Results-Based Performance Management

System

RPMS
Portf 2024
olio You can put your Picture
or pictures here
KRA1
Content Knowledge and Pedagogy
 Objective 1
Applied knowledge of content within
and across
curriculum teaching areas. (PPST
1.1.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 1
Applied knowledge of content within and
Annotation
across I employed an intradisciplinary
curriculum teaching areas. strategy with this lesson that is
concentrated on a certain goal,
allowing my students to
comprehend the subject's concept
on a deeper level.

The students were more involved

and active in the conversation
because they had a thorough
understanding of the lesson,
which will enable the students to
have long-term mastery of the
subject I am teaching.

It is crucial that the learning

materials and WHLP be
thoroughly planned before being
implemented; doing so will help
us as educators deliver efficient
and effective lessons to the
students and will also help avoid
inaccurate, dubious, and
perplexing themes, which will
reduce the number of questions
from students.
 Objective 2
Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills. (PPST 1.4.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 2
Used a range of teaching strategies that
Annotation
enhance learner achievement in literacy and
numeracy skills. (PPST 1.4.2) I employed an intradisciplinary
strategy with this lesson that is
concentrated on a certain goal,
allowing my students to
comprehend the subject's concept
on a deeper level.

The students were more involved

and active in the conversation
because they had a thorough
understanding of the lesson,
which will enable the students to
have long-term mastery of the
subject I am teaching.

It is crucial that the learning

materials and WHLP be
thoroughly planned before being
implemented; doing so will help
us as educators deliver efficient
and effective lessons to the
students and will also help avoid
inaccurate, dubious, and
perplexing themes, which will
reduce the number of questions
from students.
 Objective 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills.
(PPST 1.5.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 3
Applied a range of teaching strategies to develop
Annotation
critical and creative thinking, as well as other higher-
order thinking skills. Using this approach, gaps
(PPST 1.5.2)
between freshly presented
tasks are filled in by
assessing students'
comprehension and
understanding. Research-
based lesson preparation is
necessary to improve
teaching and learning
outcomes.

Self-evaluation, reflection,
and effectiveness analysis
are also incorporated to
assess the acquired study
skills.

Teachers place equal value

on higher order thinking
skills (HOTS) and lower
order thinking abilities. The
purpose of these questions
is to support us in tracking
students' progress and
modifying lesson plans to
better suit their needs.
 Objective 4
Displayed proficient use of Mother Tongue,
Filipino and English to facilitate teaching and
learning.
(PPST 1.6.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 4
Displayed proficient use of Mother Tongue,
Annotation
Filipino and English to facilitate teaching and
learning. (PPST 1.6.2) Using this approach, gaps
between freshly presented
tasks are filled in by
assessing students'
comprehension and
understanding. Research-
based lesson preparation is
necessary to improve
teaching and learning
outcomes.

Self-evaluation, reflection,
and effectiveness analysis
are also incorporated to
assess the acquired study
skills.

Teachers place equal value

on higher order thinking
skills (HOTS) and lower
order thinking abilities. The
purpose of these questions
is to support us in tracking
students' progress and
modifying lesson plans to
better suit their needs.
KRA2
LEARNING ENVIRONMENT &
DIVERSITY OF LEARNERS
 Objective 5
Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learningfocused environments. (PPST
2.6.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 5
Managed learner behavior constructively by
Annotation
applying positive and non-violent discipline to I learned to manage learner behavior
ensure learningfocused environments. (PPST 2.6.2)
constructively by applying positive and
non-violent discipline which is the
cornerstone of creating learning-focused
environments in the classroom.

This approach fosters a conducive

atmosphere where students feel safe,
respected, and supported in their academic
journey, specially now that they are in their
SHS learning journey.

This, in turn, enhances their learning

outcomes and overall academic
performance. By encouraging responsibility
and self-discipline, students learn to make
better choices and actively contribute to
maintaining a harmonious learning
environment.

Moreover, positive discipline techniques

build strong teacher-student relationships,
promoting open communication and trust,
which boosts student engagement and
motivation to learn.

Ultimately, applying positive and non-

violent discipline creates an inclusive
classroom where all students can thrive,
regardless of their individual learning needs
or behavioral challenges. This nurturing
environment encourages a love for learning
and cultivates lifelong learning habits,
laying the foundation for students'
academic success and personal growth.
 Objective 6
Used differentiated, developmentally
appropriate learning experiences to address
learners’ gender, needs, strengths, interests and
experiences. (PPST 3.1.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
 Objective 6
Used differentiated, developmentally appropriate
Annotation
learning experiences to address learners’ gender, needs,
strengths, interests and experiences. (PPST 3.1.2) Using differentiated, developmentally
appropriate learning experiences to address
learners' gender, needs, strengths, interests,
and experiences is essential because it
promotes inclusivity, maximizes individual
potential, and enhances overall learning
outcomes.

This approach acknowledges and celebrates

each student's unique strengths, interests,
and experiences, fostering a positive
learning atmosphere that encourages active
engagement and motivation.

