ANNOTATIONS AND MOVS

Objective 1
Applied knowledge of content within and across curriculum teaching areas

MOVs
*Attach your COT rating sheets 1 or 1 & 2. Highlight indicator 1
 ANNOTATIONS AND MOVS

Objective 2
Used research-based knowledge and principles of teaching and learning to enhance professional practice

MOVs
*Attach one (1) lesson plan / lesson exemplar that use research-based knowledge. Highlight which part
of the lesson plan emphasize the objective (activity part)

ANNOTATIONS

Here is an example of a lesson plan or lesson exemplar in which I used research-based

knowledge and/or teaching and learning principles to enhance professional practice as components
of my lesson. I was able to engage my learners through integrating online applications in each
activity. As a review of the previous lesson In motivational part I used an application where they can
arrange the puzzle to form pictures before analyzing the given situation shown in the pictures by
answering the questions given to use their prior knowledge in analyzing the given situation or
problem through the review and motivational part. Furthermore, the activities I've provided for them
used an inquiry-based approach, allowing them to explore more ideas about the most important
learning competency (MELC). In the analysis, I asked them to explain and elaborate on the concepts
using the art of questioning, and I asked them questions of both lower-order thinking skills (LOTs) and
higher-order thinking skills (HOTs). The lesson progressed during the abstraction or development
phase. While research-based knowledge was used in the application or assimilation which develops
component skills, practice integrating them, and knowing when to apply what they have learned.
ANNOTATIONS AND MOVS
 ANNOTATIONS AND MOVS

Objective 4
Used effective verbal and non-verbal classroom communication strategies to support learner understanding, participation, engagement, and
achievement

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.

ANNOTATIONS

For objective 4, I've attached my Classroom Observation Tool (COT) rating sheet from my
synchronous teaching Classroom Observation 1 and 2 observations (limited face-to-face). I received a
7, and it is clear that I give importance to indicator 3, which is effective verbal and nonverbal
classroom communication strategies to support learning understanding, participation, engagement,
and achievement. Here are some photos from my classroom observation. Strong communication
skills are essential for me to manage my classroom. I need to improve my verbal and nonverbal
 ANNOTATIONS AND MOVS

KRA 2: LEARNING ENVIRONMENT

Objective 5
Established safe and secure learning environments to enhance learning through the consistent implementation of policies,
guidelines, and procedure.

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 3.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot of messaging or conversation with
parents and learners, notes, instructions, narrative reports etc.) indicating occurrence of follow-up monitoring and evaluating students’
progress.
 ANNOTATIONS AND MOVS

Objective 6
Maintained learning environments that promote fairness, respect, and care to encourage learning

MOVs
* Attach your COT rating sheets 1 and 2. Highlight indicator 5.
* For modular distance learning, annotated documents may also be considered (e.g. screenshot of messaging or conversation with
parents and learners, notes, instructions, narrative reports etc.) indicating occurrence of follow-up monitoring and evaluating students’
progress.
 ANNOTATIONS AND MOVS

Objective 7
Maintained learning environments that nurture and inspire learners to participate, cooperate and collaborate in continued learning

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights maintaining
learning environment 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)

ANNOTATIONS

I chose Set A as my MOVs for this objective. Attached are some of my supplemental
materials for creating learning environments that nurture and inspire students to participate,
cooperate, and collaborate in lifelong learning. The lesson in the self-learning module that I found
encourages learners to collaborate. By completing the activities listed in the module, they will be
guided not only by their teachers, but also by their parents and guardians. Learners can benefit from
video lessons as well. My MELC-based video lesson was uploaded to the drive or my YouTube channel
or sent through our group chats. When compared to print materials alone, videos provide a more
engaging sensory experience. Learners get to see and hear the concept being taught, and they can
process it in the same way that they process their daily interactions.
ANNOTATIONS AND MOVS
 ANNOTATIONS AND MOVS

Objective 8
Applied a range of successful strategies that maintain learning environments that motivate learners to work productively by assuming
responsibility for their own learning

MOVs
* Attach any supplementary material (in print/digital format) made by the ratee and used in the lesson delivery that highlights maintaining
learning environment 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)

*Please highlight and label your supplementary materials that you apply the various teaching strategies
ANNOTATIONS AND MOVS
 ANNOTATIONS AND MOVS

KRA 3: Diversity of Learners, Curriculum and Planning & Assessment and Reporting Objective 9
Designed, adapted, and implemented teaching strategies that are responsive to learners with disabilities, giftedness, and
talents

MOVs
* 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

TEACHER REFLECTION FORM (TRF)

TEACHER: . DATE SUBMITTED:

RATER: SUBJECT & GRADE LEVEL: _

DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/prompts provided. Use any local or official
language that you are comfortable with. Use extra sheets if needed. Please limit your response to 500 words.

