Republic of the Philippines

Department of Education
REGION III – CENTRAL LUZON
SCHOOLS DIVISION OF BULACAN
DISTRICT OF GUIGUINTO
TUKTUKAN ELEMENTARY SCHOOL

MICHAEL ARTHUR DC.

LORENZO
Teacher I
 The Philippine Professional Standards for Teachers and its Aligned
Systems and Tools

Module 1 – Achieving Teacher Quality through PPST

Session 1 – The PPST Career Stages

Required Task 1: Activity
Use Table 1 to accomplish the tasks below.
1. What are the professional practices displayed by a Proficient, Highly
Proficient and Distinguished Teacher in terms of the following?

Professional Proficient Teacher Highly Proficient Distinguished

Practices Teacher Teacher
Teaching Proficient Teachers Highly Proficient Distinguished
Characteristics are professionally Teachers consistently Teachers embody
independent in the display a high level of the highest
application of skills performance in their standard for
vital to the teaching teaching practice. teaching grounded
and learning in global best
process. practices.

Management of They display skills in They have high They are

Learning planning, education-focused recognized as
Programs implementing, and situation cognition, leaders in
managing learning are more adept in education,
programs. problem solving and contributors to the
optimize profession and
opportunities gained initiators of
from experience. collaborations and
partnerships.
Collaboration They actively They provide support They create
and engage in and mentoring to lifelong impact in
Partnerships collaborative colleagues in their the lives of
learning with the professional colleagues,
professional development, as well students, and
community and as work others.
other stakeholders collaboratively with
for mutual growth them to enhance the
and advancement. learning and practice
potential of their
colleagues.
Professional They are reflective They continually seek They exhibit
Development practitioners who to develop their commitment to
continually professional inspire the
consolidate the knowledge and education
knowledge, skills and practice by reflecting community and
practices of Career on their own needs, stakeholders for
Stage 1 teachers. and those of their the improvement
colleagues and of education
students. provision in the
Philippines.
 2. What do you think is your current Career Stage?

As of now, I believe I am in the Beginning Teacher stage. I have been

teaching for one year. Yet, there are still many things to learn that makes me
to improve my knowledge, skills, and teaching strategies. I often seek
guidance from my older colleagues. I’m working on becoming more confident
and effective in the classroom, and I’m open to learning and growing in my
role as a teacher.

3. What do you think would support you to advance to the next Career Stage?

To move to the next Career Stage in teaching, I need support through

helpful training that will improve my teaching skills and knowledge. I would
also benefit from guidance by experienced teachers or mentors who can
give advice and feedback. It’s important to have a supportive school
environment where leaders and DepEd listen to teachers' concerns.
4. What Career Stage do you aspire to ten years from now?

Ten years from now, I aspire myself be at the Highly Proficient Career
Stage. By then, I hope to be a skilled and experienced teacher who can
handle different teaching situations and help students learn better. I also
want to guide and support new teachers by sharing what I’ve learned. I see
myself taking on leadership roles in school, joining programs that help
improve teaching, and working with others to create a better learning
environment. My goal is to make a bigger difference in both my learners’
lives and in our school community.

5. Are there aspects of your teaching practice that exceed practices articulated
in the Career Stage 2 descriptors? If yes, please cite them.

NONE

6. Is it possible for a newly hired DepEd teacher to exhibit teaching practices in

Career Stage 3 and 4? Explain your answer

Yes, it is possible because some newly hired DepEd teachers have previous
experience in private schools. They may already have strong teaching
skills, classroom management, and even leadership experience. These
competencies can align with the expectations of Career Stages 3 or 4, even
if they are new to the public school system.

Optional Task: Formative Quiz

Read the following scenarios and choose the career stage that aligns
best with the described practice.

Scenario Answer Feedback

1. Teacher Marilyn is in her 2nd

year of teaching. She has
adapted well to teaching in
DepEd, but she acknowledges Beginning Stage the Beginning Stage
that she still has a lot to learn includes teachers who
from her more seasoned are new to the
colleagues. Marilyn is in the: profession (typically 1–3
a. Beginning Stage
years of experience). At
b. Proficient Stage this stage, teachers are
c. Highly Proficient Stage developing their
d. Distinguished Stage knowledge and skills and
often need guidance and
support from mentors.
2. Teacher Rolly is a role model in
his school. He is a consistent
Outstanding Teacher in the
Division and has been Distinguished Distinguished
recognized by the Civil Service Stage Teachers embody the
Commission as a recipient of highest standard for
Lingkod Bayan Award. Rolly is in teaching grounded in
the:
global best practices.
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
3. Teacher Elinor serves as mentor to Teacher Elinor has 15
her co-teacher during LAC Sessions Highly Proficient years of experience, a
and classroom observations. Her Stage mentor to her
fifteen years of experience as an colleagues, and is
English teacher has earned her the trusted for her skills.
trust of her colleagues in terms of This Highly Proficient
in-depth knowledge and skills in Stage, where teachers
teaching the content and handling guide colleagues and
learners’ behavior of different
help improve teaching in
levels. She is good at collaborating
their school. Teacher
with people and in providing
support. Elinor is in the:
a. Beginning Stage
b. Proficient Stage
c. Highly Proficient Stage
d. Distinguished Stage
4. Teacher Kath can teach alone
without the Master Teacher’s Teacher Kath can teach
assistance. She has unique skills in and manage learning on
planning, implementing, and Proficient Stage her own. This shows she
managing learning programs in the is at the Proficient Stage,
school. Kath is in the: where teachers work
a. Beginning Stage independently and
b. Proficient Stage effectively.
c. Highly Proficient Stage
d. Distinguished Stage

