rpms ppst

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(SET A or SET B) (5)

9. Designed, SET A Demonstrated

adapted and Classroom Observation Tool Level 7 in

implemented (COT) rating sheet or inter- Quality Objective 9 as
teaching observer agreement form from shown in COT
strategies 1. an observation of synchronous rating sheets /
that are inter-observer
responsive to teaching (limited face-to-face agreement
learners with teaching, online teaching, or forms
disabilities, two-way radio instruction)
giftedness 2. if option 1 is not possible, an
and talents observation of a recorded video
lesson or audio lesson that is
SLM-based or MELC-aligned

3. if options 1 and 2 are not

possible, an observation of a

demonstration teaching* via

LAC

SET B Demonstrated

Teacher Reflection Form (TRF) Level 5 as

on designing, adapting, and/or shown in the

implementing teaching strategies TRFs

that are responsive to learners with

disabilities, giftedness and talents Quality

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

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

(4)

Demonstrated Demonstrated Demonstrated Demonstrated

Level 6 in Level 5 in Level 4 in Level 3 in

Objective 9 as Objective 9 as Objective 9 as Objective 9 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

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.

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
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 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
Scale Rating 3.500 Quality Outstand
TRF 1 Very Sat
TRF 2 3 4 Satisfact
(Very Satisfactory) Unsatisfa
4 Poor (1)

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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 VERIFICATION QET Outstanding
(SET A or SET B) (5)

10. Adapted SET A Demonstrated D
and used Classroom Observation Level 7 in L
culturally Tool (COT) rating sheet or Objective 10 as O
appropriate inter-observer agreement shown in COT s
teaching form from rating sheets / r
strategies to 1. an observation of inter-observer i
address the agreement a
needs of synchronous forms f
learners teaching (limited face-to-
from face teaching, online Quality D
indigenous teaching, or two-way radio L
groups instruction) s
2. if option 1 is not possible, T
an observation of a Demonstrated
recorded video lesson or Level 5 as
audio lesson that is SLM- shown in the
based or MELC-aligned TRFs
3. if options 1 and 2 are not
possible, an observation of Quality
a demonstration teaching*
via LAC

SET B
Teacher Reflection Form
(TRF) on adapting and using
culturally appropriate teaching
strategies to address 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) Demonstrated
Level 3 in
Demonstrated Demonstrated Demonstrated Objective 10 as
shown in COT
Level 6 in Level 5 in Level 4 in rating sheets /
inter-observer
Objective 10 as Objective 10 as Objective 10 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

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

or

No acceptable
evidence was
shown

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

15

*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
Rating Scale Rating 3.500 Quality
COT Rating Sheet 1
COT Rating Sheet 2 6 4 4
(Very Satisfactory)
5 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
Scale Rating 3.500 Quality Outstand
TRF 1 Very Sat
TRF 2 3 4 Satisfact
(Very Satisfactory) Unsatisfa
4 Poor (1)

RPMS Tool for S.Y. 2021-2022 | 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

16

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)
11. Adapted and 1. Proof of evaluation* on
implemented the implementation of Evaluated the
learning the adapted / adapted /
programs that contextualized learning contextualized
ensure program learning
relevance and program as
responsiveness 2. Progress report on the evidenced by
to the needs of implementation of the MOV No. 1
all learners adapted / contextualized
learning program
Quality
3. Accomplishment
/ completion / technical
report on the
implementation of an
adapted / contextualized
learning program

4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program

Learning programs are organized and sequenced set of strategies, activities and tasks that effect
programs, Strategic Intervention Materials (SIM), enrichment programs, remediation programs, in
among others. A group of teachers or an entire school may collaborate on a learning program. Th
implemented learning program.

