Republic of the Philippines

Department of Education
Region II – Cagayan Valley
SCHOOLS DIVISION OF ISABELA

PERFORMANCE MANAGEMENT MONITORING TOOL FOR TEACHER I-III (PROFICIENT)

Name: MICHAEL R. SAMOY Office/School: SAN JOSE NATIONAL HS School Year: 2021 - 2022
Current Position: TEACHER II Name of Immediate Head/Rater: NARITA Rating Period: AUGUST 2021 –
B. NAGUM JULY 2022
No. of Years in the Service: 4 Name of School Head: RUTH D. DUMLAO Date of Midyear Review: FERUARY
23, 2022
No. of Years in the Current Position: Name of Supervisor: ROXY R. ARANDA Date of Final Review and
4 Validation: JULY 18, 2022

Table 1. Details of Monitoring Completion of Each Phase of the RPMS Cycle

(To be filled up by the ratee)

Reference: A supplemental document on the RPMS SY 2020-2021 in the time of COVID-19

Phases of Task/Activity Person(s) Proposed/ Complied/ Means of Date Remarks

RPMS Responsible Regular Subjected to/ Verification Complied/
Cycle Schedule Accomplished Subjected
YES NO to/
(If No, Accomplis
state hed
reason)
PHASE I Start of RPMS
Performan cycle and start of Ratees August 1,
ce portfolio 2021
Planning collection
 and Self Assessment
Commitme with Initial Ratees September
nt Development 2021
Planning
Capacity Building
Activities/ Regional Office/ September to
Presentation of Schools December
RPMS Tools in Division Office/ 2021
the time of School Head/
COVID-19 Raters
National Central Office January 2022
Orientation
PHASE II Monitoring and School August 2021 –
Performan Coaching Head/Raters June 2022
ce Mid-Year Review School
Monitorin with Development Head/Raters/R February 2022
g and Planning aters
Coaching
PHASE III
Performan Raters, Ratees, A week after
ce Review Year-end Review and Approving scheduled
and Authorities graduation
Evaluation
PHASE IV Ways Forward A week after
Performan Development Ratees scheduled
ce Planning graduation
Rewardin
g and IPCRF Data School A month after
Developm Collection Head/Raters scheduled
ent graduation
Planning

Table 2. Means Of Verification Monitoring per Indicator for the Proficient Teachers
 (to be filled up by the rater)

RPMS objective based on Means of Verification Quarter I Quarter II Quarter III Quarter IV
the Evide Achieveme Evide Achieveme Eviden Achieveme Evident Achieveme
nt nt rate on nt nt rate on t nt rate on nt rate on
PPST priority indicator quarterly quarterly quarterly quarterly
target/s target/s target/s target/s
(25%-50%- (25%-50%- (25%-50%- (25%-50%-
75%-100%) 75%- 75%-100%) 75%-
100%) 100%)

1. Applied knowledge of Classroom Observation / 50% / 100%

content within and across Tool (COT) rating sheet or
curriculum teaching areas inter-observer agreement
form from
1. an observation of
synchronous teaching
(limited face-toface
teaching, online teaching,
or two-way radio
instruction)
2. if option 1 is not
possible, an observation of
a recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching*
via LAC
2. Used Research-based One (1) lesson plan / 50% / 100%
Knowledge and principles with annotations
of teaching and learning to identifying the
enhance professional research-based
practice knowledge and/or
principles of teaching
and learning used as
basis for planning /
designing the lesson
3. Displayed proficient use / 50% / 100%
Classroom Observation
of Mother Tongue, Filipino
Tool (COT) rating sheet
and English to facilitate
or inter-observer
teaching and learning
agreement form from
4. Used effective verbal / 50% / 100%
1. an observation of
and non-verbal classroom
Synchronous teaching
Communication strategies
(limited faceto-face
to support learner
teaching, online
understanding,
teaching, or two-way
participation, engagement
radio instruction)
And achievement
2. if option 1 is not
5. Established safe and / 50% / 100%
possible, an observation of
secure learning
a recorded video lesson
environments to enhance
or audio lesson that is
learning through the
SLM-based or
consistent implementation
MELCaligned
of policies, guidelines and
3. if options 1 and 2 are
procedures
not possible, an
6. Maintained learning / 50% / 100%
observation of a
Environments that
demonstration
promote fairness, respect
teaching* via LAC
and care to encourage
learning
7. Maintained learning SET A / 50% / 100%
Environments that nurture Any supplementary
and inspire learners to material (in print/digital
participate, cooperate format) made by the
and collaborate in ratee* and used in the
continued learning lesson delivery that
highlights maintaining
learning environments
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) with
client/learner feedback on
how the material
encouraged the learners
to participate, cooperate,
and collaborate

