TEACHER I-III

KRA 1: Content Knowledge and Pedagogy

OBJECTIVE 1:
Applied knowledge of content within and across curriculum teaching areas.

MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
about knowledge of content within and across curriculum teaching areas
2. Lesson plans/modified DLLs developed highlighting integration of content knowledge
within and across subject areas
3. Instructional materials highlighting mastery of content and its integration in other
subject areas
4. Performance tasks/test material(s) highlighting integration of content knowledge within
and across subject areas
5. Others (Please specify/annotations)
Performance Indicators
Very
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor
QET
(5) (4) (3) (2) (1)
Quality Showed Showed Showed Showed No
knowledge of knowledge of knowledge of knowledge of acceptable
content and content and content and content and evidence
its integration its integration its integration its integration was shown
within and within and within and within and
across across across across
subject areas subject areas subject areas subject areas
as shown in as shown in as shown in as shown in
MOV 1 with MOV 1 with MOV 1 with MOV 1 with a
a rating of 7 a rating of 6 a rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted No
least 4 lessons lessons any 1 of the acceptable
lessons using MOV 1 using MOV 1 given MOV evidence
using MOV 1 and and was shown
and supported by supported by
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timelines          
s

PRMS-PPST pingramos 08/24/2018

 Result-
Based
Performanc Result-
e Based
Manageme Performanc
nt System e
(RPMS) Manageme
Booklet nt System
(RPMS)
PILIPINAS C.

PRMS-PPST
Booklet
GADO-RAMOS
Principal II
pingramos 08/24/2018
KRA 1: Content Knowledge and Pedagogy KRA 4: Assessment and Reporting
OBJECTIVE 12:
OBJECTIVE 3:
Communicated promptly and clearly the learners’ needs, progress and achievement to
Applied a range of teaching strategies to develop critical and creative thinking, as well as
key stakeholders, including parents/guardians.
other higher-order thinking skills.
MOVs
MOVs 1: At least 3 samples of corrected test papers of the same 3 learners in the same learning
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form area with parents’ or guardians’ signature and date of receipt
about teaching strategies to develop critical and creative thinking, as well as other higher 2: Minutes of PTA meetings or Parent-Teacher conferences in all quarters with proof of
order thinking skills parent’s/guardian’s attendance
3: Report cards with parent’s or guardian’s signature in all quarters supported by minutes
2: Lesson plans/modified DLLs used in teaching highlighting different teaching strategies
of meeting
that develop critical and creative thinking and/or other HOTS
4: Communication with parents/guardians using various modalities
3: Instructional materials highlighting different teaching strategies that develop critical and 5: Anecdotal record showing entries per quarter
creative thinking and/or other HOTS 6. Other documents showing learner needs, progress and achievement submitted to
other stakeholders
4: Performance tasks/test material(s) used in demonstration teaching
7. Others (Please specify and provide annotations)
5: Results of assessment used in teaching Performance Indicators
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
6. Others (Please specify/ provide annotations) QET
(5) (4) (3) (2) (1)
Performance Indicators
Quality Consistently Frequently Occasionally Rarely showed No
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor showed showed prompt showed prompt and acceptable
QET
(5) (4) (3) (2) (1) prompt and and clear prompt and clear evidence
Quality Used different Used different Used different Used different No acceptable clear communication clear communication was shown
teaching teaching teaching teaching evidence was communicatio of the learners' communicatio of the learners'
strategies that strategies that strategies that strategies that shown n of the needs, n of the needs,
develop critical develop develop critical develop learners' progress and learners' progress and
and creative critical and and creative critical and needs, achievement to needs, achievement to
thinking and/or creative thinking and/or creative progress and key progress and key
other HOTS as thinking other HOTS as thinking achievement stakeholders, achievement stakeholders,
shown in MOV and/or other shown in MOV and/or other to key including to key including
1 with a rating HOTS as 1 with a rating HOTS as stakeholders, parents/ stakeholders, parents/
of 7 shown in of 5 shown in including guardians as including guardians as
MOV 1 with a MOV 1 with a parents/ shown in the parents/ shown in the
rating of 6 rating of 4 guardians as MOV guardians as MOV submitted
shown in the submitted shown in the
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable MOV MOV
least 4 lessons lessons as lessons as lesson as evidence was submitted submitted
as evidenced evidenced by evidenced by evidenced by shown Efficiency Submitted a Submitted a Submitted a Submitted any No
by MOV 1 and MOV 1 and MOV 1 and any 1 of the combination combination of combination 1 of the given acceptable
supported by supported by supported by given MOV of at least 4 of 3 of the of 2 of the MOV evidence
any 1 of the any 1 of the any 1 of the the acceptable acceptable was shown
other given other given other given acceptable MOV MOV
MOV MOV MOV MOV
Timeliness           Timeliness Submitted Submitted Submitted Submitted No
MOV were MOV were MOV were MOV was acceptable
distributed distributed distributed completed in evidence
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters

PRMS-PPST pingramos 08/24/2018

Plus Factor KRA 1: Content Knowledge and Pedagogy
OBJECTIVE 2:
OBJECTIVE 13:
Used a range of teaching strategies that enhance learner achievement in literacy and
Performed various related works/activities that contribute to the teaching-learning
numeracy skills.
process.
MOVs
MOVs 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
about teaching strategies that enhance learner achievement in literacy and numeracy
Certificate of Recognition or Participation skills
Certificate of Training
2: Lesson plans/modified DLLs used in teaching highlighting learner-centered strategies
Certificate of Speakership
that promote literacy and/or numeracy skills
Committee involvement
Advisorship of Co-curricular activities 3: Instructional materials highlighting learner-centered strategies that promote literacy
Book or Journal Authorship/Coauthorship/Contributorship and/or numeracy skills
Coordinatorship/Chairpersonship 4: Performance tasks/test material(s) used in teaching
Coaching and mentoring learners in competitions
Mentoring pre-service/in-service teachers 5: Results of assessment used in teaching 6. Others (Please specify/annotations)

Performance Indicators Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET QET
(5) (4) (3) (2) (1) (5) (4) (3) (2) (1)

Quality Consistently Frequently Occasionall Rarely No Quality Facilitated Facilitated Facilitated Facilitated No acceptable
performed performed y performed performed acceptable using different using different using different using different evidence was
teaching teaching teaching teaching shown
various various various various evidence strategies that strategies that strategies that strategies that
related work/ related work/ related related was shown promote promote promote promote
activities activities that work/ work/ reading, reading, reading, reading, writing
that contribute to activities activities writing and/or writing and/or writing and/or and/or
contribute to the teaching that that numeracy numeracy numeracy numeracy skills
the teaching learning contribute to contribute to skills as skills as skills as as shown in
learning process as the teaching the teaching shown in MOV shown in MOV shown in MOV MOV 1 with a
process as shown in the learning learning 1 with a rating 1 with a rating 1 with a rating rating of 4
shown in the MOV process as process as of 7 of 6 of 5
MOV submitted shown in shown in the
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
submitted the MOV MOV least 4 learner- learner- learner- evidence was
submitted submitted learner- centered centered centered shown
Efficiency Submitted at Submitted Submitted Submitted No centered lessons as lessons as lesson as
least 4 only 3 only 2 any 1 of the acceptable lessons as evidently evidently evidently
different different kinds different acceptable evidence evidently shown in MOV shown in MOV shown in any
kinds of of acceptable kinds of MOV was shown shown in MOV 1 and 1 and of the given
acceptable MOV acceptable 1 and supported by supported by MOV
MOV MOV supported by any 1 of the any 1 of the
Timeliness           any 1 of the other MOV other MOV
other MOV given given
given
Timelines          
s