* Proof of evaluation may be the Individual Learning Monitoring Plan enclosed in DM-CI-2020-001
School Year 2020-2021) or any other similar/contextualized tool used by the school or prescribed

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

g, & Assessment and Reporting

PERFORMANCE INDICATOR

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

(4) No
acceptable
Monitored Completed the Planned for the evidence was
shown
progress of the implementation implementation

adapted / of the adapted / of the adapted /

contextualized contextualized contextualized

learning learning existing learning

program while program as program

being evidenced by as evidenced by

implemented as MOV No. 3 MOV No. 4

evidenced by

MOV No. 2

t learning (PPST, 2017) that may include, but not limited to, literacy programs, numeracy
ntervention modules, ALS modular programs, SPED Individualized Education Programs (IEP),
he implementor/s themselves may also evaluate the effectiveness of their adapted /
162 (Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for
d by the DepEd Central Office - Curriculum & Instruction Strand in succeeding issuances.

17

KRA 3: Diversity of Learners, Curriculum and Planning

OBJECTIVE MEANS OF VERIFICATION QET Outstandin
Quality (5)
12. Utilized A list of identified least /
assessment most mastered skills based Implemente
data to inform on the frequency of errors / a teaching an
the correct responses with any learning
modification of of the following supporting strategy /
teaching and MOV program usin
learning 1. accomplishment report for materials
practices and based on
programs remedial / enhancement learners’
activities (e.g., remedial assessment
sessions, Summer data as
Reading Camp, Phil-IRI- evidenced by
based reading program) list of identifie
2. intervention material used least / most
for remediation / mastered ski
reinforcement / with supporti
enhancement MOV No. 1
3. lesson plan/activity log for
remediation /
enhancement utilizing of
assessment data to
modify teaching and
learning practices or
programs

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g, & Assessment and Reporting

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
ed Developed Planned for a Analyzed shown
nd materials teaching and learners’

based on learning mastered skills
learners’
strategy and/or based on the

ng assessment program based frequency of
data as
on learners’ errors and

evidenced by a assessment correct

list of identified data as responses as

least / most evidenced by a evidenced by a

mastered skills list of identified list of identified

y a with supporting least / most least / most

ed MOV No. 2 mastered skills mastered skills

with supporting

ills MOV No. 3

ing

18

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
(5)

13. Maintained 1. Accomplishment report of a Collaborated
learning program / project / activity with the
environments that maintains a learning community
that are environment stakeholder in
responsive to the
community 2. Program / Project / Activity implementation
contexts plan on maintaining a / completion of
learning environment a program,
Quality project, and/or
3. Minutes of a consultative activity that
meeting / community maintains a
stakeholders meeting learning
about a program / project / environment
activity that maintains a responsive to
learning environment with community
proof of attendance contexts as
evidenced by
4. Communication letter about MOV No. 1
a program / project /
activity that maintains 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.

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
Planned with Conducted a Communicated shown

the community consultative with the

stakeholders a meeting with community

program, the community stakeholders

project, and/or stakeholders about a

activity that on a program, program,

maintains a project, and/or project, and/or

learning activity that activity that

environment maintains a maintains the

responsive to learning learning

community environment environment

contexts as responsive to responsive to

evidenced by community community

MOV No. 2 contexts as contexts as

evidenced by evidenced by

MOV No. 3 MOV No. 4

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

19

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

14. Reviewed 1. Annotated video / Exhibited an

regularly audio recording of improved
personal one’s teaching that
teaching practice
practice using shows impact of through one’s
existing laws
and regulations regularly reviewing teaching as
that apply to the one’s teaching
teaching impact of
profession and practice/s
regularly
2. Annotated teaching reviewing one’s

material that shows teaching

impact of regularly practice/s using
reviewing one’s

the teaching practice/s laws and

responsibilities ● lesson plan Quality regulations that
specified in the ● activity sheet apply to the
Code of Ethics ● assessment profession and
for Professional the
Teachers materials responsibilities
● others (please in the Code of
Ethics for
specify) Professional
3. Personal reflection Teachers as

notes as outputs from
participation in review
of personal teaching

practices in four (4) evidenced by

quarters MOV No. 1
4. Proof of attendance

(with date) in LAC or

coaching and

mentoring sessions for

review of personal

teaching practices

Note:

• The video / audio recordings and teaching materials should be made by the ratee and annotated b

• For Senior High School (SHS) teachers who follow a semestral structure, MOV 3 will be two (2) re

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
Exhibited an Reviewed Participated in shown

improved personal the review of

practice teaching personal

through a practices using teaching

teaching laws and practices using

material as regulations that laws and

impact of apply to the regulations that

regularly profession and apply to the

reviewing the profession and
the
one’s teaching responsibilities

practice/s in the Code of responsibilities

using laws and Ethics for in the Code of

regulations Professional Ethics for

that apply to Teachers in 4 Professional

the profession quarters with Teachers in 4

and the reflection quarters as

responsibilities outputs as evidenced by

in the Code of evidenced by MOV No. 4

Ethics for MOV No. 3

Professional

Teachers as

evidenced by

MOV No. 2

based on how their use in the classroom shows impact of regularly reviewing one’s teaching practice/s.
eflection notes per semester.

20

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

15. Complied 1. Proof of participation / Sustained
with and involvement in a engagement
implemented school-community with the
school policies partnership for the learners,
and procedures implementation of a parents /
consistently to school policy / guardians, and
foster procedure (e.g., other
harmonious certificate as stakeholders
relationships committee member, regarding
with learners, narrative report) school policies
parents, and and procedures
other 2. Minutes of parent- through
stakeholders teacher conference / school-
stakeholders’ meeting community
about an implemented partnership/s
school policy / as evidenced
procedure with proof of by MOV no. 1

attendance

3. Communication letter
about an implemented
school policy /
procedure sent to
parent / guardian

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) No
acceptable
Discussed Communicated Implemented evidence
was shown
with learners, with learners, school policies

parents / parents / and procedures

guardians, and guardians, and without

other other communicating

d stakeholders stakeholders the and consulting

the implemented the learners,

implemented school policies parents /

school policies and procedures guardians, and

and procedures as evidenced by other

s as evidenced MOV no. 3 stakeholders

by MOV no. 2

21

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)
16. Applied a
personal One (1) lesson plan Applied learner
philosophy of with annotations centered
teaching that is explaining the teaching
learner-centered application of a philosophy in
learner-centered the lesson plan
teaching philosophy in all the
(e.g., constructivism, components o
existentialism) used instruction in
as basis for planning / the lesson
designing the lesson plan to
improve
student
learning

Components of instruction – learning objectives, instructional activities, and assessments

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
r- Applied learner- Applied Application of shown

centered learner- learner-centered

teaching centered teaching

philosophy in teaching philosophy is

n the lesson plan philosophy in reflected but

in two the lesson plan was poorly

of components of in one used as basis

instruction in component of for planning /

the lesson instruction in designing the

plan to the lesson lesson.

improve plan to

student improve

learning student

learning

22

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)
17. Adopted
practices that 1. Documented feedback Exhibited
uphold the from superiors, colleagues, dignity of
dignity of learners, parents / teaching as a
teaching as a guardian, or other profession by
profession by stakeholders directly exhibiting
exhibiting reflecting the ratee’s good qualities such
qualities such practices that uphold the as caring
as caring dignity of teaching as a attitude,
attitude, profession respect, and
respect and integrity with
integrity 2. Annotated evidence of affirmation
practice indirectly linking to from different
the upholding of the dignity school
of teaching as a profession stakeholders
by exhibiting qualities such as evidenced
as caring attitude, respect by at least two
and integrity MOV No. 1
● Screenshot of text
message / chat / email /
any form of communication
with parents / guardian or
learners (name or any
identifier removed)
● Remarks from mentor /
master teacher / school
head about one’s qualities
(e.g., entries in
Performance Monitoring
and Coaching Form
[PMCF] or in Mid-Year
Review Form)
● Recognition from the
school / school community
about one’s qualities
● Others (please specify)

