2021-SAMPLE-ANNOTATION-FOR-TEACHER-I-III.docx

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM (RPMS)
For Teachers I – III - ANNOTATIONS
KRA 1: CONTENT KNOWLEDGE AND PEDAGOGY
OBJECTIVE 1: Applied knowledge of content within and across curriculum teaching areas
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or
demonstration teaching via LAC)
ANNOTATION:
For KRA 1 - Objective 1, I have attached my Classroom Observation Tool (COT) rating
sheet from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration
teaching via LAC. Within and across curriculum teaching areas, I applied accurate, in-depth,
and broad knowledge of content and pedagogy to create a conducive learning environment
that allows for an in-depth and sophisticated understanding of the teaching and learning
process to meet pupils learning needs. It is evident that I have met the objective, as shown by
a rating of 7 under Indicator 1 – Applied knowledge of content within and across
curriculum teaching areas. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.
NOTES FOR OBJECTIVE 1
Rating of 7 in COT – Outstanding
Rating of 6 in COT – Very Satisfactory
When delivering the lesson and responding to pupils' queries, I exhibited accurate and
in-depth understanding of all ideas in a way that is relevant to learners' developmental needs
and fosters learning. I also established important cross-curricular connections.
Rating of 5 in COT – Satisfactory
When delivering the lesson and responding to learners' inquiries, I exhibited correct and
in-depth understanding of most themes in an attempt to be sensitive to pupils developmental
learning requirements. I also established links across curriculum teaching areas.
Rating of 4 in COT – Unsatisfactory
When delivering the lesson and reacting to questions or comments from pupils, I
exhibited correct grasp of crucial subjects. The material of the lesson I used is well-organized. I
also tried to draw links across curriculum teaching areas.
Rating of 3 in COT – Poor

OBJECTIVE 2: Used research-based knowledges and principles of teaching to enhance
professional practice
MOVs: Attach one (1) lesson plan that identifies research-based knowledge and/or principles
of teaching and learning used as basis for planning/designing the lesson
ANNOTATION:
For KRA 1 - Objective 2, I have attached one (1) lesson plan that used research-based
knowledge and/or principles of teaching and learning as evident in all components of my
lesson from learning objectives, instructional activities, and assessment to improve pupils
learning. Since I was able to meet the objective, a rating of 7 under Indicator 2 – Used
research-based knowledges and principles of teaching to enhance professional practice,
which is equivalent to 5 points (Outstanding) in the RPMS Rating Scale where given.
Outstanding – All Components
Very Satisfactory – Two Components
Satisfactory – One Components
Unsatisfactory – Identified but poorly used
Poor – No acceptable evidence

OBJECTIVE 3: Displayed proficient use of Mother Tongue, Filipino and English to facilitate
teaching and learning
ANNOTATION:
teaching via LAC that greatly aids teaching and learning by providing challenging questions
and feedback. I clearly fulfilled the goal, as evidenced by a rating of 7 under Indicator 3 –
Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and
learning. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
- that gradually improves teaching and learning by asking challenging questions and
providing feedback
- that supports teaching and learning
- that fairly facilitates teaching and learning

OBJECTIVE 4: Used effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement and achievement
ANNOTATION:
teaching via LAC. I employed a range of verbal and nonverbal communication tactics to
establish a learning environment that encouraged individual and group inquiry and
participation among pupils. As demonstrated by a score of 7 on Indicator 4, I certainly met the
objective – Used effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement, and achievement. This is
equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
I employed a variety of verbal and nonverbal communication tactics that are well
coordinated and beneficial to all learners
I employed a few verbal and nonverbal communication tactics that are typically
consistent and beneficial to the majority of the learners.
I employed a sufficient number of verbal and nonverbal communication tactics that are
reasonably coordinated and help the majority of my learners.

KRA 2: LEARNING ENVIRONMENT
OBJECTIVE 5: Established safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines, and procedures
ANNOTATION:
teaching via LAC. I implemented all safety regulations, standards, and procedures to ensure a
safe and secure learning environment for both individual and group learners. The fact that I
received a rating of 7 on Indicator 5 indicates that I achieved the goal. – Established safe and
secure learning environments to enhance learning through the consistent
implementation of policies, guidelines, and procedures. This is equivalent to 5 points
(Outstanding) in the RPMS Rating Scale.
I provided a safe and secure learning environment, the instructor normally establishes
safety regulations, guidelines, and procedures, which all students obey.
To provide a safe and secure learning environment, I often applies safety regulations,
guidelines, and procedures, which the majority of the learners follow.
I used safety regulations, guidelines, and procedures occasionally to create a safe and
secure learning environment, and the majority of the learners obey them.

