RPMS

ANNOTATIONS
KRA 1-4
 KRA 1:
CONTENT
KNOWLEDGE
AND PEDAGOGY
Objective 1
Applied knowledge of content within and across curriculum teaching areas

MOVs
*Attach your COT rating sheets 1 and 2. Highlight indicator 1

ANNOTATIONS
For objective 1, I have attached my Classroom Observation Tool (COT) rating sheet from my Classroom Observation 1
and 2 observations of synchronous teaching (limited face-to-face). It is evident that I have met the objectives, as proven by a
rating of 7 under indicator 1 for applying knowledge within and across curriculum teaching areas.

Objective 2
Used research-based knowledge and principles of teaching and learning to enhance
professional practice

MOVs
*Attach one (1) lesson plan/lesson exemplar that uses research-based knowledge. Highlight
which part of the lesson plan emphasizes the objective (activity part)

ANNOTATIONS

       Here is an example of a lesson plan or lesson exemplar in which I used research-based knowledge and/or teaching and
learning principles to enhance professional practice as components of my lesson. I was able to engage my learners to use their
prior knowledge in analyzing the given situation or problem through the review and motivational part. Furthermore, the
activities I've provided for them used an inquiry-based approach, allowing them to explore more ideas about the most
important learning competency (MELC). In the analysis, I asked them to explain and elaborate on the concepts using the art
of questioning, and I asked them questions of both lower-order thinking skills (LOTs) and higher-order thinking skills
(HOTs). The lesson progressed during the abstraction or development phase. While research-based knowledge was used in
the application or assimilation which develops component skills, practice integrating them, and knowing when to apply what
they have learned.

Objective 3
Displayed Proficient use of Mother Tongue, Filipino and English to facilitate teaching and
learning

MOVs
*Attach your COT rating sheets 1 and 2. Highlight indicator 2
*For modular distance learning, annotated documents may also be considered (e.g. screenshot of
messaging or conversation with parents and learners, notes, instructions, narrative reports etc.)
indicating occurrence of follow-up monitoring and evaluating students’ progress.
Objective 4
Used effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement, and achievement

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.

ANNOTATIONS

For objective 4, I've attached my Classroom Observation Tool (COT) rating sheet from my synchronous
teaching Classroom Observation 1 and 2 observations.. I received a 7, and it is clear that I give importance to
indicator 3, which is effective verbal and nonverbal classroom communication strategies to support learning
understanding, participation, engagement, and achievement. Here are some photos from my classroom
observation. Strong communication skills are essential for me to manage my classroom. I need to improve my
verbal and nonverbal communication skills to effectively demonstrate to my students what appropriate classroom
behavior entails. Nonverbal communication accounts for most of my interactions with my students. Strong verbal
communication is also essential, and you should demonstrate to your students the rules and classroom lessons they
need to know.
 KRA 2:
LEARNING
ENVIRONMENT
Objective 5
Established safe and secure learning environments to enhance learning through the
consistent implementation of policies, guidelines, and procedures.

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot
of messaging or conversation with parents and learners, notes, instructions, narrative reports
etc.) indicating occurrence of follow-up monitoring and evaluating students’ progress.

ANNOTATIONS
.
I've attached my Classroom Observation Tool (COT) rating sheet from my synchronous teaching observations of
Classroom Observation 1 and 2 (limited face-to-face), highlighted indicator 4. My ratings are 6 and 7, as I have established
safe and secure learning environments to enhance learning by consistently implementing policies, guidelines, and procedures.
I also attached here screenshots of my post and announcement to my advisees via Facebook group chat or group texts about
important reminders. To receive a good grade, I encourage them to do their performance tasks well in all subjects, such as
video recording, vlogging, drawing, and others. Every retrieval and distribution of modules and outputs and activities, I
remind them to strictly adhere to health and safety protocols and arrive on time to school.

Objective 6
Maintained learning environments that promote fairness, respect, and care to encourage
learning

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 5.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot
of messaging or conversation with parents and learners, notes, instructions, narrative reports
etc.) indicating occurrence of follow-up monitoring and evaluating students’ progress.

