rpms ppst

KRA 2: Learning Environment

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

7. Worked with Any supplementary material (in Quality Modelled
colleagues to print / digital format) made by the varying
share ratee* and used in the lesson strategies that
successful delivery that highlights successful sustain a
strategies that strategies that sustain supportive supportive
sustain learning environments that nurture and learning
supportive inspire learners to participate, environment for
learning cooperate and collaborate in continued learners to
environments learning recognize each
that nurture ● one lesson from a self-learning other’s
and inspire learning
learners to module (SLM) strengths and
participate, ● Lesson plan (e.g., DLP, DLL, value the
cooperate and contribution of
collaborate in WHLP, WLP, WLL, Lesson others as
continued Exemplars, and the likes) shown in the
learning ● video lesson or audio lesson that submitted
is SLM-based or MELC-aligned learning
● other learning materials in print / material
digital format (please specify and
provide annotations)
with minutes of focus group
discussion (FGD) with fellow
mentors or minutes of coaching and
mentoring session with teachers
that show sharing of strategies for
increased learner participation,
cooperation, and collaboration

*If the supplementary material is a product of a group work / collaborative effort of two (2) or more

For this objective, elements of collaborative learning are positive interdependence, individual acco

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

Means of Verification RPMS 5-point Average
MOV 1: One lesson from an SLM module with minutes of FGD Scale Rating 3.500
MOV 2: Lesson Plan with minutes of coaching and mentoring
3

4

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

PERFORMANCE INDICATOR

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

(4)

Modelled Modelled Modelled an No acceptable

varying effective effective evidence was

strategies that strategies that strategy that shown

sustain a promote a promote a

supporting supportive supportive

learning learning learning

r environment environment environment

and feature all and encourage and encourage

h elements of learners to learners to

collaborative participate, participate,
cooperate,
learning as cooperate,

shown in the and/or and/or

submitted collaborate in collaborate in

f learning continued their own

material learning as learning as

shown in the shown in the

submitted submitted

learning learning

materials materials

e teachers, ratee should specify and provide annotations of one’s contribution to a material.
ountability, and shared authority in assessing and facilitating one’s learning.
g for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating.

RPMS Rating for RPMS Rating
Quality Transmutation Table
4
Outstanding (5) 4.500-5.000
(Very Satisfactory)
Very Satisfactory (4) 3.500-4.499
only
Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

9

KRA 2: Learning Environment

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

8. Modelled Any supplementary material (in Modelled and

successful print / digital format) made by the discussed with
strategies and ratee* and used in the lesson colleagues
supported delivery that highlights successful effective
strategies in promoting learning

colleagues in environments that effectively strategies that

promoting motivate learners to work reflect
learning productively by assuming modifications
environments responsibility for their own in teaching
that effectively learning practices to
● one lesson from a self-learning

motivate module (SLM) sustain learner

learners to ● lesson plan (e.g., DLP, DLL, Quality motivation in
work WHLP, WLP, WLL, Lesson monitoring and
productively Exemplars, and the likes)
evaluating their
● video lesson or audio lesson

by assuming that is SLM-based or MELC- own learning

responsibility aligned as shown in the
for their own ● other learning materials in print / submitted
learning learning
digital format (please specify material
and provide annotations)
with minutes of focus group

discussion (FGD) with fellow

mentors or minutes of coaching

and mentoring session with

teachers that details support given

to them in motivating learners

*If the supplementary material is a product of a group work / collaborative effort of two (2) or more

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

Means of Verification RPMS 5-point Average
MOV 1: One lesson from an SLM module with minutes of FGD Scale Rating 3.500
MOV 2: Lesson Plan with minutes of coaching and mentoring
3

4

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
Modelled and Modelled and Modelled and shown

discussed with discussed with discussed with

colleagues colleagues colleagues a

consistent varied teaching teaching

application of practices that practice that

teaching successfully successfully

practices that motivate motivate

successfully learners to learners to
motivate work work

learners to productively by productively by
monitor and
assuming assuming

evaluate their responsibility for responsibility for

own learning their own their own

as shown in the learning as learning as

submitted shown in the shown in the

learning material submitted submitted

learning material learning material

e teachers, ratee should specify and provide annotations of one’s contribution to a material.
g for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating.