OBJECTIVE 6: Maintained learning environments that promote fairness, respect and care to
encourage learning.
ANNOTATION:
teaching via LAC. I fostered a loving and supportive learning atmosphere in which all pupils
feel accepted, encouraged to learn, and allowed to take chances in their learning. The fact that
I obtained a rating of 7 on Indicator 6 means that I fulfilled the objective. – Maintained
learning environments that promote fairness, respect, and care to encourage learning.
This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
All learners feel welcomed and encouraged to learn because teacher-learner interactions
are constantly fair, courteous, and loving.
Most learners feel welcomed and motivated to learn because teacher-learner
interactions are typically fair, courteous, and loving.
The majority of learners feel accepted and encouraged to learn, and teacher-learner
interactions are often fair, polite, and compassionate.

OBJECTIVE 7: Maintained learning environments that nurture and inspire learners to
participate, cooperate and collaborate in continued learning
MOVs:
SET A as Option - Attach any supplementary materials (in print/digital format)
SET B as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-
observer agreement form from an observation 1 and 2 (synchronous, recorded video lesson or
ANNOTATION:
***For SET A
For KRA 2 – Objective 7, I have attached activity sheet/one lesson from a self-learning
module (SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video
lesson/audio lesson/other learning materials with client/learner feedback on how the material
encouraged the learners to participate, cooperate and collaborate in the learning process. I
was able to provide an effective and varied learning opportunities that are well-aligned with
the learning goals and feature all elements of collaborative learning as shown in the submitted
MOVs. As a result, a rating of 7 on Indicator 7 - Maintained learning environments that
nurture and inspire learners to participate, cooperate and collaborate in continued
learning were given. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
***For SET B
teaching via LAC. As a teacher, I provided effective and varying learning opportunities that are
well-aligned with the learning goals and feature all elements of collaborative learning. The fact
that I received a rating of 7 on Indicator 7 indicates that I achieved the goal. – Maintained
learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning. This is equivalent to 5 points (Outstanding) in the RPMS
Rating Scale.
Outstanding - Provided effective and varying learning opportunities that are well-aligned
with the learning goals and feature all elements of collaborative learning
Very Satisfactory - Provided effective learning opportunities that are well-aligned with the
learning goals and engage learners to participate, cooperate, and/or collaborate in
continued learning

Satisfactory - Provided an effective learning opportunity that is well-aligned with the
learning goal/s and engage learners to participate, cooperate, and/or collaborate in
continued learning as shown in
Unsatisfactory - Provided learning opportunity/ies that is/are partially aligned with the
learning goal/s and only somehow engage/s learners to participate, cooperate, and/or
collaborate in continued learning
Poor - No acceptable evidence
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:
SET A as Option - Attach any supplementary materials (in print/digital format)
SET B as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-
ANNOTATION:
***For SET A
For KRA 2 – Objective 8, I have attached activity sheet/one lesson from a self-learning
module (SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video
lesson/audio lesson/other learning materials that highlights a range of strategies that maintain
learning environments that motivates learners to work productively by assuming responsibility
for their own learning. I was able to apply effective teaching strategies that are well-aligned
with the learning goals in which successfully motivate learners to monitor and evaluate their
own learning as shown in the submitted MOVs. As a result, a rating of 7 on Indicator 8 -
Applied a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning
were achieved. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
***For SET B
teaching via LAC. I was able to apply effective teaching strategies that are well-aligned with the
learning goals and successfully motivate learners to monitor and evaluate their own learning. The
fact that I gained a rating 7 on Indicator 8 implies that I accomplished the objective – Applied
a range of successful strategies that maintain learning environments that motivate
learners to work productively by assuming responsibility for their own learning. This is
Outstanding - Applied effective teaching strategies that are well-aligned with the learning
goals and successfully motivate learners to monitor and evaluate their own learning
Very Satisfactory - Applied effective teaching strategies that are well-aligned with the
learning goals and successfully motivate learners to work productively by assuming
responsibility for their own learning

