Republic of the Philippines

Department of Education
Region I
Division of La Union
School Northern Naguilian National High School
Logo

RPMS
E-PORTFOLIO
RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
RPMS

S.Y. 2021-2022

PICTURE

2X2
JEREMY B. FANGON
Teacher I
 KRA 1

CONTENT
KNOWLEDGE
AND PEDAGOGY
 OBJEC
T IV E 1

Applied knowledge
of content
within and across
curriculum
teaching areas
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 OBJEC
T IV E 2

Used research-
based knowledge
and principles of
teaching and
learning to
enhance
professional
practice
 MOVs

⭐ One (1) lesson plan with

annotations identifying the
research-based knowledge
and/or principles of teaching
and learning used as bases for
planning/designing the lesson
 LESSON PLAN

I .OBJECTIVES

A. C o n te nt Sta nd a rd
C . APPLIC ATIO N Ac tivity: Game Ove r
The le a rne r de m ons tra te s und e rs ta nding of th e c onc e p ts a nd p rinc ip le s O b j. 6. Ma in ta in e d le a rn in g
Th e te a c he r w ill le t th e s tud e n ts c re a te a p o s te r/s log a n /p o e m /d a n c e
of s a fe ty e d uc a tion in the p re ve ntion of inte ntion a l injurie s e nviro nm e n ts th a t p ro m o te
fa irn e ss, re sp e c t a n d c a re to
s te p s /m us ic a l c om p o s itio n s h owin g p ro te c tive fa c to rs re la te d to
e nc o u ra g e le a rn in g . in te ntio n a l in ju rie s .
No te :
B. Pe rfo rm a n c e Sta n d a rd O b j. 2. Use d re se a rc h -b a se d (Th e te ac h e r w ill le t the s tu d e nts c h o o s e th e ir p re fe rre d tas k to
The le a rne r c o ns is te ntly d e m ons tra te s re s ilie nc e , vig ila nc e a nd kn o wle d g e a n d p rin c ip le s o f
d o . Te a c h e r w ill a ls o s ho w s o m e p ro toty p e th at w ill h e lp th e
p roa c tive b e ha viors to p re ve nt inte ntiona l injurie s . te a c hin g a n d le a rn in g to
e nh a n c e p ro fe ssio n a l le a rn e rs in d o in g t he a c tiv ity. (Ru b ric s w ill b e p re s e nte d d u rin g
p ra c tic e . th e d is c us s ion s in c e it s ho uld b e ag re e d b y th e te a c he r an d
C . Le a rn ing 1. Id e n tify p r ote c tive fa c tor s re la te d to inte ntion a l injurie s
C o m p e te nc y/ s: le a rn e rs )
H9 Is -IVe -h-34
2. Give the me a ning of p r ote c tive fa c tor s
3. Dis c us s the p ro te c tive fa c tor s re la te d to inte ntiona l inju rie s
s uic id e
b ullyin g V. ASESSMENT Ide ntific atio n: Id e n tify th e fo llo win g p ro te c tive fa c tors to wh a t
d om e s tic viole nc e le ve l/ d om a in it b e lo n g s . Ch o o s e yo u r a ns w e r o n th e b ox b e lo w,
4. Id e n tify w hic h d o ma in e a c h p r ote c tive fa c tors b e long s . a n d w rite th e le tte r o f yo u r c hoic e .
5. Cre a te a p os te r/s log a n/p oe m/d a nc e s te ps /m us ic a l
a . Ind ivid u a l Le ve l
c o mp os ition s howing p r ote c tive fa c tors re la te d to b . Re la tio na l Le ve l
inte ntio na l in ju rie s c . Co mm u n ity Le ve l
II. CONTENT d . So c ie ta l Le ve l
Pro te c tive Fa c tors of In te ntiona l Injur y
------------1 . Ac c e s s to c o n c re te s up p o rt
III. LEARNING RESOURCES ------------2 . Le g a l fra m e wo rks to p re ve nt a n d c o m b a t vio le n c e a re
e n fo rc e d
A. Re fe re nc e s
