Annotations For RPMS-2023-2024
Annotations For RPMS-2023-2024
Objective 1
Applied knowledge of content within and across curriculum teaching areas
MOVs
*Attach your COT rating sheets 1 to 4.. Highlight indicator 1
ANNOTATIONS
For the first objective, I have included the Classroom Observation Tool (COT) rating sheet from
my two synchronous teaching observations, which were face-to-face. It is evident that I have
successfully achieved the objectives, as demonstrated by a score of 7 under indicator 1, showcasing
my ability to effectively apply knowledge across various curriculum teaching areas. I prioritize attaining
the most essential or fundamental learning competencies as per the standards set by the Department
of Education. With a strong grasp on the lesson content, I meticulously prepare a daily lesson plan or
log, ensuring adherence to the prescribed performance and learning expectations.
Objective 2
Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills
This may serve as your guide.
RPMS SY 2023-2024
MOVs
*Attach your COT rating sheets 1 to 4. Highlight indicator 2
ANNOTATIONS
For the second objective, I have incorporated the Classroom Observation Tool (COT) rating sheet from
my two face-to-face synchronous teaching observations. It is evident that I have met the objectives, as shown by a
score of 7 under indicator 2, which focuses on employing diverse teaching strategies that significantly contribute
to learners' growth in literacy and numeracy skills. I ensure that I incorporate various strategies, such as reading
selections, stories, and poems, to foster the development of both numeracy and literacy competencies among my
students. Furthermore, during the weekly "Catch Up Friday" activity, I provide engaging tasks that specifically
target enhancing their critical and analytical thinking abilities.
Objective 3
Applied a range of teaching strategies to develop critical thinking and creative thinking, as well as higher-
order thinking skills.
This may serve as your guide.
RPMS SY 2023-2024
MOVs
*Attach your COT rating sheets 1 to 4. Highlight indicator 3
ANNOTATIONS
In the third objective, I have attached the Classroom Observation Tool (COT) rating sheet from my
face-to-face synchronous teaching observations. It is apparent that I have achieved the objectives, as
demonstrated by a score of 7 under indicator 3, which emphasizes the application of diverse teaching
strategies to foster critical thinking, creative thinking, and higher-order cognitive skills. Recognizing the
importance of nurturing these abilities in 21st-century learners, I have introduced activities that enhance
their critical thinking, creativity, and higher-order thinking skill development. These include
comprehension questions, performance tasks with instructions and rubrics, and summative
assessments that encompass both lower- and higher-order thinking skills questions. Furthermore, I
prioritize incorporating real-life applications of the lesson to maximize the students' learning experience.
Objective 4
Displayed Proficient use of Mother Tongue, Filipino and English to facilitate teaching and learning
MOVs
This may serve as your guide.
RPMS SY 2023-2024
ANNOTATIONS
The attached COT rating sheet for indicator 4 showcases my proficiency in utilizing my mother
tongue, Filipino, and English for effective teaching and learning facilitation, earning a 7 rating, which
demonstrates the achievement of the objective. Recognizing the pivotal role of language in learning, I
strive to accommodate students with language barriers, particularly transferees, by providing them with
ample time to adapt to the new learning environment. Offering support through language assistance
can significantly enhance their learning experience. My fluency in a second language has aided me in
seamlessly adapting to diverse cultures.
Objective 5
Established safe and secure learning environments to enhance learning through the consistent
implementation of policies, guidelines, and procedure.
This may serve as your guide.
RPMS SY 2023-2024
MOVs
* Attach your COT rating sheets 1 to 4. Highlight indicator 5.