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4) No acceptable
evidence was
Exhibited Adopted Adopted a shown

dignity of practices that practice that

teaching as a uphold the uphold the

profession by dignity of dignity of

exhibiting teaching as a teaching as a

qualities such profession by profession by

as caring exhibiting exhibiting

attitude, qualities such qualities such as

respect, and as caring caring attitude,

integrity with attitude, respect, and

affirmation respect, and integrity as

from any integrity as evidenced by

school evidenced by one MOV No. 2

stakeholder as at least two

evidenced by MOV No. 2

one MOV No. 1

23

KRA 4: Community Linkages and Professional Engage
Development

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

18. Set 1. Updated IPCRF-DP Updated
professional from Phase II professional
development development
goals based on 2. Mid-year Review Form goals during
the Philippine (MRF) Phase II of the
Professional RPMS Cycle as
Standards for 3. IPCRF-DP evidenced by
Teachers 4. Certification from the MOV No. 1

ICT Coordinator /
School Head / Focal
Person in charge of e-
SAT

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ement & Personal Growth and Professional

PERFORMANCE INDICATOR

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

(4)

Discussed Set Accomplished No acceptable

progress on professional the e-SAT at the evidence

professional development beginning of the

development goals based school year as

goals with the on e-SAT evidenced by

s rater during the results as MOV No. 4

mid-year review evidenced by

as evidenced MOV No. 3

by MOV No. 2

24

KRA 5: Plus Factor

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION Quality (5)

19. Performed Any proof of: Performed at
various related ● committee least 1 related
works / work / activity
activities that involvement that contributed
contribute to ● advisorship of co- to the teaching-
the teaching- learning
learning curricular activities process
process ● book or journal beyond the
school /
authorship / Community
contributorship Learning
● coordinatorship / Center (CLC)
chairpersonship as evidenced
● coaching and by submitted
mentoring learners in MOV
competitions
● serving as reliever of
classes in the
absence of teachers
● mentoring pre-service
teachers
● participation in
demonstration
teaching
● participation as
technical working
group member
● others (please
specify and provide
annotations)

RPMS Tool for S.Y. 2021-2022 | 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

25

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
See Lesson Plan

Functions as a professional learning community for tea
Education 2016a, i)

Learning Action Cell (LAC) LAC aims to improve the teaching-learning process tha
to enable teachers to support each other to continuous
Lesson Exemplar and to foster a professional collaborative spirit among s
Lesson Plan 2016a, 3).
“During pandemic and other disruptive events, all publi
Most Essential Learning exemplars instead of the usu al Detailed Lesson Plan
Competencies (MELCs) (Department of Education - CALABARZON 2020, 10).
Refers to the Daily Lesson Log (DLL) or Detailed Les
Online Synchronous
Teaching 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 fo
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 task
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
and MELCs-aligned video- and audio-lessons (Departm
tasks can also be part of the supplementary materials w
they did not fully understand and need additional help f
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

3-5 kilometers away from the school. Paired with DepE

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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;
sly improve their content and pedagogical knowledge, practice, skills, and attitudes;
school heads, teachers, and the community as a whole (Department of Education

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

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
or 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

ks 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,
ment of Education - Undersecretary for Curriculum and Instruction 2020, 3). Writing
where learners can write the challenges they are facing and what parts of the lesson
for from 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
Ed printed modules, teachers are able to guide their students and answer their

26

Video Lesson questions real-time. The combination of the two modali
even in the absence of online options, television and ra
Weekly Home Learning Administration, 2021)
Plan (WHLP) Refers to a learning material similar to a video-recorde
Weekly Lesson Log (WLL) supplementary material
Weekly Lesson Plan (WLP)
This material can be uploaded to YouTube, Google Cla
or 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 | Proficient Teachers

ities, printed modules and handheld radios, enable the effective delivery of lessons
adio broadcast services” (Department of Education – Undersecretary for
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
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/

