PPST-RPMS Summary

FOUND IN RPMS TOOL

A. 2018
INDICATORS MEANS OF VERIFICATION SAMPLE
B. 2020
C. 2021
1.1.2 Apply knowledge of A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer Classroom Observation with
content within and across agreement form about knowledge of content within and across curriculum Instructional Materials
curriculum teaching areas.
B teaching areas Performance Task/Test Materials
C 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

B. COT-Rating Sheet

C. COT-Rating Sheet
1.2.2 Use research-based C C. One (1) lesson plan with annotations identifying the research-based Lesson Plan with research-based in
knowledge and principles knowledge and/or principles of teaching and learning used as basis for ALL COMPONENTS
of teaching and learning to planning / designing the lesson
enhance professional Used research-based knowledge and/or principles of teaching and learning in all
the components of instruction in the lesson plan to improve student learning
practice.
1.3.2 Ensure the positive B B. Any supplementary material (in print/digital format) made by the ICT Integration with
use of ICT to facilitate the ratee and used in the lesson delivery that highlights the positive use of ICT Activity Sheets
teaching and learning to facilitate the teaching and learning process Modified Lesson from SLM
process. • Activity sheet/s DLP
• One lesson from a self-learning module (SLM) Video/Audio Lesson
• Lesson plan
• Video lesson • Audio lesson
Ensured that the ICT used redefine and transform learning experiences and are
documented properly and consistently using any referencing style as shown in
the submitted learning material

1.4.2 Use a range of A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer Classroom Observation with
teaching strategies that agreement form about teaching strategies that enhance learner Instructional Materials
enhance learner achievement in literacy and numeracy skills Performance Task
achievement in literacy and 2. Lesson plans/modified DLLs used in teaching highlighting learner- Assessment results
numeracy skills. centered strategies that promote literacy and/or numeracy skills
3. Instructional materials highlighting learner-centered strategies that
promote literacy and/or numeracy skills
4. Performance tasks/test material( s) used in teaching
5. Results of assessment used in teaching
1.5.2 Apply a range of A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
teaching strategies to agreement form about teaching strategies to develop critical and creative
develop critical and
B thinking, as well as other higher-order thinking skills
creative thinking, as well as 2. Lesson plans/modified DLLs used in teaching highlighting different
other higher-order thinking teaching strategies that develop critical and creative thinking and/or other
skills. HOTS
3. Instructional materials highlighting different teaching strategies that
develop critical and creative thinking and/or other HOTS
4. Performance tasks/test material( s) used in demonstration teaching 5.
Results of assessment used in teaching

B. Any supplementary material (in print/digital format) made by the

ratee and used in the lesson delivery that highlights teaching strategies to
develop critical and creative thinking, as well as other higher-order
thinking skills
• Activity sheet/s
• One lesson from a self-learning module (SLM)
• Lesson plan
• Video lesson • Audio lesson
Applied teaching strategies that challenge learners to draw conclusions and
justify their thinking or put parts together to promote deeper understanding of
ideas learned as shown in the submitted learning material
1.6.2 Display proficient use C C. COT-Rating Sheet
of Mother Tongue, Filipino
and English to facilitate
teaching and learning.
1.7.2 Use effective verbal C C. COT-Rating Sheet
and non-verbal classroom
communication strategies
to support learner
understanding,
participation, engagement
and achievement.
2.1.2 Establish safe and C C. COT-Rating Sheet
secure learning
environments to enhance
learning through the
consistent implementation
of policies, guidelines and
procedures.
2.2.2 Maintain learning C C. COT-Rating Sheet
environments that
promote fairness, respect
and care to encourage
learning.
2.3.2 Manage classroom A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
structure to engage agreement form about managing classroom structure that engages
learners, individually or in learners in various activities
groups, in meaningful 2. Lesson plans/modified DLLs highlighting various classroom management
exploration, discovery and strategies that engage learners in activities/tasks in different physical
hands-on activities within a learning environments
range of physical learning
environments.
2.4.2 Maintain supportive C C. COT-Rating Sheet
learning environments that
nurture and inspire Any supplementary material (in print/digital format) made by the ratee* and
learners to participate, used in the lesson delivery that highlights maintaining learning environments that
cooperate and collaborate nurture and inspire learners to participate, cooperate and collaborate in
in continued learning. continued learning
● activity sheet/s
● one lesson from a self-learning module (SLM)
● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars,)
● 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
2.5.2 Apply a range of C C. COT-Rating Sheet
successful strategies that
maintain learning C. Any supplementary material (in print/digital format) made by the ratee* and
environments that used in the lesson delivery that highlights a range of strategies that maintain
motivate learners to work learning environments that motivate learners to work productively by assuming
responsibility for their own learning
productively by assuming ● activity sheet/s
responsibility for their own ● one lesson from a self-learning module (SLM)
learning. ● lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, lesson exemplars, and
the likes)
● video lesson ● audio lesson
Applied effective teaching strategies that are well-aligned with the learning goals
and successfully motivate learners to monitor and evaluate their own learning
as shown in the submitted learning material
2.6.2 Manage learner A A. Classroom observation tool (COT) rating sheet and/or inter-observer
behavior constructively by agreement form about teacher management of learner behavior using the
applying positive and non- following strategies:
violent discipline to ensure 1. Providing motivation
learning-focused 2. Praising the learners/Giving positive feedback
environments. 3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions

3.1.2 Use differentiated, A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
developmentally agreement form about using differentiated, developmentally appropriate
appropriate learning learning experiences
experiences to address 2. Lesson plans/modified DLLs developed highlighting differentiation in
learners’ gender, needs, content, product, process, learning environment or others according to
strengths, interests and learners’ gender, needs, strengths, interests and experiences
experiences. 3. Instructional materials developed highlighting differentiation in content,
product, process, learning environment or others according to learners’
gender, needs, strengths, interests and experiences
3.2.2 Establish a learner- B B. Any supplementary material (in print/digital format) made by the
centered culture by using ratee and used in the lesson delivery that highlights teaching strategies
teaching strategies that that are responsive to learners’ linguistic, cultural, socioeconomic, or
respond to their linguistic, religious backgrounds
cultural, socio-economic • Activity sheet/s
and religious backgrounds. • One lesson from a self-learning module (SLM)
• Lesson plan
• Video lesson • Audio lesson
Utilized effective teaching strategies that are appropriate in responding to
learners’ linguistic, cultural, socioeconomic, or religious backgrounds at an
individual level* as shown in the submitted learning material
3.3.2 Design, adapt and C C. COT-Rating Sheet
implement teaching
strategies that are Teacher Reflection Form (TRF) on designing, adapting, and/or
responsive to learners with implementing teaching strategies that are responsive to learners with
disabilities, giftedness and disabilities, giftedness and talents and a certification from the school
talents. head that the ratee’s classes have no identified learner/s with
disabilities, giftedness and/or talents

3.4.2 Plan and deliver B B. COT-Rating Sheet

teaching strategies that are
responsive to the special
educational needs of
learners in difficult
circumstances, including:
geographic isolation;
chronic illness;
displacement due to armed
conflict, urban
resettlement or disasters;
child abuse and child labor
practices.
3.5.2 Adapt and use C C. COT-Rating Sheet
culturally appropriate
teaching strategies to Teacher Reflection Form (TRF) on adapting and using culturally
address the needs of appropriate teaching strategies to address the needs of learners from
learners from indigenous indigenous groups and a certification from the school head that the
ratee’s classes have no identified learner/s from indigenous groups
groups.