Le a rne r’s Ma te ria l (P hys ic a l Ed uc a tion a nd He a lth)
------------3 . Sa fe e n viro n m e n t
------------4 . Pos itive re la tio ns h ip w ith in th e e xte n d e d fa m ily
1. Te a c h e r’s G uid e Pa g e s ------------5 . Re s ilie n c e
MELCs p .303-304, MAP EH S LM Qu a r te r 4 Mo d ule 5 ------------6 . Pub lic d is a p p r o va l of viole n c e
------------7 . Ab ility to c o mm u n ic a te e m otion s e ffe c tive ly
2. Le a rne r’s Ma te ria ls ------------8 . Polic ie s to c om b a t e c o no m ic vu ln e ra b ility a nd
pa ges p p . 37 4-386 d is c rim ina tio n
------------9 . Skills in p ro b le m s olving , c on flic t re s o lu tion , a n d
B. Othe r Le a rning n o n vio le n t w a ys o f h a nd lin g d is p ute s .
Le a rne r’s m od ule , Po we rP o int P re s e nta tio n, Pic ture s -----------1 0. Ta lk to s om e on e yo u tr u s t, s u c h a s a fa m ily m e mb e r, a
Re so urc e s
IV. PROCEDURES frie n d , c o - w o rke r, o r a s p iritu a l le a d e r
VI. ASSIGNMENT Ac tivity: Ta ke a S ta nd
A. AC TIVITY Ba s e d on the inte r vie w c on d uc te d (g ive n a s s ig nm e nt) the te a c he r Dire c tion : Ma ke a s ta n d o n the follo win g s c e na rio , wh a t yo u will d o o n
will le t the s tu d e nts p re s e nt the re s u lt of the ir inte r vie w a nd a s k th e s itu a tio n s . Write you r a ns we r in a 1 wh o le s h e e t of p a p e r
O b j. 2. Use d re se a rc h-b a se d S c e na rio My S ta nd
kn o w le d g e a nd p rin c ip le s o f
the following q ue s tions .
te a c h in g a n d le a rning to 1. Ba s e d on the d a ta tha t you h a ve g a th e re d , wh a t c a s e s we re 1. Yo u r o ld e r c o us in s te n d to h urt yo u
e nh a n c e p ro fe ssio na l c o mm on ly h a p p e ning in s c hoo l a nd a nd in yo ur p la c e ? with a s tic k b e c a us e yo u b ro ke th e ir to ys .
p ra c tic e .
2. Who we re us ua lly vic timize d b y vio le n t a c tions a nd b e ha vior 2. A g rou p o f b o ys in te ntion a lly ma king
O b j. 3. Disp la ye d p ro fic ie nt tha t re s u lte d to inte ntiona l inju ry? fu n o f yo u r b e s t frie nd .
u se o f Mo th e r To ng ue , Filip ino 3. Who w e re the us u a l p e rp e tr a tors /s us p e c ts w ho c omm itte d the 3. A fr ie n d o f yo urs a s kin g fo r m o n e y
a nd En g lish to fa c ilita te viole n t a c tions a nd b e h a vior s tha t re s ulte d to inte ntiona l inju ry. fro m yo u r you n g e r s ib lin g .
te a c h in g a n d le a rning . 4. Yo u s a w th a t you r c la s s m a te ha s a
4. We r e you s a tis fie d with the wa y the s e a u th oritie s re s o lve d th e b la d e m a r ks o n h is fo re a rm .
c a s e of inte tiona l in ju rie s ? Why or why not? 5. We a re h a ving a m o rn in g wa lk w h e n
5. Wha t s tra te g y/a p p r oa c h d id u s e in g a the ring the d a ta ? yo u no tic e th a t s o m e o n e is follo win g yo u .
6. Wha t d id you o b s e rve d urin g inte rvie w ?
7. Wha t a re the Cha lle ng e s /limita tions tha t you e n c ou n te re d Ru b ric s
d uring inte rvie w? Crite ria Adva nc e d Pro fic ie nt Approa c hing De ve lo ping
(5pts ) (4 pts ) Pro fic ie nc y (2pts )
(The te ac he r g roup e d the le arne rs in th is p art w h e re g ifte d (3 pts )
le arn e r s e rve d as the ir le ad e r a nd m ad e th e s low le arne rs as

