT- RPi/6
rubdc rub.ic rubtu rublh nthic rubric rublh rubft
mrqdate to rwide io ry.op.i.b to mrlp.iabto m.o9.i.b to #o9.iate to Aoro0.iate io .!F.lab io
the pGilim d ti3lEr OE pciliIl d ti!/lE fE pGilirl d tGrlE fE pciltuo c tii/lEr
lhe bact|6 to pcilon. the leactrer to pciloo. fE leacr|6 lo pcilorl- trE le*lE to porilon.
b. ob8eryed. be ob8€ryed. be ob3err&d- be obrrved-
e . Pl ltie . PI l3lic . Pl rs lhe . Pl s ir?
. Meet wi0r hasoo bGed . Meel witt l6sor| beed ' Maet r'r ! kssoi baed . Meel wi0t le$dt b-e{,
b ttE leacnef to ql0re lhe leacrref lo mllte fE baclrer to qr lhe tE leaclE to mt|e
! dsqr8s th. indcaloE. dsdrls ttE indcalol3. dsq,ss fE indcators. dsorss fE indcators-
sdledle rld scrEdre o( Bctredle d scho(fuae ol
&
coT-
RPTIS tE odiE ili.ra$,(rn of .
Ddi're.s BE TE LAC llE oGite
RUBRIC paatfsm to bc trE viieo ot |csroll ushg a s€t8irt otc€.Yalion
used ioa andio l€aaon. virco 6 audo ir €rded lo.
otce{valioo: lrcolfrg dcrionsiralixt
hafldheld de{ca t€.diB
Io( tlD-vJay
ralo
irElludin
. .\n€rvlhe .
. Sub il ltE Sfr at any . . Ddirr€rs . Sl.l a'll, . Ddi\,€r3 fE
AcDe$ Ure Dclivcrs Ole
bsson oDsile
mline 16s..l h 0E viireo lcsson vireo c audo aralatlc leston d| the avdaUG
qt the 4.e€d
q radb cliGen qtlrE (
fsEr to tltc le$oar lo tle seaE' 4[Erd lirE se*'
trq.Ercy d pa{am q ardb l€l8qr Geryet,! d locatiro . Mlrli)a" date .nd tirrE
E the s#ul"d handheld alier . R*od dl obc€rtEts
rc gl +rt
OASER lyrdt'qlous rdo. sltn*3ill' cdtrIEnls on to
3 vaTlox cla3s' fE
o XOTE S . R€cord Cl OtEcrvilin . Rerdd dl
FORII . Rrcod dl cdmEtlb m l'lde3 Fdm. cqlrErb qr
cdrrrEnt3 qt fie tE
Obcewdin
fte ObeN-dixr
l.loles Fdm.
Ot ervdir Noles Fdm
t6e. Fq'rl.
. Rale the . Rate lic . Rrle fie . Rats lhe
RATI}TG teadE teacrEr tea{rEr.
teldEr. .
SHEET
ln cale ol ln ci3e o(
t ln ce oa ln case c
iPle n!nide
m,rltipae rrulide
otcelvers: otc€rvEB: daErv?rs:
otcervel:i:
IXTER. . . . tl!.r.!s ltE . Cls{r.'!!rE
t OBSE
RVER
tlsclEs ltE
rdirg r|itrl
Dsd-uE
rdirg wih
lelffr
ltE
ralilg uih
tlotr
raling witrl
ftlqlt
o AGRE Elot
o,
EHEIIT obccnr"r,s. &w/s otcrrvct/s. dcerwrb.
FORH
. Oe.ire ql . DGcire qr . Decide frl oo lhe
the fud ralitlg. tlE tual rdtttg. tE firtal rating. ralrng
rating sheet ot
Obaen/et/s and the teachef llreel to 6BcrJss the readts of Itte observation Itey atu their Ergnafures oal lhe
lhe irter-olBerv€f aqeerEr lolm
. For higlrly profcint teachcr$, a F@l of allendonce 'luting obseroation is Pod of tlvir Mov Hetce' lfu following
Wlocols dtouw be obsefled:
1)onlinesynchronousleamilgorhDo-wcyradioiflstluction-(i)lnoiteyoufcollrague/stogitinyouf
synchronotts class. (ii) Hqoe M attcndmce shtet afT the clas6'
'irned
Obl'?flotion of aoideo ot audio lcssa - (i) Gioe a cory olwroidco ot aiio less.,t
toyour colbague/s tthidr
2)
tlEV shauld vie!.). (ii) H@e at attend,nce sheet signcd afmoards' (Note: Obseme s rnust ensare that
colleaguds oiew the video lesson or listen lo E aradio lcsEon )
3) Obxroatiot of a demottstration tea.hing oia LAC - (i) Inoite collaaguek to &eroe yalt deflonstration
Wt
tea&ing during a LAC session. (ii) Hoe at oltenltance sllaet $iged afettoodg
1)Obxroationdu/]nglimibdface-to-ltclaslrjsinlottt-iskorcos-(i)lttoiteWrcolleague/stositinyour
limited facelo-fuce. (ii) Have m attcndmce sheet signed afrer the closs'
Enclosure to DepEd Memorandum IVo. _
RPMS Tools for SY 2027-2022
Attached to this DepEd Memorandum are the COT-RPM9 SAT-RPMS, andTRF (Appmilix 3 to
5) for Proficient Teachers and Highly Proficient Teachers for SY 2021-2022 (both Regular Teachers
and Teacher Broadcasters). SubsequentJy, the aforementioned tools may also be accessed tfuough
this linl httpEy'/bit.lylRPMSPPST2O2l2O22
The abovementioned link can only be accessed by teachers using their official DepEd e-mail
address (example juanluna@deft4,Wllr) when accessing the link. Any other e-mail adress other
shall not be allowed access to the Google Drive.
In case the teacher does not yet have a DepEd e-mail address, they may request for one from their
respective Division Information Technology Offcier (ITO).
Ratee, Rater, and Approving Authority in the RPMS
DepEd Order No. 2, s. 2015, or the Guifulines on tlv Establishment and lfipbmentation of tlu Results-
baxd Petformancz Management System (RPMS) in the Department of Etlucation, establishes who
the ratees are and their corresponding raters and approving authorities. See table below as
reference to the expanded version of ratee-rater matrix.
Table 8. Mttrix ol RPMS Rttee-Rater-Approoing Authoity
Ratedfeacher Ratey'Observer Approving Authority

Regular Teachers
Superintendent
Head Teacher Small and Medium Diuisions
Principal/ School Head
Master Teacher
Assistant Superintendent
I-arge and Very Inrge Ditisions
Superintendent
Small and Medium Diuisions
Teacher Principal/ School Head
Assistant Superintendent
Iarge and Very Large Diusions
Master Teacher/ Head
Teacher Principal/ School Head
Teacher/ Assistant Principal
AI-S Implementers Master Teacher/ Head
(school-baxd) Principal/ School Head
Teacher/ Assistant Principal
AIS Implementers Chief of Curriculum
Education Program
(cornmunity learning Implementation Division
Specialist for AIS
centers-baxd) (crD)
F ull-Time Te acher Broadcasters (TBs)
TBs holding Teacher I-Il Any TB holding Master Director IV, ICTS
Positions Teacher I-[V positions,
preferably in the same
leaming area
TBs holding Master Director IV, ICTS Director IV, ICTS
Teacher I-IV
positions
References
Govemment of the Philippines, Deparhnent of Education. 2O2Oa. Guidelines on the Ux ol the

Most Esseatial barning Competenoes. Pasig City.
Govemment of the Philippines, Department of Education. 2020b. Adopkon of the Basic Education
baming Continuity Plan for School Year 2020-2021 in Light of tfu Cwid-1g Public Health
Emergmcy. Pasig City.
Govemrnent of the Philippines, Departrnent of Education. 2019a. Classroom Obsentation Tool.Pasig

City.
Government of the Philippines, Deparknent of Education. 20l9b. Results-baseil Perlormance

Managemmt Systeu Updated Manual. Pasig City.
Government of the Philippines, Department of Education. 2077. National Adoption and

Implemmtation of the Philippine Professional Standards for Teachers . Pasig City .
Government of the Philippines, Departnent of Education. 2016a. The leaming Action Cell as a K
to 12 Basic Education Program School-based Continuing Professional Development Strategy
for the Improvement of Teaching and l,eaming. Pasig City. Govemment of the Philippines,
DeParknent of Education. 2076b. Policy Guidelines on Daily Lesson Preparation for the K to
l2Basic Etlucnfion Program. Pasig City.
Govemment of the Philippines, Departrnent of Education. 20"15. Guidelircs on the Enhanced School
Imprcoement Planning (SIP) Process and the School Report Card (SRC). Pasig City.
Government of the Philippines, Deparknent of Education - CALABARZON. 2019. PIVOT 4A

Budget oJWork in All lzarning Areas in Key Stage 1-4 (version 2.0). Cainta.
Government of the Philippines, Department of Education - Undersecretary for Curriculum and

Instruction. 2020. Policy Guiilelines on the lmplemantation of baming Delioery Modalities lor the
Formal Educttion. Pasig City.
covemment of the Philippines, Deparknent of Education -

Teacher Education council. 2019.
Philippine Professional Standards for Teacfurs (PPST) Reswrce Package Module 12. pasig City.
united Nations Educational, scientific and Cultural organization. 799. programme

for tlu
Education of Childrm in Dfficult Circamstances: sheet children, wo*ing childrea...access to
education, euen fo, the most tbstitute.
hftps://unesdoc.unero.org/ark: / a8223 / pt00f,0718101_eng?postnSet=1&queryId=9046c1
d9 - f537 4e9c-9641- 9 d4d93b0 a429
RPMS Tool for Teacher I-III (Proficient Teachers)
in the time of COVID-19
S.Y. 2021-2022
PCP No. ______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Department of Education
Position Title Teacher I - III Salary Grade
Parenthetical Title
Office Unit Effectivity Date
Reports to Principal / School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
Position Title Teacher I Teacher II 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
RPMS Tool for S.Y. 2021-2022 | Proficient Teachers
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
KRA 1: Content Knowledge and Pedagogy
PERFORMANCE INDICATOR
MEANS OF Very
OBJECTIVE Outstanding Satisfactory Unsatisfactory Poor
VERIFICATION QET Satisfactory
(5) (3) (2) (1)
(4)
1. Applied Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
knowledge Tool (COT) rating sheet or Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
of content inter-observer agreement Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and form from shown in COT shown in COT shown in COT shown in COT shown in COT
across 1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
curriculum synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
teaching teaching (limited face-to- agreement forms agreement agreement agreement forms agreement forms
areas face teaching, online forms forms
teaching, or two-way or
radio instruction)
2. if option 1 is not Quality No acceptable
possible, an observation evidence was
of a recorded video shown
lesson or audio lesson
that is SLM-based or
MELC-aligned
3. if options 1 and 2 are not
possible, an observation
of a demonstration
teaching* via LAC
*For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also
be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.
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. See sample computation below:
COT RPMS 5-point RPMS Rating for RPMS Rating

Means of Verification Average
Rating Scale Rating Quality Transmutation Table
COT Rating Sheet 1 6 4 4 Outstanding (5) 4.500-5.000
3.500
COT Rating Sheet 2 5 3 (Very Satisfactory) 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
MEANS OF Very
(5) (3) (2) (1)
(4)
2. Used One (1) lesson plan Used research- Used research- Used research- Use of research- No acceptable
research- with annotations based based based based evidence was
based identifying the knowledge knowledge knowledge knowledge shown
knowledge research-based and/or principles and/or and/or and/or principle
and principles knowledge and/or of teaching and principles of principles of of teaching and
of teaching principles of teaching learning in all teaching and teaching and learning is
and learning to and learning used as the learning in two learning in one identified but
enhance basis for planning / components of components of component of was poorly
professional designing the lesson Quality instruction in instruction in instruction in used as basis
practice the lesson plan the lesson the lesson for planning /
to improve plan to plan to designing the
student improve improve lesson
learning student student
learning learning
Research-based knowledge – Information, knowledge or data acquired through systematic investigation and logical study (PPST, 2017)
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of teaching and learning (PPST, 2017)
Components of instruction – learning objectives, instructional activities, and assessments
4
MEANS OF Very
(5) (3) (2) (1)
(4)
3. Displayed Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
proficient use Tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
of Mother or inter-observer Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
Tongue, agreement form from shown in COT shown in COT shown in COT shown in COT shown in COT
Filipino and 1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
English to synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
facilitate teaching (limited face- agreement forms agreement agreement agreement forms agreement forms
teaching and to-face teaching, online forms forms
learning teaching, or two-way or
radio instruction)
2. if option 1 is not No acceptable
Quality
possible, an evidence was
observation of a shown
recorded video lesson
or audio lesson that is
SLM-based or MELC-
aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration
teaching* via LAC

3.500
Poor (1) 1.000-1.499
5
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Used Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective verbal Tool (COT) rating sheet or Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
and non-verbal inter-observer agreement Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
classroom form from shown in COT shown in COT shown in COT shown in COT shown in COT
communication 1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
strategies to synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
support learner teaching (limited face- agreement agreement agreement agreement agreement
understanding, to-face teaching, online forms forms forms forms forms
participation, teaching, or two-way
engagement radio instruction) or
and 2. if option 1 is not Quality
achievement possible, an observation No acceptable
of a recorded video evidence was
lesson or audio lesson shown
MELC-aligned
not possible, an
observation of a
demonstration teaching*
via LAC

3.500
Poor (1) 1.000-1.499
6
KRA 2: Learning Environment
MEANS OF Very
(5) (3) (2) (1)
(4)
5. Established Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
safe and secure Tool (COT) rating sheet or Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
learning inter-observer agreement Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
environments to form from shown in COT shown in COT shown in COT shown in COT shown in COT
enhance 1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
learning through synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
the consistent teaching (limited face- agreement agreement agreement agreement agreement
implementation to-face teaching, online forms forms forms forms forms
of policies, teaching, or two-way
guidelines and radio instruction) or
procedures 2. if option 1 is not Quality
possible, an observation No acceptable
of a recorded video evidence was
lesson or audio lesson shown
MELC-aligned
of a demonstration
teaching* via LAC

3.500
Poor (1) 1.000-1.499
7
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Maintained Classroom Observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning Tool (COT) rating sheet or Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
environments inter-observer agreement Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
that promote form from shown in COT shown in COT shown in COT shown in COT shown in COT
fairness, 1. an observation of rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
respect and synchronous inter-observer inter-observer inter-observer inter-observer inter-observer
care to teaching (limited face- agreement forms agreement agreement agreement forms agreement forms
encourage to-face teaching, online forms forms
learning teaching, or two-way or
radio instruction)
Quality
2. if option 1 is not No acceptable
possible, an observation evidence was
of a recorded video shown
MELC-aligned
of a demonstration
teaching* via LAC

3.500
Poor (1) 1.000-1.499
8
MEANS OF VERIFICATION Very
(SET A or SET B) QET Satisfactory
(5) (3) (2) (1)
(4)
7. Maintained SET A Provided Provided Provided an Provided learning No acceptable
learning Any supplementary material (in print/digital effective and effective effective opportunity/ies evidence was
environments format) made by the ratee* and used in the varying learning learning that is/are shown
that nurture lesson delivery that highlights maintaining learning opportunities opportunity that partially aligned
and inspire learning environments that nurture and inspire opportunities that are well- is well-aligned with the learning
learners to learners to participate, cooperate and that are well- aligned with the with the learning goal/s and only
participate, collaborate in continued learning aligned with learning goals goal/s and somehow
cooperate ● activity sheet/s the learning and engage engage learners engage/s
● one lesson from a self-learning module goals and learners to to participate, learners to
and
(SLM) feature all participate, cooperate, participate,
collaborate in
● lesson plan (e.g., DLP, DLL, WHLP, Quality elements of cooperate, and/or cooperate,
continued collaborative and/or collaborate in and/or
WLP, WLL, lesson exemplars, and the
learning learning as collaborate in continued collaborate in
likes)
● video lesson shown in the continued learning as continued
● audio lesson submitted learning as shown in the learning as
● other learning materials in print/digital learning shown in the submitted shown in the
format (please specify and provide material submitted learning material submitted learning
annotations) learning material material
with client/learner feedback on how the
material encouraged the learners to participate,
cooperate, and collaborate
SET B Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
Classroom Observation Tool (COT) rating Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
sheet or inter-observer agreement form from Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
1. an observation of synchronous shown in COT shown in COT shown in COT shown in COT shown in COT
teaching (limited face-to-face teaching, rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
online teaching, or two-way radio inter-observer inter-observer inter-observer inter-observer inter-observer
instruction) agreement agreement forms agreement forms agreement forms agreement
Quality
2. if option 1 is not possible, an observation of forms forms
a recorded video lesson or audio lesson
that is SLM-based or MELC-aligned or
3. if options 1 and 2 are not possible, an
observation of a demonstration teaching** No acceptable
via LAC evidence was
shown
Elements of collaborative learning – positive interdependence, individual accountability, and shared authority in assessing and facilitating one’s learning.
9
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution to a
material.
** For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall
also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring,
etc.
Note for SET A: 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. See sample computation below:
RPMS 5-point RPMS Rating for RPMS Rating

Scale Rating Quality Transmutation Table
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
Note for SET B: 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. See sample computation below:

3.500
Poor (1) 1.000-1.499
10
MEANS OF VERIFICATION Very Unsatisfactor
OBJECTIVE Outstanding Satisfactory Poor
(SET A or SET B) QET Satisfactory y
(5) (3) (1)
(4) (2)
8. Applied a SET A Applied Applied Applied an Applied No acceptable
range of Any supplementary material (in effective effective effective teaching evidence was
successful print/digital format) made by the ratee* teaching teaching teaching strategy/ies shown
strategies and used in the lesson delivery that strategies that strategies that strategy that is that is/are
that maintain highlights a range of strategies that are well- are well- well-aligned partially
learning maintain learning environments that aligned with the aligned with the with the learning aligned with the
environments motivate learners to work productively by learning goals learning goals goal/s and learning goal/s
that motivate assuming responsibility for their own and and successfully and only
learners to learning successfully successfully motivates somehow
work ● activity sheet/s motivate motivate learners to motivate/s
productively ● one lesson from a self-learning Quality learners to learners to work learners to
by assuming module (SLM) monitor and work productively by work
responsibility ● lesson plan (e.g., DLP, DLL, WHLP, evaluate their productively by assuming productively by
for their own WLP, WLL, lesson exemplars, and own learning assuming responsibility for assuming
learning the likes) as shown in the responsibility for their own responsibility for
● video lesson submitted their own learning as their own
● audio lesson learning material learning as shown in the learning as
● other learning materials in shown in the submitted shown in the
print/digital format (please specify submitted learning material submitted
and provide annotations) learning material learning material

Classroom Observation Tool (COT) Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
rating sheet or inter-observer Objective 8 as Objective 8 as Objective 8 as Objective 8 as Objective 8 as
agreement form from shown in COT shown in COT shown in COT shown in COT shown in COT
1. an observation of synchronous rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
teaching (limited face-to-face inter-observer inter-observer inter-observer inter-observer inter-observer
teaching, online teaching, or two-way agreement agreement agreement agreement agreement
radio instruction) forms forms forms forms forms
Quality
2. if option 1 is not possible, an
observation of a recorded video lesson or
or audio lesson that is SLM-based or
MELC-aligned No acceptable
3. if options 1 and 2 are not possible, an evidence was
observation of a demonstration shown
teaching** via LAC
11
material.
** For modular approach, demonstration teaching via LAC must reflect the teaching-learning process in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall
also be complemented with any annotated document (e.g., module, screenshot of instant messaging, note/s showing instructions, narrative) indicating occurrence of follow through, monitoring,
etc.

MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from a SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499

3.500
Poor (1) 1.000-1.499
12
KRA 3: Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(5) (3) (2) (1)
(4)
9. Designed, SET A Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
adapted and Classroom Observation Tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented (COT) rating sheet or inter- Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
teaching observer agreement form from shown in COT shown in COT shown in COT shown in COT shown in COT
strategies 1. an observation of synchronous rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
that are teaching (limited face-to-face inter-observer inter-observer inter-observer inter-observer inter-observer
responsive to teaching, online teaching, or agreement agreement agreement agreement agreement
learners with two-way radio instruction) forms forms forms forms forms
Quality
disabilities, 2. if option 1 is not possible, an
observation of a recorded video or
giftedness
lesson or audio lesson that is
and talents
SLM-based or MELC-aligned No acceptable
3. if options 1 and 2 are not evidence was
possible, an observation of a shown
demonstration teaching* via
LAC
Teacher Reflection Form (TRF) Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
on designing, adapting, and/or shown in the shown in the shown in the shown in the shown in the
implementing teaching strategies TRFs TRFs TRFs TRFs TRFs
that are responsive to learners with
disabilities, giftedness and talents Quality or
and a certification from the
school head that the ratee’s No acceptable
classes have no identified learner/s evidence was
with disabilities, giftedness and/or shown
talents
“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gifted or talented and those 2) who have physical, mental, social, or sensory impairment.
● These persons may be gifted/talented, a fast learner, mentally retarded, visually impaired, hearing impaired, with behavior problems, orthopedically handicapped, with special health
problems, learning disabled, speech impaired, multiple handicapped (DO 117, s. 1987).
● “Disability shall mean a physical or mental impairment that substantially limits one or more psychological, physiological or anatomical function of an individual or activities of such
individual.” (RA 7277)
● “Students with gifts and talents perform - or have the capability to perform - at higher levels compared to others of the same age, experience, and environment in one or more
domains. They require modification(s) to their educational experience(s) to learn and realize their potential.” (National Association for Gifted Children, 2019)
● For reference, other issuances that relate to learners with disability, giftedness and talents are: DECS Order 26, s.1997 or the Institutionalization of SPED Programs in All Schools, and
DepEd Order No. 72, s. 2009 or the Inclusive Education as Strategy for Increasing Participation Rate of Children.
13
Note for SET A: 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;

3.500
Poor (1) 1.000-1.499
Note for SET B: 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

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
TRF 2 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
14
(5) (3) (2) (1)
(4)
10. Adapted SET A Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
and used Classroom Observation Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
culturally Tool (COT) rating sheet or Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
appropriate inter-observer agreement shown in COT shown in COT shown in COT shown in COT shown in COT
teaching form from rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
strategies to 1. an observation of inter-observer inter-observer inter-observer inter-observer inter-observer
address the synchronous agreement agreement agreement agreement forms agreement forms
needs of teaching (limited face-to- forms forms forms
learners face teaching, online or
teaching, or two-way radio
from Quality
instruction) No acceptable
indigenous
2. if option 1 is not possible, evidence was
groups an observation of a shown
recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
possible, an observation of
a demonstration teaching*
via LAC
Teacher Reflection Form Level 5 as Level 4 as Level 3 as Level 2 as shown Level 1 as shown
(TRF) on adapting and using shown in the shown in the shown in the in the TRFs in the TRFs
culturally appropriate teaching TRFs TRFs TRFs
strategies to address the or
needs of learners from
indigenous groups and a Quality No acceptable
certification from the school evidence was
head that the ratee’s classes shown
have no identified learner/s
from indigenous groups
“Learners from indigenous groups” is operationally defined as people who have, under claims of ownership since time immemorial, occupied, possessed, and utilized ancestral territories, shared
common bonds of language, customs, traditions, and other unique cultural traits (RA 8371 or IPRA of 1997).
15

