RPMS-with-movs-and-annotations-for-printing.ppt

Department of Education
Region X – Northern Mindanao
Division of Iligan City
NORTH II DISTRICT
STA. FILOMENA CENTRAL SCHOOL
Sta. Filomena, Iligan City

Objective 1
Applied
knowledge of
content
within and
across
curriculum
teaching
areas.
1. Applied
knowledge of
content within
and across
curriculum
teaching areas

Classroom Observation
Tool (COT) rating sheet or
inter-observer agreement
form from:
Means of Verification
1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching via
LAC

RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM
COT1 & 2
I have attached my class observation tool (COT) rating
for MODULAR DISTANCE LEARNING . Successfully met
the objective since I received the rating of 7 under
indicator 1 for applying knowledge of content across
the teaching curriculum. Though the lesson is
delivered through LAC SESSION, the vitality to
provide the study goes smoothly, attaining its
objective with MELC as the basis of the MDL.
ANNOTATION

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

*One (1) lesson plan
with annotations
identifying the
research-based
knowledge and/or
principles of teaching
and learning used as
basis for planning /
designing the lesson.

Lesson
Plan
I see that research-based knowledge and
teaching are evident in every part of my lesson.
This approach checks students' current
understanding and bridges the new task
presented. Self-assessment, reflection, and
analysis on the effectiveness of the study skills
used are also present.
As a teacher, I make sure that questions
and instructions are both in Higher Order Thinking
Skills (HOTS) and Lower Order Thinking Skills with
the guidance of MELC.
The lesson employs feedback for positive
criticism and allows to see what everyone can
change to improve res ults.
ANNOTATION

Objective 3
Displayed
proficient use of
Mother Tongue,
Filipino and
English to
facilitate
teaching and
learning.
3. Displayed the
proficient use of
Mother Tongue,
Filipino and
English to facilitate
teaching and
learning.

form from:
1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
demonstration teaching via
LAC

AGREEMENT FORM
COT1 & 2
Objective 3, I have attached my Class Observation Tool
(COT) rating sheet from my class observation of
synchronous online learning. I received 7, which
proves that I display proficient use of Mother tongue,
Filipino, and English to facilitate teaching and learning.
Good communication enables students to assimilate
more from the learning process by improving them to
ask relevant questions and become confident in
expressing themselves.
ANNOTATION

Objective 4
Used effective
verbal and non-
verbal classroom
communication
strategies to support
learner
understanding,
participation,
engagement and
achievement
4. Use effective verbal
and no-verbal
classroom
communication
strategies to support
learner
understanding,
participation,
engagement and
achievement.

form from:
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.

AGREEMENT FORM
COT1
For objective 4, I have attached my Class
Observation Tool (COT) rating sheet from my class
observation through LAC SESSION. Seven is my rating
proving that I have used effective verbal and non-
verbal classroom communication strategies that
support learner understanding, participation,
engagement, and achievement. Effective
communication is key to a well-managed classroom;
whether spoken or nonverbal plays an essential role in
classroom organization without well-developed skills
of falling behind their peers or becoming overwhelmed
or withdrawn from school. Verbal communication
establishes explicit instruction to the lesson and rules,
while nonverbal increases trust, clarity, and rapport.
.
ANNOTATION

Learning
Environment
and
Diversity of
Learners
KRA 2
KRA 2
KRA 2

5. Established and
secure learning
environments to
enhance learning,
through the
consistent
implementation of
policies, guidelines
and procedures.

form from:
1. An online observation of online
synchronous teaching
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.

AGREEMENT FORM
COT 1 & 2
Here is the Class Observation Tool rating sheet
from my COT 1 &2 . For objective 5, I have attached all
reminders posted in my classroom on how students
follow safety protocols. Activities are readily available
through teacher made answer sheet. I gained seven
ratings, proving that I establish a safe and secure
learning environment to enhance learning through the
consistent implementation of policies, guidelines, and
procedures.
ANNOTATION

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

AGREEMENT FORM
COT 1 & 2
For this objective, I have attained a rating of 7,
indicating that objective was attained. The lesson
maintained a learning environment that promotes
fairness, respect, and cares to encourage learning.
Maintaining this environment provides a harmonious
and striving class that focuses on its common goal. I
have attached the rubrics used to lessen the
subjectivity of the assessment. Rubrics are great for
students especially in every tasks group activity or
Performance Task. They let students know what is
expected of them, demystifying grades by clearly
stating, in an age-appropriate vocabulary.
ANNOTATION

1Maintained
learning
environments that
nurture and
inspire learners to
participate,
cooperate and
collaborate in
continued learning.

Set A
Any supplementary material (in print/digital
format) made by the ratee* and used in the
lesson delivery that highlights maintaining
learning environments 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) with client/learner feedback
on how the material encouraged the
learners to participate, cooperate, and
collaborate

Set B
Classroom observation Tool (COT) rating
sheet or inter-observer agreement form
from:
❖ An observation of synchronous teaching,
online teaching, or two-way radio
instructions)
❖ if lesson 1 is not possible, an observation
of a recorded video lesson or audio
lesson that is SLM-based or MELC-
aligned.
❖ If option 1 and 2 are not possible, an
observation of an observation of
demonstration teaching via LAC.

Lesson from
WHLP
In this lesson, it shows how the learners
are encouraged to participate and
cooperate in maintaining a healthy
learning environment.
ANNOTATION

1Applied a range of
successful strategies
that maintain
learning
environments that
motivate learners to
work productively by
assuming
responsibility for
their own learning.

Set B
form from :
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
lesson or audio lesson that is
SLM-based or MELC-aligned.
demonstration teaching* via LAC.