27

RPMS Tool for Master Teacher I-

in the time of
S.Y. 202

POSITION AND COMPETENCY

Department of Education Master Teacher I-IV

Position Title
Parenthetical Title
Office Unit
Reports to

Position Supervised

JOB S

QUALIFICATI

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

Position Title Master Teacher I Master

Education For Elementary School - For Elementa

Bachelor of Elementary Bachelor of E

Education (BEEd) or Education (BE

Bachelor’s degree plus 18 Bachelor’s de

professional units in professional u

Education; and 18 units for a and 24 units f

Master’s degree in Education degree in Edu

or its equivalent equivalent

For Secondary School - For Secondar

Bachelor of Secondary Bachelor of S

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

-IV (Highly Proficient Teachers)

f COVID-19
21-2022

PROFILE PCP No. ______ Revision Code: 00

Salary Grade

Effectivity Date
Page/s

SUMMARY

ION STANDARDS

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

r Teacher II Master Teacher III Master Teacher IV

ary School - Completion of academic Completion of academic

Elementary requirements for a Master’s requirements for a Master’s

EEd) or degree in Education or its degree in Education or its

egree plus 18 equivalent equivalent

units in Education;

for a Master’s

ucation or its

ry School - Completion of academic Completion of academic
Secondary requirements for a Master’s requirements for a Master’s

1

Education (BSEd) or Education (BS
Bachelor’s degree plus 18 Bachelor’s de
professional units in Education professional u
with appropriate major; and 18 and 24 units fo
units for a Master’s degree in degree in Edu
Education or its equivalent
Experience 3 years relevant experience equivalent
1 year as Mas
Eligibility RA 1080
Trainings None required 4 years as Te
B. Preferred Qualifications RA 1080
Education Master’s Degree Graduate 4 hours releva
Experience 3 years in service as Teacher III
Eligibility PBET/LET/BLEPT Passer
Trainings Relevant trainings

DUTIES AND RESP

1. Models exemplary practice in the application of content knowledge and pedagogy s

2. Conducts in-depth studies or action researches on teaching-learning innovations
3. Works with colleagues to create learning-focused environments that promote learn
4. Assists colleagues to implement differentiated teaching strategies that are respons
5. Leads in the preparation and enrichment of curriculum
6. Initiates programs and projects that can enhance the curriculum and its implementa
7. Leads colleagues in the design, evaluation, interpretation and utilization of different
8. Updates parents/guardians on learner needs, progress and achievement
9. Strengthens school-community partnerships to enrich engagement of internal and e
10. Establishes links with colleagues through attendance and membership in professio
11. Provides technical assistance through demonstration teaching, mentoring, coaching

trainers/facilitators in teacher quality circles/learning action cells
12. Does related work

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

SEd) or degree in Education or its degree in Education or its
egree plus 18 equivalent equivalent
units in Education;
or a Master’s
ucation or its

ster Teacher I or 1 year as Master Teacher II or 1 year as Master Teacher III or
eacher III
5 years as Teacher III 5 years as Teacher III
ant training RA 1080 RA 1080
8 hours of relevant training 16 hours of relevant training

PONSIBILITIES
showing its integration within and across learning areas

ner responsibility and achievement
sive to learner diversity

ation
t types of assessment tools for the improvement of the teaching and learning process

external stakeholders in the educative process
onal organizations for self-growth and advancement
ng, class monitoring and observation, organizing/leading/serving as

2

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF VERIFICATION QET Outstanding
Quality (5)
1. Modelled Classroom Observation
effective Tool (COT) rating sheet Modelled Level
applications of from 8 in Objective 1
content 1. an observation of as shown in
knowledge COT rating
within and synchronous sheets
across teaching (limited face-to-
curriculum face teaching, online
teaching areas teaching, or two-way radio
instruction)
2. if option 1 is not possible,
an observation of a
recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are not
possible, an observation
of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

