RPMS Tool for Teacher I-III (Proficient Teachers)

in the time of COVID-19 S.Y. 2020-2021

POSITION AND COMPETENCY PROFILE PCP No.               Revision Code: 00

Department of Education

Position Title Teacher I - III Salary Grade

Parenthetical Title
Office Unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised

JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications (For Senior High School Teachers, please refer to: DO 3, s. 2016; DO 27, s. 2016; and DO 51, s. 2017)
P Teacher I Teacher II Teacher III
Educationo For Elementary School – Bachelor of Elementary Education (BEEd) or Bachelor’s degree plus 18 professional units in Education, or
s
Bachelor in Secondary Education, or its equivalent
it
i For Secondary School – Bachelor of Secondary Education (BSEd) or Bachelor’s degree plus 18 professional units in Education with
o appropriate major or Bachelor in Secondary Education, or its equivalent
Experiencen None required 1 year relevant experience 2 years relevant experience
T
Eligibility RA 1080 RA 1080 RA 1080
it
Trainingsl None required None required None required
B. Preferred Qualifications e
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
Eligibility PBET/LET/BLEPT Passer
Trainings In-service training
 DUTIES AND RESPONSIBILITIES
1. Applies mastery of content knowledge and its application across learning areas
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners’ progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory Unsatisfactory Poor (1)
OBJECTIVE
QET Satisfactory (4) (3) (2)

1. Applied Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

knowledge of (COT) rating sheet or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
content within observer agreement form from Objective 1 as shown Objective 1 as Objective 1 as Objective 1 as Objective 1 as shown
and across 1. an online observation of in COT rating shown in COT rating shown in COT rating shown in COT rating in COT rating
curriculum online synchronous teaching sheets/inter- observer sheets/inter- sheets/inter- sheets/inter- sheets/inter- observer
teaching areas 2. if option 1 is not possible, an agreement forms observer agreement observer agreement observer agreement agreement forms
observation of a video lesson forms forms forms or
that is SLM- based or MELC- No acceptable
aligned evidence was shown
3. if options 1 and 2 are not Quality
possible, an observation of a
demonstration teaching
via LAC

Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and
(iii) find the transmuted RPMS rating.
Example:

Means of Verification COT RPMS 5-point Average RPMS Rating for RPMS Rating
Rating Scale Rating Quality Transmutation Table
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
OBJECTIVE
QET Satisfactory (4) (2)

2. Ensured the Any supplementary material Ensured that the ICT Ensured that the ICT Ensured that the ICT Ensured that ICT are No acceptable
positive use of (in print/digital format) made used redefine and used augment and used modify used but do not evidence was shown
ICT to facilitate by the ratee and used in the transform learning enrich learning processes and create a new
the teaching and lesson delivery that highlights experiences and are experiences and are improve learning learning experience
learning process the positive use of ICT to documented documented experiences and are and/or are
facilitate the teaching and properly and properly and documented documented but
learning process consistently using consistently using properly and not consistent with
 Activity sheet/s any referencing style any referencing consistently using one referencing
 One lesson from a self- learning as shown in the style as shown in the any referencing style as shown in
module (SLM) submitted learning submitted learning style as shown in the the submitted
 Lesson plan (e.g., DLP, DLL, material material submitted learning learning material
WHLP, WLP, WLL, Lesson Quality material
Exemplars, and the likes)
 Video lesson
 Audio lesson
 Other learning materials in
print/digital format (please specify
and
provide annotations)

*The following terms adapted Ruben Puentedura's SAMR Model (substitution, augmenting, modification, and redefining) in technology integration: (i) ICT used “redefine and transform” learning experiences
– The learning materials are able to create new kinds of learning experiences that were not possible before, e.g., using social networking sites to engage with other students from other corners of the globe;
(ii) ICT used “augment and enrich” learning experiences – The use of the tool provides value-added experience, e.g., using Google Jamboard that makes discussion interactive; (iii) ICT used “modify processes and improve” learning experiences –
Using ICT improves processes to increase productivity, e.g., using Google Docs for real time collaboration in group activities.
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. Example:

Means of Verification RPMS 5-point Average RPMS Rating for RPMS Rating
Scale Rating Quality Transmutation Table
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
MOV 2: One lesson from a SLM 4 3.500 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 PERFORMANCE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Outstanding Very Satisfactory (3) Unsatisfactory Poor (1)
QET (5) Satisfactory (4) (2)