ANNOTATIONS

I've attached my Classroom Observation Tool (COT) rating sheet from my synchronous teaching observations of
Classroom Observations 1 and 2 (limited face-to-face), with indicator 5 highlighted. My ratings are both 7, owing to the fact
that I have maintained learning environments that promote fairness, respect, and care to encourage learning. I've also attached
screenshots of my conversations with parents or guardians and learners who aren't consistently submitting outputs on the
given deadline. If you cannot contact the students, home visits are the best option. All of them should be given the
opportunity to discuss things or communicate in any way available to them. The home visitation form or logbook is also
attached as I address students' problems and challenges at school.
Objective 7
Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the
lesson delivery that highlights maintaining learning environment 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)

ANNOTATIONS

I chose Set A as my MOVs for this objective. Attached are some of my supplemental materials for creating learning
environments that nurture and inspire students to participate, cooperate, and collaborate in lifelong learning. The lesson in the
self-learning module that I found encourages learners to collaborate. By completing the activities listed in the module, they
will be guided not only by their teachers, but also by their parents and guardians. Learners can benefit from video lessons as
well. My MELC-based video lesson was uploaded to the drive or my YouTube channel or sent through our group chats.
When compared to print materials alone, videos provide a more engaging sensory experience. Learners get to see and hear the
concept being taught, and they can process it in the same way that they process their daily interactions.

ANNOTATIONS

For this objective, I chose Set B as my MOVs. My Classroom Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-face) is attached, with indicator 7
highlighted. My ratings are 7 because I have created learning environments that encourage and inspire students to participate,
cooperate, and collaborate in lifelong learning. Here are some photos from my observation that show the learners' active
participation. My MELC-based lesson plan employed the collaborative approach, which entails students working together on
small activities or learning tasks in small groups to ensure that everyone participates. This activity uses the jigsaw and think-
pair-share methods, as demonstrated by my MOVs. Students in the group may work on separate tasks that contribute to a
common overall outcome, or they may collaborate on a shared task.
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

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the
lesson delivery that highlights maintaining learning environment 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)

*Please highlight and label your supplementary materials that you apply the various teaching
strategies

ANNOTATIONS

For objective 8, I chose Set A. Various strategies I used in my lesson plan are highlighted as evidence of this. I used
visualization in the form of pictures, audio clips, and videos to encourage my students to get out of their seats and participate
in classroom experiments. Cooperative learning promotes small group or whole-class activities that encourage students of
varying abilities to collaborate. Furthermore, inquiry-based instruction is one of the approaches that poses thought-provoking
questions, inspiring your students to think for themselves and become more independent learners. To ensure that no one falls
behind, students are differentiated based on their abilities. Incorporating technology into your teaching effectively engages
your students, particularly 21st-century learners. Combining these teaching strategies would help me motivate students to
work productively by taking responsibility for their own learning.

ANNOTATIONS

For this objective, I chose Set B as my MOVs. My Classroom Observation Tool (COT) rating sheet from my
synchronous teaching observations of Classroom Observations 1 and 2 (limited face-to-face) is attached, with indicator 7
highlighted. My ratings are 7 because I applied a range of successful strategies that maintain learning environment that
motivate learners to work productib=vely by assuming responsibility for their own learning, . Here are some photos from my
observation that show the learners' active participation. My MELC-based lesson plan employed the various teaching
strategies, which motivate the learners to strive more and reach their full potential. Highlighted are the activities which I
employ the strategies in teaching that I find compelling and effective based on the MELC.
 KRA 3:
Diversity of
Learners, Curriculum
and Planning &
Assessment
and Reporting
Objective 9
Designed, adapted, and implemented teaching strategies that are responsive to learners
with disabilities, giftedness, and talents

MOVs
* 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

TEACHER REFLECTION FORM (TRF)

TEACHER: ___. _______________________ DATE SUBMITTED: _____________ ____

RATER: _____________________________ SUBJECT & GRADE LEVEL: _ _________

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the

questions/prompts provided. Use any local or official language that you are comfortable with.
Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching
strategies that are responsive to learners with
disabilities, giftedness and talents
PROMPT #1
Context: Claris is often seen as restless or unfocused in class. She also has troubles
following instructions and skips activities when left unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara
was diagnosed with a learning disability.

