Copy of FEMALEA4-SIZE-RPMS-TEMPLATE-2022-2023-Copy.docx

LOGO OF
SCHOOL
Republic of the Philippines
Department of Education
REGION II – ______
SCHOOLS DIVISION OFFICE OF _____
________ELEMENTARY SCHOOL
ADRESS OF THE SCHOOL
PINKIE YANSHEI
Teacher III
JUAN DELA CRUZ
Principal I
LOGO

Applied
knowledge of
content within
and across
curriculum
teaching areas.
(PPST 1.1.2)
Page 2

Classroom Observation Tool (COT) rating
sheet or inter-observer agreement form/s
done through onsite/ face-to-face/ in-person
classroom observation.
If onsite/face-to-face/n-person classes are
not implemented,
 through observation of
synchronous/asynchronous teaching in
other modalities; or
 through observation of a demonstration
teaching *via LAC SESSION
Page 3

MOV 1
Annotations:
The artifacts on this page shows the two COT rating sheet for Quarter 3
and Quarter 4 that was conducted on ________ of 2023, and _____ of 2023. This
is a face-to-face demonstration, and afterwards a feedback was well delivered by
my master teacher and our principal. This feedback is my stepping stone to
develop my teaching strategies, my knowledge, content, and classroom
management.
Page 4

Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills.
(PPST 1.4.2) Page 5

done through onsite/ face-to-face/ in-
person classroom observation.
not implemented,
Page 6

MOV 2
Annotations:
The artifacts on this page shows that I had properly delivered the
teaching strategy that enhance learners’ achievement in literacy and numeracy
skills. It was visible in my demonstration of teaching. The learners enjoy the
reading and the integration of numeracy skills because it was implemented
through interactive games.
Page 7

Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other higher-order
thinking skills.
(PPST 1.5.2) Page 8

done through onsite/ face-to-face/ in-
person classroom observation.
not implemented,
synchronous/asynchronous teaching
in other modalities; or
 through observation of a
demonstration teaching *via LAC
SESSION
Page 9

MOV 3
Page 10
Annotations:
The artifacts on this page shows that I had properly applied a range of
teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills. It is visible in the questions thrown by the teacher to
improve the higher order thinking skills of the learners.

Managed classroom structure
to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning
environments.
(PPST 2.3.2)
Page 12

Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form/s done
through onsite/ face-to-face/ in-person
If onsite/face-to-face/n-person classes are not
implemented,
Page 13

MOV 4
Annotations:
The artifacts on this page shows that I had properly managed classroom
structure to engage learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of physical learning
environments. These photo shows that my learners enjoyed learning by doing
because they experience the fun of learning!

Managed learner
behaviour
constructively by
applying positive
and non-violent
discipline to ensure
learning focused
environments.
(PPST 2.6.2) Page 15

not implemented,
Page 16

MOV 5
Page
Annotations:
The artifacts on this page shows that my learners had develop discipline.
Positive disciplining in my Grade __class is challenging at first, but then with
continuous classroom management and dedication I have successfully manage
the class’s behavior into positive one. This is a good output from my class,
because a well disciplined class is very conducive to learning.

Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences. (PPST 3.1.2)
Page

Classroom Observation Tool (COT) rating sheet
or inter-observer agreement form/s done
through onsite/ face-to-face/ in-person
implemented,
Page

MOV 6
Page
Annotations:
The artifacts on this page shows that my learners differ in experiences to
address learners’ gender, needs, strengths, interests and experiences. But I tend
to manage those individual differences by giving them equal treatment. I used
their individual differences as their strength in teaching.

Planned, managed and
implemented developmentally
sequence teaching and
learning processes to meet
curriculum requirements and
varied teaching contexts.
(PPST 4.1.2)
Page

Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form/s done through onsite/
face-to-face/ in-person classroom
observation.
If onsite/face-to-face/n-person classes
are not implemented,
synchronous/asynchronous teaching
in other modalities; or
 through observation of a
demonstration teaching *via LAC
SESSION
Page

MOV 7
Page
Annotations:
The artifacts on this page shows that I had planned, managed and
implemented developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts. Also, I used MELC as
my basis during the preparation and I use other online learning resources that are
conducive to learning.

Participated in
collegial discussions
that use teacher and
learner feedback to
enrich teaching
practice.
PPST 4.4.2
Page

1. Proof/s of attendance in LAC sessions/
FGDs/meetings/ other collegial discussions
2. Minutes of LAC sessions/ FGDs/ meetings/
other collegial discussions on use of teacher
and learner feedback to enrich teaching
practice.
3. Reflection notes of teachers on their
demonstration of teaching practices following
participation from LAC
sessions/FGDs/meetings/ other collegial
discussions that use teacher and learner
feedback to enrich teaching practice, with
proof/s of attendance
4. Any equivalent ALS form /document that
highlights the objective.
Page

MOV 8
Page
Annotations:
Once a teacher, always a learner, thus these artifacts prove that I had
gained a lot of life-long learning during LAC session. Also, I had given a chance to
share my knowledge during the said activity.