5. Teacher Christine has

exceptional skills in influencing
people through her articles in Teacher Christine leads
different academic journals. She Distinguished by sharing innovations,
has been frequently invited to Stage influencing others
different conventions to share through articles, and
her successful innovation in speaking at conventions.
teaching for benchmarking and This shows exceptional
collaboration. Christine is in the:
leadership and
a. Beginning Stage contribution to the
b. Proficient Stage teaching profession.
c. Highly Proficient Stage
d. Distinguished Stage

Session 2 – The PPST Domains, Strands, and Indicators

 1. The PPST defines teacher quality in the Philippines. It has domains which
describe the expectations required of Filipino teachers to be effective in the
21st century in the Philippines. How many domains does the PPST have?
The PPST has 7 DOMAINS
2. The Domains collectively comprise of strands that refer to more specific dimensions of
teacher practices. How many strands does the PPST have?
The Philippine Professional Standards for Teachers (PPST) has 37 strands in total.

3. The PPST defines the work expected from teachers across different career stages. How
many career stages are there?
PPST has 4 CAREER STAGES

Try it:
Indicator 3.4.2 means that the indicator is under:
Which domain? DOMAIN 3: Diversity of Learners
Which strand? DOMAIN 3 OF STRAND 4: Learners in difficult
circumstances
Which indicator? (Proficient Teachers) Plan and deliver teaching strategies
that respond to the special educational needs of learners in difficult
circumstances, including geographic isolation, chronic illness, displacement
due to armed conflict, urban resettlement, disasters, child abuse, and child
labor.

Required Task 2: Formative Quiz

Scenario Answer Feedback
Teacher Joy, a Grade 9 adviser,
caught one of her learners smoking
along a secluded corridor when going
to the comfort room. Teacher Joy
asked the learner to remain in the
classroom after the lesson. During the Domain 2 - DOMAIN 2-STRAND 6
conference with the learner, Teacher Learning Management of
Joy warned the learner to quit Environment learner behavior
smoking at school otherwise his
parents will be called for a
The teacher manages
conference.
the learner’s behavior
a. Domain 1 - Content Knowledge and using positive and
Pedagogy non-violent discipline
to encourage better
b. Domain 2 - Learning Environment choices.
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
D Domain 7 - Personal Growth and
Professional Development
 During the post conference, Mrs.
Manuel, being the school head and
rater of teacher-ratee, emphasized
that the use of varied learning Domain 4 - Domain 4 –
materials aid learners’ understanding Curriculum and Curriculum and
of the lesson and allow learners to Planning Planning is about
practice the application of concepts. preparing well-
She also mentioned that varied organized lessons that
learning materials also cater to
follow the curriculum,
learners’ different learning styles.
meet students' needs,
a. Domain 1 - Content Knowledge and and use the right
Pedagogy strategies and
materials to achieve
b. Domain 2 - Learning Environment
learning goals.
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
DDomain 7 - Personal Growth and
Professional Development
Teacher Rolly, a Grade 7 English
Teacher, discussed the rules on
Subject-Verb Agreement in his lesson.
During group work, his learners were
tasked to make a travel brochure for Domain 4 - Domain 4 – Strand 2
a particular place. He reminded them Curriculum and ensures that learning
to describe the beauty of the place Planning outcomes match the
and include short history while required
observing correct subject-verb
competencies, helping
agreement for their captions.
teachers focus
a. Domain 1 - Content Knowledge and instruction and align
Pedagogy lessons with
curriculum standards.
b. Domain 2 - Learning Environment
c. Domain 3 - Diversity of Learners
d. Domain 4 - Curriculum and Planning
e. Domain 5 - Assessment and Reporting
f. Domain 6 - Community Linkages and
Professional Engagement
DDomain 7 - Personal Growth and
Professional Development
 Optional Task: Activity
Without referring to the PPST booklet, identify in which Domain the following
selected strands belong to. List the strands under the column representing the
Domain.

Content Learning Diversit Curriculu Assessme Communi Personal

Knowle Environm y of m and nt & ty Growth
dge & ent Learners Planning Reporting Linkages &
Pedago and Professio
gy Professio nal
nal Engagem
Engagem ent
ent

Researc Learner Learners’ Planning Design, Establishm Dignity of

h-based safety and gender, and selection, ent of teaching
knowled security needs, manageme organizatio learning as
ge and strengths nt of n, and environme profession
principle and teaching utilization nts that
s of experienc and of are
teaching es learning assessmen responsive
and process t strategies to
learning communit
y contexts

Manageme Learners Profession

Positive nt of with Monitoring al links
use of classroom disabilitie Learning and School with
ICT structure s, outcomes evaluation Policies colleague
and giftednes aligned of learner and s
activities s, and with progress Procedure
talents learning and s
competenci achieveme
es nt.

