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Portfolio Maroon A4

RPMS TEMPLATE

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AMERONA LALAC
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0% found this document useful (0 votes)
39 views51 pages

Portfolio Maroon A4

RPMS TEMPLATE

Uploaded by

AMERONA LALAC
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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rpms

Republic of the Philippines


DEPARTMENT OF EDUCATION
Region I
Schools Division of c

SCHOOL
Address of the School

PORTFOLIO

RPMS
R E S U LT- B A S E D M A N A G E M E N T
SYSTEM

JUAN DL
c

TEACHER 1

JUAN DL
MASTER TEACHER
2023-2024

JUAN DL
PRINCIPAL 1
S.Y.
rpms kRA 1
CONTENT,
KNOWLEDG
E AND
PEDAGOGY
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 1
A N N O TAT I O N S

In this reflection, I delve into my experience as an


educator who actively applies knowledge across
various curriculum teaching areas. With a passion for
fostering a comprehensive and interconnected
learning environment, I've embraced a teaching
approach that transcends traditional subject
boundaries.

Navigating the intricate web of diverse curriculum


areas, I strategically integrate content to create a rich
tapestry of learning for my students. This annotation
sheds light on how I've applied my expertise to
seamlessly weave together concepts from different
subjects, fostering a holistic understanding that
extends beyond the confines of individual disciplines.

Through real-world examples and student success


stories, I showcase the tangible impact of my
integrative pedagogy. By embracing a first-person
perspective, I share the challenges and triumphs of
navigating the intersection of curriculum areas,
emphasizing the importance of adaptability,
creativity, and a deep understanding of content.

This annotation serves as a personal narrative,


offering insights into my journey as an educator
committed to breaking down silos between subjects.
It encourages fellow teachers to explore the potential
of integrative teaching, inspiring them to embark on
their transformative pedagogical adventures for the
benefit of student learning and engagement.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 2
A N N O TAT I O N S

In this narrative, I reflect on my role as an educator


committed to optimizing student achievement in
literacy and numeracy skills through a diverse range of
teaching strategies. With a keen focus on tailoring my
approach to meet individual learning needs, I've
embarked on a journey to create a dynamic and
inclusive learning environment.

From innovative instructional techniques to


personalized interventions, this annotation provides a
firsthand account of how I've employed a spectrum of
teaching strategies. By incorporating varied
approaches, I aim to not only address diverse learning
styles but also cultivate a deeper understanding and
appreciation for both literacy and numeracy.

Through anecdotes and student success stories, I


share the impact of these strategies on learner
achievement. The annotation highlights the
significance of flexibility and adaptability in the
teaching process, showcasing the various methods I've
explored to enhance literacy and numeracy skills,
ultimately fostering a more comprehensive and
enduring educational experience.

By embracing a first-person perspective, this


annotation aims to inspire fellow educators to explore
and experiment with a range of teaching strategies. It
underscores the transformative power of a
personalized, multifaceted approach in cultivating
essential skills, fostering a lifelong love for learning,
and ultimately contributing to the holistic development
of each student.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 3
A N N O TAT I O N S

In this reflective account, I explore my role as an


educator dedicated to fostering higher-order thinking
skills, particularly critical and creative thinking, through
the deliberate application of a diverse range of teaching
strategies. Embracing a first-person perspective, I share
insights into the transformative journey of implementing
innovative methods aimed at nurturing the intellectual
growth of my students.

The annotation delves into the various teaching


strategies employed to cultivate critical thinking skills,
emphasizing the importance of challenging students to
question assumptions, analyze information, and engage
in thoughtful problem-solving. Additionally, it highlights
the integration of creative thinking exercises,
demonstrating how I've encouraged students to explore
alternative perspectives, unleash their imagination, and
approach challenges with innovative solutions.

Through real-world examples and personal experiences,


this annotation illustrates the positive impact of these
teaching strategies on the development of higher-order
thinking skills. It emphasizes the dynamic nature of the
learning environment I strive to create, one that
encourages curiosity, independent thought, and a
passion for lifelong learning.

Ultimately, this annotation serves as an inspiration for


fellow educators, encouraging them to embrace a
diverse toolkit of teaching strategies to nurture critical
and creative thinking in their students. By sharing my
own journey, I hope to contribute to the collective effort
to empower students with the intellectual tools needed
for success in an ever-evolving world.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 4
A N N O TAT I O N S

In this reflective annotation, I share my experiences and


insights as an educator proficient in utilizing Mother
Tongue, Filipino, and English to enhance the teaching
and learning experience. Embracing the richness of
linguistic diversity, I discuss the intentional and
effective integration of these languages to create an
inclusive and dynamic educational environment.