How will you modify the instructions for Clara to keep her focus on classroom activities?
Write your reflections in this form. Mention in your reflections a specific learning
disability that you are familiar with or have researched on.

YOUR REFLECTION

To have a student like Claris is a challenge that a teacher must surpass. It is about measuring
the teacher’s ability to recognize the problem and make an action to meet the learner’s needs
without making them feel that they are different. Teachers must know that their learners walk
into their classroom with a wide range of gifts and try to find ways to meet their needs,
including those with learning and thinking differences.

Given the situation like Clara, as a Mathematics Teacher, I will utilize differentiated
instruction, especially in my subject area, where students tend to use critical thinking skills.
With this approach, I can change what students need to learn, how they’ll remember it, and
how to get the material across to them. In my experience, when my students struggle with one
topic, I will create a plan that includes extra practice, step-by-step directions, and particular
homework. Scaffolding is also an option. These breaks learning into chunks. These chunks
follow a logical order and move toward a clear goal. I usually form a bridge between what my
learners already know and what they cannot do independently. In Mathematics, it can be
charts, pictures, and cue cards.

In my subject area, mathematics, Graphic Organization is the best use for my teaching
process with learners who have difficulty understanding. I draw a picture to map out my
thoughts and ideas. It can help the students, especially the younger students, with activities
 like counting and solving. This can help them plan and organize problem-solving

According to Branstetter (2019), when you label a student with a learning disability, this
creates a problem- they hold lower expectations. In turn, the student may live up to these low
expectations. Although students with learning disabilities tend to struggle with lower
achievement and have negative beliefs about their academic abilities, some researchers point
out that it is difficult to disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What
I am doing is focusing on the sea of strengths around the islands of weakness. Focusing on
strengths isn’t just a nice thing to do. It is essential for students with learning disabilities to
feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special
needs gave me hope that I can cultivate that resilience and strength in all the students who
come to me with diverse learning needs as an educator and parent.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their
Strengths. Retrieved from
https://greatergood.berkeley.edu/article/item/how_to_help_students_with_learning_disabilitie
s_focus_on_their_strenghts

YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that
involve Clara with regular classroom and school programs as much as possible.
There are various options for changing exams in ways that are fair while also taking into account
how busy teachers are. One option is to argue traditional assignments or tests with portfolios,
which are collections of a student’s work that show their growth over time and frequently include
reflective or evaluative remarks from the students, the teacher, or both. Another option is to
design a method for observing the student often, even for a few minutes, and to take informal
notes about the observations for subsequent review and assessment. Also, enlisting the
assistance of teacher assistants, who are often there to assist with a handicap, an assistant may
usually complete a brief test or activity with the student and then report and discuss the results
with the learner.
I encountered a student with a mild cognitive disability in my teaching career. This student was
assigned primarily to classes specially intended for slow learners but participated in school-wide
activities alongside non-disabled students. I also designed an individual educational plan for
that student considering his strengths and needs.
Objective 10
Adapted and used culturally appropriate teaching strategies to address the needs of
learners from Indigenous groups

MOVs
* 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

TEACHER REFLECTION FORM (TRF)

TEACHER: ___. _______________________ DATE SUBMITTED: _____________ ____

RATER: _____________________________ SUBJECT & GRADE LEVEL: _ _________

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the

questions/prompts provided. Use any local or official language that you are comfortable with.
Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 10
Adapted and used culturally appropriate teaching
strategies to address the needs of learners from
indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous
peoples (IP) group. Evaluate the appropriateness of the activity to your learners. Write
your response in this form.

Directions: For your assessment, research on the following roles in your community by asking
your parents or anyone with knowledge on these roles. Choose from Set A and Set B. Explain
why these are important roles.