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
16
OBJECTIVE MEANS OF VERIFICATION Very
Outstanding Satisfactory Unsatisfactory Poor
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Adapted and 1. Proof of evaluation* on Evaluated the Monitored Completed the Planned for the No
implemented the implementation of adapted / progress of the implementation implementation acceptable
learning the adapted / contextualized adapted / of the adapted / of the adapted / evidence was
programs that contextualized learning learning contextualized contextualized contextualized shown
ensure program program as learning learning existing learning
relevance and 2. Progress report on the evidenced by program while program as program
responsiveness implementation of the MOV No. 1 being evidenced by as evidenced by
to the needs of adapted / contextualized implemented as MOV No. 3 MOV No. 4
all learners learning program evidenced by
3. Accomplishment MOV No. 2
/ completion / technical Quality
report on the
implementation of an
adapted / contextualized
learning program
4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program
Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning (PPST, 2017) that may include, but not limited to, literacy programs, numeracy
programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, intervention modules, ALS modular programs, SPED Individualized Education Programs (IEP),
among others. A group of teachers or an entire school may collaborate on a learning program. The implementor/s themselves may also evaluate the effectiveness of their adapted /
implemented learning program.
* Proof of evaluation may be the Individual Learning Monitoring Plan enclosed in DM-CI-2020-00162 (Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for
School Year 2020-2021) or any other similar/contextualized tool used by the school or prescribed by the DepEd Central Office - Curriculum & Instruction Strand in succeeding issuances.
17
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Utilized A list of identified least / Implemented Developed Planned for a Analyzed No acceptable
assessment most mastered skills based a teaching and materials teaching and learners’ evidence was
data to inform on the frequency of errors / learning based on learning mastered skills shown
the correct responses with any strategy / learners’ strategy and/or based on the
modification of of the following supporting program using assessment program based frequency of
teaching and MOV materials data as on learners’ errors and
learning 1. accomplishment report for based on evidenced by a assessment correct
practices and remedial / enhancement learners’ list of identified data as responses as
programs activities (e.g., remedial assessment least / most evidenced by a evidenced by a
sessions, Summer data as mastered skills list of identified list of identified
Reading Camp, Phil-IRI- evidenced by a with supporting least / most least / most
based reading program) Quality list of identified MOV No. 2 mastered skills mastered skills
2. intervention material used least / most with supporting
for remediation / mastered skills MOV No. 3
reinforcement / with supporting
enhancement MOV No. 1
3. lesson plan/activity log for
remediation /
enhancement utilizing of
assessment data to
modify teaching and
learning practices or
programs
18
KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Maintained 1. Accomplishment report of a Collaborated Planned with Conducted a Communicated No acceptable
learning program / project / activity with the the community consultative with the evidence was
environments that maintains a learning community stakeholders a meeting with community shown
that are environment stakeholder in program, the community stakeholders
responsive to 2. Program / Project / Activity the project, and/or stakeholders about a
community plan on maintaining a implementation activity that on a program, program,
contexts learning environment / completion of maintains a project, and/or project, and/or
3. Minutes of a consultative a program, learning activity that activity that
meeting / community project, and/or environment maintains a maintains the
stakeholders meeting Quality activity that responsive to learning learning
about a program / project / maintains a community environment environment
activity that maintains a learning contexts as responsive to responsive to
learning environment with environment evidenced by community community
proof of attendance responsive to MOV No. 2 contexts as contexts as
4. Communication letter about community evidenced by evidenced by
a program / project / contexts as MOV No. 3 MOV No. 4
activity that maintains a evidenced by
learning environment MOV No. 1
Learning environment is the classroom and other physical learning areas outside the classroom.
Community contexts refer to situations and all the circumstances in which learners learn from instruction (PPST, 2017).
Community/wider school community refers to both internal and external stakeholders (PPST, 2017).
Notes:
● This objective refers to classroom and school programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the educative process.
● A group of teachers or even the entire school may collaborate on a classroom/school program, project, or activity.
● Education can be conducted better by focusing on community and community building and seeking ways in which community can improve student learning; one of which is by “using community to
improve pedagogical, curricular, and cocurricular environments” (Bickford, D. & Wright, D., 2006). Here are sample activities that foster an engaged community in student learning:
o Pedagogical approaches – active learning activities in class use cooperative techniques; team-based projects are conducted outside class and culminate in student-led presentations; classroom
visitors such as civic leaders or alumni can broaden classroom community and enrich discussion; learners meet with faculty in office spaces that are easy to find and conducive to dialogue;
o Curricular approaches – tutoring programs are offered for at-risk learners and learners with learning needs; learner research projects culminate in school presentations with appropriate
grade/credit;
o Cocurricular approaches – social and cultural activities explore and build on the community’s heritage and mission; learners participate in volunteer work to expand their understanding of social
responsibilities and develop leadership skills; co-curricular activities involve students, faculty, and staff in shared dialogue; learners participate in experiential learning opportunities and in campus
management decisions to create a sense of ownership and responsibility.
19
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
14. Reviewed 1. Annotated video / Exhibited an Exhibited an Reviewed Participated in No acceptable
regularly audio recording of improved improved personal the review of evidence was
personal one’s teaching that practice practice teaching personal shown
teaching shows impact of through one’s through a practices using teaching
regularly reviewing
practice using teaching as teaching laws and practices using
one’s teaching
existing laws practice/s impact of material as regulations that laws and
and regulations 2. Annotated teaching regularly impact of apply to the regulations that
that apply to the material that shows reviewing one’s regularly profession and apply to the
teaching impact of regularly teaching reviewing the profession and
profession and reviewing one’s practice/s using one’s teaching responsibilities the
the teaching practice/s laws and practice/s in the Code of responsibilities
responsibilities ● lesson plan regulations that using laws and Ethics for in the Code of
specified in the ● activity sheet apply to the regulations Professional Ethics for
Code of Ethics ● assessment profession and that apply to Teachers in 4 Professional
materials
Quality
for Professional the the profession quarters with Teachers in 4
● others (please
Teachers specify)
responsibilities and the reflection quarters as
3. Personal reflection in the Code of responsibilities outputs as evidenced by
notes as outputs from Ethics for in the Code of evidenced by MOV No. 4
participation in review Professional Ethics for MOV No. 3
of personal teaching Teachers as Professional
practices in four (4) evidenced by Teachers as
quarters MOV No. 1 evidenced by
4. Proof of attendance MOV No. 2
(with date) in LAC or
coaching and
mentoring sessions for
review of personal
teaching practices
Note:
• The video / audio recordings and teaching materials should be made by the ratee and annotated based on how their use in the classroom shows impact of regularly reviewing one’s teaching practice/s.
• For Senior High School (SHS) teachers who follow a semestral structure, MOV 3 will be two (2) reflection notes per semester.
20
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
15. Complied 1. Proof of participation / Sustained Discussed Communicated Implemented No
with and involvement in a engagement with learners, with learners, school policies acceptable
implemented school-community with the parents / parents / and procedures evidence
school policies partnership for the learners, guardians, and guardians, and without was shown
and procedures implementation of a parents / other other communicating
consistently to school policy / guardians, and stakeholders stakeholders the and consulting
foster procedure (e.g., other the implemented the learners,
harmonious certificate as stakeholders implemented school policies parents /
relationships committee member, regarding school policies and procedures guardians, and
with learners, narrative report) school policies and procedures as evidenced by other
parents, and 2. Minutes of parent- and procedures as evidenced MOV no. 3 stakeholders
other teacher conference / through by MOV no. 2
stakeholders stakeholders’ meeting Quality school-
about an implemented community
school policy / partnership/s
procedure with proof of as evidenced
attendance by MOV no. 1
3. Communication letter
about an implemented
school policy /
procedure sent to
parent / guardian
21
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
16. Applied a One (1) lesson plan Applied learner- Applied learner- Applied Application of No acceptable
personal with annotations centered centered learner- learner-centered evidence was
philosophy of explaining the teaching teaching centered teaching shown
teaching that is application of a philosophy in philosophy in teaching philosophy is
learner-centered learner-centered the lesson plan the lesson plan philosophy in reflected but
teaching philosophy in all the in two the lesson plan was poorly
(e.g., constructivism, components of components of in one used as basis
existentialism) used instruction in instruction in component of for planning /
as basis for planning / Quality the lesson the lesson instruction in designing the
designing the lesson plan to plan to the lesson lesson.
improve improve plan to
student student improve
learning learning student
learning
22
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
17. Adopted 1. Documented feedback Exhibited Exhibited Adopted Adopted a No acceptable
practices that from superiors, colleagues, dignity of dignity of practices that practice that evidence was
uphold the learners, parents / teaching as a teaching as a uphold the uphold the shown
dignity of guardian, or other profession by profession by dignity of dignity of
stakeholders directly
teaching as a exhibiting exhibiting teaching as a teaching as a
reflecting the ratee’s good
profession by practices that uphold the qualities such qualities such profession by profession by
exhibiting dignity of teaching as a as caring as caring exhibiting exhibiting
qualities such profession attitude, attitude, qualities such qualities such as
as caring 2. Annotated evidence of respect, and respect, and as caring caring attitude,
attitude, practice indirectly linking to integrity with integrity with attitude, respect, and
respect and the upholding of the dignity affirmation affirmation respect, and integrity as
integrity of teaching as a profession from different from any integrity as evidenced by
by exhibiting qualities such school school evidenced by one MOV No. 2
as caring attitude, respect stakeholders stakeholder as at least two
and integrity
● Screenshot of text
as evidenced evidenced by MOV No. 2
Quality by at least two one MOV No. 1
message / chat / email /
any form of communication MOV No. 1
with parents / guardian or
learners (name or any
identifier removed)
● Remarks from mentor /
master teacher / school
head about one’s qualities
(e.g., entries in
Performance Monitoring
and Coaching Form
[PMCF] or in Mid-Year
Review Form)
● Recognition from the
school / school community
about one’s qualities
● Others (please specify)
23
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
18. Set 1. Updated IPCRF-DP Updated Discussed Set Accomplished No acceptable
professional from Phase II professional progress on professional the e-SAT at the evidence
development 2. Mid-year Review Form development professional development beginning of the
goals based on (MRF) goals during development goals based school year as
the Philippine 3. IPCRF-DP Phase II of the goals with the on e-SAT evidenced by
Professional 4. Certification from the RPMS Cycle as rater during the results as MOV No. 4
Standards for ICT Coordinator / evidenced by mid-year review evidenced by
Quality
Teachers School Head / Focal MOV No. 1 as evidenced MOV No. 3
Person in charge of e- by MOV No. 2
SAT
24
KRA 5: Plus Factor
MEANS OF Very
(5) (3) (2) (1)
(4)
19. Performed Any proof of: Performed at Performed at Performed at Performed at No acceptable
various related ● committee least 1 related least 1 related least 1 related least 1 related evidence was
works / involvement work / activity work / activity work / activity work / activity shown
activities that ● advisorship of co- that contributed that contributed that that contributed
contribute to curricular activities to the teaching- to the teaching- contributed to to the teaching-
the teaching- ● book or journal learning learning the teaching- learning process
learning authorship / process process within learning within the class
process contributorship beyond the the school / process within as evidenced by
● coordinatorship / school / Community the learning submitted MOV
chairpersonship Community Learning area /
● coaching and Learning Center (CLC) department as
mentoring learners in Center (CLC) as evidenced evidenced by
competitions as evidenced by submitted submitted
● serving as reliever of Quality by submitted MOV MOV
classes in the MOV
absence of teachers
● mentoring pre-service
teachers
● participation in
demonstration
teaching
● participation as
technical working
group member
● others (please
specify and provide
annotations)
25
GLOSSARY
Refers to a learning material that is an audio recorded lesson which can be used for distance learning or as supplementary material
Audio Lesson
This can be saved in a USB flash drive and played in a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).
Daily Lesson Log (DLL) See Lesson Plan
Detailed Lesson Plan See Lesson Plan
(DLP)
Functions as a professional learning community for teachers that will help them improve practice and learner achievement (Department of
Education 2016a, i)
Learning Action Cell (LAC) 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
Lesson Exemplar exemplars instead of the usu al Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies”
(Department of Education - CALABARZON 2020, 10).
Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b)
Lesson Plan
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.
Most Essential Learning
Competencies (MELCs) 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 utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage
learners to work in real-time
Online Synchronous
Teaching
These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education
2020b, 31).
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 TV- and
Supplementary Materials radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials,
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)
Refers to real-time instruction via handheld two-way radios or walkie-talkies.
Two-way Radio Instruction “Those areas with Last Mile Schools which cannot be reached by the 25-50 kilometer radius coverage are would now be served using
handheld two-way radios or ‘walkie-talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are
3-5 kilometers away from the school. Paired with DepEd printed modules, teachers are able to guide their students and answer their
26
questions real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons
even in the absence of online options, television and radio broadcast services” (Department of Education – Undersecretary for
Administration, 2021)
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
Video Lesson
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
Weekly Home Learning
DLL…shall be prepared by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and Instruction
Plan (WHLP)
2020, Appendix D).
Weekly Lesson Log (WLL) See Lesson Plan
Weekly Lesson Plan (WLP) See Lesson Plan
REFERENCES
Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Context for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf
Government of the Philippines. 1997. The Indigenous Peoples’ Rights Act of 1997. Republic Act No. 8371. Manila.
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act No. 7277. Manila.
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. 1987. Policies and Guidelines for Special Education. 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 Administration. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery
Modality. Pasig City.
Government of the Philippines, Department of Education-Undersecretary for Curriculum and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery
Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/
Definition%20of%20Giftedness%20%282019%29.pdf
27
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
S.Y. 2021-2022
POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Position Title Master Teacher I-IV Salary Grade

Parenthetical Title
Reports to Page/s
Position Supervised
JOB SUMMARY
Position Title Master Teacher I Master Teacher II Master Teacher III Master Teacher IV
Education For Elementary School - For Elementary School - Completion of academic Completion of academic
Bachelor of Elementary Bachelor of Elementary requirements for a Master’s requirements for a Master’s
Education (BEEd) or Education (BEEd) or degree in Education or its degree in Education or its
Bachelor’s degree plus 18 Bachelor’s degree plus 18 equivalent equivalent
professional units in professional units in Education;
Education; and 18 units for a and 24 units for a Master’s
Master’s degree in Education degree in Education or its
or its equivalent equivalent
For Secondary School - For Secondary School - Completion of academic Completion of academic
Bachelor of Secondary Bachelor of Secondary requirements for a Master’s requirements for a Master’s
1
RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers
Education (BSEd) or Education (BSEd) or degree in Education or its degree in Education or its
professional units in Education professional units in Education;
with appropriate major; and 18 and 24 units for a Master’s
units for a Master’s degree in degree in Education or its
Education or its equivalent equivalent
Experience 3 years relevant experience 1 year as Master Teacher I or 1 year as Master Teacher II or 1 year as Master Teacher III or
4 years as Teacher III 5 years as Teacher III 5 years as Teacher III
Eligibility RA 1080 RA 1080 RA 1080 RA 1080
Trainings None required 4 hours relevant training 8 hours of relevant training 16 hours of relevant training
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Trainings Relevant trainings

1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving as
trainers/facilitators in teacher quality circles/learning action cells
2
QET Satisfactory
(5) (3) (2) (1)
(4)
1. Modelled Classroom Observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level
effective Tool (COT) rating sheet 8 in Objective 1 7 in Objective 1 6 in Objective 1 5 in Objective 1 4 in Objective 1
applications of from as shown in as shown in as shown in as shown in as shown in
content 1. an observation of COT rating COT rating COT rating COT rating COT rating
knowledge synchronous sheets sheets sheets sheets sheets
within and teaching (limited face-to-
across face teaching, online or
curriculum teaching, or two-way radio
teaching areas instruction) No acceptable
2. if option 1 is not possible,
evidence was
an observation of a
Quality shown
of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

3.500
Poor (1) 1.000-1.499
3
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Evaluated Any supplementary material (in Modelled and Modelled and Modelled and Modelled and No
with print / digital format) made by the evaluated with evaluated with evaluated with evaluated with acceptable
ratee* and used in the lesson
colleagues the delivery that highlights teaching colleagues colleagues colleagues colleagues evidence was
effectiveness strategies that promote learner effective effective effective effective shown
of teaching achievement in literacy and numeracy strategies that strategies that strategies that strategy/ies that
strategies that ● activity sheet/s reflect reflect reflect reflect/s
promote ● one lesson from a self-learning adjustments or integration of consistent application of
module (SLM)
learner ● lesson plan (e.g., DLP, DLL, modifications well-connected application of relevant
achievement WHLP, WLP, WLL, Lesson in teaching teaching relevant teaching
in literacy and Exemplars, and the likes) practices to practices that teaching practices that
numeracy ● video lesson Quality enhance critical promote critical practices that promote critical
● audio lesson literacy and/or literacy and/or promote critical literacy and/or
● other learning materials in print / critical critical literacy and/or critical
digital format (please specify
and provide annotations)
numeracy skills numeracy skills critical numeracy skills
with minutes of focus group as evidenced by as evidenced by numeracy skills in some
discussion (FGD) with fellow the submitted the submitted in all aspects aspects of the
mentors or minutes of coaching learning learning material of the lesson lesson as
and mentoring session with material as evidenced by evidenced by
teachers that show evaluated
teaching strategies that promote the submitted the submitted
learner achievement in literacy and learning material learning material
numeracy
material.
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.
See sample computation below:

MOV 1: Activity Sheet with minutes of FGD 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: Lesson Plan with minutes of coaching and mentoring 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499
4
MEANS OF Very
(5) (3) (2) (1)
(4)
3. Modelled Classroom Observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
and supported Tool (COT) rating sheet 8 in Objective 3 7 in Objective 3 6 in Objective 3 5 in Objective 3 in Objective 3 as
colleagues in from as shown in as shown in as shown in as shown in shown in COT
the proficient 1. an observation of COT rating COT rating COT rating COT rating rating sheets
synchronous
use of Mother sheets sheets sheets sheets
teaching (limited face-to-
Tongue, face teaching, online or
Filipino and teaching, or two-way
English to radio instruction) No acceptable
improve 2. if option 1 is not possible, evidence was
teaching and an observation of a shown
learning, as recorded video lesson or Quality
well as to audio lesson that is SLM-
develop based or MELC-aligned
learners’ pride 3. if options 1 and 2 are not
of their
of a demonstration
language, teaching* via LAC
heritage and with proof of attendance of
culture. colleague/s

3.500
Poor (1) 1.000-1.499
5
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Displayed a Classroom Observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
wide range of Tool (COT) rating sheet 8 in Objective 4 7 in Objective 4 6 in Objective 4 5 in Objective 4 in Objective 4 as
effective verbal from as shown in as shown in as shown in as shown in shown in COT
and non-verbal 1. an observation of COT rating COT rating COT rating COT rating rating sheets
synchronous
classroom sheets sheets sheets sheets
teaching (limited face-to-
communicatio face teaching, online or
n strategies to teaching, or two-way
support learner radio instruction) No acceptable
understanding, 2. if option 1 is not possible, evidence was
participation, an observation of a shown
engagement recorded video lesson or Quality
and audio lesson that is SLM-
achievement based or MELC-aligned
of a demonstration
teaching* via LAC
colleague/s

3.500
Poor (1) 1.000-1.499
6
MEANS OF Very
(5) (3) (2) (1)
(4)
5. Exhibited Classroom Observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level
effective Tool (COT) rating sheet 8 in Objective 5 7 in Objective 5 6 in Objective 5 5 in Objective 5 4 in Objective 5
strategies that from as shown in as shown in as shown in as shown in as shown in
ensure safe and 1. an observation of COT rating COT rating COT rating COT rating COT rating
secure learning synchronous sheets sheets sheets sheets sheets
environments to teaching (limited face-to-
enhance face teaching, online or
learning through teaching, or two-way
the consistent radio instruction) No acceptable
2. if option 1 is not possible,
implementation evidence was
an observation of a
of policies, Quality shown
guidelines and audio lesson that is SLM-
procedures based or MELC-aligned
of a demonstration
teaching* via LAC
colleague/s

3.500
Poor (1) 1.000-1.499
7
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Exhibited Classroom Observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
effective Tool (COT) rating sheet 8 in Objective 6 7 in Objective 6 6 in Objective 6 5 in Objective 6 in Objective 6 as
practices to from as shown in as shown in as shown in as shown in shown in COT
foster learning 1. an observation of COT rating COT rating COT rating COT rating rating sheets
synchronous
environments sheets sheets sheets sheets
teaching (limited face-
that promote to-face teaching, online or
fairness, respect teaching, or two-way
and care to radio instruction) No acceptable
encourage 2. if option 1 is not evidence was
learning possible, an observation shown
of a recorded video Quality
MELC-aligned
not possible, an
observation of a
demonstration teaching*
via LAC
with proof of attendance
of colleague/s

3.500
Poor (1) 1.000-1.499
8
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Worked with Any supplementary material (in print / Modelled Modelled Modelled Modelled an No acceptable
digital format) made by the ratee* and
colleagues to used in the lesson delivery that varying varying effective effective evidence was
share highlights successful strategies that strategies that strategies that strategies that strategy that shown
successful sustain supportive learning environments sustain a sustain a promote a promote a
that nurture and inspire learners to
strategies that participate, cooperate and collaborate in supportive supporting supportive supportive
sustain continued learning learning learning learning learning
● activity sheet/s
supportive ● one lesson from a self-learning
environment for environment environment environment
learning module (SLM) learners to and feature all and engage and engage
environments ● Lesson plan (e.g., DLP, DLL, WHLP, recognize elements of learners to learners to
WLP, WLL, Lesson Exemplars, and
that nurture the likes) each other’s collaborative participate, participate,
Quality
and inspire ● video lesson learning learning as cooperate, cooperate,
learners to ● audio lesson strengths and shown in the and/or and/or
● other learning materials in print /
participate, digital format (please specify and value the submitted collaborate in collaborate in
cooperate and provide annotations) contribution of learning continued class
with minutes of focus group
collaborate in discussion (FGD) with fellow mentors
others as material learning as discussions as
continued or minutes of coaching and mentoring evidenced by shown in the shown in the
learning session with teachers that show the submitted submitted submitted
sharing of strategies for increased
learner participation, cooperation, and learning learning learning
collaboration material materials materials
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution to a material.

3.500
Poor (1) 1.000-1.499
9
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Modelled Any supplementary material (in print Modelled and Modelled and Modelled and Modelled and No acceptable
/ digital format) made by the ratee*
successful and used in the lesson delivery that discussed with discussed with discussed with discussed with evidence was
strategies and highlights successful strategies in colleagues colleagues colleagues colleagues a shown
supported promoting learning environments effective consistent varied teaching teaching
that effectively motivate learners to
colleagues in work productively by assuming strategies that application of practices that practice that
promoting responsibility for their own learning reflect teaching successfully successfully
● activity sheet/s
learning ● one lesson from a self-learning
modifications practices that motivate motivate
environments module (SLM) in teaching successfully learners to learners to
that effectively ● lesson plan (e.g., DLP, DLL, practices to motivate work work
WHLP, WLP, WLL, Lesson
motivate Exemplars, and the likes) sustain learner learners to productively by productively by
learners to ● video lesson Quality motivation in monitor and assuming assuming
work ● audio lesson monitoring and evaluate their responsibility for responsibility for
productively digital format (please specify and evaluating their own learning their own their own
by assuming provide annotations) own learning as shown in the learning as learning as
responsibility discussion (FGD) with fellow
as shown in the submitted shown in the shown in the
for their own mentors or minutes of coaching and submitted learning material submitted submitted
learning mentoring session with teachers that learning material learning material learning material
details support given to them in
motivating learners to work
productively by assuming for their own
learning
material.

