rpms ppst

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)
9. Assisted SET A Quality
colleagues to Classroom Observation Modelled Level
design, adapt Tool (COT) rating sheet from 8 in Objective 9
and implement 1. an observation of synchronous as shown in
teaching COT rating
strategies that teaching (limited face-to-face sheets
are responsive teaching, online teaching, or
to learners two-way radio instruction)
with 2. if option 1 is not possible, an
disabilities, observation of a recorded video
giftedness and lesson or audio lesson that is
talents SLM-based or MELC-aligned
3. if options 1 and 2 are not
possible, an observation of a
demonstration teaching* via LAC
with proof of attendance of
colleague/s

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

“Learners with disability, giftedness and talents” is operationally defined as persons 1) who are gif

● These persons may be gifted/talented, a fast learner, mentally retarded, visually impaired

problems, learning disabled, speech impaired, multiple handicapped (DO 117, s. 1987).
● “Disability shall mean a physical or mental impairment that substantially limits one or mo

individual.” (RA 7277)
● “Students with gifts and talents perform - or have the capability to perform - at higher le

domains. They require modification(s) to their educational experience(s) to learn and rea

● For reference, other issuances that relate to learners with disability, giftedness and talen

DepEd Order No. 72, s. 2009 or the Inclusive Education as Strategy for Increasing Partic

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g, & Assessment and Reporting

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4)

l Modelled Level Modelled Level Modelled Level Modelled Level

9 7 in Objective 9 6 in Objective 9 5 in Objective 9 4 in Objective 9

as shown in as shown in as shown in as shown in

COT rating COT rating COT rating COT rating

sheets sheets sheets sheets

or

No acceptable
evidence was
shown

Demonstrated Demonstrated Demonstrated Demonstrated
Level 4 as Level 3 as Level 2 as Level 1 as
shown in the shown in the shown in the shown in the
TRFs TRFs TRFs TRFs

or

No acceptable
evidence was
shown

fted or talented and those 2) who have physical, mental, social, or sensory impairment.
d, hearing impaired, with behavior problems, orthopedically handicapped, with special health

ore psychological, physiological or anatomical function of an individual or activities of such

evels compared to others of the same age, experience, and environment in one or more
alize their potential.” (National Association for Gifted Children, 2019)
nts are: DECS Order 26, s.1997 or the Institutionalization of SPED Programs in All Schools, and
cipation Rate of Children.

11

*For modular approach, demonstration teaching via LAC must reflect the teaching-learning proce
be complemented with any annotated document (e.g., module, screenshot of instant messaging,

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sam

Means of Verification COT RPMS 5-point Average RPMS Rating for
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
6 (Very Satisfactory)
3

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing
RPMS rating. See sample computation below:

Means of Verification RPMS 5-point Average RPMS Rating for T
TRF 1 Scale Rating 3.500 Quality Outstand
TRF 2 Very Sat
3 4 Satisfact
(Very Satisfactory) Unsatisfa
4 Poor (1)

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

ess in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also
note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.

g the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
mple computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

g the rating for Quality, calculate the average rating of the two MOV and find the transmuted

RPMS Rating
Transmutation Table

ding (5) 4.500-5.000

tisfactory (4) 3.500-4.499

tory (3) 2.500-3.499

actory (2) 1.500-2.499

1.000-1.499

12

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

10. Developed SET A Modelled Level M
and applied Classroom Observation 8 in Objective 7
teaching Tool (COT) rating sheet 10 as shown in 1
strategies to from COT rating C
address 1. an observation of sheets s
effectively the
needs of synchronous Quality
learners from teaching (limited face-to-
indigenous face teaching, online
groups teaching, or two-way
radio instruction)
2. if option 1 is not possible, Demonstrated D
an observation of a Level 5 as L
recorded video lesson or shown in the s
audio lesson that is SLM- TRFs T
based or MELC-aligned
3. if options 1 and 2 are not Quality
possible, an observation
of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

SET B
Teacher Reflection Form
(TRF) on developing and
applying teaching strategies
to address effectively the
needs of learners from
indigenous groups and a
certification from the
school head that the ratee’s
classes have no identified
learner/s from indigenous
groups

“Learners from indigenous groups” is operationally defined as people who have, under claims of o
common bonds of language, customs, traditions, and other unique cultural traits (RA 8371 or IPR

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g, & Assessment and Reporting

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Modelled Level 4
in Objective 10 as
Modelled Level Modelled Level Modelled Level shown in COT
rating sheets
7 in Objective 6 in Objective 5 in Objective 10
or
10 as shown in 10 as shown in as shown in

COT rating COT rating COT rating

sheets sheets sheets

No acceptable
evidence was
shown

Demonstrated Demonstrated Demonstrated Demonstrated
Level 4 as Level 3 as Level 2 as Level 1 as shown
shown in the shown in the shown in the in the TRFs
TRFs TRFs TRFs
or

No acceptable
evidence was
shown

ownership since time immemorial, occupied, possessed, and utilized ancestral territories, shared
RA of 1997).

