Argel Doctora -RPMS - 2021-2022 (1).pptx

Content
Knowledge
and
Pedagogy

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

Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from:
Means of Verification
1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
3. If options 1 and 2 are not
possible, an observation of a
demonstration teaching via
LAC

RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM
COT1

RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM
COT2

Used
research-based
knowledge and
principles of teaching
and learning to
enhance professional
practice.
Objective 2

*One (1) lesson plan
with annotations
identifying the
research-based
knowledge and/or
principles of teaching
and learning used as
basis for planning /
designing the lesson.

Argel Doctora -RPMS - 2021-2022 (1).pptx

Annotations
Lesson Exemplar Annotation in ESP 6
Objective 2 : Used of research-based knowledge and
Principles of Teaching and Learning to enhance
Professional Practice ( Objectives)
The Teacher used the revised edition of Bloom
in order to attain the objective 2 in KRA 1 in Knowledge
and Pedagogy. According to Anderson et.al (2001) these
levels of blooms taxonomy are very helpful in
learning outcomes as these certain verbs are
in each level. As the teacher write the objectives in the
lesson examples you will identify that the levels are align
to blooms taxonomy in order to gain the knowledge
needed in the target lessons. These objectives are align
order to help the learners understand the lesson and to
have a clear picture in mind about the goals that the
learner needed to attain.

Annotations
Professional Practice ( Instructional Activities)
Application – the teacher use the application part to
provide the objective 2 in the lesson exemplar. The
teacher ask the learners about the importance of
providing an accurate information in the following
devices and materials. This will help them to activate
research skills as this topic was very relevant issues in
society. They will also give their insights and their
opinions regarding this question.

Annotations
Professional Practice ( Assessment)
Assessment – the teacher provide the objective 2 in the
assessment part where the learners will answer the
assessment part. This will help the teacher in order to
out if the lesson objectives were attain on the learners
end and to see if the learners understand the topic in
Edukasyon sa Pagpapakatao

Objective 3
Displayed proficient
use of Mother
Tongue, Filipino
and English to
facilitate teaching
and learning.

1. An online observation of
online synchronous teaching
2. If option 1 is not possible,
an observation of a video
lesson that is SLM-based or
MELC-aligned
demonstration teaching via
LAC

Objective 4
Used effective verbal and
non-verbal classroom
communication strategies
to support learner
understanding,
participation,
engagement and
achievement

1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
2. If option 1 is not possible, an
observation of a recorded video
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.

Learning
Environment
and
Diversity of
Learners

Objective 5
Established safe and
secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures

1. An online observation of online
synchronous teaching
lesson or audio lesson that is SLM-
based or MELC-aligned.
3. If options 1 and 2 are not possible,
an observation of a demonstration
teaching* via LAC.

Objective 6
Maintained learning
environments that
promote fairness,
respect and care to
encourage
learning.

Objective 7
Maintained learning
environments that
nurture and inspire
learners to
participate, cooperate
and collaborate in
continued learning.

Set A
Any supplementary material (in print/digital format)
made by the ratee* and used in the lesson delivery
that highlights maintaining learning environments that
nurture and inspire learners to participate, cooperate
and collaborate in continued learning.
 activity sheet/s
 one lesson from a self-learning module (SLM)
 lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL,
lesson exemplars, and the likes)
 video lesson
 audio lesson
 other learning materials in print/digital format
(please specify and provide annotations) with
client/learner feedback on how the material
encouraged the learners to participate, cooperate,
and collaborate

Set B
Classroom observation Tool (COT) rating sheet or
inter-observer agreement form from:
 An observation of synchronous teaching, online
teaching, or two-way radio instructions)
 if lesson 1 is not possible, an observation of a
recorded video lesson or audio lesson that is
SLM-based or MELC-aligned.
 If option 1 and 2 are not possible, an observation
of an observation of demonstration teaching via
LAC.