Set B
Set A
1. datu/chieftain
1. mayor
2. community
2. councilors
elders
3. medical officers
3. healers

YOUR REFLECTIONS

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 underprivileged 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 country can make. Indigenous
children and adults can exercise and enjoy their economic, social, and cultural rights with the
help of appropriate education. It also improves their ability to exercise civil rights, allowing
them to have a more significant say in political policy decisions that affect their human rights.
As a result, education is critical for the enjoyment, preservation, and transmission of
indigenous cultures, languages, customs, and knowledge.
The given assessment above will provide the learners with their choice. This intercultural
approach will boost positive community life between individuals from various cultures and
religions by focusing on individuals as a central element and holders of rights. Set A will allow
the students who respect mayors, councilors, and medical officers to conduct their
assessment, while Set B will let the indigenous learners do their interviews with their
datu/chieftain, community elders, and healers. This can help us understand the students’
preferences, strengths and weaknesses when communicating and how these can help or
hinder us when communicating across cultures.

This good intercultural communication fundamentally requires intercultural awareness, an

understanding that different cultures have different standards and norms. The idea is that if
you don’t understand how your students communicate, you might make some poor decisions
as a teacher. Intercultural communication is crucial in school and education because it
prevents bad teaching.
Objective 11
Adapted and implemented learning programs that ensure relevance and responsiveness to
the needs of all learners

MOVs
* Evaluation of an adapted/contextualized learning program after the initial implementation
Progress report on learners under the adapted/contextualized learning program after
implementation
Accomplishment/completion/technical report on the implementation of an
adapted/contextualized
learning program
Action plan/activity proposal/ activity matrix that shows an adapted/ contextualized learning
program

*This program is not ONLY for Filipino and English teachers conducting a reading program. As
subject teachers, we are encouraged to take action by doing remediation and intervention
program. You can attach pictures while conducting the intervention or remediation program,
your action and/or work plan, data gathered and narrative report as your MOVS

ANNOTATIONS

This objective aims to support student learning through teacher initiative by implementing a remediation and
intervention program. Students who participate in the program will be determined by the learning outcome assessment (LOA)
per quarter and the number of SF9 failures. The intervention program will focus on the least mastered competency (LMC).
Teachers can use different strategies depending on the learning modality, whether limited face-to-face, online or modular
distance learning. This activity was indicated in the action plan, with the expected outcomes being complete cooperation from
parents and teachers and improved 21st-century mathematics skills. As a mathematics teacher, I have used my self-created
video lessons, contextualized, and localized learning materials, or the self-learning kit as their learning materials to catch up
with the lesson they find challenging. Attached are evidence of my efforts in addressing the academic gaps, needs, and
challenges of my students in my subjects.
 ACTION PLAN

Programs Descriptio Objectives Strategies/ Time Person Expected

/ n of the Activities Fram s Outcomes
Projects Project e Involve
d

Project
MEMES MEMES The goal of -Monitoring -Math proficiency of
stands for this project and Teacher learners has
Monitoring is to raise Evaluation s improved
and the of the School School
Evaluating proficiency -Classroom Head/ - The school will be
Mathemati level of Observation Princip monitored
cs teaching learners in through al and evaluated to
Effectivene mathematic online class, determine the most
ss for s based on LAC session, effective school level
Students the results or pre- in
of the recorded Elementary/
Learners video. Secondary of Math
Outcome -Provision of subject.
Assessment Technical
(LOA). It will assistance
assist from the
teachers in Master
putting what Teacher,
they have School Head
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during
webinars
into practice
to make
mathematic
s more
engaging
and
interesting
for students.

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s is about gives and post Learner mastered the basic
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in mathematic localized project, the school
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ns materials accomplishment
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Multiplicati sheets submitted.
on -
 -Division Distribution
of the
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and
evaluation

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Overcomi Project The goal of Learning Principal -The number of
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DILEMA g DILEMA initiative is -Peer and Adviser have mastered the
stands for to help Parents Math MELCs has
Overcoming students Tutoring Teacher improved.
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In their -To support the
Synchronou
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MAthemati in solving will be monitored
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This will accomplishment
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and LAS
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problem and designing
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a solution. implementat
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Teacher-
made
Video Based on This -Video School Quality Assured
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the teacher will enable created by Teacher Mathematics/
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lesson. The learning of a power Scriptwri
lesson competencie point ter
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 LEARNERS GIVEN REMEDIATION BASED ON LOA RESULTS
(YOUR SUBJECT)
First Quarter, SY 2021-2022

