Republic of the Philippines

Department of Education
Region X
Division of Bukidnon
Kalilangan East District
KALILANGAN CENTRAL SCHOOL

RESULTS-BASED PERFORMANCE MANAGEMENT SYSTEM

RPMS
Portfolio
S.Y. 2022-2023

LANI C. BELADAS
Teacher – III

LEECHIAL A. SOLIVEN
Master Teacher – I

JIMELYN T. LANSADERAS
School Principal - II
 KRA 1

CONTENT
KNOWLEDGE
AND
PEDAGOGY

RPMS
Portfolio
S.Y. 2022-2023
 Objective 1
Applied knowledge
of content within and
across curriculum
teaching areas.
(PPST 1.1.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 1
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.

Tags: MOV’s 2, 3, 4, 5, 6,
7, 9, & 10
 MOV 1

Tags: MOV’s 2, 3, 4, 5, 6,
7, 9, & 10
 MOV 1

Tags: MOV’s 2, 3, 4, 5, 6,
7, 9, & 10
 Objective 2
Used a range of
teaching strategies
that enhance learner
achievement in
literacy and numeracy
skills. (PPST 1.4.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 2
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 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)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 3
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 KRA 2
LEARNING
ENVIRONMENT
& DIVERSITY OF
LEARNERS

RPMS
Portfolio
S.Y. 2022-2023
 Objective 4
Managed classroom
structure to engage
learners, individually or
in groups, in meaningful
exploration, discovery
and hands-on activities
within a range of
physical learning
environments.
(PPST 2.3.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 4
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 Objective 5
Managed learner
behavior constructively
by applying positive and
non-violent discipline to
ensure learning-focused
environments.
(PPST 2.6.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 5
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 Objective 6
Used differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
(PPST 3.1.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 6
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 KRA 3

CURRICULUM
and
PLANNING

RPMS
Portfolio
S.Y. 2022-2023
 Objective 7
Planned, managed and
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements
and varied teaching
contexts.
(PPST 4.1.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 7
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 Objective 8
Participated in collegial
discussions that use
teacher and learner
feedback to enrich
teaching practice.
(PPST 4.4.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 8
1. Proof/s of attendance in LAC sessions / FGDs /
meetings / other collegial discussions.

2. Minutes of LAC sessions / FGDs / meetings /

other collegial discussions on use of teacher and
learner feedback to enrich teaching practice.

3. Reflection notes of teachers on their

demonstration of teaching practices following
participation from LAC sessions / FGDs / meetings /
other collegial discussions that use teacher and
learner feedback to enrich teaching practice, with
proof/s of attendance.

4. Any equivalent ALS form/document that

highlights the objective.
1. Proof/s of attendance in LAC sessions /
FGDs / meetings / other collegial
discussions.
2. Minutes of LAC sessions / FGDs / meetings /
other collegial discussions on use of teacher and
learner feedback to enrich teaching practice.
 FOCUS GROUP DISCUSSION
MINUTES OF MEETING

Date: November 26, 2022

Time: 3:00 PM
Venue: Grade 3-SUNFLOWER Classroom
Attendees: All teaching personnel of Grade III level of Kalilangan Central School

Proceedings:
1. Preliminaries
2. Experiences and Achievements
3. Issues and Concerns

Issues and Concerns Discussion Suggested Solution(s) or Outcome(s)

•Unified lessons and exam questionnaires for the entire grade III level
• summarize the lesson and include only important facts
• create diagrams that simplify the lesson progression and facts
• Each teacher is assigned to asubject area . The teacher must make a powerpoint presentation
of the lesson every week and download it to the grade level group chat
• Each pupil is also required to submit summative test of a subject assigned to her.
• video lesson
• Powerpoint lessons
• Unified Test
• Unified instructional materials

4. Others

Identified topics for next meeting: Video Lesson Creation

Agreed Schedule for Next Meeting: January 21, 2023
Time Adjourned: 4:10 PM

Prepared:

SHIELA MARIE L. MAGLANGIT

Documenter
 FOCUS GROUP DISCUSSION
MINUTES OF MEETING
Date: Jan 11, 2023
Time: 3:00 PM
Venue: Principal’s Office
Attendees: All teaching personnel of Grade III

Proceedings:
1. Preliminaries
2. Experiences and Achievements
3. Issues and Concerns

Issues and Concerns Discussion Suggested Solution(s) or Outcome(s)

•Conference on the preparation of the National Achievement Test.
• To take NAT seriously , to measure the performance of the learners
and the quality education we offer ( no cheating)
• Teach the learners how to take NAT. The skill in shading and being mindful of the
answer.
• Secure review materials online and offline.
• The grade 3 has no idea of the standard test so practice them •
Share to the group review materials
• Reproduce sample test papers and answer key
• Test materials for summative test should be patterned to NAT exam.
• There will be focal person for NAT exam
• Incorporate and integrate competencies.
• Teach every competency well.
• Exposed learners to HOTS questions
• Congruent lessons
• Do not modify competency
• Teach with mastery