Annotations
LEAP in Science 6 Annotations
Objective 7 maintained Learning environment that
nurture and inspire learners to participate,
cooperate and collaborate in continued learning
(Positive Interdependence)
Development – Learning Task 3 : the used this this
activity to present the positive interdependence of
the learners through a group activity. this is a
experiment in which they will identify and analyze
move of the crust and the plates of the Earth. This is
great example of this as one of the goals of positive
interdependence the belief of everyone in the group
that there is value in working together and that the
results of both individual learning and working
products would be better when they are done in
collaboration, and this was fitted in the science
activity as this will requires collaboration and
cooperation

Annotations
Objective 7 maintained Learning environment that
nurture and inspire learners to participate,
cooperate and collaborate in continued learning
(Individual Accountability)
Assessment - This is a great example in the saying
that students learn together but perform alone.
Assessment in this LEAP was created to assess the
learnings and knowledge of the learners. this is a
great example in achieving learning goals on the
of the learners’

Objective 8
Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning

Set B
observer agreement form from :
1. An observation of synchronous
teaching (limited face-to-face
teaching, online teaching, or two-
way radio instruction).
lesson or audio lesson that is
SLM-based or MELC-aligned.
demonstration teaching* via LAC.

VideoLesson
English 6 – Viewing
MELC -Compare and contrast content of
materials viewed to other sources of
information (print, online and broadcast)

VideoLesson
Annotations:
Objective 8 - Applied a range of successful strategies
maintain learning environments that motivate learners
work productively by assuming responsibility for their
learning - in this video lesson the teacher motivate the
learners motivates the learners to listen and to get ready
about the topic for the day. The teacher used motivational
word and encouragement to help the learners grasp the
objective of the lesson in English 6. he also provide
materials for the learners to easily comprehend and
visualize the topic

Diversity of
Learners,
Curriculum
and
Planning,
Assessment
and Reporting

Objective 9
Designed, adapted and
implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness and talents.

Classroom Observation Tool (COT)
rating sheet or inter-observer
agreement form from:
1. An observation of
synchronous teaching
(limited face-to-face
teaching, online teaching, or
two-way radio instruction).
observation of a recorded
video lesson or audio lesson
that is SLM-based or MELC-
aligned.
demonstration teaching* via
LAC .

Objective 10
Adapted and used
culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups.

Objective 11
Adapted and
implemented learning
programs that ensure
relevance and
responsiveness to the
needs of all learners .

1. Proof of evaluation* on the
implementation of the
adapted / contextualized
learning program.
2. Progress report on the
implementation of the
learning program.
3. Accomplishment /
completion / technical report
on the implementation of an
learning program.
4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program.

AcomplishementReport
Project Layag sa Pakikinig at Pagbabasa
Introduction:
Reading is one of the most essential macro skills that a learner
needs to acquire in his/her early stages. Reading skills is very
important as it open the other macro skills such as listening,
speaking, and writing. This is the most important key for the
learners to open be able to digest and to grasp the learning he/she
will receive from the classroom and to the teachers. This is one of
the greatest achievements that learners need to open new
possibilities and develop his/her skills and talents.
Description:
To develop reading habit among the learners of San Guillermo
Elementary School. It also aims to develop the listening strategies
of the learners to improve their critical thinking as they progress
and learn from school.
Activities
Discussion, Storytelling, Reading Book/Booklets, Online or Offline
form of establishing the program
Actual VS. Target
The target of this project is to ensure that all learners will develop
their critical and comprehension skills. The actual result revealed
that most of the learners of San Guillermo Elementary School are
on instructional level meaning they are Challenging but
manageable for the reader

Objective 12
Utilized assessment
data to inform the
modification of
teaching and
learning practices
and programs.

A list of identified least / most mastered
skills based on the frequency of errors /
correct responses with any of the
following supporting MOV
1. accomplishment report for
remedial / enhancement
activities (e.g., remedial
sessions, Summer Reading
Camp, Phil-IRIbased reading
program)
2. intervention material used for
remediation / reinforcement /
enhancement
3. lesson plan/activity log for
remediation / enhancement
utilizing of assessment data to
modify teaching and learning
practices or programs