4.1.2 Plan, manage and A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
implement agreement form about using developmentally sequenced teaching and
developmentally learning process
sequenced teaching and 2. Lesson plans/modified DLLs highlighting developmentally sequenced
learning process to meet instruction that meet curriculum goals and varied teaching contexts
curriculum requirements 3. Instructional materials used to implement developmentally sequenced
and varied teaching teaching and learning process to meet curriculum requirements and varied
contexts. teaching contexts
4.2.2 Set achievable and B B. One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars,
appropriate learning and the likes) or one lesson from a self-learning module prepared by the
outcomes that are aligned ratee with achievable and appropriate learning outcomes that are aligned
with learning with the learning competencies as shown in any of the following:
competencies. • Lecture/discussion
 • Activity/activity sheet
• Performance task
• Rubric for assessing performance using criteria that appropriately
describe the target output
All of the learning outcomes set are aligned with the learning competencies as
shown in the MOV submitted
4.3.2 Adapt and implement C C. 1. Proof of evaluation*( * Proof of evaluation may be the Individual Learning Monitoring
learning programs that Plan enclosed in DM-CI-2020-00162 (Suggested Strategies in Implementing Distance Learning Delivery
Modalities (DLDM) for School Year 2020-2021) or any other similar/contextualized tool used by the
ensure relevance and school or prescribed by the DepEd Central Office - Curriculum & Instruction Strand in succeeding
responsiveness to the on the implementation of the adapted / contextualized learning
issuances.)
needs of all learners. program
2. Progress report on the implementation of the adapted / contextualized
learning program
3. Accomplishment / completion / technical report on the implementation
of an adapted / contextualized learning program
4. Action plan / activity proposal / activity matrix that shows an adapted /
contextualized learning program
4.4.2 Participate in collegial A A. 1. Personal notes of teachers on LACs/FGDs/meetings with proof of
discussions that use attendance
teacher and learner 2. Minutes of LAC/FGD sessions on use of teacher and learner feedback to
feedback to enrich enrich teaching practice with proof of attendance
teaching practice.
4.5.2 Select, develop, A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
organize and use agreement form about using appropriate teaching and learning resources,
appropriate teaching and
B including ICT Examples:
learning resources, • Activity sheets/task sheets/work sheets
including ICT, to address • PowerPoint presentations
learning goals. • Video clips
• Module
• SIMs-Strategic Intervention Materials
• Others
2. Lesson plans/modified DLLs with appropriate instructional materials
appended

B. COT-Rating Sheet

5.1.2 Design, select, A A. 1. Classroom observation tool (COT) rating sheet and/or inter-observer
organize and use agreement form about using diagnostic, formative and summative
diagnostic, formative and assessment strategies
summative assessment 2. Prepared lesson plans/modified DLLs highlighting appropriate use of
strategies consistent with formative assessment strategies
curriculum requirements. 3. Developed diagnostic tests: (a) with TOS reviewed by superior; (b) with
sample accomplished questionnaire/answer sheets
4. Developed summative tests: (a) with TOS reviewed by superior; (b) with
sample accomplished questionnaire/answer sheets 5. Developed
performance tasks: (a) with rubrics reviewed by superior; (b) with sample
accomplished rubrics
5.2.2 Monitor and evaluate A A. 1. Compilation of a learner’s written work with summary of results and
learner progress and with signature of parents
achievement using learner 2. Formative/summative assessment tools with TOS and frequency of
attainment data. errors with identified least mastered skills
3. Class records/grading sheets 4. Lesson plans/modified DLLs showing
index of mastery
5.3.2 Use strategies for B Evidence that highlights providing accurate and constructive feedback to
providing timely, accurate improve learner performance and that shows timeliness of feedback given
and constructive feedback to any of the following
to improve learner • activity sheet
performance. • performance task
• quiz or test
• self-learning module
5.4.2 Communicate A A. 1. At least 3 samples of corrected test papers of the same 3 learners in
promptly and clearly the the same learning area with parents’ or guardians’ signature and date of
learners’ needs, progress receipt
and achievement to key 2. Minutes of PTA meetings or Parent-Teacher conferences in all quarters
stakeholders, including with proof of parent’s/guardian’s attendance
parents/guardians. 3. Report cards with parent’s or guardian’s signature in all quarters
supported by minutes of meeting
4. Communication with parents/guardians using various modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs, progress and achievement
submitted to other stakeholders
5.5.2 Utilize assessment C C. A list of identified least / most mastered skills based on the frequency
data to inform the of errors / correct responses with any of the following supporting MOV
modification of teaching 1. accomplishment report for remedial / enhancement activities (e.g.,
and learning practices and remedial sessions, Summer Reading Camp, Phil-IRI-based reading program)
programs. 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