Selected, developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to
address learning goals.
(PPST 4.5.2)
Page

MOV 9
Page
Annotations:
The artifacts on this page shows that I had properly delivered the use of
ICT integration during the classroom observation to address the learners’ goal.
Also, the use of ICT in my class boosts up the energy of my learners.

Designed, selected,
organized and used
diagnostic, formative
and summative
assessment strategies
consistent with
curriculum
requirements
(PPST 5.1.2)
Page

implemented,
Page

MOV 10
Page
Annotations:
The artifacts on this page shows that I had implemented the use of
diagnostic test before I start my classes, this is my usual practice not just only
from the classroom observation but in the real scenario of my class. It is a good
strategy to know what are the prior knowledge of my learners.

Monitored and
evaluated learner
progress and
achievement using
learner attainment
data.
(PPST 5.2.2)
Page

Any one (1) of the following
 Individual Learning Monitoring (ILMP)
 Peer assessment data
 Sample of learners’ output with
reflection/self-assessment
 Progress charts/anecdotal records
 class/e-class record/grading sheets
 Lesson plan showing index of mastery
 Frequency of errors with identified
least/most mastered skills
 any equivalent ALS form/document that
highlights the objective (e.g., Individual
Learning Agreement (ILA), ALS Assessment
Form 2)
 Others (please specify and provide
annotations)
Page

MOV 11
Annotations:
The artifacts on this page shows that I had properly monitor the progress
of my learners by the use of individual learning plan, checklist, the portfolio of my
learners, and etc.
Page

Communicated
promptly and clearly
the learners’ needs,
progress and
achievement to key
stakeholders, including
parents/guardians.
(PPST 5.4.2)
Page

Any one (10 of the following:
 A sample of corrected test paper of a learner in a learning
area with parent’s or guardian’s signature and date of
receipt
 Minutes of meeting with key stakeholders (e.g., PTA, SGC,
SPT, CPC) with proof of attendance
 Report card with parent’s or guardian’s signature in all
quarters supported by minutes of meeting
 Communication with key stakeholders (e.g.,
parents/guardians, co-teachers, LGU) using various
modalities
 Anecdotal record showing entries per quarter
 Any equivalent ALS form/document that highlights the
objective
 Others (Please specify and provide annotations)
Page

MOV 12
Annotations:
The artifacts on this page shows that I had properly deliver
communication of learner needs, engagement of parents and the school
community in the educative process
Page

Applied a personal
philosophy of
teaching that is
learner-centered.
(PPST 7.1.2)
Page

A reflection/journal entry that highlights the
application of a learner-centered teaching
philosophy in the lesson plan or community work.
Page

MOV 13
Reflection:
As a teacher in a Grade __ level, “Progressivism” is an educational
philosophy that will help to improve or arise the components of critical thinking
skills since learners learn by their own experience. Especially now that my
learners are in transition from modular distance learning to full implementation
of face-to-face classes, the gap from the transition was fulfilled through learners’
recovery plan. As a teacher we ensure that our learners can cope up the change
of learning modalities. That is why we think of a way to help the learners to get
engage; we still focus on the child’s interest and needs. In my own experience as a
Grade __adviser, before I begin the lesson, I ask them the strengths and weakness
of the learners through diagnostic test. Afterwards, I decide what kind of teaching
strategy will I implement. And make sure that they can apply learnings on their
own experience, for example in reading. After the reading session, I ask the
parents to simply let their child read something that the child sees (news from
television, comics, & etc.) This can help the learners to improve their critical
thinking skills.
Page

Set professional
development goals
based on the
Philippine
Professional
Standards for
Teachers.
(PPST 7.5.2) Page

1. Certification from the ICT Coordinator/School
Head/Focal Person in charge of eSAT IPCRF-DP
2. IPCRF – DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
Page

MOV 14
Annotations:
The artifacts show the Set professional development goals based on the
Philippine Professional Standards for Teachers
Page

Performed various
related works/
activities that
contribute to the
teaching-learning
process.
Page

Any one (1) proof of:
 committee involvement;
 involvement as module learning material writer/validator;
 involvement as a resource person/speaker/learning facilitator in
the RO/SDO/school-initiated TV/radio-based instruction;
 book or journal authorship/co-authorship/contributorship;
 advisorship/coordinatorship/chairpersonship;
 participation in demonstration teaching;
 participation as research presenter in a forum/conference;
 mentoring of pre-service/in-service teachers;
 conducted research within the rating period;
 others (please specify)
with annotation on how it contributed to the teaching –learning
process
Page

MOV 15
Annotations:
The artifacts show the various related works/activities that contribute to
the teaching-learning process. These help me to develop myself not just as a
teacher but to develop my full potential as a government public servant.
Page

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