13

*For modular approach, demonstration teaching via LAC must reflect the teaching-learning proce
be complemented with any annotated document (e.g., module, screenshot of instant messaging,

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sam

Means of Verification COT RPMS 5-point Average RPMS Rating for
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing
RPMS rating. See sample computation below:

Means of Verification RPMS 5-point Average RPMS Rating for T
TRF 1 Scale Rating 3.500 Quality Outstand
TRF 2 Very Sat
3 4 Satisfact
(Very Satisfactory) Unsatisfa
4 Poor (1)

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

ess in the said modality. The MOV (COT rating sheet or inter-observer agreement form) shall also
note/s showing instructions, narrative) indicating occurrence of follow through, monitoring, etc.

g the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
mple computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

g the rating for Quality, calculate the average rating of the two MOV and find the transmuted

RPMS Rating
Transmutation Table

ding (5) 4.500-5.000

tisfactory (4) 3.500-4.499

tory (3) 2.500-3.499

actory (2) 1.500-2.499

1.000-1.499

14

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF QET Outstanding V
VERIFICATION Quality (5)
11. Worked W
collaboratively 1. New / improved Worked with co
with design of learning colleagues in lis
colleagues to programs redesigning re
evaluate the learning on
design of 2. Detailed programs based de
learning recommendations on the list of pr
programs that on the design of recommendations th
develop the learning as evidenced by ev
knowledge programs MOV No. 1 ev
and skills of No
learners at 3. Synthesis of the
different ability evaluation of the
levels learning
programs

4. Own evaluation of
the existing
learning
programs

Learning programs are organized and sequenced set of strategies, activities and tasks that effect
programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, in
among others.

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g, & Assessment and Reporting

PERFORMANCE INDICATOR

Very Satisfactory Satisfactory Unsatisfactory Poor
(2) (1)
(4) (3)
Evaluated the No acceptable
Worked with Worked with design of evidence was
learning shown
olleagues in colleagues in programs that
develop the
sting detailed evaluating the knowledge and
skills of learners
ecommendations design of at different
ability levels
n improving the learning without the help
of colleagues
esign of learning programs that as evidenced
by MOV No. 4
rograms based on develop the

he results of knowledge and

valuation as skills of learners

videnced by MOV at different

o. 2 ability levels as

evidenced by

MOV No. 3

t learning (PPST, 2017) that may include, but not limited to, literacy programs, numeracy
ntervention modules, ALS modular programs, SPED Individualized Education Programs (IEP),

15

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

12. Worked Accomplished LAC plan Evaluated
collaboratively anchored with the school LAC activities with
with plan (Annex 1 of DO 35, s. 2016) colleagues by
colleagues to to analyze and utilize looking for key
analyze and assessment data to modify success
utilize practice and/or program to indicators (p. 14,
assessment further support learner progress DO 35, s. 2016)
data to modify and achievement with any 1 as evidenced by
practices and used in the implementation of the submitted
programs to the LAC plan MOV
further ● minutes of LAC session on
support
learner the analysis of assessment
progress and data to modify teaching
achievement practices and programs
● any proof of collaborative
review of learner assessment
data
● lesson plan with
accomplished part VI:
Reflection and Index of
Mastery

o test item analysis
o list of identified least

mastered skills based
on frequency of errors /
correct responses
o intervention /
remediation /
enhancement /
enrichment plan
● any proof of collaborative
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
provide annotations)

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

g, & Assessment and Reporting

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Planned No acceptable
activities with evidence was
Implemented Explored colleagues to shown
address the use
activities with interventions of assessment
data to modify
colleagues to with colleagues practices and/or
programs as
address the use to address evidenced by
the submitted
of assessment utilization of MOV

data to modify assessment

practices and/or data which

programs as could be in the

evidenced by the form of learning

submitted MOV materials,

instructional

materials,

equipment,

strategies in

teaching,

modality in

teaching,

program, etc. (p.

9, DO 35, s.