3.500
Poor (1) 1.000-1.499
10
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Assisted SET A Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level
colleagues to Classroom Observation 8 in Objective 9 7 in Objective 9 6 in Objective 9 5 in Objective 9 4 in Objective 9
Tool (COT) rating sheet from
design, adapt as shown in as shown in as shown in as shown in as shown in
1. an observation of synchronous
and implement teaching (limited face-to-face COT rating COT rating COT rating COT rating COT rating
teaching teaching, online teaching, or sheets sheets sheets sheets sheets
strategies that two-way radio instruction)
are responsive 2. if option 1 is not possible, an or
to learners observation of a recorded video Quality
with lesson or audio lesson that is No acceptable
SLM-based or MELC-aligned
disabilities, 3. if options 1 and 2 are not
evidence was
giftedness and possible, an observation of a shown
talents demonstration teaching* via LAC
colleague/s

Teacher Reflection Form (TRF) on Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
assisting colleagues in designing,
shown in the shown in the shown in the shown in the shown in the
adapting, and/or implementing
teaching strategies that are TRFs TRFs TRFs TRFs TRFs
responsive to learners with
disabilities, giftedness and talents Quality or
and a certification from the school
head that the ratee’s classes have No acceptable
no identified learner/s with evidence was
disabilities, giftedness and/or talents
shown
11

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
12
QET Satisfactory
(5) (3) (2) (1)
(4)
10. Developed SET A Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
and applied Classroom Observation 8 in Objective 7 in Objective 6 in Objective 5 in Objective 10 in Objective 10 as
teaching Tool (COT) rating sheet 10 as shown in 10 as shown in 10 as shown in as shown in shown in COT
strategies to from COT rating COT rating COT rating COT rating rating sheets
1. an observation of
address sheets sheets sheets sheets
synchronous
effectively the teaching (limited face-to- or
needs of face teaching, online
learners from teaching, or two-way No acceptable
indigenous radio instruction) evidence was
groups 2. if option 1 is not possible, Quality shown
an observation of a
of a demonstration
teaching* via LAC
colleague/s
Teacher Reflection Form Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as shown
(TRF) on developing and shown in the shown in the shown in the shown in the in the TRFs
applying teaching strategies TRFs TRFs TRFs TRFs
to address effectively the
or
needs of learners from
indigenous groups and a Quality
certification from the No acceptable
school head that the ratee’s evidence was
classes have no identified shown
learner/s from indigenous
groups
13

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
14
MEANS OF
OBJECTIVE Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
VERIFICATION QET
(5) (4) (3) (2) (1)
11. Worked 1. New / improved Worked with Worked with Worked with Evaluated the No acceptable
collaboratively design of learning colleagues in colleagues in colleagues in design of evidence was
with programs redesigning listing detailed evaluating the learning shown
colleagues to 2. Detailed learning recommendations design of programs that
evaluate the recommendations programs based on improving the learning develop the
design of on the design of on the list of design of learning programs that knowledge and
learning learning recommendations programs based on develop the skills of learners
programs that programs as evidenced by the results of knowledge and at different
develop the 3. Synthesis of the MOV No. 1 evaluation as skills of learners ability levels
knowledge evaluation of the Quality evidenced by MOV at different without the help
and skills of learning No. 2 ability levels as of colleagues
learners at programs evidenced by as evidenced
different ability 4. Own evaluation of MOV No. 3 by MOV No. 4
levels the existing
learning
programs
among others.
15
MEANS OF Very
(5) (3) (2) (1)
(4)
12. Worked Accomplished LAC plan Evaluated Implemented Explored Planned No acceptable
anchored with the school LAC
collaboratively plan (Annex 1 of DO 35, s. 2016)
activities with activities with interventions activities with evidence was
with to analyze and utilize colleagues by colleagues to with colleagues colleagues to shown
colleagues to assessment data to modify looking for key address the use to address address the use
analyze and practice and/or program to success of assessment utilization of of assessment
further support learner progress
utilize and achievement with any 1 indicators (p. 14, data to modify assessment data to modify
assessment used in the implementation of DO 35, s. 2016) practices and/or data which practices and/or
data to modify the LAC plan as evidenced by programs as could be in the programs as
● minutes of LAC session on
practices and the analysis of assessment the submitted evidenced by the form of learning evidenced by
programs to data to modify teaching MOV submitted MOV materials, the submitted
further practices and programs instructional MOV
● any proof of collaborative
support review of learner assessment materials,
learner data equipment,
● lesson plan with
progress and accomplished part VI:
strategies in
achievement Reflection and Index of teaching,
Mastery modality in
o test item analysis Quality
o list of identified least teaching,
mastered skills based program, etc. (p.
on frequency of errors / 9, DO 35, s.
correct responses
o intervention / 2016) as
remediation / evidenced by
enhancement /
enrichment plan
the submitted
● any proof of collaborative MOV
review of intervention
materials developed for
remediation / enhancement
● accomplishment report of
intervention / remediation /
enhancement / enrichment
activities (e.g., remedial
sessions, Summer Reading
Camp, Phil-IRI-based
program)
● others (Please specify and
16
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Reflected 1. Synthesis of evaluation of a Synthesized the Consulted Conducted FGD Conducted a No acceptable
program / project / activity that evaluations from parents, with teachers on survey to gather evidence was
on and
maintains the learning the wider school guardians, and/or programs, feedback on shown
evaluated environment responsive to
learning community of the other external projects, and/or programs,
community contexts
programs, stakeholders on activities that projects, and/or
environments 2. Minutes of consultative meeting
with parents / other external
projects, and/or programs, maintain the activities that are
that are activities that projects, and/or learning responsive to
stakeholders on programs,
responsive to maintain the activities that environments community
projects, and/or activities that
community maintain a learning environment, learning maintain the responsive to contexts as
contexts highlighting the evaluations environment learning community evidenced by
made, with proof of attendance Quality responsive to environments context to reflect MOV No. 4
3. Minutes of focus group community responsive to on and evaluate
discussion (FGD) with teachers context as community them as
on a program / project / activity evidenced by context to reflect evidenced by
that maintains a learning MOV No. 1 on and evaluate MOV No. 3
environment, highlighting the
them as
evaluations made, with proof of
attendance
evidenced by
4. Survey on programs / projects / MOV No. 2
activities that maintain a learning
environment
Notes:
● This objective refers to classroom and school programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the educative process.
● A group of teachers or even the entire school may collaborate on a classroom/school program, project, or activity.
grade/credit;
17
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
14. Discussed 1. Minutes of LAC Discussed with Discussed with Discussed with Planned for a No acceptable
with sessions / professional colleagues colleagues colleagues discussion of evidence was
colleagues meetings to discuss teaching and teaching and teaching and teaching and shown
teaching and the Code of Ethics for learning learning practices learning learning
learning Professional Teachers practices that that adhere to practices that practices that
practices that and the reviewed adhere to laws, laws, regulations, adhere to laws, adhere to laws,
apply existing annotated evidence of regulations, and and regulations, and regulations, and
codes, laws practice of colleagues responsibilities responsibilities responsibilities responsibilities
and 2. Minutes of LAC specified in the specified in the specified in the specified in the
sessions / professional
regulations Code of Ethics Code of Ethics for Code of Ethics Code of Ethics
meetings to discuss
that apply to for Professional Professional for Professional for Professional
the Code of Ethics for
the teaching Professional Teachers Teachers and Teachers and Teachers as Teachers as
profession, and the reviewed reviewed the reviewed the evidenced by evidenced by
and the personal reflection Quality annotated personal MOV No. 3 MOV No. 4
responsibilities notes of colleagues evidence of reflection notes
specified in the 3. Minutes of LAC practice of of colleagues as
Code of Ethics sessions / professional colleagues as evidenced by
for meetings to discuss evidenced by MOV No. 2
Professional the Code of Ethics for MOV No. 1
Teachers Professional Teachers
4. Activity proposal /
Learning Action Cell
(LAC) Plan (refer to
Annex 1 of DO 35, s.
2016) to discuss the
Code of Ethics for
Professional Teachers
18
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
15. Exhibited 1. Evaluation report on Evaluated with Conducted Discussed with Implemented No evidence
commitment to the implementation of teachers the discussions teachers certain school policies was shown
and supported school policies / implementation with teachers on school policies and procedures
teachers in the procedures or minutes of certain school the progress of and procedures as evidenced by
implementation of subject area / grade policies and implementation for uniform MOV No. 4
of school level meetings or procedures as of certain school implementation
policies and professional meetings evidenced by policies and as evidenced by
procedures to on evaluating school MOV No. 1 procedures as MOV No. 3
foster policies/procedures evidenced by
2. Minutes of subject area
harmonious MOV No. 2
/ grade level meetings
relationships
or professional
with learners, meetings on the
parents and implementation
other progress of school
stakeholders policies / procedures Quality
[provide at least 2 to
show discussions held]
/ grade level meeting
or professional meeting
on disseminating
information and
implementing school
policies / procedures
4. Proof of
implementation of
school policies and
procedures
19
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
16. Manifested 1. Sample lesson plans Evaluated Implemented Planned for an Demonstrated a No acceptable
a learner- of colleague/s with lesson plans of plan for an activity to learner-centered evidence was
centered annotations about colleagues to activity to support teaching shown
teaching enhancing their enhance their support colleagues in philosophy in
philosophy in learner-centered own learner- colleagues in enhancing one aspect of
various aspects teaching philosophy centered enhancing their their own practice (i.e.,
of practice and 2. Minutes of LAC teaching own learner- learner- lesson planning)
support session/s about practice as centered centered as evidenced by
colleagues in enhancing teachers’ evidenced by teaching teaching MOV No. 4
enhancing their learner-centered MOV No. 1 practice as practice as
own learner- teaching philosophy evidenced by evidenced by
centered through lesson MOV No. 2 MOV No. 3
teaching planning
Quality
philosophy 3. LAC plan (refer to
2016) that details
supporting teachers in
enhancing their
learner-centered
teaching philosophy
through lesson
planning
4. Lesson plan exemplar
used during a
(LAC) session
20
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
17. Identified 1. Performance Coaching and Identified and Identified and Identified and Identified No acceptable
and utilized Mentoring Form (PMCF) utilized utilized utilized personal evidence was
showing guidance given to
personal teachers and remarks in terms personal personal personal professional shown
professional of upholding the dignity of professional professional professional strengths that
strengths to teaching strengths to strengths to strengths to uphold the
uphold the 2. Documented feedback from uphold the uphold the uphold the dignity of
superiors, colleagues,
dignity of learners, parents / guardian, or
dignity of dignity of dignity of teaching as a
teaching as a other stakeholders directly teaching as a teaching as a teaching as a profession as
profession to reflecting the ratee’s good profession to profession to profession to evidenced by
help build a practices that uphold the help build a help build a help build a MOV No. 4
positive dignity of teaching as a positive positive positive
profession
teaching and 3. Annotated evidence of practice teaching and teaching and teaching and
learning culture indirectly linking to the learning culture learning culture learning
within the upholding of the dignity of within the within the culture within
school teaching as a profession school by school by the school in
● screenshot of text message /
chat / email / any form of Quality inspiring unity initiating responding to
communication with parents / in responding activities to an issue or a
guardian or learners (name to potential avoid potential challenging
or any identifier removed) threats and threats and situation as
● remarks from superior / risks to the risks to the evidenced by
school head about one’s
personal professional school school MOV No. 3
qualities (e.g., entries in community as community as
Performance Monitoring and evidenced by evidenced by
Coaching Form [PMCF] or in MOV No. 1 MOV No. 2
Mid-Year Review Form)
● recognition from the school /
school community about
one’s qualities
● others (please specify)
4. Personal notes on one’s
personal professional
strengths
21
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
18. Reflected 1. Updated IPCRF-DP Updated Conducted Planned for Accomplished No acceptable
on the from Phase II professional mid-year review professional the e-SAT at the evidence
Philippine 2. Mid-year Review development with colleagues development beginning of the
Professional Form (MRF) goals during as evidenced based on e- school year as
Standards for 3. Performance Phase II of the by MOV No. 2 SAT results as evidenced by
Teachers to Monitoring and RPMS Cycle as or 3 evidenced by MOV No. 5
plan personal Coaching Form evidenced by MOV No. 4
professional (PMCF) MOV No. 1
development 4. IPCRF-DP
goals and 5. Certification from the
Quality
assist ICT Coordinator /
colleagues in School Head / Focal
planning and Person in charge of e-
achieving their SAT and IPCRF-DP
own goals
22
KRA 5: Plus Factor
MEANS OF Very
(5) (3) (2) (1)
(4)
19. Performed Any proof that the master Performed at Performed at Performed at Performed at No acceptable
various related teacher: least 1 related least 1 related least 1 related least 1 related evidence was
works/activities ● served as facilitator / work / activity work / activity work / activity work / activity shown
that contribute speaker that contributed that contributed that that contributed
● served as
to the teaching- to the teaching- to the teaching- contributed to to the teaching-
demonstration teacher
learning ● served as a member of
learning learning the teaching- learning process
process the technical working process process within learning within the class
group beyond the the school / process within as evidenced by
● served as OIC in the school / Community the learning submitted MOV
absence of the principal Community Learning area /
● represented the Learning Center (CLC) department as
principal in meetings Center (CLC) as evidenced evidenced by
and conference as evidenced by submitted submitted
● observed classes of by submitted MOV MOV
Teachers I-III MOV
● assisted the school
selection committee in Quality
the evaluation of
credentials when hiring
or promoting teachers
● served in a committee
● served as adviser to co-
curricular activities
● served as coordinator /
chairperson
● authored / contributed
to a book or journal
● coached and mentored
learners in competitions
● mentored pre-service /
in-service teachers
● others (please specify
and provide
annotations)
23
GLOSSARY
Audio Lesson
(DLP)
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).
Lesson Exemplar exemplars instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies”
Lesson Plan
especially during emergencies such as the current global pandemic (Department of Education 2020a).
Online Synchronous
Teaching
2020b, 31).
Supplementary Materials radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, 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)
handheld two-way radios or ‘walkie-talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are 3-5
kilometers away from the school. Paired with DepEd printed modules, teachers are able to guide their students and answer their questions
24
real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons even in the
absence of online options, television and radio broadcast services” (Department of Education – Undersecretary for Administration, 2021)
Video Lesson
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).
Plan (WHLP)
2020, Appendix D).
REFERENCES
25
RPMS Tool for Teacher I-III (Proficient Teachers)
Full-time Teacher-Broadcasters
S.Y. 2021-2022
PCP No. ______ Revision Code: 00

POSITION AND COMPETENCY PROFILE
Position Title Teacher I - III Salary Grade
Parenthetical Title
Reports to Principal / School Heads Page/s
Position Supervised
JOB SUMMARY
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
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Trainings In-service training
1
RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only
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
2
MEANS OF Very
(5) (3) (2) (1)
(4)
1. Applied Classroom observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
knowledge tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
of content or inter-observer Objective 1 as Objective 1 as Objective 1 as Objective 1 as Objective 1 as
within and agreement form shown in COT shown in COT shown in COT shown in COT shown in COT
across obtained from an rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
curriculum observation of a video inter-observer inter-observer inter-observer inter-observer inter-observer
teaching areas lesson or audio lesson agreement forms agreement agreement agreement forms agreement forms
that is SLM-based or forms forms
MELC-aligned (please or
provide annotations of
one’s contribution to the No acceptable
video lesson) Quality evidence was
shown

3.500
Poor (1) 1.000-1.499
3
MEANS OF Very
(5) (3) (2) (1)
(4)
2. Used One (1) lesson plan Used research- Used research- Used research- Use of research- No acceptable
research- or a lesson script for based based based based evidence was
based TV- or radio-based knowledge knowledge knowledge knowledge shown
knowledge instruction with and/or principles and/or and/or and/or principle
and principles annotations of teaching and principles of principles of of teaching and
of teaching identifying the learning in all teaching and teaching and learning is
and learning to research-based the learning in two learning in one identified but
enhance knowledge and/or components of components of component of was poorly
professional principles of teaching Quality instruction in instruction in instruction in used as basis
practice and learning used as the lesson plan the lesson the lesson for planning /
bases for planning / / script to plan / script to plan / script to designing the
designing the lesson improve improve improve lesson / script.
(please provide student student student
annotations of one’s learning learning learning
contribution to the
video lesson)
Research-based knowledge – Information, knowledge or data acquired through systematic investigation and logical study (PPST, 2017)
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of teaching and learning (PPST, 2017)
4
MEANS OF Very
(5) (3) (2) (1)
(4)
3. Displayed Classroom observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
proficient use tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
of Mother or inter-observer Objective 3 as Objective 3 as Objective 3 as Objective 3 as Objective 3 as
Tongue, agreement form shown in COT shown in COT shown in COT shown in COT shown in COT
Filipino and obtained from an rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
English to observation of a video inter-observer inter-observer inter-observer inter-observer inter-observer
facilitate lesson or audio lesson agreement forms agreement agreement agreement forms agreement forms
teaching and that is SLM-based or Quality forms forms
learning MELC-aligned (please or
provide annotations of
one’s contribution to the No acceptable
video lesson) evidence was
shown

3.500
Poor (1) 1.000-1.499
5
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Used Classroom observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
effective verbal tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
and non-verbal or inter-observer Objective 4 as Objective 4 as Objective 4 as Objective 4 as Objective 4 as
classroom agreement form shown in COT shown in COT shown in COT shown in COT shown in COT
communication obtained from an rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
strategies to observation of a video inter-observer inter-observer inter-observer inter-observer inter-observer
support learner lesson or audio lesson agreement forms agreement agreement agreement forms agreement forms
understanding, that is SLM-based or Quality forms forms
participation, MELC-aligned (please or
engagement provide annotations of
and one’s contribution to the No acceptable
achievement video lesson) evidence was
shown

3.500
Poor (1) 1.000-1.499
6
MEANS OF Very
(5) (3) (2) (1)
(4)
5. Established Classroom observation Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
safe and secure tool (COT) rating sheet Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
learning or inter-observer Objective 5 as Objective 5 as Objective 5 as Objective 5 as Objective 5 as
environments to agreement form shown in COT shown in COT shown in COT shown in COT shown in COT
enhance obtained from an rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
learning through observation of a video inter-observer inter-observer inter-observer inter-observer inter-observer
the consistent lesson or audio lesson agreement forms agreement agreement agreement forms agreement forms
implementation that is SLM-based or forms forms
of policies, MELC-aligned (please or
guidelines and provide annotations of
procedures one’s contribution to the No acceptable
video lesson) Quality evidence was
shown

3.500
Poor (1) 1.000-1.499
7
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Maintained Classroom Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
learning observation tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
environments (COT) rating sheet or Objective 6 as Objective 6 as Objective 6 as Objective 6 as Objective 6 as
that promote inter-observer shown in COT shown in COT shown in COT shown in COT shown in COT
fairness, agreement form rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
respect and obtained from an inter-observer inter-observer inter-observer inter-observer inter-observer
care to observation of a video agreement forms agreement agreement agreement forms agreement forms
encourage lesson or audio lesson forms forms
learning that is SLM-based or or
MELC-aligned (please
Quality
provide annotations of No acceptable
one’s contribution to the evidence was
video lesson) shown

3.500
Poor (1) 1.000-1.499
8
OBJECTIVE MEANS OF VERIFICATION Very Unsatisfactor
Outstanding Satisfactory Poor
QET (5)
Satisfactory
(3)
y
(1)
(4) (2)
7. Maintained SET A Provided Provided Provided an Provided No acceptable
learning Any supplementary material (in print/digital effective and effective effective learning evidence was
environments format) made by the ratee* and used in the varying learning learning opportunity/ie shown
that nurture lesson delivery that highlights maintaining learning opportunities opportunity s that is/are
learning environments that nurture and inspire opportunities that are well- that is well- partially
and inspire
learners to participate, cooperate and that are well- aligned with aligned with aligned with
learners to collaborate in continued learning aligned with the learning the learning the learning
participate, ● one lesson from a self-learning module the learning goals and goal/s and goal/s and
cooperate (SLM) goals and engage engage only
and ● lesson plan (e.g., DLP, DLL, WHLP, WLP, feature all learners to learners to somehow
collaborate in WLL, lesson exemplars, and the likes) elements of participate, participate, engage/s
continued ● video lesson or audio lesson that is SLM- Quality collaborative cooperate, cooperate, learners to
learning based or MELC-aligned learning as and/or and/or participate,
● client/learner feedback on how the material shown in the collaborate in collaborate in cooperate,
encouraged the learners to participate, submitted continued continued and/or
cooperate, and collaborate learning learning as learning as collaborate in
● other learning materials in print/digital materials shown in the shown in the continued
format (please specify and provide submitted submitted learning as
annotations) learning learning shown in the
with client/learner feedback on how the material material submitted
material encouraged the learners to learning
participate, cooperate, and collaborate material
Classroom observation tool (COT) rating Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
sheet or inter-observer agreement form Objective 7 as Objective 7 as Objective 7 as Objective 7 as Objective 7 as
obtained from an observation of a video lesson shown in COT shown in COT shown in COT shown in COT shown in COT
or audio lesson that is SLM-based or MELC- rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
aligned (please provide annotations of one’s inter-observer inter-observer inter-observer inter-observer inter-observer
contribution to the video lesson) agreement agreement agreement agreement agreement
forms forms forms forms forms
or
No acceptable
evidence was
shown
9

MOV 1: Lesson plan 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from an SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499

3.500
Poor (1) 1.000-1.499
10
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Applied a SET A Applied effective Applied effective Applied an Applied teaching No acceptable
range of Any supplementary material teaching teaching effective teaching strategy/ies that evidence was
(in print/digital format) made strategies that are strategies that are strategy that is is/are partially shown
successful
by the ratee* and used in the well-aligned with well-aligned with well-aligned with aligned with the
strategies that lesson delivery that highlights a the learning goals the learning goals the learning goal/s learning goal/s and
maintain range of strategies that maintain and successfully and successfully and successfully only somehow
learning learning environments that motivate learners motivate learners motivates learners motivate/s
environments motivate learners to work to monitor and to work to work learners to work
that motivate productively by assuming evaluate their own productively by productively by productively by
learners to responsibility for their own learning as shown assuming assuming assuming
learning in the submitted responsibility for responsibility for responsibility for
work ● one lesson from a self- learning material their own learning their own learning their own learning
productively learning module (SLM) Quality as shown in the as shown in the as shown in the
by assuming ● lesson plan (e.g., DLP, submitted learning submitted learning submitted learning
responsibility DLL, WHLP, WLP, WLL, material material material
for their own lesson exemplars, and the
learning likes)
● video lesson or audio
lesson that is SLM-based
or MELC-aligned
● other learning materials in
print/digital format (please
specify and provide
annotations)
Classroom observation tool Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
(COT) rating sheet or inter- Objective 8 as Objective 8 as Objective 8 as Objective 8 as Objective 8 as
observer agreement form shown in COT shown in COT shown in COT shown in COT shown in COT
obtained from an observation of rating sheets / inter- rating sheets / inter- rating sheets / inter- rating sheets / inter- rating sheets / inter-
a video lesson or audio lesson observer observer observer observer observer
that is SLM-based or MELC- agreement forms agreement forms agreement forms agreement forms agreement forms
aligned (please provide
annotations of one’s contribution or
to the video lesson)
No acceptable
evidence was
shown
11