ANNOTATIONS
The attached COT rating sheet for indicator 5 highlights my successful establishment of safe
and secure learning environments, contributing to enhanced learning experiences. My 7 rating reflects
the consistent implementation of policies, guidelines, and procedures to maintain a conducive
atmosphere for growth and development. To further support this, I have included screenshots of my
announcements and reminders to my advisees through Facebook group chat and group texts. To
achieve excellent academic performance, I encourage my students to excel in their performance tasks
across various subjects, such as video recording, vlogging, drawing, and others. To foster a
responsible and disciplined mindset, I emphasize adherence to school rules and regulations during
homeroom guidance sessions. Additionally, I underscore the significance of good manners and right
conduct, empowering students to become positive role models for their peers.
Objective 6
Maintained learning environments that promote fairness, respect, and care to encourage learning
MOVs
* Attach your COT rating sheets 1 to 4. Highlight indicator 6.
ANNOTATIONS
The provided COT rating sheet for indicators 6 highlights my successful maintenance of
learning environments that foster fairness, respect, and care, resulting in a 7 rating for each of the four
synchronous teaching observations. These nurturing environments encourage active learning and
personal growth among students. To further support this, I have included screenshots of my
communications with parents or guardians and learners who struggle with consistent output submission
by deadlines. In instances where direct student contact is challenging, home visits emerge as the most
effective approach to engaging with them. Ensuring equal opportunities for communication, I address
students' concerns and challenges through home visitation, as evidenced by the attached form or
logbook. This proactive measure enables students to discuss their issues and promotes a more
inclusive learning environment.
Objective 7
Established a learner-centered culture by using strategies that respond to their linguistic, cultural, socio-
economic, and religious backgrounds.
MOVs
* Attach your COT rating sheets 1 to 4. Highlight indicator 7.
ANNOTATIONS
The attached COT rating sheet for indicator 7 showcases my successful establishment of a
learner-centered culture during the synchronous teaching observations of Classroom Observations 1 to
4, resulting in consistent 7 ratings. This achievement is attributed to my ability to employ strategies that
cater to the diverse linguistic, cultural, socio-economic, and religious backgrounds of my students. I
have implemented various inclusive teaching methods that accommodate the unique needs and
characteristics of each learner. These strategies include providing multilingual resources, incorporating
culturally relevant examples, and offering flexible learning opportunities that consider socio-economic
and religious factors. By doing so, I have fostered an inclusive and supportive learning environment
that empowers students to thrive academically and personally.
Objective 8
Adapted and used culturally appropriated teaching strategies to address the needs of learners from
indigenous group.
MOVs
* Attach your COT rating sheets 1 to 4. Highlight indicator 8.
This may serve as your guide.
RPMS SY 2023-2024
ANNOTATIONS
The provided COT rating sheet for indicator 8 highlights my successful establishment of a learner-
centered culture during the synchronous teaching observations of Classroom Observations 1 to 4, consistently
achieving 7 ratings. This accomplishment is primarily due to my adaptability in employing culturally appropriate
teaching strategies to cater to the unique needs of learners from indigenous backgrounds. I have incorporated
diverse pedagogical approaches that respect and embrace the cultural values, traditions, and knowledge systems
of indigenous students. These strategies include integrating indigenous languages, incorporating local stories and
examples, and acknowledging the historical and cultural contexts that shape the learning experiences of these
students. By doing so, I have fostered a nurturing and inclusive learning environment that empowers indigenous
learners to connect with their heritage while excelling academically.
KRA 3: CURRICULUM AND PLANNING & ASSESSMENT AND REPORTING
Objective 9
Set achievable and appropriate learning outcomes that are aligned with learning competencies.
MOVs
ANNOTATIONS
Objective 10
Used strategies for providing timely, accurate, and constructive feedback to improve learner performance.
MOVs
* Attach your COT rating sheets 1 to 4. Highlight indicator 10.
ANNOTATIONS
In my teaching, I have incorporated the tenth objective, which focuses on the effective application of
strategies for providing timely, accurate, and constructive feedback to enhance learner performance. To further
support these claims, I have included the Classroom Observation Tool (COT) rating sheet from my face-to-face
synchronous teaching observations as evidence of my success in achieving this objective.