6.1.2 Maintain learning C C. 1. Accomplishment report of a program / project / activity that

environments that are maintains a learning environment
responsive to community 2. Program / Project / Activity plan on maintaining a learning environment
contexts. 3. Minutes of a consultative meeting / community stakeholders meeting
about a program / project / activity that maintains a learning environment
with proof of attendance
4. Communication letter about a program / project / activity that
maintains a learning environment
Collaborated with the community stakeholder in the implementation / completion
of a program, project, and/or activity that maintains a learning environment
responsive to community contexts as evidenced by MOV No. 1
6.2.2 Build relationships B B. 1. Proof of participation in any activity for improved access to education
with parents/guardians and such as, but not limited to the ff. activities
the wider school • Distribution of learning materials to learners/parents (e.g., receipt
community to facilitate form/monitoring form during distribution of learning materials, etc.)
involvement in the • Brigada Eskwela (e.g., commitment form to stakeholders, developed
educative process. advocacy materials, certificate of participation that involves
parents’/stakeholders’ engagement signed by the school head, etc.)
• Home visitation (e.g., home visitation form, etc.)
• Others (please specify and provide annotations)
2. Parent-teacher log or proof of other stakeholders meeting (e.g., one-on-
one parent-teacher-learner conference log; attendance sheet with minutes
of online or face-to-face meeting; proof of involvement in the
learners’/parents’ orientation, etc.)
3. Any form of communication to parents/stakeholders (e.g., notice of
meeting; screenshot of chat/text message/communication with
parent/guardian [name or any identifier removed]; digital/ printed copy of
Learner Enrollment Survey Form signed by the ICT Coordinator/Focal
person and School Head)
6.3.2 Review regularly C C. 1. Annotated video / audio recording of one’s teaching that shows
personal teaching practice impact of regularly reviewing one’s teaching practice/s
using existing laws and 2. Annotated teaching material that shows impact of regularly reviewing
regulations that apply to one’s teaching practice/s
the teaching profession ● lesson plan
and the responsibilities ● activity sheet
specified in the Code of ● assessment materials
Ethics for Professional ● others (please specify)
Teachers. 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

6.4.2 Comply with and C C. 1. Proof of participation / involvement in a school-community

implement school policies partnership for the implementation of a school policy / procedure (e.g.,
and procedures certificate as committee member, narrative report)
consistently to foster 2. Minutes of parent-teacher conference / stakeholders’ meeting about an
harmonious relationships implemented school policy / procedure with proof of attendance
with learners, parents, and 3. Communication letter about an implemented school policy / procedure
other stakeholders. sent to parent / guardian

7.1.2 Apply a personal C C. One (1) lesson plan with annotations explaining the application of a
philosophy of teaching that learner-centered teaching philosophy (e.g., constructivism, existentialism)
is learner-centered. used as basis for planning / designing the lesson
Applied learner-centered teaching philosophy in the lesson plan in all the
components of instruction in the lesson plan to improve student learning
7.2.2 Adopt practices that C C. 1. Documented feedback from superiors, colleagues, learners, parents /
uphold the dignity of guardian, or other stakeholders directly reflecting the ratee’s good practices
that uphold the dignity of teaching as a profession
teaching as a profession by
2. Annotated evidence of practice indirectly linking to the upholding of the
exhibiting qualities such as dignity of teaching as a profession by exhibiting qualities such as caring
caring attitude, respect and attitude, respect and integrity
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)
Exhibited dignity of teaching as a profession by exhibiting qualities such as caring
attitude, respect, and integrity with affirmation from different school
stakeholders as evidenced by at least two MOV No. 1
7.3.2 Participate in B B. • Certificate of completion in a course/training
professional networks to • Certificate of participation in a webinar, retooling, upskilling, and other
share knowledge and to training/ seminar/ workshop with proof of implementation
enhance practice. • Certificate of recognition/ speakership in a webinar, retooling, upskilling,
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
7.4.2 Develop a personal B B. Main MOV:
professional improvement Individual Performance and Commitment Review Form-Development Plan
plan based on reflection of (IPCRF-DP)
one’s practice and ongoing Supporting MOV:
professional learning. Any document aligned with the IPCRF-DP such as
• Reflection of one’s practice during LAC session/s with proof of
attendance
• Reflection/Personal Notes on Coaching and Mentoring and/or Mid-year
Review
• Personal notes journal on division/school-led INSET with proof of
attendance
• Certificate of enrolment/ registration form/class card in graduate/post-
graduate school/online courses
• Any learning material highlighting the improvement done based on
accomplished “reflection” section
7.5.2 Set professional C C. 1. Updated IPCRF-DP from Phase II
development goals based 2. Mid-year Review Form (MRF)
on the Philippine 3. IPCRF-DP
Professional Standards for 4. Certification from the ICT Coordinator / School Head / Focal Person in
Teachers. charge of e-SAT
PLUS FACTOR Any proof of:
● committee involvement
● advisorship of co-curricular activities
● book or journal authorship / contributorship
● coordinatorship / chairpersonship
● coaching and mentoring learners in competitions
● serving as reliever of classes in the absence of teachers
● mentoring pre-service teachers
● participation in demonstration teaching
● participation as technical working group member