Home » DepEd Resources » RPMS-PPST Performance Objectives, Indicators, and Means of Verifications for SY 2021-2022

RPMS-PPST Performance Objectives, Indicators, and Means of Verifications for SY 2021-2022

PART I. Regular Teachers

There are 18 indicators from the Philippine Professional Standards for Teachers (PPST) chosen as RPMS objectives for this school year. These priority indicators complete the integration of PPST through the RPMS.

See Appendix 1A for the RPMS Tool for Proficient Teachers for SY 2021-2022 and Appendix IB for the RPMS Tool for Highly Proficient Teachers for SY 2021-2022, respectively. A glossary is provided in each tool to set the operational definition of concepts from the indicators and of certain MOV.

Classroom observable objectives

For Proficient Teachers, there are nine (9) classroom observable objectives. The performance indicators of these objectives are identified for Quality.

Objectives 1, 3, 4, 5, and 6 require means of verification (MOV) from a classroom observation. While Objectives 7, 8, 9, and 10 have SET A and SET B options that require MOV from either a classroom observation, provision of supplemetal material/s, or accomplishment of a Teacher Reflection Form (TRF) depending on the context of the teacher.

For Highly Proficient Teachers, there are seven (7) classroom observable objectives. The performance indicators of these objectives are identified for Quality.

Objectives 1,3,4,5, and 6 require MOV from a classroom observation. While Objectives 9 and 10 have SET A and SET B options that require MOV from either a classroom observation or accomplishment of a Teacher Reflection Form (TRF) depending on the context of the teacher.

Only two (2) observations are required for both Proficient and Highly Proficient Teachers for the entire school year.

Non-classroom observable objectives

There are thirteen (13) non-classroom objectives for both Proficient and Highly Proficient Teachers. This includes the objectives that have SET A and SET B options. The performance indicators of these objectives are identified for Quality. Plus Factor is Objective 19.

Table 1. MOV per indicator for the Proficient Teachers for RPMS SY 2021-2022

RPMS objective based on the PPST priority indicatorMeans of verification
1. Applied knowledge of content within and across curriculum teaching areasClassroom 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)
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
2. Used research-based knowledge and principles of teaching and learning to enhance professional practiceOne (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
3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learningClassroom 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)
2. if option J 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
4. Used effective verbal and nonverbal classroom communication strategies to support learner understanding, participation, engagement and achievement
5. Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures
6. Maintained learning environments that promote fairness, respect and care to encourage learning
7. Maintained learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learningSETA
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 (Please specify’ and provide annotations of one’s contribution to a material if it is a group work.)

OR

SET B

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

Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights a range of strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own 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 specify’ and provide annotations of one’s contribution)

OR

SETB

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

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)
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

OR

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 Tatee’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 indigenous groupsSET A

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)
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

OR

SET B

Teacher Reflection Form (TRF) on adapting and using culturally appropriate teaching strategies to address the needs of learners from indigenous groups and a certification from the school head that the ratee’s classes have no identified learner/s from indigenous groups
11. Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all learners1. Proof of evaluation* on the implementation of the adapted / contextualized learning program
2. Progress report on the implementation of the adapted / contextualized learning program
3. Accomplishment/ completion / technical report on the implementation of an adapted / contextualized learning program
4. Action plan / activity’ proposal / activity matrix that shows an adapted / contextualized learning program
12. Utilized assessment data to inform the modification of teaching and learning practices and programsA 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-IRI-based reading program)
2. intervention material used for remediation / reinforcement / enhancement
lesson plan/activity log for remediation / 3. enhancement utilizing of assessment data to modify teaching and learning practices or programs
13. Maintained learning environments that are responsive to community contexts1. 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 that maintains a learning environment with proof of attendance
4. Communication letter about a program / project / activity that maintains a learning environment
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 Teachers1. 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
15. Complied with and implemented school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders1. 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
16. Applied a personal philosophy of teaching that is learner-centeredOne (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
17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity1. 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)
18. Set professional development goals based on the Philippine Professional Standards for Teachers1. Updated IPCRF-DP from Phase 11
2. Mid-year Review Form (MRF)
3. IPCRF-DP
4. Certification from the ICT 5. Coordinator/School Head/Focal Person in charge of e-SAT
19. Performed various related works/activities that contribute to the teaching-learning processAny proof of:
» committee involvement
• advisorship of co-curricular activities
• book or journal authorship/contributorship
• coordinatorsh ip / chairpersonship
• coaching and mentoring learners in competitions
• serving as reliever of classes in the absence of teachers
• mentoring pre-service teachers
• participation in demonstration teaching
• participation as technical working group member
• others (please specify and provide annotations)