3. Applied a Any supplementary material (in Applied teaching Applied teaching Applied teaching Applied teaching No acceptable
range of teaching print/digital format) made by the strategies that strategies that strategies that strategies that lead evidence was shown
strategies to ratee and used in the lesson challenge learners require learners to require learners to learners along a
develop critical delivery that highlights teaching to draw conclusions make connections describe and single path of
and creative strategies to develop critical and and justify their using ideas explain ideas inquiry and/or to
thinking, as well creative thinking, as well as other thinking or put parts learned as shown learned as shown simple recall and
as other higher- higher-order thinking skills together to promote in the submitted in the submitted rote memorization
order thinking  Activity sheet/s deeper learning material learning material of concepts as
skills  One lesson from a self- learning understanding of shown in the
module (SLM) ideas learned as submitted learning
 Lesson plan (e.g., DLP, DLL, shown in the material
Quality
WHLP, WLP, WLL, Lesson Exemplars, submitted learning
and the likes) material
 Video lesson
 Audio lesson
 Other learning materials in
print/digital format (please specify and
provide
annotations)

*The following phrases are defined in terms of Lorin Anderson’s revised categories of the cognitive domain under the Bloom’s Taxonomy: “put parts together” refers to Creating (synthesizing parts into something new to form a
functional whole); “draw conclusions and justify their thinking” refers to Evaluating (making judgments about the value of ideas or materials); “make connections using ideas learned” refers to Analyzing (determining how parts relate);
“describe and explain ideas learned” refers to Applying (applying information and skills to related ideas/concepts/materials) and Understanding (constructing meaning); and “single path of inquiry” and “simple recall and rote
memorization” refer to Remembering (using memory to retrieve/recall ideas).
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. Example:

Means of Verification RPMS 5-point Average RPMS Rating for RPMS Rating
Scale Rating Quality Transmutation Table
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
MOV 2: One lesson from a SLM 4 3.500 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
OBJECTIVE
QET Satisfactory (4) (2)

4. Established a Any supplementary material Utilized effective Utilized effective Utilized an Utilized a teaching No acceptable
learner- centered (in print/digital format) made teaching strategies teaching strategies effective teaching strategy or evidence was
culture by using by the ratee and used in the that are appropriate in that are appropriate strategy that is strategies that shown
teaching strategies lesson delivery that highlights responding to learners’ in responding to appropriate in partially respond to
that respond to teaching strategies that are linguistic, cultural, learners’ linguistic, responding to learners’ linguistic,
their linguistic, responsive to learners’ socioeconomic, or cultural, learners’ linguistic, cultural,
cultural, linguistic, cultural, religious backgrounds socioeconomic, or cultural, socioeconomic, or
socioeconomic and socioeconomic, or religious at an individual level* religious backgrounds socioeconomic, or religious
religious backgrounds as shown in the at a group level* as religious backgrounds as
backgrounds  Activity sheet/s submitted learning shown in the backgrounds as shown in the
 One lesson from a self- learning material submitted learning shown in the submitted learning
module (SLM) Quality material submitted learning material
 Lesson plan (e.g., DLP, DLL,
WHLP, WLP, WLL, Lesson material
Exemplars, and the likes)
 Video lesson
 Audio lesson
 Other learning materials in
print/digital format (please
specify and provide annotations)

* “At a group level” refers to general, whole class instruction where teaching/modelling of concepts for all students happen at once; “at an individual level” refers to targeted instruction to an individual learner or to a number of learners.
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. Example:

Means of Verification RPMS 5-point Average RPMS Rating for RPMS Rating
Scale Rating Quality Transmutation Table
MOV 1: Activity Sheet 3 4 Outstanding (5) 4.500-5.000
MOV 2: One lesson from a SLM 4 3.500 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499

Satisfactory (3) 2.500-3.499

Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory Unsatisfactory Poor (1)
OBJECTIVE
QET Satisfactory (4) (3) (2)