2016) as

evidenced by

the submitted

MOV

16

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

13. Reflected 1. Synthesis of evaluation of a Synthesized the
on and program / project / activity that evaluations from
evaluated maintains the learning the wider school
learning environment responsive to community of the
environments community contexts programs,
that are projects, and/or
responsive to 2. Minutes of consultative meeting activities that
community with parents / other external maintain the
contexts stakeholders on programs, learning
projects, and/or activities that environment
maintain a learning environment, Quality responsive to
highlighting the evaluations community
made, with proof of attendance context as
evidenced by
3. Minutes of focus group MOV No. 1
discussion (FGD) with teachers
on a program / project / activity
that maintains a learning
environment, highlighting the
evaluations made, with proof of
attendance

4. Survey on programs / projects /
activities that maintain a learning
environment

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 instructio
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 lear
● A group of teachers or even the entire school may collaborate on a classroom/school program, pro
● Education can be conducted better by focusing on community and community building and seeking

improve pedagogical, curricular, and cocurricular environments” (Bickford, D. & Wright, D., 2006).
o Pedagogical approaches – active learning activities in class use cooperative techniques; team

visitors such as civic leaders or alumni can broaden classroom community and enrich discuss
o Curricular approaches – tutoring programs are offered for at-risk learners and learners with le

grade/credit;
o Cocurricular approaches – social and cultural activities explore and build on the community’s

responsibilities and develop leadership skills; co-curricular activities involve students, faculty,

management decisions to create a sense of ownership and responsibility.

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) No acceptable
evidence was
Consulted Conducted FGD Conducted a shown

parents, with teachers on survey to gather

guardians, and/or programs, feedback on

other external projects, and/or programs,

stakeholders on activities that projects, and/or

programs, maintain the activities that are

projects, and/or learning responsive to

activities that environments community

maintain the responsive to contexts as

learning community evidenced by

environments context to reflect MOV No. 4

responsive to on and evaluate

community them as

context to reflect evidenced by

on and evaluate MOV No. 3

them as

evidenced by

MOV No. 2

on (PPST, 2017).

rning environment and the wider school community’s engagement in the educative process.
oject, or activity.
g ways in which community can improve student learning; one of which is by “using community to
Here are sample activities that foster an engaged community in student learning:
m-based projects are conducted outside class and culminate in student-led presentations; classroom
sion; learners meet with faculty in office spaces that are easy to find and conducive to dialogue;
earning needs; learner research projects culminate in school presentations with appropriate
heritage and mission; learners participate in volunteer work to expand their understanding of social
and staff in shared dialogue; learners participate in experiential learning opportunities and in campus

17

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

14. Discussed 1. Minutes of LAC Discussed with
with sessions / professional colleagues
colleagues meetings to discuss teaching and
teaching and the Code of Ethics for learning
learning Professional Teachers practices that
practices that and the reviewed adhere to laws,
apply existing annotated evidence of regulations, and
codes, laws practice of colleagues responsibilities
and specified in the
regulations 2. Minutes of LAC Code of Ethics
that apply to sessions / professional for Professional
the teaching meetings to discuss Teachers and
profession, the Code of Ethics for reviewed the
and the Professional Teachers annotated
responsibilities and the reviewed evidence of
specified in the personal reflection practice of
Code of Ethics notes of colleagues colleagues as
for evidenced by
Professional 3. Minutes of LAC MOV No. 1
Teachers sessions / professional
meetings to discuss
the Code of Ethics for
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

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Planned for a No acceptable
discussion of evidence was
Discussed with Discussed with teaching and shown
learning
colleagues colleagues practices that
adhere to laws,
teaching and teaching and regulations, and
responsibilities
learning practices learning specified in the
Code of Ethics
that adhere to practices that for Professional
Teachers as
laws, regulations, adhere to laws, evidenced by
MOV No. 4
and regulations, and

responsibilities responsibilities

specified in the specified in the

Code of Ethics for Code of Ethics

Professional for Professional

Teachers and Teachers as

reviewed the evidenced by

personal MOV No. 3

reflection notes

of colleagues as

evidenced by

MOV No. 2

18

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)
15. Exhibited
commitment to 1. Evaluation report on Evaluated with
and supported the implementation of teachers the
teachers in the school policies / implementation
implementation procedures or minutes of certain school
of school of subject area / grade policies and
policies and level meetings or procedures as
procedures to professional meetings evidenced by
foster on evaluating school MOV No. 1
harmonious policies/procedures
relationships
with learners, 2. Minutes of subject area
parents and / grade level meetings
other or professional
stakeholders meetings on the
implementation
progress of school
policies / procedures
[provide at least 2 to
show discussions held]

3. Minutes of subject area
/ grade level meeting
or professional meeting
on disseminating
information and
implementing school
policies / procedures
[provide at least 2 to
show discussions held]