PRMS-PPST pingramos 08/24/2018

KRA 2: Learning Environment and Diversity of Learners KRA 4: Assessment and Reporting
OBJECTIVE 10:
OBJECTIVE 5: Designed, selected, organized and used diagnostic, formative and summative
Managed learner behaviour constructively by applying positive and non-violent discipline assessment strategies consistent with curriculum requirements.
to ensure learning-focused environments. MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
MOVs about using diagnostic, formative and summative assessment strategies
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form 2: Prepared lesson plans/modified DLLs highlighting appropriate use of formative
about teacher management of learner behaviour using the following strategies: assessment strategies
1. Providing motivation 3: Developed diagnostic tests:
2. Praising the learners/Giving positive feedback (a) with TOS reviewed by superior;
3. Setting house rules/guidelines (b) with sample accomplished questionnaire/answer sheets
4. Ensuring learners’ active participation 4: Developed summative tests:
5. Allowing learners to express their ideas/opinions 6. Giving equal opportunities to (a) with TOS reviewed by superior;
learners (b) with sample accomplished questionnaire/answer sheets
7. Encouraging learners to ask questions 5: Developed performance tasks:
8. Others (Please specify and provide annotations) (a) with rubrics reviewed by superior;
(b) with sample accomplished rubrics
Performance Indicators 6. Others (Please specify/annotations)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Performance Indicators
QET
(5) (4) (3) (2) (1) Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
Quality Applied Applied Applied Applied No (5) (4) (3) (2) (1)
teacher teacher teacher teacher acceptable Quality Designed, Designed, Designed, Designed, No
managemen management management management evidence selected, selected, selected, selected, acceptable
t strategies strategies of strategies of strategies of was shown organized and organized organized and organized and evidence was
of learner learner learner learner used and used used used shown
behaviour behaviour behaviour behaviour diagnostic, diagnostic, diagnostic, diagnostic,
formative and formative and formative and formative and
that promote that promote that promote that promote summative summative summative summative
positive and positive and positive and positive and assessment assessment assessment assessment
non-violent non-violent non-violent non-violent strategies strategies strategies strategies
discipline as discipline as discipline as discipline as consistent consistent consistent with consistent with
shown in shown in shown in shown in with with curriculum curriculum
MOV MOV MOV MOV curriculum curriculum requirements requirements
submitted submitted submitted submitted requirements requirements as shown in as shown in
with a rating with a rating with a rating with a rating as shown in as shown in MOV 1 with a MOV 1 with a
of 7 of 6 of 5 of 4 MOV 1 with a MOV 1 with a rating of 5 rating of 4
rating of 7 rating of 6
Efficiency Submitted at Submitted at Submitted at Submitted No
least 4 of least 4 of the least 4 of the any 1 of the acceptable Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
the given given given given evidence least 4 varied varied varied assessment acceptable
strategies strategies as strategies as strategies as was shown assessment assessment assessment tool as evidence was
tools as tools as tools as evidently shown
as observed observed in 3 observed in 2 observed in
evidently evidently evidently shown in any
in at least 4 lessons lessons only 1 lesson shown in any shown in any shown in any 1 of the
lessons 1 of the 1 of the 1 of the acceptable
Timelines           acceptable acceptable acceptable MOV
s MOV MOV MOV

PRMS-PPST pingramos 08/24/2018

 Timeliness          
KRA 4: Assessment and Reporting KRA 2: Learning Environment and Diversity of Learners

OBJECTIVE 11: OBJECTIVE 4:

Monitored and evaluated learner progress and achievement using learner attainment Managed classroom structure to engage learners, individually or in groups, in meaningful
data. exploration, discovery and hands-on activities within a range of physical learning
environments.
MOVs
MOVs
1: Compilation of a learner’s written work with summary of results and with signature of 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
parents about managing classroom structure that engages learners in various activities

2: Formative/summative assessment tools with TOS and frequency of errors with 2: Lesson plans/modified DLLs highlighting various classroom management strategies
identified least mastered skills that engage learners in activities/tasks in different physical learning environments

3: Class records/grading sheets 3. Others (Please specify provide annotations)