Satisfactory - Applied an effective teaching strategy that is well-aligned with the learning
goal/s and successfully motivates learners to work productively by assuming responsibility
for their own learning
Unsatisfactory - Applied teaching strategy/ies that is/are partially aligned with the learning
goal/s and only somehow motivate/s learners to work productively by assuming
responsibility for their own learning
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, gifted, needs and talents
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
teaching via LAC. I was able to use a wide range of tactics to establish a learner-centered
environment that meets the individual and group learning requirements of pupils with special
educational needs. As a result, I obtained a rating of 7 on Indicator 9 which signifies that I
attained the objective – Designed, adapted, and implemented teaching strategies that are
responsive to learners with disabilities, gifted needs and talents. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 9, I have attached Teacher Reflection Form (TRF) and a
certification from the school head that I have no identified learner/s with disabilities, giftedness
and/or talents. As I reflect on Clara’s case, I assured that she received the same level of
knowledge as her classmate who did not have learning disability. I was able to also attach a
copy of lesson plan wherein I highlighted parts that addresses the needs of learners with
disabilities, gifted and talented. As a result, a rating of 7 on Indicator 9 - Designed, adapted,
and implemented teaching strategies that are responsive to learners with disabilities,
gifted needs and talents. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.

TRF PROMPT # 1
Clara is often seen restless or unfocused in class and has troubles following instructions and
skips activities when left unsupervised. After a conference with Clara’s parents, it was discovered that
she had been diagnosed with learning disability. I started checking into her situation right away. My
instructional techniques and materials must be adjusted for her to ensure that she succeeds in learning.
Clara’s problem as I research, could be that she has Attention-deficit/hyperactivity disorder
(ADHD). It is a developmental disorder and classified as a learning disability. That’s why teaching
pupils with ADHD can be a challenge at times. By remaining patient and being aware of the symptoms
of ADHD, I can help Clara and any pupil who has this disorder to achieve their best potential.
Instructional strategies suited to their needs and learning style to allow them focus better will greatly
help. Establishing strong working relationship with the pupils’ parents with ADHD is incredibly
important. They know their child better than anyone else and are a valuable source of information
about which strategies do and don’t work for their child. I will give instructions in simple terms and
simplify all instructions, tasks, and assignments to the best of my ability.
Due to their delayed maturation, forgetfulness, distractibility, and disorganization, children
with ADHD need more supervision than their peers. Assigning these children to classmates who can
remind them of homework and classwork, collaborating on a project with pupil partners, and
incorporating classroom assistants as much as possible before and after class can all help these pupils.
Visual cues and examples work effectively for pupils with ADHD. I will use an overhead
projector or a whiteboard to illustrate a skill such as essay writing. I will leave important points about
a topic accessible on the board as they begin their individual work. Around the room, I will display
crucial concepts that the children will utilize again and again on brightly colored poster board.
To inspire Clara, rewards and incentives should always be utilized before punishment. Change
the incentives often to avoid boredom. I will refrain from using the loss of recess as a punishment for
bad behavior.
I'll will also make sure Clara is writing down learning tasks and helping her keep organized in
the classroom to alleviate her frustration and boost her self-esteem. I'll will also record my lesson so
she may review it afterwards. With this, Clara will be able to participate in class discussions and will
have the same level of knowledge as her classmates who do not have a learning disability.
NOTES FOR OBJECTIVE 9 – SET A

NOTES FOR OBJECTIVE 9 – SET B
Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth
knowledge about the topic/question by providing accurate details and some critical inputs or
creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge
about the topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the
topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited
knowledge about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked

OBJECTIVE 10: Adapted and used culturally appropriate teaching strategies to address the
needs of learners from indigenous groups
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
teaching via LAC. I was able to use a wide range of tactics to establish a learner-centered
atmosphere that caters to the individual and group learning requirements of indigenous
groups. As a result, I obtained a rating of 7 on Indicator 10 which signifies that I attained the
objective – Adapted and used culturally appropriate teaching strategies to address the
needs of learners from indigenous groups. This is equivalent to 5 points (Outstanding) in
the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 10, I have attached Teacher Reflection Form (TRF) and a
certification from the school head that I have no identified learner/s from indigenous groups.
For TRF Prompt # 1, I was able to reflect on the assessment given wherein I employs a learner-
centered instruction and provided differentiated assessment for indigenous groups. I ensured
that all pupils were treated equally in this assessment. For TRF Prompt # 2, I also attach a copy
of lesson plan wherein incorporating cultural references into all parts of learning of pupils is
given importance. So that no one is left behind and all pupils are equally interested and
engaged in the classroom. As a result, a rating of 7 on Indicator 10 - Adapted and used
culturally appropriate teaching strategies to address the needs of learners from
indigenous groups. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.