Required Task 3: Reflection

Go through the PPST booklet and read through the Domains and Strands. Use the
table below to identify Strands which you think could be challenging for you.

Domains Challenging Why is it Input from the

Strands (you challenging? Mentor (optional,
may just (Gray area or but highly
indicate strand points for encouraged)
numbers e.g., clarification)
1.3)
Content Knowledge and Lack of ICT tools
Pedagogy 1.3 makes it hard for
teachers to use
technology in
lessons and for
students to build
digital skills. It also
 limits online
activities,
assessments, and
teacher training.
Learning Environment 2.6 Managing learner
behavior is very
challenging
because it requires
consistent
discipline,
patience, and good
communication.
Handling different
student behaviors
fairly is difficult
but essential to
maintain a positive
and effective
learning
environment.
As a beginning
Diversity of Learners 3.3 teacher, teaching
learners with
disabilities,
giftedness, or
talents is
challenging
because of my
limited experience
and training in
adapting lessons
to meet diverse
needs.
Curriculum and 4.5 Using teaching
Planning resources and ICT
is challenging
because it takes
skill to choose and
use them
effectively without
causing
distractions or
technical
problems.
Assessment and 5.1 Difficulty in
Reporting designing and
using assessments
because teachers
need to create fair
tests that truly
measure what
students have
learned.
Community Linkages 6.2 The hardest part of
Domain 6 is
getting parents
and the
community
 involved because
it takes time and
good
communication to
build strong
relationships.
Personal Growth and 7.4 The most difficult
Professional part of Domain 7
Development is reflecting on
your teaching and
figuring out how to
improve. It
requires honesty,
time, and
dedication.

Required Task 5: Reflection

Based on the current default classification, in which career stage are you in?

Based on the career stages outlined, I believe I am currently at the Beginning

Teacher stage. With almost two years of experience, I acknowledge that I still have
significant room for growth and require further guidance from my more
experienced colleagues. At this stage, I am focused on developing my professional
knowledge, improving my teaching skills, and refining my instructional strategies. I
understand that continuous learning and self-reflection are essential as I strive to
become a more effective and confident educator.

Module 2 – Embedding the PPST in HR Systems

Required Task 1: Formative Test
Multiple Choice Test: Respond to the following scenarios based on your
understanding of the PPST and the strategic connect of the DepEd HR systems:
Scenario I: Teacher Anthony’s Dreams
ANSWER : B
EXPLANATION: Teacher Anthony can use the Individual Development Plan (IDP)
to keep track of his learning needs. The IDP is important for the Individual
Performance Commitment and Review Form (IPCRF), helping him set goals and
monitor his progress as he grows professionally.
Scenario 2: An Advanced Teacher at the Beginning Stage of PPST
ANSWER : A
EXPLANATION: Beginning teachers have a greater chance of promotion when
they use the PPST to assess their performance and align their professional
practices with its standards, which serve as the national benchmark for teacher
quality (DepEd Order No. 42, s.2017).
Scenario 3: Teacher Ruth’s Supportive Mentor
ANSWER : C
EXPLANATION: This is part of DepEd’s Learning and Development system.
Teacher Ruth’s mentor support helps her grow, and coaching is an effective way to
improve teaching and student learning.

Scenario 4: Possibilities in the Life of a Newly Hired Teacher

ANSWER : B
EXPLANATION: Despite his experience as a private school department head and
strong professional skills, Teacher Abel must complete the DepEd Induction
Program, which supports teachers transitioning to the public school system.

Scenario 5: Propelling Teachers Motivation

ANSWER : D
EXPLANATION: Forming close friendships with school or department heads is not
aligned with the PPST and HR systems. If Teacher Marlyn and Teacher Carmina aim
to earn an outstanding award, they should focus on using Teacher Induction
Program (TIP) materials to understand DepEd’s context, the PPST, and HR systems,
and prepare their MOVs following RPMS-PPST guidelines. Participate in learning and
development that will close their competency gaps and developmental needs  in
short they should aim for their professional development.

Optional Task: Reflection

Reflect on the strategic relationships amongst the PPST and the HR systems.

The DepEd HR systems are closely connected and built around the
Philippine Professional Standards for Teachers (PPST), serving as the
foundation for all related processes. These systems are designed to
support teachers throughout their careers by providing clear guidelines
and resources for continuous professional development. By effectively
utilizing the PPST and these HR systems, teachers can identify their
strengths and areas for growth, set realistic professional goals, and access
the necessary support to achieve them. This structured approach ensures
that teachers not only improve their skills but also advance in their
careers, ultimately enhancing the quality of education they provide. The
HR systems exist to guide and assist teachers at every stage, making their
professional journey more focused and productive.