RPMS Rating for RPMS Rating
Quality Transmutation Table
4
Outstanding (5) 4.500-5.000
(Very Satisfactory)
Very Satisfactory (4) 3.500-4.499
only
Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

10

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

9. Assisted SET A Modelled Level
colleagues to Classroom observation tool 8 in Objective 9
design, adapt (COT) rating sheet obtained as shown in
and implement from an observation of a video COT rating
teaching lesson or audio lesson that is sheets
strategies that SLM-based or MELC-aligned
are responsive (please provide annotations of Quality
to learners one’s contribution to the video
with lesson) with proof of
disabilities, attendance of colleague/s
giftedness and
talents

SET B Demonstrated
Teacher Reflection Form Level 5 as
(TRF) on assisting colleagues shown in the
in designing, adapting, and/or TRFs
implementing teaching
strategies that are responsive Quality
to learners with disabilities,
giftedness and 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 impaire

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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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.
ed, 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

only

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 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (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 obtained from an COT rating C
address observation of a video sheets s
effectively the lesson or audio lesson
needs of that is SLM-based or Quality
learners from MELC-aligned (please
indigenous provide annotations of
groups one’s contribution to the
video lesson) with proof
of attendance of
colleague/s

SET B Demonstrated D
Teacher Reflection Level 5 as L
Form (TRF) on shown in the s
developing and applying TRFs T
teaching strategies to
address effectively the Quality
needs of learners 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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

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 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

11. Worked Any supplementary Collaborated Di

collaboratively material (in print / digital with colleagues co
with format) made by the in redesigning de
colleagues to ratee* and used in the learning re
evaluate the lesson delivery that programs as on
design of highlights design of learning shown in the de
learning programs that develop the submitted pr
programs that knowledge and skills of learning material sh
develop the learners at different ability su
levels

knowledge • one lesson from a self- m

and skills of learning module (SLM)

learners at • lesson plan (e.g., DLP,

different ability DLL, WHLP, WLP, WLL,
levels Lesson Exemplars, and
the likes)
• video lesson or audio Quality

lesson that is SLM-based

or MELC-aligned

• other learning materials in

print / digital format

(please specify and

provide annotations)

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

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.

*If the supplementary material is a product of a group work / collaborative effort of two (2) or more

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

g, & Assessment and Reporting

PERFORMANCE INDICATOR

Very Satisfactory Satisfactory Unsatisfactory Poor
(2) (1)
(4) (3)
Evaluated the No acceptable
iscussed with Worked with design of evidence was
learning shown
olleagues colleagues in programs that
develop the
etailed 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 shown in the
submitted
rograms as develop the learning
material
hown in the knowledge and

ubmitted learning skills of learners

material at different

ability levels as

shown in the

submitted

learning

material

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

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

15

only

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. colleagues by
colleagues to 2016) 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 DO 35, s. 2016)
data to modify progress and achievement with as shown in the
practices and any 1 used in the submitted
programs to implementation of the LAC learning material
further plan
support ● minutes of LAC session
learner
progress and on the analysis of
achievement assessment data to
modify teaching practices
and programs
● any proof of collaborative
review of learner
assessment data
● lesson plan a lesson script
for TV- or radio-based
instruction with
annotations or highlighting
utilization of available
assessment data (e.g.,
PISA, TIMMS, other open
access) in modifying
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
provide annotations)

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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 shown in the
submitted
of assessment utilization of learning material

data to modify assessment

practices and/or data which

programs as could be in the

shown in the form of learning

submitted materials,

learning material instructional

materials,

equipment,

strategies in

teaching,

modality in

teaching,

program, etc. (p.

9, DO 35, s.

2016) as shown

in the submitted

learning material

16

only

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

13. Reflected Any supplementary material (in Adapted
on and print / digital format) made by modified
evaluated the ratee* and used in the programs,
learning lesson delivery that highlights projects, and/or
environments reflection on and evaluation of activities based
that are learning environments that are on the
responsive to responsive to community contexts discussed
community • one lesson from a self-learning reflection and
contexts evaluation with
module (SLM) colleagues to
• lesson plan (e.g., DLP, DLL, Quality respond beyond
community
WHLP, WLP, WLL, Lesson contexts as
Exemplars, and the likes) shown in the
• video lesson or audio lesson submitted
that is SLM-based or MELC- learning
aligned materials
• other learning materials in print
/ digital format (please specify
and provide annotations)

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).