ANNOTATION

Attached is an example of a lesson plan in which research-based knowledge and/or

teaching and learning principles were considered and highlighted for the designing and
planning of the lesson. I was able to engage my learners to use their prior knowledge in
analyzing the some pictures through the review and define some words related to our
topic in the motivational part. Furthermore, the activities I've provided for them used an
inquiry-based approach, allowing them to explore more ideas about the most important
learning competency (MELC). My lesson started with an activity where research- based
knowledge was used, they are asked to discuss and present their work based on the
interview they have conducted ( inquiry approach) and ask some questions based in
their data gathering stage. In the analysis part, I asked them some questions about my
topic, share their answers based on the research that they had on the different
legislations and laws for intentional injuries .The lesson progressed during the
abstraction phase where they are task to make a summary concept based on the
discussion that we had.
 OBJEC
T IV E 3

Displayed
Proficient use of
Mother Tongue,
Filipino and English
to facilitate
teaching and
learning
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 OBJEC
T IV E 4

Used effective verbal

and non-verbal
classroom communication
strategies to support
learner understanding,
participation,
engagement, and
achievement
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 KRA 2

DIVERSITY OF
LEARNERS AND
ASSESSMENT
AND
REPORTING
 OBJEC
T IV E 5

Established safe and

secure learning
environments to enhance
learning through the
consistent
implementation of
policies, guidelines, and
procedure.
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 OBJEC
T IV E 6

Maintained learning
environments that
promote fairness,
respect, and care to
encourage learning
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 OBJEC
T IV E 7

Maintained learning
environments
that nurture and
inspire learners to
participate, cooperate
and collaborate in
continued learning
 MOVs
⭐ SET A
Any supplementary material (in
print/digital format) made by the
ratee and used in the lesson
delivery that highlights maintaining
learning environment 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)
 MOVs

⭐SET B
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT1

If you choose SET A You can attach a

lesson plan, video lesson , audio
lesson or other learning materials.

If you choose SET B

Attach only your COT 1 and 2 ( much
better if you choose this set)

Note:
- no need to make annotations.
- Based on the ipcr no annotations
needed
 OBJEC
T IV E 8

Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning
 MOVs
⭐ Any supplementary material (in
print/digital format) made by the
ratee and used in the lesson
delivery that highlights maintaining
learning environment 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)
 MOVs

⭐SET B
Classroom Observation Tool
(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 RATING SHEET/ INTER-OBSERVER
AGREEMENT FORM COT1

If you choose SET A You can attach a

lesson plan, video lesson , audio
lesson or other learning materials.

If you choose SET B

Attach only your COT 1 and 2 ( much
better if you choose this set)

Note:
- no need to make annotations.
- Based on the ipcr no annotations
needed
 KRA 3

DIVERSITY OF
LEARNERS,
CURRICULUM
AND PLANNING
& ASSESSMENT
& REPORTING
 OBJEC
T IV E 9

Designed, adapted and

implemented teaching
strategies that are
responsive to learners
with disabilities,
giftedness, and talents
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 OBJEC
T IVE 10

Adapted and used

culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups
 MOVs

⭐ Classroom Observation Tool

(COT) rating sheet or inter-
observer agreement form from

 an online observation of online

synchronous teaching

 if option 1 is not possible, an

observation of a video lesson that
is SLM-based or MELC-aligned

 if options 1 and 2 are not possible,

an observation of a
demonstration teaching via LAC
 MOVs

⭐ SET B
Teacher Reflection Form (TRF) on
designing, adapting, and/or
implementing teaching strategies that
are responsive to learners with
disabilities, giftedness and talents and
a certification from the school head
that the ratee’s classes have no
identified learner/s with disabilities,
giftedness and/or talents
 RATING SHEET/ INTER-
OBSERVER AREEMENT FORM
COT2

Note:
If you have a student
with disability,
attached your CO
here, if you don’t
have learner with
disability attached
your TRF
 OBJEC
T IVE 11

Adapted and
implemented learning
programs that ensure
relevance and
responsiveness to the
needs of all learners
 MOVs
 Evaluation of an adapted/
contextualized learning program
after the initial implementation

 Progress report on learners

under the
adapted/contextualized learning
program after implementation

 Accomplishment/completion/
technical report on the
implementation of an
adapted/contextualized learning
program

 Action plan/activity proposal/

activity matrix that shows an
adapted/ contextualized learning
program
 ANNOTATION