PERSONAL REFLECTIONS ON THE STRATEGIC ALIGNMENT OF THE PPST

AND HR SYSTEMS
I-Chart on HR Systems
What are the
HR System What did I What can I do implications of
learn? with what I my new
learned? learnings with
my current
practice?
RSP Every teacher is This system Actively aim for
expected to helps me continuous
progress along understand the professional
the continuum of bigger picture of growth, not just
the PPST, which the DepEd for personal
outlines the framework and success but to
growth stages in how my meet national
teaching development fits standards and
competencies. into the overall ultimately
goals of the improve student
education learning
system outcomes.
RPMS-PPST This system By using the This will help me
serves as the RPMS-PPST to focus my
 official measure regularly, I can efforts on areas
of teacher identify specific that need
quality. gaps in my skills improvement,
or knowledge. helping me plan
and implement
strategies to
develop my
teaching
practices.
L&D teachers are I can use the Continuous
given structured Individual Coaching with
opportunities to Development my mentor and
recognize their Plan (IDP) to map other colleagues
own learning out clear goals will help me
gaps and and strategies succeed in my
developmental for growth based professional
needs. on these development.
identified needs.
R&R Rewards and I will maintain This encourages
recognition are high standards me to stay
key components and pursue committed to
of performance continuous improving my
management in professional skills and
any organization, development. contributing
including positively to my
education. school and
community.

Session 2: The PPST, RSP and the Merit Selection Plan (MSP) of DepEd
Accomplish the K-W-L-H Chart below.
What do you What else do What did you How will you
know about? you want to learn about the learn more?
know? PPST and HR e.g., read from
systems? online sources
PPST How does PPST The PPST I will learn more
support teacher outlines clear by attending
growth? standards and professional
indicators that development
guide teachers in programs,
improving their reading DepEd
professional Order No. 42,
practice. It helps s.2017, and
identify areas for applying the
growth and standards in my
aligns with daily teaching.
DepEd’s career
progression.
RSP How does the The RSP
RSP help connects teacher I will explore RSP
teachers performance further through
understand and with the PPST the Teacher
follow DepEd and ensures that Induction
systems? professional Program (TIP),
goals are aligned seek guidance
with national from mentors,
standards. It and study DepEd
 supports teacher guidelines.
development and
smooth
integration into
the public school
system.
How many years The MSP
MSP of service are provides a fair I will learn more
needed for and transparent by attending MSP
promotion? system for orientations,
selecting and reviewing DepEd
promoting Orders on
qualified promotion
teaching and policies, and
non-teaching asking for advice
staff. It focuses from school HR
on merit, personnel.
competence, and
performance.

Required Task 2: Reflection

Reflect on your greatest learnings about meritocracy and fitness principles on
hiring and promotion. What does this tell you? How will you adjust your
professional goal and practice with DepEd’s expectations from its personnel? Write
your reflections/insights on the space provided below.

Learning about DepEd’s meritocracy and fitness principles taught me that

promotions are earned through hard work, skills and consistent performance,
not personal connections, ensuring fairness and that only qualified teachers
advance. This understanding made me realize that I am responsible for my
own growth and I need to align my work with the PPST, using it as a daily
guide to improve my teaching and classroom management. To meet DepEd’s
expectations, I will set clear goals in my IDP, reflect regularly using the RPMS-
PPST, participate in learning and development activities, and prepare strong
evidence of my work. I now see promotion not just as a reward but as a
responsibility earned through professionalism and continuous improvement,
and I am committed to growing honestly and effectively to achieve my goals.

Session 3: The Strategic Alignment of the RPMS with the PPST

Required Task 1: Preliminary Activity

MY RPMS-PPST ACTIVITY LOGS

RPMS My Intended Activities per Cycle
(What preparatory activities do
you need to do in between each
cycle?)
Cycles Inclusive Dates
Phase I:
Performance 3rd Week of August Discussion/Issuance of RPMS
Planning and 2022(before the Tools
Commitment opening of classes) Self-Assessment

Phase II:
Performance Year-round Monitoring and Coaching
 Monitoring Mid-year Review and
and Coaching Assessment

Phase III:
Performance 3rd Week of July Year-end Review and
Review and 2023 (after Assessment
Evaluation graduation) Evaluation of Portfolio
Computation of Final Rating

Phase IV:
Performance July 2023 Ways Forward and Development
Rewarding Planning
and
Development
Planning

Required Task 2: Activity

Analyze the two (2) scenarios below and indicate whether the following
statements are true or false.
Scenario A: Teacher Paula is a new BSE graduate Major in Science who has been
hired to teach in a Junior High School.
Scenario B: Teacher Dennis has been teaching Science in a private school for the
past four (4) years. After he completed his doctoral degree, he applied to the same
public high school where Teacher Paula is working. Both Teachers Paula and
Dennis are newly hired teachers handling Science.
Statement Response Feedback
Since Teacher Paula is
inexperienced, her L&D Learning and
needs might be different TRUE Development (L&D)
from that of Teacher needs depend on
Dennis, who has been experience, skills, and
teaching for the past teaching context. As a
three (3) years. fresh graduate, Teacher
Paula may need more
basic support than
Teacher Dennis, who has
teaching experience and
a doctorate.