*If the supplementary material is a product of a group work / collaborative effort of two (2) or more

Notes:
● This objective refers to programs, projects, and activities that enrich the learning environment and

collaborate on a program, project, or activity. Moreover, responding beyond community contexts re
● 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 for Master Teacher I-IV Full-time Teacher-Broadcasters o

ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4)

Discussed Reflected on Implemented No acceptable

with and evaluated programs, evidence was

colleagues programs, projects, and/or shown

r programs, projects, and/or activities that

d projects, activities that are responsive

and/or are responsive to community

activities that to community contexts as

maintain the contexts as shown in the

learning shown in the submitted

environments submitted learning

d responsive to learning materials

community materials

context to

reflect on and

evaluate them

as shown in

the submitted

learning

materials

on (PPST, 2017).

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

the wider school community’s engagement in the educative process. A group of teachers may
efers to provided learning opportunities that are long-term, sustainable, and anticipatory in nature.
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

only

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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

15. Exhibited 1. Evaluation report on the Evaluated with

commitment to implementation of teachers the

and supported DepEd / school policies / implementation

teachers in the procedures or minutes of of certain DepEd
implementation subject area or / school policies
of school professional meetings on and procedures
policies and evaluating DepEd / as evidenced by
procedures to school policies / MOV No. 1
foster procedures
harmonious 2. Minutes of subject area Quality
relationships meetings or professional
with learners, meetings on the
parents and implementation progress
other of DepEd / school
stakeholders policies / procedures
[provide at least 2 to

show discussions held]

3. Minutes of subject area

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 impleme
procedures is the Basic Education–Learning Continuity Plan (BE-LCP) e.g., TV- and radio-based instru

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) Implemented No evidence
DepEd / school was shown
Conducted Discussed with policies and
procedures as
discussions teachers certain evidenced by
MOV No. 4
with teachers on DepEd / school

d the progress of policies and

implementation procedures for

of certain DepEd uniform

/ school policies implementation

and procedures as evidenced by

as evidenced by MOV No. 3

MOV No. 2

ented at the national, regional, division, or school level. Example of such DepEd/school policies and
uction.

19

only

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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

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 personal
strengths to terms of upholding the professional
uphold the dignity of teaching strengths to
dignity of uphold the
teaching as a 2. Documented feedback from dignity of
profession to superiors, colleagues, or teaching as a
help build a other stakeholders directly profession to
positive reflecting the ratee’s good help build a
teaching and practices that uphold the positive
learning culture dignity of teaching as a teaching and
within the profession learning culture
school within the
3. Annotated evidence of school by
practice indirectly linking to inspiring unity
the upholding of the dignity in responding
of teaching as a profession to potential
threats and
● remarks from superior / risks to the
colleagues about one’s school
personal professional community as
qualities (e.g., entries in evidenced by
Performance Monitoring MOV No. 1
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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

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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

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

KRA 5: Plus Factor

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

19. Performed Any proof that the Performed at
various related master teacher: least 1 related
works/activities ● served as coordinator work / activity
that contribute that contributed
to the teaching- / chairperson to the teaching-
learning ● authored / learning
process process
contributed to a book beyond the
or journal school /
● served as module / Community
learning material Learning
writer Center (CLC)
● served as module / as evidenced
learning material by submitted
validator MOV
● served in a
committee
● observed teaching
performance of
Teachers I-III
● others (please
specify and provide
annotations)

RPMS Tool for S.Y. 2021-2022 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

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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 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

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 for Master Teacher I-IV Full-time Teacher-Broadcasters o

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

only

in the time of the C

COVID-19 pandemic

RUBRIC LEVEL SUMMARY

LEVEL LEVEL LABEL

3 ORGANIZING The teacher demonstrates a limited range

4 DEVELOPING The teacher demonstrates a range of asso
the learners' developmental needs.

5 APPLYING The teacher demonstrates a range of asso
learners' developmental needs.

6 CONSOLIDATING The teacher uses well-connected pedagog
development and support students to be s

7 INTEGRATING The teacher uses well-connected pedagog
individual and group learning goals.

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

LEVEL DESCRIPTION

e of loosely-associated pedagogical aspects of the indicator.
ociated pedagogical aspects of the indicator that sometimes are aligned with
ociated pedagogical aspects of the indicator that usually are aligned with the
gical aspects of the indicator that consistently are aligned with student
successful learners.
gical aspects of the indicator to create an environment that addresses