TRF PROMPT # 2
The UN 2030 Agenda includes a Goal for Sustainable Development aimed at
ensuring “inclusive and equitable quality education and promote lifelong learning
opportunities for all”. This Goal encompasses several dimensions of the Right to Education
and one of its targets, Gender Equality and Inclusion, explicitly refers to indigenous peoples
and children in vulnerable situations who, despite significant progress, are still denied
access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of
distinct cultures and methods of interacting with others and the environment. They have
kept unique social, cultural, economic, and political traits from the dominant societies in
which they dwell. These indigenous people have a right to a comprehensive education.
Education that represents their common beliefs, sentiments, attitudes, and broad concepts.
Not only common learners, but also IPs pupils, have access to education. In the scenario, I
believe that the teacher was prepared to give the five pupils careful consideration. He/She
employs a learner-centered instruction and provided differentiated assessment so that
pupils may pick from a variety of assessments given if they belong to an IP group. With
these all pupils were treated equally in the assessment, and the teacher was responsive to
the pupils he or she worked with.
We as teachers taught to be compassionate and kind in the situation, to reflect
on our thoughts about individuals from other cultures, to reflect on their cultural frames of
reference, and to be educated about our pupils' other cultures. As teachers, we must be
aware of our pupils' origins, whether they are from common or indigenous communities,
in order to address their needs and guarantee that everyone has access to the high-quality
education we provide. We must realize the significance of incorporating cultural references

into all parts of learning for pupils. To ensure that no one is left behind, all pupils should
be equally interested and engaged in the classroom.
NOTES FOR OBJECTIVE 10 – SET B
Rating of 5 – Outstanding – They are complete and show comprehensive and in-depth
knowledge about the topic/question by providing accurate details and some critical inputs or
creativity
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge
about the topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the
topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited
knowledge about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked

OBJECTIVE 11: Adapted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners
MOVs:
1. Proof of evaluation on the implementation of adapted/contextualized learning program (ex.
Individual Monitoring Plan)
2. Progress Report
3. Accomplishment report
4. Activity Plan/Proposal/Matrix
ANNOTATION:
For KRA 3 - Objective 11, I have attached the Individual Learning Monitoring Plan (ILMP)
wherein pupils’ progress based on the given intervention strategies were monitored and
evaluated. As a result, I achieved a rating of 7 on Indicator 11, demonstrating that I reached
the objective. – Adapted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners. This is equivalent to 5 points (Outstanding) in
NOTED FOR FOR OBJECTIVE 11
Outstanding - Evaluated the adapted / contextualized learning program
Very Satisfactory - Monitored progress of the adapted / contextualized learning program
while being implemented
Satisfactory - Completed the implementation of the adapted / contextualized learning
program

Unsatisfactory - Planned for the implementation of the adapted / contextualized existing
learning program
OBJECTIVE 12: Utilized assessment data to inform the modification of teaching and learning
practices and programs
MOVs: List of Identified Least/Most Mastered Skills with any of the following
1. Accomplishment Report
2. Intervention Material
3. Lesson Plan/Activity Log
ANNOTATION:
For KRA 3 - Objective 12, I have attached a copy of least/most mastered skills of my
pupils for all quarters based on the results of Unit/Quarter Test. I have also affixed my
developed intervention material that helped pupils master the competency-based skills which
were not able to master during regular classes. I was able to implement a teaching/learning
strategy using an Intervention Materials based on learner’s assessment data as shown in the
attached MOVs. As evident in the Accomplishment Report, in Indicator 12, I got a rating of 7,
indicating that I achieved the objective – Utilized assessment data to inform the
modification of teaching and learning practices and programs. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
Outstanding - Implemented a teaching and learning strategy / program using materials based
on learners’ assessment data as evidenced by a list of identified least / most mastered skills
with supporting MOV No. 1