4. Proof of
implementation of
school policies and
procedures

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) No evidence
was shown
Conducted Discussed with Implemented

discussions teachers certain school policies

with teachers on school policies and procedures

the progress of and procedures as evidenced by

implementation for uniform MOV No. 4

of certain school implementation

policies and as evidenced by

procedures as MOV No. 3

evidenced by

MOV No. 2

19

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

16. Manifested 1. Sample lesson plans Evaluated
lesson plans of
a learner- of colleague/s with colleagues to
enhance their
centered annotations about own learner-
centered
teaching enhancing their teaching
practice as
philosophy in learner-centered evidenced by
MOV No. 1
various aspects teaching philosophy
of practice and 2. Minutes of LAC

support session/s about
colleagues in enhancing teachers’

enhancing their learner-centered

own learner- teaching philosophy

centered through lesson

teaching planning
philosophy 3. LAC plan (refer to

Annex 1 of DO 35, s.

2016) that details

supporting teachers in

enhancing their

learner-centered

teaching philosophy

through lesson

planning
4. Lesson plan exemplar

used during a

Learning Action Cell

(LAC) session

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) No acceptable
evidence was
Implemented Planned for an Demonstrated a shown

plan for an activity to learner-centered

activity to support teaching

support colleagues in philosophy in

colleagues in enhancing one aspect of

enhancing their their own practice (i.e.,

own learner- learner- lesson planning)

centered centered as evidenced by

teaching teaching MOV No. 4

practice as practice as

evidenced by evidenced by

MOV No. 2 MOV No. 3

20

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
Quality (5)
17. Identified 1. Performance Coaching and
and utilized Mentoring Form (PMCF) Identified and
personal showing guidance given to utilized
professional teachers and remarks in terms personal
strengths to of upholding the dignity of professional
uphold the teaching strengths to
dignity of uphold the
teaching as a 2. Documented feedback from dignity of
profession to superiors, colleagues, teaching as a
help build a learners, parents / guardian, or profession to
positive other stakeholders directly help build a
teaching and reflecting the ratee’s good positive
learning culture practices that uphold the teaching and
within the dignity of teaching as a learning culture
school profession within the
school by
3. Annotated evidence of practice inspiring unity
indirectly linking to the in responding
upholding of the dignity of to potential
teaching as a profession threats and
risks to the
● screenshot of text message / school
chat / email / any form of community as
communication with parents / evidenced by
guardian or learners (name MOV No. 1
or any identifier removed)

● remarks from superior /
school head about one’s
personal professional
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)
4. Personal notes on one’s

personal professional
strengths

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4)

Identified and Identified and Identified No acceptable

utilized utilized personal evidence was

personal personal professional shown

professional professional strengths that

strengths to strengths to uphold the

uphold the uphold the dignity of

dignity of dignity of teaching as a

teaching as a teaching as a profession as

profession to profession to evidenced by

help build a help build a MOV No. 4

positive positive

teaching and teaching and

e learning culture learning

within the culture within

school by the school in

y initiating responding to

activities to an issue or a

avoid potential challenging

threats and situation as

risks to the evidenced by

school MOV No. 3

community as

evidenced by

MOV No. 2

21

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

18. Reflected 1. Updated IPCRF-DP Updated
on the from Phase II professional
Philippine development
Professional 2. Mid-year Review goals during
Standards for Form (MRF) Phase II of the
Teachers to RPMS Cycle as
plan personal 3. Performance evidenced by
professional Monitoring and MOV No. 1
development Coaching Form
goals and (PMCF) Quality
assist
colleagues in 4. IPCRF-DP
planning and 5. Certification from the
achieving their
own goals ICT Coordinator /
School Head / Focal
Person in charge of e-
SAT and IPCRF-DP

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4)

Conducted Planned for Accomplished No acceptable

mid-year review professional the e-SAT at the evidence

with colleagues development beginning of the

as evidenced based on e- school year as

by MOV No. 2 SAT results as evidenced by

s or 3 evidenced by MOV No. 5

MOV No. 4

22

KRA 5: Plus Factor

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

19. Performed Any proof that the master Performed at
various related teacher: least 1 related
works/activities ● served as facilitator / work / activity
that contribute that contributed
to the teaching- speaker to the teaching-
learning ● served as learning
process process
demonstration teacher beyond the
● served as a member of school /
Community
the technical working Learning
group Center (CLC)
● served as OIC in the as evidenced
absence of the principal by submitted
● represented the MOV
principal in meetings
and conference
● observed classes of
Teachers I-III
● assisted the school
selection committee in
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)

