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Table of Contents - Rpms

This document outlines the key result areas (KRAs) and objectives for evaluating a teacher's performance. It includes 6 KRAs: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. Each KRA contains several objectives with corresponding means of verification for evaluating the teacher's attainment of those objectives.

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Shyr R Palm
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392 views3 pages

Table of Contents - Rpms

This document outlines the key result areas (KRAs) and objectives for evaluating a teacher's performance. It includes 6 KRAs: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. Each KRA contains several objectives with corresponding means of verification for evaluating the teacher's attainment of those objectives.

Uploaded by

Shyr R Palm
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TABLE OF CONTENTS

A. Summary of COT Ratings


B. KRA 1 – Content Knowledge and Pedagogy
a. OBJECTIVE 1 – Modeled effective applications of content knowledge within
and across curriculum teaching areas.
a1. MOV 1 – COT Rating Sheets about effective applications of
contentwithin and across curriculum teaching areas.
a2. MOV 2 - Lesson Plans/Modified DLLs used in demonstration teaching
highlighting integration of content knowledge within and across subject
areas.
b. OBJECTIVE 2 – Collaborated with colleagues in the conduct and application
of research to enrich knowledge of content and pedagogy.
b1. MOV 1 - Copy of the research proposal focused on enriching
knowledge of content and pedagogy.
b2. MOV 2 - Proof of participation and/or contribution to a collaborative
research (e.g email, actual output submitted, terms of reference, etc.)
c. OBJECTIVE 3 – Developed and applied effective teaching strategies to
promoter critical and creative thinking, as well as other higher order thinking
skills.
c1. MOV 1 – Classroom Observation Tool (COT) rating sheet using
effective teaching strategies to promote critical and creative teaching, as
well as other higher-order thinking skills
c2. MOV 2 – Lesson Plans/modified DLLs used in demonstration teaching
highlighting different teaching strategies that develop critical and creative
thinking/ and or HOTS
C. KRA 2 – Learning Environment and Diversity of Learners.
a. OBJECTIVE 4 – Worked with colleagues to model and share effective
techniques in the management of classroom structures to engage learners,
individually or in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.
a1. MOV 1 – Classroom Observation Tool (COT) rating sheet about
sharing effective techniques in the management of classroom structure
a2. MOV 2 – Lesson Plans/modified DLLs used in demonstration teaching
highlighting effective classroom management strategies that engage
learners in activities/tasks in different physical learning environments.
b. OBJECTIVE 5 – Exhibited effective and constructive behaviour management
skills applying positive and on-violent discipline to ensure learning-focused
environments.
b1. MOV 1 – Classroom Observation Tool (COT) rating sheet about teacher
management of learner behaviour
c. OBJECTIVE 6 – Worked with colleagues to share differentiated,
developmentally appropriate opportunities to address learners’ differences in
gender, needs, strengths, interests and experiences.
c1. MOV 1 – Minutes of LAC session/s highlighting one’s sharing of
strategies on differentiated and developmentally appropriate opportunities to
address learners’ differences.
C2. MOV 2 – Lesson plans/modified DLLs highlighting strategies on
differentiated and developmentally-appropriate opportunities to address
learners’ differences.
D. KRA 3 – CURRICULUM AND PLANNING
a. OBJECTIVE 7 – Developed and applied effective strategies in the planning and
management of developmentally sequenced teaching and learning processes to
meet curriculum requirements and varied teaching contexts.
a1. MOV 1 – Classroom Observation Tool (COT) rating sheet about using
effective strategies in implementing developmentally sequenced teaching
and learning process.
a2. MOV 2 – Results of learners’ assessment during the actual teaching
a3. MOV 3 – Lesson plans/modified DLLs in demonstration teaching
highlighting developmentally sequenced teaching-learning process.
b. OBJECTIVE 8 – Reviewed with colleagues, teacher and learner feedback to
plan, facilitate and enrich teaching practice.
b1. MOV 1 – Implemented LAC/FGD Plan
b2. MOV 2 – Minutes of LAC/FGD sessions on use of teacher and learner
feedback to enrich teaching practice with proof of attendance.
c. OBJECTIVE 9 – Advised and guided colleagues in the selection, organization,
development and use of appropriate teaching and learning resources, including
ICT, to address specific learning goals.

c1. MOV 1 – Teaching and learning resources developed by colleagues


and critiqued on their alignment to learning goals.
C2. MOV 2 – Lesson plan by colleagues critiqued I n terms of the
alignment of the teaching and learning resources to the indicated
learning goals and appropriateness to the target learners.
E. KRA 4 – ASSESSMENT AND REPORTING
a. OBJECTIVE 10 - Worked collaboratively with colleagues to review the design,
selection, organization and use of a rage of effective diagnostic, formative and
summative assessment strategies consistent with curriculum requirements.
a1. MOV 1 – Any proof of collaborative review if the test is designed
based on its purpose (e.g. diagnostic, formative, summative)
a2. MOV 2 – Any proof of collaborative review of the alignment of the
test with the curriculum
b. OBJECTIVE 11 – Interpreted collaboratively monitoring and evaluation
strategies of attainment of data to support learner progress and
achievement.
b1. MOV 1 – Collaborative interpretation of the index of mastery
obtained from 1 class.
b2. MOV 2 – Collaborative interpretation of item analysis of quarterly
examinations
b3. MOV 3 – Collaborative interpretation of results of performance
assessment.
c. OBJECTIVE 12 – Applied skills in the effective communication of learner
needs, progress and achievement to key stakeholders, including
parents/guardians.
c1. MOV 1 – Sample agreement for learners at risk signed by parents
and corresponding evidence of improvement.
c2. MOV 2 – Record of dialogue and/or parent-teacher conferences and
corresponding evidence of improvement
c3. MOV 3 – Anecdotal record communicated to and signed by the
learners and/or parents with corresponding evidence of improvement.
c4. MOV 4 – Attendance sheet/ minutes of parent-teacher conference
F. KRA 5 – PLUS FACTOR
a. OBJECTIVE 13 – Performed various related works/activities that
contribute to the teaching-learning process.
a1. MOV 1 – Certificate of Recognition or participation
a2. MOV 2 - Observed classes of Teachers I – III
a3. MOV 3 – Certificate of Speakership
a4. MOV 4 – Committee Involvement in Evaluation and Promotion
a5. MOV 5 – Coordinatorship/chairmanship
a6. MOV 6 – Authorship

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