Enhancement utilizing of assessment
data to modify teaching
and learning practices or programs
Independent Instructional Independent Instructional Independent Instructional
I 18/19 0 6 2 12 5 14
II 15 0 7 2 9 3 12
III 25 0 8 0 20 3 22
IV 12 0 4 2 7 3 9
V 11 3 1 5 5 6 6
VI 16 3 3 4 10 5 11
0
0
Frustration
12
8
17
KPI GRADE
LEVEL/ENROLMENT
QUARTER 1 QUARTER 2 QUARTER 3
READING
COMPRHESION
PROFICIENCY
Frustration
4
4
5
Frustration
0
QUARTER 3
READING
COMPRHESION
PROFICIENCY
1
2
KPI GRADE
LEVEL/ENROLMENT
QUARTER 1 QUARTER 2
Frustration
0
0
0
Frustration
9
8
10
Frustration
3
ENGLISH Reading Result
Table I
Table I revealed the result of the learners’ base from the reading
assessment conducted by the teachers from San Guillermo
Elementary School. Teachers need to identify the reading
comprehension skills of the learners if they are Independent readers,
Instructional readers, and Frustration readers in English To further
understand the table, the next figure is the graph of the result base
on the reading assessment

ResultofReadingProgram
0
5
10
15
20
25
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Key Stage 1 English
Series1
Series2
Series3
Grade 1
Grade 2
Grade 3
Grade 2
Grade 3
0
2
4
6
8
10
12
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Key Stage 2 English
Series1
Series2
Series3

I 18 0 6 2 10 3 16
II 15 0 4 2 8 5 10
III 25 2 7 4 16 5 20
IV 12 2 5 2 6 3 9
V 11 5 4 5 5 5 6
VI 16 3 6 4 8 5 11
KPI
GRADE
LEVEL/ENROLME
NT
READING
COMPREHENSION
PROFICIENCY
KPI GRADE
LEVEL/ENROLME
NT
READING
COMPREHENSION
PROFICIENCY
Frustration
12
11
16
Frustration
6
5
5
Frustration
0
0
0
Frustration
5
2
7
Frustration
4
1
4
0
Frustration
0
0
Filipino Reading Result
Table 1
Table 2 revealed the result of the learners’ base from the
reading assessment conducted by the teachers from San
Guillermo Elementary School. Teachers need to identify the
reading comprehension skills of the learners if they are
Independent readers, Instructional readers, and Frustration readers
in Filipino. Below are the tabular representation of the result from
reading comprehension.

0
5
10
15
20
25
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Key Stage 1 Filipino
Series1
Series2
Series3
0
2
4
6
8
10
12
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Independent
Instructional
Frustration
Key Stage 2 Filipino
Series1
Series2
Series3

Community
Linkages and
Professional
Engagement &
Personal
Growth and
Professional
Development

Objective 13
Maintained learning
environments that
are
responsive to
community contexts.

1. Accomplishment report of a
program / project / activity
that maintains a learning
environment.
2. Program / Project / Activity
plan on maintaining a
learning environment.
3. Minutes of a consultative
meeting / community
stakeholders meeting about a
environment with proof of
attendance.
4. Communication letter about
a program / project / activity
environment.
Minutes of parent-teacher
conference /stakeholders’
meeting about an implemented
school policy / procedure
with proof of attendance.
PTA CONFERENCE

Objective 14
Reviewed regularly
personal teaching practice
using existing laws and
regulations that apply to
the teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.

1. Annotated video / audio recording
of one’s teaching that shows
impact of regularly reviewing one’s
teaching practice/s.
2. Annotated teaching material that
shows impact of regularly
reviewing one’s teaching
practice/s.
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection notes as outputs
from participation in review of
personal teaching practices in four (4)
quarters.
4. Proof of attendance (with date) in
LAC or coaching and mentoring
sessions for review of personal
teaching practices.

environment.
meeting / community
attendance.
environment.
ProofofAttendanceinLAC

Objective 15
Complied with and
implemented school
policies and procedures
consistently to foster
harmonious relationships
with learners, parents, and
other stakeholders.

1. Proof of participation /
involvement in a school-
community partnership for
the implementation of a
school policy / procedure
(e.g., certificate as committee
member, narrative report).
2. Minutes of parent-teacher
conference / stakeholders’
meeting about an
implemented school policy /
procedure with proof of
attendance.
an implemented school policy
/ procedure sent to parent /
guardian.

environment.
meeting / community
attendance.
environment.
Communication letter about an implemented
school policy / procedure sent to parent / guardian.