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4)

Performed at Performed at Performed at No acceptable

least 1 related least 1 related least 1 related evidence was

work / activity work / activity work / activity shown

d that contributed that that contributed

- to the teaching- contributed to to the teaching-

learning the teaching- learning process

process within learning within the class

the school / process within as evidenced by

Community the learning submitted MOV

Learning area /

Center (CLC) department as

as evidenced evidenced by

by submitted submitted

MOV MOV

23

Audio Lesson GLOS
Daily Lesson Log (DLL) Refers to a learning material that is an audio recorded
Detailed Lesson Plan
(DLP) This can be saved in a USB flash drive and played in a
See Lesson Plan
Learning Action Cell (LAC) See Lesson Plan

Lesson Exemplar Functions as a professional learning community for tea
Education 2016a, i)
Lesson Plan
LAC aims to improve the teaching-learning process tha
Most Essential Learning enable teachers to support each other to continuously
Competencies (MELCs) foster a professional collaborative spirit among school
“During pandemic and other disruptive events, all publi
Online Synchronous exemplars instead of the usual Detailed Lesson Plan (
Teaching (Department of Education - CALABARZON 2020, 10).
Refers to the Daily Lesson Log (DLL) or Detailed Les

Other forms of a lesson plan are the Weekly Lesson P
Lesson Exemplars (LE).
Refer to the competencies from the K to 12 curriculum
satisfying the so-called endurance criterion.

Anchored on the prescribed standards, these compete
nationwide by field implementers and private schools f
especially during emergencies such as the current glob
A mode of teaching that utilizes video conferencing, liv
learners to work in real-time

These materials may be designed for collaborative tas
2020b, 31).
Refer to learning resources crafted by teachers to supp

Supplementary Materials These materials should be aligned with DepEd standar
radio-based instruction. These teacher-made learning
MELCs-aligned video- and audio-lessons (Department
can also be part of the supplementary materials where
not fully understand and need additional help for from t
Refers to real-time instruction via handheld two-way ra

Two-way Radio Instruction “Those areas with Last Mile Schools which cannot be r
handheld two-way radios or ‘walkie-talkies.’ These sch

kilometers away from the school. Paired with DepEd p

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

SSARY
lesson which can be used for distance learning or as supplementary material

a device (e.g., plug-and-play radios with USB port, TV with USB port, computer, etc.).

achers that will help them improve practice and learner achievement (Department of

at will lead to improved learning among the students; to nurture successful teachers; to
improve their content and pedagogical knowledge, practice, skills, and attitudes; and to
heads, teachers, and the community as a whole (Department of Education 2016a, 3).
ic elementary and secondary school teachers in the region shall prepare their lesson
(DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies”

sson Plan (DLP) as part of instructional planning (Department of Education 2016b)

Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and

m guides which are most useful in many professions and in everyday life, thereby

encies identified by the Department in consultation with stakeholders are to be used
for SY 2020-2021 as a response to developing resilient education systems most
bal pandemic (Department of Education 2020a).
ve chat, instant messaging, or a combination of any of the online tools to engage

sks to engage learners on virtual collaboration among peers (Department of Education

plement the materials handed down by the DepEd division/regional/central offices

rds and support the contextualized needs of learners in online, modular, and TV- and
materials can be printed or digital modules, activity sheets, interactive e-materials, and
t of Education - Undersecretary for Curriculum and Instruction 2020, 3). Writing tasks
e learners can write the challenges they are facing and what parts of the lesson they did
their teacher (Department of Education 2020b, 37)
adios or walkie-talkies.

reached by the 25-50 kilometer radius coverage are would now be served using
hools would each be given sets of walkie-talkies to be able to reach learners who are 3-5
printed modules, teachers are able to guide their students and answer their questions

24

Video Lesson real-time. The combination of the two modalities, printe
absence of online options, television and radio broadca
Weekly Home Learning Refers to a learning material similar to a video-recorde
Plan (WHLP) supplementary material
Weekly Lesson Log (WLL)
Weekly Lesson Plan (WLP) This material can be uploaded to YouTube, Google Cla
CD-ROMs).
“The Weekly Home Learning Plan (WHLP) shall be p
DLL…shall be prepared by teachers implementing F2F
2020, Appendix D).
See Lesson Plan
See Lesson Plan

REFERENCES

Bickford, Deborah J. and David J. Wright. 2006. “Community: The Hidden Con
https://www.educause.edu/ir/library/pdf/PUB7102d.pdf