Both teachers may use The Philippine

the PPST tools to identify TRUE Professional Standards for
their strengths and areas Teachers (PPST) is a tool
in which they may need for all teachers,
support. regardless of experience,
to reflect on their
competencies and plan
their development.
Both teachers can have The RPMS-PPST
their L&D needs TRUE framework supports
addressed through the teachers’ growth by
RPMS-PPST. identifying their L&D
needs and addressing
them through
performance planning
and monitoring.
 Mentors’ feedback is
important for both TRUE Feedback from mentors
teachers to monitor their or peers helps improve
own progress. They can teaching. Both Teacher
get feedback from their Paula and Teacher Dennis
mentors whether formally can benefit from it,
or informally assigned. regardless of experience.
Teacher Paula is a new Teacher Paula is qualified
BSE graduate Major in TRUE to teach Junior High
Science who has been School Science with her
hired to teach in a Junior BSE major in Science.
High School. However, as a new
graduate, she may still
need support and
development to build
teaching experience and
skills.

Session 4 – Role of RPMS-PPST in Teachers’ Learning and Development

Required Task 1: Activity
Read the scenarios below and answer the question that follows by choosing the
correct answer from the given options.
Scenario 1: Classes have ended. Teachers Rona, Evalou and Rex are planning for
their development needs. Teacher Rona shared with the group that she struggles
to meet the indicators in Domain 2 of PPST. She has been challenged in managing
her learners’ behavior. Teacher Evalou admitted that she has not fully developed
all core competencies indicated in the RPMS. Teacher Rex is the top performer
among the three. He just got an “Outstanding Rating” for the school year. Teacher
Rex feels that he still needs to participate in L&D activities to address his
developmental needs.

Questions Response
Which of the following explains why all
three of them need to participate in
L&D activity relevant to their needs? All teachers need to attend L&D to
address their developmental needs
Teachers Rona and Evalou need L&D to
address their developmental needs
while teacher Rex need to address his
performance gaps
Teacher Rex needs L&D to address his
developmental needs, while teachers
Rona and Evalou need to participate in
L&D to address their competency gaps
All teachers need to attend L&D to
address their developmental needs
All teachers need to attend coaching
sessions

Required Task 2: Professional Development Plan

Prepare your Professional Development Plan that you intend to implement for the current
school year, using the template provided below:
 Development Development L&D Modality Target
Goal Activity Completion
(Target PPST Date
Domains)
Content Utilize ICT tools IPCRF
Knowledge and effectively in Year Round
Pedagogy lesson delivery
Learning Engage learners IPCRF
Environment individually or in
groups through Year Round
meaningful,
hands-on
activities.
Curriculum and I will design and IPCRF
Planning implement Year Round
teaching
strategies that
align with
curriculum
standards and
adapt to different
classroom
settings and
learner needs,
ensuring
effective and
relevant
instruction for all
students.
Personal Growth I will actively
and Professional pursue
Development opportunities for
professional IPCRF Year Round
growth by
engaging in
relevant
trainings,
workshops, and
reflective
practices that
align with the
Philippine
Professional
Standards for
Teachers (PPST).

Module 3 – The Results-based Performance Management System (RPMS)

Required Activity 1: Reflection

What have you learned about PPST and RPMS as two separate entities in DepEd? How about
their alignment?

I have learned that the PPST is the foundation for all teacher learning and
development programs, ensuring teachers are equipped to effectively
implement the K-12 curriculum. The RPMS is an assessment tool that
evaluates teacher performance at different career stages, with its Key
Result Areas and Objectives aligned to the PPST’s Domains and Indicators.
RPMS is user-friendly and acts as a clear guide for teachers to meet
professional standards and improve their practice.
Session 3 – The RPMS Cycle
Preliminary Activity
Teacher Mary Grace finished two (2) classroom observations before the scheduled
Mid-year Review. Her principal asked her to update her Development Plan. What
steps should she take to do this? Briefly discuss in the box below.

I After the observations, Teacher Mary Grace should look at the feedback,
think about what she did well and what she can improve, and then update
her Development Plan with new learning activities and deadlines. She
should make sure her plan matches her goals and the school’s needs before
giving it to her principal.

Required Task 1: Scenario-based Activity

Study the following scenarios and decide which of the options may be applied to
each statement.
A. The data presented is sufficient to infer the statement.
B. The data presented is not sufficient to infer the statement.
C. The statement is false based on the data presented and/or the guidelines.

Statement Answer Feedback from your

mentor
Statement 1: School A The statement is false
used all Cases (i), (ii), based on the data School A does not
(iii), (iv), and (v) in presented and/or the have all the required
RPMS 2019-2020. guidelines. positions for all five
cases
Statement 2: The The statement is false The division has many
Division is a small based on the data personnel, which
division. presented and/or the suggests it is medium
guidelines. or large in size.

Statement 3: In School The data presented is A Master Teacher,

A, the rater of Teachers not sufficient to infer Head Teacher, or
I-III is the Master the statement. Assistant Principal
Teacher. can be the rater of
Teachers I–III
Statement 4: In School The statement is false Principals or School
A, a teacher III can rate based on the data Heads can rate Master
a Master Teacher. presented and/or the Teachers, not the
guidelines. Teacher III.

