Position and Competency Profile: Rpms Tool For Master Teacher I-Iv (Highly Proficient Teachers)
Position and Competency Profile: Rpms Tool For Master Teacher I-Iv (Highly Proficient Teachers)
Position and Competency Profile: Rpms Tool For Master Teacher I-Iv (Highly Proficient Teachers)
Department of Education
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary Education or Bachelor's Bachelor of Secondary Education
degree plus 18 units in Education and 18 units for a Master's
degree in Education or its equivalent (MT-I), Bachelor of
Elementary/Secondary Education or Bachelor's degree plus 18
professional units in Education and 24 units for a Master's degree
in Education or its Equivalent (MT-II)
Experience 12 years
Licensure Examination for Teachers (LET);
Eligibility RA 1080 September 25, 2014
Trainings
B. Preferred Qualifications
Education Master's Degree Graduate
Experience 3 years in service as Teacher III
Eligibility Licensure Examination for Teachers
Trainings Relevant trainings
Department of Education
JOB SUMMARY
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INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)
1. CONTENT 1. Modeled effective Modeled effective Modeled effective Modeled effective Modeled effective No
applications of applications of applications of applications of applications of acceptable
KNOWLEDGE content content content content evidence
AND content knowledge
knowledge within knowledge within knowledge within knowledge within was shown
within and across
PEDAGOGY curriculum
and across and across and across and across
teaching areas.
Quality curriculum curriculum curriculum curriculum 5
teaching areas as teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
May 2018
to April 7.5% Submitted at least Submitted 3 Submitted 2 Submitted 1 No
5 0.375
2019 4 leassons as leassons as leassons as leasson as acceptable
evidenced by evidenced by evidenced by evidenced by evidence
MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
Efficiency supported by any colleagues and colleagues and colleagues and 5
1 of the other supported by any supported by any supported by any
MOV given 1 of the other 1 of the other 1 of the other
MOV given MOV given MOV given
Timeliness
Timeliness
2. LEARNING 4. Worked with Used classroom Used classroom Used classroom Used classroom No
colleagues to model management management management management acceptable
ENVIRONMEN strategies that strategies that strategies that strategies that evidence
and share effective
T AND techniques in the engage learners engage learners engage learners engage learners was shown
DIVERSITY OF management of in activities/ tasks in activities/ tasks in activities/ tasks in activities/ tasks
Quality as shown in MOV as shown in MOV as shown in MOV as shown in MOV 4
LEARNERS classroom sturcture
1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
to engaged 7 6 5 4
learners,
individually or in May 2018
groups, in to April 7.5% 4.5 0.338
meaningful Submitted at least Submitted 3 Submitted 2 Submitted 1 No
2019
exploration, 4 lessons lessons supported lessons supported lesson supported acceptable
discovery and supported by by MOV 1 and by MOV 1 and by any of the evidence
hands-on activities MOV 1 and any 1 any 1 of the other any 1 of the other acceptable MOV was shown
Efficiency of the other acceptable MOV acceptable MOV 5
within a range of
acceptable MOV
physical learning
environments.
