RPMS PORTFOLIO

DEPARTMENT OF EDUCATION
National Capital Region

Division of Pasig City
SANTOLAN HIGH SCHOOL

San Isidro, Marisol Subd., Santolan, Pasig City

RPMS

Results-Based Performance Management System

PORTFOLIO

PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS

S.Y. 2021 - 2022

EDUKASYON SA PAGPAPAKATAO

RINO P. SANGARIOS

Teacher I

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 1

Content, Knowledge
& Pedagogy

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 1

OBJECTIVE 1

Applied knowledge of content within
and across curriculum teaching areas.

Means Of Verification

Classroom Observation Tool (COT) rating sheet or
inter-observer agreement form from
1. an observation of synchronous teaching
(limited face-toface teaching, online 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

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

My first class observation with Grade 8 - Online Class 2 with Mrs. Sampaga, my Head Teacher, with the
topic "Angkop na kilos ng Lider at Tagasunod", was rated 5 points for the indicator 1 that signifies
Application of knowledge of content within and across curriculum teaching areas. The observer had even
supported this notion in her comment, "Impressive presentation and mastery of the lesson. He explained
significant ideas in a clear and practical way."

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Annotation

In my One year of teaching in ESP, it really broadens my life personal views of how we live, how we
understand life especially with the context of, "Pagpapakatao", and by simply applying these simple and
basic ideas and terms that been our content in ESP's daily lessons. Those made the learning meaningful
and relatable as what I have been using on my teaching instruction like as presented in the above evidence
from my COT1.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

My second observation was been rated by Mrs. Durante, my Master Teacher, the topic was about "Mga
bunga ng hindi pagsunod at paggalang sa magulang at nakakatanda". This observation was done in Grade
8 - TBCM2 using text-based messenger instruction. The rater gave 6 points for objective 1 as how I
applied knowledge of content within and across curriculum teaching areas during this lesson.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Annotation

My second observation was been rated by Mrs. Durante, my Master Teacher, the topic was about "Mga
bunga ng hindi pagsunod at paggalang sa magulang at nakakatanda". This observation was done in Grade
8 - TBCM2 using text-based messenger instruction. The rater gave 6 points for objective 1 as how I
applied knowledge of content within and across curriculum teaching areas during this lesson.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 1

OBJECTIVE 2

Used research based knowledge and
principles of teaching and learning to
enhance professional practice.

Means Of Verification

One (1) lesson plan with annotations
identifying the research-based knowledge
and/or principles of teaching and learning
used as basis for planning / designing the
lesson

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Applying online
platforms for
checking of
attendance.

Retention on
learning and
understanding.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

scaffolding
instruction

Identifying the
learners' basic
knowledge through
exitentialism

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Teacher clarity
(learning goals,
expectations,
content delivery,
assessment results,

etc.)

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Rewards based on a
specific

performance
standard

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 1

OBJECTIVE 3

Displayed proficient use of Mother
Tongue, Filipino and English to
facilitate teaching and learning.

Means Of Verification

Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from
1. an observation of synchronous teaching (limited faceto-
face teaching, online 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

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

I received 5 points in COT1 under indicator 2 about the Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and learning.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

6 points was given as my rating in my COT2 in this objective, "Displayed proficient use of Mother
Tongue, Filipino and English to facilitate teaching and learning."

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 1

OBJECTIVE 4

Used effective verbal and non-verbal classroom
communication strategies to support learner
understanding, participation, engagement and
achievement.

Means Of Verification

Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from:
1. an observation of synchronous teaching (limited faceto-
face teaching, online 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
demonstra

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

With the use of Nonverbal communication types in teaching that include facial expressions, gestures,
paralinguistics such as loudness or tone of voice, body language, proxemics or personal space, eye gaze,
haptics (touch), appearance, and artifacts. Also by presenting puzzles, pictures and charts that were used
in the lesson especially in an Online Class all of them will be able to add meaningful, conveying and
exchanging messages without the use of spoken words. And thus I was rated for this Objective with 6
points as seen in indicator 3.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

In my COT2, I was rated with 6 points also. Even it was a text-based messenger class I was still able to
convey verbal communication strategies with the help of providing videos and audios to aid learning and
boost their interest with stories related to our topic.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 2

Learning
Environment

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 2

OBJECTIVE 5

Established safe and secure learning
environments to enhance learning through the
consistent implementation of policies,
guidelines and procedures.