Very Satisfactory - Developed materials based on learners’ assessment data as evidenced by a
list of identified least / most mastered skills with supporting MOV No. 2
Satisfactory - Planned for a teaching and learning strategy and/or program based on learners’
assessment data as evidenced by a list of identified least / most mastered skills with supporting
MOV No. 3
Unsatisfactory - Analyzed learners’ mastered skills based on the frequency of errors and
correct responses as evidenced by a list of identified least / most mastered skills
KRA 4: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT AND PERSONAL
GROWTH AND PROFESSIONAL DEVELOPMENT
OBJECTIVE 13: Maintained learning environment that are responsive to community contexts
MOVs:
1. Accomplishment Report
2. Program/Project/Activity Plan
3. Minutes of Consultative Meeting
4. Communication Letter
ANNOTATION:
For KRA 4 - Objective 13, I have attached an Accomplishment Report of an Intervention
Program implemented for pupils with least mastered skills through Projects 2As. I was able to
show that I maintained learning environments that are responsive to community contexts by
engaging parents and other stakeholders in the educative process. As a result, in Indicator 13, I
obtained a rating of 7 indicating that I met the objective – Maintained learning environment
that are responsive to community contexts. This is equivalent to 5 points (Outstanding) in

Outstanding - Collaborated with the community stakeholder in the implementation /
completion of a program, project, and/or activity that maintains a learning environment
responsive to community contexts as evidenced by MOV No. 1
Very Satisfactory - Planned with the community stakeholders a program, project, and/or
activity that maintains a learning environment responsive to community contexts as evidenced
Satisfactory - Conducted a consultative meeting with the community stakeholders on a
program, project, and/or activity that maintains a learning environment responsive to
community contexts as evidenced by MOV No. 3
Unsatisfactory - Communicated with the community stakeholders about a program, project,
and/or activity that maintains the learning environment responsive to community contexts as
evidenced by MOV No. 4
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:
1. Annotated Video/Audio
2. Annotated Teaching Material
3. Personal Reflection Notes
4. Proof of Attendance in LAC
ANNOTATION:
For KRA 4 - Objective 14, I have attached an annotated video/audio recording of my
teaching, an annotated teaching materials that shows impact of regularly reviewing my
teachings practice which includes lesson plan, activity sheet, and assessment materials. I also
included a personal reflection note as outputs from participation in review of personal teaching
practices in all quarters and a proof of attendance that I attended LAC with my master teacher.
As a result, in Indicator 14, I obtained a rating of 7 indicating that I met the objective –
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. This is equivalent to 5 points (Outstanding) in the RPMS Rating
Scale.
Outstanding - Exhibited an improved practice through one’s teaching as impact of
regularly reviewing one’s teaching practice/s using laws and regulations that apply to the
profession and the responsibilities in the Code of Ethics for Professional Teachers as evidenced
by MOV No. 1
Very Satisfactory - Exhibited an improved practice through a teaching material as impact
of regularly reviewing one’s teaching practice/s using laws and regulations that apply to the
profession and the responsibilities in the Code of Ethics for Professional Teachers as evidenced
by MOV No. 2
Satisfactory - Reviewed personal teaching practices using laws and regulations that apply to
the profession and the responsibilities in the Code of Ethics for Professional Teachers in 4
quarters with reflection outputs as evidenced by
Unsatisfactory - Participated in the review of personal teaching practices using laws and
regulations that apply to the profession and the responsibilities in the Code of Ethics for
Professional Teachers in 4 quarters as evidenced by MOV No. 4
OBJECTIVE 15: Complied with the implemented school policies and procedures consistently
to foster harmonious relationships with learners, parents, and other stakeholders
MOVs:
1. Proof of participation/involvement in a school-community partnership
2. Minutes of parent-teacher conference
3. Communication letter about an implemented school policy
ANNOTATION:
For KRA 4 - Objective 15, I have attached a certificate of my active participation with
pictures that I sustained constant engagement with the learners, parents/guardian, and other
stakeholders regarding school policies and procedures through school-community partnership.
As a result, in Indicator 15, I obtained a rating of 7 indicating that I met the objective –
Complied with the implemented school policies and procedures consistently to foster
harmonious relationships with learners, parents, and other stakeholders. This is