Timeliness
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)
//SGOD-gpm©2018 Page 1 of 4
2. LEARNING 5. Exhibited effective Exhibited effective Exhibited effective Exhibited effective Exhibited effective No
and constructive and constructive and constructive and constructive and constructive acceptable
ENVIRONMEN behavior behavior behavior behavior evidence
behavior
T AND management management management management was shown
management skills skills by applying skills by applying skills by applying skills by applying
DIVERSITY OF by applying positive and non- positive and non- positive and non- positive and non-
LEARNERS positive and non- violent discipline violent discipline violent discipline violent discipline
violent discipline to ensure to ensure to ensure to ensure
to ensure learning- learning-focused learning-focused learning-focused learning-focused
focused
Quality environments as environments as environments as environments as 4
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
environments. with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
May 2018
to April 7.5% 4.5 0.338
2019
Timeliness
6. Worked with Worked with Worked with Worked with Worked with No
colleagues to colleagues at colleagues at colleagues in the colleagues but no acceptable
least in the least in the school department or evidence of evidence
share
district/cluster level to share grade level to sharing with shown
differentiated,
developmentally
Quality level to share lesson share lesson others 4
lesson
appropriate
opportunities to
address learner's
differences in May 2018 Submitted at least Submitted at least Submitted at least Submitted at least No
gender, needs, to April 7.5% 1 leasson as 1 leasson as 1 leasson as 1 leasson as acceptable 4.5 0.338
strengths, 2019 evidently shown evidently shown evidently shown evidenced by evidence
interests and in MOV 1 and in MOV 1 and in MOV 1 and either MOV 2 or 3 shown
supported by any supported by any supported by any but no evidence
experiences. Efficiency acceptable MOV 5
acceptable MOV acceptable MOV of sharing with
others
Timeliness
3. CURRICULUM 7. Developed and Developed and Developed and Developed and Developed and No
applied effective applied effective applied effective applied effective applied effective acceptable
AND strategies in the strategies in the strategies in the strategies in the evidence
strategies in the
PLANNING planning and planning and planning and planning and was shown
planning and management of management of management of management of
management of developmentally developmentally developmentally developmentally
developmentally sequenced sequenced sequenced sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and Quality learning learning learning learning 4
learning processes as processes as processes as processes as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
processes to meet with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
curriculum
requirements and
varied teaching
contexts. May 2018
to April 7.5% 4.5 0.338
2019 Submitted at least Submitted 2-3 Submitted 1 Submitted 1 No
4 lessons as lessons as lesson as lesson as acceptable
evidenced by evidenced by evidenced shown evidenced by any evidence
MOV 1 and 2 and MOV 1 and 2 and in MOV 1 and/or 2 1 of the was shown
supported by any supported by any and supported by acceptable MOV
1 of the other 1 of the other any 1 of the other
Efficiency acceptable MOV acceptable MOV acceptable MOV 5
applied effective
strategies in the
planning and
management of
developmentally
sequenced
teaching and
learning
INDIVIDUAL PERFORMANCE
processes to meet COMMITMENT AND REVIEW FORM (IPCRF) FOR MASTER TEACHER I-IV
curriculum
requirements and
Name of Employee: JULITO S. MANOSA
varied teaching Name of Rater: SUPERIANO A. MAGLANGIT, Ed.D.
contexts. May 2018
Position: Master Teacher I to April Position: School Principal II
7.5% 4.5 0.338
District/School: TEOFILA C. QUIBRANZA 2019 NATIONAL HIGH SCHOOL Date of Review: October 2018
Rating Period: May 2018 to April 2019
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)
Timeliness
//SGOD-gpm©2018 Page 2 of 4
3. CURRICULUM 8. Reviewed with Consistently led Frequently led Occasionally led Rarely led No
colleagues, collaborative collaborative collaborative collaborative acceptable
AND reviews of teacher reviews of teacher reviews of teacher reviews of teacher evidence
teacher and
PLANNING and learner and learner and learner and learner was shown
learner feedback feedback as feedback as feedback as feedback as
to plan, facilitate Quality evidenced by evidenced by evidenced by evidenced by 4
and enrich MOV submitted MOV submitted MOV submitted MOV submitted
teaching practice.