*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 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
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

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

PERFORMANCE INDICATOR

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

(4) Modelled Level
4 in Objective 1
Modelled Level Modelled Level Modelled Level as shown in
COT rating
7 in Objective 1 6 in Objective 1 5 in Objective 1 sheets

as shown in as shown in as shown in

COT rating COT rating COT rating

sheets sheets sheets

or

No acceptable
evidence was
shown

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 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 VERIFICATION QET Outstanding
(5)

2. Evaluated Any supplementary material (in Quality Modelled and
with print / digital format) made by the evaluated with
colleagues the ratee* and used in the lesson colleagues
effectiveness delivery that highlights teaching effective
of teaching strategies that promote learner strategies that
strategies that achievement in literacy and numeracy reflect
promote adjustments or
learner ● activity sheet/s modifications
achievement ● one lesson from a self-learning in teaching
in literacy and practices to
numeracy module (SLM) enhance critical
● lesson plan (e.g., DLP, DLL, literacy and/or
critical
WHLP, WLP, WLL, Lesson numeracy skills
Exemplars, and the likes) as evidenced by
● video lesson the submitted
● audio lesson 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 evaluated
teaching strategies that promote
learner achievement in literacy and
numeracy

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

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: Activity Sheet 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 | Highly Proficient Teachers

PERFORMANCE INDICATOR

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

(4)

Modelled and Modelled and Modelled and No

evaluated with evaluated with evaluated with acceptable

colleagues colleagues colleagues evidence was

effective effective effective shown

strategies that strategies that strategy/ies that

reflect reflect reflect/s

r integration of consistent application of

well-connected application of relevant

teaching relevant teaching

practices that teaching practices that

l promote critical practices that promote critical

literacy and/or promote critical literacy and/or

critical literacy and/or critical

s numeracy skills critical numeracy skills

y as evidenced by numeracy skills in some

the submitted in all aspects aspects of the

learning material of the lesson lesson as

as evidenced by evidenced by

the submitted the submitted

learning material learning material

more teachers, ratee should specify and provide annotations of one’s contribution to a

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

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

4

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE MEANS OF QET Outstanding
VERIFICATION (5)

3. Modelled Classroom Observation Modelled Level M
and supported Tool (COT) rating sheet 8 in Objective 3 7
colleagues in from as shown in a
the proficient 1. an observation of COT rating C
use of Mother sheets s
Tongue, synchronous
Filipino and teaching (limited face-to- Quality
English to face teaching, online
improve teaching, or two-way
teaching and radio instruction)
learning, as 2. if option 1 is not possible,
well as to an observation of a
develop recorded video lesson or
learners’ pride audio lesson that is SLM-
of their based or MELC-aligned
language, 3. if options 1 and 2 are not
heritage and possible, an observation
culture. of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

*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 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
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

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

PERFORMANCE INDICATOR

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

(4) Modelled Level 4
in Objective 3 as
Modelled Level Modelled Level Modelled Level shown in COT
rating sheets
7 in Objective 3 6 in Objective 3 5 in Objective 3
or
as shown in as shown in as shown in

COT rating COT rating COT rating

sheets sheets sheets

No acceptable
evidence was
shown

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 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 (5)

4. Displayed a Classroom Observation Modelled Level M
wide range of Tool (COT) rating sheet 8 in Objective 4 7
effective verbal from as shown in a
and non-verbal 1. an observation of COT rating C
classroom sheets s
communicatio synchronous
n strategies to teaching (limited face-to- Quality
support learner face teaching, online
understanding, teaching, or two-way
participation, radio instruction)
engagement 2. if option 1 is not possible,
and an observation of a
achievement recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are not
possible, an observation
of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

*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 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
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

