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RPMS - Portfolio - Design 2 Objectives

The document outlines 12 competencies for teachers and the recommended modes of verification for demonstrating proficiency in each competency. The competencies include applying knowledge across curriculum areas, using technology to facilitate learning, developing higher-order thinking skills, establishing a learner-centered approach, planning for diverse learners, providing feedback, selecting resources, setting learning outcomes, engaging parents/guardians, participating in professional networks, developing a personal improvement plan, and performing additional teaching-related activities. For each competency, 3-4 recommended modes of verification are listed, such as lesson plans, assessments, certificates, and observations.

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KRIZZIE JOY CAILING
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79 views19 pages

RPMS - Portfolio - Design 2 Objectives

The document outlines 12 competencies for teachers and the recommended modes of verification for demonstrating proficiency in each competency. The competencies include applying knowledge across curriculum areas, using technology to facilitate learning, developing higher-order thinking skills, establishing a learner-centered approach, planning for diverse learners, providing feedback, selecting resources, setting learning outcomes, engaging parents/guardians, participating in professional networks, developing a personal improvement plan, and performing additional teaching-related activities. For each competency, 3-4 recommended modes of verification are listed, such as lesson plans, assessments, certificates, and observations.

Uploaded by

KRIZZIE JOY CAILING
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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1

Applied knowledge of content within and across


curriculum teaching areas.

MODE OF VERIFICATIONS

Classroom Observation Tool (COT) rating sheet or inter-


observer agreement form from
 an online observation of online synchronous
teaching
 if option 1 is not possible, an observation of a video
lesson that is SLM-based or MELC-aligned
 if options 1 and 2 are not possible, an observation
of a demonstration teaching via LAC
2
Ensured the positive use of ICT to facilitate the
teaching and learning process
 

MODE OF VERIFICATIONS

  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)


3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other higher-
order
thinking skills

MODE OF VERIFICATIONS
 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)


1 4
Established a learner centered culture by using
teaching strategies that respond to their linguistic,
cultural socioeconomic and religious backgrounds
 

MODE OF VERIFICATIONS
  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)


5
Planned and delivered teaching strategies that are
responsive to the special educational needs of learners in
difficult circumstances, including: geographic isolation;
chronic illness; displacement due to armed conflict, urban
resettlement, or disasters; child abuse and child labor
practices.

MODE OF VERIFICATIONS
an online observation of online synchronous

teaching

if option 1 is not possible, an observation of a

video lesson that is SLM-based or MELC-

aligned

if options 1 and 2 are not possible, an

observation of a demonstration teaching via


6
Used strategies for providing timely, accurate and
constructive feedback to improve learner
performance

MODE OF VERIFICATIONS
 activity sheet

  performance task

 quiz or test

 self-learning module
7
Selected, developed, organized and used appropriate
teaching and learning resources, including ICT,
to address learning goals

MODE OF VERIFICATIONS
  an online observation of online synchronous

teaching

 if option 1 is not possible, an observation of a

video lesson that is SLM- based or MELC- aligned

  if options 1 and 2 are not possible, an

observation of a demonstration teaching via LAC


8
Set achievable and appropriate learning outcomes
that are aligned with learning competencies
 

MODE OF VERIFICATIONS

  Lecture/discussion

  Activity/activity sheet

  Performance task

  Rubric for assessing performance using criteria

that appropriately describe the target output


9
Built relationships with parents/guardians and the wider
school community to facilitate involvement in the
educative process

MODE OF VERIFICATIONS
  Proof of participation in any activity for improved
access to education such as, but not limited to the ff.
activities 
 Distribution of learning materials to learners/parents
(e.g., receipt form/monitoring form during distribution
of learning materials, etc.)
• Brigada Eskwela (e.g., commitment form to
stakeholders, developed advocacy materials, certificate
of participation that involves parents’/stakeholders’
engagement signed by the school head, etc.)
• Home visitation (e.g., home visitation form, etc.)
• Others (please specify and provide annotations
  Parent-teacher log or proof of other stakeholders
meeting (e.g., one-on-one parent-teacher-learner
conference log; attendance sheet with minutes of
online or face-to-face meeting; proof of involvement in
the learners’/parents’ orientation, etc.)
  Any form of communication to parents/stakeholders
(e.g., notice of meeting; screenshot of chat/text
message/communication with parent/guardian [name
or any identifier removed]; digital/ printed copy of
Learner Enrollment Survey Form signed by the ICT
Coordinator/Focal person and School Head)
10
Participated in professional networks to share
knowledge and to enhance practice
 

MODE OF VERIFICATIONS
 Certificate of completion in a course/training
 Certificate of participation in a webinar, retooling,
upskilling, and other training/ seminar/ workshop
with proof of implementation
 Certificate of recognition/speakership in a
webinar, retooling, upskilling, and other training/
seminar/ workshop
 Any proof of participation to a benchmarking
activity
 Any proof of participation in school LAC sessions
(online/face-to-face) certified by the LAC
Coordinator
 Others (please specify and provide annotations)
11
Developed a personal improvement plan based on
reflection of one’s practice and ongoing professional
learning
 

MODE OF VERIFICATIONS
  Reflection/Personal Notes on Coaching and
Mentoring and/or Mid-year Review
  Personal notes journal on division/school-led
INSET with proof of attendance
 Certificate of enrolment/registration form/class
card in graduate/post-graduate school/online
courses
  Any learning material highlighting the
improvement done based on accomplished
“reflection” section
  Others (Please specify and provide annotations)
12
Performed various related works/activities that
contribute to the teaching learning process
 

MODE OF VERIFICATIONS

  committee involvement
  advisorship of co-curricular activities
  involvement as module/ learning material writer
  involvement as module/learning material
validator
  participation in the RO/SDO/school- initiated
TV-/radio-based instruction
  book or journal authorship/contributorship
  coordinatorship/chairpersonship
  coaching and mentoring learners in competitions
  mentoring pre-service teachers
  participation in demonstration teaching
  participation as research presenter in a forum/
conference
  others (please specify and provide annotations)

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