Timeliness
Timeliness
Timeliness
//SGOD-gpm©2018 Page 3 of 4
4. ASSESSMENT 11. Interpreted and Consistently Frequently Occasionally Rarely collaborate No
collaboratively collaborate with collaborate with collaborate with with colleagues in acceptable
AND colleagues in the colleagues in the colleagues in the the interpretation evidence
monitoring and
REPORTING interpretation of interpretation of interpretation of of assessment was shown
evaluation assessment data assessment data assessment data data as shown in
strategies of Quality as shown in the as shown in the as shown in the the MOV 5
attainment data to MOV submitted MOV submitted MOV submitted submitted
support learner May 2018
progress and to April 7.5% 5 0.375
achievement. 2019
Submitted at least Submitted at least Submitted at least Submitted any 1 No
2 different types 3 of the same 2 of the same of the MOV acceptable
Efficiency of MOV kind of MOV kind of MOV evidence
5
was shown
Timeliness
Timeliness
5. PLUS FACTOR 13. Performed various Consistently Frequently Occasionally Rarely performed No
related performed special performed special performed special special tasks acceptable
tasks and/or tasks and/or tasks and/or and/or evidence
works/activities
assignments as assignments as assignments as assignments as was shown
that contribute to
the teaching-
Quality shown in the shown in the shown in the shown in the 5
MOV submitted MOV submitted MOV submitted MOV submitted
learning process
May 2018
to April 10.0% 5 0.500
2019 Submitted at least Submitted only 3 Submitted only 2 Submitted any 1 No
4 different kinds different kinds of different kinds of of the acceptable acceptable
Efficiency of acceptable
MOV
acceptable MOV acceptable MOV MOV evidence
was shown
5
Timeliness
TO BE FILLED OUT
TO BE FILLED OUT DURING PLANNING DURING EVALUATION
PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE PER Outstanding
Very
Satisfactory Unsatisfactory
Poor SCORE
KRA QET (5)
Satisfactory
(3) (2) RESULTS Q E T AVE
(4) (1)
Approving Authority:
//SGOD-gpm©2018 Page 4 of 4
RPMS TOOL FOR MASTER TEACHER I-IV (Highly Proficient Teachers)
PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
1. CONTENT 1. Modeled effective 1. Classroom observation tool (COT) rating sheet Modeled effective Modeled effective Modeled effective Modeled effective No
applications of and/or inter-observer agreement form about applications of applications of applications of applications of acceptable
KNOWLEDGE content knowledge content knowledge content knowledge content knowledge evidence
content knowledge effective applications of content knowledge within
AND within and across within and across within and across within and across was shown
within and across and across curriculum teaching areas curriculum curriculum curriculum curriculum
PEDAGOGY curriculum teaching teaching areas as teaching areas as teaching areas as teaching areas as
areas. 2. Lesson plans/modified DLLs used in demonstration shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
teaching highlighting integration of content Quality
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
knowledge within and across subject areas
2. Collaborated with 1. Copy of the research proposal focused on enriching Conducted, Conducted and Conducted action Proposed action No
colleagues in the knowledge of content and pedagogy completed and completed action research with research with acceptable
disseminated research with colleagues colleagues evidence
conduct and
2. Proof of participation and/or contribution to a Quality action research colleagues was shown
application of with colleagues
research to enrich collaborative research (e.g., email, actual output
knowledge of content submitte, terms of reference, etc.)