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

PERFORMANCE INDICATOR

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

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

COT rating COT rating COT rating

sheets sheets sheets

No acceptable
evidence was
shown

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 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)
Quality
5. Exhibited Classroom Observation Modelled Level
effective Tool (COT) rating sheet 8 in Objective 5
strategies that from as shown in
ensure safe and 1. an observation of COT rating
secure learning sheets
environments to synchronous
enhance teaching (limited face-to-
learning through face teaching, online
the consistent teaching, or two-way
implementation radio instruction)
of policies, 2. if option 1 is not possible,
guidelines and an observation of a
procedures recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are not
possible, an observation
of a demonstration
teaching* via LAC
with proof of attendance of
colleague/s

*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 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
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

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

PERFORMANCE INDICATOR

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

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

as shown in as shown in as shown in

COT rating COT rating COT rating

sheets sheets sheets

or

No acceptable
evidence was
shown

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 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. Exhibited Classroom Observation Modelled Level M
effective Tool (COT) rating sheet 8 in Objective 6 7
practices to from as shown in a
foster learning 1. an observation of COT rating C
environments sheets s
that promote synchronous
fairness, respect teaching (limited face-
and care to to-face teaching, online
encourage teaching, or two-way
learning radio instruction)
2. if option 1 is not
possible, an observation Quality
of a recorded video
lesson or audio lesson
that is SLM-based or
MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching*
via LAC
with proof of attendance
of colleague/s

*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 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
COT Rating Sheet 1 Rating Scale Rating 3.500 Quality
COT Rating Sheet 2
7 4 4
(Very Satisfactory)
6 3

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

PERFORMANCE INDICATOR

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

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

COT rating COT rating COT rating

sheets sheets sheets

No acceptable
evidence was
shown

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 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 Outstanding
Quality (5)
7. Worked with Any supplementary material (in print /
colleagues to digital format) made by the ratee* and Modelled
share used in the lesson delivery that varying
successful highlights successful strategies that strategies that
strategies that sustain supportive learning environments sustain a
sustain that nurture and inspire learners to supportive
supportive participate, cooperate and collaborate in learning
learning continued learning environment for
environments ● activity sheet/s learners to
that nurture ● one lesson from a self-learning recognize
and inspire each other’s
learners to module (SLM) learning
participate, ● Lesson plan (e.g., DLP, DLL, WHLP, strengths and
cooperate and value the
collaborate in WLP, WLL, Lesson Exemplars, and contribution of
continued the likes) others as
learning ● video lesson evidenced by
● audio lesson the submitted
● other learning materials in print / learning
digital format (please specify and material
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

Elements of collaborative learning – positive interdependence, individual accountability, and share

*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: Activity Sheet 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 | Highly Proficient Teachers

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 engage and engage
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 class

material learning as discussions as

shown in the shown in the

submitted submitted

learning learning

materials materials

ed authority in assessing and facilitating one’s learning.
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

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 print Quality Modelled and
successful / digital format) made by the ratee* discussed with
strategies and and used in the lesson delivery that colleagues
supported highlights successful strategies in effective
colleagues in promoting learning environments strategies that
promoting that effectively motivate learners to reflect
learning work productively by assuming modifications
environments responsibility for their own learning in teaching
that effectively ● activity sheet/s practices to
motivate ● one lesson from a self-learning sustain learner
learners to motivation in
work module (SLM) monitoring and
productively ● lesson plan (e.g., DLP, DLL, evaluating their
by assuming own learning
responsibility WHLP, WLP, WLL, Lesson as shown in the
for their own Exemplars, and the likes) submitted
learning ● video lesson learning material
● audio lesson
● 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 support given to them in
motivating learners to work
productively by assuming for their own
learning

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

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: Activity Sheet 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 | Highly Proficient Teachers

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

more teachers, ratee should specify and provide annotations of one’s contribution to a
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

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499

Poor (1) 1.000-1.499

10