 This objective aims to support student’s

learning and development through teacher
initiative by implementing a remediation and
intervention program. In my class, the
fundamental skills like reading, writing and
numeracy are the most significant problems to be
addressed. I chose reading to focus on and so, I
proposed a Reading Program to implement in our
school. I made a Reading Action Plan for both
Filipino and English. It is called the Start Up,
Build Up: A Reading Intervention Program. This
reading intervention program identifies learners
from Grade 1 to Grade 6 whose reading skills are
at stake using the Functional Literacy
Assessment Tool. Those who are identified
struggling in the different literacy domains of
reading will undergo the remediation process. In
this way, the school can provide more attention
to these learners and can alleviate the number of
non-readers and struggling readers.
In my class, I chose the Marungko booklet to
remediate my struggling readers. I did this during
the implementation of our limited face to face in
the fourth quarter.
ACTION PLAN
LEARNERS GIVEN READING INTERVENTION BASED ON
CLASS PROFILE & FORMATIVE ASSESSMENT BEHAVIOR
Reading
SY 2021-2022
 NARRATIVE
REPORT

Shifting to the new normal due to the prevalence of the formidable disease across
the world thwarted and eventually, has limited social, industrial, economic activities
and the like that largely affect and challenge our national economy as a whole today.
All the departments under our government have remained active and very critical
despite these trying times brought about by the pandemic just to deliver good
services to people but in a very careful and strategic manner. One department that
is highly challenged today is the Department of Education. It’s a total shift from
what the department was used to that has made a total reform from the
competencies to the learning modalities, if this is not in exaggeration. However, it
remains positive and firm on the decisions it is making right now for the continuous
learning and access to formal education. Besides face-to-face learning that is
notably impossible to happen during the first year of the pandemic due to no
vaccine yet, the department presented to the government different learning
modalities to address the challenge in education. It is somewhat ideal but its
intention and direction are clear and comprehensive. Such modalities are online
learning, radio-based instruction, television, and modular. These modalities however
limit and ground the learners and the teachers from physical contact. Given these
different modalities, it is significant to anticipate what possible problems, difficulties
and challenges that teachers and learners may encounter. Thus, proper
identification of our roles today as teachers is very important to address possible
unwanted problems. Today, what is expected of us is to maximize and heighten our
creativity and resourcefulness because the pandemic has impacted the academic
achievement of many learners. We teachers should not only confine ourselves to the
basics but have to go deeper to everything what is given to us today to still give the
best to our learners and to sustain their interest of learning.
During the early months of the pandemic, I was bothered because giving
instructions to my leaners through modular instruction was indeed difficult. I really
couldn’t assess their abilities in specially in making their outputs as there
performance task. Now that we have face-to-face classes, I can see significant
improvement in my learners and so far, a lot of them are improving and are doing
good.
Finally, the academic success of our students is entirely in our hands. Of
course, this would only be possible with the full cooperation and support of all
stakeholders. Even a small effort will mean a lot to them, and you will be able to
make a difference in their lives.
Note: you may attach
1 mov only to get a
rating of 7.
 OBJEC
T IVE 12

Utilized assessment
data to inform
the modification of
teaching and learning
practices and programs
 MOVs
⭐ A list of identified least/most
mastered skills based on the
frequency of errors/correct
responses with any of the
following supporting MOV

 Accomplishment report for

remedial/enhancement activities(e.g.
remedial sessions, Summer Reading
Camp, Phil-IRI based reading
program)

 Intervention material used for

remediation/
reinforcement/enhancement

 Lesson plan/activity log for

remediation/enhancement utilizing of
assessment data to modify teaching
and learning practices or programs
 EXAMPLE:
Written Works

 
WW1 WW2 WW3 WW4

Total number
of items 10 8 10 10

Average Score 8.42 6.30 7.55 5.95

Percentage of
Mastery 84.20% 78.75% 75.55% 59.50%

Formula:
Average score = sum of all scores/ total number of students
Percentage of Mastery = average score/number of
items*100 percent

*Topics for written work #4 and #5 will be the coverage of the

intervention program
ACCOMPLISMENT REPORT
FOR REMEDIAL(BASELINE)
ACCOMPLISMENT REPORT
FOR REMEDIAL(ENDLINE)
ACCOMPLISMENT REPORT
FOR REMEDIAL
INTERVENTION MATERIAL
LESSON PLAN UTILIZING
OF ASSESSMENT DATA
ACTIVITY LOG FOR REMEDIATION
UTILIZING OF ASSESSMENT DATA
 KRA 4