Statement 5: In School The statement is false The rater of master

A, the PSDS can rate a based on the data teachers is the
Master Teacher presented and/or the Principal/ School Heads
guidelines.

Required Task 1: Reflection

Refer to your COT rating sheets, SAT assessment results, and IPCRF-Development
Plan, if you have any. Reflect on your teaching performance based on the results
that these forms reflect. Briefly discuss what you have discovered.

As I reflect on my teaching performance for the school year, I have carefully

reviewed my Classroom Observation Tool (COT) ratings, IPCRF summary,
and development plan. I am grateful for the progress I have made this
school year. Receiving a “Very Satisfactory” rating affirms that I have met
important expectations in areas such as clear communication, effective use
of language in teaching, and fostering a positive learning environment.
At the same time, I recognize there are areas where I need to improve,
particularly in integrating content across curriculum areas and enhancing
classroom management. These insights have been valuable in helping me
understand my professional growth needs.
To address these areas, I have included plans to participate in additional LAC
sessions and webinars to further develop my skills. This reflective process
has reinforced my commitment to continuous learning and improvement, as
I strive to provide the best possible education for my students.

Session 5 – Developing Lesson Plans as Quality Evidence for RPMS

Preliminary Activity
Choose a lesson plan which you have previously crafted. Enumerate all parts and
describe what you have entered on each part.

The lesson plan I prepared here is my lesson plan in Health 6 for the
2nd
quarter. The lesson plan starts with clear objectives focusing on
understanding and practicing healthy school and community environments,
specifically proper waste management and waste classification. The content
centers on Proper Waste Management, supported by various learning
materials such as guides, modules, and multimedia aids. The procedures
include reviewing previous lessons, engaging activities like picture talks and
poem reading, discussions on waste types, and mastery exercises involving
recycling ideas. Practical application is encouraged through reflection and
chart activities, followed by an evaluation where students classify waste.
Additional tasks involve creating poster slogans on waste disposal benefits.
The Remarks section allows for teacher observations, while the Reflection
part assesses student performance, the effectiveness of teaching strategies,
remediation outcomes, and shares useful teaching innovations.
Optional Task: Activity
From the lesson plan/exemplar you provided in the Introductory Activity, which portions
demonstrate/highlight COT Indicator 1? Elaborate.

When the pupils read the poem “Color-coded Bins” and answer the
questions, the lesson goes beyond Health. It connects to Science because
biodegradable waste links to decomposition and recycling, while non-
biodegradable waste relates to pollution and conservation. It also integrates
with English, as learners practice reading comprehension and critical
thinking. At the same time, it touches EsP/Values Education, since proper
waste management shows responsibility and care for the community.
Finally, it connects to Math when learners classify or count waste items,
reinforcing sorting and categorization skills.

Required Task 2: Activity

Using either a lesson plan prepared by your mentor (recommended) or the lesson
plan/lesson exemplar you provided, check which COT Indicators (or RPMS
Objectives) are present. Elaborate on your findings. If an indicator is not present, is
it possible to have it present in the lesson plan? How?

In my lesson plan on Health 6, Proper Waste Management, I found that most

of the COT indicators are present. For example, Indicator 1 (applied
knowledge of content across curriculum areas) is shown through the
integration of Science (decomposition), English (poem reading), and EsP
(responsibility). Indicator 2 (strategies for literacy and numeracy) is evident
when learners analyze statements and classify waste. Indicator 3
(developing critical and creative thinking) is addressed as pupils reflect on
the importance of waste segregation. Indicator 4 (use of languages) is also
clear since instructions and discussions are delivered in English and Filipino.
The lesson also addresses classroom environment indicators. Indicator 5
(safe and secure learning) is reflected in group sharing activities that
promote respect and positive behavior. Indicator 6 (fairness and care) is
seen when all learners are encouraged to participate and share ideas.
Indicator 7 (learner-centered culture) is evident when pupils complete charts
and apply learning to real-life situations. Indicator 8 (culturally appropriate
strategies) can be seen in examples that connect to their home and
community contexts. Finally, Indicator 9 (timely and constructive feedback)
is applied through formative assessments like classifying wastes and poster-
making.
 Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division of Bulacan
DISTRICT OF GUIGUINTO
TUKTUKAN ELEMENTARY SCHOOL
Tuktukan Guiguinto, Bulacan

Lesson Plan in ENGLISH 5 APRIL 4,

2024
Fourth Quarter
I OBJECTIVES
Content Standard Demonstrates understanding of
construction, deconstruction, and
reconstruction of digital materials
Performance Standard applies knowledge of the various
forms and conventions of print,
non-print,
and digital materials to
appropriately comprehend print,
non-print, film and
moving texts
Learning Competency *Identify the visual elements of
visual media.
II CONTENT Analyzing Visual Media
Elements
III. LEARNING
RESOURCES
A. References Quarter 4 - Module 1
Analyzing Visual Media
Elements PP. 1-16
1. Teacher’s Guide
Pages
2. Learner’s Materials [Link]
pages lhoralight/k-to-12-grade-5-
learners-material-in-english-
q1q4
3. Text book pages Quarter 4 - Module 1
Analyzing Visual Media
Elements PP. 1-16
4. Additional Materials Powerpoint presentation,
from Learning Resources laptop, short, short film, charts,
module, pictures.
B. Other Learning
Resources
IV. PROCEDURES
A. Pleminary Activities 1. Opening Prayer
- Before we begin our lesson, let
us ask the presence of almighty
God. Please all stand and
________ please lead the prayer.