Differentiated learning experiences also

cater to learners' varying cognitive abilities
and learning styles, ensuring that every
student can grasp and apply concepts
effectively. By addressing individual needs,
educators can prevent learners from feeling
overwhelmed or underchallenged,
optimizing their learning potential and
promoting a sense of academic
achievement.

In conclusion, employing differentiated,

developmentally appropriate learning
experiences that consider learners' gender,
needs, strengths, interests, and experiences
is vital for creating an inclusive, engaging,
and effective learning environment. This
approach celebrates individuality, empowers
learners to reach their full potential, and
cultivates a positive and supportive
classroom culture that benefits all students
academically and emotionally.
 Objective 7
Established a learner-centered culture by using
teaching strategies that respond to their linguistic,
cultural, socio-economic and religious
backgrounds . (PPST 3.2.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
 Objective 7
Established a learner-centered culture by using
Annotation
teaching strategies that respond to their linguistic,
cultural, socio-economic and religious A developmentally appropriate
backgrounds . (PPST 3.2.2) curriculum that is well-structured takes
into account the varied needs and
capacities of students at various points
in their educational journey. In order to
ensure that students can interact with the
subject at an appropriate degree of
complexity, it enables teachers to
modify their instructional strategies to
fit the diverse cognitive, emotional, and
social development of their students.

A well-managed teaching and learning

process gives pupils a consistent and
uninterrupted educational experience.
Because of the stability and comfort this
consistency offers, kids are encouraged
to explore, take chances, and actively
engage in their education. This creates a
pleasant learning atmosphere.

To sum up, the provision of effective

education depends on the planning,
management, and implementation of
developmentally sequenced teaching
and learning processes to satisfy
curriculum needs and a variety of
teaching situations. It gives educators
the ability to design a seamless,
customised learning environment that
encourages students to learn, develop,
and achieve both academically and
beyond. Teachers may cultivate a
healthy and inclusive learning
environment where students acquire the
skills and information required for
lifetime learning and personal growth
by attending to their individual needs
and showing respect for their various
origins.
 Objective 8
Adapted and used culturally appropriate teaching
strategies to address the needs of learners from
indigenous groups. (PPST 3.5.2)

Classroom Observation Tool (COT) rating sheet/s or

inter-observer agreement form/s done through onsite /
face-to-face / in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via
LAC session.
Objective 8
Adapted and used culturally appropriate teaching
Annotation
strategies to address the needs of learners from In embracing culturally sensitive teaching strategies,
indigenous groups. (PPST 3.5.2) I have found that it goes beyond mere curriculum
modification. It involves understanding the cultural
nuances and historical context that shape the
perspectives and experiences of indigenous learners.
This understanding becomes the foundation for
creating a more meaningful and relatable
educational experience.

One key aspect of this adaptation is acknowledging

the diversity within indigenous communities. It is
essential to recognize that there is no singular
"indigenous" culture but a rich tapestry of traditions,
languages, and worldviews. By being attuned to
these differences, I have been able to tailor my
teaching methods to resonate with the specific
cultural identities present in the classroom.

Furthermore, the process of adaptation has prompted

me to engage in ongoing learning about the histories
and contemporary issues affecting indigenous
communities. This commitment to staying informed
has allowed me to integrate relevant and timely
content into the curriculum, fostering a sense of
relevance and connection for the learners.
Another critical aspect of this reflective journey is
the importance of collaboration with indigenous
community members, elders, and leaders. Their
insights have been invaluable in shaping my
teaching strategies and ensuring that the educational
experience is not only culturally sensitive but also
respectful and authentic.

While adapting teaching strategies, I have also

witnessed the positive impact on student
engagement and achievement. When students see
their cultural identities reflected in the curriculum, it
not only validates their experiences but also
enhances their motivation to learn. This, in turn,
contributes to a more inclusive and supportive
learning environment.
In conclusion, the journey of adapting and using
culturally appropriate teaching strategies has been
transformative. It has broadened my perspective,
deepened my understanding of cultural diversity, and
strengthened my commitment to fostering inclusive
education. Moving forward, I am eager to continue
refining and expanding these strategies, always
guided by the principles of respect, cultural humility,
and a genuine desire to meet the unique needs of
every learner in my care.
 KRA 3
CURRICULUM AND PLANNING &
ASSESSMENT AND REPORTING
 Objective 9
Set achievable and appropriate learning outcomes
that are aligned with learning competencies.
(PPST 4.2.2)

At least one (1) lesson plan

(e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and
the likes) or one lesson from a self-learning module, developed
by the ratee** and used in instruction, with achievable and
appropriate learning outcomes that are aligned with the
learning competencies as shown in any one (1) of the
following:

• lecture/discussion
• activity/activity sheet
• performance task
• rubric for assessing performance using criteria that
appropriately describe the target output
Objective 9
Set achievable and appropriate learning
Annotation
outcomes that are aligned with learning Effective teaching and learning strategies
competencies. (PPST 4.2.2) require the establishment of acceptable and
attainable learning outcomes that are in line
with learning competencies.