Table 2. MOV per indicator for the Highly Proficient Teachers for RPMS SY 2021-2022

RPMS objective based on the PPST priority indicatorMeans of verification
1. Modelled effective applications of content knowledge within and across curriculum teaching areasClassroom Observation Tool (COT) rating sheet 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

with proof of attendance of colleague/s
2. Evaluated with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy learning processAny supplementary material (in print / digital format) made by the ratee and used in the lesson delivery that highlights teaching strategies that promote learner achievement in literacy and numeracy

• 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 minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show evaluated teaching strategies that promote learner achievement in literacy and numeracy
3. Modelled and supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop learners’ pride of their language, heritage and culture.Classroom Observation Tool (COT) rating sheet 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

with proof of attendance of colleague/s
4. Displayed a wide range of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement
5. Exhibited effective strategies that ensure safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures
6. Exhibited effective practices to foster learning environments that promote fairness, respect and care to encourage learning
7. Worked with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learningAny supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights successful strategies that sustain supportive 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 minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show sharing of strategies for increased learner participation, cooperation, and collaboration
8. Modelled successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learningAny supplementary material (in print/ digital format) made by the ratee and used in the lesson delivery that highlights successful strategies in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own 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 minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that details support given to them in motivating learners to work productively by assuming for their own learning
9. Assisted colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talentsSET A:

Classroom Observation Tool (COT) rating sheet 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

with proof of attendance of colleague/s;

OR

SET B;

Teacher Reflection Form (TRF) on assisting colleagues in 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. Developed and applied teaching strategies to address effectively the needs of learners from indigenous groupsSET A:

Classroom Observation Tool (COT) rating sheet 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 ot MELC-aligned
3. if options 1 and 2 are not possible, an observation of a demonstration teaching via LAC

with proof of attendance of colleague/s;

OR

SET B:

Teacher Reflection Form (TRF) on developing and applying teaching strategies to address effectively the needs of learners from indigenous groups and a certification from the school head that the ratee’s classes have no identified learner/s from indigenous groups
11. Worked collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills of learners at different ability levels1. New / improved design of learning programs
2. Detailed recommendations on the design of learning programs
3. Synthesis of the evaluation of the learning programs
4. Own evaluation of the existing learning programs
12. Worked collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress and achievementAccomplished I.AC plan anchored with the school LAC plan (Annex 1 of DO 35, s. 2016) to analyze and utilize assessment data to modify practice and/or program to further support learner progress and achievement with any 1 used in the implementation of the LAC plan

• minutes of LAC session on the analysis of assessment data to modify teaching practices and programs
• any proof of collaborative review of learner assessment data
o lesson plan with accomplished part VI: Reflection and Index of Mastery o test item analysis
o list of identified least mastered skills based on frequency of errors / correct responses
o intervention / remediation / enhancement / enrichment plan