OR

SET B
Classroom Observation
Tool (COT) rating sheet or
inter-observer agreement
 form from
1. an observation of
synchronous teaching
(limited face-to-face
teaching, online teaching,
or two-way radio
instruction)
2. if option 1 is not
possible, an observation of
a recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching**
via LAC
8. Applied a range of SET A / 50% / 100%
Successful strategies Any supplementary
that maintain learning material (in print/digital
environments that format) made by the
motivate learners to ratee* and used in the
work productively lesson delivery that
by assuming responsibility highlights maintaining
for their own learning learning environments
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)

OR

SET B
Classroom Observation
Tool (COT) rating
sheet or inter-observer
agreement form from
1. an observation of
synchronous teaching
(limited face-to-face
teaching, online teaching,
or two-way radio
instruction)
2. if option 1 is not
possible, an observation of
a recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching**
via LAC
9. Designed, adapted and SET A / 50% / 100%
Implemented teaching Classroom Observation
Strategies that are Tool (COT) rating sheet or
responsive to learners with interobserver agreement
disabilities, giftedness form from
and talents 1. an observation of
synchronous teaching
(limited face-to-face
teaching, online teaching,
or two-way radio
instruction)
2. if option 1 is not
possible, an observation of
a recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching*
via LAC

OR

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
10. Adaptedan d used SET A / 50% / 100%
culturally appropriate Classroom Observation
teaching strategies to Tool (COT) rating sheet or
address the needs of interobserver agreement
learners from indigenous form from
groups 1. an observation of
synchronous teaching
(limited face-to-face
teaching, online teaching,
or two-way radio
instruction)
2. if option 1 is not
possible, an observation of
a recorded video lesson or
audio lesson that is SLM-
based or MELC-aligned
3. if options 1 and 2 are
not possible, an
observation of a
demonstration teaching*
via LAC