2. Greeting
-Good Morning, everyone
-Greet each other good morning

3. Checking of surroundings
-Before you take your seat,
kindly check if there are trashes
underneath your seats.
-You may now take your seat.

4. Checking of attendance
- May I know, class president
how many are not here today?
B. Reviewing previous Read the selection carefully. KRA 1. Content
lesson or presenting the Knowledge and
new lesson A Great Way of Expression Pedagogy
by: Marilou M. Pangilinan, PhD
Objective 1.
Applied knowledge of
In this time of pandemic, when people
experience strict community content within and
quarantines and protocols just to stop across curriculum
the spread of the deadly coronavirus, teaching areas. (PPST
the youths, need a pace to creatively 1.1.2)
express their feelings, relax their
minds and free themselves from Objective 2.
negative vibes Used a range of teaching
and effects of the sudden lockdown to strategies that enhance
promote sound mental health. During
learner achievement in
the strict community quarantine, there
were trending forms of entertainment literacy and numeracy
or art where people were able to skills. (PPST 1.4.2)
express themselves in different ways.
Objective 4.
It is in this light that a remarkable day Displayed proficient use
for San Ildefonso young artists was of Mother Tongue,
pushed last January 20, 2021. The first Filipino and English to
mural painting contest was held in the facilitate teaching and
municipality initiated by thelocal
learning. (PPST 1.6.2)
government as part of the celebration
of the feast of the patron saint, St.
Ildefonsus. Mural painting is an artistic
and great way of expression which
reflects to the inner state, feelings, and
thoughts of an artist. The mural
painting contest aimed to let the youth
of San Ildefonso showcase their talents
in mural painting by group of three
through artistically expressing their
feelings and
thoughts connected to the theme
“Gifted to Give” which is very timely.

There were many youths San

Ildefonsonians who joined the contest.
They painted the
wall of San Ildefonso Commercial
Complex. Their murals gave color and
added beauty to the
[Link] of the participants did their
best to bring home the bacon but still
only the top three
placers were awarded. Their works
were evaluated by the judges, Mr.
Glem Bernardo, Mrs. Maricel C. Jacutan
and Mrs. Mylene Silos, who are art
mentors in the field of education andall
pioneers in mural [Link]
Jane Reyes’ group bagged the 1st
place and the Php 12,000.00, John
Mark Marquez’s group won the 2nd
place and Php 10,000.00 while Arvhic
San Diego’s group got the 3rd place
spot and Php 7,000.00. The murals
were evaluated considering content,
relevance and the different elements
of murals as visual art

Answer the following questions

based on the selection.
1. What remarkable day for San
Ildefonso young artists was held
last January 20, 2021?
2. What is the objective of the
said program?
3. How were the murals
 evaluated?
4. If you were one of the
participants who joined, given
the theme “Gifted to Give”,
what will you include in your
mural?
5. How does art/mural painting
become a great way of
expression?

C. Establishing a Picture Analysis KRA 1. Content

purpose for the lesson Knowledge and
Try to look and examine the Pedagogy
photo below. It is a poster
Objective 1.
which took second place in a
Applied knowledge of
Science Poster Making Contest content within and
about the role of science and across curriculum
technology in improving the teaching areas. (PPST
environment. Examine the 1.1.2)
elements and try to interpret
what is the message that the Objective 3
artist wants to convey. Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills. (PPST
1.5.2)

*How will you describe the

poster
based on:
- Color
- Shappe
- Space
- Overall Looks
* What was the message of the
poster
wanted us to tell?

Poster is a form of visual media.

C. Presenting Visual media is a good source KRA 1. Content

Examples/instances of of data or information in the Knowledge and
new lesson form of visual Pedagogy
representations which include
Objective 1.
abstractions, analogues, rough
Applied knowledge of
illustrations or digital content within and
representations of objects or across curriculum
subjects. it helps you as a teaching areas. (PPST
reader in clarifying and 1.1.2)
comprehending information.
Objective 4.
Some forms of visual media, be Displayed proficient use
it printed or digital, are: of Mother Tongue,
 paintings Filipino and English to
 caricatures facilitate teaching and
 posters learning. (PPST 1.6.2)
 murals
 drawings
  infographics
 comics

Let us arrange the jumbled

letters of the following word

 L C R O – color
 E L I N – line
 Z E I S – size
 H E P A S – shape
 IRETCDONI–
direction
 L E V A U – value
 X U R E T T E – Texture.
(ask the children to read the
jumbled text once again).

These are the elements of

visual media.