Means Of Verification

Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from:
1. an observation of synchronous teaching (limited faceto-
face teaching, online 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
demonstra

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

The rater gave 6 points for my COT1 under indicator number 4 about establishing safe and secure
learning environments to enhance learning through the consistent implementation of policies, guidelines
and procedures. She even quoted from her comments, "The teacher started the lesson with the usual
ROUTINE (attendance checking, prayer, drill and review", as an evidence of consistent implementation of
policies, guidelines and procedures in teaching.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

My COT2 gave 7 points for this objective and was strongly supported with the side comment about how the
lesson flows.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 2

OBJECTIVE 6

Maintained learning environments that
promote fairness, respect and care to
encourage learning.

Means Of Verification

Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from:
1. an observation of synchronous teaching (limited faceto-
face teaching, online 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
demonstra

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

My COT1 was rated 6 points under indicator number 6 which was evaluated of how I maintained learning
environments that promote fairness, respect and care to encourage learning through multiple ways and
strategies with the aid of some applications from Classpoint and Powerpoint.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

I keep the interest of the students even in a text-based messenger lesson by providing HOTS questions and
relatable situations where everyone has equal and fair opportunity to share, and express their ideas and
opinions. All answers were given appreciation and constructive feedbacks to promote development,
motivation and learning. After every lesson, I make sure to express my gratitude to every learner who
participated well during the whole lesson by given recognition such as "STARS OF THE DAY".

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV PERFORMANCE CHECKLISTS

TEXT-BASED MESSENGER INSTRUCTION AND ACTIVITIES

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 2

OBJECTIVE 7

Maintained learning environments that
nurture and inspire learners to
participate, cooperate and collaborate in
continued learning.

Means Of Verification

SET A
Any supplementary material (in
print/digital format) made by the ratee*
and used in the lesson delivery that
highlights maintaining learning
environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning

● activity sheet/s
● one lesson from a self-learning module
●(SLM)

lesson plan (e.g., DLP, DLL, WHLP, WLP,
WLL, lesson exemplars, and the likes)

● video lesson
● audio lesson
● other learning materials in print/digital

format (please specify and provide
annotations) with client/learner feedback
on how the material encouraged the learners
to participate, cooperate, and collaborate

SET B
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form
from:
1. an observation of synchronous teaching
(limited face-to-face teaching, online
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

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

In maintaining learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning was evaluated as 6 points in my COT1 under indicator number 6. The
lesson was being hype up with the integration of different gamification available on Classpoint such as
word cloud, digitized drawing, multiple choice and even random calling of students.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

I was rated 7 points for COT2 for this objective under the indicator number 6. The lesson was very
interesting with the aid of videos and pictures as exemplars of the topic. I catches their attention as they
relate to the story presented to them during the activity. It sparks their interest to participate, cooperate
and collaborate to the given task to achieve the lesson of the day.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 2

OBJECTIVE 8

Applied a range of successful strategies that
maintain learning environments that motivate
learners to work productively by assuming
responsibility for their own learning.

Means Of Verification

SET A
Any supplementary material (in
print/digital format) made by the ratee*
and used in the lesson delivery that
highlights maintaining learning
environments that nurture and inspire
learners to participate, cooperate and
collaborate in continued learning

● activity sheet/s
● one lesson from a self-learning module
●(SLM)

lesson plan (e.g., DLP, DLL, WHLP, WLP,
WLL, lesson exemplars, and the likes)

● video lesson
● audio lesson
● other learning materials in

print/digital format (please specify and
provide annotations) with client/learner
feedback on how the material encouraged
the learners to participate, cooperate,
and collaborate

SET B
Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form
from:
1. an observation of synchronous teaching
(limited face-to-face teaching, online
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

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 1

Annotation

With the given help of the online platforms during the class session, the students' learning were
maintained and productively work with the lesson as the teacher provided multiple strategies to catch their
attention and maintained a good learning environment even in an online class. And yet students were
being taught to have responsibility to their own learn.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

COT 2

Annotation

I was rated 6 points for this objective from indicator number 7. Given the limited applications and
activity that can be designed in a text-based messenger class, however I still try out to seek more
enjoyable, relatable and valid examples and learning activities that would still cater their needs and
interest on our lessons.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 3

Diversity of Learners,
Curriculum and Planning, &
Assessment and Reporting

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 3

OBJECTIVE 9

Designed, adapted and implemented teaching
strategies that are responsive to learners
with disabilities, giftedness and talents.