Under indicator 10, I have received a score of 7, which highlights my ability to consistently implement
strategies that facilitate meaningful feedback for my students. This includes offering feedback in a timely manner,
ensuring its accuracy, and making it constructive to foster improvement in their performance. By doing so, I have
created an environment that encourages continuous growth and development among my learners, ultimately
contributing to their academic success.
Objective 11
Utilized assessment data to inform the modification of teaching and learning practices and programs.
MOVs
ANNOTATIONS
The primary objective of this initiative is to bolster student learning by leveraging teacher
ingenuity to implement a remediation and intervention program. This program targets students who
have struggled in specific learning outcomes, as assessed through the Learning Outcome Assessment
(LOA) conducted quarterly and considering the number of SF9 failures. The focus of the intervention
will be on the least mastered competency (LMC) to address the most pressing academic needs.
To achieve these goals, teachers are encouraged to employ diverse strategies that cater to the
unique requirements of each learner. As a mathematics educator, I have taken proactive steps to
support my students by creating customized video lessons, contextualizing, and localizing learning
materials, and providing self-learning kits. These resources enable students to catch up with
challenging concepts and bridge any academic gaps they may be facing.
To further support these claims, I have attached evidence of my efforts in addressing the
academic challenges and needs of my students through these targeted interventions. By doing so, I
expect to foster complete cooperation from both parents and teachers, ultimately leading to the
development and improvement of 21st-century skills among my learners.
Project
MEMES MEMES The goal of this -Monitoring and -Math proficiency of
stands for project is to Evaluation of Teachers learners has improved
Monitoring raise the the School School
and proficiency -Classroom Head/ - The school will be
Evaluating level of Observation Principal monitored
Mathematics learners in through online and evaluated to
teaching mathematics class, LAC determine the most
Effectiveness based on the session, or pre- effective school level in
for Students results of the recorded video. Elementary/Secondary of
Learners -Provision of Math subject.
Outcome Technical
Assessment assistance from
(LOA). It will the Master
assist teachers Teacher,
in putting what School Head or
they have Principal.
learned during
webinars into
practice to
make
mathematics
more engaging
and interesting
for students.
Project All Project All Project All -Conducting of Teachers -The number of students
Numerates Numerates is Numerates Pre-test and Learners who have mastered the
about gives learners post test Parents basic operations in
Mastering the with the -Orientation on mathematics has
Four opportunity to the Project increased.
Fundamental master basic -Crafting of
Operations in mathematical localized both -To support the project,
-Addition operations. printed and the school will be
-Subtractions digitized monitored and
-Multiplication instructional evaluated.
-Division materials and A narrative
activity sheets accomplishment report
- Distribution of must be submitted.
the materials to
the parents
-Monitoring and
evaluation
Project -Cooperative
Overcoming Project The goal of this Learning Principal -The number of
DILEMA Overcoming initiative is to Schemes Class students who have
DILEMA help students Adviser mastered the MELCs
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RPMS SY 2023-2024
Teacher-
made Video
Lessons Based on the This innovation -Video lessons School Quality Assured Video
MELCs, the will enable created by Head Lessons in
teacher will learners learn teachers Teacher Mathematics/ Teacher-
prepare a the learning -Preparation of Evaluator made video lessons
video lesson. competencies a power point Editor
The lesson in Mathematics presentation Scriptwriter
must also be by -Orientation on
consistent supplementing how to use the
with the Self- their needs. video lesson
Learning The lesson can -Weekly Home
Module that be localized Learning Plan
is used in the and with
school. contextualized Searchable
by the teacher Links and
for the students Video URL
to watch. -Video lesson
repository
Narrative Report
Implementation of Catch-Up Fridays
The implementation of “Catch-up Friday," as outlined in DepEd Memo No. 001 s. 2024, is a crucial
step towards bolstering the basic education priorities articulated in the MATATAG Agenda and accelerating
the achievement of education targets as stipulated in DepEd Order (DO) No. 013, s. 2023, titled Adoption
of the National Learning Recovery Program (NLRP). (Name of School) has enthusiastically embraced and
actively supports the program initiative put forth by the Department of Education, known as Catch-up
Friday. This learning mechanism, as outlined in DepEd Memo No. 001 s. 2024, is dedicated to reinforcing
the fundamental skills necessary to fulfill the objectives of the basic education curriculum.