5. Planned and Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated
delivered teaching (COT) rating sheet or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
strategies that are observer agreement form from Objective 5 as shown Objective 5 as Objective 5 as Objective 5 as Objective 5 as shown
responsive to the 1. an online observation of in COT rating shown in COT shown in COT rating shown in COT rating in COT rating
special educational online synchronous teaching sheets/inter- observer rating sheets/inter- sheets/inter- sheets/inter- sheets/inter- observer
needs of learners in 2. if option 1 is not possible, an agreement forms observer agreement observer agreement observer agreement agreement forms
difficult observation of a video lesson forms forms forms or
circumstances*, that is SLM- based or MELC- No acceptable
including: aligned evidence was shown
geographic
3. if options 1 and 2 are not
isolation; chronic
possible, an observation of a Quality
illness;
displacement due to demonstration teaching via LAC
armed conflict,
urban resettlement
or disasters; child
abuse and child
labor practices

* This objective is about strategies that respond to “learners in difficult circumstances” (see glossary for the definition). In the context of SY 2020-2021, the Filipino learners (and all the learners across the globe) have been affected by
the COVID-19 pandemic which brought difficulty in the way they learn and live. The efforts that teachers exert to adjust and modify the teaching and learning delivery is captured in this year’s RPMS.
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and
(iii) find the transmuted RPMS rating.
Example:

Means of Verification COT RPMS 5-point Average RPMS Rating for RPMS Rating
Rating Scale Rating Quality Transmutation Table
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 PERFORMANCE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Outstanding (5) Very Satisfactory (3) Unsatisfactory Poor (1)
QET Satisfactory (4) (2)

6. Used strategies Evidence that highlights providing Provided learners with Provided learners Provided learners Provided learners No evidence was
for providing timely, accurate and constructive feedback accurate, and with accurate, and with accurate, and with inaccurate shown
accurate and to improve learner performance and specific and specific general and/or destructive
constructive that shows timeliness of feedback directed constructive constructive feedback
feedback to improve given to any of the following constructive feedback as feedback as shown in the
learner performance  activity sheet feedback* as shown shown in the as shown in the evidence submitted
Quality
 performance task in the evidence evidence evidence
 quiz or test submitted submitted submitted
 self-learning module

MOV submitted MOV MOV MOV submitted No evidence was

shows feedback given submitted shows submitted shows shows feedback shown
within 5 working feedback given feedback given given beyond 20
days from within 6-10 within 11-20 working days from
Timeliness submission** working days working days submission**
from from
submission** submission**

*Feedback refers to essential and culturally-appropriate written and/or oral information about learners’ performance/output that can be used to raise awareness on their strengths and weaknesses as bases for improvement; Directed constructive feedback
is constructive feedback that gives specific direction on how to make improvements; Specific constructive feedback is constructive feedback that points out a specific issue in a learner’s performance/output; General constructive feedback is constructive
feedback that points out what is commonly observed among learners’ performance/output (and is addressed to the class in general).
**All MOVs for this objective must contain date stamps to keep track of submission of learners’ output/performance and of the learners’ receipt of teachers’ feedback.
Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality, calculate the average rating of the two MOV and find the transmuted RPMS rating. Follow the same procedure in
calculating the rating for Timeliness.
Example:

Means of Verification RPMS 5-point Scale RPMS 5-point Scale Rating RPMS Rating Transmutation
Rating for Quality for Timeliness Table
MOV 1: Activity sheet with teachers’ 3 5 Outstanding (5) 4.500-5.000
feedback
MOV 2: Performance task with teachers’ 4 5 Very Satisfactory (4) 3.500-4.499
feedback
Average 3.500 5.000 Satisfactory (3) 2.500-3.499
RPM 4 (Very Satisfactory) 5 (Outstanding) Unsatisfactory (2) 1.500-2.499
S Poor (1) 1.000-1.499
Rati
ng
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding (5) Very Satisfactory Unsatisfactory Poor (1)
OBJECTIVE
QET Satisfactory (4) (3) (2)