SECTION NO. OF REMEDIATION PROVIDED OUTCOME

LEARNERS
GIVEN
REMEDIATION
56 Conduct an online remedial 88% of the
session (for online students) or students mastered
allow them to watch video lessons the lesson
created by the teacher and
provide simplified learning activity
sheets based on MELCs that they
least master
75 Conduct an online remedial 85% of the
session (for online students) or students mastered
allow them to watch video lessons the lesson
created by the teacher and
provide simplified learning activity
sheets based on MELCs that they
least master
33 Conduct an online remedial 88% of the
session (for online students) or students mastered
allow them to watch video lessons the lesson
created by the teacher and
provide simplified learning activity
sheets based on MELCs that they
least master
61 Conduct an online remedial 87% of the
session (for online students) or students mastered
allow them to watch video lessons the lesson
created by the teacher and
provide simplified learning activity
sheets based on MELCs that they
least master
62 Conduct an online remedial 87% of the
session (for online students) or students mastered
allow them to watch video lessons the lesson
created by the teacher and
provide simplified learning activity
sheets based on MELCs that they
least master
TOTAL 289    

LEARNERS GIVEN INTERVENTION BASED ON NUMBER OF FAILURES FROM SF9

subject
First Quarter, SY 2021-2022

NO. OF
LEARNERS
SECTION REMEDIATION PROVIDED OUTCOME
GIVEN
REMEDIATION
17 Conduct an online remedial 100% of the
session (for online students) or students passed
 allow them to watch video lessons
created by the teacher, assign
additional activities to answer,
the subject
and schedule home visits for
students who do not have
internet access
Conduct an online remedial
session (for online students) or
allow them to watch video lessons
100% of the
created by the teacher, assign
18 students passed
additional activities to answer,
the subject
and schedule home visits for
students who do not have
internet access
Conduct an online remedial
session (for online students) or
allow them to watch video lessons
100% of the
created by the teacher, assign
10 students passed
additional activities to answer,
the subject
and schedule home visits for
students who do not have
internet access
Conduct an online remedial
session (for online students) or
allow them to watch video lessons
100% of the
created by the teacher, assign
20 students passed
additional activities to answer,
the subject
and schedule home visits for
students who do not have
internet access
Conduct an online remedial
session (for online students) or
allow them to watch video lessons
100% of the
created by the teacher, assign
13 students passed
additional activities to answer,
the subject
and schedule home visits for
students who do not have
internet access
TOTAL 77    

NARRATIVE REPORT

During the coronavirus pandemic, teachers were forced to adapt their traditional
teaching methods for classes that now occasionally take place online. Teachers are reducing
learning standards, ditching answer-getting tests, and supplementing instruction with math
games and apps. They're also reaching out to parents for help and looking for new ways to
engage students through screens. During this online summit, readers will have the opportunity
to ask questions about how COVID-19 has affected math achievement, instruction, assessment,
and engagement. It is true that learning mathematics at home is extremely difficult. However,
modular distance learning is the modality used in our school, but we have begun online learning
for those students who are capable and have a gadget and an internet connection at home. As a
result, I find it difficult to reach out to my students and provide them with the necessary support
and intervention from my subject.

Learners who will undergo remediation were identified based on the results of their
learning outcome assessment (LOA) on their initial grade of their written work and performance
task scores. Based on the data, many of them require intervention. I strategize by dividing
them into groups. Group A will be made up of online students, while Group B will be made up of
modular students. As a result, I must plan two different strategies for reaching out to them as
effectively as possible with the support of their parents and guardians. I will conduct an online
remedial session (for online students) or allow them to watch video lessons created by me for
Group A. On the other hand, Group B will be given simplified learning activity sheets during the
distribution of modules. At the same time, those who cannot be contacted will be scheduled for
home visitation. I monitor my learners once a week as I take record of their scores and
improvement in my class. The outcome of the assessment was good. Eighty-seven percent of the
289 students mastered the lesson or a total of 251. Looking on the learners given intervention
based on the number of failures from SF9, all of them passed the subject. Based on the
hypothesis testing comparing their pre-test and post test scores, there is a significant difference
between their scores in their pretest and posttest. Thus, I could say that the intervention is
effective.

Finally, the academic success of our students is entirely in our hands. Of course, this
would only be possible with the full cooperation and support of all stakeholders. Even a small
effort will mean a lot to them, and you will be able to make a difference in their lives.

