Friday, February 05, 2021

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)

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