Drawing from a first-person perspective, I highlight the


strategic application of Mother Tongue to establish a
strong foundation for learning, acknowledging the
cultural and linguistic significance it holds for students.
Simultaneously, I explore the seamless incorporation of
Filipino and English, emphasizing how this multilingual
approach not only supports language proficiency but
also fosters a deeper understanding of diverse cultures
and global perspectives.

The annotation showcases practical examples of how I


navigate the linguistic landscape in the classroom,
creating an atmosphere where students feel empowered
to express themselves in the language they are most
comfortable with. By adopting a multilingual approach, I
aim to bridge communication gaps, celebrate cultural
diversity, and promote a more inclusive and engaging
learning experience.

This reflective piece serves as an encouragement for


fellow educators to embrace and celebrate linguistic
diversity in the classroom. It underscores the
transformative power of proficiently using Mother
Tongue, Filipino, and English to facilitate teaching and
learning, contributing to a learning environment where
students not only acquire language skills but also
develop a deeper appreciation for the interconnected
world around them.
rpms kRA 2
LEARNING
ENVIRONMEN
T AND
DIVERSITY OF
LEARNERS
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 5

Established safe and secure


learning environments to enhance
learning through the consistent
implementation of policies,
guidelines, and procedures. (PPST
2.1.2)

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 5
A N N O TAT I O N S

As an educator deeply committed to cultivating an


optimal learning experience, this annotation recounts
my journey in establishing safe and secure learning
environments through the unwavering application of
policies, guidelines, and procedures. Recognizing the
profound impact of a well-structured educational space
on both academic and emotional development, I have
prioritized the consistent implementation of
frameworks that foster a culture of safety and respect.

This narrative takes a first-person approach, sharing


insights into the deliberate efforts invested in creating
an atmosphere where students feel secure, valued, and
ready to engage in meaningful learning. By adhering to
carefully crafted policies and procedures, I strive to not
only set clear expectations but also to instill a sense of
responsibility and accountability among students,
creating a foundation for their overall growth.

Drawing from personal experiences and successful


outcomes, this annotation serves as a testament to the
transformative potential of a secure learning
environment. It highlights instances where the
enforcement of guidelines has contributed to positive
student behavior, improved focus, and a collective
commitment to a harmonious educational journey.

Through this reflective piece, I hope to inspire fellow


educators to recognize the pivotal role they play in
shaping the learning atmosphere. By consistently
implementing policies, guidelines, and procedures,
educators contribute not only to the academic success
of their students but also to the creation of an
environment where each individual can thrive
emotionally, socially, and intellectually.
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 6

Maintained learning environments


that promote fairness, respect and
care to encourage learning. (PPST
2.2.2)

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 6
A N N O TAT I O N S

This reflective annotation encapsulates my


commitment as an educator to curating learning
environments that serve as fertile grounds for
academic growth and personal development. Central to
this commitment is the unwavering dedication to
instilling values of fairness, respect, and care within the
classroom.

From a first-person perspective, I delve into the


deliberate efforts made to create a space where
students feel valued and understood. This annotation
explores the practical implementation of strategies
aimed at promoting fairness, such as equitable grading
practices and unbiased classroom management. It also
delves into the cultivation of an atmosphere where
respect for diverse perspectives is not only encouraged
but celebrated.

The narrative emphasizes the significance of care in


the educational journey, addressing the holistic needs
of students beyond academic achievement. By
fostering an environment that prioritizes emotional
well-being, I aim to create a supportive backdrop for
effective learning, acknowledging the interplay
between a student's emotional state and their
academic performance.

Through personal anecdotes and experiences, this


annotation serves as an encouragement for fellow
educators to prioritize fairness, respect, and care in
their own teaching environments. It underscores the
transformative impact of these values, not only on the
educational experience but also on the development of
students as individuals equipped with the tools for
success in both academia and life.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 7
A N N O TAT I O N S

In this reflective annotation, I share my journey as an


educator committed to fostering a learner-centered
culture by tailoring teaching strategies to respond
sensitively to the linguistic, cultural, socio-economic, and
religious backgrounds of my students. From a first-
person perspective, I delve into the intentional efforts
invested in creating an inclusive educational
environment that acknowledges and respects the diverse
tapestry of my students' identities.