MOV 1: Lesson plan 3 4 Outstanding (5) 4.500-5.000
3.500
MOV 2: One lesson from an SLM 4 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Poor (1) 1.000-1.499

3.500
Poor (1) 1.000-1.499
12
MEANS OF Very
(5) (3) (2) (1)
(4)
9. Designed, SET A Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
adapted and Classroom observation Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
implemented tool (COT) rating sheet or Objective 9 as Objective 9 as Objective 9 as Objective 9 as Objective 9 as
teaching inter-observer agreement shown in COT shown in COT shown in COT shown in COT shown in COT
strategies that form obtained from an rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
are responsive observation of a video inter-observer inter-observer inter-observer inter-observer inter-observer
to learners lesson or audio lesson that agreement agreement agreement agreement agreement
with is SLM-based or MELC- Quality forms forms forms forms forms
disabilities, aligned (please provide
giftedness and annotations of one’s or
talents contribution to the video
lesson) No acceptable
evidence was
shown

Teacher Reflection Form Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
(TRF) on designing, shown in the shown in the shown in the shown in the shown in the
adapting, and/or TRFs TRFs TRFs TRFs TRFs
implementing teaching
strategies that are Quality or
responsive to learners with
disabilities, giftedness and No acceptable
talents evidence was
shown
13

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
14
MEANS OF Very
(5) (3) (2) (1)
(4)
10. Adapted SET A Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
and used Classroom Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
culturally observation tool (COT) Objective 10 as Objective 10 as Objective 10 as Objective 10 as Objective 10 as
appropriate rating sheet or inter- shown in COT shown in COT shown in COT shown in COT shown in COT
teaching observer agreement rating sheets / rating sheets / rating sheets / rating sheets / rating sheets /
strategies to form obtained from an inter-observer inter-observer inter-observer inter-observer inter-observer
address the observation of a video agreement agreement agreement agreement forms agreement forms
needs of lesson or audio lesson forms forms forms
learners from that is SLM-based or Quality or
indigenous MELC-aligned (please
groups provide annotations of No acceptable
one’s contribution to the evidence was
video lesson) shown

Teacher Reflection Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as shown
Form (TRF) on shown in the shown in the shown in the shown in the in the TRFs
adapting and using TRFs TRFs TRFs TRFs
culturally appropriate or
teaching strategies to
address the needs of Quality No acceptable
learners from evidence was
indigenous groups shown
15

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
16
QET Satisfactory
(5) (3) (2) (1)
(4)
11. Adapted and Any supplementary Adapted / Adapted / Utilized a Utilized No acceptable
implemented material (in print/digital implemented implemented learning learning evidence was
learning format) made by the ratee* learning learning program that is program/s that shown
programs that and used in the lesson programs that programs that well-aligned is/are partially
ensure delivery that highlights are well- are well- with the aligned with
relevance and adapting and implementing aligned with aligned with learning goals the learning
responsiveness learning programs that the learning the learning and relevant or goal/s and only
to the needs of ensure relevance and goals and goals and appropriate in somehow
all learners responsiveness to the needs relevant and relevant or responding to respond to
of all learners appropriate in appropriate in learning needs learning
• one lesson from a self- responding to responding to as shown in the needs as
learning module (SLM) learning needs learning needs submitted shown in the
• lesson plan (e.g., DLP, as shown in the as shown in the learning submitted
DLL, WHLP, WLP, WLL, submitted submitted material learning
Quality learning learning material
lesson exemplars, and
the likes) materials material
• video lesson or audio
or MELC-aligned
• other learning materials in
print/digital format (please
specify and provide
annotations)
with client/learner feedback
highlighting the relevance
and responsiveness of the
learning program to the
needs of the learners
Learning programs are organized and sequenced set of strategies, activities and tasks that effect learning (PPST, 2017) that may include, but not limited to, literacy programs,
numeracy programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, intervention modules, ALS modular programs, SPED Individualized
Education Programs (IEP), among others. A group of teachers or an entire school may collaborate on a learning program.
*If the supplementary material is a product of a group work / collaborative effort of two (2) or more teachers, ratee should specify and provide annotations of one’s contribution
to a material.
17
QET Satisfactory
(5) (3) (2) (1)
(4)
12. Utilized One (1) lesson plan or a Utilized Utilized Utilized Utilized No acceptable
assessment lesson script for TV- or assessment assessment assessment assessment evidence was
data to inform radio-based instruction with data to inform data to inform data to inform data to inform shown
the annotations highlighting the the the the modification
modification of utilization of available modification of modification of modification of of teaching and
teaching and assessment data (e.g., PISA, teaching and teaching and teaching and learning
learning TIMMS, other open access) in learning learning learning practices and
practices and modifying teaching and practices and practices and practices and programs is
programs learning practices or programs in programs in programs in identified but
programs (please provide all the two one was poorly
annotations of one’s components components component of used as basis
contribution to the video Quality of instruction of instruction instruction in for planning /
lesson) in the lesson in the lesson the lesson designing the
plan / script plan / script plan / script lesson / script
to improve to improve to improve
student student student
learning learning learning
18
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Maintained Any supplementary material (in Provided Provided Provided an Provided No acceptable
learning print/digital format) used in the effective effective effective learning evidence was
lesson delivery that highlights
environments learning learning learning opportunity/ies shown
maintaining learning environments that
that are are responsive to community contexts opportunities opportunities opportunity that is/are
responsive to • one lesson from a self- that are well- that are well- that is well- partially aligned
community learning module (SLM) aligned with the aligned with the aligned with the with the learning
contexts • lesson plan (e.g., DLP, DLL, learning goals learning goals learning goal/s goal/s and only
WHLP, WLP, WLL, lesson and appropriate and appropriate and appropriate somehow
exemplars, and the likes) in responding in responding to in responding to appropriate in
• video lesson or audio lesson
beyond community community responding to
that is SLM-based or MELC- Quality
aligned community contexts as contexts as community
• other learning materials in contexts as shown in the shown in the contexts as
print/digital format (please shown in the submitted submitted shown in the
specify and provide submitted learning learning submitted
annotations) learning materials materials learning
(If the supplementary material is a materials materials
product of a group work / collaborative
effort of two (2) or more teachers,
ratee should specify and provide
annotations of one’s contribution to a
material.)
Community contexts refer to general situations and circumstances in which learners learn from instruction (PPST, 2017). For instance, the Most Essential Learning Competencies (MELC) serves as
compendium of target competencies in the context of the pandemic.
Notes:
● This objective refers to programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the educative process. A group of teachers may
collaborate on a program, project, or activity. Moreover, responding beyond community contexts refers to provided learning opportunities that are long-term, sustainable, and anticipatory in nature.
grade/credit;
19
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
14. Reviewed 1. Annotated video / Exhibited an Exhibited an Reviewed Participated in No acceptable
regularly audio recording of improved improved personal the review of evidence was
personal one’s teaching that practice practice teaching personal shown
teaching shows impact of through one’s through a practices using teaching
regularly reviewing
practice using teaching as teaching laws and practices using
one’s teaching
existing laws practice/s impact of material as regulations that laws and
and regulations 2. Annotated teaching regularly impact of apply to the regulations that
that apply to the material that shows reviewing one’s regularly profession and apply to the
teaching impact of regularly teaching reviewing the profession and
profession and reviewing one’s practice/s using one’s teaching responsibilities the
the teaching practice/s laws and practice/s in the Code of responsibilities
responsibilities ● lesson plan regulations that using laws and Ethics for in the Code of
specified in the ● assessment apply to the regulations Professional Ethics for
Code of Ethics materials Quality profession and that apply to Teachers in 4 Professional
● others (please
for Professional the the profession quarters with Teachers in 4
specify)
Teachers 3. Personal reflection
responsibilities and the reflection quarters as
notes as outputs from in the Code of responsibilities outputs as evidenced by
participation in review Ethics for in the Code of evidenced by MOV No. 4
of personal teaching Professional Ethics for MOV No. 3
practices in four (4) Teachers as Professional
quarters evidenced by Teachers as
4. Proof of attendance MOV No. 1 evidenced by
(with date) in LAC or MOV No. 2
coaching and
mentoring sessions for
review of personal
teaching practices
Notes:
• The video / audio recordings and teaching materials should be made by the ratee and annotated based on how their use in the classroom shows impact of regularly reviewing one’s teaching practice/s.
• For Senior High School (SHS) teachers who follow a semestral structure, MOV 3 will be two (2) reflection notes per semester.
20
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
15. Complied 1. Proof of participation Engaged with Discussed with Communicated Implemented No acceptable
with and / involvement in a stakeholders stakeholders with DepEd / school evidence was
implemented community partnership regarding the implemented stakeholders policies and shown
school policies at the national / DepEd / school DepEd / school the implemented procedures
regional / division /
and procedures policies and policies and DepEd / school without
school level for the
consistently to implementation of a procedures procedures as policies and communicating
foster DepEd/school through evidenced by procedures as and consulting
harmonious policy/procedure such school- MOV no. 2 evidenced by the stakeholders
relationships as the BE-LCP (e.g., community MOV no. 3
with learners, reassignment order, partnership/s
parents, and certificate as committee as evidenced by
other member, narrative MOV no. 1
stakeholders report) Quality
2. Proof of other
stakeholders meeting
(e.g., attendance sheet
with minutes of online
or face-to-face meeting)
3. Any form of
communication to
stakeholders (e.g.,
screenshot of chat/text
message/
communication [name
or any identifier
removed])
Note: In this objective, stakeholders may include DepEd offices involved in the Teacher-Broadcaster program such as the Information and Communications Technology Service (ICTS) and Public Affairs
Service (PAS). Further, the means of verifications may also refer to the policies and procedures implemented at the national, regional, division, or school level. Example of such DepEd/school policies and
procedures is the Basic Education–Learning Continuity Plan (BE-LCP) e.g., TV- and radio-based instruction.
21
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
16. Applied a One (1) lesson plan Applied learner- Applied learner- Applied Application of No acceptable
personal or a lesson script for centered centered learner- learner-centered evidence was
philosophy of TV- or radio-based teaching teaching centered teaching shown
teaching that is instruction with philosophy in philosophy in teaching philosophy is
learner-centered annotations the lesson plan the lesson plan philosophy in reflected but
identifying the in all the in two the lesson plan was poorly
application of a components of components of in one used as basis
personal philosophy instruction in instruction in component of for planning /
of teaching that is Quality the lesson the lesson instruction in designing the
learner-centered plan / script plan / script the lesson lesson / script
(please provide plan / script
annotations of one’s
contribution to the
video lesson)
22
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
17. Adopted 1. Documented feedback Exhibited Exhibited Adopted Adopted a No acceptable
practices that from superiors, colleagues, dignity of dignity of practices that practice that evidence was
uphold the or other stakeholders teaching as a teaching as a uphold the uphold the shown
dignity of directly reflecting the profession by profession by dignity of dignity of
ratee’s good practices that
teaching as a exhibiting exhibiting teaching as a teaching as a
uphold the dignity of
profession by teaching as a profession qualities such qualities such profession by profession by
exhibiting 2. Annotated evidence of as caring as caring exhibiting exhibiting
qualities such practice indirectly linking to attitude, attitude, qualities such qualities such as
as caring the upholding of the dignity respect, and respect, and as caring caring attitude,
attitude, of teaching as a profession integrity with integrity with attitude, respect, and
respect and by exhibiting qualities such affirmation affirmation respect, and integrity as
integrity as caring attitude, respect from different from any integrity as evidenced by
and integrity school school evidenced by one MOV No. 2
● Remarks from superiors, stakeholders stakeholder as at least two
colleagues, or master Quality as evidenced evidenced by MOV No. 2
teacher / school head
about one’s qualities by at least two one MOV No. 1
(e.g., entries in MOV No. 1
Performance Monitoring
and Coaching Form
[PMCF] or in Mid-Year
Review Form)
● Recognition from the
school / school
community about one’s
qualities
● Others (please specify)
23
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
18. Set 1. Updated IPCRF-DP Updated Discussed Set Accomplished No acceptable
professional from Phase II professional progress on professional the e-SAT at the evidence
development 2. Mid-year Review Form development professional development beginning of the
goals based on (MRF) goals during development goals based school year as
the Philippine 3. IPCRF-DP Phase II of the goals with the on e-SAT evidenced by
Professional 4. Certification from the RPMS Cycle as rater during the results as MOV No. 4
Standards for ICT Coordinator / evidenced by mid-year review evidenced by
Quality
Teachers School Head / Focal MOV No. 1 as evidenced MOV No. 3
Person in charge of e- by MOV No. 2
SAT
24
KRA 5: Plus Factor
MEANS OF Very
(5) (3) (2) (1)
(4)
19. Performed Any proof of: Performed at Performed at Performed at Performed at No acceptable
various related ● committee least 1 related least 1 related least 1 related least 1 related evidence was
works / involvement work / activity work / activity work / activity work / activity shown
activities that ● involvement as that contributed that contributed that that contributed
contribute to module / learning to the teaching- to the teaching- contributed to to the teaching-
the teaching- material writer / learning learning the teaching- learning process
learning validator process process within learning within the class
process ● book or journal beyond the the school / process within as evidenced by
authorship / school / Community the learning submitted MOV
contributorship Community Learning area /
● coordinatorship / Learning Center (CLC) department as
chairpersonship Center (CLC) as evidenced evidenced by
● participation as as evidenced by submitted submitted
research presenter Quality by submitted MOV MOV
in a forum / MOV
conference
● participation in
demonstration
teaching
● others (please
specify and
provide
annotations)
25
GLOSSARY
Audio Lesson
(DLP)
Education 2016a, i)
Learning Action Cell (LAC) 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).
Lesson Exemplar exemplars instead of the usu al Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies”
Lesson Plan
especially during emergencies such as the current global pandemic (Department of Education, 2020a).
Online Synchronous
Teaching
2020b, 31).
Supplementary Materials radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials,
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)
handheld two-way radios or ‘walkie-talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are
3-5 kilometers away from the school. Paired with DepEd printed modules, teachers are able to guide their students and answer their
26
questions real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons
even in the absence of online options, television and radio broadcast services” (Department of Education – Undersecretary for
Administration, 2021)
Video Lesson
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).
Plan (WHLP)
2020, Appendix D).
REFERENCES
27
RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
Full-time Teacher-Broadcasters
S.Y. 2021-2022
POSITION AND COMPETENCY PROFILE PCP No. ______ Revision Code: 00

Position Title Master Teacher I-IV Salary Grade

Parenthetical Title
Reports to Page/s
Position Supervised
JOB SUMMARY
Position Title Master Teacher I Master Teacher II Master Teacher III Master Teacher IV
Education For Elementary School - For Elementary School - Completion of academic Completion of academic
Bachelor of Elementary Bachelor of Elementary requirements for a Master’s requirements for a Master’s
Education (BEEd) or Education (BEEd) or degree in Education or its degree in Education or its
professional units in professional units in Education;
Education; and 18 units for a and 24 units for a Master’s
Master’s degree in Education degree in Education or its
or its equivalent equivalent
For Secondary School - For Secondary School - Completion of academic Completion of academic
Bachelor of Secondary Bachelor of Secondary requirements for a Master’s requirements for a Master’s
1
RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters only
Education (BSEd) or Education (BSEd) or degree in Education or its degree in Education or its
professional units in Education professional units in Education;
with appropriate major; and 18 and 24 units for a Master’s
units for a Master’s degree in degree in Education or its
Education or its equivalent equivalent
Experience 3 years relevant experience 1 year as Master Teacher I or 1 year as Master Teacher II or 1 year as Master Teacher III or
4 years as Teacher III 5 years as Teacher III 5 years as Teacher III
Eligibility RA 1080 RA 1080 RA 1080 RA 1080
Trainings None required 4 hours relevant training 8 hours of relevant training 16 hours of relevant training
Education Master’s Degree Graduate
Experience 3 years in service as Teacher III
Trainings Relevant trainings

1. Models exemplary practice in the application of content knowledge and pedagogy showing its integration within and across learning areas
2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learner responsibility and achievement
4. Assists colleagues to implement differentiated teaching strategies that are responsive to learner diversity
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementation
7. Leads colleagues in the design, evaluation, interpretation and utilization of different types of assessment tools for the improvement of the teaching and learning process
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and external stakeholders in the educative process
10. Establishes links with colleagues through attendance and membership in professional organizations for self-growth and advancement
11. Provides technical assistance through demonstration teaching, mentoring, coaching, class monitoring and observation, organizing/leading/serving as
trainers/facilitators in teacher quality circles/learning action cells
2
MEANS OF Very
(5) (3) (2) (1)
(4)
1. Modelled Classroom Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
effective observation tool (COT) 8 in Objective 1 7 in Objective 1 6 in Objective 1 5 in Objective 1 in Objective 1 as
applications of rating sheet obtained as shown in as shown in as shown in as shown in shown in COT
content from an observation of a COT rating COT rating COT rating COT rating rating sheets
knowledge video lesson or audio sheets sheets sheets sheets
within and lesson that is SLM- or
across based or MELC-aligned
curriculum (please provide No acceptable
teaching areas annotations of one’s evidence was
contribution to the video shown
lesson) with proof of
attendance of Quality
colleague/s

3.500
Poor (1) 1.000-1.499
3
QET Satisfactory
(5) (3) (2) (1)
(4)
2. Evaluated Any supplementary material (in Modelled and Modelled and Modelled and Modelled and Modelled
with print / digital format) made by the evaluated with evaluated with evaluated with evaluated with Level 4 in
colleagues the colleagues colleagues colleagues colleagues Objective 2 as
delivery that highlights teaching
effectiveness strategies that promote learner effective effective effective effective shown in COT
of teaching achievement in literacy and numeracy strategies that strategies that strategies that strategy/ies rating sheets
strategies that ● one lesson from a self-learning reflect reflect reflect that reflect/s
promote module (SLM) adjustments or integration of consistent application of or
learner ● lesson plan (e.g., DLP, DLL, modifications well- application of relevant
achievement WHLP, WLP, WLL, Lesson in teaching connected relevant teaching No acceptable
in literacy and practices to teaching teaching practices that evidence was
● video lesson or audio lesson
numeracy that is SLM-based or MELC- Quality enhance critical practices that practices that promote critical shown
aligned literacy and/or promote critical promote critical literacy and/or
● other learning materials in print / critical numeracy literacy and/or literacy and/or critical
digital format (please specify skills as shown critical critical numeracy skills
and provide annotations) in the submitted numeracy skills numeracy skills in some
with minutes of focus group learning material as shown in in all aspects aspects of the
discussion (FGD) with fellow the submitted of the lesson lesson as
mentors or minutes of coaching
and mentoring session with learning as shown in shown in the
teachers that show evaluated material the submitted submitted
teaching strategies that promote learning learning
learner achievement in literacy and material material
numeracy

MOV 1: One lesson from an SLM module with minutes of FGD 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
4
MEANS OF Very
(5) (3) (2) (1)
(4)
3. Modelled Classroom Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
and supported observation tool 8 in Objective 3 7 in Objective 3 6 in Objective 3 5 in Objective 3 in Objective 3 as
colleagues in (COT) rating sheet as shown in as shown in as shown in as shown in shown in COT
the proficient obtained from an COT rating COT rating COT rating COT rating rating sheets
use of Mother observation of a video sheets sheets sheets sheets
Tongue, lesson or audio lesson or
Filipino and that is SLM-based or
English to MELC-aligned (please No acceptable
improve provide annotations of evidence was
teaching and one’s contribution to shown
learning, as the video lesson) with
well as to proof of attendance Quality
develop of colleague/s
learners’ pride
of their
language,
heritage and
culture.

3.500
Poor (1) 1.000-1.499
5
MEANS OF Very
(5) (3) (2) (1)
(4)
4. Displayed a Classroom Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
wide range of observation tool 8 in Objective 4 7 in Objective 4 6 in Objective 4 5 in Objective 4 in Objective 4 as
effective verbal (COT) rating sheet as shown in as shown in as shown in as shown in shown in COT
and non-verbal obtained from an COT rating COT rating COT rating COT rating rating sheets
classroom observation of a video sheets sheets sheets sheets
communicatio lesson or audio lesson or
n strategies to that is SLM-based or
support learner MELC-aligned (please No acceptable
understanding, provide annotations of evidence was
participation, one’s contribution to the shown
engagement video lesson) with Quality
and proof of attendance of
achievement colleague/s

3.500
Poor (1) 1.000-1.499
6
MEANS OF Very
(5) (3) (2) (1)
(4)
5. Exhibited Classroom observation Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
effective tool (COT) rating sheet 8 in Objective 5 7 in Objective 5 6 in Objective 5 5 in Objective 5 in Objective 5 as
strategies that obtained from an as shown in as shown in as shown in as shown in shown in COT
ensure safe and observation of a video COT rating COT rating COT rating COT rating rating sheets
secure learning lesson or audio lesson sheets sheets sheets sheets
environments to that is SLM-based or or
enhance MELC-aligned (please
learning through provide annotations of No acceptable
the consistent one’s contribution to the evidence was
implementation video lesson) with proof shown
of policies, of attendance of Quality
guidelines and colleague/s
procedures

3.500
Poor (1) 1.000-1.499
7
MEANS OF Very
(5) (3) (2) (1)
(4)
6. Exhibited Classroom Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
effective observation tool 8 in Objective 6 7 in Objective 6 6 in Objective 6 5 in Objective 6 in Objective 6 as
practices to (COT) rating sheet as shown in as shown in as shown in as shown in shown in COT
foster learning obtained from an COT rating COT rating COT rating COT rating rating sheets
environments observation of a video sheets sheets sheets sheets
that promote lesson or audio lesson or
fairness, respect that is SLM-based or
and care to MELC-aligned (please No acceptable
encourage provide annotations of evidence was
learning one’s contribution to shown
the video lesson) with
proof of attendance of Quality
colleague/s

3.500
Poor (1) 1.000-1.499
8
QET Satisfactory
(5) (3) (2) (1)
(4)
7. Worked with Any supplementary material (in Modelled Modelled Modelled Modelled an No acceptable
print / digital format) made by the
colleagues to ratee* and used in the lesson
varying varying effective effective evidence was
share delivery that highlights successful strategies that strategies that strategies that strategy that shown
successful strategies that sustain supportive sustain a sustain a promote a promote a
strategies that learning environments that nurture and supportive supporting supportive supportive
inspire learners to participate,
sustain cooperate and collaborate in continued learning learning learning learning
supportive learning environment for environment environment environment
learning ● one lesson from a self-learning learners to and feature all and encourage and encourage
module (SLM)
environments ● Lesson plan (e.g., DLP, DLL, recognize each elements of learners to learners to
that nurture WHLP, WLP, WLL, Lesson other’s collaborative participate, participate,
and inspire Exemplars, and the likes) Quality learning learning as cooperate, cooperate,
● video lesson or audio lesson that
learners to is SLM-based or MELC-aligned
strengths and shown in the and/or and/or
participate, ● other learning materials in print / value the submitted collaborate in collaborate in
cooperate and digital format (please specify and contribution of learning continued their own
collaborate in provide annotations) others as material learning as learning as
continued discussion (FGD) with fellow shown in the shown in the shown in the
learning mentors or minutes of coaching and submitted submitted submitted
mentoring session with teachers learning learning learning
that show sharing of strategies for
increased learner participation,
material materials materials
cooperation, and collaboration
For this objective, elements of collaborative learning are positive interdependence, individual accountability, and shared authority in assessing and facilitating one’s learning.