• any proof of collaborative review of intervention materials developed for remediation / enhancement
• accomplishment report of intervention / remediation / enhancement / enrichment activities (e.g., remedial sessions, Summer Reading Camp, Phil-IRl-based program)
• others (Please specify and provide annotations)
13. Reflected on and evaluated learning environments that are responsive to community contexts1. Synthesis of evaluation of a program / project / activity that maintains the learning environment responsive to community contexts
2. Minutes of consultative meeting with parents / other external stakeholders on programs, projects, and/or activities that maintain a learning environment, highlighting the evaluations made, with proof of attendance
3. Minutes of focus group discussion (FGD) with teachers on a program / project / activity that maintains a learning environment, highlighting the evaluations made, with proof of attendance
4. Survey on programs / projects / activities that maintain a learning environment
14. Discussed with colleagues teaching and learning practices that apply existing codes, laws and regulations that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers1. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics for Professional Teachers and the reviewed annotated evidence of practice of colleagues
2. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics for Professional Teachers and the reviewed personal reflection notes of colleagues
3. Minutes of LAC sessions / professional meetings to discuss the Code of Ethics for Professional Teachers
4. Activity’ proposal / Learning Action Cell (LAC) Plan (refer to Annex 1 of DO 35, s. 2016) to discuss the Code of Ethics for Professional Teachers
15. Exhibited commitment to and supported teachers in the implementation of school policies and procedures to foster harmonious relationships with learners, parents and other stakeholders1. Evaluation report on the implementation of school policies/procedures ot minutes of subject area/grade level meetings or professional meetings on evaluating school policies/procedures
2. Minutes of subject area/grade level meetings or professional meetings on the implementation progress of school policies/procedures [provide at least 2 to show discussions held]
3. Minutes of subject area/grade level meeting or professional meeting on disseminating information and implementing school policies/procedures [provide at least 2 to show discussions held]
4. Proof of implementation of school policies and procedures
16. Manifested a learner-centered teaching philosophy in various aspects of practice and support colleagues in enhancing their own learner-centered teaching philosophy1. Sample lesson plans of colleague/s with annotations about enhancing their learner-centered teaching philosophy
2. Minutes of LAC session/s about enhancing teachers’ learner-centered teaching philosophy through lesson planning
3. LAC plan (refer to Annex 1 of DO 35, s. 2016) that details supporting teachers in enhancing their learner-centered teaching philosophy through lesson planning
4. Lesson plan exemplar used during a Learning Action Cell (LAC) session
17. Identified and utilized personal professional strengths to uphold the dignity of teaching as a profession to help build a positive teaching and learning culture within the school1. Performance Coaching and Mentoring Form (PMCF) showing guidance given to teachers and remarks in terms of upholding the dignity of teaching
2. 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
3. Annotated evidence of practice indirectly linking to the upholding of the dignity of teaching as a profession
• screenshot of text message/chat/email/ any form of communication with parents/guardian or learners (name or any identifier removed)
• remarks from superior/school head about one’s personal professional 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)
4. Personal notes on one’s personal professional strengths
18. Reflected on the Philippine Professional Standards for Teachers to plan personal professional development goals and assist colleagues in planning and achieving their own goals1. Updated 1PCRF-DP from Phase II
2. Mid-year Review Form (MRF)
3. Performance Monitoring and Coaching Form (PMCF)
4. IPCRF-DP
5. Certification from the ICT Coordinator/School Head/Focal Person in charge of e-SAT and IPCRF-DP
19. Performed various related works/activities that contribute to the teaching-learning processAny proof that the master teacher:

• served as facilitator/speaker
• served as demonstration teacher
• served as a member of the technical working group
• served as OIC in the absence of the principal
• represented the principal in meetings and conference
• observed classes of Teachers 1-1II
• assisted the school selection committee in the evaluation of credentials when hiring or promoting teachers
• served in a committee
• served as adviser to co-curricular activities
• served as coordinator/chairperson
• authored/contributed to a book or journal
• coached and mentored learners in competitions
• mentored pre-service/ in-service teachers
• others (please specify and provide annotations)

PART II. Teacher Broadcasters

Same with the RPMS-PPST Tools for Regular Teachers, There are 18 indicators from the Philippine Professional Standards for Teachers (PPST) chosen as RPMS objectives for this school year. These indicators complete the integration of PPST through the RPMS.

