Republic of the Philippines
Department of Education
Results-Based Performance
Management System
(RPMS)
Portfolio
S.Y. 2022-2023
JUAN DELA CRUZ
Teacher I
JUAN DELA CRUZ
PRINCIPAL
S.Y 2022-2023
Results-Based Performance
Management System
RPMS (RPMS)
KRA 1
CONTENT
KNOWLEDG
E PEDAGOGY
√
KRA1 KRA2 KRA3 KRA4 KRA5
1 – KEY RESULT AREA
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 1
Applied knowledge of content within and across
curriculum teaching areas. (PPST 1.1.2)
Means of Verification (MOVs)
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.
1 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 1
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 2
Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy
skills. (PPST 1.4.2)
Means of Verification (MOVs)
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.
1 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 2
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 3
Applied a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills. (PPST 1.5.2)
Means of Verification (MOVs)
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.
1 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 3
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
S.Y 2022-2023
Results-Based Performance
Management System
RPMS (RPMS)
KRA 2
LEARNING
ENVIRONMENT
AND DIVERSITY
OF LEARNERS
√
KRA1 KRA2 KRA3 KRA4 KRA5
2 – KEY RESULT AREA
Results-Based Performance
Management System
RPMS (RPMS)
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.
(PPST 2.3.2)
Means of Verification (MOVs)
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.
2 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 4
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 5
Managed learner behavior constructively by
applying positive and non-violent discipline to
ensure learning-focused environments. (PPST
2.6.2)
Means of Verification (MOVs)
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.
2 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 5
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 6
Used differentiated, developmentally appropriate
learning experiences to address learners’ gender,
needs, strengths, interests, and experiences.
(PPST 3.1.2)
Means of Verification (MOVs)
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.
2 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 6
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
S.Y 2022-2023
Results-Based Performance
Management System
RPMS (RPMS)
KRA 3
CURRICULUM
AND
PLANNING
√
KRA1 KRA2 KRA3 KRA4 KRA5
3 – KEY RESULT AREA
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 7
Planned, managed and implemented
developmentally sequenced teaching and learning
processes to meet curriculum requirements and
varied teaching contexts. (PPST 4.1.2)
Means of Verification (MOVs)
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.
3 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 7
NOTE:
Please include only the 3rd and 4th quarter COT
(Classroom Observation Tool) here. Annotation for
this objective is not required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 8
Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice.
(PPST 4.4.2)
Means of Verification (MOVs)
1. Proof/s of attendance in LAC sessions / FGDs /
meetings / other collegial discussions
2. Minutes of LAC sessions / FGDs / meetings /
other collegial discussions on use of teacher and
learner feedback to enrich teaching practice
3. 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
4. Any equivalent ALS form/document that
highlights the objective
3 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 8
NOTE:
This should be included here:
1.FGD/LAC attendance sheet
2.FGD/LAC minutes
3.FGD/LAC Reflection Notes
Please make sure that your FGD/LAC (Focus Group
Discussion/Learning Action Cell) discussions for the 1st to 4th
quarter are about using teacher and learner feedback to enrich
teaching practice. Annotation for this objective is not required.
We have a sample of FGD minutes and Reflection Journal
Template in our Google Drive.
NOTE: SAMPLE OF LAC SESSION
MINUTES/REFLECTION AND
ATTENDANCE SHEET IS IN THE GOOGLE
DRIVE.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 9
Selected, developed, organized and used
appropriate teaching and learning resources,
including ICT, to address learning goals. (PPST
4.5.2)
Means of Verification (MOVs)
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.
3 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 9
NOTE:
Please include only the 4th quarter COT (Classroom
Observation Tool) here. Annotation for this objective is not
required.
S.Y 2022-2023
Results-Based Performance
Management System
RPMS (RPMS)
KRA 4
ASSESSMENT
AND
REPORTING
√
KRA1 KRA2 KRA3 KRA4 KRA5
4 – KEY RESULT AREA
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 10
Designed, selected, organized and used
diagnostic, formative and summative assessment
strategies consistent with curriculum
requirements.
(PPST 5.1.2)
Means of Verification (MOVs)
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.
4 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 10
NOTE:
Please include only the 4th quarter COT (Classroom
Observation Tool) here. Annotation for this objective is not
required.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 11
Monitored and evaluated learner progress and
achievement using learner attainment data.
(PPST 5.2.2)
Means of Verification (MOVs)
Any one (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)
4 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 11
NOTE:
To achieve a perfect score for this objective, you are only
required to submit the class records of your students from the
1st to the 4th quarter. There is no need for any additional
documents.
Although there are other options available, submitting the class
record is the most convenient as it is regularly updated.