The annotation outlines specific instances where I have


adapted teaching strategies to embrace linguistic
diversity, ensuring that students feel empowered to
express themselves in the language they are most
comfortable with. It explores how cultural nuances are
woven into lesson plans, creating a curriculum that
reflects and respects the backgrounds of all learners.
Additionally, it addresses considerations for socio-
economic and religious factors, fostering an environment
that is mindful of each student's unique circumstances.

Through personal anecdotes and experiences, this


narrative underscores the transformative impact of a
learner-centered approach. By valuing and incorporating
the rich variety of linguistic, cultural, socio-economic,
and religious backgrounds, I aim to create a classroom
culture where every student feels seen, heard, and
valued.

This annotation serves as an inspiration for fellow


educators to embrace and celebrate the diversity
present in their classrooms. It highlights the pivotal role
of adapting teaching strategies to respond to the
multifaceted identities of learners, contributing not only
to academic success but also to the development of
socially conscious and empathetic individuals.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 8
A N N O TAT I O N S

In this reflective annotation, I share my experiences as


an educator dedicated to meeting the unique needs of
learners from indigenous groups by adapting and
employing culturally appropriate teaching strategies.
From a first-person perspective, I delve into the
intentional efforts invested in creating an educational
environment that respects, values, and integrates the
rich cultural heritage of indigenous students.

The annotation outlines specific instances where I have


modified teaching strategies to align with the cultural
context of indigenous learners. It explores the
incorporation of traditional knowledge, language, and
practices into lesson plans, fostering a curriculum that
not only acknowledges but celebrates the cultural
diversity within the classroom. The narrative also
addresses the importance of building respectful
relationships with indigenous communities to ensure a
collaborative and inclusive approach to education.

Through personal anecdotes and experiences, this


reflection underscores the transformative impact of
culturally appropriate teaching strategies on the
engagement, motivation, and success of indigenous
learners. It serves as an inspiration for fellow educators
to recognize and embrace the cultural diversity present
in their classrooms, advocating for an educational
experience that honors and validates the identities of
indigenous students.

This annotation aims to contribute to the ongoing


dialogue surrounding culturally responsive teaching,
emphasizing the vital role educators play in creating
environments that empower and uplift indigenous
learners, fostering a sense of belonging and pride in
their cultural heritage.
rpms kRA 3
CURRICULUM
AND
PLANNING &
ASSESSMENT
AND
REPORTING
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 9

Set achievable and appropriate


learning outcomes that are
aligned with learning
competencies. (PPST 4.2.2)

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 9
A N N O TAT I O N S

In this annotation, I share insights from my role as an


educator dedicated to setting achievable and
appropriate learning outcomes that seamlessly align
with learning competencies. From a first-person
perspective, I delve into the intentional and strategic
process of establishing goals that serve as guideposts
for both students and myself.

The annotation underscores the significance of clarity


in learning outcomes, emphasizing how well-defined
objectives create a roadmap for students to navigate
their educational journey. It explores instances where I
have meticulously aligned outcomes with established
learning competencies, ensuring that each goal is not
only attainable but also contributes to the overall
development of students.

Through practical examples and personal experiences,


this reflective piece highlights the impact of setting
realistic and measurable learning outcomes. It
addresses how this approach enhances student
engagement, fosters a sense of accomplishment, and
ultimately contributes to a positive and focused
learning environment.

By adopting a first-person point of view, this


annotation serves as an encouragement for fellow
educators to conscientiously craft learning outcomes
that are both achievable and aligned with
competencies. It emphasizes the transformative power
of clear goals in guiding instruction, assessing
progress, and ultimately contributing to the holistic
development of students within the educational
landscape.
M E A N S O F V E R I F I C AT I O N S

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.
SAMPLE
MOVs

INSERT YOUR COT


RATING SHEETS HERE
OBJECTIVE 10
A N N O TAT I O N S

In this reflective annotation, I delve into my role as an


educator who employs intentional strategies for
providing timely, accurate, and constructive feedback
to enhance learner performance. Drawing from a first-
person perspective, I share insights into the purposeful
efforts invested in cultivating an environment where
feedback serves as a powerful tool for improvement
and growth.