The primary goal of this initiative is to strengthen foundational, social, and other relevant skills
necessary to actualize the intent of the basic education curriculum. The initiative is integral to the National
Reading and Mathematics Programs, which are criticized subprograms of the NLRP stipulated in DO O 13,
s. 2023. The objectives of Catch-up Friday include operationalizing the National Reading Program (NRP)
during the first half of the school day's schedule and fostering values, health, and peace education during
the second half.
Our school is dedicated to operationalizing the National Reading Program (NRP). To implement
Catch-Up Friday effectively, various strategies will be employed by schools. These strategies include Drop
Everything and Read (DEAR), Read-A-Thon, invitations from resource persons, guided reading, reading
workshops, and reading buddies. These strategies help to strengthen foundational reading skills among
students, particularly in decoding, fluency, and comprehension. DEAR is a strategy that involves students
dropping everything they are doing and reading for a specific period of time. This strategy helps to promote
reading habits among students and improve their reading skills. On the other hand, Read-A-Thon is
another strategy that involves students reading as many books as possible within a specific timeframe to
The implementation of this program produced several outcomes for our dear students as first-hand
beneficiaries. Firstly, it will help to strengthen foundational skills among students, particularly in reading and
mathematics, which are critical components of the basic education curriculum. Secondly, it will promote
social skills among students through values education, which is essential for nation-building as stipulated in
RA No. 11476, Good Manners, and Right Conduct (GMRC), and the Values Education Act. Thirdly, it will
promote peaceful competencies among students through peace education, which is necessary in light of
the 2022 Program for International Student Assessment (PISA) results revealing that bullying remains a
pervasive problem in public schools. Fourthly, it will promote overall health and well-being among students
through health education. Finally, Catch-up Friday will contribute to achieving education targets as
stipulated in DepEd Order (DO) No. 013, s. 2023, titled Adoption of the National Learning Recovery
Program (NLRP).
In conclusion, Catch-up Friday is a critical initiative aimed at bolstering basic education priorities
articulated in the MATATAG Agenda and accelerating the achievement of education targets. The success
of this program is due to the collaborative efforts of the school principal, advisers, reading coordinators,
This may serve as your guide.
RPMS SY 2023-2024
subject teachers, students, and parents. Consistent implementation of these strategies will lead to
improvements in students' reading abilities as well as their academic performance in other subjects.
Feedback from teachers and students themselves will also provide valuable insights into the program's
effectiveness. Ultimately, the success of the program will be measured by the positive impact it has on
students' reading skills and academic achievements.
Objective 12
Build relationships with parents/guardians and the wider school community to facilitate involvement in the
educative process.
MOVs
ANNOTATIONS
NARRATIVE REPORT
This may serve as your guide.
RPMS SY 2023-2024
Parent-teacher conferences and card-giving sessions serve as essential platforms for open
communication between educators and parents, providing a comprehensive understanding of a student's
academic journey. These meetings typically involve discussions on the student's academic progress,
behavior, overall performance, attendance, extracurricular involvement, and social interactions. Teachers
share insights into the student's strengths, areas for improvement, concerns, and suggestions, fostering a
collaborative approach to enhance the student's growth.
During the HPTA meeting held on _______________, the attendees were welcomed, and the
purpose of the conference was explained. With an attendance rate of ___% out of a total of ___
participants, the gathering focused on various aspects of the students' development. These included their
academic progress, behavior and discipline, social and emotional well-being, attendance and punctuality,
extracurricular activities, parental involvement, questions and concerns, and card-giving.