7. Selected, Classroom Observation Tool Demonstrated Demonstrated Demonstrated Demonstrated Demonstrated

developed, (COT) rating sheet or inter- Level 7 in Level 6 in Level 5 in Level 4 in Level 3 in
organized and observer agreement form from Objective 7 as shown Objective 7 as Objective 7 as Objective 7 as Objective 7 as shown
used appropriate 1. an online observation of in COT rating shown in COT rating shown in COT rating shown in COT rating in COT rating
teaching and online synchronous teaching sheets/inter- observer sheets/inter- sheets/inter- sheets/inter- sheets/inter- observer
learning 2. if option 1 is not possible, an agreement forms observer agreement observer agreement observer agreement agreement forms
resources, observation of a video lesson forms forms forms or
including ICT, to that is SLM- based or MELC- No acceptable
address learning aligned evidence was shown
goals 3. if options 1 and 2 are not Quality
possible, an observation of a
demonstration teaching
via LAC

Note: For this objective, two MOVs are required for the entire school year. In computing the rating for Quality: (i) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and
(iii) find the transmuted RPMS rating.
Example:

Means of Verification COT RPMS 5-point Average RPMS Rating for RPMS Rating
Rating Scale Rating Quality Transmutation Table
COT Rating Sheet 1 6 4 3.500 4 Outstanding (5) 4.500-5.000
COT Rating Sheet 2 5 3 (Very Satisfactory) Very Satisfactory (4) 3.500-4.499
Satisfactory (3) 2.500-3.499
Unsatisfactory (2) 1.500-2.499
Poor (1) 1.000-1.499
 PERFORMANCE INDICATOR
OBJECTIVE MEANS OF VERIFICATION Outstanding (5) Very Satisfactory Satisfactory (3) Unsatisfactory Poor (1)
QET (4) (2)

8. Set achievable One lesson plan (e.g., DLP, DLL, All of the learning Majority of the Half of the Less than half of No acceptable
and appropriate WHLP, WLP, WLL, outcomes set are learning learning the learning evidence was
learning outcomes Lesson Exemplars, and the likes) or aligned with the outcomes set are outcomes set are outcomes set are shown
that are aligned one lesson from a self-learning learning aligned with the aligned with the aligned with the
with learning module prepared by the ratee with competencies as learning learning learning
competencies achievable and appropriate learning shown in the MOV competencies as competencies as competencies as
outcomes that are aligned with the submitted shown in the MOV shown in the MOV shown in the MOV
learning competencies as shown in submitted submitted submitted
any of the following:
 Lecture/discussion
 Activity/activity sheet Quality
 Performance task
 Rubric for assessing
performance using criteria that
appropriately describe the target
output
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
OBJECTIVE
QET (5) (4)

9. Built 1. Proof of participation in any activity for Sustained Secured Communicated with Communicated with No acceptable
relationships with improved access to education such as, but
not limited to the ff. activities
engagement with collaboration with and obtained parents/ guardians evidence was shown
parents/  Distribution of learning materials to parents/ guardians parents/ guardians response from and/or wider school
guardians and the learners/parents (e.g., receipt and/or wider school and/or wider school parents/ guardians community to
wider school form/monitoring form during distribution of community to community to and/or wider school facilitate involvement
learning materials, etc.)
community to  Brigada Eskwela (e.g., commitment form
facilitate facilitate community to in the educative
facilitate to stakeholders, developed advocacy involvement in the involvement in the facilitate involvement process but received
involvement in materials, certificate of participation that educative process educative process in the educative no response/reply
the educative involves parents’/stakeholders’ engagement as evidenced by 2 or as evidenced by process as evidenced as evidenced by MOV
signed by the school head, etc.) Quality
process  Home visitation (e.g., home visitation more of MOV no. 1 one MOV no. 1 or 2 by MOV No. 3 No. 3
form, etc.) or 2
 Others (please specify and provide
annotations)
2. Parent-teacher log or proof of other
stakeholders meeting (e.g., one-on-one
parent-teacher- learner conference log;
attendance sheet with minutes of online or
face-to-face meeting; proof of involvement in
the learners’/parents’ orientation, etc.)
3. Any form of communication to
parents/stakeholders (e.g., notice of meeting; Submitted any 4 of Submitted any 3 of Submitted any 2 of Submitted any 1 of No acceptable
screenshot of chat/text
message/communication with the acceptable the acceptable the acceptable the acceptable MOV evidence was shown
parent/guardian [name or any identifier MOV* MOV* MOV*
removed]; digital/ printed copy of Learner
Enrollment Survey Form signed by the ICT
Coordinator/Focal
person and School Head)