2

INDICATOR 1 Apply knowledge of content within and across curricu

3 4 5

The teacher demonstrates minor The teacher demonstrates accurate The teacher demons
content errors either in presenting the knowledge of key concepts both in in-depth knowledge
lesson or in responding to learners’ presenting the lesson and in responding presenting the lesso
questions or comments. to learners’ questions or comments. to learners’ question
attempts to be respo
The lesson content displays simple The lesson content displays coherence. developmental learn
coherence.
The teacher attempts to make The teacher makes c
1. The teacher indicates some connections across curriculum teaching curriculum teaching
awareness of other ideas in the areas, if appropriate. appropriate.
same teaching area that are
connected to the lesson, but does 1. The teacher clearly explains FEATURES O
not make solid connections. concepts and makes no content
errors. 1. The teacher disp
2. The teacher makes few content comprehensive u
errors in presenting the lesson but 2. The content appears to be accurate concepts and str
does not affect entirely the learning and its focus shows awareness of teaching area.
process. the ideas and structure of the
teaching areas. 2. The teacher pres
knowledge of the
3. The teacher demonstrates factual connections with
knowledge of subject matter and area.
attempts to connect content across
teaching areas.

CLARIFIC

MINOR CONTENT ERRORS ACCURATE K
insignificant degree of errors in the content of the lesson error-free

KEY CONCEPTS IN-DEPTH KN
central ideas of the topic or lesson foundational knowledge and fin

COHERENCE teachin
logical and/or developmental sequence in presenting the lesson
BROAD KN
SIMPLE COHERENCE knowledge across curr
basic logic in the sequence of the lesson with one part linked to the next

PEDAGOGY
method and practice of teaching

In the context of Indigenous Peoples Education (IPEd), pedagogy is
articulated in the IP’s Indigenous Learning System (ILS) (DO 32, s. 2015).

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

ulum teaching areas

5 6 7

strates accurate and The teacher demonstrates accurate and The teacher applies accurate, in-depth,
of most concepts in in-depth knowledge of all concepts in and broad knowledge of content and
on and in responding presenting the lesson and in responding pedagogy that creates a conducive
ns in a manner that to learners’ questions in a manner that learning environment that enables an in-
onsive to student is responsive to learners' developmental depth and sophisticated understanding
ning needs. needs and promotes learning. of the teaching and learning process to
meet individual or group learning needs
connections across The teacher makes meaningful within and across curriculum teaching
areas, if connections across curriculum teaching areas.
areas, if appropriate.

OF PRACTICE 1. The teacher displays extensive 1. The teacher applies extensive
knowledge of content. knowledge of content beyond
plays his/her area of specialization.
understanding of the 2. The teacher addresses content
ructure of the accurately, and its focus is 2. The teacher motivates learners to
congruent with the big ideas and/or investigate the teaching area to
sents conceptual structure of the teaching area. expand their knowledge and satisfy
e subject and makes their curiosity.
hin the teaching

3. The teacher cites intra and
interdisciplinary content
relationships.

4. The teacher shows expertise in the
content and uses appropriate
pedagogy in delivering the lesson.

CATIONS

CURRICULUM TEACHING AREAS
different learning/subject areas taught and learned in the K to 12 curriculum

which includes areas for Kindergarten Education, Special Education,
Alternative Learning System, Indigenous Peoples Education

KNOWLEDGE For IPEd, learning/subject areas are contextualized by interfacing the national
e content curriculum competencies with the community competencies identified in their

Indigenous Knowledge Systems and Practices (IKSPs) (DO 32, s. 2015).