OR

SET B
Teacher Reflection Form
(TRF) on adapting and
 using culturally
appropriate teaching
strategies to address the
needs of learners from
indigenous groups and a
certification from the
school head that the
ratee’s classes have no
identified learner/s
from indigenous groups
11. Adapted and 1. Proof of evaluation* on / 50% / 100%
implemented the implementation of
learning programs that the adapted /
ensure relevance and contextualized learning
responsiveness to the program
needs of all learners 2. Progress report on the
implementation of the
adapted / contextualized
learning program
3. Accomplishment
/ completion / technical
report on the
implementation of an
adapted / contextualized
learning program
4. Action plan / activity
proposal / activity matrix
that shows an adapted /
contextualized learning
program
12. Utilized assessment A list of identified least / / 50% / 100%
data to inform the most mastered skills
modification of teaching based on the frequency of
and learning practices and errors / correct responses
programs with any of the following
supporting MOV
1. accomplishment report
for remedial / nhancement
activities (e.g., remedial
sessions, Summer Reading
Camp, Phil-IRIbased
reading program)
2. intervention material
used for remediation /
reinforcement /
enhancement
3. lesson plan/activity log
for remediation /
enhancement utilizing of
assessment data to
modify teaching and
learning practices or
programs
13. Maintained learning 1. Accomplishment report / 25% / 50% / 75% / 100%
environments that are of a program / project /
responsive to community activity that maintains a
contexts learning environment
2. Program / Project /
Activity plan on
maintaining a learning
environment
3. Minutes of a onsultative
meeting / community
stakeholders meeting
about a program /
project /
activity that maintains a
 learning environment with
proof of attendance
4. Communication letter
about a program /
project /
activity that maintains a
learning environment
14. Reviewed regularly 1. Annotated video / / 50% / 100%
Personal teaching practice audio recording of one’s
using existing laws and teaching that shows
regulations that apply to impact of regularly
the teaching profession reviewing one’s teaching
and the responsibilities practice/s
specified in the Code of 2. Annotated teaching
Ethics for Professional material that shows
Teachers impact of regularly
reviewing one’s teaching
practice/s
● lesson plan
● activity sheet
● assessment materials
● others (please specify)
3. Personal reflection
notes as outputs from
participation in review
of personal teaching
practices in four (4)
quarters
4. Proof of attendance
(with date) in LAC or
coaching and mentoring
sessions for review of
personal teaching
practices
15. Complied with and 1. Proof of participation / / 100%
Implemented school involvement in a
policies and procedures school-community
consistently to foster partnership for the
harmonious relationships implementation of a
with learners, parents, and school policy /
other stakeholders procedure (e.g., certificate
as committee member,
narrative report)
2. Minutes of
parentteacher
conference /
stakeholders’ meeting
about an implemented
school policy / procedure
with proof of attendance
3. Communication letter
about an implemented
school policy / procedure
sent to parent / guardian
16. Applied a personal One (1) lesson plan / 50% / 100%
philosophy of teaching with annotations
that is learner-centered explaining the application
of a learner-centered
teaching philosophy
(e.g., constructivism,
existentialism) used
as basis for planning /
designing the lesson
17. Adopted practices that 1. Documented feedback / 100%
uphold the dignity of from superiors, olleagues,
teaching as a profession by learners, parents /
exhibiting qualities such guardian, or other
as caring attitude, respect
and integrity stakeholders directly
reflecting the ratee’s good
practices that uphold the
dignity of teaching as a
profession
2. Annotated evidence of
practice indirectly linking
to the upholding of the
dignity of teaching as a
professionby exhibiting
qualities such as caring
attitude, respect
and integrity
● Screenshot of text
message / chat / email /
any form of
communication
with parents / guardian or
learners (name or any
identifier removed)
● Remarks from mentor /
master teacher / school
head about one’s qualities
(e.g., entries in
Performance Monitoring
and Coaching Form
[PMCF] or in Mid-Year
Review Form)
● Recognition from the
school / school community
about one’s qualities
● Others (please specify)
18. Set professional 1. Updated IPCRF-DP / 25% / 50% / 75% / 100%
Development goals based
on the Philippine from Phase II
Professional Standards for 2. Mid-year Review Form
Teachers (MRF)
3. IPCRF-DP
4. Certification from the
ICT Coordinator / School
Head / Focal Person in
charge of eSAT
19. Performed various Any proof of: / 50% / 100%
related works / ● committee involvement
activities that contribute to ● advisorship of
the teachinglearning cocurricular activities
process ● book or journal
authorship /
contributorship
● coordinatorship /
chairpersonship
● coaching and
mentoring learners in
competitions
● serving as reliever of
classes in the absence of
teachers
● mentoring pre-service
Teachers
● participation in
Demonstration teaching
● participation as
technical working
group member
● others (please
specify and provide
annotations)
 Table 3. Competency Checklist Monitoring and Rating
(To be filled by the rater)

Legend:
5 – Role Model
4 – Consistently demonstrates
3 – Most of the time demonstrates
2 – Sometimes demonstrates
1 - Rarely demonstrates

