LIST OF MOV PER INDICATOR FOR PROFICIENT AND HIGHLY PROFICIENT TEACHERS FOR RPMS SY 2020-2021

PPST priority indicators and means of verifications (MOV)

There are 11 priority indicators from the Philippine Professional Standards for Teachers (PPST) chosen as RPMS objectives for this school year. These priority indicators were selected based on being more responsive and appropriate to the current context of the teachers, learners, and the learning environment.

Classroom observable objectives

There are 7 classroom observable objectives for both Proficient and Highly Proficient teachers. The performance indicators of these objectives are identified for Quality, except for Objective 6 which has Quality and Timeliness.

Objectives 1, 5, and 7 require means of verification (MOV) from a classroom observation. Only 2 observations are required for the entire school year. Guidelines and protocols for alternative classroom observations are defined in this document.

Objectives 2, 3, and 4 require supplementary materials as MOV while Objective 6 require evidence that show feedback to learners. Only 2 MOV that show evidence of each objective are required for the entire school year.

Non-classroom observable objectives

There are 4 non-classroom observable objectives for both Proficient and Highly Proficient teachers. The performance indicators are identified for Quality in Objective 8 and Quality and Efficiency in Objectives 9 to 11. Plus Factor is Objective 12.

MOV per indicator for the Proficient Teachers
for RPMS SY 2020-2021

RPMS objective based on the PPST priority indicator	Means of verification
1. Applied knowledge of content within and across curriculum teaching areas	Classroom observation tool (COT) rating sheet/inter-observer agreement form
2. Ensured the positive use of ICT to facilitate the teaching and learning process	Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery • Activity sheet/s • One lesson from a locally crafted 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)
3. Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills
4. Established a learner-centered culture by using teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds
5. Planned and delivered teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices	COT rating sheet/inter-observer agreement form
6. Used strategies for providing timely, accurate and constructive feedback to improve learner performance	Evidence that highlights providing accurate and constructive feedback to improve learner performance and that shows timeliness of feedback given to any of the following •activity sheet •performance task •portfolio •quiz or test •  self-learning module
7. Selected, developed, organized and used appropriate teaching and learning resources, including ICT, to address learning goals	COT rating sheet/inter-observer agreement form
8. Set achievable and appropriate learning outcomes that are aligned with learning competencies	One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self-learning module prepared by the ratee with achievable and appropriate learning outcomes that are aligned with the learning competencies as shown in any of the following: •Lecture/discussion •Activity/activity sheet •Performance task •Rubric for assessing performance using criteria that appropriately describe the target output
9. Built relationships with parents/ guardians and the wider school community to facilitate involvement in the educative process	1. Proof of participation in any activity for improved access to education such as, but not limited to the ff. activities •  Distribution of learning materials to learners/parents (e.g., receipt form/monitoring form during distribution of learning materials, etc.) •  Brigada Eskwela (e.g., commitment form to stakeholders, developed advocacy materials, certificate of participation that involves parents’/stakeholders’ engagement signed by the school head, etc.) •  Home visitation (e.g., home visitation form, etc.) •  Others (please specify and provide annotations) 2. Parent-teacher log or proof of other stakeholders meeting (e.g., one- on-one parent-teacher-learner conference log; attendance sheet with minutes of online or face-to-face meeting; proof of involvement in the learners’/parents’ orientation, etc.) 3. Any form of communication to parents/stakeholders (e.g., notice of meeting; screenshot of chat/text message/communication with parent/guardian [name or any identifier removed]; digital/ printed copy of Learner Enrollment Survey Form signed by the ICT Coordinator/Focal person and School Head)
10. Participated in professional networks to share knowledge and to enhance practice	•  Certificate of completion in a course/training •  Certificate of participation in a webinar, retooling, upskilling, and other training/ seminar/ workshop with proof of implementation •  Certificate of recognition/ speakership in a webinar, retooling, upskilling, and other training/ seminar/ workshop •  Any proof of participation to a benchmarking activity •  Any proof of participation in school LAC sessions (online/face-to-face) certified by the LAC Coordinator •  Others (please specify and provide annotations)
11. Developed a personal improvement plan based on reflection of one’s practice and ongoing professional learning	Main MOV •   Individual Performance and Commitment Review Form- Development Plan (IPCRF-DP) Supporting MOV •   Reflection of one’s practice during on LAC sessions with proof of attendance •   Reflection/Personal Notes on Coaching and Mentoring and/or Mid- year Review •   Personal notes journal on division/school-led INSET with proof of attendance •   Certificate of enrolment/ registration form/class card in graduate/post-graduate school/online courses •   Any learning material highlighting the improvement done based on accomplished “reflection” section •   Others (please specify and provide annotations)
12. Performed various related works/activities that contribute to the teaching-learning process (Plus Factor)	Proof of: • 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