See Appendix 2A for the RPMS Tool for Proficient Teachers (Full-time Teacher Broadcasters) and Appendix 2B for the RPMS Tool for Highly Proficient Teachers (Full-time Teacher Broadcasters). A glossary is provided in each tool to set the operational definition of concepts from the indicators and of certain MOV.

Classroom observable objectives

For Proficient Teachers, there are nine (9) classroom observable objectives. The performance indicators of these objectives are identified for Quality.

Objectives 1,3,4, 5, and 6 require MOV from a classroom observation. While Objectives 7, 8,9, and 10 have SET A and SET B options that require MOV from either a classroom observation, provision of supplemetal material/s, or accomplishment of a TRF depending on the context of the teacher.

For Highly Proficient Teachers, there are seven (7) classroom observable objectives. The performance indicators of these objectives are identified for Quality.

Objectives 1,3,4, 5, and 6 require MOV from a classroom observation. While Objectives 9 and 10 have SET A and SET B options that require MOV from either a classroom observation or accomplishment of a TRF depending on the context of the teacher.

Only two (2) observations are required for both Proficient and Highly Proficient Teachers for the entire school year.

Non-classroom observable objectives

There are thirteen (13) non-classroom objectives for both Proficient and Highly Proficient Teachers. This includes the objectives that have SET A and SET B options. The performance indicators of these objectives are identified for Quality. Plus Factor is Objective 19.

Table 3. MOV per indicator for the Proficient Teachers (Full-time Teacher Broadcasters for RPMS SY 2021-2022)

RPMS objective based on the PPST priority indicatorMeans of verification
1. Applied knowledge of content within and across curriculum teaching areasClassroom observation tool (COT) rating sheet or inter-observer agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)
2. Used research-based knowledge and principles of teaching and learning to enhance professional practiceOne (1) lesson plan or a lesson script for TV- or radio-based instruction with annotations identifying the research-based knowledge and/or principles of teaching and learning used as bases for planning / designing the lesson (please provide annotations of one’s contribution to the video lesson)
3. Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching and learningClassroom observation tool (COT) rating sheet or interobserver agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)
4. Used effective verbal and nonverbal classroom communication strategies to support learner understanding, participation, engagement and achievement
5. Established safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures
6. Maintained learning environments that promote fairness, respect and care to encourage learning
7. Maintained learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learningSET 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

• one lesson from a self-learning module (SLM)
• lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• client/leamer feedback on how the material encouraged the learners to participate, cooperate, and collaborate
• other learning materials in print/digital format (please specify and provide annotations)
with clienl/learner feedback on how the material encouraged the learners to participate, cooperate, and collaborate (Please specify and provide annotations of one’s contribution to a material if it is a group work.)

SET B

Classroom observation tool (COT) rating sheet or inter-observer agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)
8. Applied a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learningSET A

Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights a range of strategies that maintain learning environments that motivate learners to work productively by assuming responsibility for their own learning

• one lesson from a self-learning module (SLM)
• lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print/digital format (please specify and provide annotations)

(Please specify and provide annotations of one’s contribution to a material if it is a group work.)