3.500
Poor (1) 1.000-1.499
9
QET Satisfactory
(5) (3) (2) (1)
(4)
8. Modelled Any supplementary material (in Modelled and Modelled and Modelled and Modelled and No acceptable
successful print / digital format) made by the discussed with discussed with discussed with discussed with evidence was
strategies and delivery that highlights successful colleagues colleagues colleagues colleagues a shown
supported strategies in promoting learning effective consistent varied teaching teaching
colleagues in environments that effectively strategies that application of practices that practice that
promoting motivate learners to work reflect teaching successfully successfully
productively by assuming
learning responsibility for their own
modifications practices that motivate motivate
environments learning in teaching successfully learners to learners to
that effectively ● one lesson from a self-learning practices to motivate work work
motivate module (SLM) sustain learner learners to productively by productively by
learners to ● lesson plan (e.g., DLP, DLL, motivation in monitor and assuming assuming
work
WHLP, WLP, WLL, Lesson Quality monitoring and evaluate their responsibility for responsibility for
productively ● video lesson or audio lesson evaluating their own learning their own their own
by assuming that is SLM-based or MELC- own learning as shown in the learning as learning as
responsibility aligned as shown in the submitted shown in the shown in the
for their own digital format (please specify
submitted learning material submitted submitted
learning and provide annotations) learning learning material learning material
with minutes of focus group material
discussion (FGD) with fellow
mentors or minutes of coaching
and mentoring session with
teachers that details support given
to them in motivating learners

3.500
Poor (1) 1.000-1.499
10
QET Satisfactory
(5) (3) (2) (1)
(4)
9. Assisted SET A Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level
colleagues to Classroom observation tool 8 in Objective 9 7 in Objective 9 6 in Objective 9 5 in Objective 9 4 in Objective 9
design, adapt (COT) rating sheet obtained as shown in as shown in as shown in as shown in as shown in
and implement from an observation of a video COT rating COT rating COT rating COT rating COT rating
teaching lesson or audio lesson that is sheets sheets sheets sheets sheets
strategies that SLM-based or MELC-aligned
are responsive (please provide annotations of or
Quality
to learners one’s contribution to the video
with lesson) with proof of No acceptable
disabilities, attendance of colleague/s evidence was
giftedness and shown
talents

Teacher Reflection Form Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as
(TRF) on assisting colleagues shown in the shown in the shown in the shown in the shown in the
in designing, adapting, and/or TRFs TRFs TRFs TRFs TRFs
implementing teaching
strategies that are responsive Quality or
to learners with disabilities,
giftedness and talents No acceptable
evidence was
shown
11

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
12
MEANS OF Very
(5) (3) (2) (1)
(4)
10. Developed SET A Modelled Level Modelled Level Modelled Level Modelled Level Modelled Level 4
and applied Classroom observation 8 in Objective 7 in Objective 6 in Objective 5 in Objective 10 in Objective 10 as
teaching tool (COT) rating sheet 10 as shown in 10 as shown in 10 as shown in as shown in shown in COT
strategies to obtained from an COT rating COT rating COT rating COT rating rating sheets
address observation of a video sheets sheets sheets sheets
effectively the that is SLM-based or or
needs of MELC-aligned (please
learners from provide annotations of No acceptable
indigenous one’s contribution to the evidence was
groups video lesson) with proof Quality shown
of attendance of
colleague/s

Teacher Reflection Level 5 as Level 4 as Level 3 as Level 2 as Level 1 as shown
Form (TRF) on shown in the shown in the shown in the shown in the in the TRFs
developing and applying TRFs TRFs TRFs TRFs
teaching strategies to or
address effectively the Quality
needs of learners from No acceptable
indigenous groups evidence was
shown
13

3.500
Poor (1) 1.000-1.499

TRF 1 3 4 Outstanding (5) 4.500-5.000
3.500
Poor (1) 1.000-1.499
14
MEANS OF PERFORMANCE INDICATOR

OBJECTIVE Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
VERIFICATION QET (5) (4) (3) (2) (1)
11. Worked Any supplementary Collaborated Discussed with Worked with Evaluated the No acceptable
collaboratively material (in print / digital with colleagues colleagues colleagues in design of evidence was
with format) made by the in redesigning detailed evaluating the learning shown
colleagues to ratee* and used in the learning recommendations design of programs that
lesson delivery that
evaluate the programs as on improving the learning develop the
highlights design of learning
design of programs that develop the shown in the design of learning programs that knowledge and
learning knowledge and skills of submitted programs as develop the skills of learners
programs that learners at different ability learning material shown in the knowledge and at different
develop the levels submitted learning skills of learners ability levels
knowledge • one lesson from a self- material at different without the help
and skills of learning module (SLM) ability levels as of colleagues
learners at • lesson plan (e.g., DLP, shown in the as shown in the
different ability DLL, WHLP, WLP, WLL, submitted submitted
levels Lesson Exemplars, and learning learning
the likes) material material
Quality
• video lesson or audio
or MELC-aligned
• other learning materials in
print / digital format
(please specify and
with minutes of focus
group discussion (FGD)
with fellow mentors or
minutes of coaching and
mentoring session with
teachers that details
working collaboratively with
them in evaluating the
design of learning programs
among others.
15
MEANS OF Very
(5) (3) (2) (1)
(4)
12. Worked Accomplished LAC plan Evaluated Implemented Explored Planned No acceptable
collaboratively anchored with the school LAC activities with activities with interventions activities with evidence was
plan (Annex 1 of DO 35, s.
with 2016) to analyze and utilize colleagues by colleagues to with colleagues colleagues to shown
colleagues to assessment data to modify looking for key address the use to address address the use
analyze and practice and/or program to success of assessment utilization of of assessment
utilize further support learner indicators (p. 14, data to modify assessment data to modify
progress and achievement with
assessment any 1 used in the
DO 35, s. 2016) practices and/or data which practices and/or
data to modify implementation of the LAC as shown in the programs as could be in the programs as
practices and plan submitted shown in the form of learning shown in the
programs to ● minutes of LAC session learning material submitted materials, submitted
further on the analysis of learning material instructional learning material
assessment data to
support modify teaching practices materials,
learner and programs equipment,
progress and ● any proof of collaborative strategies in
achievement review of learner teaching,
assessment data
● lesson plan a lesson script Quality modality in
for TV- or radio-based teaching,
instruction with program, etc. (p.
annotations or highlighting 9, DO 35, s.
utilization of available 2016) as shown
assessment data (e.g.,
PISA, TIMMS, other open in the submitted
access) in modifying learning material
practices and programs to
further support learner
progress and achievement
● any proof of collaborative
review of intervention
materials developed for
remediation /
enhancement
● others (Please specify and
16
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
13. Reflected Any supplementary material (in Adapted Discussed Reflected on Implemented No acceptable
on and print / digital format) made by modified with and evaluated programs, evidence was
evaluated the ratee* and used in the programs, colleagues programs, projects, and/or shown
learning lesson delivery that highlights projects, and/or programs, projects, and/or activities that
environments reflection on and evaluation of activities based projects, activities that are responsive
that are learning environments that are on the and/or are responsive to community
responsive to responsive to community contexts discussed activities that to community contexts as
community • one lesson from a self-learning reflection and maintain the contexts as shown in the
contexts module (SLM) evaluation with learning shown in the submitted
• lesson plan (e.g., DLP, DLL, Quality colleagues to environments submitted learning
WHLP, WLP, WLL, Lesson respond beyond responsive to learning materials
community community materials
• video lesson or audio lesson
contexts as context to
that is SLM-based or MELC-
shown in the reflect on and
aligned
submitted evaluate them
• other learning materials in print
/ digital format (please specify learning as shown in
and provide annotations) materials the submitted
learning
materials
Notes:
● This objective refers to programs, projects, and activities that enrich the learning environment and the wider school community’s engagement in the educative process. A group of teachers may
collaborate on a program, project, or activity. Moreover, responding beyond community contexts refers to provided learning opportunities that are long-term, sustainable, and anticipatory in nature.
grade/credit;
17
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
14. Discussed 1. Minutes of LAC Discussed with Discussed with Discussed with Planned for a No acceptable
with sessions / professional colleagues colleagues colleagues discussion of evidence was
colleagues meetings to discuss teaching and teaching and teaching and teaching and shown
teaching and the Code of Ethics for learning learning practices learning learning
learning Professional Teachers practices that that adhere to practices that practices that
practices that and the reviewed adhere to laws, laws, regulations, adhere to laws, adhere to laws,
apply existing annotated evidence of regulations, and and regulations, and regulations, and
codes, laws practice of colleagues responsibilities responsibilities responsibilities responsibilities
and 2. Minutes of LAC specified in the specified in the specified in the specified in the
sessions / professional
regulations Code of Ethics Code of Ethics for Code of Ethics Code of Ethics
meetings to discuss
that apply to for Professional Professional for Professional for Professional
the Code of Ethics for
the teaching Professional Teachers Teachers and Teachers and Teachers as Teachers as
profession, and the reviewed reviewed the reviewed the evidenced by evidenced by
and the personal reflection Quality annotated personal MOV No. 3 MOV No. 4
responsibilities notes of colleagues evidence of reflection notes
specified in the 3. Minutes of LAC practice of of colleagues as
Code of Ethics sessions / professional colleagues as evidenced by
for meetings to discuss evidenced by MOV No. 2
Professional the Code of Ethics for MOV No. 1
Teachers Professional Teachers
4. Activity proposal /
(LAC) Plan (refer to
2016) to discuss the
Code of Ethics for
Professional Teachers
18
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
15. Exhibited 1. Evaluation report on the Evaluated with Conducted Discussed with Implemented No evidence
commitment to implementation of teachers the discussions teachers certain DepEd / school was shown
and supported DepEd / school policies / implementation with teachers on DepEd / school policies and
teachers in the procedures or minutes of of certain DepEd the progress of policies and procedures as
implementation subject area or / school policies implementation procedures for evidenced by
of school professional meetings on and procedures of certain DepEd uniform MOV No. 4
policies and evaluating DepEd / as evidenced by / school policies implementation
procedures to school policies / MOV No. 1 and procedures as evidenced by
foster procedures as evidenced by MOV No. 3
harmonious MOV No. 2
meetings or professional
relationships
meetings on the
with learners, implementation progress
parents and of DepEd / school
other policies / procedures
stakeholders Quality
meeting or professional
meeting on
disseminating
information and
implementing DepEd /
school policies /
procedures [provide at
least 2 to show
discussions held]
4. Proof of implementation
of DepEd / school
policies and procedures
Note: In this objective, the means of verifications may also refer to the policies and procedures implemented at the national, regional, division, or school level. Example of such DepEd/school policies and
procedures is the Basic Education–Learning Continuity Plan (BE-LCP) e.g., TV- and radio-based instruction.
19
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
16. Manifested 1. Sample lesson plans Evaluated Implemented Planned for an Demonstrated a No acceptable
a learner- of colleague/s with lesson plans of plan for an activity to learner-centered evidence was
centered annotations about colleagues to activity to support teaching shown
teaching enhancing their enhance their support colleagues in philosophy in
philosophy in learner-centered own learner- colleagues in enhancing one aspect of
various aspects teaching philosophy centered enhancing their their own practice (i.e.,
of practice and 2. Minutes of LAC teaching own learner- learner- lesson planning)
support session/s about practice as centered centered as evidenced by
colleagues in enhancing teachers’ evidenced by teaching teaching MOV No. 4
enhancing their learner-centered MOV No. 1 practice as practice as
own learner- teaching philosophy evidenced by evidenced by
centered through lesson MOV No. 2 MOV No. 3
teaching planning
Quality
philosophy 3. LAC plan (refer to
2016) that details
supporting teachers in
enhancing their
learner-centered
teaching philosophy
through lesson
planning
4. Lesson plan exemplar
used during a
(LAC) session
20
Development
QET Satisfactory
(5) (3) (2) (1)
(4)
17. Identified 1. Performance Coaching and Identified and Identified and Identified and Identified No acceptable
and utilized Mentoring Form (PMCF) utilized utilized utilized personal evidence was
personal showing guidance given to personal personal personal professional shown
professional teachers and remarks in professional professional professional strengths that
terms of upholding the
strengths to strengths to strengths to strengths to uphold the
dignity of teaching
uphold the 2. Documented feedback from uphold the uphold the uphold the dignity of
dignity of superiors, colleagues, or dignity of dignity of dignity of teaching as a
teaching as a other stakeholders directly teaching as a teaching as a teaching as a profession as
profession to reflecting the ratee’s good profession to profession to profession to evidenced by
help build a practices that uphold the help build a help build a help build a MOV No. 4
positive dignity of teaching as a positive positive positive
teaching and profession teaching and teaching and teaching and
learning culture 3. Annotated evidence of learning culture learning culture learning
within the practice indirectly linking to within the within the culture within
the upholding of the dignity
school school by school by the school in
of teaching as a profession
● remarks from superior / Quality inspiring unity initiating responding to
colleagues about one’s in responding activities to an issue or a
personal professional to potential avoid potential challenging
qualities (e.g., entries in threats and threats and situation as
Performance Monitoring risks to the risks to the evidenced by
and Coaching Form school school MOV No. 3
[PMCF] or in Mid-Year community as community as
Review Form) evidenced by evidenced by
● recognition from the MOV No. 1 MOV No. 2
school / school
community about one’s
qualities
● others (please specify)
4. Personal notes on one’s
personal professional
strengths
21
Development
MEANS OF Very
(5) (3) (2) (1)
(4)
18. Reflected 1. Updated IPCRF-DP Updated Conducted Planned for Accomplished No acceptable
on the from Phase II professional mid-year review professional the e-SAT at the evidence
Philippine 2. Mid-year Review development with colleagues development beginning of the
Professional Form (MRF) goals during as evidenced based on e- school year as
Standards for 3. Performance Phase II of the by MOV No. 2 SAT results as evidenced by
Teachers to Monitoring and RPMS Cycle as or 3 evidenced by MOV No. 5
plan personal Coaching Form evidenced by MOV No. 4
professional (PMCF) MOV No. 1
development 4. IPCRF-DP
goals and 5. Certification from the
Quality
assist ICT Coordinator /
colleagues in School Head / Focal
planning and Person in charge of e-
achieving their SAT and IPCRF-DP
own goals
22
KRA 5: Plus Factor
MEANS OF Very
(5) (3) (2) (1)
(4)
19. Performed Any proof that the Performed at Performed at Performed at Performed at No acceptable
various related master teacher: least 1 related least 1 related least 1 related least 1 related evidence was
works/activities ● served as coordinator work / activity work / activity work / activity work / activity shown
that contribute / chairperson that contributed that contributed that that contributed
to the teaching- ● authored / to the teaching- to the teaching- contributed to to the teaching-
learning contributed to a book learning learning the teaching- learning process
process or journal process process within learning within the class
● served as module / beyond the the school / process within as evidenced by
learning material school / Community the learning submitted MOV
writer Community Learning area /
● served as module / Learning Center (CLC) department as
learning material Center (CLC) as evidenced evidenced by
validator as evidenced by submitted submitted
● served in a by submitted MOV MOV
committee MOV
● observed teaching
performance of Quality
Teachers I-III
● others (please
specify and provide
annotations)
23
GLOSSARY
Audio Lesson
(DLP)
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).
Lesson Exemplar exemplars instead of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies”
Lesson Plan
especially during emergencies such as the current global pandemic (Department of Education 2020a).
Online Synchronous
Teaching
2020b, 31).
Supplementary Materials radio-based instruction. These teacher-made learning materials can be printed or digital modules, activity sheets, interactive e-materials, 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)
handheld two-way radios or ‘walkie-talkies.’ These schools would each be given sets of walkie-talkies to be able to reach learners who are 3-5
kilometers away from the school. Paired with DepEd printed modules, teachers are able to guide their students and answer their questions
24
real-time. The combination of the two modalities, printed modules and handheld radios, enable the effective delivery of lessons even in the
absence of online options, television and radio broadcast services” (Department of Education – Undersecretary for Administration, 2021)
Video Lesson
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).
Plan (WHLP)
2020, Appendix D).
REFERENCES
25
in the time of the COVID-19 pandemic
RUBRIC LEVEL SUMMARY
LEVEL LEVEL LABEL LEVEL DESCRIPTION
3 ORGANIZING The teacher demonstrates a limited range of loosely-associated pedagogical aspects of the indicator.
The teacher demonstrates a range of associated pedagogical aspects of the indicator that sometimes are aligned with
4 DEVELOPING the learners' developmental needs.
The teacher demonstrates a range of associated pedagogical aspects of the indicator that usually are aligned with the
5 APPLYING learners' developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator that consistently are aligned with student
6 CONSOLIDATING development and support students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an environment that addresses
7 INTEGRATING individual and group learning goals.
2
COT-RPMS for S.Y. 2021-2022 | Proficient Teacher
INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas
3 4 5 6 7
The teacher demonstrates minor The teacher demonstrates accurate The teacher demonstrates accurate and The teacher demonstrates accurate and The teacher applies accurate, in-depth,
content errors either in presenting the knowledge of key concepts both in in-depth knowledge of most concepts in in-depth knowledge of all concepts in and broad knowledge of content and
lesson or in responding to learners’ presenting the lesson and in responding presenting the lesson and in responding presenting the lesson and in responding pedagogy that creates a conducive
questions or comments. to learners’ questions or comments. to learners’ questions in a manner that to learners’ questions in a manner that learning environment that enables an in-
attempts to be responsive to student is responsive to learners' developmental depth and sophisticated understanding
The lesson content displays simple The lesson content displays coherence. developmental learning needs. needs and promotes learning. of the teaching and learning process to
coherence. meet individual or group learning needs
The teacher attempts to make The teacher makes connections across The teacher makes meaningful within and across curriculum teaching
connections across curriculum teaching curriculum teaching areas, if connections across curriculum teaching areas.
areas, if appropriate. appropriate. areas, if appropriate.
FEATURES OF PRACTICE
1. The teacher indicates some 1. The teacher clearly explains 1. The teacher displays 1. The teacher displays extensive 1. The teacher applies extensive
awareness of other ideas in the concepts and makes no content comprehensive understanding of the knowledge of content. knowledge of content beyond
same teaching area that are errors. concepts and structure of the his/her area of specialization.
connected to the lesson, but does teaching area. 2. The teacher addresses content
not make solid connections. 2. The content appears to be accurate accurately, and its focus is 2. The teacher motivates learners to
and its focus shows awareness of 2. The teacher presents conceptual congruent with the big ideas and/or investigate the teaching area to
2. The teacher makes few content the ideas and structure of the knowledge of the subject and makes structure of the teaching area. expand their knowledge and satisfy
errors in presenting the lesson but teaching areas. connections within the teaching their curiosity.
does not affect entirely the learning area.
process. 3. The teacher demonstrates factual 3. The teacher cites intra and
knowledge of subject matter and interdisciplinary content
attempts to connect content across relationships.
teaching areas.
4. The teacher shows expertise in the
content and uses appropriate
pedagogy in delivering the lesson.
CLARIFICATIONS
CURRICULUM TEACHING AREAS
different learning/subject areas taught and learned in the K to 12 curriculum
MINOR CONTENT ERRORS which includes areas for Kindergarten Education, Special Education,
insignificant degree of errors in the content of the lesson Alternative Learning System, Indigenous Peoples Education
KEY CONCEPTS For IPEd, learning/subject areas are contextualized by interfacing the national
central ideas of the topic or lesson ACCURATE KNOWLEDGE curriculum competencies with the community competencies identified in their
error-free content Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
COHERENCE
logical and/or developmental sequence in presenting the lesson IN-DEPTH KNOWLEDGE KNOWLEDGE OF CONTENT AND PEDAGOGY
foundational knowledge and finer details within the curriculum integration of expertise and teaching skill for a particular area;
SIMPLE COHERENCE teaching area appropriateness of the pedagogy to teaching area
basic logic in the sequence of the lesson with one part linked to the next
BROAD KNOWLEDGE WITHIN CURRICULUM TEACHING AREA
PEDAGOGY knowledge across curriculum teaching areas inclusion of appropriately chosen intra-disciplinary topics and enabling
method and practice of teaching learning competencies within the curriculum guide of a specific
learning/subject area and grade level
In the context of Indigenous Peoples Education (IPEd), pedagogy is
articulated in the IP’s Indigenous Learning System (ILS) (DO 32, s. 2015). ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including appropriate interdisciplinary
topics and learning competencies cited in the curriculum guide
3
INDICATOR 2 Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
3 4 5 6 7
The teacher displays Intermediate The teacher displays Intermediate The teacher displays Advanced Low The teacher displays Advanced Mid The teacher displays Advanced High
Mid sublevel proficiency in the use of High sublevel proficiency in the use of sublevel proficiency in the use of sublevel proficiency in the use of sublevel proficiency in the use of
Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino,
and/or English that loosely facilitates and/or English that fairly facilitates and/or English that regularly and/or English that progressively and/or English that extensively
teaching and learning. teaching and learning facilitates teaching and learning. facilitates teaching and learning facilitates teaching and learning
including probing questions and including probing questions and
feedback. feedback.
1. Teacher’s use of Mother 1. Teacher’s use of Mother 1. Teacher’s use of Mother 1. Teacher’s use of Mother 1. Teacher’s use of Mother
Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or
English is characterized by English is primarily framed using English is mostly sufficient, English is marked by a English demonstrates a well-
occasional pauses and self- connected ideas. accurate, clear, and precise in substantial flow of ideas. His/her developed ability in using
corrections as he/she searches conveying ideas to learners vocabulary is fairly extensive and communication strategies, such
for adequate vocabulary and 2. Teacher’s use of Mother without misrepresentation or appropriate to the level of as code switching and
appropriate language forms in Tongue, and/or Filipino, and/or confusion. learners. translation.
delivering the lesson. English manifests minimal
linguistic challenges. 2. Teacher’s use of Mother 2. Teacher’s use of Mother 2. The teacher uses precise
2. The teacher rarely has difficulty Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or vocabulary and intonation to
linking ideas and using English is generally understood English is concrete, accurate, express meaning and often
communication strategies, such by the learners. clear and precise, conveying shows great fluency and ease in
as code switching and his/her ideas without delivering the lesson.
translation. misinterpretations or confusion.
CLARIFICATIONS
INTERMEDIATE MID SUBLEVEL PROFICIENCY

able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
in a variety of simple communicative tasks in learning situations
MOTHER TONGUE
the native language or the first language the learner learns as a child (PPST, 2017) INTERMEDIATE HIGH SUBLEVEL PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)
PROFICIENCY with ease and confidence when dealing with routine tasks and learning situations
the use of language (medium of instruction) to communicate effectively in speech and in writing,
including code switching (alternating between 2 or more languages in a single discourse) and ADVANCED LOW SUBLEVEL PROFICIENCY
translation (communicating meaning from one langauge to another) able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
Filipino/English) in a variety of communicative tasks in learning situations
Proficiency for SPED teachers handling learners with hearing impairment:
use of Total Communication (TC), that is incorporating various modes of communication such as ADVANCED MID SUBLEVEL PROFICIENCY
speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
(ASL), Filipino Sign Language (FSL), Signed Exact English (SEE)) Filipino/English) with ease and confidence in a large number of communicative tasks
ADVANCED HIGH SUBLEVEL PROFICIENCY

able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/
Filipino/English) with linguistic ease, confidence, and competence in complex communicative tasks
(Adapted from ACTFL Proficiency Guidelines, 2012)
4
Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
INDICATOR 3
engagement and achievement
3 4 5 6 7
The teacher uses limited verbal and The teacher uses sufficient verbal The teacher uses a variety of verbal The teacher uses a variety of verbal The teacher uses a variety of verbal
non-verbal communication strategies, and non-verbal communication and non-verbal communication and non-verbal communication and non-verbal communication
which are loosely associated and strategies, which are somewhat strategies, which are generally strategies, which are well aligned with strategies to create a learning
support only some of the learners. aligned with each other and support aligned with each other and support each other and support all of the environment that provides
the majority of learners. most of the learners. learners. opportunities for inquiry and
involvement of learners individually
and in groups.
1. The teacher rarely uses non- 1. The teacher speaks clearly and 1. Teacher uses clear verbal 1. The teacher clearly and 1. The teacher establishes
verbal communication strategies, at an appropriate pace, but communication employing wide concisely communicates written classroom practices which
such as hand gestures, facial occasionally monopolizes the vocabulary along with and oral content, expectations, promote open communication
expressions, etc., to reinforce discussions. appropriate non-verbal explanations, directions, and between the teacher and
appropriate learner communication to ensure procedures using appropriate learners, and among the
understanding learning expectations are verbal and non-verbal learners and their peers.
comprehensible to most communication methods.
learners.
2. The teacher speaks clearly and
at an appropriate pace and
successfully facilitates learner
discussion.
CLARIFICATIONS
VERBAL COMMUNICATION STRATEGIES