Efficiency

* “Any 4/3/2 of the acceptable MOV” under Efficiency means the same kind of MOV can be submitted more than once (e.g., Submitted MOVs could be two (2) Parent-teacher logs, one (1) printed LESF, and one (1) screenshot of correspondence
with parents via an online platform to merit an Outstanding in Efficiency for this objective.)
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding Very Satisfactory Satisfactory Unsatisfactory (2) Poor (1)
OBJECTIVE
QET (5) (4) (3)

10. Participated in  Certificate of completion in a Participated in any Participated in any Participated in any Participated in any No acceptable
professional course/training professional professional professional professional evidence was shown
networks to share  Certificate of participation in network/activity that network/activity that network/activity that network/activity that
knowledge and to a webinar, retooling, upskilling, requires output* requires output* requires output* to does not require
enhance practice and other training/ seminar/ and proof of and proof of share knowledge and output to share
workshop with proof of implementation implementation to enhance practice knowledge and to
implementation ** within the school ** within the as evidenced by the enhance practice as
 Certificate of recognition/ to share knowledge department/ grade submitted MOV evidenced by the
speakership in a webinar, and to enhance level to share submitted MOV
retooling, upskilling, and other practice as knowledge and to
Quality
training/ seminar/ workshop evidenced by the enhance practice as
 Any proof of participation to submitted MOV evidenced by the
a benchmarking activity submitted MOV
 Any proof of participation in
school LAC sessions
(online/face-to-face) certified by
the LAC Coordinator
 Others (please specify
and provide annotations)
Submitted 4 Submitted 3 Submitted 2 Submitted any 1 of No acceptable
different kinds of different kinds of different kinds of the acceptable evidence was shown
acceptable MOV*** acceptable MOV*** acceptable MOV*** MOV

Efficiency

* “Output” may include, but not limited to, lesson plan, instructional materials, action plan, or any teaching and learning-related materials.
** “Proof of implementation” can be in the form of implemented action plan, lesson plan executed in class, application project, etc.
*** “Different kinds of acceptable MOV” under Efficiency means each type of MOV can be submitted only once (e.g. Submitted MOVs could be one (1) Certificate of participation in a webinar, one (1) Certificate of recognition/ speakership in a
conference, one (1) proof of participation in a benchmarking activity, and one (1) proof of participation in school LAC session).
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
OBJECTIVE
QET (5) (4)

11. Developed a Main MOV: Updated the Discussed Accomplishe d Accomplished the No acceptable
personal Individual Performance and Development Plan progress on the the Development Strengths and evidence was
improvement plan Commitment Review Form- and approved by Development Plan Plan from learning Development Needs shown
based on reflection Development Plan (IPCRF- DP) the rater during with the rater to objectives up to portion of the
Supporting MOV:
of Phase II of the check whether resources needed Development Plan
Any document aligned with the
one’s practice and IPCRF-DP such as RPMS cycle Development Needs to address after self-
ongoing  Reflection of one’s practice were addressed Development assessment at the
professional during LAC session/s with proof of Needs during beginning of the
learning attendance
Quality Phase I of the school year
 Reflection/Personal Notes on RPMS cycle
Coaching and Mentoring and/or
Mid- year Review
 Personal notes journal on
division/school-led INSET with
proof of attendance
 Certificate of enrolment/
registration form/class card in
graduate/post- graduate Submitted the Submitted the Submitted the Submitted the IPCRF- No acceptable
school/online courses IPCRF-DP with any IPCRF-DP with any IPCRF-DP with any DP with any 1 of the evidence was
 Any learning material 4 of the acceptable 3 of the acceptable 2 of the acceptable shown
highlighting the improvement done Supporting MOV* Supporting MOV* acceptable Supporting MOV
based on accomplished “reflection” Supporting MOV*
section
 Others (Please specify
and provide annotations)
Efficiency

* “Any 4/3/2 of the acceptable Supporting MOV” under Efficiency means the same kind of MOV can be submitted more than once (e.g., Submitted MOVs could be two (2) Reflection on LAC sessions with proof of attendance and two (2)
Reflection/Personal Notes on Coaching and Mentoring to merit an Outstanding in Efficiency under this objective).
 MEANS OF PERFORMANCE INDICATOR
VERIFICATION Outstanding Very Satisfactory Satisfactory (3) Unsatisfactory (2) Poor (1)
OBJECTIVE
QET (5) (4)