Government of the Philippines. 1997. The Indigenous Peoples’ Rights Act of 1997. Rep
Government of the Philippines. 1991. Magna Carta for Disabled persons. Republic Act N
Government of the Philippines, Department of Education. 2020a. Guidelines on the Use
Government of the Philippines, Department of Education. 2020b. Adoption of the Basic

Public Health Emergency. Pasig City.
Government of the Philippines, Department of Education. 2019a. Classroom Observatio
Government of the Philippines, Department of Education. 2019b. Results-based Perform
Government of the Philippines, Department of Education. 2017. National Adoption and I
Government of the Philippines, Department of Education. 2016a. The Learning Actio

Development Strategy for the Improvement of Teaching and Learning. Pasig City
Government of the Philippines, Department of Education. 2016b. Policy Guidelines on D
Government of the Philippines, Department of Education. 1987. Policies and Guidelines
Government of the Philippines, Department of Education-CALABARZON. 2019. PIVOT
Government of the Philippines, Department of Education-Undersecretary for Administra

Modality. Pasig City.
Government of the Philippines, Department of Education-Undersecretary for Curriculum a

Modalities (DLDM) for School Year 2020-2021. Pasig City.
National Association for Gifted Children. 2019. A Definition of Giftedness that G

Definition%20of%20Giftedness%20%282019%29.pdf

RPMS Tool for S.Y. 2021-2022 | Highly Proficient Teachers

ed modules and handheld radios, enable the effective delivery of lessons even in the
ast services” (Department of Education – Undersecretary for Administration, 2021)
ed lesson and video-taped lesson used for online asynchronous teaching or used as

assroom, or any online platform, or distributed via storage devices (e.g., flash drives or
prepared by teachers implementing Distance and Blended Learning while the DLP or
F learning” (Department of Education - Undersecretary for Curriculum and Instruction

ntext for Learning.” In Learning Spaces, edited by Diana Oblinger. EDUCAUSE.
public Act No. 8371. Manila.
No. 7277. Manila.
e of the Most Essential Learning Competencies. Pasig City.

Education Learning Continuity Plan for School Year 2020-2021 in Light of the Covid-19
on Tool. Pasig City.
mance Management System Updated Manual. Pasig City.
Implementation of the Philippine Professional Standards for Teachers. Pasig City.
on Cell as a K to 12 Basic Education Program School-based Continuing Professional
y.
Daily Lesson Preparation for the K to 12 Basic Education Program. Pasig City.
s for Special Education. Pasig City.

4A Budget of Work in All Learning Areas in Key Stage 1-4 (version 2.0). Cainta.
ation. 2021. The Proper Use of DepEd Radio as a Blended Distance Learning Delivery
and Instruction. 2020. Suggested Strategies in Implementing Distance Learning Delivery
Guides Best Practice. https://www.nagc.org/sites/default/files/Position%20Statement/

25

RPMS Tool for Teacher I

Full-time Teache
in the time o
S.Y. 202

Department of Education POSITION AND COMPETENCY PROF

Position Title Teacher I - III
Parenthetical Title
Office Unit Principal / School Heads
Reports to
Position Supervised

JOB SU

QUALIFICAT

A. CSC Prescribed Qualifications (For Senior High School Teachers, please refe

Position Title Teacher I

Education For Elementary School – Bachelor of Elementary Educa
Experience
Bachelor in Secondary Education, or its equivalent

For Secondary School – Bachelor of Secondary Educat

appropriate major or Bachelor in Secondary Education,

None required 1 year re

Eligibility RA 1080 RA 1080

Trainings None required None re

B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18

Experience
Eligibility PBET/LET/BLEPT Passer

Trainings In-service training

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

I-III (Proficient Teachers)

er-Broadcasters
of COVID-19
21-2022

FILE PCP No. ______ Revision Code: 00

Salary Grade

Effectivity Date
Page/s

UMMARY

TION STANDARDS

er to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)

Teacher II Teacher III

ation (BEEd) or Bachelor’s degree plus 18 professional units in Education, or

tion (BSEd) or Bachelor’s degree plus 18 professional units in Education with

, or its equivalent

elevant experience 2 years relevant experience

0 RA 1080

equired None required

8-21), at least 18 MA units

1

DUTIES AND RE
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and cla
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support lea
6. Monitors and evaluates learner progress and undertakes activities to improve le
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learnin
10. Undertakes activities towards personal and professional growth
11. Does related work

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

ESPONSIBILITIES
s
assroom management practices
arning
earner performance
ng and improve school performance