LIMITED
use of spoken words and written information that includes short phrases, instructions, etc.
insufficient strategies employed when more are required by the learning situation
NON-VERBAL COMMUNICATION STRATEGIES
SUFFICIENT
use of non-spoken messages that include facial expressions, gestures, Picture Exchange
minimum strategies employed as required by the learning situation
Communication System (PECS), etc.
VARIETY
LOOSELY ASSOCIATED
a range of different strategies employed as required by the learning situation
association substantially mismatched with other strategies
SOME
SOMEWHAT ALIGNED
less than half
minimal degree of association with other strategies
MAJORITY
GENERALLY ALIGNED
more than half
usually matched with other strategies
MOST
WELL ALIGNED
almost all, approaching 100%
perfectly matched with other strategies
5
Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
INDICATOR 4
3 4 5 6 7
The teacher rarely implements safety The teacher occasionally implements The teacher frequently implements The teacher generally implements The teacher consistently implements
policies, guidelines, and procedures safety policies, guidelines, and safety policies, guidelines, and safety policies, guidelines, and safety policies, guidelines, and
to establish a safe and secure procedures to establish a safe and procedures to establish a safe and procedures to establish a safe and procedures to regularly maintain a
learning environment and only some secure learning environment and secure learning environment and secure learning environment and all safe and secure learning environment
learners follow such rules. majority of the learners follow such most of the learners follow such rules. learners follow such rules. to enhance individual and group
rules. learning.
1. The teacher implements safety 1. The teacher implements safety 1. The teacher implements safety 1. The teacher implements safety 1. The teacher ensures that
guidelines and practices to very guidelines and practices to guidelines and practices to most guidelines and practices in learners can articulate and
few selected tasks. several learning tasks. of the learning tasks. almost all of the learning tasks. adhere to the safety guidelines
and practices in all the learning
tasks.
CLARIFICATIONS
RARELY
seldom occurs
OCCASIONALLY
irregularly occurs
SAFE LEARNING ENVIRONMENT
every aspect of creating a positive experience for students which includes FREQUENTLY
the physical space and the relationships between students, teachers, and the learning community often occurs
as a whole (UNHCR, 2007)
GENERALLY
SECURE LEARNING ENVIRONMENT normally occurs
school spaces and activities that free learners from physical harm or risks to promote their well-being
and support their learning (NCSSLE, 2019) CONSISTENTLY
constantly occurs
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and SOME
equipment; general cleanliness; precautions in handling, storage, and disposal of hazardous less than half
chemicals in laboratories; proper use of tools; etc.
MAJORITY
more than half
MOST
6
INDICATOR 5 Maintain learning environments that promote fairness, respect and care to encourage learning
3 4 5 6 7
The teacher-learner interactions The teacher-learner interactions are The teacher-learner interactions are The teacher-learner interactions are The teacher promotes a supportive
occasionally support fairness, generally fair, respectful, and caring, consistently fair, respectful, and consistently fair, respectful, and and nurturing learning environment
respect, and care, which results in and the majority of learners feel caring, and most learners feel caring, and all learners feel accepted where all learners feel accepted,
some learners feeling accepted and accepted and encouraged to learn. accepted and encouraged to learn. and encouraged to learn. encouraged to learn, and free to take
encouraged to learn. learning risks.
1. The teacher encourages social 1. The teacher promotes generally 1. The teacher maintains polite and 1. The teacher establishes positive 1. The teacher enhances polite and
positive interactions with positive interactions with respectful interactions with social interactions with learners respectful interactions with
learners and among learners but learners and among learners but learners and among learners. and among learners. learners and among learners,
occasional inconsistencies like some conflict and/or occasional Disagreements, if present, are and exhibits sensitivity to
favoritism, or disregard for insensitivity are displayed. handled respectfully. learners’ differences.
learners’ differences are evident.
CLARIFICATIONS
FAIRNESS
impartial and just treatment or behavior
RESPECT
due regard for the feelings, rights, and culture of others
OCCASIONALLY
learner-teacher interactions are moderately acceptable
CARE
attention or consideration to others
GENERALLY
learner-teacher interactions are mostly acceptable
SOME
less than half
CONSISTENTLY
learner-teacher interactions are highly acceptable
MAJORITY
more than half
MOST
7
INDICATOR 6* Maintain learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning
3 4 5 6 7
The teacher provides limited learning The teacher provides sufficient The teacher provides sufficient The teacher provides a variety of The teacher consistently provides
opportunities, which are loosely learning opportunities, which are learning opportunities, which are learning opportunities, which are well varied learning opportunities, which
associated with the learning goals, somewhat aligned with the learning usually aligned with the learning aligned with the learning goals, and are well aligned with the learners’
and engages only some learners to goals, and engages majority of the goals, and engages most learners to engages all learners to participate, individual and group learning needs,
participate, cooperate, and learners to participate, to cooperate, participate, cooperate, and cooperate, and collaborate in and engages learners to participate,
collaborate in continued learning. and to collaborate in continued collaborate in continued learning. continued learning. cooperate, and collaborate in
learning. continued learning.
1. The teacher puts learners in 1. The teacher conducts 1. The teacher engages learners in 1. The teacher clearly provides the 1. The teacher constructs carefully-
small groups to complete a collaborative work which is a structured task that features class with structured tasks structured groups in which
certain task. However, group structured. some elements of cooperative involving most elements of learners are engaged in learning
constitution and tasks are poorly learning: positive cooperative learning. experiences that clearly reflect
structured. 2. The majority of learners are interdependence, individual all elements of cooperative
engaged in the tasks. accountability, and face-to-face learning.
2. Only some learners are actively interaction.
engaged in group learning 2. The teacher provides complex
activities. tasks in which all learners share
the authority of setting goals,
assessing learning, and
facilitating learning.
CLARIFICATIONS
LIMITED
insufficient strategies employed when more are required
PRINCIPLES OF COLLABORATIVE LEARNING by the learning situation
• heterogeneous grouping
LOOSELY ASSOCIATED
• mixed abilities SUFFICIENT
association substantially mismatched
• mixed gender minimum strategies employed as required by the learning situation
with the other learning goals
• interdependence
VARIETY
SOMEWHAT ALIGNED
STRUCTURED TASKS a range of different strategies employed as required by the learning
minimal degree of association with the other learning goals
specific tasks given to learners in group activities situation
USUALLY ALIGNED
For SPED classrooms: A healthy balance of structured and SOME
generally matched with the other learning goals
unstructured processes is important to maintain an organized less than half
classroom and limit distractions.
WELL ALIGNED
MAJORITY
perfectly matched with the other learning goals
SUPPORTIVE LEARNING ENVIRONMENT more than half
child-friendly and conducive to learning
MOST
* This COT-RPMS indicator supplements SET B in the Means of Verification (MOV) of Objective 7 in the RPMS Tool for Proficient Teachers and RPMS Tool for Proficient Teacher-Broadcasters.
8
Apply a range of successful strategies that maintain learning environments that motivate learners to work productively by
INDICATOR 7*
assuming responsibility for their own learning
3 4 5 6 7
The teacher applies limited The teacher applies sufficient The teacher applies sufficient The teacher applies a variety of The teacher consistently applies
strategies, which are loosely strategies, which are somewhat strategies, which are usually aligned strategies, which are well aligned with strategies, which are well aligned with
associated with the learning goals, aligned with the learning goals, and with the learning goals, and motivates the learning goals, and motivates all the learners’ individual and group
and motivates only some of the motivates the majority of the learners most learners to work productively learners to work productively and be learning needs, and motivates them
learners to work productively and be to work productively and be and be responsible for their own responsible for their own learning. to work productively and be
responsible for their own learning. responsible for their own learning. learning. responsible for their own learning.
1. The teacher displays little 1. The teacher uses strategies that 1. The teacher displays 1. The teacher applies extensive 1. The teacher is able to create a
knowledge on how to motivate are likely to motivate and engage comprehensive knowledge to knowledge to engage all learning environment that
learners and engages only some majority of the learners during engage almost all learners. learners. sustains learners’ active
of the learners during the lesson. the lesson. engagement and self-motivation.
2. The teacher succeeds in 2. The teacher succeeds in
2. The teacher motivates the 2. The teacher engages the motivating almost all learners to motivating all learners to expend
learners to accept the learning learners to exhibit commitment understand their role and to effort to complete high-quality
tasks but fails to engage them to to complete the work on their consistently expend effort to work.
work productively. own but a few do not work learn.
productively.
CLARIFICATIONS
SOME
less than half
LEARNING ENVIRONMENT
diverse physical locations, contexts, cultures in which students learn MAJORITY
(The Glossary of Education Reform, 2013) more than half
In the context of IPEd classroom, the ancestral domain is the primary learning environment MOST
and space for indigenous learners. It includes not only the physical environment but the total almost all, approaching 100%
environment including the spiritual and cultural bonds to the areas (DO 32, s. 2015).
LOOSELY ASSOCIATED
LIMITED association substantially mismatched with the other learning goals
insufficient strategies employed when more are required by the learning situation
SOMEWHAT ALIGNED
SUFFICIENT minimal degree of association with the other learning goals
USUALLY ALIGNED
VARIETY generally matched with the other learning goals
WELL ALIGNED
perfectly matched with the other learning goals
* This COT-RPMS indicator supplements SET B in the Means of Verification (MOV) of Objective 8 in the RPMS Tool for Proficient Teachers and RPMS Tool for Proficient Teacher-Broadcasters.
9
INDICATOR 8* Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents
3 4 5 6 7
The teacher employs strategies which The teacher employs strategies which The teacher employs strategies which The teacher employs a variety of The teacher employs extensive
are somewhat appropriate in are partially appropriate in addressing are appropriate in addressing the strategies which are appropriate in repertoire of strategies to create a
addressing the learning needs of the learning needs of learners with learning needs of learners with addressing the learning needs of learner-centered environment that
learners with special educational special educational needs. special educational needs. learners with special educational addresses the learning needs of the
needs. needs. individual and group of learners with
special educational needs.
1. The teacher demonstrates a 1. The teacher displays familiarity 1. The teacher demonstrates an 1. The teacher provides thoughtful 1. The teacher demonstrates an
limited understanding of the of learners’ background but understanding of the purpose and appropriate instructional expanded understanding of the
educability of individual learners. occasionally lacks and value of learning about adaptation for individual learner educability of individual learners.
responsiveness in addressing learners’ background to inform needs. The adaptation of
2. The teacher gives opportunities them. instructions. instruction is realistic and 2. The teacher’s instructional
to only few learners to actively effective. strategies respond to individual
engage in the learning activities. and group of learners’
2. The teacher provides diverse background, thus creating an
learners with opportunities to environment where learners feel
actively engage in various equally involved.
learning activities.
CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS learning disability, or other conditions
persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory
impairment and cultural differences; these persons may be: EDUCABILITY
• gifted/talented observed variations in the learners’ capacity to perform tasks
• fast learner
• mentally retarded VARIETY
• visually impaired a range of different strategies employed as required by the learning situation
• hearing impaired
• with behavior problems EXTENSIVE REPERTOIRE
• orthopedically handicapped wide and comprehensive range of strategies
• with special health problems
• learning disabled SOMEWHAT APPROPRIATE
• speech impaired minimal degree of appropriateness
• multiple handicapped (DO 117, s. 1987)
PARTIALLY APPROPRIATE
moderate degree of appropriateness
* This COT-RPMS indicator supplements SET A in the Means of Verification (MOV) of Objective 9 in the RPMS Tool for Proficient Teachers and RPMS Tool for Proficient Teacher-Broadcasters.
10
INDICATOR 9* Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups
3 4 5 6 7
The teacher employs strategies which The teacher employs strategies which The teacher employs strategies which The teacher employs a variety of The teacher employs extensive
are somewhat culturally appropriate are partially culturally appropriate in are culturally appropriate in strategies which are culturally repertoire of strategies to create a
in addressing the learning needs of addressing the learning needs of addressing the learning needs of appropriate in addressing the learning learner-centered environment that
learners from indigenous groups learners from indigenous groups. learners from indigenous groups. needs of learners from indigenous addresses the learning needs of
groups. individual and group of learners from
indigenous groups.
1. The teacher demonstrates a 1. The teacher displays familiarity 1. The teacher demonstrates an 1. The teacher provides a culture- 1. The teacher demonstrates a
limited understanding of a of learners’ cultural background understanding of the purpose based instruction to meet the wider understanding of a culture-
culture-based education. but sometimes lacks and value of learning in the needs of learners. The based education.
responsiveness in addressing learners' context. adaptation of instruction is
2. The teacher gives opportunities them. realistic and effective. 2. Teacher’s instructional strategies
to only few learners to actively respond to individual and group
engage in the learning activities. 2. The teacher provides diverse of learners’ cultural background,
learners with opportunities to thus creating an environment
actively engage in various where learners feel equally
learning activities. involved.
CLARIFICATIONS
CULTURE-BASED EDUCATION
an education that is grounded in the context of the indigenous communities' life, recognizes their
Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural perspectives
LEARNERS FROM INDIGENOUS GROUPS
(DO 32, s. 2015, Enclosure p.4)
people who have, under claims of ownership since time immemorial, occupied, possessed, and
utilized ancestral territories, shared common bonds of language, customs, traditions, and other
CONTEXTUALIZATION
unique cultural traits (RA 8371, IPRA)
the educational process of relating the curriculum to a particular setting, situation or area of
application to make the competencies relevant, meaningful, and useful to all learners;
TEACHING STRATEGIES
distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's
(ICC) Indigenous Learning System (ILS), which is an ICC's system of educating succeeding
VARIETY
generations of youth into the community's cultural system (DO 32, s. 2015).
LEARNING NEEDS
EXTENSIVE REPERTOIRE
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving)
wide and comprehensive range of strategies
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully
SOMEWHAT APPROPRIATE
in development, to improve the quality of their lives, to make informed decisions, and to continue
minimal degree of appropriateness
learning (UNESCO, 1992)
11
12
in the time of the COVID-19 pandemic
RUBRIC LEVEL SUMMARY
LEVEL LEVEL LABEL LEVEL DESCRIPTION
The teacher demonstrates a range of associated pedagogical aspects of the indicator that sometimes are aligned with
4 DEVELOPING the learners' developmental needs.
The teacher demonstrates a range of associated pedagogical aspects of the indicator that usually are aligned with the
5 APPLYING learners' developmental needs.
The teacher uses well-connected pedagogical aspects of the indicator that consistently are aligned with student
6 CONSOLIDATING development and support students to be successful learners.
The teacher uses well-connected pedagogical aspects of the indicator to create an environment that addresses
7 INTEGRATING individual and group learning goals.
The teacher applies deep knowledge and understanding of the indicator discriminately to contextualize teaching and
8 DISCRIMINATING learning processes within the discipline to meet individual and group learning goals.
2
COT-RPMS for S.Y. 2021-2022 | Highly Proficient Teacher
INDICATOR 1 Apply knowledge of content within and across curriculum teaching areas
4 5 6 7 8
The teacher demonstrates accurate The teacher demonstrates accurate and The teacher demonstrates accurate and The teacher applies accurate, in-depth, The teacher applies high-level
knowledge of key concepts both in in-depth knowledge of most concepts in in-depth knowledge of all concepts in and broad knowledge of content and knowledge of content and pedagogy
presenting the lesson and in responding presenting the lesson and in responding presenting the lesson and in responding pedagogy that creates a conducive within and across curriculum teaching
to learners’ questions or comments. to learners’ questions in a manner that to learners’ questions in a manner that learning environment that enables an in- areas to empower learners to acquire
attempts to be responsive to student is responsive to learners' developmental depth and sophisticated understanding and apply successful learning strategies
The lesson content displays coherence. developmental learning needs. needs and promotes learning. of the teaching and learning process to to assist in their development as
meet individual or group learning needs independent learners.
The teacher attempts to make The teacher makes connections across The teacher makes meaningful within and across curriculum teaching
connections across curriculum teaching curriculum teaching areas, if connections across curriculum teaching areas.
areas, if appropriate. appropriate. areas, if appropriate.
1. The teacher clearly explains 1. The teacher displays 1. The teacher displays extensive 1. The teacher applies extensive 1. The teacher applies extensive and
concepts and makes no content comprehensive understanding of the knowledge of content. knowledge of content beyond complex content knowledge to
errors. concepts and structure of the his/her area of specialization. support learners in acquiring
teaching area. 2. The teacher addresses content successful learning strategies in
2. The content appears to be accurate accurately, and its focus is 2. The teacher motivates learners to other areas.
and its focus shows awareness of 2. The teacher presents conceptual congruent with the big ideas and/or investigate the teaching area to
the ideas and structure of the knowledge of the subject and structure of the teaching area. expand their knowledge and satisfy 2. The teacher extends knowledge
teaching areas. makes connections within the their curiosity. beyond the curriculum
teaching area. requirements and stimulates
3. The teacher demonstrates factual 3. The teacher cites intra and learners’ curiosity.
knowledge of subject matter and interdisciplinary content
attempts to connect content across relationships.
teaching areas.
4. The teacher shows expertise in the
content and uses appropriate
pedagogy in delivering the lesson.
CLARIFICATIONS
CURRICULUM TEACHING AREAS
different learning/subject areas taught and learned in the K to 12 curriculum
MINOR CONTENT ERRORS which includes areas for Kindergarten Education, Special Education,
insignificant degree of errors in the content of the lesson Alternative Learning System, Indigenous Peoples Education
KEY CONCEPTS For IPEd, learning/subject areas are contextualized by interfacing the national
central ideas of the topic or lesson ACCURATE KNOWLEDGE curriculum competencies with the community competencies identified in their
error-free content Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).
COHERENCE
logical and/or developmental sequence in presenting the lesson IN-DEPTH KNOWLEDGE KNOWLEDGE OF CONTENT AND PEDAGOGY
foundational knowledge and finer details within the curriculum integration of expertise and teaching skill for a particular area;
SIMPLE COHERENCE teaching area appropriateness of the pedagogy to teaching area
basic logic in the sequence of the lesson with one part linked to the next
BROAD KNOWLEDGE WITHIN CURRICULUM TEACHING AREA
PEDAGOGY knowledge across curriculum teaching areas inclusion of appropriately chosen intra-disciplinary topics and enabling
method and practice of teaching learning competencies within the curriculum guide of a specific
learning/subject area and grade level
In the context of Indigenous Peoples Education (IPEd), pedagogy is
articulated in the IP’s Indigenous Learning System (ILS) (DO 32, s. 2015). ACROSS CURRICULUM TEACHING AREA
making meaningful connections and including appropriate interdisciplinary
topics and learning competencies cited in the curriculum guide
3
INDICATOR 2 Use a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
4 5 6 7 8
The teacher occasionally applies The teacher frequently applies The teacher consistently applies The teacher integrates well- The teacher adjusts teaching and
teaching strategies that address relevant strategies that enhance relevant strategies that enhance connected teaching learning strategies in order to
learners’ literacy and/or numeracy learners’ literacy and/or numeracy learners’ literacy and/or numeracy strategies that promote individual and enhance individual and group
needs. skills. skills. group learners’ critical literacy and/or learners’ critical literacy and/or critical
critical numeracy skills. numeracy skills.
1. In some parts of the lesson, the 1. The teacher uses activities that 1. The teacher provides activities to 1. The teacher employs activities 1. The teacher modifies challenging
teacher provides activities which enhance literacy and/or enhance learners’ literacy and/or that enhance and support activities to fit with learners’ level
address learners’ literacy and/or numeracy in almost all aspects numeracy skills in all aspects of learners’ higher level of literacy of literacy and numeracy skills.
numeracy needs but fails to do of the lesson. the lesson. and/or numeracy skills as a
so in some critical parts of the significant part of his/her
lesson where either or both skills instruction.
are necessary.
CLARIFICATIONS
LITERACY SKILLS
skills needed for reading and writing. These may include awareness of sounds of language,
awareness of print, and the relationship between letters and sounds. Other skills such as creating
knowledge through writing as well as developing media and technology are part of literacy skills.
Examples of literacy skills in IPEd classrooms: reading the behavior of animals, symbols of leaves,
formation of clouds, wind direction and temperature; identifying the meaning of dreams
OCCASIONALLY
NUMERACY SKILLS
irregularly occurs
skills which consist of comprehending and applying fundamental arithmetic operations like addition,
subtraction, multiplication, and division. Numeracy skills may also include the ability to reason with
FREQUENTLY
mathematical concepts like interpreting data, charts, and diagrams; to process information; to solve
often occurs
problems; and to make decisions based on logical thinking and reasoning.
CONSISTENTLY
Examples of numeracy skills in SPED classrooms: up-down movement in brushing of teeth; counting
constantly occurs
the number of boys and girls; folding of clothes using numbered pattern
RELEVANT STRATEGIES
Examples of numeracy skills in IPEd classrooms: indigenous measurement
teaching approaches which are moderately associated with the learners’
(handspan, pacing, etc.); indigenous calendar; synchronized planting; weaving patterns
developmental needs to enhance literacy and/or numeracy skills
CRITICAL LITERACY
ability to critically analyze and evaluate the meaning of text
as it relates to community and global issues to inform a critical stance, response, and/or action
CRITICAL NUMERACY
ability to effectively use mathematical concepts
in applying, analyzing, evaluating, and creating ideas
4
Use effective verbal and non-verbal classroom communication strategies to support learner understanding, participation,
INDICATOR 3
engagement and achievement
4 5 6 7 8
The teacher uses sufficient verbal The teacher uses a variety of verbal The teacher uses a variety of verbal The teacher uses a variety of verbal The teacher adapts and modifies
and non-verbal communication and non-verbal communication and non-verbal communication and non-verbal communication verbal and non-verbal communication
strategies, which are somewhat strategies, which are generally strategies, which are well aligned with strategies to create a learning strategies to address learners’
aligned with each other and support aligned with each other and support each other and support all of the environment that provides individual and group learning needs
the majority of learners. most of the learners. learners. opportunities for inquiry and leading to motivation and growing
involvement of learners individually support.
and in groups.
1. The teacher speaks clearly and 1. Teacher uses clear verbal 1. The teacher clearly and 1. The teacher establishes 1. The teacher adapts
at an appropriate pace, but communication employing wide concisely communicates written classroom practices which communication style and
occasionally monopolizes the vocabulary along with and oral content, expectations, promote open communication proactively modifies
discussions. appropriate non-verbal explanations, directions, and between the teacher and communication strategies in
communication to ensure procedures using appropriate learners, and among the response to students’ learning
learning expectations are verbal and non-verbal learners and their peers. needs.
comprehensible to most communication methods.
learners.
2. The teacher speaks clearly and
at an appropriate pace and
successfully facilitates learner
discussion.
CLARIFICATIONS
VERBAL COMMUNICATION STRATEGIES