COMMUNITY
LINKAGES AND
PROFESSIONAL
ENGAGEMENT &
PERSONAL
GROWTH &
PROFESSIONAL
DEVELOPMENT
 OBJEC
T IVE 13

Maintained learning
environments
That are responsive
to community
contexts
 MOVs

 Accomplishment report of a program/

project/activity that maintains a
learning environment

 Program/Project/Activity plan on
maintaining a learning environment

 Minutes of a consultative meeting/

community stakeholders meeting
about a program/project/activity that
maintains a learning environment with
proof of attendance

 Communication letter about a

program/project/activity that
maintains a learning environment
 OBJEC
T IVE 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
 MOVs

 Annotated video/audio recording of

one’s teaching that shows impact of
regularly reviewing one’s teaching
practice/s
 Annotated teaching materials that
shows impact of regularly reviewing
one’s teaching practice/s
 Lesson plan
 Activity sheet
 Assessment materials
 Others (Please specify)
 Personal reflection notes as outputs
from participation in review of
personal teaching practices in four (4)
quarters
 Proof of attendance (with date) in LAC
or coaching and mentoring sessions for
review of personal teaching practices
 TEACHER-MADE
VIDEO LESSON

ANNOTATION

It is always significant to provide our learners

unique experiences besides the usual way of
delivering the lessons. I recorded teacher-
made video lessons to at least let the pupils
feel my presence as their teacher and rapport
may be built. Primarily, this modality caters to
those who have internet access and pupils
would have another learning experience
besides modules.
 LESSON PLAN

ANNOTATION

Lesson planning is an important blueprint of

classroom activities a teacher has to follow.
In my lesson plans, I made sure I developed
interactive powerpoints for the lessons to
help learners further understand the topics
in the modules. I invited them to join the
meeting via google meet but not everybody
had joined it. I sent them the presentation
and instructed the parents to use it to
explain the lessons to my learners.
 ACTIVITY SHEETS

ANNOTATION

Activity sheets were made to further provide

learners with exercises in which they can
sufficiently and adequately develop the
skills and competencies of the lessons.
These activity sheets allowed learners
expand their understanding about the
lesson.
 ASSESSMENT
TOOL

ANNOTATION

To assess their mastery of the lesson, I

developed exercises and summative tests
anchored on the learning competencies
besides the formative activities provided in
their modules. I presented those exercises
in our chatgroup and in google meet for
those who were able to join it for further
instructions. Summative tests were given
every after two weeks.
 REFLECTIONS Code of Ethics
A code of ethics is important because it clearly lays out
the rules for behavior and provides the groundwork for a
preemptive warning. While a code of ethics is often not
required, many firms and organizations choose to adopt
one, which helps to identify and characterize a business to
stakeholders.
In the teaching profession, code of ethics can assist
teachers in creating a safe, productive, and positive learning
environment throughout their teaching career. A code of
ethics for teachers defines the primary responsibilities of a
teacher to their students and the role of the teacher in the
student's life. Teachers are required to show impartiality,
integrity, and ethical behavior in the classroom. Teachers
are expected to maintain high expectations to help all
students reach their full potential through meaningful and
inclusive participation in the classroom, school, and
community. The Ethical Principles promote good
relationships between teachers, students, and parents when
making educational decisions. Furthermore, through this
relationship between students, parents, and teachers, all
parties can improve teaching and learning activities and
resources, thereby improving the outcome of the
individual's education.
Furthermore, the Code of Ethics encourages teachers
to use current data and professional knowledge to improve
classroom teaching and learning activities. Professional
development and continuing education allow teachers to
stay up to date on new trends and current information,
giving their all to each student.
 
 OBJEC
T IVE 15

Complied with and

implemented school
policies and procedures
consistently to foster
harmonious relationships
with learners, parents,
and other stakeholders
 MOVs

 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)

 Minutes of parent-teacher
conference/stakeholder’s meeting
about an implemented school
policy/procedure with proof of
attendance

 Communication letter about an

implemented school policy/procedure
sent to parent/guardian
 ANNOTATION

Presented in this objective are pictures of

involvement and proof of attendance in a
school-community partnership to validate
that I could sustain engagement with
learners, parents/guardians, and other
stakeholders regarding school policies and
procedures through school and community
linkages. These pictures spell out our
collaboration among or with the students
and other external stakeholders. The Local
Government Unit with the assistance of the
Division Office provided tablets to school
learners to help them with their distance
learning. The officers of the PTA also
manifested their full support and
cooperation. I served as the coordinator of
our school to facilitate the distribution of
these tablets to chosen pupils of the primary
and intermediate classes.
Note:you may attach
a certificate of
participation based
on the meeting you
had.
 OBJEC
T IVE 16