2

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

1. Applied Classroom observation Demonstrated D
knowledge tool (COT) rating sheet Level 7 in L
of content or inter-observer Objective 1 as O
within and agreement form shown in COT s
across obtained from an rating sheets / r
curriculum observation of a video inter-observer i
teaching areas lesson or audio lesson agreement forms a
that is SLM-based or f
MELC-aligned (please
provide annotations of Quality
one’s contribution to the
video lesson)

Note: For this objective, two MOVs are required for the entire school year. In computing the rating
calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sampl

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 1 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 1 as Objective 1 as Objective 1 as agreement forms

shown in COT shown in COT shown in COT or

rating sheets / rating sheets / rating sheets /

inter-observer inter-observer inter-observer

agreement agreement agreement forms

forms forms

No acceptable
evidence was
shown

g for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii)
le computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

3

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

2. Used One (1) lesson plan Used research- U
research- or a lesson script for based b
based TV- or radio-based knowledge k
knowledge instruction with and/or principles a
and principles annotations of teaching and p
of teaching identifying the learning in all t
and learning to research-based the l
enhance knowledge and/or components of c
professional principles of teaching instruction in i
practice and learning used as the lesson plan t
bases for planning / / script to p
designing the lesson improve i
(please provide student s
annotations of one’s learning l
contribution to the
video lesson)

Research-based knowledge – Information, knowledge or data acquired through systematic invest
Principles of teaching and learning – Teachers’ views, understandings and conceptualization of te
Components of instruction – learning objectives, instructional activities, and assessments

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) No acceptable
evidence was
Used research- Used research- Use of research- shown

based based based

knowledge knowledge knowledge

and/or and/or and/or principle

principles of principles of of teaching and

teaching and teaching and learning is

learning in two learning in one identified but

components of component of was poorly

instruction in instruction in used as basis

the lesson the lesson for planning /

plan / script to plan / script to designing the

improve improve lesson / script.

student student

learning learning

tigation and logical study (PPST, 2017)
eaching and learning (PPST, 2017)

4

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)
3. Displayed
proficient use Classroom observation Demonstrated D
of Mother tool (COT) rating sheet Level 7 in L
Tongue, or inter-observer Objective 3 as O
Filipino and agreement form shown in COT s
English to obtained from an rating sheets / r
facilitate observation of a video inter-observer i
teaching and lesson or audio lesson agreement forms a
learning that is SLM-based or f
MELC-aligned (please
provide annotations of
one’s contribution to the
video lesson)

Note: For this objective, two MOVs are required for the entire school year. In computing the rating
calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sampl

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 3 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 3 as Objective 3 as Objective 3 as agreement forms

shown in COT shown in COT shown in COT or

rating sheets / rating sheets / rating sheets /

inter-observer inter-observer inter-observer

agreement agreement agreement forms

forms forms

No acceptable
evidence was
shown

g for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii)
le computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

5

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

4. Used Classroom observation Demonstrated D
effective verbal tool (COT) rating sheet Level 7 in L
and non-verbal or inter-observer Objective 4 as O
classroom agreement form shown in COT s
communication obtained from an rating sheets / r
strategies to observation of a video inter-observer i
support learner lesson or audio lesson agreement forms a
understanding, that is SLM-based or f
participation, MELC-aligned (please
engagement provide annotations of
and one’s contribution to the
achievement video lesson)

Note: For this objective, two MOVs are required for the entire school year. In computing the rating
calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sampl

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 4 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 4 as Objective 4 as Objective 4 as agreement forms

shown in COT shown in COT shown in COT or

rating sheets / rating sheets / rating sheets /

inter-observer inter-observer inter-observer

agreement agreement agreement forms

forms forms

No acceptable
evidence was
shown

g for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii)
le computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

6

KRA 2: Learning Environment

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

5. Established Classroom observation Demonstrated D
safe and secure tool (COT) rating sheet Level 7 in L
learning or inter-observer Objective 5 as O
environments to agreement form shown in COT s
enhance obtained from an rating sheets / r
learning through observation of a video inter-observer i
the consistent lesson or audio lesson agreement forms a
implementation that is SLM-based or f
of policies, MELC-aligned (please
guidelines and provide annotations of
procedures one’s contribution to the
video lesson)
Quality

Note: For this objective, two MOVs are required for the entire school year. In computing the rating
calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sampl

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 5 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 5 as Objective 5 as Objective 5 as agreement forms

shown in COT shown in COT shown in COT or

rating sheets / rating sheets / rating sheets /

inter-observer inter-observer inter-observer

agreement agreement agreement forms

forms forms

No acceptable
evidence was
shown

g for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii)
le computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