D. Discussing new ELEMENTS OF VISUAL MEDIA KRA 1. Content

concepts and practicing Knowledge and
new skills #1 1. Lines- These are set of Pedagogy
points extending in both
Objective 1.
directions, used to create
Applied knowledge of
shapes, forms and textures. It content within and
can vary in direction, length across curriculum
and width. teaching areas. (PPST
1.1.2)
2. Symbols- These instantly
make people think of traits or Objective 4.
message that they want to Displayed proficient use
associate with a subject. of Mother Tongue,
These help us recognize, Filipino and English to
identify and recall images than facilitate teaching and
learning. (PPST 1.6.2)
texts. These are commonly
used in logos and signages.
Some forms such as posters
and caricatures use symbols
which have definite meaning.

3. Color- It is a very powerful

visual element which cancreate
varied emotions.

4. Gaze- It means to stare or

look fixedly at something. It
means to look steadily and
intently at something,
especially at that which excites
admiration, curiosity and
interest.

5. Framing- It deals with the

proper placement of subject
together with the other images.
It is used to highlight the
subject inside a particular
frame. Using frames can give
more emphasis to the subject.

6. Space- It is the area covered

by the entire artwork. It can be
positive and negative.
 Understanding the
positive and negative space
plays important role in the
composite of artwork. Positive
space denotes the area of
interest or the subject of the
artwork.
E. Discussing new Interpret the image below by KRA 1. Content
concepts and practicing completing the statements. Knowledge and
new skills #2 Pedagogy

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)
The picture symbolizes
________________. KRA 2: Learning
Environment & Diversity
The value suggested in the image of Learners
is ________________.
Objective 7.
The artists want to convey that Established a learner-
_________. centered culture by
using teaching strategies
that respond to their
linguistic, cultural,
socioeconomic and
religious backgrounds.
(PPST 3.2.2)
F. Developing mastery True or False KRA 3. Curriculum
(Leads to Formative Planning & Assessment
Assessment) 1. Visual media includes pictures, and Reporting
images, symbols and graphic
organizers. Objective 9.
2. Visual elements can help Set achievable and
understand the message that the appropriate learning
image wants to convey. outcomes that are
3. The feeling of the character can aligned with learning
also be inferred through observing competencies. (PPST
the visual 4.2.2)
elements.
4. Color cannot be considered as
an element at all times because it
has no
meaning.
5. Through focusing on the visual
elements, the character of the
subject can also
be analyzed.
6. Visual elements are the
characteristics which we cannot
see.
7. Poster is a form of visual media.
8. Through properly interpreting
visual elements, you will be able to
develop own
perception of the content and
avoid misinterpretations.
9. Framing is used to highlight the
subject inside a particular frame.
10. Visual media is good source of
data or information in the form of
visual
representations which includes
abstractions, analog
G. Finding Practical Group Activity (Picture analysis) KRA 1. Content
applications of concepts Knowledge and
and skills The class will be divided into 4 groups Pedagogy
and each group will be given a picture
of a type of visual art and they will
Objective 3
analyze the picture how different
elements of the visual media used Applied a range of
*color teaching strategies to
*space develop critical and
*symbols creative thinking, as well
*frame as other higher-order
and the message of the visual media thinking skills. (PPST
that they convey. 1.5.2)
Group 1:

KRA 3. Curriculum
Planning & Assessment
and Reporting

Objective 9.
Set achievable and
Group 2: appropriate learning
outcomes that are
aligned with learning
competencies. (PPST
4.2.2)

Objective 10.
Group 3:
Used strategies for
providing timely,
accurate and
constructive feedback to
improve learner
performance. (PPST
5.3.2)

Scenario 4:

They will present their work in front of

class

H. Making  What is a visual media? KRA 2: Learning

generalizations and  What are the elements of Environment & Diversity
abstractions about the the visual media? of Learners
lesson
Values Integration: Objective 7.
*What is the importance of Established a learner-
centered culture by
visual media to promote our
using teaching strategies
culture? that respond to their
* In what way that we can show linguistic, cultural,
our socioeconomic and
appreciation our own religious backgrounds.
artwork? (PPST 3.2.2)
* Why do we need to show our KRA 3. Curriculum
support Planning & Assessment
and Reporting

Objective 9.
Set achievable and
appropriate learning
outcomes that are
aligned with learning
 competencies. (PPST
4.2.2)

Objective 10.
Used strategies for
providing timely,
accurate and
constructive feedback to
improve learner
performance. (PPST
5.3.2)
I. Evaluating Learning Identify what elements of visual KRA 3. Curriculum
media Planning & Assessment
and Reporting
1. 2.
Objective 9.
Set achievable and
appropriate learning
outcomes that are
3 4. aligned with learning
competencies. (PPST
4.2.2)
Objective 10.
Used strategies for
providing timely,
accurate and
5. 6. constructive feedback to
improve learner
performance. (PPST
5.3.2)

Color Symbols Lines Gaze Space

Color
J. Additional activities for Write an essay interpreting the
application or given visual media through
remediation giving insights by observing the
elements present.

Prepared by:

MICHAEL ARTHUR DC. LORENZO

Teacher I

Checked by :

MARCELINA A. PAGTALUNAN
Master Teacher I Observed by :

YOLANDA M. GARCIA
Principal III