Means Of Verification

SET A

Classroom Observation Tool (COT)

rating sheet or inter-observer

agreement form from:

1. an observation of synchronous

teaching (limited face-to-face

teaching, online 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

SET B

Teacher Reflection Form (TRF) on

designing, adapting, and/or

implementing teaching strategies that

are responsive to learners with

disabilities, giftedness and talents

and a certification from the school

head that the ratee’s classes have no

identified learner/s with

disabilities, giftedness and/or

talents

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV JULY 16, 2022
ESP 8
RINO P. SANGARIOS
CAROLINA Y. SAMPAGA

YOUR REFLECTION



In designing the concept of modified instruction or differentiated instruction that should
be used to meet the needs of a variety of students. This can be done first by getting to
know the students in the class, understanding not only their learning styles and learning
preferences but also demonstrating concern for each student by tailoring instruction to
meet the needs of each student individually. Knowing each student is unique in their own
ways, which it affects the way individuals with normal or above average intelligence take
in, retain, and express information. In the same way students with learning disabilities
have a way of challenging almost every teacher due to the learning characteristics that are
displayed by many kids with learning difficulties. In relation to Clara, students with special
needs may be less interested in the learning process, unable to cope with various
directions, and have disorganized thinking and work habits. And when these deficiencies
are combined with rather serious academic deficiencies, the situation becomes much
more complicated.

I have known a basic knowledge of one example of disabilities that affects their behavior
and the way they learn and is called Attention deficit hyperactivity disorder (ADHD). It is
one of the most common neurodevelopmental disorders of childhood. Children with
ADHD may have trouble paying attention, controlling impulsive behaviors (may act
without thinking about what the result will be), or be overly active.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

According to some research from NHS UK, “ADHD is more often diagnosed in
boys than girls. Girls are more likely to have symptoms of inattentiveness only and
are less likely to show disruptive behavior that makes ADHD symptoms more
obvious.” The main signs of inattentiveness are having a short attention span and
being easily distracted; making careless mistakes – for example, in schoolwork;
appearing forgetful or losing things; being unable to stick to tasks that are tedious
or time-consuming; appearing to be unable to listen to or carry out instructions;
constantly changing activity or task; having difficulty organizing tasks. While the
main signs of hyperactivity and impulsiveness are being unable to sit still, especially
in calm or quiet surroundings; constantly fidgeting; being unable to concentrate on
tasks; excessive physical movement; excessive talking; being unable to wait their
turn; acting without thinking; interrupting conversations; little or no sense of
danger.

In order design a learning instruction that supports this kind of disorder may
follow some behavioral strategies to help manage children with ADHD: give praise
and rewards when rules are being followed; give clear, effective directions or
commands; establish healthy habits; develop routines around homework and
chores; help them build relationships with their peers; and assign activities that
promotes strong social skills and maintain friendships.
Beyond everything, I must always assure that a specific student with some special
needs is comfortable in my class before trying out any learning strategies. Knowing
students with learning difficulties may become very uncomfortable with peer
response. Sometimes they face hardship in expressing themselves. In addition,
they might also feel ashamed about sharing their own thoughts and ideas about
certain topic with the fear that they might be judged by their classmates. In this
situation, I can give that student the time and space what he/she wants, but I’ll
make it clear from the start that RESPECT is a must inside and outside of the
classroom. So, everyone is allowed to express themselves and grow at their own
pace.

After all, as a teacher, it is our duty to hone our students to be the best versions
of themselves. I must practice establishing open communication with them to make
sure that they’re seen, valued, and heard because ensuring that respect and
tolerance are promoted in the classroom starts with the teacher by understanding
each individual student. Hence, I’ll try my best to take the time to learn about each
student’s cultural background, hobbies, learning styles, and what makes them
unique, since I strongly believe that if students feel appreciated by and comfortable
with the teacher, there’s a better chance they’ll feel comfortable talking with and
respecting their peers in the class, making learning fun and worthwhile whatever
the learning strategy that is given which all promotes inclusivity on our lessons.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV JULY 16, 2022
ESP 8
RINO P. SANGARIOS
CAROLINA Y. SAMPAGA

1.Pre-Test for Volunteers
2.2. Speak to Student Interests
3.3. Enable Gifted Students to Work Together

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 3

OBJECTIVE 10

Adapted and used culturally
appropriate teaching strategies to
address the needs of learners from
indigenous groups.