***Please attach pictures while conducting the remedial class or intervention program and
the learning materials used such as video lessons and self-learning kit or learning activity
sheets

Objective 12
Utilized assessment data to inform the modification of teaching and learning practices
and programs

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

ANNOTATIONS

For this objective, the e-class record will serve as the basis for identifying the least mastered skills based on the
frequency of errors/correct responses. Attached here is my sample class record in mathematics 8 as I keep assessment data of
my learners divided into two components: the written work and performance task. I developed an intervention program for a
specific most essential learning competency. I implemented this program to identify learners with learning gaps, as evident in
the Accomplishment report attached.
*Same MOVs in Objective 11. Please include your e-class record. Cover the name of the learners.
Show how you identify the least mastered skills using e-Class record

Example:

Written Works

WW1 WW2 WW3 WW4 WW5

Total number 10 8 10 10 5
of items
Average Score 8.42 6.30 7.55 5.95 2.75
Percentage of 84.20% 78.75% 75.55% 59.50% 55.00%
Mastery

Formula:
Average score = sum of all scores/ total number of students
Percentage of Mastery = average score/number of items*100 percent

*Topics for written work #4 and #5 will be the coverage of the intervention program
Objective 13

Maintained learning environments that are responsive to community contexts

MOVs
Accomplishment report of a program/project/activity that maintains a learning environment
Program/Project/Activity plan on maintaining a learning environment
Minutes of a consultative meeting/community stakeholders meeting about a
program/project/activity that maintains a learning environment with proof of attendance
Communication letter about a program/project/activity that maintains a learning environment

Specific MOVs for you!

*Home Visitation or class conducted outside the school

Project AKAP
Learner’s research project
KRA 4:
Invite speakers or visitors for your class

Community
Voluntary community service
Communication between students, parents, coteaches, where students participate in experiential
learning opportunities and in-campus management decisions.

Linkages and
Professional
Engagement ANNOTATIONS

& Personal Growth

As you can see, I took my class outside of the school to visit my students and give them instructions and lessons. As
a result of this, I've been able to create and sustain learning environments that are responsive to community contexts. This is
part of my initiative to conduct a remediation program as part of my "Project AKAP" to improve my learners' academic
performance and skills. In addition, I have attached screenshots of communication to parents seeking permission to conduct

and Professional
the activity, which was approved by my principal or school head.

Development
Objective 14

Reviewed regularly personal teaching practice using existing laws and regulations that
apply to the teaching profession and the responsibilities specified in the Code of Ethics
for Professional Teachers

MOVs
* Annotated video/audio recording of one’s teaching that shows impact of regularly reviewing
one’s teaching practice/s
Annotated teaching materials that show impact of regularly reviewing one’s teaching practice/s
Lesson plan
Activity sheet
Assessment materials
Others (Please specify)
Personal reflection

Specific MOVS
*Attach pictures while attending webinars, limited face-to-face classes, and your lesson plan or
activities with grading rubric. Add your personal reflection

ANNOTATIONS

To demonstrate the impact of my regular review of my personal teaching practice using existing laws and regulations as
evidence for Objective 14, I have attached pictures as MOVs showing that as part of my routine, I started my class with a
prayer, as stated in Section 4, Article 11 of the Code of Ethics for Professional Teachers. This states that a teacher should
always acknowledge the Almighty God as the guide of your own and the nation's destinies. I always presented the grading
rubric to students to know what was expected of them. According to Section 1, Article VIII of the Code of Ethics, it was
generally accepted evaluation and assessment procedures. A copy of my e-class record is evidence of adhering to generally
accepted practices for the academic mark and promoting learners in the subject that I handle, as stated in the same Article of
the Code of Ethics for Professional Teachers.

REFLECTION

A code of ethics can assist teachers in creating a safe, productive, and positive learning environment
throughout their teaching career. Teachers are expected to maintain high expectations to help all students reach
their full potential through meaningful and inclusive participation in the classroom, school, and community. The
Ethical Principles promote good relationships between teachers, students, and parents when making educational
decisions. Furthermore, through this relationship between students, parents, and teachers, all parties can improve
teaching and learning activities and resources, thereby improving the outcome of the individual's education.