OBJECTIVE 9
Designed, adapted and implemented teaching strategies that are responsive to learners with disabilities,
giftedness and talents

PROMPT #1
Context: Clara is often seen restless or unfocused in class. She also has troubles following instructions and skips activities when left
unsupervised.
Action Taken: You had a conference with her parents and found out from them that Clara was diagnosed with a learning disability.

How will you modify the instructions for Clara to keep her focus on classroom activities? Write your reflections in this form. Mention in your
reflections a specific learning disability that you are familiar with or have researched on.

YOUR REFLECTION
 ANNOTATIONS AND MOVS

particular homework. Scaffolding is also an option. These breaks learning into chunks. These chunks follow a logical order and move
toward a clear goal. I usually form a bridge between what my learners already know and what they cannot do independently. In
Mathematics, it can be charts, pictures, and cue cards.

In my subject area, mathematics, Graphic Organization is the best use for my teaching process with learners who have difficulty
understanding. I draw a picture to map out my thoughts and ideas. It can help the students, especially the younger students, with
activities like counting and solving. This can help them plan and organize problem-solving

According to Branstetter (2019), when you label a student with a learning disability, this creates a problem- they hold lower
expectations. In turn, the student may live up to these low expectations. Although students with learning disabilities tend to struggle
with lower achievement and have negative beliefs about their academic abilities, some researchers point out that it is difficult to
disentangle what is causing these challenges.

With my few years in teaching, encountering situations like Clara is not a surprise at all. What I am doing is focusing on the sea of
strengths around the islands of weakness. Focusing on strengths isn’t just a nice thing to do. It is essential for students with learning
disabilities to feel good about themselves.

I could all take a lesson from my students on a positive mindset. My students with special needs gave me hope that I can cultivate that
resilience and strength in all the students who come to me with diverse learning needs as an educator and parent.

Reference:

Branstetter, R. (2019). How to Help Students with Learning Disabilities Focus on their Strengths. Retrieved from
[Link] trenghts
YOUR REFLECTION

If Clara is my student, I will promote the least restrictive environment to combine settings that involve Clara with regular classroom and
school programs as much as possible.

There are various options for changing exams in ways that are fair while also taking into account how busy teachers are. One option is to
argue traditional assignments or tests with portfolios, which are collections of a student’s work that show their growth over time and
frequently include reflective or evaluative remarks from the students, the teacher, or both. Another option is to design a method for
observing the student often, even for a few minutes, and to take informal notes about the observations for subsequent review and
assessment. Also, enlisting the assistance of teacher assistants, who are often there to assist with a handicap, an assistant may usually
complete a brief test or activity with the student and then report and discuss the results with the learner.

I encountered a student with a mild cognitive disability in my teaching career. This student was assigned primarily to classes specially
intended for slow learners but participated in school-wide activities alongside non-disabled students. I also designed an individual
educational plan for that student considering his strengths and needs.
ANNOTATIONS AND MOVS
 ANNOTATIONS AND MOVS

Objective 11
Adapted and implemented learning programs that ensure relevance and responsiveness to the needs of all
learners

MOVs
* Evaluation of an adapted/contextualized learning program after the initial implementation
Progress report on learners under the adapted/contextualized learning program after
implementation Accomplishment/completion/technical report on the implementation of an
adapted/contextualized learning program
Action plan/activity proposal/ activity matrix that shows an adapted/ contextualized learning program
 ANNOTATIONS AND MOVS

*This program is not ONLY for Filipino and English teachers conducting a reading program. As subject
teachers, we are encouraged to take action by doing remediation and intervention program. You can
attach pictures while conducting the intervention or remediation program, your action and/or work plan,
data gathered and narrative report as your MOVS

ACTION PLAN

Programs/ Description Objectives Strategies/ Time Persons Expected

Projects of the Activities Frame Involved Outcomes
Project

Project
MEMES MEMES The goal of this -Monitoring -Math proficiency of
stands for project is to and Teacher learners has improved
Monitoring raise the Evaluation of s School
and proficiency the School Head/ - The school will be
Evaluating level of -Classroom Principa monitored
Mathematic learners in Observation l and evaluated to
s mathematics through
based on the online
 ANNOTATIONS AND MOVS

teaching results of the class, LAC determine the most

Effectivenes Learners session, or effective school level
s for Outcome pre- in
Students Assessment recorded Elementary/Secondar
(LOA). It will video. y of Math subject.
assist -Provision
teachers in of
putting what Technical
they have assistance
learned during from the
webinars into Master
practice to Teacher,
make School
mathematics Head or
more Principal.
engaging and
interesting for
students.