First and foremost, specific, attainable

learning objectives give students something
concrete to strive for, which encourages
motivation and concentration. Students are
more likely to participate actively in the
learning process when they are aware of
what is expected of them and can clearly
see how to meet those expectations.
Furthermore, as learner advance, attainable
goals foster a sense of accomplishment that
increases their self-assurance and respect.

Furthermore, ensuring that learning

outcomes and learning abilities are in line
guarantees that the educational goals are
pertinent and significant to the students'
overall learning process. Education
professionals can customise instruction to
meet the needs and skills of each individual
student by linking outcomes to certain
capabilities.
 Objective 10
Used strategies for providing timely, accurate and
constructive feedback to improve learner
performance. (PPST 5.3.2)

Classroom Observation Tool (COT) rating sheet/s or inter-

observer agreement form/s done through onsite / face-to-face /
in-person classroom observation.

• If onsite / face-to-face / in-person classes are not

implemented, through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration teaching* via LAC
session.
 Objective 10
Used strategies for providing timely, accurate
Annotation
and constructive feedback to improve learner
performance. (PPST 5.3.2) Before beginning a new unit or course,
educators can use diagnostic exams to
determine students' past knowledge,
abilities, and learning gaps. Teachers can
customise their training to match the
unique needs of each student by assessing
each student's strengths and weaknesses.

This allows them to make sure that

learning builds on prior knowledge and
targets areas that need more support.

Formative evaluations are carried out

continuously during the course of the
learning process. These tests give teachers
immediate feedback on their students'
performance and comprehension, enabling
them to modify their pedagogical
approaches and offer appropriate
interventions to promote student
development. Since students may actively
evaluate and improve their own learning
and receive instant feedback, formative
exams encourage active learning.
 Objective 11
Utilized assessment data to inform the modification
of teaching and learning practices and programs.
(PPST 5.5.2)

A list of identified least/most mastered skills based on the

frequency of errors/correct responses with any one (1) of the
following supporting MOVs

• accomplishment report for remedial / enhancement

activities (e.g., remedial sessions, Summer Reading Camp,
Phil-IRI-based reading program)
• intervention material used for remediation /
reinforcement / enhancement
• lesson plan / activity log for remediation / enhancement
utilizing of assessment data to modify teaching and
learning practices or programs
 Objective 11
Utilized assessment data to inform the
modification of teaching and learning practices
and programs. (PPST 5.5.2)

Individual Monitoring Plan

 KRA 4
PERSONAL GROWTH AND
PROFESSIONAL DEVELOPMENT
 Objective 12
Build relationships with parents / guardians and the
wider school community to facilitate involvement in
the educative process. (PPST 6.2.2)

Any one (1) of the following:

1. Proof of participation in any activity highlighting the objective, such as, but not
limited the following:
• Receipt form/monitoring form during distribution of learning materials, etc.
• Commitment form to stakeholders, developed advocacy materials, certificate of
participation that shows parents’/stakeholders’ engagement signed by the
school head, etc.
• Home visitation forms
• Any equivalent ALS form/document that highlights the objective
• Others (please specify and provide annotations)
• 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.)
• Any form of communication to parents/stakeholders (e.g., notice of meeting;
screenshot of chat/text message/communication wit parent/guardian)
 Objective 12
Build relationships with parents / guardians and the wider school community to
facilitate involvement in the educative process. (PPST 6.2.2)

Attendance Sheet/Minutes of Meeting

 Objective 13
Participated in professional networks to share
knowledge and to enhance practice.(PPST 7.3.2)

• Certificate of completion in a course/training

• Certificate of participation in a webinar, retooling,
upskilling, and other training/seminar/workshop with proof
of implementation
• Certificate of recognition / speakership in a webinar and
other training / seminar / workshop
• Any proof of participation to a benchmarking activity
• Any proof of participation in school LAC sessions
(online/face-to-face) certified by the LAC Coordinator
• Others (please specify and provide annotations)
 Objective 13
Participated in professional networks to share knowledge and to enhance practice.
(PPST 7.3.2)

Training/Workshops
 Objective 14
Developed a personal improvement plan based on
reflection of one’s practice and ongoing professional
learning. (PPST 7.4.2)

• Certification from the ICT Coordinator / School Head /

Focal Person in charge of e-SAT
• IPCRF-DP
• Mid-year Review Form (MRF)
• Updated IPCRF-DP from Phase II
 Objective 14
Developed a personal improvement plan based on reflection of one’s practice and
ongoing professional learning. (PPST 7.4.2)

Certification
Plus Factor
 Objective 15
Performed various related works / activities that
contribute to the teaching-learning process

• Any one (1) proof of:

• committee involvement;
• involvement as module/learning material writer/ validator;
• involvement as a resource person/speaker/learning facilitator in
the RO/SDO/school-initiated TV/radio-based instruction;
• book or journal authorship/co-authorship/ contributorship;
• advisorship/coordinatorship/chairpersonship
• participation in demonstration teaching;
• participation as research presenter in a forum/ conference;
• mentoring of pre-service/in-service teachers;
• conducted research within the rating period;
• Others (please specify) with annotation on how it contributed to
the teaching-learning process.
 Objective 15
Performed various related works / activities that contribute to the teaching-learning
process

Certification