Furthermore, the Code of Ethics encourages teachers to use current data and professional knowledge to
improve classroom teaching and learning activities. Professional development and continuing education allow
teachers to stay up to date on new trends and current information, giving their all to each student.

Suffice it to say; I intend to pursue my dream of running and owning a school. Through the government
curriculum, a school focuses on spiritual value and social awareness in society. Later, this school is expected to
produce students who are intelligent on the outside and spiritually mature. I'll go ahead and do it and see what
happens.
Objective 15

Complied with and implemented school policies and procedures consistently to foster
harmonious relationships with learners, parents, and other stakeholders

MOVs
Proof of participation/involvement in a school-community partnership for the implementation of
a school policy/procedure (e.g. certificate as committee member, narrative report)
Minutes of parent-teacher conference/stakeholder’s meeting about an implemented school
policy/procedure with proof of attendance
Communication letter about an implemented school policy/procedure sent to parent/guardian

Specific MOVs
*Picture of your participation or attendance, title and caption of the activity/program, date, and
venue of the activity.

ANNOTATIONS

Attached are pictures of participation and proof of attendance in a school-community partnership to exemplify that I
could sustain engagement with learners, parents/guardians, and other stakeholders regarding school policies and procedures
through school and community partnership/s. These images depict our collaboration with the students and other external
stakeholders. The Local Government Unit, with the help of the Division Office, provided smartphones and tablets to our
students to help them with their distance learning. The officers of the PTA also show their full support and cooperation. I
served as the master of ceremonies and was a member of the committee that helped organize the program.
Objective 16

Applied a personal philosophy of teaching that is learner-centered

MOVs
* One (1) lesson plan with annotations identifying the application of a learner-
centered teaching philosophy (e.g. constructivism, existentialism) used as a basis for
planning/designing the lesson.

REFLECTION

My Teaching Philosophy

My philosophy of teaching is based on the belief that a teacher knows and understands his/her
students well. I believe that students actively construct and transform their own knowledge based on learnings and
experiences. I firmly agree that not everyone fits the mold thus, student must be given differentiated activities and
every opportunity to learn in different ways and in different pace. As a teacher, I believe that it is my
responsibility to effectively diagnose student’s interest, abilities, and prior knowledge. Then, considering these I
must devise learning activities that will both challenge and enable each learner to think and progress.

With this philosophy, I must be aware of motivation and creative way of teaching and the effects
of social interactions on learning. When it comes to learning theories, combining all of them, such as cognitivism,
behaviorism, and reconstructionism, will lead to cooperative learning. Because I want all my students to achieve
good grades, I give them the possible intervention and appropriate teaching strategy to cope with the least
mastered competencies in my subject. To ensure that no students will be left behind, monitoring, and assessing
students’ learning and progress must be done regularly. Because I understand that most of learning occurs
through social interaction, I plan learning so that students collaborate and cooperate constructively with one
another majority of class time.

Teachers create and develop materials that are contextualized, localized, and suited with
the needs of the learners. Different learning approaches and strategies like the 2C2I1R are incorporated in the
lesson plan or exemplar to achieve the learning standards and learning competencies of the students. I use my
knowledge of the discipline to expose my students to modes of critical thinking, encouraging to analyze, apply,
synthesize, and evaluate all they read and hear based on the revised bloom’s taxonomy of Anderson. There are
various activities that will help the learners to develop their 21 st century skills in critical thinking, problem solving
and decision making, collaboration, and creativity. The teacher must act as a facilitator for learning in every
activity to be implemented provided the criteria or scoring rubric. As a teacher, you should know how to apply the
new trends in your teaching strategies by considering the likes and dislikes of the students to actively involved
and participate in the teaching and learning process. You should love your subject and know how to make them
come alive from your students. A teacher does not only teach but inspires as well. Moreover, he or she must be
flexible, adaptive, and innovative with the changes and challenges in education to suffice the needs of the learners

All teaching aids and learning materials are the spices of teaching. We are tested through times when
we’re challenged of different situation and scenario just like this trying times. There were teachers who are not
totally computer literate. But, through extensive trainings and webinars, they are equipped with new knowledge
and skills that they can apply in teaching.
Specific MOVs
*Attach one lesson plan. Highlight the reflection part.