Means Of Verification

SET A

Classroom Observation Tool (COT)

rating sheet or inter-observer

agreement form from:

1. an observation of synchronous

teaching (limited face-to-face

teaching, online 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

SET B

Teacher Reflection Form (TRF) on

designing, adapting, and/or

implementing teaching strategies that

are responsive to learners with

disabilities, giftedness and talents

and a certification from the school

head that the ratee’s classes have no

identified learner/s with

disabilities, giftedness and/or

talents

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV JULY 16, 2022
ESP 8
RINO P. SANGARIOS
CAROLINA Y. SAMPAGA

YOUR REFLECTION
Indigenous Peoples Rights Act 1997 (Republic Act No. 8371 of 1997). An Act to recognize, protect and
promote the rights of Indigenous Cultural Communities/Indigenous Peoples, creating a National
Commission on Indigenous Peoples, establishing implementing mechanisms, appropriating funds
therefor, and for other purposes. With this they are entitled to a well-rounded education. Education
that reflects their shared values, feelings, principles and general ideas. Education that not only
common students can access but also IPs students. In the given situation, I believe the teacher was
prepared to give thorough consideration to the five students. The teacher is student-centered and
gave differentiated instructions in which learners had choices to choose from in the assessment
he/she gave. I believe that in this assessment there was equality for all students and the teacher has
been sensitive to the students he/she handled. In this scenario, we are taught to be compassionate
and caring, to reflect on our ideas about people from other cultures, to reflect on our own cultural
frames of reference, and to be knowledgeable about other cultures of our students. As a teacher,
we must be aware of our students' backgrounds, whether they are from common or Ips student, so
that we can meet their needs and ensure that they all have access to the quality of education we
provide. We should recognize the importance of including students' cultural references in all aspects
of learning.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

Education is regarded as a human right in and of itself and an essential tool for

achieving other human rights and fundamental freedoms. It is the door through

which economically and socially under privileged people can rise beyond poverty

and fully access the resources they need to engage in their communities fully.

Education is becoming more widely recognized as one of the best long-term

financial and social investments a countr
y can make Indigenous children and
aduEldtsuccaatnioenxiesrrceisgearadneddeansjoayhtuhmeairnercigohntoimn aicn,dsoocfiiatsl,ealfnadncdualtnueraslsreingthiatsl twoiotlhfothre
helpacohfiaepvipnrgooptrhiaetreheudmuacnartiioghnt.sItaanldsofuinmdparmoevnetsatlhfreeiredaobmilisty.Ittoisethxeedrcoioser tchirvoilugh
rwighhitcsh, eaclloonwoimngictahlelymantod shoacviealalymunodreerpsrigivniilfeigcaendtpseaoypinlepcoalnitriicsael bpeoyliocnyddpeocviseirotnysand
tfhualltyaafcfecectssthtehier rheusmouarncersigthetsy. nAeseadrteoseunlgt,aegdeuincathtieoinrciosmcrmituicnailtifeosrfuthllye.eEndjuocyamtioennits,

prbeesceorvmaitniognm, aonredwtridaenlsymreicsosigonnizoefdinasdiogneenoofuthsecubletustrleosn,gl-atnegrmuafgineasn, cciuasltaonmdso, acniadl