Project All Project All Project All -Conducting Teacher -The number of
Numerates Numerates is Numerates of Pre-test s students who have
about gives learners and post Learner mastered the basic
Mastering with the test s operations in
the Four opportunity to -Orientation Parents mathematics has
Fundamental master basic on the increased.
Operations mathematical Project
in operations. -Crafting of -To support the
-Addition localized project, the school
-Subtractions both printed will be monitored
- and digitized and evaluated.
Multiplicatio instructional A narrative
n materials accomplishment
-Division and activity report must be
sheets submitted.
- Distribution
of the
materials to
the parents
-Monitoring
and
evaluation

Project -Cooperative
Overcomin Project The goal of Learning Principa -The number of
g DILEMA Overcomin this initiative Schemes l Class students who have
g DILEMA is to help -Peer and Adviser mastered the
stands for students Parent Math MELCs has
Overcomin overcome s Teache improved.
g Difficulty their Tutorin r
In challenges in g Student -To support the
LEarnin solving word - s project, the school
g problems. Synchronous will be monitored
MAthematics This will assist and and evaluated.
them asynchronou A narrative
incomprehend s online class accomplishment
in g the -Modular and report must be
problem and LAS learning submitted.
determining a -Video lessons
solution. designing and
implementatio
n
 ANNOTATIONS AND MOVS

Teacher-
made
Video Based on This -Video School Quality Assured
Lessons the MELCs, innovation will lessons Head Video Lessons in
the teacher enable created by Teacher Mathematics/
will prepare learners learn teachers Evaluator Teacher-made
a video the learning -Preparation Editor video lessons
lesson. The competencies of a power Scriptwrit
lesson in point er
must also Mathematics presentation
be by -Orientation
consistent supplementin on how to
with the g their needs. use the
Self- The lesson video lesson
Learning can be -Weekly
Module localized and Home
that is used contextualized Learning
in the by the teacher Plan with
school. for the Searchable
students to Links and
watch. Video URL
-Video
lesson
repository

Self- Quality Assured

Learning The SKLM is This initiative Self- Learning Kit in
Kit in like activity aims to -Self School Mathematics
Mathemati sheets and promote Learning Kit Head
cs assessmen independent in Teacher
t tools that learning where Mathematic Writer
are helpful students can s created by Consultan
in distance actively Teacher t
learning. participate in -Preparation
The the printed of the layout
features of modular and content
this SLK are distance -Orientation
self-paced learning at the and pilot
and comfort of testing on
suitable for their homes. the proper
independe use of the
nt learning. SLK
-Distribution
of the
printed
material
-SLK
repository

LEARNERS GIVEN REMEDIATION BASED ON LOA RESULTS

 Mathematics 8
First Quarter, SY 2021-2022
 ANNOTATIONS AND MOVS

SECTION NO. OF LEARNERS REMEDIATION PROVIDED OUTCOME

GIVEN REMEDIATION
GUMAMELA 56 Conduct an online remedial session (for 88% of the students
online students) or allow them to watch mastered the lesson
video lessons created by the teacher and
provide simplified learning activity sheets
based on MELCs that they least master
ILANG-ILANG 75 Conduct an online remedial session (for 85% of the students
online students) or allow them to watch mastered the lesson
video lessons created by the teacher and
provide simplified learning activity sheets
based on MELCs that they least master
ROSAL 33 Conduct an online remedial session (for 88% of the students
online students) or allow them to watch mastered the lesson
video lessons created by the teacher and
provide simplified learning activity sheets
based on MELCs that they least master
SAMPAGUITA 61 Conduct an online remedial session (for 87% of the students
online students) or allow them to watch mastered the lesson
video lessons created by the teacher and
provide simplified learning activity sheets
based on MELCs that they least master
SANTAN 62 Conduct an online remedial session (for 87% of the students
online students) or allow them to watch mastered the lesson
video lessons created by the teacher and
provide simplified learning activity sheets
based on MELCs that they least master
TOTAL 289