Outstanding - Sustained engagement with the learners, parents / guardians, and other
stakeholders regarding school policies and procedures through school-community
partnership/s as evidenced by MOV no. 1
Very Satisfactory - Discussed with learners, parents / guardians, and other stakeholders
the implemented school policies and procedures as evidenced by MOV no. 2
Satisfactory - Communicated with learners, parents / guardians, and other stakeholders
the implemented school policies and procedures as evidenced by MOV no. 3
Unsatisfactory - Implemented school policies and procedures without communicating and
consulting the learners, parents / guardians, and other stakeholders
OBJECTIVE 16: Applied a personal philosophy of teaching that is learner-centered
MOVs: Attach one (1) lesson plan with annotations explaining the application of a learner-
centered teaching philosophy used as basis for planning/designing the lesson
ANNOTATION:
For KRA 4 - Objective 16, I have attached a copy of lesson plan with annotation
explaining the application of a learner-centered teaching philosophy. I was able to employ
strategies that engage pupils to become more active learners in all the components of
instruction in my lesson plan that improve pupils’ learning. As a result, in Indicator 16, I
obtained a rating of 7 indicating that I met the objective – Applied a personal philosophy of
teaching that is learner-centered. This is equivalent to 5 points (Outstanding) in the RPMS
Rating Scale.
Outstanding – All Components

Very Satisfactory – Two Components
Satisfactory – One Components
Unsatisfactory – Identified but poorly used
OBJECTIVE 17: Adopted practices that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect, and integrity
MOVs:
1. Documented feedback from superiors, colleagues, learners, parents/ guardian, or other
stakeholders
2. Annotated evidence of practice indirectly linking to the upholding the dignity of teaching as
a profession
ANNOTATION:
For KRA 4 - Objective 17, I was able to prove that I adopted practices that uphold the
dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect, and
integrity by attaching documented feedback from my superiors, colleagues, learners,
parents/guardian, and other stakeholders. As a result, in Indicator 17, I obtained a rating of 7

implies that I achieved the objective – Adopted practices that uphold the dignity of
teaching as a profession by exhibiting qualities such as caring attitude, respect and
integrity. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
Outstanding – Exhibited dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect, and integrity with affirmation from different school stakeholders as
evidenced by at least two MOV No. 1
Very Satisfactory – Exhibited dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect, and integrity with affirmation from any school stakeholder as
evidenced by one MOV No. 1
Satisfactory – Adopted practices that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect, and integrity as evidenced by at least two
MOV No. 2
Unsatisfactory – Adopted a practice that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect, and integrity as evidenced by one MOV No.
2
OBJECTIVE 18: Set professional development goals based on the Philippine Professional
Standards for Teachers
MOVs:
1. Updated IPCRF-DP
2. Mid-Year Review Form
3. Certification from the ICT Coordinator/School Head/Focal person of e-SAT
ANNOTATION:
For KRA 4 - Objective 18, I was able to prove that I set professional development goals
based on the Philippine Professional Standards for Teachers by attaching a copy of my
updated IPCRF-Development Plan during the Phase II of the RPMS cycle. As a result, in
Indicator 18, I obtained a rating of 7 signifies that I obtained the objective – Set professional

development goals based on the Philippine Professional Standards for Teachers. This is
Outstanding – Updated professional development goals during Phase II of the RPMS Cycle
as evidenced by MOV No. 1
Very Satisfactory – Discussed progress on professional development goals with the rater
during the mid-year review as evidenced by MOV No. 2
Satisfactory – Set professional development goals based on e-SAT results as evidenced by
MOV No. 3
Unsatisfactory – Accomplished the e-SAT at the beginning of the school year as evidenced by
MOV No. 4
KRA 5: PLUS FACTOR
OBJECTIVE 19: Performed various related works/activities that contribute to the teaching and
learning process
MOVs: Certificates
ANNOTATION:
For KRA 5 - Objective 19, I have attached certificates with pictures of my active
participation as I performed various related works/activities that contribute to the teaching and
learning process beyond the School/Community Learning Center (CLC). As a result, in Indicator
19, I obtained a rating of 7 implies that I achieved the objective – Performed various related

works/activities that contribute to the teaching and learning process. This is equivalent to
5 points (Outstanding) in the RPMS Rating Scale.
Outstanding – Performed at least 1 related work / activity that contributed to the teaching-
learning process beyond the school / Community Learning Center (CLC) as evidenced by
submitted
Very Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-
learning process within the school / Community Learning Center (CLC) as evidenced by
submitted MOV
Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-
learning process within the learning area / department as evidenced by submitted MOV
Unsatisfactory – Performed at least 1 related work / activity that contributed to the teaching-
learning process within the class as evidenced by submitted MOV

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