knowledge. investments

acountrycanmake.Indigenouschildrenandadultscanexerciseandenjoytheireconomic,s

Thoecgiaivl,eanndacsusletusrsamlreignhttaswboitvhethweihlleplproovfaidpeprtohperilaetaerneedruscawtiitohn.thIteailrsochimoipcreo.vTehsistheir
cfienarrloebtitemimilcritceayvulntafloottpruriaoeotrnlhxuaiecedlsryeachcdnpiuoejspolcletdyriusomecriarieoevscnsinhlosrta,ifwpgntrhrhdiielagtlsstrhbe,eatosalrsfi,vfogl.celasiSoucottewsitnoptttihsnonoAe,mgbsaiwirynstthiidh,fvlaelotuenrmacmadcluntlkaooossnnmwimnhoragmwitigsvhlouhseeenitndoassgiin.ttnmAeyuods.fdoliiianrevfeedinrdiestbgussieegauwtnnllwsotihf,euaeiocessdarcnuaenucsitclnatpsetudeainroicyevtntriisndami,slulpaaaonyllgsiotuircasag, le
councTihloergsi,vaenndasmseesdsicmael notffaicbeorvsetwoilclopnrodvuicdtetthheeilreaasrnseesrssmweitnhtt,hwehiriclehoSiecteB. Twhiisll let
theintinedrcigueltnuoraulsapleparornacehrswdioll bthoeoisrtinpotesritviiveewcsowmimthutnhiteyirlifdeabtuet/wceheienftinadiniv, icdoumalmsfruonmity
eldvearrsi,oaunsdcuhletuarleerssa.nTdhrieslcigainonhseblpyfuoscuusnidngerosntainnddivthideuastlsuadsenatcse’ pntrreafleerleenmceens,tand
strenhogltdhesrasnodfriwgehatsk.nSeestsAewsiwll haellnowcothmemstuudneicnattsinwghaonrdeshpoewcttmhaeysoercsa, ncohuenlcpiloorrs,

hinder aunsdwmheedniccaol mofmficuenrsictaoticnognadcurcotsthseciur latussres.sTmheisntg, owohdileinSteetrBcuwltiulllreatl the

coinmdmiguennoicuastlieoanrnfuernsddaomtehnetirailnlyterrevqieuwirseswinthtetrhceuirltduartaul/cahwiaefrteanine,scso, manmunityelders,
uanndderhsetaalnedrsin. gThtihsactadnifhfeerlpenutscuunldtuerresstahnadvtehedisffteurdeennttss’tapnredfaerrednscaensd, sntorernmgsth. sThaend
ideawiseathknaet sifsyeosuwdhoenn’tcuomndmeurnsticaantdinhgoawndyhoouwr sthtuedseenctasnchoemlpmournhiicnadteer, uyosuwmheignht
make scoommempuonoicradtiencgisaiocrnossasscaultteuarecsh.eTrh. iIsntgeorocdulitnutrearcl cuoltmurmalcuonmicmatuionniciasticornucial in
slhcacounhwlfgtouuunyoraodleguaasermnhsdteahtnvueaetddtaedulylnicyoftafusretericaoqeorunnemitrbcmseeotsuacminannifudtcoaesarerrttdceaisut,blypalteuonrruedwavmlnietaohingwr.tmhsatsrbme.anTadhekseteesi,sadaocenhmauiinensgdpt.eohUroassrtteidafenaycdnoiiyusnigldooontchnsaa’lattosudrniafodfteefefrriaesccntiaahtlnedr.

Intercultural communication is crucial in school and education because it prevents

bad teaching. Use any local or official language that you are comfortable with.




ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV JULY 16, 2022
ESP 8
RINO P. SANGARIOS
CAROLINA Y. SAMPAGA

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

1. Know cultural needs
2. Relate examples to their

environment and community

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 3

OBJECTIVE 11

Adapted and implemented learning
programs that ensure relevance and
responsiveness to the needs of all
learners.

Means Of Verification

1. Proof of evaluation on the implementation of the adapted /
contextualized learning program
2. Progress report on the implementation of the adapted /
contextualized learning program
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

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

IMPLEMENTATION OF EXPANDED F2F CLASSES

Rino P. Sangarios

Annotation

As part of the implementation of Expanded Face to Face classes, I was the Adviser of Grade 8 Modular
Class 1 as one of the chosen section to participate in this contextualized learning program in the amidst of
Pandemic during this new normal. This was been possible after the school passed the Evaluation of
conducting F2F Classes.

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

KRA 3

OBJECTIVE 12

Utilized assessment data to inform
the modification of teaching and
learning practices and programs.

Means Of Verification

A list of identified least / most mastered skills based on the
frequency of errors / correct responses with any of the following
supporting MOV:
1. accomplishment report for remedial / enhancement activities
(e.g., remedial sessions, Summer Reading Camp, Phil-IRI-based
reading program)
2. intervention material used for remediation / reinforcement /
enhancement
3. lesson plan/activity log for remediation / enhancement
utilizing of assessment data to modify teaching and learning
practices or programs

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers

MOV

ESP DEPARTMENT I RPMS PORTFOLIO FOR S.Y. 2021 - 2022 I Proficient Teachers