LEARNERS GIVEN INTERVENTION BASED ON NUMBER OF FAILURES FROM SF9

Mathematics 8
First Quarter, SY 2021-2022

NO. OF LEARNERS
SECTION REMEDIATION PROVIDED OUTCOME
GIVEN REMEDIATION
Conduct an online remedial session (for
online students) or allow them to watch
video lessons created by the teacher, assign 100% of the students
GUMAMELA 17
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
ILANG-ILANG 18 Conduct an online remedial session (for 100% of the students
online students) or allow them to watch passed the subject
video lessons created by the teacher, assign
additional activities to answer, and schedule
 ANNOTATIONS AND MOVS

home visits for students who do not have

internet access
Conduct an online remedial session (for
online students) or allow them to watch
video lessons created by the teacher, assign 100% of the students
ROSAL 10
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch
video lessons created by the teacher, assign 100% of the students
SAMPAGUITA 20
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
Conduct an online remedial session (for
online students) or allow them to watch
video lessons created by the teacher, assign 100% of the students
SANTAN 13
additional activities to answer, and schedule passed the subject
home visits for students who do not have
internet access
TOTAL 77

NARRATIVE REPORT

During the coronavirus pandemic, teachers were forced to adapt their traditional
teaching methods for classes that now occasionally take place online. Teachers are reducing
learning standards, ditching answer-getting tests, and supplementing instruction with math
games and apps. They're also reaching out to parents for help and looking for new ways to
engage students through screens. During this online summit, readers will have the opportunity
to ask questions about how COVID-19 has affected math achievement, instruction, assessment,
and engagement. It is true that learning mathematics at home is extremely difficult. However,
modular distance learning is the modality used in our school, but we have begun online learning
for those students who are capable and have a gadget and an internet connection at
 ANNOTATIONS AND MOVS

home. As a result, I find it difficult to reach out to my students and provide them with the
necessary support and intervention from my subject.

Learners who will undergo remediation were identified based on the results of their
learning outcome assessment (LOA) on their initial grade of their written work and performance
task scores. Based on the data, many of them require intervention. I strategize by dividing them
into groups. Group A will be made up of online students, while Group B will be made up of
modular students. As a result, I must plan two different strategies for reaching out to them as
effectively as possible with the support of their parents and guardians. I will conduct an online
remedial session (for online students) or allow them to watch video lessons created by me for
Group A. On the other hand, Group B will be given simplified learning activity sheets during the
distribution of modules. At the same time, those who cannot be contacted will be scheduled for
home visitation. I monitor my learners once a week as I take record of their scores and
improvement in my class. The outcome of the assessment was good. Eighty-seven percent of
the 289 students mastered the lesson or a total of 251. Looking on the learners given
intervention based on the number of failures from SF9, all of them passed the subject. Based on
the hypothesis testing comparing their pre-test and post test scores, there is a significant
difference between their scores in their pretest and posttest. Thus, I could say that the
intervention is effective.

Finally, the academic success of our students is entirely in our hands. Of course, this
would only be possible with the full cooperation and support of all stakeholders. Even a
small effort will mean a lot to them, and you will be able to make a difference in their lives.

***Please attach pictures while conducting the remedial class or intervention program and the learning
materials used such as video lessons and self-learning kit or learning activity sheets

Objective 12
Utilized assessment data to inform the modification of teaching and learning practices and programs

MOVs
* A list of identified least/most mastered skills based on the frequency of errors/correct responses with
any of the following supporting MOV
Accomplishment report for remedial/enhancement activities(e.g. remedial sessions, Summer Reading
Camp, Phil-IRI based reading program)
Intervention material used for remediation/reinforcement/enhancement
Lesson plan/activity log for remediation/enhancement utilizing of assessment data to modify teaching
and learning practices or programs
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 ANNOTATIONS AND MOVS

*Same MOVs in Objective 11. Please include your e-class record. Cover the name of the learners. Show
how you identify the least mastered skills using e-Class record

Example:

Written Works

WW1 WW2 WW3 WW4 WW5

Total number 10 8 10 10 5
of items
Average Score 8.42 6.30 7.55 5.95 2.75
Percentage of 84.20% 78.75% 75.55% 59.50% 55.00%
Mastery

Formula:
Average score = sum of all scores/ total number of students
Percentage of Mastery = average score/number of items*100
percent

*Topics for written work #4 and #5 will be the coverage of the intervention program

KRA 4: Community Linkages and Professional Engagement & Personal Growth and Professional
Development

Objective 13

Maintained learning environments that are responsive to community contexts

MOVs
Accomplishment report of a program/project/activity that maintains a learning
environment Program/Project/Activity plan on maintaining a learning environment
Minutes of a consultative meeting/community stakeholders meeting about a program/project/activity that
maintains a learning environment with proof of attendance
Communication letter about a program/project/activity that maintains a learning environment

Specific MOVs for you!