Applied a personal
philosophy of
teaching that is
learner-centered
 MOVs

⭐ One (1) lesson plan with

annotations explaining the
application of learner-centered
teaching philosophy (e.
constructivism, existentialism)
used as basis for
planning/designing the lesson
Note:
attach your lesson
plan here
 SAMPLE LESSON PLAN

ANNOTATION

Attached is my sample lesson plan that demonstrates and

presents the application of a learner-centered teaching-
learning process for this objective. It was highlighted and
reflected in the activities and materials utilized to develop
the lesson and the concept, which play a significant role in
the implementation of the teaching instruction. When
crafting the learning objectives and learning outcomes of
the competencies based on the list of MELC, I pay attention
to holistic learning which covers the three domains of
learning- the cognitive, the affective and the psychomotor.
Given this, I believe that learning becomes more meaningful
to the children and that they may apply in their respective
communities. I also made sure that the formative
assessments administered to them were aligned to the
learning objectives or validity is considered.
 REFLECTION ICT

All teaching aids and

learning materials are the
scaffolds of teaching. We are
tested through times when
we’re challenged of different
situation and scenario just like
these trying times. There were
teachers who are not totally
computer literate. But, through
extensive trainings and
webinars, they are equipped
with new knowledge and skills
that they can apply in teaching.
 Annotation  for Teaching Philosophy ( pls attached you Lp)

My philosophy of teaching is a learner centered, I believe that students actively

construct and transform their own knowledge based on learnings and experiences.
Attached here is my sample lesson plan that demonstrates and presents the application of
a learner-centered teaching-learning process for this objective. ( Constructivism Theory)

First, I present to them the content standard, performance standards and learning
objectives of my topic, it was followed by my review where I conducted an activity which is
a picture analysis based on our previous discussion. It was followed by motivation where
the teacher introduce words to the students to define to help them develop their
communication skills.

In the activity part, wherein it is a form of collaborative activity wherein learners are
grouped to and task to present their work based on the interview they conducted.

The abstraction part, the activity encourages the learners to do make a summary concept.
Different learning approaches and strategies are incorporated in the lesson plan or
exemplar to achieve the learning standards and learning competencies of the students.
synthesize, and evaluate all they read and hear based on the revised bloom’s taxonomy of
Anderson. There are various activities that will help the learners to develop their 21 st
century skills in critical thinking, problem solving and decision making, collaboration, and
creativity, which is present in my application part. The teacher must act as a facilitator for
learning in every activity to be implemented provided the criteria or scoring rubric which is
present in my application part. As a teacher, you should know how to apply the new
trends in your teaching strategies by considering the likes and dislikes of the students to
actively involved and participate in the teaching and learning process.

All teaching aids and learning materials are the spices of teaching. We are
tested through times when we’re challenged of different situation and scenario just like
this trying times. There were teachers who are not totally computer literate. But, through
extensive trainings and webinars, they are equipped with new knowledge and skills that
they can apply in teaching.
 OBJEC
T IVE 17

Adopted practices that

uphold the dignity of
teaching as a profession
by exhibiting qualities
such as caring attitude,
respect, and integrity.
 MOVs
 Documented feedback from superiors,
colleagues, learners, parents/ guardians, or
other stakeholders directly reflecting the
ratee’s good practices that uphold the dignity
of teaching as a profession

 Annotated evidence of practice indirectly

linking to the upholding of dignity of teaching
as profession by exhibiting qualities such as
caring attitude, respect and integrity.
 Screenshot of text messages/ chat/email or any form
of communication with parents/guardians or
learners (name or any identifies removed)

 Remarks from mentor/master teachers/school head

about one’s qualities (e.g. entries in
Performance Monitoring and Coaching Form
(PMCF) or Mid-year Review Form

 Recognition form the school/school community

about one’s qualities
 OBJEC
T IVE 18

Set professional
development
goals based on the
Philippine Professional
Standards
for Teachers
KRA 5

PLUS
FACTOR
 OBJEC
T IVE 19

Performed various
related works/activities
that contribute
to the teaching-
learning process
(Plus Factor)
 MOVs
 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)