9. Designed, adapted
and implemented
teaching strategies
that are responsive to
learners with
disabilities, giftedness
and talents.

Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form
from:
1. An observation of
synchronous teaching
(limited face-to-face
teaching, online teaching, or
two-way radio instruction).
observation of a recorded
video lesson or audio lesson
that is SLM-based or MELC-
aligned.
demonstration teaching* via
LAC .

Set B
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.

10. Adapted and
used culturally
appropriate
teaching strategies
to address the
needs of learners
from the
indigenous groups.

11. Adapted and
implemented learning
programs that ensure
relevance and
responsiveness to the
needs of all learners.

1. Proof of evaluation* on the
implementation of the
adapted / contextualized
learning program.
2. Progress report on the
implementation of the
learning program.
3. Accomplishment /
completion / technical report
on the implementation of an
learning program.
4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program.

INDIVIDUAL LEARNING
MONITORING PLAN

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

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

Intervention Material Used
For Remediation / Reinforcement /
Enhancement

MONITORING TOOL in
READING

13. Applied
knowledge of
content within
and across
curriculum
teaching areas

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

Proof of Attendance and Certificate of
Completion

14. Reviewed
regularly personal
teaching practice
using existing laws
and regulations that
apply to the teaching
profession and the
responsibilities
specified in the
strand.

1. Annotated video / audio recording
of one’s teaching that shows
impact of regularly reviewing one’s
teaching practice/s.
2. Annotated teaching material that
shows impact of regularly
reviewing one’s teaching
practice/s.
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs
from participation in review of
personal teaching practices in four
(4) quarters.
4. Proof of attendance (with date) in
LAC or coaching and mentoring
sessions for review of personal
teaching practices.

ANNOTATION
Annotated Teaching
Materials
The WHLP also trains learners to take
responsibility for their own learning as they
follow the prescribed schedule in the plan.
This is very essential in this time of new
normal education since it helps teachers,
learners, and parents to track the teaching-
learning process.

ANNOTATION
Performance Tasks
It is equally important that each activity is
meaningful, and ensures student development
and advancement through the unit. Activities
should build on previous activities and avoid being
repetitive, they should enable students to engage
with and develop their skills, knowledge and
understandings in different ways.

ANNOTATION
Assessment Tools
As an assessment tool or quiz or weekly test can be
used by teachers to understand students' previous
knowledge, outcome of learning, and the process
of learning; at the same time, they can be used to
enable students to monitor the progress of their
own learning.

Personal Reflection notes
The Code of ethics for teachers is designed to
protect the rights of the students, all the students.
Teachers must understand that when they get a teaching
position, they agree to follow the Code of ethics.
A teacher's job is to provide quality education to
all students. A professional code of ethics must address this
fact, stating that teachers must not show favoritism or
discriminate against students. Teachers also must interact
with students appropriately, not taking advantage of
students, bullying students, or putting them down. Contact
with students outside of the classroom or school building
must be kept to a minimum and focus on school-related
activities and events.
The Code of ethics encourages teachers to use
data and professional knowledge to better the school,
especially the students. Teachers must carefully protect the
obligation on their shoulders. It is also his responsibility to
update their knowledge to reach the new learning needed
for the recent time.
It is expected that the school produces
competent, spiritually oriented students even outside the
school.

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

1. 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).
2. Minutes of parent-teacher
conference / stakeholders’
meeting about an
implemented school policy /
procedure with proof of
attendance.
3. Communication letter about
an implemented school policy
/ procedure sent to parent /
guardian.

Proof of Participation/Involvement
In School-Community Partnership
CONTRIBUTED IN GATHERING
THE DATA DURING THE
SCHOOL MONITORING AND
EVALUATION IN GIVING
SCHOOL SAFETY SEAL

16. Applied a
personal
philosophy of
teaching that is
learner-centered.

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

In this lesson, I used CONSTRUCTIVISM as the
basis for planning and designing my activities. The
CONSTRUCTIVIST teacher is not the center of the
instruction but rather a facilitator. The goal is to help
students better understand who they are as
individuals. This also means that the student should
have a choice in what they learn and that the
curriculum needs to be somewhat flexible. In the
lesson the kids were given time to talked within their
group to collaborate about the group task.
ANNOTATION
Lesson Plan/
Exemplar attach
here

17. Adopted
practices that
uphold the dignity
of teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect
and integrity.

1. Documented feedback from superiors,
colleagues, learners, parents / guardian, or
other stakeholders directly reflecting the
ratee’s good practices that uphold the
dignity of teaching as a profession.
2. Annotated evidence of practice indirectly
linking to the upholding of the dignity of
teaching as a profession by exhibiting
qualities such as caring attitude, respect
and integrity.
❑ ● Screenshot of text message / chat / email
/ any form of communication with parents
/ guardian or learners (name or any
identifier removed)
❑ ● Remarks from mentor / master teacher /
school head about one’s qualities (e.g.,
entries in Performance Monitoring and
Coaching Form [PMCF] or in Mid-Year
Review Form)
❑ ● Recognition from the school / school
community about one’s qualities
❑ ● Others (please specify)

Remarks from mentor /
master teacher / school
head about one’s qualities
entries in Performance
Monitoring and Coaching
Form [PMCF] or in Mid-
Year Review Form)

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

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

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

Proof of:
✔ 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/
contributor ship
✔ Coordinator ship/ 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)

• Committee Involvement
SERVED AS CHAIRMAN IN
GRADUATION PROGRAM AND
INVITATION

Coordinatorship/
Chairpersonship
DESIGNATION AS SCHOOL
RESEARCH COORDINATOR

RPMS-with-movs-and-annotations-for-printing.ppt

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