and pedagogy. 3. Certified completed collaborative research focused Submitted at least Submitted any 3 of Submitted any 2 Submitted any 1 No
on enriching knowledge of content and pedagogy 4 of the given MOV the acceptable MOV MOV acceptable
Efficiency MOV evidence
4. Proof of dissemination of research findings with was shown
colleagues
5. Proof of utilization of research findings Presented the Completed the Conducted the Proposed the No
research report research report research report research report acceptable
Timeliness within the rating within the rating within the rating within the rating evidence
6. Others (Please specify and provide annotations) period period period period was shown
3. Developed and 1. Classroom observation tool (COT) rating sheet Demonstrated Demonstrated Demonstrated Demonstrated No
applied effective and/or inter-observer agreement form about effective teaching effective teaching effective teaching effective teaching acceptable
strategies to strategies to strategies to strategies to evidence
teaching strategies to effective teaching strategies to promote critical and
promote critical promote critical promote critical promote critical was shown
promote critical and creative teaching, as well as other higher-order and creative and creative and creative and creative
creative thinking, as thinking skills thinking, as well as thinking, as well as thinking, as well as thinking, as well as
well as other higher- Quality other higher-order other higher-order other higher-order other higher-order
order thinking skills. 2. Lesson plans/modified DLLs used in demonstration thinking skills as thinking skills as thinking skills as thinking skills as
teaching highlighting different teaching strategies shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
that develop critical and creative thinking and/or with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
other HOTS
3. Instructional materials highlighting different teaching Submitted 4 or Submitted 3 Submitted 2 Submitted 1 lesson No
strategies that develop critical and creative thniking, more lessons as lessons as lessons as as evidently shown acceptable
evidently shown in evidently shown in evidently shown in in MOV 1 and evidence
and/or other HOTS
MOV 1 and MOV 1 and MOV 1 and supported by any was shown
4. Performance tasks/test materials used in Efficiency supported by any 1 supported by any 1 supported by any 1 of the other MOV
of the other MOV of the other MOV of the other MOV given
demonstration teaching given given given
5. Results of assessment used in demonstration
teaching
6. Others (Please specify and provide annotations) Timeliness
2. LEARNING 4. Worked with 1. Classroom observation tool (COT) rating sheet Used classroom Used classroom Used classroom Used classroom No
colleagues to model and/or inter-observer agreement form about sharing management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
and share effective effective techniques in the management of
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
techniques in the classroom structure activities/ tasks as activities/ tasks as activities/ tasks as activities/ tasks as
OF LEARNERS management of shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
classroom sturcture 2. Lesson plans/modified DLLs used in demonstration Quality with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
to engaged learners, teaching highlighting effective classroom
individually or in management strategies that engage learners in
groups, in meaningful activities/tasks in different physical learning
exploration, discovery environments
and hands-on
activities within a 3. Minutes of LAC highlighting the sharing on effective Submitted at least Submitted 3 Submitted 2 Submitted 1 lesson No
classroom management techniques 4 lessons lessons supported lessons supported supported by any acceptable
range of physical
supported by MOV by MOV 1 and any by MOV 1 and any of the acceptable evidence
learning Efficiency 1 and any 1 of the 1 of the other 1 of the other MOV was shown
environments. 4. Instructional materials used in demonstration other acceptable acceptable MOV acceptable MOV
teaching MOV
PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
2. LEARNING 5. Exhibited effective Classroom observation tool (COT) rating sheet Exhibited effective Exhibited effective Exhibited effective Exhibited effective No
and constructive and/or inter-observer agreement form about and constructive and constructive and constructive and constructive acceptable
ENVIRONMENT behavior behavior behavior behavior evidence
behavior effective teacher management of learner behavior
AND DIVERSITY management skills management skills management skills management skills was shown
management skills by using the following strategies: by applying by applying by applying by applying
OF LEARNERS applying positive and positive and non- positive and non- positive and non- positive and non-
non-violent discipline 1. Providing motivation violent discipline to violent discipline to violent discipline to violent discipline to
to ensure learning- Quality ensure learning- ensure learning- ensure learning- ensure learning-
focused 2. Praising the learners/Giving positive feedback focused focused focused focused
environments. environments as environments as environments as environments as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