The annotation outlines specific strategies employed to


ensure the timely delivery of feedback, emphasizing
the importance of immediate insights to guide students
while the learning experience is still fresh. It explores
the use of accurate assessments to pinpoint strengths
and areas for improvement, facilitating a nuanced
understanding of individual learner needs. Additionally,
the narrative addresses the art of crafting constructive
feedback that is not only informative but also
motivational, fostering a positive and growth-oriented
mindset.

Through personal anecdotes and experiences, this


reflective piece highlights the transformative impact of
well-crafted feedback on learner performance. It
underscores the role of feedback in promoting self-
reflection, encouraging iterative learning, and
ultimately contributing to the ongoing development of
each student.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to
recognize the pivotal role of feedback in the teaching
and learning process. It encourages the implementation
of effective strategies to provide feedback that is not
just evaluative but also serves as a dynamic catalyst
for continuous improvement and academic success.
M E A N S O F V E R I F I C AT I O N S

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

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
3. lesson plan/activity log for
remediation/enhancement utilizing
assessment data to modify teaching
and learning practices or programs
SAMPLE
MOVs

INSERT INTERVENTION
MATERIALS FOR
REMEDIATION HERE
OBJECTIVE 11
A N N O TAT I O N S

In this reflective annotation, I explore my role as an


educator who strategically employs assessment data to
inform and shape teaching and learning practices.
Drawing from a first-person perspective, I share insights
into the intentional efforts invested in harnessing the
power of assessment information to create dynamic,
responsive educational experiences.

The annotation outlines specific instances where I have


used assessment data to gain valuable insights into
student progress, identifying areas of strength and areas
requiring additional support. It delves into the process of
modifying teaching strategies and learning programs
based on the nuanced information gleaned from
assessments, emphasizing the adaptability needed to
meet the diverse needs of learners.

Through personal anecdotes and experiences, this


narrative highlights the transformative impact of
utilizing assessment data. It underscores the importance
of data-informed decision-making in refining
instructional methods, tailoring interventions, and
ultimately enhancing the overall educational experience
for students.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to
recognize the integral role of assessment data in the
continuous improvement of teaching and learning. It
encourages the thoughtful integration of assessment
insights into instructional practices, fostering an
educational environment that is not only responsive but
also committed to the individual growth and success of
every student.
rpms kRA 4
PERSONAL
GROWTH
AND
PROFESSION
AL
DEVELOPME
NT
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 12
Build relationships with parents/ guardians and the
wider school community to facilitate involvement in
the educative process. (PPST 6.2.2)

Anyone (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)

2. Parent-teacher log or proof of other stakeholder’s


meeting (e.g., one-on-one parent-teacher learner
conference log; attendance sheet with minutes of the
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; screenshot of chat/text
message/communication with parent/guardian)
SAMPLE
MOVs

INSERT INTERVENTION
MATERIALS FOR
REMEDIATION HERE
OBJECTIVE 12
A N N O TAT I O N S

In this annotation, I share my experiences and insights


as an educator dedicated to establishing meaningful
connections with parents, guardians, and the wider
school community to foster active involvement in the
educative process. Drawing from a first-person
perspective, I delve into the intentional efforts invested
in building relationships that transcend the classroom
walls.

The annotation outlines specific strategies employed to


engage with parents and guardians, such as regular
communication channels, parent-teacher conferences,
and collaborative events. It explores the creation of a
welcoming and inclusive school community where
stakeholders feel valued and informed about the
educational journey. Additionally, the narrative
emphasizes the significance of open and transparent
communication, acknowledging the vital role that
parents and the broader community play in supporting
student success.

Through personal anecdotes and experiences, this


reflective piece highlights the transformative impact of
strong relationships with parents and the school
community. It underscores the importance of a
collaborative approach in creating an educational
environment where everyone is invested in the well-
being and progress of the students.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to
recognize the profound influence of positive
relationships with parents and the broader school
community. It encourages the intentional cultivation of
partnerships that contribute not only to academic
success but also to the holistic development of
students within a supportive and engaged educational
ecosystem.
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 13

Participated in professional networks


to share knowledge and enhance
practice. (PPST 7.3.2)

1. Certificate of completion in a
course/training
2. Certificate of participation in a
webinar, retooling, upskilling, and
other training/ seminar/ workshop
with proof of implementation
3. Certificate of recognition/
speakership in a webinar and other
training/ seminar/ workshop
4. Any proof of participation in a
benchmarking activity
5. Any proof of participation in school
LAC sessions (online/face-to-face)
certified by the LAC Coordinator
6. Others (please specify and provide
annotations)
SAMPLE
MOVs

INSERT INTERVENTION
MATERIALS FOR
REMEDIATION HERE
OBJECTIVE 13
A N N O TAT I O N S

In this reflective annotation, I share my experiences as


an educator actively engaged in professional
networks, illustrating the profound impact of
collaborative knowledge-sharing on enhancing
teaching practices. Drawing from a first-person
perspective, I delve into the intentional efforts
invested in participating in professional communities
to foster continuous learning and growth.