NOWLEDGE KNOWLEDGE OF CONTENT AND PEDAGOGY
ner details within the curriculum integration of expertise and teaching skill for a particular area;
ng area
appropriateness of the pedagogy to teaching area

NOWLEDGE WITHIN CURRICULUM TEACHING AREA
riculum teaching areas inclusion of appropriately chosen intra-disciplinary topics and enabling

learning competencies within the curriculum guide of a specific
learning/subject area and grade level

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

3 4 5

The teacher displays Intermediate The teacher displays Intermediate The teacher display
Mid sublevel proficiency in the use of High sublevel proficiency in the use of sublevel proficiency
Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino, Mother Tongue, an
and/or English that loosely facilitates and/or English that fairly facilitates and/or English that
teaching and learning. teaching and learning facilitates teaching

1. Teacher’s use of Mother 1. Teacher’s use of Mother FEATURES O
Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or
English is characterized by English is primarily framed using 1. Teacher’s use
occasional pauses and self- connected ideas. Tongue, and/o
corrections as he/she searches English is mos
for adequate vocabulary and 2. Teacher’s use of Mother accurate, clear
appropriate language forms in Tongue, and/or Filipino, and/or conveying idea
delivering the lesson. English manifests minimal without misrep
linguistic challenges. confusion.
2. The teacher rarely has difficulty
linking ideas and using 2. Teacher’s use
communication strategies, such Tongue, and/o
as code switching and English is gene
translation. by the learners

CLARIFIC

MOTHER TONGUE
the native language or the first language the learner learns as a child (PPST, 2017)

PROFICIENCY
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
translation (communicating meaning from one langauge to another)

Proficiency for SPED teachers handling learners with hearing impairment:
use of Total Communication (TC), that is incorporating various modes of communication such as

speech, gestures, body language, lipreading, and formal signs (e.g., American Sign Language
(ASL), Filipino Sign Language (FSL), Signed Exact English (SEE))

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

English to facilitate teaching and learning

5 6 7

ys Advanced Low The teacher displays Advanced Mid The teacher displays Advanced High
y in the use of sublevel proficiency in the use of sublevel proficiency in the use of
nd/or Filipino, Mother Tongue, and/or Filipino, Mother Tongue, and/or Filipino,
regularly and/or English that progressively and/or English that extensively
and learning. facilitates teaching and learning facilitates teaching and learning
including probing questions and including probing questions and
OF PRACTICE feedback. feedback.

e of Mother 1. Teacher’s use of Mother 1. Teacher’s use of Mother
or Filipino, and/or Tongue, and/or Filipino, and/or Tongue, and/or Filipino, and/or
stly sufficient, English is marked by a English demonstrates a well-
r, and precise in substantial flow of ideas. His/her developed ability in using
as to learners vocabulary is fairly extensive and communication strategies, such
presentation or appropriate to the level of as code switching and
learners. translation.
e of Mother
or Filipino, and/or 2. Teacher’s use of Mother 2. The teacher uses precise
erally understood Tongue, and/or Filipino, and/or vocabulary and intonation to
s. English is concrete, accurate, express meaning and often
clear and precise, conveying shows great fluency and ease in
his/her ideas without delivering the lesson.
misinterpretations or confusion.

CATIONS

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

INTERMEDIATE HIGH SUBLEVEL PROFICIENCY
able to lead class discussions in any of the mediums of instruction (Mother Tongue/Filipino/English)

with ease and confidence when dealing with routine tasks and learning situations

ADVANCED LOW SUBLEVEL PROFICIENCY
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

ADVANCED MID SUBLEVEL PROFICIENCY
able to consistently handle class discussions in any of the mediums of instruction (Mother Tongue/

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

INDICATOR 3 Use effective verbal and non-verbal classroom commu
engagement and achievement

3 4 5

The teacher uses limited verbal and The teacher uses sufficient verbal The teacher uses a
non-verbal communication strategies, and non-verbal communication and non-verbal com
which are loosely associated and strategies, which are somewhat strategies, which ar
support only some of the learners. aligned with each other and support aligned with each o
the majority of learners. most of the learners

1. The teacher rarely uses non- 1. The teacher speaks clearly and FEATURES O
verbal communication strategies, at an appropriate pace, but
such as hand gestures, facial occasionally monopolizes the 1. Teacher uses
expressions, etc., to reinforce discussions. communication
appropriate learner vocabulary alo
understanding appropriate no
communication
learning expec
comprehensib
learners.