7

KRA 2: Learning Environment

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

6. Maintained Classroom Demonstrated D
learning observation tool Level 7 in L
environments (COT) rating sheet or Objective 6 as O
that promote inter-observer shown in COT s
fairness, agreement form rating sheets / r
respect and obtained from an inter-observer i
care to observation of a video agreement forms a
encourage lesson or audio lesson f
learning that is SLM-based or
MELC-aligned (please
provide annotations of Quality
one’s contribution to the
video lesson)

Note: For this objective, two MOVs are required for the entire school year. In computing the rating
calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sampl

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

Very Satisfactory Unsatisfactory Poor
Satisfactory (3) (2) (1)

(4) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 6 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 6 as Objective 6 as Objective 6 as agreement forms

shown in COT shown in COT shown in COT or

rating sheets / rating sheets / rating sheets /

inter-observer inter-observer inter-observer

agreement agreement agreement forms

forms forms

No acceptable
evidence was
shown

g for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii)
le computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

8

KRA 2: Learning Environment

OBJECTIVE MEANS OF VERIFICATION QET Outs

7. Maintained SET A Quality Provid
learning Any supplementary material (in print/digital effect
environments format) made by the ratee* and used in the varyin
that nurture lesson delivery that highlights maintaining learni
and inspire learning environments that nurture and inspire oppor
learners to learners to participate, cooperate and that ar
participate, collaborate in continued learning aligne
cooperate ● one lesson from a self-learning module the lea
and goals
collaborate in (SLM) featur
continued ● lesson plan (e.g., DLP, DLL, WHLP, WLP, eleme
learning collab
WLL, lesson exemplars, and the likes) learni
● video lesson or audio lesson that is SLM- shown
submi
based or MELC-aligned learnin
● client/learner feedback on how the material mater

encouraged the learners to participate, Demo
cooperate, and collaborate Level
● other learning materials in print/digital Objec
format (please specify and provide shown
annotations) rating
with client/learner feedback on how the inter-o
material encouraged the learners to agree
participate, cooperate, and collaborate forms

SET B
Classroom observation tool (COT) rating
sheet or inter-observer agreement form
obtained from an observation of a video lesson
or audio lesson that is SLM-based or MELC-
aligned (please provide annotations of one’s
contribution to the video lesson)

Elements of collaborative learning – positive interdependence, individual accountability, and share
RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

PERFORMANCE INDICATOR

standing Very Satisfactory Unsatisfactor Poor
(5) Satisfactory (3) y (1)
(2)
ded (4) No acceptable
tive and evidence was
ng Provided Provided an Provided shown
ing
rtunities effective effective learning
re well-
ed with learning learning opportunity/ie
arning
and opportunities opportunity s that is/are
re all
ents of that are well- that is well- partially
borative
ing as aligned with aligned with aligned with
n in the
itted the learning the learning the learning
ng
rials goals and goal/s and goal/s and

onstrated engage engage only
l 7 in
ctive 7 as learners to learners to somehow
n in COT
participate, participate, engage/s
sheets /
observer cooperate, cooperate, learners to
ement
and/or and/or participate,

collaborate in collaborate in cooperate,

continued continued and/or

learning as learning as collaborate in

shown in the shown in the continued

submitted submitted learning as

learning learning shown in the

material material submitted

learning

material

Demonstrated Demonstrated Demonstrated Demonstrated
Level 6 in Level 5 in Level 4 in Level 3 in
Objective 7 as Objective 7 as Objective 7 as Objective 7 as
shown in COT shown in COT shown in COT shown in COT
rating sheets / rating sheets / rating sheets / rating sheets /
inter-observer inter-observer inter-observer inter-observer
agreement agreement agreement agreement
forms forms forms forms

or

No acceptable
evidence was
shown

ed 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

Note for SET A: For this objective, two MOVs are required for the entire school year. In computing
RPMS rating. See sample computation below:

Means of Verification RPMS 5-point Average RPMS Rating for
Scale Rating 3.500 Quality
MOV 1: Lesson plan
MOV 2: One lesson from an SLM 3 4
(Very Satisfactory)
4

Note for SET B: For this objective, two MOVs are required for the entire school year. In computing
(ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sam

Means of Verification COT RPMS 5-point Average RPMS Rating for
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 3

RPMS Tool for S.Y. 2021-2022 for Teacher I-III Full-time Teacher-Broadcasters only

e teachers, ratee should specify and provide annotations of one’s contribution to a material.

g the rating for Quality, calculate the average rating of the two MOV and find the transmuted

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

g the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating;
mple computation below:

RPMS Rating
Transmutation Table

Outstanding (5) 4.500-5.000

Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

10