The annotation outlines specific instances where I


have actively contributed to and benefited from
professional networks, such as attending conferences,
joining online forums, and collaborating with
colleagues. It explores how these interactions have
provided valuable insights, diverse perspectives, and
innovative teaching strategies that have directly
influenced and elevated my own educational
practices.

Through personal anecdotes and experiences, this


narrative highlights the transformative power of
professional networks in the field of education. It
underscores the importance of collaborative learning
environments in keeping abreast of emerging trends,
refining instructional techniques, and ultimately
contributing to the continuous improvement of
teaching methods.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to
recognize the profound impact of active participation
in professional networks. It encourages the intentional
cultivation of connections within the broader
educational community, emphasizing the reciprocal
nature of knowledge-sharing and the collective effort
to elevate teaching practices for the benefit of
students and the education sector as a whole.
M E A N S O F V E R I F I C AT I O N S

OBJECTIVE 14

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

1. Certification from the ICT


Coordinator / School
Head /
Focal Person in charge
of e-SAT
2. IPCRF-DP
3. Mid-year Review Form
(MRF)
4. Updated IPCRF-DP from
Phase II
SAMPLE
MOVs

INSERT INTERVENTION
MATERIALS FOR
REMEDIATION HERE
OBJECTIVE 14
A N N O TAT I O N S

In this reflective annotation, I delve into my


experiences as an educator who recognizes the
transformative power of self-reflection and ongoing
professional learning in the pursuit of excellence.
Drawing from a first-person perspective, I share
insights into the deliberate efforts invested in
developing a personalized improvement plan that
aligns with the ever-evolving landscape of education.

The annotation outlines the process of reflection on my


teaching practices, identifying strengths and areas for
growth. It explores the intentional integration of
ongoing professional learning opportunities, such as
workshops, courses, and conferences, into a
comprehensive improvement plan. Additionally, the
narrative underscores the importance of setting
measurable goals, creating actionable steps, and
continuously reassessing and adapting the plan as
needed.

Through personal anecdotes and experiences, this


narrative highlights the transformative impact of a
structured improvement plan on professional growth. It
emphasizes the significance of self-directed learning in
not only refining instructional practices but also in
fostering a commitment to lifelong learning.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to embark
on their own journey of self-improvement. It
encourages the intentional cultivation of a
personalized improvement plan rooted in reflective
practice and continuous professional learning,
recognizing the profound impact such a plan can have
on instructional effectiveness and the overall quality of
education provided to students.
rpms kRA 5
PLUS
FACTOR
M E A N S O F V E R I F I C AT I O N S

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 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.
SAMPLE
MOVs

INSERT INTERVENTION
MATERIALS FOR
REMEDIATION HERE
OBJECTIVE 15
A N N O TAT I O N S

In this reflective annotation, I share insights into my


multifaceted role as an educator, extending beyond
traditional teaching responsibilities to encompass
various works and activities that significantly contribute
to the teaching-learning process. Drawing from a first-
person perspective, I delve into the intentional efforts
invested in broadening the scope of my contributions to
create a richer educational experience.

The annotation outlines specific instances where I have


undertaken various related works and activities, such as
curriculum development, extracurricular initiatives, and
educational research. It explores how these endeavors
have directly impacted and enriched the teaching-
learning process, fostering an environment that goes
beyond textbooks and traditional methodologies.

Through personal anecdotes and experiences, this


narrative highlights the transformative power of
diversifying contributions to education. It underscores
the importance of engaging in activities that not only
align with the curriculum but also enhance the overall
educational journey for students. The narrative
emphasizes the interconnectedness of these
contributions, creating a more holistic and engaging
learning environment.

By adopting a first-person perspective, this annotation


serves as an inspiration for fellow educators to recognize
the potential impact of varied contributions to the
teaching-learning process. It encourages educators to
embrace a dynamic approach that extends beyond the
confines of the classroom, fostering a more
comprehensive and impactful educational experience for
students.

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