Additionally, you may also consider providing any of the
following, provided that they are available:
● Progress charts or anecdotal records
● Lesson plans demonstrating the index of mastery
● Frequency of errors with least and most mastered skills
identified
● Any equivalent ALS form or document that emphasizes the
objective (e.g., Individual Learning Agreement (ILA), ALS
Assessment Form 2)
Annotation
I have included in this submission the comprehensive and up-to-date class record of my
students from the 1st up to the 4th quarter. This record accurately reflects their academic
performance and progress throughout the entire school year and serves as a valuable tool
for assessing their achievements and identifying areas where further improvement is
needed. I believe that this record will enable us to gain a more holistic understanding of
each student's academic journey, It will serve as a useful reference for future discussions
and planning related to their education.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 12
Communicated promptly and clearly the learners’
needs, progress and achievement to key
stakeholders, including parents/guardians.
(PPST 5.4.2)
Means of Verification (MOVs)
Any one (1) of the following:
● A sample of corrected test paper of a learner in a
learning area with parent’s or guardian’s signature
and date of receipt
● Minutes of meetings with key stakeholders (e.g.,
PTA, SGC, SPT, CPC) with proof of attendance
● Report card with parent’s or guardian’s signature
in all quarters supported by minutes of meeting
● Communication with key stakeholders (e.g.,
parents/guardians, co-teachers, LGU) using various
modalities
● Anecdotal record showing entries per quarter
● Any equivalent ALS form/document that highlights
the objective
● Others (Please specify and provide annotations)
4 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 12
NOTE:
In order to achieve a perfect score, it is required to include the
complete report cards of your students from the 1st to 4th
quarter, with the signatures of their respective parents, and
minutes of your meetings with them.
Note: Sample minutes of the meeting on the google drive
S.Y 2022-2023
Results-Based Performance
Management System
RPMS (RPMS)
KRA 5
PERSONAL
GROWTH
AND
PROFESSIONAL
DEVELOPMENT
√
KRA1 KRA2 KRA3 KRA4 KRA5
5 – KEY RESULT AREA
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 13
Applied a personal philosophy of teaching that is
learner-centered. (PPST 7.1.2)
Means of Verification (MOVs)
A reflection/journal entry that highlights the
application of a learner-centered teaching
philosophy in the lesson plan or community work
5 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 13
NOTE:
your reflection about learner-centered teaching
For 1st to 4th Quarter
Means of Verification (MOVs)
OBJECTIVE 13
Reflection about learner-centered teaching
For 1st Quarter S.Y 2022-2023
As a teacher, I am excited to start another school year with a
learner-centered approach to teaching. For the first quarter of this
academic year, I have been focusing on building a classroom
environment that fosters curiosity, engagement, and a love for
learning.
In my classes, I have been giving my students more opportunities
to take ownership of their learning by allowing them to choose
their own topics for research and project work. By doing so, I
have noticed that my students are more motivated to learn, as
they are working on topics that interest them and are relevant to
their lives.
I have also been incorporating more interactive and collaborative
activities in my classes, such as group discussions and
brainstorming sessions. By doing so, I have noticed that my
students are more engaged and are more likely to participate in
class discussions. This has also helped to foster a sense of
community and belonging in my classroom.
Another aspect of learner-centered teaching that I have been
emphasizing in my classes is the use of technology to enhance
learning. I have been incorporating digital tools and resources in
my lessons to help my students develop their digital literacy
skills, as well as to make learning more interactive and engaging.
As the first quarter comes to a close, I am proud of the progress
my students have made in their learning. I have seen an increase
in their engagement, motivation, and critical thinking skills, which
I believe is a result of the learner-centered approach that I have
been using in my teaching. I am excited to see how my students
will continue to develop and grow throughout the rest of the
academic year.
Means of Verification (MOVs)
OBJECTIVE 13
Reflection about learner-centered teaching
For 2nd Quarter S.Y 2022-2023
As the second quarter of the academic year begins, I continue to
reflect on my learner-centered approach to teaching. In the first
quarter, I focused on building a classroom environment that
fosters engagement, curiosity, and a love for learning. Now, as
we move forward, I am focusing on further developing my
students' critical thinking and problem-solving skills.
To do this, I have been incorporating more project-based learning
activities in my classes. These activities give my students the
opportunity to work collaboratively, think critically, and apply what
they have learned to real-world problems. By doing so, I have
noticed that my students are developing a deeper understanding
of the subject matter and are more engaged in their learning.
I have also been emphasizing the importance of self-directed
learning in my classes. By encouraging my students to take
ownership of their learning, I am helping them develop the skills
they need to become lifelong learners. To support this, I have
been providing my students with more opportunities to explore
topics of their own interest and to set their own learning goals.
Another aspect of learner-centered teaching that I have been
focusing on in the second quarter is the use of formative
assessments to guide instruction. By using these assessments, I
am able to gather feedback on my students' understanding of the
subject matter and adjust my instruction accordingly.
Overall, I am proud of the progress my students have made so
far this academic year. By using a learner-centered approach to
teaching, I am helping my students develop the skills they need
to become successful learners and responsible members of
society. As we move forward into the second quarter, I am
excited to see how my students will continue to grow and
develop.