MOV per indicator for the Highly Proficient Teachers
for RPMS SY 2020-2021

	RPMS objective based on the PPST priority indicator	Means of verification
	1. Modelled effective applications of content knowledge within and across curriculum teaching areas	Classroom observation tool (COT) rating sheet with proof of attendance of colleague/s
	2. Promoted effective strategies in the positive use of ICT to facilitate the teaching and learning process 3. Developed and applied effective teaching strategies to promote critical and creative thinking, as well as other higher-order thinking skills 4. Exhibited a learner-centered culture that promotes success by using effective teaching strategies that respond to their linguistic, cultural, socioeconomic and religious backgrounds	Any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery with Performance Monitoring and Coaching Form to show proof of coaching and mentoring colleague/s • Activity sheet/s • One lesson from a locally crafted 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)
	5. Evaluated with colleagues teaching strategies that are responsive to the special educational needs of learners in difficult circumstances, including: geographic isolation; chronic illness; displacement due to armed conflict, urban resettlement or disasters; child abuse and child labor practices	COT rating sheet with proof of attendance of colleague/s
	6. Used effective strategies for providing timely, accurate and constructive feedback to encourage learners to reflect on and improve their own learning	Evidence that highlights providing accurate and constructive feedback to improve learner performance and that shows timeliness of feedback given to any of the following •activity sheet •performance task •portfolio •quiz or test • self-learning module and Performance Monitoring and Coaching Form to show proof of coaching and mentoring colleague/s
	7. Advised and guided colleagues in the selection, organization, development and use of appropriate teaching and learning resources, including ICT, to address specific learning goals	COT rating sheet with proof of attendance of colleague/s
	8. Modelled to colleagues the setting of achievable and challenging learning outcomes that are aligned with learning competencies to cultivate a culture of excellence for all learners	One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self-learning module prepared by the ratee with achievable and appropriate learning outcomes that are aligned with the learning competencies as shown in any of the following: •Lecture/discussion • Activity/activity sheet •Performance task •  Rubric for assessing performance using criteria that appropriately describe the target output and demonstrated in a LAC session as attested by the LAC Coordinator/ Approving Authority with proof of attendance of colleague/s
9. Guided colleagues to strengthen relationships with parents/ guardians and the wider school community to maximize their involvement in the educative process		1.  School letter approved by the school/department/grade level head (e.g., communication with the barangay to use a government vehicle to transport modules) 2.  Approved action plan/project proposal/activity proposal involving the stakeholders 3.  Accomplishment/ narrative report of an approved activity
10. Contributed actively to professional networks within and between schools to improve knowledge and to enhance practice		•   Approved activity/project proposal for a webinar, retooling, upskilling, and other training/ seminar/ workshop with accomplishment report •   Approved activity/project proposal for benchmarking or innovation with accomplishment report •   Certificate as contributor to LRMDS •   Certificate of completion in a course/training •   Certificate of recognition/ speakership in a webinar, retooling, upskilling, and other training/ seminar/ workshop •   Any proof of participation in school LAC sessions (online/face-to- face) certified by the LAC Coordinator •   Others (Please specify and provide annotations)
11. Initiated professional reflections and promote learning opportunities with colleagues to improve practice		Main MOV •  Synthesis of Individual Performance and Commitment Review Form-Development Plan (IPCRF-DP) of colleague/s Supporting MOV •   Certificate of recognition as resource speaker/ training committee chairperson •   Training matrix of LAC sessions highlighting teacher’s role •   Minutes of LAC session highlighting teacher’s role •   Sample personal notes/ reflection of colleagues on regional/ division/ school-led INSETs and/or other trainings supervised/ conducted by teacher •   Summary of evaluation/ quality assurance report on the conducted regional/division/school-led INSETs and/or other trainings •   Others (please specify and provide annotations)
12. Performed various related works/activities that contribute to the teaching-learning process (Plus Factor)		Proof that the teacher: •  served as OIC in the absence of the principal •  represented the principal in meetings and conference •  observed teaching performance of Teachers I-III •  assisted the school selection committee in the evaluation of credentials when hiring or promoting teachers •  served in a committee •  served as adviser to co-curricular activities •  served as coordinator/chairperson •  authored/contributed to a book or journal •  participated in the RO/SDO/school-initiated TV-/radio-based instruction •  served as module/learning material writer •  served as module/learning material validator •  coached and mentored learners in competitions •  mentored pre-service/ in-service teachers •  others (please specify and provide annotations)