ANNOTATIONS

In this objective, my sample lesson plan or exemplar demonstrates the application of learner-centred
personal teaching philosophy. It was highlighted in the plan's reflection, which plays an essential role in teaching
and learning. I considered the CAP when developing my learning objectives based on the MELC, which stands
for the Cognitive, Affective, Psychomotor domain. Learning is defined as a change in behavior. The reflection
section should prompt students to consider their overall performance. They had impressions and feelings. They
may also mention something that surprised them or caused them to pause.
Objective 17

Adopted practices that uphold the dignity of teaching as a profession by exhibiting

qualities such as
caring attitude, respect, and integrity.

MOVs
Documented feedback from superiors, colleagues, learners, parents/guardians, or other
stakeholders directly reflecting the ratee’s good practices that uphold the dignity of
teaching as a profession
Annotated evidence of practice indirectly linking to the upholding of dignity of teaching as
profession by exhibiting qualities such as caring attitude, respect and integrity.
Screenshot of text messages/chat/email or any form of communication with parents/guardians
or learners (name or any identifies removed)
Remarks from mentor/master teachers/school head about one’s qualities (e.g. entries in
Performance Monitoring and Coaching Form (PMCF) or Mid-year Review Form
Recognition forms the school/school community about one’s qualities

*SAMPLE CERTIFICATE (You can include 3 or more)

Republic of the Philippines

Department of Education
Region
Division of _______
(NAME OF SCHOOL)
(School Address)

CERTIFICATION

    This is to certify that __________________________ was able to manifest a caring attitude

and respect for his colleagues during various school activities and tasks in the preparation of
limited face-to-face classes. He has been a member of the teaching and learning working
committee. He exerted effort and worked well with the team sharing his knowledge and
expertise. 
          
Given this ___________ at ____________________.

Name of Principal
Position
*Specific MOVs
Consolidated feedback from parent or guardian. Handwritten with name and signature at the
bottom. Attach as MOVs.
Coaching Form and Developmental Plan
Screenshots of messages form the students and parents/guardians.

ANNOTATIONS

To prove that I met Objective 17 by adopting practices that uphold the dignity of teaching as a profession
by exhibiting qualities such as a caring attitude, respect, and integrity, I humbly solicited feedback from various
school stakeholders such as my school head or principal, parents, and students. These are my demonstrations of
how I wholeheartedly carry out my responsibilities as a teacher.
Objective 18
Set professional development goals based on the Philippine Professional Standards for
Teachers

MOVs
*Updated IPCRF-DP from Phase II
Mid-year Review Form (MRF)
IPCRF-DP
Certification from the ICT Coordinator/School Head/Focal Person in charge of e-SAT

*You may ask me for a copy of sample developmental plan if you do not have 😊 Have your e-SAT
accomplished. Ask your ICT coordinator for the Certification

ANNOTATIONS

In objective 18, all attachments will serve as my evidence in proving that I set professional
development goals based on the Philippine Professional Standards for Teachers. Attached here is my
accomplished developmental plan, midyear review form, IPCRF developmental plan and certificate of e-Sat
accomplishment. As I have reviewed all these documents, I found out that there is always room for improvement.
These weaknesses will help me to be a better teacher. I must go over the plan that I made to achieve the learning
objectives that I have set for the functional and Core Behavioral competencies. All the feedback from the
superiors will take it positively and constructively to improve my teaching and best practices.
Objective 19
Performed various related works/activities that contribute to the teaching-learning
process
(Plus Factor)

MOVs
*Please attach any of the following:
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)

Plus
*Attach pictures of the Certificates, add short caption, the date and venue

ANNOTATIONS

Factor
In this objective, I've attached all of the certificates I've received throughout the school year 2021-2022,
during which I've done various related work/activities that contribute to the teaching-learning process. These
endeavors will help me in my personal and professional development. Every year, I learn so much from webinars,
writeshops, competitions, teaching, and my experiences. My contribution will impact the institution because I
have served and will do my best in every activity that I will undertake. As a result, I am confident that the
evidence I have presented will satisfy the criteria for this indicator.