Means of Verification (MOVs)
OBJECTIVE 13
Reflection about learner-centered teaching
For 3rd Quarter S.Y 2022-2023
As the second quarter of the academic year begins, I continue to
reflect on my learner-centered approach to teaching. In the first
quarter, I focused on building a classroom environment that
fosters engagement, curiosity, and a love for learning. Now, as
we move forward, I am focusing on further developing my
students' critical thinking and problem-solving skills.
To do this, I have been incorporating more project-based learning
activities in my classes. These activities give my students the
opportunity to work collaboratively, think critically, and apply what
they have learned to real-world problems. By doing so, I have
noticed that my students are developing a deeper understanding
of the subject matter and are more engaged in their learning.
I have also been emphasizing the importance of self-directed
learning in my classes. By encouraging my students to take
ownership of their learning, I am helping them develop the skills
they need to become lifelong learners. To support this, I have
been providing my students with more opportunities to explore
topics of their own interest and to set their own learning goals.
Another aspect of learner-centered teaching that I have been
focusing on in the second quarter is the use of formative
assessments to guide instruction. By using these assessments, I
am able to gather feedback on my students' understanding of the
subject matter and adjust my instruction accordingly.
Overall, I am proud of the progress my students have made so
far this academic year. By using a learner-centered approach to
teaching, I am helping my students develop the skills they need
to become successful learners and responsible members of
society. As we move forward into the second quarter, I am
excited to see how my students will continue to grow and
develop.
Means of Verification (MOVs)
OBJECTIVE 13
Reflection about learner-centered teaching
For 3rd Quarter S.Y 2022-2023
As I reflect on my learner-centered teaching approach for the
third quarter of this school year, I feel a sense of accomplishment
and gratitude for the progress my students have made. I have
witnessed their growth and development in not only their
academic skills but also in their personal and social skills.
One of the key strategies I implemented this quarter was
incorporating more group work and collaborative activities. I
found that this approach not only improved their ability to work
effectively in teams, but it also enhanced their communication
skills and allowed them to learn from one another. I also focused
on providing timely and constructive feedback to my students,
which helped them identify their strengths and areas for
improvement.
I also made sure to integrate technology into my lessons in
innovative ways, such as using online simulations and
educational games. This not only helped to increase student
engagement but also provided opportunities for them to develop
digital literacy skills.
Overall, I believe that my learner-centered teaching approach
has helped my students become more independent, critical
thinkers who are equipped with the skills they need to succeed in
the 21st century. I am excited to see what the remaining quarter
holds for us and to continue learning and growing alongside my
students.
Means of Verification (MOVs)
OBJECTIVE 13
Reflection about learner-centered teaching
For 4th Quarter S.Y 2022-2023
As I look back on the fourth quarter of this school year, I am filled
with a sense of pride and satisfaction in the progress my students
have made through my learner-centered teaching approach. This
quarter, I focused on helping my students become more self-
directed learners by encouraging them to take ownership of their
learning.
To achieve this, I provided opportunities for my students to set
their learning goals and personalize their learning experiences
based on their interests and strengths. I also incorporated more
project-based learning activities that required them to apply their
knowledge and skills in real-world contexts.
I continued to use technology as a tool for learning and provided
my students with opportunities to explore and experiment with
various digital tools and resources. This helped to foster their
creativity, collaboration, and problem-solving skills.
Throughout the quarter, I made sure to provide regular feedback
to my students on their progress and achievements. This helped
them to gain a deeper understanding of their learning and
develop a growth mindset.
Overall, I am proud of the growth and progress my students have
made throughout the year, and I believe that my learner-centered
teaching approach has played a significant role in their success. I
am grateful for the opportunity to have worked with such
motivated and dedicated learners and am excited to see where
their learning journeys will take them.
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 14
Set professional development goals based on the
Philippine Professional Standards for Teachers.
(PPST 7.5.2)
Means of Verification (MOVs)
1. Certification from the ICT Coordinator / School
Head / Focal Person in charge of e-SAT
2. IPCRF-DP
3. Mid-year Review Form (MRF)
4. Updated IPCRF-DP from Phase II
5 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 13
NOTE:
To achieve a perfect score, you need to submit the following
documents:
•Certificate from your ICT Coordinator
•IPCRF-DP
•Mid-year review form
•Updated IPCRF from Phase 2
•NOTE: CERTIFICATION ON THE GOOGLE DRIVE
Plus
factor
Results-Based Performance
Management System
RPMS (RPMS)
OBJECTIVE 15
Performed various related works/activities that
contribute to the teaching-learning process.
Means of Verification (MOVs)
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.
5 RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM
KRA
Means of Verification (MOVs)
OBJECTIVE 13
NOTE:
To earn a perfect score, it is necessary to have fulfilled at least
one of the requirements below.
•District Facilitator
•District Research Presenter
•District Level Demo Teacher
•District Level Research
In addition, please provide an annotation on how your work has
contributed to the teaching and learning process.
Annotation
In this objective I have attached the certificate that I got when
I facilitated the District Level In-Service Training of teacher in
the district. The training focused on teaching strategies that
can be used in the classroom which can greatly improve the
teaching and learning environment.