4: Lesson plans/modified DLLs showing index of mastery

Performance Indicators
5. Others (Please specify and provide annotations) QET
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1)
Performance Indicators Quality Used Used Used Used No
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor classroom classroom classroom classroom acceptabl
QET management management management management e
(5) (4) (3) (2) (1)
Quality Consistently Frequently Occasionally Rarely No strategies strategies strategies that strategies evidence
monitored and monitored monitored and monitored and acceptable that engage that engage engage that engage was
evaluated and evaluated evaluated evidence was learners in learners in learners in learners in shown
learner evaluated learner learner shown activities/ activities/ activities/ activities/
progress and learner progress and progress and tasks as tasks as tasks as tasks as
achievement progress and achievement achievement shown in shown in shown in shown in
using learner achievement using learner using learner MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with
attainment using learner attainment attainment
rating of 7 rating of 6 rating of 5 a rating of 4
data as attainment data as shown data as shown
shown in the data as in the MOV in the MOV Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
MOV shown in the submitted submitted least 4 lessons lessons lesson acceptabl
submitted MOV lessons supported by supported by supported by e
submitted supported by MOV 1 and MOV 1 and any of the evidence
Efficiency Submitted a Submitted a Submitted a Submitted 1 No MOV 1 and any 1 of the any 1 of the acceptable was
combination combination combination of acceptable acceptable any 1 of the other other MOV shown
of at least 4 of of 3 of the 3 of the MOV evidence was other acceptable acceptable
the acceptable acceptable shown acceptable MOV MOV
acceptable MOV MOV
MOV
MOV
Timeliness Submitted Submitted Submitted Submitted No Timelines          
MOV were MOV were MOV were MOV was acceptable s
distributed distributed distributed completed in evidence was
across 4 across 3 across 2 only 1 quarter shown
quarters quarters quarters

PRMS-PPST pingramos 08/24/2018

KRA 3: Curriculum and Planning KRA 3: Curriculum and Planning

OBJECTIVE 7: OBJECTIVE 8:
Planned, managed and implemented developmentally sequenced teaching and learning
processes to meet curriculum requirements and varied teaching contexts. Participated in collegial discussions that use teacher and learner feedback to enrich
teaching practice.
MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form MOVs
about using developmentally sequenced teaching and learning process 1: Personal notes of teachers on LACs/FGDs/meetings with proof of attendance

2: Lesson plans/modified DLLs highlighting developmentally sequenced instruction that 2: Minutes of LAC/FGD sessions on use of teacher and learner feedback to enrich
meet curriculum goals and varied teaching contexts teaching practice with proof of attendance

3: Instructional materials used to implement developmentally sequenced teaching and 3. Others (Please specify and provide annotations)
learning process to meet curriculum requirements and varied teaching contexts
4. Others (Please specify and provide annotations) Performance Indicators
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
Performance Indicators (5) (4) (3) (2) (1)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Quality Consistently Frequently Occasionally Rarely No
QET participated in participated in participated in participated in acceptable
(5) (4) (3) (2) (1)
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
Quality Planned and Planned and Planned and Planned and No
meetings to meetings to meetings to meetings to was shown
implemented implemented implemented implemented acceptable
discuss discuss discuss discuss
developmenta developmentall development developmentall evidence was
teacher/learner teacher/learner teacher/learn teacher/learn
lly sequenced y sequenced ally y sequenced shown
feedback to feedback to er feedback er feedback
teaching and teaching and sequenced teaching and
enrich enrich to enrich to enrich
learning learning teaching and learning
instruction as instruction as instruction as instruction as
process as process as learning process as
shown in MOV shown in MOV shown in shown in
shown in shown in MOV process as shown in MOV
submitted submitted MOV MOV
MOV 1 with a 1 with a rating shown in 1 with a rating
submitted submitted
rating of 7 of 6 MOV 1 with a of 4
rating of 5
Efficiency Participated in Participated in 3 Participated Participated No
Efficienc Submitted at Submitted 3 Submitted 2 Submitted 1 No at least 4 LACs/FGDs/ in 2 in1 acceptable
LACs/FGDs/ meetings as LACs/FGDs/ LACs/FGDs/ evidence
y least 4 developmentall development developmentall acceptable
developmenta y sequenced ally y sequenced evidence was meetings as evidently shown meetings as meetings as was shown
evidently in any 1 of the evidently evidently
lly sequenced teaching and sequenced teaching and shown
teaching and learning teaching and learning shown in any 1 given MOV shown in any shown in any
of the given 1 of the given 1 of the given
learning process as learning process as
process as evidently process as evidently MOV MOV MOV
evidently shown in MOV evidently shown in any 1 Timeliness          
shown in 1 and shown in of the given
MOV 1 and supported by MOV 1 and MOV
supported by any 1 of the supported by
any 1 of the other given any 1 of the
other given MOV other given
MOV MOV
Timelines          
s
PRMS-PPST pingramos 08/24/2018
 Timeliness          