OR

SET B

Classroom observation tool (COT) rating sheet or inter-observer agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)
9. Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities, giftedness and talentsSET A

Classroom observation tool (COT) rating sheet or inter-observer agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)

OR

SET B

Teacher Reflection Form (TRF) on designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities, giftedness, and talents
10. Adapted and used culturally appropriate teaching strategies to address the needs of learners from indigenous groupsSET A

Classroom observation tool (COT) rating sheet or inter-observer agreement form obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson)

OR

SET B

Teacher Reflection Form (TRF) on adapting and using culturally appropriate teaching strategies to address the needs of learners from indigenous group
11. Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all learnersAny supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights adapting and implementing learning programs that ensure relevance and responsiveness to the needs of all learners

• one lesson from a self-learning module (SLM)
• lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print/digital format (please specify and provide annotations)

with client Iearner feedback highlighting the relevance and responsiveness of the learning program to the needs of the learners (Please specify and provide annotations of one’s contribution to a material if it is a group work.)
12. Utilized assessment data to inform the modification of teaching and learning practices and programsOne (1) lesson plan or a lesson script for TV- or radio-based instruction with annotations highlighting utilization of available assessment data (e.g., PISA, TIMMS, other open access) in modifying teaching and learning practices or programs (please provide annotations of one’s contribution to the video lesson)
13. Maintained learning environments that are responsive to community contextsAny supplementary material (in print/digital format) used in the lesson delivery that highlights maintaining learning environments that are responsive to community contexts

• one lesson from a self-learning module (SLM)
• lesson plan (e g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print/digital format (please specify and provide annotations)

(Please specify and provide annotations of one’s contribution to a material if it is a group work.)
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 Teachers1. 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
• 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
15. Complied with and implemented school policies and procedures consistently to foster harmonious relationships with learners, parents, and other stakeholders1. Proof of participation / involvement in a community partnership at the national / regional / division / school level for the implementation of a DepEd/school policy/procedure such as the BE-LCP (e.g., reassignment order, certificate as committee member, narrative report)
Proof of other stakeholders meeting (e.g., attendance sheet with minutes of online or face-to-face meeting)
Any form of communication to stakeholders (e.g., screenshot of chat/text message/ communication [name or any identifier removed])
16. Applied a personal philosophy of teaching that is learner-centeredOne (1) lesson plan or a lesson script for TV- or radio-based instruction with annotations identifying the application of a personal philosophy of teaching that is learner-centered (please provide annotations of one’s contribution to the video lesson)
17. Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity1. Documented feedback from superiors, colleagues, 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 dignit}’ of teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity’

• Remarks from superiors, colleagues, or 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)
18. Set professional development goals based on the Philippine Professional Standards for TeachersUpdated 1PCRF-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
19. Performed various related works/activities that contribute to the teaching-learning processAny proof of:

• committee involvement
• involvement as module / learning material writer / validator
• book or journal authorship / contributorship
• coordinatorship / chairpersonship
• participation as research presenter in a forum / conference
• participation in demonstration teaching
• others (please specify and provide annotations)

Table 4. MOV per indicator for the Highly Proficient Teachers (Full-time Teacher Broadcasters for RPMS SY 2021-2022)

RPMS objective based on the PPST priority indicatorMeans of verification
1. Modelled effective applications of content knowledge within and across curriculum teaching areasClassroom observation tool (COT) rating sheet obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson) with proof of attendance of colleague/s
2. Evaluated with colleagues the effectiveness of teaching strategies that promote learner achievement in literacy and numeracy learning processAny supplementary material (in print/ digital format) made by the ratee and used in the lesson delivery that highlights teaching strategies that promote learner achievement in literacy and numeracy

• one lesson from a self-learning module (SLM)
• lesson plan (e g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show evaluated teaching strategies that promote learner achievement in literacy and numeracy (please specify and provide annotations of one’s contribution to a material if it is a group work)
3. Modelled and supported colleagues in the proficient use of Mother Tongue, Filipino and English to improve teaching and learning, as well as to develop learners’ pride of their language, heritage and culture.Classroom observation tool (COT) rating sheet obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson) with proof of attendance of colleague/s
4. Displayed a wide range of effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement and achievement
5. Exhibited effective strategies
that ensure safe and secure learning environments to enhance learning through the consistent implementation of policies, guidelines and procedures
6. Exhibited effective practices to foster learning environments that promote fairness, respect and care to encourage learning
7. Worked with colleagues to share successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learningAny supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights successful strategies that sustain supportive learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning

• one lesson from a self-learning module (SLM)
• Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that show sharing of strategies for increased learner participation, cooperation, and collaboration (please specify and provide annotations of one’s contribution to a material if it is a group work)
8. Modelled successful strategies and support colleagues in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learningAny supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights successful strategies in promoting learning environments that effectively motivate learners to work productively by assuming responsibility for their own learning

• one lesson from a self-learning module (SLM)
• lesson plan (e g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that details support given to them in motivating learners (please specify and provide annotations of one’s contribution to a material if it is a group work)
9. Assisted colleagues to design, adapt and implement teaching strategies that are responsive to learners with disabilities, giftedness and talentsSET A

Classroom observation tool (COT) rating sheet obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aligned (please provide annotations of one’s contribution to the video lesson) with proof of attendance of colleague/s

OR

SET B

Teacher Reflection Form (TRF) on assisting colleagues in designing, adapting, and/or implementing teaching strategies that are responsive to learners with disabilities, giftedness and talents
10. Developed and applied teaching strategies to address effectively the needs of learners from indigenous groupsSET A

Classroom observation tool (COT) rating sheet obtained from an observation of a video lesson or audio lesson that is SLM-based or MELC-aiigned (please provide annotations of one’s contribution to the video lesson) with proof of attendance of colleague/s

OR

SET B

Teacher Reflection Form (TRF) on developing and applying teaching strategies to address effectively the needs of learners from indigenous groups
11. Worked collaboratively with colleagues to evaluate the design of learning programs that develop the knowledge and skills of learners at different ability levelsAny supplementary material (in print/ digital format) made by the ratee and used in the lesson delivery that highlights design of learning programs that develop the knowledge and skills of learners at different ability levels

• one lesson from a self-learning module (SLM)
• lesson plan (e.g„ DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print / digital format (please specify and provide annotations)

with minutes of focus group discussion (FGD) with fellow mentors or minutes of coaching and mentoring session with teachers that details working collaboratively with them in evaluating the design of learning programs (please specify and provide annotations of one’s contribution to a material if it is a group work)
12. Worked collaboratively with colleagues to analyze and utilize assessment data to modify practices and programs to further support learner progress and achievementAccomplished LAC plan anchored with the school LAC plan (Annex 1 of DO 35, s. 2016) to analyze and utilize assessment data to modify practice and/or program to further support learner progress and achievement with any 1 used in the implementation of the LAC plan

• minutes of LAC session on the analysis of assessment data to modify teaching practices and programs
• any proof of collaborative review of learner assessment data
• lesson plan a lesson script for TV- or radio-based instruction with annotations or highlighting utilization of available assessment data (e.g., PISA, TIMMS, other open access) in modifying practices and programs to further support learner progress and achievement
• any proof of collaborative review of intervention materials developed for remediation / enhancement
• others (Please specify and provide annotations)
13. Reflected on and evaluated learning environments that are responsive to community contextsAny supplementary material (in print/ digital format) made by the ratee and used in the lesson delivery that highlights reflection on and evaluation of learning environments that are responsive to community contexts

• one lesson from a self-learning module (SLM)
• lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• video lesson or audio lesson that is SLM-based or MELC-aligned
• other learning materials in print / digital format (please specify and provide annotations)