CLARIFIC

VERBAL COMMUNICATION STRATEGIES
use of spoken words and written information that includes short phrases, instructions, etc.

NON-VERBAL COMMUNICATION STRATEGIES
use of non-spoken messages that include facial expressions, gestures, Picture Exchange

Communication System (PECS), etc.

LOOSELY ASSOCIATED
association substantially mismatched with other strategies

SOMEWHAT ALIGNED
minimal degree of association with other strategies

GENERALLY ALIGNED
usually matched with other strategies

WELL ALIGNED
perfectly matched with other strategies

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

unication strategies to support learner understanding, participation,

5 6 7

a variety of verbal The teacher uses a variety of verbal The teacher uses a variety of verbal
mmunication and non-verbal communication and non-verbal communication
re generally strategies, which are well aligned with strategies to create a learning
other and support each other and support all of the environment that provides
s. learners. opportunities for inquiry and
involvement of learners individually
OF PRACTICE and in groups.

clear verbal 1. The teacher clearly and 1. The teacher establishes
n employing wide concisely communicates written classroom practices which
ong with and oral content, expectations, promote open communication
on-verbal explanations, directions, and between the teacher and
n to ensure procedures using appropriate learners, and among the
ctations are verbal and non-verbal learners and their peers.
ble to most communication methods.

2. The teacher speaks clearly and
at an appropriate pace and
successfully facilitates learner
discussion.

CATIONS

LIMITED
insufficient strategies employed when more are required by the learning situation

SUFFICIENT
minimum strategies employed as required by the learning situation

VARIETY
a range of different strategies employed as required by the learning situation

SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%

5

INDICATOR 4 Establish safe and secure learning environments to en
guidelines and procedures

3 4 5

The teacher rarely implements safety The teacher occasionally implements The teacher freque
policies, guidelines, and procedures safety policies, guidelines, and safety policies, guid
to establish a safe and secure procedures to establish a safe and procedures to estab
learning environment and only some secure learning environment and secure learning env
learners follow such rules. majority of the learners follow such most of the learners
rules.

1. The teacher implements safety 1. The teacher implements safety FEATURES O
guidelines and practices to very guidelines and practices to
few selected tasks. several learning tasks. 1. The teacher im
guidelines and
of the learning

CLARIFIC

SAFE LEARNING ENVIRONMENT
every aspect of creating a positive experience for students which includes
the physical space and the relationships between students, teachers, and the learning community

as a whole (UNHCR, 2007)

SECURE LEARNING ENVIRONMENT
school spaces and activities that free learners from physical harm or risks to promote their well-being

and support their learning (NCSSLE, 2019)

SAFETY POLICIES, GUIDELINES, AND PROCEDURES
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

chemicals in laboratories; proper use of tools; etc.

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

nhance learning through the consistent implementation of policies,

5 6 7

ently implements The teacher generally implements The teacher consistently implements
delines, and safety policies, guidelines, and safety policies, guidelines, and
blish a safe and procedures to establish a safe and procedures to regularly maintain a
vironment and secure learning environment and all safe and secure learning environment
s follow such rules. learners follow such rules. to enhance individual and group
learning.
OF PRACTICE 1. The teacher implements safety
guidelines and practices in 1. The teacher ensures that
mplements safety almost all of the learning tasks. learners can articulate and
d practices to most adhere to the safety guidelines
g tasks. and practices in all the learning
tasks.

CATIONS

RARELY
seldom occurs

OCCASIONALLY
irregularly occurs

FREQUENTLY
often occurs

GENERALLY
normally occurs

CONSISTENTLY
constantly occurs

SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%

6

INDICATOR 5 Maintain learning environments that promote fairness

3 4 5

The teacher-learner interactions The teacher-learner interactions are The teacher-learne
occasionally support fairness, generally fair, respectful, and caring, consistently fair, res
respect, and care, which results in and the majority of learners feel caring, and most le
some learners feeling accepted and accepted and encouraged to learn. accepted and enco
encouraged to learn.

1. The teacher encourages social 1. The teacher promotes generally FEATURES O
positive interactions with
positive interactions with learners and among learners but 1. The teacher m
learners and among learners but some conflict and/or occasional respectful inter
insensitivity are displayed. learners and a
occasional inconsistencies like
favoritism, or disregard for
learners’ differences are evident.