Reference: Part II of the IPCRF for Proficient Teachers

CORE BEHAVIORAL COMPETENCIES

Core Behavioral Competencies are behaviors that everyone MID-YEAR REVIEW FINAL REVIEW AND
in the organization must possess regardless of function (i.e. VALIDATION
self-management, teamwork, professionalism, self-
orientation etc.)
COMPETENCIES 1 2 3 4 5 1 2 3 4 5
SELF- MANAGEMENT
Sets personal goals and direction, needs and development / /
Undertakes personal actions and behaviors that are clear
and purposive and takes into account personal goals and / /
values congruent to that of the organization.
Displays emotional maturity and enthusiasm for and is / /
challenged by higher goals
Prioritize work tasks and schedules (through GANTT chart, / /
checklists, etc.) to achieve goals
Sets high quality, challenging realistic goals for self & others. / /
PROFESSIONALISM AND ETHICS
Demonstrates the values and behavior enshrined in the
Norms of Conduct and Ethical Standards for public officials / /
and employees (RA 6713)
Practices ethical and professional behavior and conduct
taking into account the impact of his/her actions and / /
decisions

Maintains professional image being trustworthy, regularity of / /

attendance and punctuality, good grooming and
communication.
Makes personal sacrifices to meet the organization's needs. / /
Acts with a sense of urgency and responsibility and to meet
the organization's needs improve systems and help others / /
improved their effectiveness.
RESULT FOCUS
Achieves results with optimal use of time and resources / /
most of the time
Avoids network mistakes and wastages through effective / /
work methods by placing organizational needs before
personal needs.
Delivers error-free outputs most of the time by conforming to
standard operating procedures correctly and consistently. / /
Able to produce very satisfactory quality of work in terms of
usefulness/ acceptability and completeness with no
supervision required.
Expresses a desire to do better and may express frustrations / /
at waste or inefficiency. May focus on new or more precise
ways of meeting goals set.
Makes specific changes in the system or in own work
method to improve performance. Example may include doing / /
something better, faster, at a lower cost, more efficiently; or
improving quality, customer satisfaction, morale, without
setting any specific goal.
TEAMWORK
Willingly does his/her share of responsibility. / /
Promotes collaboration and removes barriers to teamwork / /
and goal accomplishment across the organization.
Applies negotiation principles in arriving at win-win / /
agreements.
Drives consensus and team ownership of decisions / /
Work constructively and collaboratively with others and / /
across organization to accomplish organizational goals and
objectives.
SERVICE ORIENTATION
Can explain and articulate organizational directions, issues / /
and problems
Takes personal responsibility for dealing with and / or / /
correcting customer service issues and concern.
Initiates activities that promotes advocacy for men and / /
women empowerment
Participates in updating of office vision, mission, mandates / /
stand and strategies based on DepEd strategies and
directions.
Develops and adopts service improvement programs through / /
simplified procedures that will further enhance service
delivery.
INNOVATION
Examines the root cause of problems and suggests effective / /
solutions. Foster new ideas, processes and suggest better
ways to do things (cost and / or operational efficiency.
Demonstrates an ability to “think beyond the box". / /
Continuously focuses on improving personal productivity to
create higher value results
Promotes a creative climate and inspires co-workers to / /
develop original ideas or solutions.
Translates creative thinking into tangible changes and / /
solutions that improve the work unit and organization
Uses indigenous methods to accomplish responsibilities. / /
Demonstrates resourcefulness and the ability to succeed / /
with minimal resources
CORE SKILLS