3. Setting house rules/guidelines with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
4. Ensuring learner's active participation
5. Allowing learners to express their ideas/opinions Applied at least 7 Applied at least 7 Applied at least 7 Applied any of the No
of the given of the given of the given given strategies as acceptable
6. Giving equal opportunities to learners strategies as strategies as strategies as observed in only 1 evidence
Efficiency observed in at observed in at observed in at lesson was shown
least 4 lessons least 3 lessons least 2 lessons
7. Encouraging learners to asks questions
6. Worked with 1. Minutes of LAC session/s, highlighting one's sharing Worked with Worked with Worked with Worked with No
colleagues to share of strategies on differentiated and developmentally- colleagues at least colleagues at least colleagues in the colleagues but no acceptable
in the in the school level department or evidence of evidence
differentiated, appropriate opportunities to address learners'
district/cluster level to share lesson grade level to sharing with others shown
developmentally differences Quality to share lesson share lesson
appropriate
opportunities to 2. Lesson plans/modified DLLs highlighting on
address learner's differentiated and developmentally-appropriate
differences in gender, opportunities to address learners' differences
Submitted at least Submitted at least Submitted at least Submitted at least No
needs, strengths, 1 leasson as 1 leasson as 1 leasson as 1 leasson as acceptable
interests and 3. Corresponding instructional materials showing evidently shown in evidently shown in evidently shown in evidenced by evidence
experiences. differentiated and developmentally-appropriate Efficiency
MOV 1 and MOV 1 and MOV 1 and either MOV 2 or 3 shown
opportunities to address learners' differences supported by any supported by any supported by any but no evidence of
acceptable MOV acceptable MOV acceptable MOV sharing with others
4. Others (e.g., testimonial, write-ups from colleagues
of the lessons/insights gained from the Master
Teacher's sharing) Timeliness
3. CURRICULUM 7. Developed and 1. Classroom observation tool (COT) rating sheet Developed and Developed and Developed and Developed and No
applied effective and/or inter-observer agreement form about applied effective applied effective applied effective applied effective acceptable
AND PLANNING strategies in the strategies in the strategies in the strategies in the evidence
strategies in the effective strategies in implementing developmentally
planning and planning and planning and planning and was shown
planning and sequenced teaching and learning process management of management of management of management of
management of developmentally developmentally developmentally developmentally
developmentally sequenced sequenced sequenced sequenced
sequenced teaching 2. Results of learners' assessment during the actual Quality teaching and teaching and teaching and teaching and
and learning learning processes learning processes learning processes learning processes
teaching as shown in MOV as shown in MOV as shown in MOV as shown in MOV
processes to meet
1 with a rating of 8 1 with a rating of 7 1 with a rating of 6 1 with a rating of 5
curriculum 3. Lesson plans/modified DLLs used in demonstration
requirements and teaching highlighting developmentally sequenced
varied teaching teaching-learning process
contexts.
4. Instructional materials showing effective strategies Submitted at least Submitted 2-3 Submitted 1 lesson Submitted 1 lesson No
in developmentally sequenced teaching and 4 lessons as lessons as as evidenced as evidenced by acceptable
evidenced by MOV evidenced by MOV shown in MOV 1 any 1 of the evidence
learning process
1 and 2 and 1 and 2 and and/or 2 and acceptable MOV was shown
Efficiency supported by any 1 supported by any 1 supported by any 1
5. Performance tasks/test materials used in of the other of the other of the other
demonstration teaching acceptable MOV acceptable MOV acceptable MOV
8. Reviewed with 1. Implemented LAC/FGD Plan Consistently led Frequently led Occasionally led Rarely led No
colleagues, teacher collaborative collaborative collaborative collaborative acceptable
reviews of teacher reviews of teacher reviews of teacher reviews of teacher evidence
and learner feedback
and learner and learner and learner and learner was shown
to plan, facilitate and 2. Minutes of LAC/FGD sessions on use of teacher feedback as feedback as feedback as feedback as
enrich teaching and learner feedback to enrich teaching practice Quality
evidenced by MOV evidenced by MOV evidenced by MOV evidenced by MOV
practice. with proof of attendance submitted submitted submitted submitted
3. Others (Please specify and provide annotations) Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
collaborative collaborative collaborative collaborative acceptable
reviews of teacher reviews of teacher reviews of teacher review of teacher evidence
and learner and learner and learner and learner was shown
feedback as feedback as feedback as feedback as
Efficiency evidently shown in evidently shown in evidently shown in evidently shown in
MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
of the acceptable of the acceptable of the acceptable
MOV MOV MOV
8. Reviewed with
colleagues, teacher
and learner feedback
to plan, facilitate and
enrich teaching
practice.
PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
Timeliness
3. CURRICULUM 9. Advised and guided 1. Teaching and learning resources developed by Consistently Frequently advised Occasionally Rarely advised No
colleagues in the colleagues and critiqued on their alignment to advised colleagues colleagues in the advised colleagues colleagues in the acceptable
AND PLANNING in the selection, selection, in the selection, selection, evidence
selection, learning goals
organization, organization, organization, organization, was shown
organization, development and development and development and development and
development and use 2. Lesson plans by colleagues critiqued in terms of the use of appropriate use of appropriate use of appropriate use of appropriate
of appropriate alignment of the teaching and learning resources to teaching and teaching and teaching and teaching and
Quality
teaching and learning the indicated learning goals and appropriateness to learning resources learning resources learning resources learning resources
resources, including the target lerners. as shown in the as shown in the as shown in the as shown in the
ICT, to address MOV submitted MOV submitted MOV submitted MOV submitted
specific learning 3. Others (Please specify and provide annotations)
goals.
Timeliness
4. ASSESSMENT 10. Worked 1. Any proof of collaborative review if the test is Consistently Frequently Occasionally Rarely reviewed No
collaboratively with designed based on its purpose (e.g., diagnostic, reviewed reviewed reviewed collaboratively acceptable
AND collaboratively collaboratively collaboratively assessment tools evidence
REPORTING colleagues to review formative and summative)
assessment tools assessment tools assessment tools with colleagues was shown
the design, selection, with colleagues with colleagues with colleagues shown in the MOV
organization and use 2. Any proof of collaborative review of the alignment of Quality
shown in the MOV shown in the MOV shown in the MOV submitted
of a range of effective the test with the curriculum submitted submitted submitted
diagnostic, formative
and summative 2.1 formative test attached to a lesson plan
assessment
strategies consistent 2.2 summative assessment with TOS Submitted at least Submitted 3 Submitted 2 Submitted 1 No
4 assessment tools assessment tools assessment tools assessment tool as acceptable
with curriculum as evidently shown as evidently shown as evidently shown evidently shown in evidence
2.3 diagnostic test with TOS
requirements. in any of the in any of the in any of the any of the was shown
Efficiency acceptable MOV acceptable MOV acceptable MOV acceptable MOV
3. Others (Please specify and provide annotations)
Timeliness
11. Interpreted and 1. Collaborative interpretation of the index of mastery Consistently Frequently Occasionally Rarely collaborate No
collaboratively obtained from 1 class collaborate with collaborate with collaborate with with colleagues in acceptable
colleagues in the colleagues in the colleagues in the the interpretation of evidence
monitoring and
2. Collaborative interpretation of item analysis of interpretation of interpretation of interpretation of assessment data was shown
evaluation strategies Quality assessment data assessment data assessment data as shown in the
of attainment data to quarterly examinations
as shown in the as shown in the as shown in the MOV submitted
support learner 3. Collaborative interpretation of results of MOV submitted MOV submitted MOV submitted
progress and performance assessment
achievement.
4. Others (Please specify and provide annotations) Submitted at least Submitted at least Submitted at least Submitted any 1 of No
2 different types of 3 of the same kind 2 of the same kind the MOV acceptable
Efficiency MOV of MOV of MOV evidence
was shown
Timeliness
12. Applied skills in the 1. Sample agreement for learners at risk signed by Consistently Frequently applied Occasionally Rarely applied No
effective parents and corresponding evidence of applied skills in the skills in the applied skills in the skills in the acceptable
effective effective effective effective evidence
communication of improvement
communication of communication of communication of communication of was shown
learner needs, learner needs and learner needs and learner needs and learner needs and
progress and 2. Record of dialogue and/or parent-teacher
progress to progress to progress to progress to
achievement to key conferences and corresponding evidence of Quality parents/ guardians parents/ guardians parents/ guardians parents/ guardians
stakeholders, improvement as shown in the as shown in the as shown in the as shown in the
including parents/ MOV submitted MOV MOV MOV
3. Anecdotal record communicated to and signed by
guardians.