Objective 16
Applied a
personal
philosophy of
teaching that is
learner-centered.

One (1) lesson plan
with annotations
explaining the
application of a
learner-centered
teaching philosophy
(e.g., constructivism,
existentialism) used
as basis for planning
/ designing the
lesson.

environment.
meeting / community
attendance.
environment.

Annotations
Lesson Exemplar Annotation in English
6
Objective 16 Applied a personal philosophy of teaching
that is learner-centered (Learning Objectives).
The Teacher use a constructivist Approach in the Lesson
English which is about the Plot ( Chronological
In Medias Res and Flashback, according to Mcleod(2019)
constructivism is an approach where in the learning
presented to the learners that hold and actively
or make their own knowledge to form reality that is
determined by their experiences. This was the
use by the teacher in the learning objectives presented
the exemplar. The teacher wanted to arrive at the idea
that he will just facilitate the learning and the learners
be the active participant in creating meaning and
learning at their end

Annotations
that is learner-centered (Instructional Activities)
Introduction, Development and Generalization Part- these are
the best example where in constructivism are presented in the
class.
Introduction part – the teacher let the learners to create their
own process base from the picture and guide them to create a
sentences that is align on the process of the activity.
Development – wherein the learners tasked to scrutinize the
pool of sentences in order to arrive to the correct definition of
Plot
Generalization – wherein the learners through the guide of an
activity was tasked to create the meaning of the different
kinds of plot
Constructivism is clearly presented on this activities to help
learners create a meaningful learning through guidance and
experiences

Annotations
that is learner-centered (Assessment)
The last part of the lesson which is the learner task to identify
the plot use in the following sentences. Again, this is
manifestation of constructivism that is used by the teacher to
help the learners achieve the meaningful learning actively in
their experiences

Objective 17
Adopted practices that
uphold the dignity of
teaching as a profession
by exhibiting qualities
such as caring attitude,
respect and integrity.

1. Documented feedback from superiors,
colleagues, learners, parents / guardian, or
other stakeholders directly reflecting the
ratee’s good practices that uphold the
dignity of teaching as a profession.
2. Annotated evidence of practice indirectly
linking to the upholding of the dignity of
teaching as a profession by exhibiting
qualities such as caring attitude, respect
and integrity.
 ● Screenshot of text message / chat /
email / any form of communication with
parents / guardian or learners (name or
any identifier removed)
 ● Remarks from mentor / master teacher /
school head about one’s qualities (e.g.,
entries in Performance Monitoring and
Coaching Form [PMCF] or in Mid-Year
Review Form)
 ● Recognition from the school / school
community about one’s qualities
 ● Others (please specify)

environment.
meeting / community
attendance.
environment.
Screenshot of text message / chat /
email / any form of communication
with parents / guardian or learners
(nameoranyidentifierremoved)

Objective 18
Set Professional
Development Goals
based on the
Philippine
Professional
Standards for
Teachers

1.Updated IPCRF-
DP from Phase II
2.Mid-year Review
Form (MRF)
3.IPCRF-DP
4.Certification
from the ICT
Coordinator /
School Head /
Focal Person
DEVELOPMENTPLAN

Objective 19
Performed various
related works /
activities that
contribute to the
teaching-learning
process.

Proof of:
 Committee involvement
 Advisorship of co-curricular activities
 Involvement as module/learning
material writer
 Involvement as module/learning
material validator
 Participation in the RO/SDO/school-
initiated TV-/radio-based instruction
 Book or journal authorship/
contributor ship
 Coordinator ship/ chairpersonship
 Coaching and mentoring learners in
competitions
 Mentoring pre-service teachers
 Participation in demonstration
teaching
 Participation as research presenter in
a forum/ conference
 Others (please specify and provide
annotations)

1.Updated IPCRF-
DP from Phase II
2.Mid-year Review
Form (MRF)
3.IPCRF-DP
4.Certification
from the ICT
Coordinator /
School Head /
Focal Person
PLUSFACTOR

Argel Doctora -RPMS - 2021-2022 (1).pptx

Argel Doctora -RPMS - 2021-2022 (1).pptx

Argel Doctora -RPMS - 2021-2022 (1).pptx

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Argel Doctora -RPMS - 2021-2022 (1).pptx