SUFFICIENT
use of spoken words and written information that includes short phrases, instructions, etc.
NON-VERBAL COMMUNICATION STRATEGIES
VARIETY
use of non-spoken messages that include facial expressions, gestures, Picture Exchange
Communication System (PECS), etc.
SOME
SOMEWHAT ALIGNED
less than half
minimal degree of association with other strategies
MAJORITY
GENERALLY ALIGNED
more than half
usually matched with other strategies
MOST
WELL ALIGNED
perfectly matched with other strategies
5
Establish safe and secure learning environments to enhance learning through the consistent implementation of policies,
INDICATOR 4
4 5 6 7 8
The teacher occasionally implements The teacher frequently implements The teacher generally implements The teacher consistently implements The teacher adapts and modifies
safety policies, guidelines, and safety policies, guidelines, and safety policies, guidelines, and safety policies, guidelines, and safety policies, guidelines, and
procedures to establish a safe and procedures to establish a safe and procedures to establish a safe and procedures to regularly maintain a procedures taking into account the
secure learning environment and secure learning environment and secure learning environment and all safe and secure learning environment individual and group of learners’
majority of the learners follow such most of the learners follow such rules. learners follow such rules. to enhance individual and group needs which result in enhanced
rules. learning. learning.
1. The teacher implements safety 1. The teacher implements safety 1. The teacher implements safety 1. The teacher ensures that 1. The teacher identifies key safety
guidelines and practices to guidelines and practices to most guidelines and practices in learners can articulate and guidelines and practices that are
several learning tasks. of the learning tasks. almost all of the learning tasks. adhere to the safety guidelines relevant to the learning needs
and practices in all the learning and environment.
tasks.
CLARIFICATIONS
OCCASIONALLY
irregularly occurs
FREQUENTLY
SAFE LEARNING ENVIRONMENT
often occurs
every aspect of creating a positive experience for students which includes
the physical space and the relationships between students, teachers, and the learning community
GENERALLY
as a whole (UNHCR, 2007)
normally occurs
SECURE LEARNING ENVIRONMENT
CONSISTENTLY
school spaces and activities that free learners from physical harm or risks to promote their well-being
constantly occurs
and support their learning (NCSSLE, 2019)
SOME
SAFETY POLICIES, GUIDELINES, AND PROCEDURES
less than half
involve proper conduct in relating to adults and peers; arrangement of chairs, tables, and
equipment; general cleanliness; precautions in handling, storage, and disposal of hazardous
MAJORITY
chemicals in laboratories; proper use of tools; etc.
more than half
MOST
6
INDICATOR 5 Maintain learning environments that promote fairness, respect and care to encourage learning
4 5 6 7 8
The teacher-learner interactions are The teacher-learner interactions are The teacher-learner interactions are The teacher promotes a supportive The teacher and learners create a
generally fair, respectful, and caring, consistently fair, respectful, and consistently fair, respectful, and and nurturing learning environment democratic learning environment of
and the majority of learners feel caring, and most learners feel caring, and all learners feel accepted where all learners feel accepted, harmonious relationships and
accepted and encouraged to learn. accepted and encouraged to learn. and encouraged to learn. encouraged to learn, and free to take sensitivity to social and cultural
learning risks. differences.
1. The teacher promotes generally 1. The teacher maintains polite and 1. The teacher establishes positive 1. The teacher enhances polite and 1. The teacher consciously designs
positive interactions with respectful interactions with social interactions with learners respectful interactions with learning environment, where
learners and among learners but learners and among learners. and among learners. learners and among learners, learners are respectful and
some conflict and/or occasional Disagreements, if present, are and exhibits sensitivity to sensitive to social and cultural
insensitivity are displayed. handled respectfully. learners’ differences. differences.
CLARIFICATIONS
FAIRNESS
impartial and just treatment or behavior
RESPECT
due regard for the feelings, rights, and culture of others
CARE GENERALLY
attention or consideration to others learner-teacher interactions are mostly acceptable
SOME CONSISTENTLY
less than half learner-teacher interactions are highly acceptable
MAJORITY
more than half
MOST
7
INDICATOR 6* Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talents
4 5 6 7 8
The teacher employs strategies which The teacher employs strategies which The teacher employs a variety of The teacher employs extensive The teacher applies consistently
are partially appropriate in addressing are appropriate in addressing the strategies which are appropriate in repertoire of strategies to create a effective strategies for learners with
the learning needs of learners with learning needs of learners with addressing the learning needs of learner-centered environment that special educational needs to
special educational needs. special educational needs. learners with special educational addresses the learning needs of the encourage them to be successful
needs. individual and group of learners with citizens within the changing local and
special educational needs. global environments.
1. The teacher displays familiarity 1. The teacher demonstrates an 1. The teacher provides thoughtful 1. The teacher demonstrates an 1. The teacher provides
of learners’ background but understanding of the purpose and appropriate instructional expanded understanding of the opportunities for learners to
occasionally lacks and value of learning about adaptation for individual learner educability of individual learners. suggest ways in which
responsiveness in addressing learners’ background to inform needs. The adaptation of instruction or lessons might be
them. instructions. instruction is realistic and 2. The teacher’s instructional modified according to their
effective. strategies respond to individual diverse backgrounds to advance
and group of learners’ their learning and enhance their
2. The teacher provides diverse background, thus creating an self-confidence.
learners with opportunities to environment where learners feel
actively engage in various equally involved. 2. The teacher sustains an
learning activities. engaging relationship with others
to make the learners competent
to achieve the objectives.
CLARIFICATIONS
SPECIAL EDUCATIONAL NEEDS

LEARNERS WITH DISABILITY, GIFTEDNESS AND TALENTS
a restriction that makes learning challenging to a person with physical, sensory, mental, social, or
persons 1) who are gifted or talented and those 2) who have physical, mental, social or sensory
learning disability, or other conditions
impairment and cultural differences; these persons may be:
• gifted/talented
EDUCABILITY
• fast learner
observed variations in the learners’ capacity to perform tasks
• mentally retarded
• visually impaired
VARIETY
• hearing impaired
• with behavior problems
• orthopedically handicapped
EXTENSIVE REPERTOIRE
• with special health problems
wide and comprehensive range of strategies
• learning disabled
• speech impaired
• multiple handicapped (DO 117, s. 1987)
8
INDICATOR 7* Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous groups
4 5 6 7 8
The teacher employs strategies which The teacher employs strategies which The teacher employs a variety of The teacher employs extensive The teacher applies consistently
are partially culturally appropriate in are culturally appropriate in strategies which are culturally repertoire of strategies to create a effective strategies for learners from
addressing the learning needs of addressing the learning needs of appropriate in addressing the learning learner-centered environment that indigenous groups to encourage them
learners from indigenous groups. learners from indigenous groups. needs of learners from indigenous addresses the learning needs of to be successful citizens within the
groups. individual and group of learners from changing local and global
indigenous groups. environments.
1. The teacher displays familiarity 1. The teacher demonstrates an 1. The teacher provides a culture- 1. The teacher demonstrates a 1. The teacher provides
of learners’ cultural background understanding of the purpose based instruction to meet the wider understanding of a culture- opportunities for learners to
but sometimes lacks and value of learning in the needs of learners. The based education. suggest ways in which
responsiveness in addressing learners' context. adaptation of instruction is instruction or lessons might be
them. realistic and effective. 2. Teacher’s instructional strategies modified or contextualized
respond to individual and group according to their diverse cultural
2. The teacher provides diverse of learners’ cultural background, backgrounds to advance their
learners with opportunities to thus creating an environment learning and enhance their self-
actively engage in various where learners feel equally confidence.
learning activities. involved.
2. The teacher sustains an
engaging relationship with others
to make the learners competent
to achieve the objectives.
CLARIFICATIONS
CULTURE-BASED EDUCATION
LEARNERS FROM INDIGENOUS GROUPS an education that is grounded in the context of the indigenous communities' life, recognizes their
people who have, under claims of ownership since time immemorial, occupied, possessed, and Indigenous Knowledge Systems and Practices (IKSPs), and is inclusive of their cultural perspectives
utilized ancestral territories, shared common bonds of language, customs, traditions, and other (DO 32, s. 2015, Enclosure p.4)
unique cultural traits (RA 8371, IPRA)
CONTEXTUALIZATION
TEACHING STRATEGIES the educational process of relating the curriculum to a particular setting, situation or area of
In the context of IPEd, teaching strategies are embedded in an indigenous cultural community's application to make the competencies relevant, meaningful, and useful to all learners;
(ICC) Indigenous Learning System (ILS), which is an ICC's system of educating succeeding distinguished into two: localization and indigenization (DO 32, s. 2015, Enclosure p.6)
generations of youth into the community's cultural system (DO 32, s. 2015).
VARIETY
LEARNING NEEDS a range of different strategies employed as required by the learning situation
comprise both essential learning tools (literacy, oral expression, numeracy, and problem solving)
and the basic learning content (knowledge, skills, values, and attitudes) required by human beings EXTENSIVE REPERTOIRE
to be able to survive, to develop their full capacities, to live and work in dignity, to participate fully wide and comprehensive range of strategies
in development, to improve the quality of their lives, to make informed decisions, and to continue
learning (UNESCO, 1992) PARTIALLY APPROPRIATE
* This COT-RPMS indicator supplements SET A in the Means of Verification (MOV) of Objective 10 in the RPMS Tool for Proficient Teachers and RPMS Tool for Proficient Teacher-Broadcaster
9
1
COT-RPMS
TEACHER I-III
RATING SHEET
OBSERVER: _________________________________________________ DATE: __________________________
TEACHER OBSERVED: ________________________________________ QUARTER: ______________________
SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________
OBSERVATION: 1 □ 2 □
DIRECTIONS FOR THE OBSERVERS:
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (✓) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.
INDICATORS 3 4 5 6 7 NO*
1. Apply knowledge of content within and across curriculum teaching areas
2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning
3. Use effective verbal and non-verbal classroom communication strategies to support

learner understanding, participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to

encourage learning
OTHER COMMENTS:
* NO stands for Not Observed which automatically gets a rating of 3.
This tool was developed through the Philippine National

S.Y. 2021-2022 | Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
from the Australian Government
2
6. Maintain learning environments that nurture and inspire learners to participate,

cooperate and collaborate in continued learning**
7. Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own
learning**
8. Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents***
9. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups***
OTHER COMMENTS:

** Do not accomplish if the ratee opted to present SET A: A supplementary material as Means of Verification (MOV) of Objectives
7 and/or 8 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
*** Do not accomplish if the ratee opted to present SET B: Teacher Reflection Form (TRF) as Means of Verification (MOV) of
Objectives 9 and/or 10 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
____________________________________ ____________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

1
COT-RPMS
MASTER TEACHER I-IV
RATING SHEET
OBSERVER: _________________________________________________ DATE: __________________________
TEACHER OBSERVED: ________________________________________ QUARTER: ______________________
SUBJECT & GRADE LEVEL TAUGHT: ________________________________________________________________________
1. Rate each item on the checklist according to how well the teacher performed during the classroom observation. Mark the
appropriate column with a (✓) symbol.
2. Each indicator is assessed on an individual basis, regardless of its relationship to other indicators.
3. For schools with only one observer, this form will serve as the final rating sheet.
2. Use a range of teaching strategies that enhance learner achievement in literacy

and numeracy skills
3. Use effective verbal and non-verbal classroom communication strategies to support

learner understanding, participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to

encourage learning
OTHER COMMENTS:

S.Y. 2021-2022 | Highly Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
2
6. Design, adapt and implement teaching strategies that are responsive to learners
with disabilities, giftedness and talents**
7. Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups**
OTHER COMMENTS:

** Do not accomplish if the ratee opted to present SET B: Teacher Reflection Form (TRF) as Means of Verification (MOV) of
Objectives 9 and/or 10 in the RPMS Tool for Proficient Teachers or RPMS Tool for Teacher-Broadcasters.
____________________________________ ____________________________________
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher

S.Y. 2021-2022 | Highly Proficient Teacher Research Center for Teacher Quality (RCTQ) with support
1
COT-RPMS
OBSERVATION NOTES FORM
OBSERVER: __________________________________________________________ DATE: __________________________
TEACHER OBSERVED: _________________________________________________ TIME STARTED: __________________
SUBJECT & GRADE LEVEL TAUGHT: _____________________________________ TIME ENDED: ____________________
Write your observations on the teacher’s classroom performance on the space provided. Use additional sheets whenever
necessary.
____________________________________
Signature over Printed Name of the Observer

Research Center for Teacher Quality (RCTQ) with support
1
COT-RPMS
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: ___________________________________ NAME OF TEACHER OBSERVED:
OBSERVER 2: ___________________________________ ___________________________________
OBSERVER 3: ___________________________________ SUBJECT & GRADE LEVEL TAUGHT:
DATE: ___________________ ___________________________________
Discuss with the other observers your reason/s for rating in each indicator. In case of different ratings, come up with a final rating.
The final rating is NOT an average; it is a rating based on a reasoned and consensual judgment. Indicate this rating on the column
for Final Rating.
Note that if the Ratee gets NO (Not Observed) in an indicator, write 3 as the Final Rating. Further, Indicators 6, 7, 8, and/or 9 will only
be accomplished if the ratee opted to have the Classroom Observation Tool (COT) rating sheet or inter-observer agreement form as
Means of Verification (MOV) of its respective RPMS Objective.
FINAL
INDICATORS
RATING
2. Display proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
3. Use effective verbal and non-verbal classroom communication strategies to support learner understanding,
participation, engagement and achievement
4. Establish safe and secure learning environments to enhance learning through the consistent implementation
of policies, guidelines and procedures
5. Maintain learning environments that promote fairness, respect and care to encourage learning
OTHER COMMENTS:

2
FINAL
INDICATORS
RATING*
6. Maintain learning environments that nurture and inspire learners to participate, cooperate and collaborate in
continued learning
7. Apply a range of successful strategies that maintain learning environments that motivate learners to work
productively by assuming responsibility for their own learning
8. Design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness
and talents
9. Adapt and use culturally appropriate teaching strategies to address the needs of learners from indigenous
groups
OTHER COMMENTS:
* Write N/A if not applicable.
______________________________ ______________________________ ______________________________

Signature over Printed Name Signature over Printed Name Signature over Printed Name
of Observer 1 of Observer 2 of Observer 3
____________________________________
Signature over Printed Name of the Teacher

1
RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III
TEACHER: ______________________________________ DATE SUBMITTED: _________________________
RATER: _________________________________________ SUBJECT & GRADE LEVEL: __________________
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use
any local or official language that you are comfortable with. Use extra sheets if needed. Please limit your response to
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness and talents
PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips
activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a
learning disability.
How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in
this form. Mention in your reflections a specific learning disability that you are familiar with or have researched on.
YOUR REFLECTIONS

2

3
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 9
Designed, adapted and implemented teaching strategies
PROMPT #2
Design a lesson plan for the gifted and talented learners based on your idea on how they may be addressed in
your class. Your strategies for the gifted and talented learners must be highlighted and annotated in this form.
Attach your lesson plan here.
YOUR ANNOTATIONS

4

5
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples (IP) group.
Evaluate the appropriateness of the activity to your learners. Write your response in this form.
Directions: For your assessment, research on the following roles in your community by asking your parents or
anyone with knowledge on these roles. Choose from Set A and Set B. Explain why these are important roles.
Set A Set B
1. mayor 1. datu/chieftain
2. councilors 2. community elders
3. medical officers 3. healers
YOUR REFLECTIONS

6

7
RPMS SY 2021-2022
TEACHER I-III
500 words.
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies
to address the needs of learners from indigenous groups
PROMPT #2
Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using national
mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection form.
Attach your lesson plan here.
YOUR ANNOTATIONS

8

1
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies
PROMPT #1
This is the observation notes form accomplished for the observation in the class of Teacher Emille. The observer
noted that all learners must receive the same activity and no differentiation must be applied for advanced learners.
Veronica San Vicente October 18, 2021

Emille Santos 10:00am
MAPEH Gr.7 11:00am
• Good start of the class

• The teacher has a well-modulated voice.
• Why was there a special activity for one student? There must be uniform measure of
students’ success. Therefore, there must be no differentiation in what the students do
even if the teacher claims that this student is advanced in terms of artwork compared
to his classmates.

2
Do the following:
1. In the context of addressing gifted learners, do you agree with the note of the observer? Write your reflections
in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in
designing, adapting, and implementing teaching strategies for gifted learners. Attach your LAC plan here.
YOUR REFLECTIONS

3
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 9
Assisted colleagues to design, adapt and implement teaching strategies
PROMPT #2
1. Design a lesson plan for learners with disabilities based on your idea on how they may be addressed in
your class. Your strategies for learners with disabilities must be highlighted and annotated in this form.
Mention a specific exceptionality or learning disability. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.
YOUR ANNOTATIONS

4

5
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #1
Leo and Margarito belong to an indigenous group of people called the T’boli tribe. T’boli is one of the major Lumad
ethnolinguistic groups in the Southern part of the country. Their culture is richly connected and inspired by nature,
with dances that mimic from actions of animals and a variety of music and songs. Leo and Margarito’s families have
migrated to the lowlands due to conflicts related to their ancestral domain. They are the only indigenous peoples in
your class of 45 students. Having a different culture from the rest of the class has affected their sense of self and
how they relate to others.
Do the following:
1. In the context of addressing the needs of learners from indigenous groups, what teaching strategy will you
develop and use in your lesson to affirm and strengthen their indigenous cultural identity? Write your
reflections in this form.
2. Based on your reflection, design a Learning Action Cell (LAC) plan to assist your colleagues in adapting
and using culturally appropriate teaching strategies for learners from indigenous groups. Attach your LAC
plan here.
YOUR REFLECTIONS

6

7
RPMS SY 2021-2022
MASTER TEACHER I-IV
500 words.
OBJECTIVE 10
Developed and applied teaching strategies to address effectively the needs of learners from indigenous groups
PROMPT #2
1. Design a lesson plan for your class that integrates aspects of indigenous peoples (IP) culture using
national mandates on indigenous peoples education (IPEd) as reference:
• Republic Act No. 8371 or the Indigenous People’s Rights Act of 1997
• DepEd Order No. 62, S. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
• DepEd Order No. 32, S. 2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection
form. Attach your lesson plan here.
2. Present and discuss your lesson plan to your colleagues during a LAC session. Have your school head
sign your lesson plan as proof.
YOUR ANNOTATIONS

8

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF) RUBRIC FOR TEACHER I-III

(scoring rubric for grading the TRF)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

(5) (4) (3) (2) (1)
Reflections, Reflections, Reflections, Reflections, Reflections,

annotations, and/or annotations, and/or annotations, and/or annotations, and/or annotations, and/or
outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson outputs (e.g., lesson
plan) exceed the plan) exceed the plan) meet the plan) partially meet the plan) do not meet the
expectations of the expectations of the expectations of the expectations of the expectations of the
TRF prompt. TRF prompt. TRF prompt. TRF prompt. TRF prompt.
They are complete and They are complete and They are complete and They are either They are incomplete
show comprehensive show comprehensive show sufficient complete or incomplete and totally
and in-depth knowledge knowledge about the knowledge about the and show limited disconnected from
about the topic topic/question by topic/question. knowledge about the what is asked.
/question by providing providing accurate topic/question.
accurate details and details.
some critical inputs or
creativity.

RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF) RUBRIC FOR MASTER TEACHER I-IV

(scoring rubric for grading the TRF)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor

(5) (4) (3) (2) (1)
Reflections, Reflections, Reflections, Reflections, Reflections,

annotations, and/or annotations, and/or annotations, and/or annotations, and/or annotations, and/or
outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC plan, outputs (e.g., LAC
lesson plan) exceed lesson plan) exceed lesson plan) meet the lesson plan) partially plan, lesson plan) do
the expectations of the the expectations of the expectations of the meet the expectations not meet the
TRF prompt. TRF prompt. TRF prompt. of the TRF prompt. expectations of the
TRF prompt.
They are complete and They are complete and They are complete and They are either
show comprehensive show comprehensive show sufficient complete or incomplete They are incomplete
and in-depth knowledge knowledge about the knowledge about the and show limited and totally
about the topic topic/question by topic/question. knowledge about the disconnected from
/question by providing providing accurate topic/question. what is asked.
accurate details and details.
some critical inputs or
creativity.

