Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Cebu Province
District of Medellin
ANTIPOLO INTEGRATED SCHOOL
Antipolo, Medellin, Cebu

Result-Based
Performance
Management System

Portfolio
MS. RHODALYN P. ESCARRO
Teacher 1

GEMMA CRISTINA A. CASTRO

SCHOOL PRINCIPAL 1
KRA 1
Objective 1 …………………………………………………………………………………3
Objective 2 …………………………………………………………………………………5
Objective 3 …………………………………………………………………………………7

KRA 2
Objective 4 …………………………………………………………………………………
Objective 5 …………………………………………………………………………………
Objective 6 …………………………………………………………………………………

KRA 3
Objective 7 …………………………………………………………………………………
Objective 8 …………………………………………………………………………………
Objective 9 …………………………………………………………………………………

KRA 4 …………………………………………………………………………………
Objective 10 …………………………………………………………………………………
Objective 11 …………………………………………………………………………………
Objective 12 …………………………………………………………………………………

KRA 5 …………………………………………………………………………………
Objective 13 …………………………………………………………………………………
Objective 14 …………………………………………………………………………………
Objective 15 …………………………………………………………………………………

[ EDIT THIS PART ]

 KRA 1

CONTENT
KNOWLEDGE
AND
PEDAGOGY
 Objective 1
Applied knowledge of content within
and across curriculum teaching areas.

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.
MOV
MOV
 Objective 2
Used a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills.

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.
MOV
MOV
 Objective 3
Applied a range of teaching strategies to
develop critical and creative thinking, as
well as other higher-order thinking skills.

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.
 KRA 2
LEARNING
ENVIRONMENT
&
DIVERSITY OF
LEARNERS
 Objective 4
Managed classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments.
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation.

If onsite / face-to-face / in-person classes are

not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.
 Objective 5
Managed learner behavior constructively by applying
positive and non-violent discipline to ensure learning-
focused environments.

Classroom Observation Tool (COT) rating

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

If onsite / face-to-face / in-person classes are

not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.
 Objective 6
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests and experiences.

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.
 KRA 3

CURRICULUM
AND
PLANNING
 Objective 7
Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts

Classroom Observation Tool (COT) rating

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

If onsite / face-to-face / in-person classes are

not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.
 Objective 8
Participated in collegial discussions that use teacher and
learner feedback to enrich teaching practice.

Proof/s of attendance in LAC sessions / FGDs /

meetings / other collegial discussions

Minutes of LAC sessions / FGDs / meetings / other

collegial discussions on use of teacher and learner
feedback to enrich teaching practice

Reflection notes of teachers on their demonstration of

teaching practices following participation from LAC
sessions / FGDs / meetings / other collegial discussions
that use teacher and learner feedback to enrich teaching
practice, with proof/s of attendance

Any equivalent ALS form/document that highlights the

objective
 Objective 9
Selected, developed, organized and used appropriate
teaching and learning resources, including ICT, to
address learning goals.
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.
 KRA 4

ASSESSMENT
AND
REPORTING
 Objective 10
Designed, selected, organized and used diagnostic,
formative and summative assessment strategies consistent
with curriculum requirements.

Classroom Observation Tool (COT) rating sheet/s or

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

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

implemented,
through observation of synchronous / asynchronous
teaching in other modalities; or
through observation of a demonstration teaching* via
LAC session.
 Objective 11
Monitored and evaluated learner progress and achievement
using learner attainment data.

Anyone (1) of the following:

● Individual Learning Monitoring Plan (ILMP)
● Peer assessment data
● Sample of learners’ output with reflection / self-
assessment
● Progress charts/anecdotal records
● Class/e-class record/grading sheets
● Lesson plans showing index of mastery
● Frequency of errors with identified least/most
mastered skills
● Any equivalent ALS form/document that highlights
the objective (e.g., Individual Learning Agreement
(ILA), ALS Assessment Form 2)
● Others (Please specify and provide annotations)
 Objective 12
Communicated promptly and clearly the learners’
needs, progress and achievement to key stakeholders,
including parents/guardians.
Anyone (1) of the following:
● Individual Learning Monitoring Plan (ILMP)
● Peer assessment data
● Sample of learners’ output with reflection / self-
assessment
● Progress charts/anecdotal records
● Class/e-class record/grading sheets
● Lesson plans showing index of mastery
● Frequency of errors with identified least/most
mastered skills
● Any equivalent ALS form/document that highlights
the objective (e.g., Individual Learning Agreement
(ILA), ALS Assessment Form 2)
● Others (Please specify and provide annotations)
 KRA 5

PERSONAL
GROWTH
AND
PROFESSIONAL
DEVELOPMENT
 Objective 13
Applied a personal philosophy of
teaching that is learner-centered.

A reflection/journal entry that highlights

the application of a learner-centered
teaching philosophy in the lesson plan or
community work
Applied a personal philosophy of teaching that
is learner-centered.

• A reflection/journal entry that highlights the application of a

learner-centered teaching philosophy in the lesson plan or
community work
 Objective 14
Set professional development goals based on the
Philippine Professional Standards for Teachers.

Certification from the ICT Coordinator / School

Head / Focal Person in charge of e-SAT

IPCRF-DP

Mid-year Review Form (MRF)

Updated IPCRF-DP from Phase II

 Objective 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.
 A Reflection that Highlights the Application of a
Learner-Centered Teaching Philosophy
As the academic year draws to a close, I find myself reflecting on my
journey as a high school MAPEH teacher, where I wholeheartedly
embraced a learner-centered teaching philosophy. Over the course of four
quarters, I endeavored to create a dynamic and inclusive learning
environment that catered to the diverse needs and interests of my students.
By placing them at the center of the teaching-learning process, I aimed to
empower them to explore, express, and grow in the areas of Music, Arts,
Physical Education, and Health.

As I reflect on the four quarters, I am deeply fulfilled by the

consistent involvement and growth of my students in the teaching-learning
process. Embracing a learner-centered teaching philosophy in MAPEH
allowed them to explore their interests, develop a sense of cultural
appreciation, nurture their well-being, and become active participants in
the community.

Each specific activity was carefully documented in the Daily

Lesson Log (DLL). The log served as a record of the instructional
strategies used, materials utilized, and outcomes observed. Moreover,
pictures were taken during various activities and events to support the
statements made in this reflection. These images captured the students'
enthusiasm, engagement, and the application of MAPEH principles in real-
life contexts, further validating the effectiveness of a learner-centered
teaching philosophy.

Embracing a learner-centered approach in my high school MAPEH

class has not only nurtured a love for arts, physical fitness, and well-being
but also instilled in my students a sense of collaboration, cultural
appreciation, and community service. I am grateful for the opportunity to
witness their growth and to be a part of their holistic development.

As a high school MAPEH teacher, I am committed to continuously

refining and adapting my teaching practices to better cater to the unique
needs and interests of my students. By placing the learner at the center of
the teaching-learning process, we foster a love for learning, promote
holistic development, and empower our students to become well-rounded
individuals and responsible members of society.

RHODALYN P. ESCARRO
JHS Teacher