Regarding the student's progress, the teacher provided a detailed summary of their academic
growth, highlighting both strengths and areas for development. They also discussed the student's
performance across different subjects and shared any noteworthy achievements or challenges. Behavior
and discipline were addressed by outlining the student's classroom conduct and adherence to rules. Social
and emotional development was explored, covering aspects such as peer interactions, teamwork, and
emotional regulation.
Attendance and punctuality were emphasized, with details on the students’ attendance record and
timeliness. The teacher discussed any patterns of tardiness or absences and their impact on the student's
academic success. Extracurricular activities were also touched upon, mentioning upcoming school events
and the student's involvement in clubs, sports, or volunteer work. Accomplishments and contributions
outside the classroom were acknowledged.
The meeting adjourned at ______, marking a productive day for all involved. The adviser expressed
gratitude to the parents for their time and participation, emphasizing the joint commitment to the students'
success and the importance of continued collaboration between parents, guardians, and the school.
Objective 13
Build relationships with parents/guardians and the wider school community to facilitate involvement in the
educative process.
MOVs
ANNOTATIONS
As an educator, I prioritize building strong relationships with parents/guardians and the wider school
community to foster active involvement in the educational process. By establishing these connections, I
create a supportive and collaborative environment that benefits students and enhances their overall
growth. To achieve this, I utilize various methods, such as maintaining regular communication,
conducting home visits, and engaging in community events.
Throughout the school year, I keep a detailed log of my interactions with parents/guardians, which
serves as a record of our collaborative efforts. This log not only helps me stay organized but also
allows me to track progress and identify areas for improvement in our partnership. Additionally, I
document home visits, which provide valuable insights into the students' home environment and help
me better understand their needs and experiences outside the classroom.
By nurturing these relationships, I can tailor my teaching methods to address individual student needs
more effectively and ensure a more inclusive and supportive learning environment. This collaborative
approach ultimately benefits the entire school community, as it promotes trust, shared responsibility,
and a sense of unity among all stakeholders involved in a student's educational journey.
Objective 14
Set professional development goals based on the Philippine Professional Standards for Teachers
MOVs
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RPMS SY 2023-2024
*You may ask me for a copy of sample developmental plan if you do not have 😊 Have your e-SAT
accomplished. Ask your ICT coordinator for the Certification
ANNOTATIONS
In Objective 14, I aim to demonstrate that my professional development goals are aligned
with the Philippine Professional Standards for Teachers by presenting various attachments as
evidence. These attachments include my accomplished developmental plan, midyear review form,
IPCRF developmental plan, and a certificate of e-SAT accomplishment. Upon reviewing these
documents, I have identified areas for improvement that will contribute to my growth as an educator.
By recognizing these weaknesses, I am motivated to refine my teaching strategies and adopt best
practices to achieve the learning objectives related to both functional and Core Behavioral
competencies. I will take all feedback from my superiors positively and constructively, using it as a
valuable resource to enhance my teaching abilities and professional growth. This continuous learning
process ensures that I remain dedicated to upholding the highest standards of teaching excellence and
providing the best possible education for my students.
Objective 15
Performed various related works/activities that contribute to the teaching-learning process
(Plus Factor)
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RPMS SY 2023-2024
MOVs
*Please attach any of the following:
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/contributorship
Coordinatorship/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)
*Attach pictures of the certificates, add a short caption or narrative, and include the date and venue.
ANNOTATIONS
This school year 2021-2022, I have compiled a collection of certificates that acknowledge my
participation in various activities and tasks related to the teaching-learning process. These experiences
have significantly contributed to my personal and professional growth. Throughout the years, I have
actively engaged in webinars, writeshops, competitions, teaching roles, and various other endeavors
that have shaped my understanding and skills.
By sharing my experiences and dedication, I believe my contributions will positively impact the
institution, as I consistently strive for excellence in every activity I undertake. Consequently, I am
confident that the presented evidence meets the criteria for this particular indicator.