(Please specify and provide annotations of one’s contribution to a material if it is a group work.)
14. Discussed with colleagues teaching and learning practices that apply existing codes, laws and regulations that apply to the teaching profession, and the responsibilities specified in the Code of Ethics for Professional Teachers1. Minutes of LAC sessions/professional meetings to discuss the Code of Ethics for Professional Teachers and the reviewed annotated evidence of practice of colleagues
2. Minutes of LAC sessions/ professional meetings to discuss the Code of Ethics for Professional Teachers and the reviewed personal reflection notes of colleagues
3. Minutes of LAC sessions/professional meetings to discuss the Code of Ethics for Professional Teachers
4. Activity proposal/Learning Action Cell (LAC) Plan (refer to Annex 1 of DO 35, s. 2016) to discuss the Code of Ethics for Professional Teachers
15. Exhibited commitment to and supported teachers in the implementation of school policies and procedures to foster harmonious relationships with learners, parents and other stakeholders1. Evaluation report on the implementation of school policies/procedures or minutes of subject area/grade level meetings or professional meetings on evaluating school policies/procedures
2. Minutes of subject area/grade level meetings or professional meetings on the implementation progress of school policies/procedures [provide at least 2 to show discussions held]
3. Minutes of subject area/grade level meeting or professional meeting on disseminating information and implementing school policies/procedures [provide at least 2 to show discussions held]
4. Proof of implementation of school policies and procedures
16. Manifested a learner-centered teaching philosophy in various aspects of practice and support colleagues in enhancing their own learner-centered teaching philosophy1. Sample lesson plans of colleague/s with annotations about enhancing their learner-centered teaching philosophy

2. Minutes of LAC session/s about enhancing teachers’ learner-centered teaching philosophy through lesson planning

3. LAC plan (refer to Annex 1 of DO 35, s. 2016) that details supporting teachers in enhancing their learner-centered teaching philosophy through lesson planning

4. Lesson plan exemplar used during a Learning Action Cell (LAC) session
17. Identified and utilized personal professional strengths to uphold the dignity of teaching as a profession to help build a positive teaching and learning culture within the schoolPerformance Coaching and Mentoring Form (PMCF) showing guidance given to teachers and remarks in terms of upholding the dignity of teaching
Documented feedback from superiors, colleagues, 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 the dignity of teaching as a profession

• remarks from superior / colleagues about one’s personal professional 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)
Persona! notes on one’s personal professional strengths
18. Reflected on the Philippine Professional Standards for Teachers to plan personal professional development goals and assist colleagues in planning and achieving their own goals1. Updated IPCRF-DP from Phase II
2. Mid-year Review Form (MRF)
3. Performance Monitoring and Coaching Form (PMCF)
4. IPCRF-DP
5. Certification from the ICT Coordinator / School Head / Focal Person in charge 6. of e-SAT and IPCRF-DP
19. Performed various related works/activities that contribute to the teaching-learning processAny proof that the master teacher:

• served as coordinator / chairperson
• authored / contributed to a book or journal
• served as module / learning material writer
• served as module / learning material validator
• served in a committee
• observed teaching performance of Teachers I-1II
• others (please specify’ and provide annotations)

READ:

  1. Implementation of the RPMS-PPST for School Year 2021-2022
  2. Download DepEd RPMS Tools for SY 2021-2022
  3. RPMS Teacher Reflection Form (TRF) Rubric for Master Teacher I-IV
  4. RPMS Teacher Reflection Form (TRF) for Teacher I-III
  5. RPMS Teacher Reflection Form (TRF) Rubric for Teacher I-III
  6. RPMS Teacher Reflection Form (TRF) for Master Teacher I-IV
  7. Self-Assessment Tool for Teacher I-III (Proficient Teachers) for SY 2021-2022
  8. Self-Assessment Tool for Master Teacher I-IV (Highly Proficient Teachers) for SY 2021-2022
  9. Classroom Observation Tools-RPMS Inter-Observer Agreement Form
  10. Classroom Observation Tools-RPMS Observation Notes Form
  11. Classroom Observation Tool (COT)-RPMS Teacher I-III Rating Sheet
  12. Classroom Observation Tool (COT)-RPMS Master Teacher I-IV Rating Sheet
  13. Classroom Observation Tools-RPMS for Highly Proficient Teachers (Master Teacher I-IV)
  14. Classroom Observation Tools-RPMS for Proficient Teachers (Teacher I-III)

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