the learners and/or parents with corresponding
evidence of improvement
4. Sample of learners' test results signed by parents Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No
and corresponding evidence of improvement 3 of the acceptable MOV MOV MOV acceptable
Efficiency MOV evidence
5. Sample of accomplished rubrics given for was shown
performance task and corresponding evidence of
improvement
6. Attendance sheet/minutes of parent-
teacherconference Timeliness
PERFORMANCE INDICATORS
OBJECTIVE
KRAs Means of Verification (MOV) Outstanding Very
S QET Satisfactory
Satisfactory
(3)
Unsatisfactory Poor
(2) (1)
(5) (4)
8. Correspondence notebook/letters/proof of
communication using other modalities ( e.g., email,
SMS, etc.) and corresponding evidence of
improvement
9. Learners' performance record
7. Certificate of Training
8. Certificate of Speakership
9. Committee involvement
OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
1. CONTENT 1. Modeled effective 1. Classroom observation tool (COT) rating
KNOWLEDGE applications of sheet and/or inter-observer agreement
content knowledge form about effective applications of content
AND
within and across knowledge within and across curriculum
PEDAGOGY curriculum teaching teaching areas
areas.
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting
integration of content knowledge within and
across subject areas
OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
6. Others (Please specify and provide
annotations)
OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
4. Others (e.g., testimonial, write-ups from
colleagues of the lessons/insights gained
from the Master Teacher's sharing)
OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
2.3 diagnostic test with TOS
8. Correspondence notebook/letters/proof of
communication using other modalities ( e.g.,
email, SMS, etc.) and corresponding
evidence of improvement
7. Certificate of Training
8. Certificate of Speakership
9. Committee involvement
OBJECTIVE REMARKS
KRAs Acceptable MOVs Submitted MOVs
S VALID INVALID
11 Book or Journal Authorship/Co-
. authorship/Contributorship
12 Coordinatorship/Chairpersonship
.
13 Coaching and mentoring learners in
. competitions
14 Mentoring pre-service/in-service teachers
.
15 Others (Please specify and provide
. annotations)
COMPETENCIES
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
or more precise ways of meeting goals set. 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
5 Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at alower cost, more efficiently; or improving quality,
costumer satisfaction, morale, without setting any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
OVERALL
COMPETENCY
RATINGS
//SGOD-gpm©2018
PETENCIES
4.67
4.67
PART IV: DEVELOPMENT PLANS
A. Functional Competencies
//SGOD-gpm©2018
EVELOPMENT PLANS
RESOURCES NEEDED
MID-YEAR REVIEW FORM (MRF)
Name of Employee: Name of Rater:
Position: Position:
District/School: Date of Review:
Rating Period:
MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks
Quality
Efficiency
Timeliness
MID-YEAR REVIEW/RATING
WEIGHT PERFORMANCE RATEE (Teacher) RATER (Principal) MID-YEAR REVIEW
MFOs KRAs OBJECTIVES TIMELINE PER KRA MOV TARGET RESULTS
Rating Remarks Rating Remarks
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PERFORMANCE MONITORING AND COACHING FORM
SIGNATURE
(Rater/Ratee)
CLASSROOM OBSERVATION TOOL (COT) - RPMS
MASTER TEACHER I-IV
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 4 5 6 7 8 NO
1. Applies knowledge of content within and across curricuum teaching areas
Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
CLASSROOM OBSERVATION TOOL (COT) - RPMS
MASTER TEACHER I-IV
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 4 5 6 7 8 NO
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CLASSROOM OBSERVATION TOOL (COT) - RPMS
MASTER TEACHER I-IV
INTER-OBSERVER AGREEMENT FORM
OBSERVER 2:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
OBSERVER 2:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
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CLASSROOM OBSERVATION TOOL (COT) - RPMS
OBSERVER: DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
OBSERVER: DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
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ANNOTATION
ANNOTATIONS