12. Performed Proof of: Performed at least 1 Performed at least 1 Performed at least Performed at least 1 No acceptable
various related  committee involvement related work/activity related work/activity 1 related related work/activity evidence was
works/activities that  advisorship of co- curricular that contributed to that contributed to work/activity that that contributed to the shown
contribute to the activities the teaching- the teaching- contributed to the teaching- learning
teaching- learning  involvement as learning process learning process teaching- learning process within the
process module/learning material writer beyond the school/ within the school/ process within the class as evidenced
 involvement as Community Community learning area/ by submitted MOV
module/learning material validator Learning Center Learning Center department as
(CLC) as evidenced (CLC) as evidenced evidenced by
 participation in the
by submitted MOV by submitted MOV submitted MOV
RO/SDO/school- initiated
TV-/radio- based instruction Quality
 book or journal authorship/
contributorship
 coordinatorship/
chairpersonship
 coaching and mentoring
learners in competitions
 mentoring pre-service
teachers
 participation in demonstration
teaching
 participation as research Submitted any 4 of Submitted any 3 of Submitted any 2 of Submitted any 1 of No acceptable
presenter in a forum/ conference the acceptable the acceptable the acceptable the acceptable MOV evidence was
 others (please specify and MOV* MOV* MOV* shown
provide annotations)

Efficiency

* “Any 4/3/2 of the acceptable MOV” under Efficiency means the same kind of MOV can be submitted more than once.
 GLOSSARY
Content knowledge and pedagogy Competencies that teachers are expected to master for them to teach efficiently and effectively (Department of Education 2017, 24).

Creative thinking skills Involve exploring ideas, generating possibilities and looking for many right answers rather than just one (Department of Education 2017, p. 24)

Refer to the many kinds of intellectual skills that (in its most basic expression) occurs when students are analyzing, evaluating, interpreting, or synthesizing
Critical thinking skills information and applying creative thought to form an argument, solve a problem, or reach a conclusion (Department of Education 2017, 24)

Daily Lesson Log (DLL) See Lesson Plan

Daily Lesson Plan (DLP) See Lesson Plan
Feedback Refers to essential and culturally-appropriate written and/or oral information about learners’ performance/output that can be used to raise awareness on their
strengths and weaknesses as bases for improvement (Department of Education 2019, 61)
Higher-order thinking skills Complex thinking processes which include logical and critical analysis, evaluation and synthesis thinking
that enable individuals to reflect, solve problems and create products/solutions (Department of Education 2017, 25)
An intervention strategy that involves the learner’s families and the community. “Where possible, the teacher shall do home visits to learners needing remediation
Home visitation or assistance” (Department of Education 2020b, 32). Interviews, consultation, and dialogues with parents can be conducted to assess the student’s learning
progress (Department of Education 2015, 67).
Individual Learning Monitoring “Utilized to monitor learner progress based on the given intervention strategies” (Department of Education - Undersecretary for Curriculum and Instruction 2020,
Plan Appendix D)
Information and Communications Includes, but is not limited to, computer hardware and software, digital resources (e.g., books, journals, research reports, databases, scripts, etc. in digital form),
Technology (ICT) and digital information/media (e.g., digital images, video, audio, websites, web pages, social media, etc.) that can be used for instruction (Department of
Education 2019a)
Refers to a set of attitudes, conventions and practices that place the learners at the center of the learning process by using varied teaching
Learner-centered culture modalities responsive to learners’ diverse background and relevant to meaningful learning experience
(Department of Education – Teacher Education Council 2019)
Learners in difficult circumstances Refer to learners that are geographically isolated; chronically ill; displaced due to armed conflict, urban resettlement or disasters; child- abused and experienced
child labor practices (Department of Education 2017, 15); Also refer to persons who suffer from hunger, thirst, dangerous jobs, prostitution, sexual abuse,
diseases, exclusion, harassment, problems with the law, imprisonment, destructive drugs, domestic slavery, violence, among others (UNESCO 1999)

Learning Management System An online platform that can be used for distance learning which includes the DepEd-LMS, DepEd Commons, DepEd Learning Resource (LR) Portal, and third-
party software such as Edmodo, Schoology, Google Classroom, and Microsoft Teams (Department of Education
2020b, 31)
Refers to the Daily Lesson Log (DLL) or Detailed Lesson Plan (DLP) as part of instructional planning (Department of Education 2016b). Other forms of a
Lesson Plan lesson plan are the Weekly Lesson Plan (WLP), Weekly Lesson Log (WLL), Weekly Home Learning Plan (WHLP) and Lesson Exemplars (LE).