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR TEACHER I-III

(Proficient Teachers) for SY 2021-2022
The passage of the K to 12 Law (R.A. 10533) in May 2013 as a response to the changes and
challenges of the modern world has changed the landscape of teacher quality requirements in
the Philippines. The current reform calls for teachers to critically reflect on their roles and the
expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related to your professional
work. It consists of 19 items that you will analyze and rate according to your level of capability
and level of priority for development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher standards.
You should accomplish this tool prior to the beginning of the school year and use to reflect on
your performance throughout the RPMS cycle. The result of your self-assessment will guide you
on which RPMS objectives to improve and on what areas you need coaching and mentoring.
Other school personnel, including the School Head, are not allowed to see the results of this
tool. However, you can discuss with them your IPCRF-Development Plan (IPCRF-DP) based on
your self-assessment.
PLEASE READ THE INSTRUCTIONS
This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core
Behavioral Competencies.
For Part I: Demographic Profile, please shade the circle of the demographic information
applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how you rate the objectives
based on: (1) level of capability and (2) level of priority for development. At the bottom of each
page, there is the opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
For Part III: Core Behavioral Competencies, please shade the circle of the behavioral indicators
that you demonstrated during the performance cycle.
2
PART I: DEMOGRAPHIC PROFILE 9. Grade Level Taught

O Kindergarten
Please shade the circle that is applicable to you.
O Elementary
1. Age O Junior High School
O Under 25 O 41-45 O Senior High School
O 25-30 O 46-50 O Others (Specify) _______________
O 31-35 O 51-55
10. Curricular Classification of the School
O 36-40 O Over 55
O Kindergarten
2. Sex O Kinder, Grade 1-6
O Male O Female O Kinder, Grade 1-6, Grade 7-10
3. Employment Status O Kinder, Grade 1-6, Grade 7-10,
O Regular Permanent O Substitute Grade 11-12
O Provisional O Contractual O Kinder, Grade 1-6, Grade 11-12
O Kinder, Grade 1-6, Grade 7-10
4. Position attached to Tertiary
O Teacher I O SPED Teacher I O Kinder, Grade 1-6, Grade 7-10,
O Teacher II O SPED Teacher II Grade 11-12 attached to Tertiary
O Teacher III O SPED Teacher III O Kinder, Grade 7-10
O Special Science O SPED Teacher IV O Kinder, Grade 7-10, Grade 11-12
Teacher I O Kinder, Grade 11-12
O Grade 1-6
5. Total Number of Years in Teaching
O Grade 1-6 and Grade 7-10
(Private and Public)
O 0-3 years
O Grade 1-6, Grade 7-10 and Grade 11-12
O 4-10 years
O Grade 7-10
O More than 10 years
6. Highest Degree Obtained O Grade 11-12
O Bachelor’s Degree ________________ O Community-based Learning Center
O Master’s Degree __________________
11.Region
O Doctorate Degree _________________
Luzon
7. Area of Specialization O National Capital Region
O English O Values Education O Cordillera Administrative Region
O Filipino O SPED O I - Ilocos
O Mathematics O Music O II - Cagayan Valley
O General Science O Arts O III - Central Luzon
O Biology O Physical Health O IV-A - CALABARZON
O Chemistry O Health O IV-B - MIMAROPA
O Physics O TLE/ TVL O V - Bicol
O Social Sciences O Others (Specify) Visayas
O Early Childhood ____________ O VI - Western Visayas
Education O VII - Central Visayas
O VIII - Eastern Visayas
8. Subject(s) Taught
Mindanao
O Mother Tongue O MAPEH
O IX - Zamboanga Peninsula
O Filipino O Technology
O X - Northern Mindanao
O English and Livelihood
O XI - Davao Region
O Mathematics O Edukasyong
O XII - SOCCSKSARGEN
O Science Pantahanan at
O XIII - Caraga
O Araling Panlipunan Pangkabuhayan
O Bangsamoro Autonomous Region in Muslim
O Edukasyon sa O Others (Specify)
Mindanao
Pagpapakatao ______________
SAT-RPMS S.Y. 2021-2022 | Proficient Teachers

3
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column corresponding to
how you rate your (1) level of capability and (2) priority for development for each objective.
Level of Priority Areas

Capability to be Addressed
High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 Applied knowledge of content within and across

curriculum teaching areas. (PPST Indicator 1.1.2)
1.2 Used research-based knowledge and principles of
teaching and learning to enhance professional practice.
(PPST Indicator 1.2.2)
1.3 Displayed proficient use of Mother Tongue, Filipino and
English to facilitate teaching and learning. (PPST Indicator
1.6.2)
1.4 Used effective verbal and non-verbal classroom
communication strategies to support learner understanding,
participation, engagement and achievement. (PPST Indicator
1.7.2)
2. Learning Environment (PPST Domain 2)
2.1 Established safe and secure learning environments to

enhance learning through the consistent implementation of
policies, guidelines and procedures. (PPST Indicator 2.1.2)
2.2 Maintained learning environments that promote
fairness, respect and care to encourage learning. (PPST
Indicator 2.2.2)
Optional: In the space provided, you may want to make some personal comments about your
practice and the objectives on this page.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
OBJECTIVES
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
2. Learning Environment (PPST Domain 2) - continuation
2.3 Maintained supportive learning environments that

nurture and inspire learners to participate, cooperate and
collaborate in continued learning. (PPST Indicator 2.4.2)
2.4 Applied a range of successful strategies that maintain
learning environments that motivate learners to work
productively by assuming responsibility for their own
learning. (PPST Indicator 2.5.2)
3. Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(PPST Domains 3, 4, and 5)
3.1 Designed, adapted and implemented teaching strategies
that are responsive to learners with disabilities, giftedness
and talents. (PPST Indicator 3.3.2)
3.2. Adapted and used culturally appropriate teaching
strategies to address the needs of learners from indigenous
groups. (PPST Indicator 3.5.2)
3.3 Adapted and implemented learning programs that ensure
relevance and responsiveness to the needs of all learners.
3.4 Utilized assessment data to inform the modification of
teaching and learning practices and programs. (PPST
Indicator 5.5.2)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
4. Community Linkages and Professional Engagement & Personal Growth and

Professional Development (PPST Domains 6 & 7)
4.1 Maintained learning environments that are responsive to
community contexts. (PPST Indicator 6.1.2)
4.2 Reviewed regularly personal teaching practice using
existing laws and regulations that apply to the teaching
profession and the responsibilities specified in the Code of
Ethics for Professional Teachers. (PPST Indicator 6.3.2)
4.3 Complied with and implemented school policies and
procedures consistently to foster harmonious relationships
with learners, parents, and other stakeholders. (PPST
Indicator 6.4.2)
4.4 Apply a personal philosophy of teaching that is learner-
centered. (PPST Indicator 7.1.2)
4.5 Adopt practices that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude,
respect and integrity. (PPST Indicator 7.2.2)
4.6 Set professional development goals based on the
Philippine Professional Standards for Teachers. (PPST
Indicator 7.5.2)
5. Plus Factor
Performed various related works/activities that contribute to

the teaching-learning process.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

6
PART III: CORE BEHAVIORAL COMPETENCIES

Please shade the circle of the competency indicators that you demonstrated during the performance
cycle.
CORE BEHAVIORAL COMPETENCIES Total

1. Self-Management
1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior 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. Prioritizes work tasks and schedules (through Gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
2. Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms
and Conduct and Ethical Standards for public officials and employees
(RA 6713).
2. Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the

organization’s needs, improve system and help others improve their
effectiveness.
3. Results 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 satisfactory quality 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 a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

7

4. Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal

accomplishment across the organization.
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 organization goals and objectives.
5. Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women
empowerment.
4. Participates in updating office vision, mission, mandates and
strategies based on DEPED strategies and directions.
5. Develops and adopts service improvement program through
simplified procedures that will further enhance service delivery.
6. Innovation
1. Examines the root cause of problems and suggests effective
solutions. Foster new ideas, processes and suggests better 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.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources.
5 (Role model) - If all behavioral indicators had been demonstrated

4 (Consistently demonstrates) - If four behavioral indicators had been demonstrated
3 (Most of the time demonstrates) - If three behavioral indicators had been demonstrated
2 (Sometimes demonstrates) - If two behavioral indicators had been demonstrated
1 (Rarely demonstrates) - If only one behavioral indicator had been demonstrated
This tool was developed through the

Philippine National Research Center for
Teacher Quality (RCTQ) with support
from the Australian Government.
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
(RPMS) FOR TEACHERS
SELF-ASSESSMENT TOOL FOR MASTER TEACHER I-IV

(Highly Proficient Teachers) for SY 2021-2022
The passage of the K to 12 Law (R.A. 10533) in May 2013 as a response to the changes and
challenges of the modern world has changed the landscape of teacher quality requirements in
the Philippines. The current reform calls for teachers to critically reflect on their roles and the
expectations of them in the context of K to 12 Education.
This tool is designed for you to reflect on the different objectives related to your professional
work. It consists of 19 items that you will analyze and rate according to your level of capability
and level of priority for development. The items meet teacher quality requirements congruent
with the Philippine K to 12 Reform and reflective of international teacher standards.
You should accomplish this tool prior to the beginning of the school year and use to reflect on
your performance throughout the RPMS cycle. The result of your self-assessment will guide you
on which RPMS objectives to improve and on what areas you need coaching and mentoring.
Other school personnel, including the School Head, are not allowed to see the results of this
tool. However, you can discuss with them your IPCRF-Development Plan (IPCRF-DP) based on
your self-assessment.
PLEASE READ THE INSTRUCTIONS
This tool has three parts: Part I: Demographic Profile; Part II: Objectives; and Part III: Core
Behavioral Competencies.
For Part I: Demographic Profile, please shade the circle of the demographic information
applicable to you.
For Part II: Objectives, please shade the circle that corresponds to how you rate the objectives
based on: (1) level of capability and (2) level of priority for development. At the bottom of each
page, there is the opportunity to write about any aspects that you feel are relevant to the
objectives on that page.
For Part III: Core Behavioral Competencies, please shade the circle of the behavioral indicators
that you demonstrated during the performance cycle.
2
PART I: DEMOGRAPHIC PROFILE 9. Grade Level Taught

O Kindergarten
Please shade the circle that is applicable to you.
O Elementary
1. Age O Junior High School
O Under 25 O 41-45 O Senior High School
O 25-30 O 46-50 O Others (Specify) _______________
O 31-35 O 51-55
10. Curricular Classification of the School
O 36-40 O Over 55
O Kindergarten
2. Sex O Kinder, Grade 1-6
O Male O Female O Kinder, Grade 1-6, Grade 7-10
3. Employment Status O Kinder, Grade 1-6, Grade 7-10,
O Regular Permanent O Substitute Grade 11-12
O Provisional O Contractual O Kinder, Grade 1-6, Grade 11-12
4. Position attached to Tertiary
O Master Teacher I O Master Teacher IV O Kinder, Grade 1-6, Grade 7-10,
O Master Teacher II O SPED Teacher V Grade 11-12 attached to Tertiary
O Master Teacher III O Kinder, Grade 7-10
5. Total Number of Years in Teaching O Kinder, Grade 11-12
(Private and Public) O Grade 1-6
O 0-3 years O Grade 1-6 and Grade 7-10
O 4-10 years O Grade 1-6 and Grade 11-12
O More than 10 years O Grade 1-6, Grade 7-10 and Grade 11-12
O Grade 7-10
6. Highest Degree Obtained
O Bachelor’s Degree ________________
O Grade 11-12
O Master’s Degree __________________
O Community-based Learning Center
O Doctorate Degree _________________
11.Region
7. Area of Specialization
Luzon
O English O Values Education
O National Capital Region
O Filipino O SPED
O Cordillera Administrative Region
O Mathematics O Music
O I - Ilocos
O General Science O Arts
O II - Cagayan Valley
O Biology O Physical Health
O III - Central Luzon
O Chemistry O Health
O IV-A - CALABARZON
O Physics O TLE/ TVL
O IV-B - MIMAROPA
O Social Sciences O Others (Specify)
O V - Bicol
O Early Childhood ____________
Visayas
Education
O VI - Western Visayas
8. Subject(s) Taught O VII - Central Visayas
O Mother Tongue O MAPEH O VIII - Eastern Visayas
O Filipino O Technology Mindanao
O English and Livelihood O IX - Zamboanga Peninsula
O Mathematics O Edukasyong O X - Northern Mindanao
O Science Pantahanan at O XI - Davao Region
O Araling Panlipunan Pangkabuhayan O XII - SOCCSKSARGEN
O Edukasyon sa O Others (Specify) O XIII - Caraga
Pagpapakatao ______________ O Bangsamoro Autonomous Region in Muslim
Mindanao
SAT-RPMS S.Y. 2021-2022 | Highly Proficient Teachers

3
PART II: OBJECTIVES
There are two columns for every objective. Please shade one circle in each column corresponding to
how you rate your (1) level of capability and (2) priority for development for each objective.

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
1. Content Knowledge and Pedagogy (PPST Domain 1)
1.1 Modelled effective applications of content knowledge

within and across curriculum teaching areas. (PPST Indicator
1.1.3)
1.2 Evaluated with colleagues the effectiveness of teaching
strategies that promote learner achievement in literacy and
numeracy. (PPST Indicator 1.4.3)
1.3 Modelled and supported colleagues in the proficient use
of Mother Tongue, Filipino and English to improve teaching
and learning, as well as to develop the learners’ pride of
their language, heritage and culture. (PPST Indicator 1.6.3)
1.4 Displayed a wide range of effective verbal and non-
verbal classroom communication strategies to support
learner understanding, participation, engagement and
achievement. (PPST Indicator 1.7.3)
2. Learning Environment (PPST Domain 2)
2.1 Exhibited effective strategies that ensure safe and

secure learning environments to enhance learning through
the consistent implementation of policies, guidelines and
procedures. (PPST Indicator 2.1.3)
2.2 Exhibited effective practices to foster learning
environments that promote fairness, respect and care to
encourage learning. (PPST Indicator 2.2.3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
OBJECTIVES
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

4

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
2. Learning Environment (PPST Domain 2) - continuation
2.3 Worked with colleagues to share successful strategies

that sustain supportive learning environments that nurture
and inspire learners to participate, cooperate and
collaborate in continued learning. (PPST Indicator 2.4.3)
2.4 Modelled successful strategies and supported colleagues
in promoting learning environments that effectively motivate
learners to work productively by assuming responsibility for
their own learning. (PPST Indicator 2.5.3)
3. Diversity of Learners, Curriculum and Planning, & Assessment and Reporting
(PPST Domains 3, 4, and 5)
3.1 Assisted colleagues to design, adapt and implement
teaching strategies that are responsive to learners with
disabilities, giftedness and talents. (PPST Indicator 3.3.3)
3.2. Developed and applied teaching strategies to address
effectively the needs of learners from indigenous groups.
3.3 Worked collaboratively with colleagues to evaluate the
design of learning programs that develop the knowledge and
skills of learners at different ability levels. (PPST Indicator
4.3.3)
3.4 Worked collaboratively with colleagues to analyze and
utilize assessment data to modify practices and programs to
further support learner progress and achievement. (PPST
Indicator 5.5.3)
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

5

High
High
Moderate
Moderate
Low
Low
Very High
Very High
OBJECTIVES
1 2 3 4 1 2 3 4
4. Community Linkages and Professional Engagement & Personal Growth and

Professional Development (PPST Domains 6 & 7)
4.1 Reflect on and evaluate learning environments that are
responsive to community contexts. (PPST Indicator 6.1.3)
4.2 Discuss with colleagues teaching and learning practices
that apply existing codes, laws and regulations that apply to
the teaching profession, and the responsibilities specified in
the Code of Ethics for Professional Teachers. (PPST Indicator
6.3.3)
4.3 Exhibit commitment to and support teachers in the
implementation of school policies and procedures to foster
harmonious relationships with learners, parents and other
stakeholders. (PPST Indicator 6.4.3)
4.4 Manifest a learner-centered teaching philosophy in
various aspects of practice and support colleagues in
enhancing their own learner-centered teaching philosophy.
4.5 Contribute actively to professional networks within and
between schools to improve knowledge and to enhance
practice. (PPST Indicator 7.2.3)
4.6 Reflect on the Philippine Professional Standards for
Teachers to plan personal professional development goals
and assist colleagues in planning and achieving their own
goals. (PPST Indicator 7.5.3)
5. Plus Factor
Performed various related works/activities that contribute to

the teaching-learning process.
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________

6
PART III: CORE BEHAVIORAL COMPETENCIES

Please shade the circle of the competency indicators that you demonstrated during the performance
cycle.

1. Self-Management
1. Sets personal goals and directions, needs and development.
2. Undertakes personal actions and behavior 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. Prioritizes work tasks and schedules (through Gantt charts,
checklists, etc.) to achieve goals.
5. Sets high quality, challenging, realistic goals for self and others.
2. Professionalism and Ethics

1. Demonstrates the values and behavior enshrined in the Norms
and Conduct and Ethical Standards for public officials and employees
(RA 6713).
2. Practices ethical and professional behavior and conduct taking into
account the impact of his/her actions and decisions.
3. Maintains a professional image: being trustworthy, regularity of
attendance and punctuality, good grooming and communication.
4. Makes personal sacrifices to meet the organization’s needs.
5. Act with a sense of urgency and responsibility to meet the

organization’s needs, improve system and help others improve their
effectiveness.
3. Results 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 satisfactory quality 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 a lower cost, more efficiently, or improving quality,
customer satisfaction, morale, without setting any specific goal.

7

4. Teamwork
1. Willingly does his/her share of responsibility.
2. Promotes collaboration and removes barrier to teamwork and goal

accomplishment across the organization.
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 organization goals and objectives.
5. Service Orientation
1. Can explain and articulate organizational directions, issues and
problems.
2. Takes personal responsibility for dealing with and/or correcting
customer service issues and concerns.
3. Initiates activities that promote advocacy for men and women
empowerment.
4. Participates in updating office vision, mission, mandates and
strategies based on DEPED strategies and directions.
5. Develops and adopts service improvement program through
simplified procedures that will further enhance service delivery.
6. Innovation
1. Examines the root cause of problems and suggests effective
solutions. Foster new ideas, processes and suggests better 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.
4. Translates creative thinking into tangible changes and solutions
that improve the work unit and organization.
5. Uses ingenious methods to accomplish responsibilities.
Demonstrates resourcefulness and the ability to succeed with
minimal resources.
5 (Role model) - If all behavioral indicators had been demonstrated

4 (Consistently demonstrates) - If four behavioral indicators had been demonstrated
3 (Most of the time demonstrates) - If three behavioral indicators had been demonstrated
2 (Sometimes demonstrates) - If two behavioral indicators had been demonstrated
1 (Rarely demonstrates) - If only one behavioral indicator had been demonstrated
This tool was developed through the

Philippine National Research Center for
Teacher Quality (RCTQ) with support
from the Australian Government.
Bureau of Human Resource and
1
Organizational Development
FAQs on the Alternative Classroom Observations

for RPMS SY 2021-2022
Topics Frequently Asked Questions with Responses

General Questions Q: What are the alternative classroom observations for SY 2021-2022?
A: There are 3 modes of observation for SY 2021-2022 namely, online
observation (option 1), observation of a video lesson (option 2), and
observation of a demonstration teaching via LAC (option 3).
Q: Who/what will determine the mode of observation?

A: The modality adopted by the teacher will determine the mode of
observation.
Q: I will adopt 2-3 learning modalities (blended learning) for the school year.
What do I consider for observation?
A: If online synchronous is one of your modalities, take option 1 (online
observation) as the sole mode of observation. If online asynchronous is
one of your modalities and online synchronous is not possible, take
option 2 (observation of a video lesson). If online learning (synchronous
or asynchronous) is neither of your modalities, take option 3
(observation of a demonstration teaching via LAC).
Q: Can I shift between modes of observation?

A: No. Use only one mode of observation for the entire year.
Q: How many observations are required for SY 2021-2022?

A: Only 2 observations are required.
Online observation Q: I only have 1 online class with 5 learners in a week. Does online
observation apply to me?
A: Yes. Online observation applies to teachers adopting online
synchronous learning regardless of the number of classes and learners.
Q: Does online observation apply to blended learning?

A: Yes, as long as online synchronous learning is one of your modalities
in blended learning.
Q: What if my online class was cut off due to intermittent internet connection
during my scheduled observation, can I reschedule the online observation?
A: Yes. You can reschedule the observation with your observer/s. Other
factors outside the performance of the teacher such as poor internet
connection and sudden power outage should not be graded against the
teacher.
Q: Can I submit a recording of my online teaching if my internet is perennially

unstable?
A: Yes. This can be discussed with your observer/s.
Observation of a Q: How do I create a video lesson?
video lesson A: You record yourself while teaching a lesson using any video
recording device.
Q: Can I submit a video lesson that is not used in any of my classes?

A: No. A video lesson must have been used in your lesson delivery as
part of your supplementary materials or as one of your learning
materials for online asynchronous learning.
Q: Is the video lesson used for TV-based instruction?

Bureau of Human Resource and
2
Organizational Development
A: No. The video lesson is a teacher-made learning material used for

online asynchronous learning.
Q: How do I let my observers access my video lesson intended for

observation?
A: Give your observers access to the storage cloud (e.g., Google Drive)
or any storage device (e.g., flash drive) where the video lesson is saved.
You can also give access to your online classroom (e.g., Google
Classroom) or a Learning Management System where the video lesson
is uploaded.
Observation of a Q: In what learning modality does observation of a demonstration teaching
demonstration via Learning Action Cell (LAC) apply?
teaching via A: This mode of observation applies to purely modular learning
Learning Action (print/digital), radio-based instruction, and TV-based instruction.
Cell (LAC)
Q: Why is LAC utilized for teaching observation?
A: This may be the best time to use LAC as an opportunity for both
ratees and observers to discuss collegially strategies in improving the
teaching and learning processes especially in addressing challenges in
learning delivery brought by the pandemic.
Observation during Q: Can I be observed in a physical classroom setting?
limited face-to-face A: Yes, PROVIDED that your school is one of the selected public/private
classes in low-risk schools that successfully passed the school safety assessment for the
areas conduct of limited face-to-face classes.
Schools that did not pass the school safety assessment is NOT
ALLOWED to conduct any onsite classroom observation.
Q: How many observers can be present during the conduct of the onsite
classroom observation?
A: It is recommended that 2-3 observers sit for an observation
PROVIDED that usual protocols on physical distancing are strictly
observed.
However, if challenges in schedules/availability or any potential issue on

the safety of the teacher/observer/learner is foreseen, one (1) observer
shall be allowed.

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.

I}IPLEMEIYTATIOIT OF THE RESULTS;-BASED PERI1ORMAXCE }IANAGEIEIYT

1. Faithful to the commitment of the Department of Education (DepEd) to

a. With the continued delivery of basic education services through

Figure 1 . TlLe RPMS Cgcle with Adjusted SY 2O2 1- 2O22 Timeline

PER FORMAiICE PI.ANNI NG

a.E rt. tnt ttr o,

ilrlt atMli 16lr ircf,, . +

tFd ,ftfor'.r sltod rD(it

t- Appendix 1A: RPMS Tool for Profrcient Teachers for SY

e To help teachers in understanding the performance objectives and

A glossary is provided in each tool as well as in Annex B to set the

f The following further guidelines are likewise provided to clariff specific

i. Pursuant to DM-PIIROD -2O2O'OO294, it is understood that the

6. Immediate dissemination of this Memorandum is desired.

MCDJ/SMMA/APA/Mrc, DM Implemcntation ofthe RPMS PPST for SY 2021-202

Start of RPMS cycle and

National Orientation Central Office lanuary 2022

PHASE II Monitoring and

DepEd Complex, Mcralco Avcnuc, Pasig City 1600

RPMS-PPST Performance Obiectives, Indicators, and

PART I. Regular Teachers

Classroom obse roable obi e ctioes

Objectives 7, 3, 4, 5, and 5 require means of verification (MOV) from a classroom

Objectives 1, 3, 4, 5, and 5 require MOV from a classroom observation. While Obiectives 9

N on-classroom o b*n:able obiectiaes

RPMS objective based on the

8. Applied a range of successful SET A

(Please specily and provide amotations of onds conkibution)

9. Designed, adapted and SET A

10. Adapted and used culturaly SEI A

the pplica tion of

I Doaumented feedbac k from 51lperiols,

*cir as caring attitude' resPect and

19. Performed various re lated Any proof of:

RPMS obiective based on the PPST Means of verification

with proof of attendance of colleagu{s

with minutes of focus Stoup dis(uEsion (FGD) with fellow

1 Modelled and su pported

with rrinutes of focus group discuasion (FGD) with fellow mento.s or

9. Assisted colleagues to design, SET A:

with Foof of attendence of collertue/s;

with proof of.ttendance of colleagu{s;

11. Worked collaboratively with l. New / improved design of leaming programs

1 Exhibited commitment to and

18. Reflected on the Philippine l. Updated IPCRF-DP from Phase II

ssroom obseroable tiTes

o$ectives require MOV from a classroom observation. while o$ectives 7,

obiectives 1, 3, 4, 5, and 6 require MoV from a classroom observation. While obiectives

Non room ble s

RPMS obiective based on the Means of verification

2. Used research-based One (1 fot TV or radio-base d instructi on

3. Disptayed Proficient use of

with clienyleamer feedback on how the material encouraged the leamers

8. Applied a range of successful SET A

(Pleas€ specify and provide annotations of onds contribution to a

9. Designed, adapted and SET A

10. Adapted and used culturally SET A