CLARIFIC

FAIRNESS
impartial and just treatment or behavior

RESPECT
due regard for the feelings, rights, and culture of others

CARE
attention or consideration to others

SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

s, respect and care to encourage learning

5 6 7

er interactions are The teacher-learner interactions are The teacher promotes a supportive
spectful, and consistently fair, respectful, and and nurturing learning environment
earners feel caring, and all learners feel accepted where all learners feel accepted,
ouraged to learn. and encouraged to learn. encouraged to learn, and free to take
learning risks.

OF PRACTICE 1. The teacher establishes positive 1. The teacher enhances polite and
social interactions with learners
maintains polite and and among learners. respectful interactions with
ractions with Disagreements, if present, are
among learners. handled respectfully. learners and among learners,

and exhibits sensitivity to
learners’ differences.

CATIONS

OCCASIONALLY
learner-teacher interactions are moderately acceptable

GENERALLY
learner-teacher interactions are mostly acceptable

CONSISTENTLY
learner-teacher interactions are highly acceptable

7

INDICATOR 6* Maintain learning environments that nurture and inspi

3 4 5

The teacher provides limited learning The teacher provides sufficient The teacher provide
opportunities, which are loosely learning opportunities, which are learning opportuniti
associated with the learning goals, somewhat aligned with the learning usually aligned with
and engages only some learners to goals, and engages majority of the goals, and engages
participate, cooperate, and learners to participate, to cooperate, participate, coopera
collaborate in continued learning. and to collaborate in continued collaborate in contin
learning.
FEATURES O
1. The teacher puts learners in 1. The teacher conducts
small groups to complete a collaborative work which is 1. The teacher en
certain task. However, group structured. a structured ta
constitution and tasks are poorly some elements
structured. 2. The majority of learners are learning: positi
engaged in the tasks. interdependen
2. Only some learners are actively accountability,
engaged in group learning interaction.
activities.

CLARIFIC

PRINCIPLES OF COLLABORATIVE LEARNING LOOSELY AS
• heterogeneous grouping association substa
• mixed abilities
• mixed gender with the other
• interdependence
SOMEWHAT
STRUCTURED TASKS minimal degree of association
specific tasks given to learners in group activities
USUALLY
For SPED classrooms: A healthy balance of structured and generally matched with
unstructured processes is important to maintain an organized
WELL A
classroom and limit distractions. perfectly matched with

SUPPORTIVE LEARNING ENVIRONMENT
child-friendly and conducive to learning

* This COT-RPMS indicator supplements SET B in the Means of Verification (MOV) of Objective 7 in the RPMS To

COT-RPMS for S.Y. 2021-2022 | Proficient Teacher

ire learners to participate, cooperate and collaborate in continued learning

5 6 7

es sufficient The teacher provides a variety of The teacher consistently provides
ies, which are learning opportunities, which are well varied learning opportunities, which
h the learning aligned with the learning goals, and are well aligned with the learners’
s most learners to engages all learners to participate, individual and group learning needs,
ate, and cooperate, and collaborate in and engages learners to participate,
nued learning. continued learning. cooperate, and collaborate in
continued learning.
OF PRACTICE 1. The teacher clearly provides the
class with structured tasks 1. The teacher constructs carefully-
ngages learners in involving most elements of structured groups in which
ask that features cooperative learning. learners are engaged in learning
ts of cooperative experiences that clearly reflect
ive all elements of cooperative
nce, individual learning.
, and face-to-face
2. The teacher provides complex
tasks in which all learners share
the authority of setting goals,
assessing learning, and
facilitating learning.

CATIONS

SSOCIATED LIMITED
antially mismatched insufficient strategies employed when more are required

learning goals by the learning situation

T ALIGNED SUFFICIENT
n with the other learning goals minimum strategies employed as required by the learning situation

ALIGNED VARIETY
the other learning goals a range of different strategies employed as required by the learning

ALIGNED situation
the other learning goals
SOME
less than half

MAJORITY
more than half

MOST
almost all, approaching 100%

ool for Proficient Teachers and RPMS Tool for Proficient Teacher-Broadcasters.

8