*Home Visitation or class conducted outside the
school Invite speakers or visitors for your class
 ANNOTATIONS AND MOVS

Project AKAP
Learner’s research project
Voluntary community service
Communication between students, parents, coteaches, where students participate in
experiential learning opportunities and in-campus management decisions.

Objective 14

Reviewed regularly personal teaching practice using existing laws and regulations that apply to the teaching
profession and the responsibilities specified in the Code of Ethics for Professional Teachers

MOVs
* Annotated video/audio recording of one’s teaching that shows impact of regularly reviewing
one’s teaching practice/s
Annotated teaching materials that show impact of regularly reviewing one’s teaching
practice/s Lesson plan
Activity sheet
Assessment materials
Others (Please
specify) Personal
reflection

Specific MOVS
*Attach pictures while attending webinars, limited face-to-face classes, and your lesson plan or activities
with grading rubric. Add your personal reflection
 ANNOTATIONS AND MOVS

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 ANNOTATIONS AND MOVS

Objective 15

Complied with and implemented school policies and procedures consistently to foster harmonious
relationships with learners, parents, and other stakeholders

MOVs
Proof of participation/involvement in a school-community partnership for the implementation of a
school policy/procedure (e.g. certificate as committee member, narrative report)
Minutes of parent-teacher conference/stakeholder’s meeting about an implemented school
policy/procedure with proof of attendance
Communication letter about an implemented school policy/procedure sent to parent/guardian

Specific MOVs
*Picture of your participation or attendance, title and caption of the activity/program, date, and venue of
the activity.
Downloaded by JOAN DALILIS ([Link]@[Link])
 ANNOTATIONS AND MOVS

Objective 16

Applied a personal philosophy of teaching that is learner-centered

MOVs
* One (1) lesson plan with annotations identifying the application of a learner-centered teaching
philosophy (e.g. constructivism, existentialism) used as a basis for planning/designing the lesson.

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 RPMS SY 2021-2022

ANNOTATIONS AND MOVS

Specific MOVs
*Attach one lesson plan. Highlight the reflection part.
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 ANNOTATIONS AND MOVS

Objective 17

Adopted practices that uphold the dignity of teaching as a profession by exhibiting qualities such as
caring attitude, respect, and integrity.

MOVs
Documented feedback from superiors, colleagues, learners, parents/guardians, or other
stakeholders

directly reflecting the ratee’s good practices that uphold the dignity of teaching as a profession
Annotated evidence of practice indirectly linking to the upholding of dignity of teaching as profession
by exhibiting qualities such as caring attitude, respect and integrity.
Screenshot of text messages/chat/email or any form of communication with parents/guardians or
learners (name or any identifies removed)
Remarks from mentor/master teachers/school head about one’s qualities (e.g. entries in Performance
Monitoring and Coaching Form (PMCF) or Mid-year Review Form
Recognition forms the school/school community about one’s qualities
 ANNOTATIONS AND MOVS

*SAMPLE CERTIFICATE (You can include 3 or more)

Republic of the
Philippines Department
of Education Region IV-A
CALABARZON
Division of
(NAME OF SCHOOL)
(School Address)

CERTIFICATION

This is to certify that MR. OLIVER E. ORTIZ JR was able to manifest a caring attitude and
respect for his colleagues during various school activities and tasks in the preparation of limited
face-to-face classes. He has been a member of the teaching and learning working committee.
He exerted effort and worked well with the team sharing his knowledge and expertise.

Given this at .

Name of Principal
Position

*Specific MOVs
Consolidated feedback from parent or guardian. Handwritten with name and signature at the
bottom. Attach as MOVs.
Coaching Form and Developmental Plan
Screenshots of messages form the students and parents/guardians.
 ANNOTATIONS AND MOVS

Objective 18
Set professional development goals based on the Philippine Professional Standards for Teachers

MOVs
*Updated IPCRF-DP from Phase
II Mid-year Review Form (MRF)
IPCRF-DP
Certification from the ICT Coordinator/School Head/Focal Person in charge of e-SAT

*You may ask me for a copy of sample developmental plan if you do not have Have your
e-SAT accomplished. Ask your ICT coordinator for the Certification

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 ANNOTATIONS AND MOVS

Objective 19
Performed various related works/activities that contribute to the teaching-learning process
(Plus Factor)

MOVs
*Please attach any of the following:
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
 ANNOTATIONS AND MOVS

Mentoring pre-service teachers

Participation in demonstration
teaching
Participation as research presenter in a forum/
conference Others (please specify and provide
annotations)

*Attach pictures of the Certificates, add short caption, the date and venue

*Thanks, and God bless you! *