Refer to the competencies from the K to 12 curriculum guides which are most useful in many professions and in everyday life, thereby satisfying the so-called
endurance criterion. Anchored on the prescribed standards, these competencies identified by the Department in consultation with stakeholders are to be used
Most Essential Learning
nationwide by field implementers and private schools for SY 2020-2021 as a response to
Competencies (MELCs)
developing resilient education systems most especially during emergencies such as the current global pandemic (Department of Education, 2020a).

Online Asynchronous Teaching A mode of teaching that involves learners downloading materials from the internet, completing and submitting assignments online through a Learning
Management System (LMS) such as the DepEd Commons and DepEd Learning Resource (LR) Portal, Google Classroom, and Microsoft Teams (Department of
Education 2020b, 31).
Online Synchronous Teaching A mode of teaching that utilizes video conferencing, live chat, instant messaging, or a combination of any of the online tools to engage learners to work in real-
time. These materials may be designed for collaborative tasks to engage learners on virtual collaboration among peers (Department of Education 2020b, 31).

Performance Monitoring and Provides a record of significant incidents (actual events and behavior in which both positive and negative performances are observed) such as demonstrated
Coaching Form (PMCF) behavior, competence and performance (Department of Education 2019b)
Positive use of ICT Responsible, ethical, or appropriate use of ICT to achieve and reinforce learning (Department of Education 2017, 26).
Refer to learning resources crafted by teachers to supplement the materials handed down by the DepEd division/regional/central offices. These materials should
be aligned with DepEd standards and support the contextualized needs of learners in online, modular, and TV- and radio-based instruction. These teacher-made
learning materials can be printed or digital modules, activity sheets, interactive e- materials, and MELCs-aligned video- and audio-lessons (Department of
Supplementary materials
Education - Undersecretary for Curriculum and Instruction 2020, 3). Writing tasks can also be part of the supplementary materials where learners can write the
challenges they are facing and what parts
of the lesson they did not fully understand and need additional help for from their teacher (Department of Education 2020b, 37)
Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to
assist learners to meet the expectations for learning as defined by the curriculum (Department of Education 2017, 27)
“functions as a professional learning community for teachers that will help them improve practice and learner achievement” (Department of Education 2016a, i).
LAC aims to improve the teaching-learning process that will lead to improved learning among the students; to nurture successful teachers; to enable teachers to
Learning Action Cell (LAC) support each other to continuously improve their content and pedagogical knowledge, practice, skills, and attitudes; and to foster a professional collaborative
spirit among school heads, teachers, and the community as a
whole (Department of Education 2016a, 3).
“During pandemic and other disruptive events, all public elementary and secondary school teachers in the region shall prepare their lesson exemplars instead
Lesson Exemplar of the usual Detailed Lesson Plan (DLPs) and/or Daily Learning Logs (DLL) for MELCs and/or enabling competencies” (Department of Education -
CALABARZON 2020, 10).
Refers to a learning material similar to a video-recorded lesson and video-taped lesson used for online asynchronous teaching or used as supplementary
Video lesson material. This material can be uploaded to YouTube, Google Classroom, or any online platform, or distributed via
storage devices (e.g., flash drives or CD-ROMs).
Weekly Home Learning Plan “The Weekly Home Learning Plan (WHLP) shall be prepared by teachers implementing Distance and Blended Learning while the DLP or DLL…shall be
(WHLP) prepared by teachers implementing F2F learning” (Department of Education - Undersecretary for Curriculum and Instruction 2020, Appendix D).

Weekly Lesson Log (WLL) See Lesson Plan

Weekly Lesson Plan (WLP) See Lesson Plan
Wider school community Refers to both internal and external stakeholders (Department of Education 2017, 27)
REFERENCESChuter, Anthony. n.d. Puentedura’s SAMR Model. https://ict4kids.ca/teaching-and-learning/technology-integration/puenteduras-samr-model/ Government of the Philippines, Department of E