Core skills are skills that are key to learning and working in
today's world, identified by employers as the skills most
likely to be needed in any work environment. This does not
mean that every job will need people who are proficient in all
core skills, but it does mean that every job will require some
level of ability in some or all of these skills.
COMPETENCIES 1 2 3 4 5 1 2 3 4 5
ORAL COMMUNICATION
Follows instruction accurately. / /
Expresses self clearly, fluently and articulately. / /
Uses appropriate medium for message. / /
Guides discussion between and among peers to meet an / /
objective
WRITTEN COMMUNICATION
Knows the different written business communication / /
formats used in the DepEd.
Writes routine correspondence/ communications, Narrative
and descriptive report based on readily available information / /
data with minimal spelling grammatical error/s (eg. Memos,
minutes, etc.)
Secures information from required references (i.e. / /
Directories, schedules, notices, instructions) for a specific
purposes.
Self-edits words, numbers, phonetic notation and content if / /
necessary
Demonstrates clarity, fluency, impact, conciseness and / /
effectiveness in his /her written and communications.
COMPUTER SKILLS
Prepares basic compositions (e.g. letters reports, spreadsheet / /
and graphics presentations Using Word Processing and
Excel
Identifies different computer parts, turns the computer
on/off, and work on a given task with acceptable speed and / /
accuracy and connects computer peripherals (e.g. printers
Modems, multimedia projectors, etc.)
Prepares simple presentation using PowerPoint. / /
Utilizes technologies to: access information to enhance
Professional productivity, assists in conducting research and / /
communicate through local and global professional
Networks.
Recommends appropriate and updated technology to / /
enhance productivity and professional productivity.
LEADERSHIP COMPETENCIES

Leadership competencies are priority skills on managing

remote teams, office management during a crisis, Civil
Service Commission (CSC), and Career Executive Service
Board (CESB) leadership Competencies.
COMPETENCIES 1 2 3 4 5 1 2 3 4 5
LEADING PEOPLE
Uses basic persuasion techniques in discussion or / /
presentation e.g. staff mobilization, appeals to reason and/or
emotions, uses data and examples, visual aids
Persuades, convinces or influences others, in order to have a / /
specific impact or effect
Forwards Personal, professional and work unit needs and / /
interest in an issue
Assumes a pivotal role in promoting the development of an
inspiring, relevant vision for the organization and influence / /
others to share ownership to DepEd goals, in order to create
effective work environment
PEOPLE PERFORMANCE MANAGEMENT
Makes specific changes in the performance management
system or in own work method to improve performance (e.g. / /
does something better, faster, at lowest cost, more efficiently,
improve quality, customer satisfaction, morale, revenues.)
Sets performance standards and measures progress of / /
employees based on office and department targets
Provides feedback and technical assistance such as coaching / /
for performance improvement and action planning
States performance expectation clearly and checks / /
understanding and commitment.
Performs all the stages of results-based performance / /
management system supported by evidence and required
documents/forms
PEOPLE DEVELOPMENT
Improves the skill and effectiveness of individuals through / /
employing a range of development strategies
Facilitates workforce effectiveness through coaching and / /
motivating/developing people within a work environment
that promotes mutual trust and respect
Conceptualize and implements learning interventions to / /
meet identified training needs
Does long-term coaching or training by arranging / /
appropriate and helpful assignment, formal training, or
other experiences for the purpose of supporting a person's
learning and development
Cultivates a learning environment by structuring interactive / /
experiences such as looking for future opportunities that are
in support of achieving individual's career goals

CERTIFICATION OF COMMITMENT

This is to certify that my competency assessment

and development plan has been discussed with
my immediate supervisor. I further commit that I
will exert time and effort to ensure that the
objectives in the key result areas and are achieved MICHAEL R. SAMOY / JULY 18, 2022
according to agreed time frames. Employee’s Name and Signature/Date

I commit to support the development of

competencies and ensure that the agreed
development plans and objectives in the key result
areas of my staff are achieved according to agreed NARITA B. NAGUM / JULY 18, 2022
time frames. Rater’s Name and Signature/ Date

I hereby approve the development plans and and

agreements between the rater and the
ratee/employee.
RUTH D. DUMLAO / JULY 18, 2022
Approving Authority, Name and Signature/ Date