KRA 3: Curriculum and Planning KRA 2: Learning Environment and Diversity of Learners

OBJECTIVE 9: OBJECTIVE 6:
Selected, developed, organized and used appropriate teaching and learning resources, Used differentiated, developmentally appropriate learning experiences to address
including ICT, to address learning goals. learners’ gender, needs, strengths, interests and experiences.
MOVs MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
about using appropriate teaching and learning resources, including ICT Examples: about using differentiated, developmentally appropriate learning experiences
• Activity sheets/task sheets/work sheets
• PowerPoint presentations 2: Lesson plans/modified DLLs developed highlighting differentiation in content, product,
• Video clips process, learning environment or others according to learners’ gender, needs, strengths,
• Module interests and experiences
• SIMs-Strategic Intervention Materials 3. Instructional materials developed highlighting differentiation in content, product,
• Others process, learning environment or others according to learners’ gender, needs, strengths,
2: Lesson plans/modified DLLs with appropriate instructional materials appended interests and experience
3. Others (Please specify and provide annotations) 4. Others (Please specify and provide annotations)

Performance Indicators Performance Indicators

Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET QET
(5) (4) (3) (2) (1) (5) (4) (3) (2) (1)
Quality Developed Developed Developed Developed and No acceptable Quality Applied Applied Applied Applied No acceptable
and used and used and used used varied evidence was differentiated differentiated differentiated differentiated evidence was
varied varied varied teaching and shown teaching teaching teaching teaching shown
teaching and teaching and teaching and learning strategies to strategies to strategies to strategies to
learning learning learning resources, address address address address
resources, resources, resources, including ICT, learner learner learner learner
including ICT, including ICT, including ICT, to address diversity as diversity as diversity as diversity as
to address to address to address learning goals shown in MOV shown in MOV shown in MOV shown in MOV
learning goals learning goals learning goals as shown in 1 with a rating 1 with a rating 1 with a rating 1 with a rating
as shown in as shown in as shown in MOV 1 with a of 7 of 6 of 5 of 4
MOV 1 with a MOV 1 with a MOV 1 with a rating of 4
rating of 7 rating of 6 rating of 5 Efficienc Submitted at Submitted 3 Submitted 2 Submitted any No acceptable
y least 4 differentiated differentiated 1 evidence was
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable differentiated teaching teaching differentiated shown
least 4 varied varied varied teaching and evidence was teaching strategies in at strategies in at teaching
teaching and teaching and teaching and learning shown strategies in at least 2 least 2 strategy in
learning learning learning resource, least 2 lessons as lessons as only 1 lesson
resources, resources, resources, including ICT, lessons as eviidenced by eviidenced by as evidently
including ICT, including ICT, including ICT, as evidently eviidenced by MOV 1 and MOV 1 and shown in any
as evidently as evidently as evidently shown in any of MOV 1 and supported by supported by 1 of the
shown in shown in shown in the acceptable supported by any 1 of the any 1 of the acceptable
MOV 1 and MOV 1 and MOV 1 and MOV any 1 of the other other MOV
supported by supported by supported by other acceptable acceptable
any 1 of the any 1 of the any 1 of the acceptable MOV MOV
acceptable acceptable acceptable MOV
MOV MOV MOV Timeliness          

PRMS-PPST pingramos 08/24/2018

PRMS-PPST pingramos 08/24/2018