4. Others

Identified topics for next meeting: Video Lesson Creation

Agreed Schedule for Next Meeting: January 21, 2023
Time Adjourned: 4:10 PM

Prepared:

SHIELA MARIE L. MAGLANGIT

Documenter
 FOCUS GROUP DISCUSSION
MINUTES OF MEETING
Date; February 28, 2023
Time: 3:00 PM
Venue: Grade III-Sunflower Classroom
Attendees: All teaching personnel of Grade III level

Proceedings:
1. Preliminaries
2. Experiences and Achievements
3. Issues and Concerns

Issues and Concerns Discussion Suggested Solution(s) or Outcome(s)

•Reading ability of Grade III level.
• To review ELLNA materials in preration for ELLNA and NAT
examination.
• The downloaded materials for review must be checked by the master teacher.
• The quality of the reading materials must be considered and it should be appropriate
to the diversity of the learners.
• Grading system must always be objective. • Reading must be done
early in the morning. First hour in the beginning of the morning session.
• Basa Kada alas Dose y medja must be done accordingly and prompltly.
• Stick to the reading time use interesting stories.
• No children should be playing outside the classroom during reading time which is
12:30 EVERY SCHOOL DAYS.
•

4. Others

Identified topics for next meeting: Video Lesson Creation

Agreed Schedule for Next Meeting: January 21, 2023
Time Adjourned: 4:10 PM

Prepared:

SHIELA MARIE L. MAGLANGIT

Documenter
 FOCUS GROUP DISCUSSION
MINUTES OF MEETING
Date: Jan 11, 2023
Time: 3:00 PM
Venue: Principal’s Office
Attendees: All teaching personnel of Grade III

Proceedings:
1. Preliminaries
2. Experiences and Achievements
3. Issues and Concerns

Issues and Concerns Discussion Suggested Solution(s) or Outcome(s)

•Conference on the preparation of the National Achievement Test.
• To take NAT seriously , to measure the performance of the learners and
the quality education we offer ( no cheating)
• Teach the learners how to take NAT. The skill in shading and being mindful of the
answer.
• Secure review materials online and offline.
• The grade 3 has no idea of the standard test so practice them •
Share to the group review materials
• Reproduce sample test papers and answer key
• Test materials for summative test should be patterned to NAT exam.
• There will be focal person for NAT exam
• Incorporate and integrate competencies.
• Teach every competency well.
• Exposed learners to HOTS questions
• Congruent lessons
• Do not modify competency
• Teach with mastery

4. Others

Identified topics for next meeting: Video Lesson Creation

Agreed Schedule for Next Meeting: January 21, 2023
Time Adjourned: 4:10 PM

Prepared:

SHIELA MARIE L. MAGLANGIT

Documenter
Reflection notes of teachers on their demonstration of teaching
practices following participation from LAC sessions / FGDs /
meetings / other collegial discussions that use teacher and learner
feedback to enrich teaching practice, with proof/s of attendance.
LAC REFLECTION JOURNAL #1

Date: Jan 11, 2023

Name: LANI C. BELADAS
Designation: TEACHER III

Topic: USE OF TEACHER AND LEARNER FEEDBACK TO ENRICH TEACHING PRACTICE

Insights or Realizations
RPMS orientation
The comprehensive conduct of the activity aims to orient teachers with the recent RPMS Manual; acquire a clear understanding of
the different tools of RPMS and for them to design implementation strategies as well as strategic framework to provide support
mechanism in the school level.

A totally new concept

During the LAC session on the use of teacher and learner feedback to enrich teaching practice, I was introduced to the concept of
utilizing learner feedback as a valuable tool for improving my teaching. This idea was completely new to me, and it opened my eyes
to the immense potential for growth and development that can come from actively seeking and incorporating feedback from my
students.

A. A familiar concept but learned something new

While the concept of using teacher feedback was familiar to me, I gained a deeper understanding of its significance during the LAC
session. I realized that effective teaching practices are not solely based on my own knowledge and experience but also on
continuously seeking input from my colleagues and incorporating their perspectives into my teaching approach.

Lessons Learned
(personal experiences of how the strategy) or not in his/her class)

A. Easy points (what was easy to learn or apply to learners and why)
One aspect that was easy for me to learn and apply to learners was the importance of creating a safe and open environment for
feedback. By fostering a supportive classroom culture, my students felt comfortable providing honest feedback, enabling me to gain
valuable insights into their learning experiences. This allowed me to make informed instructional decisions and tailor my teaching to
better meet their needs.

B. Challenging points (what difficult to learn or apply to learners and why)

One challenging aspect was learning how to navigate constructive criticism and using it as an opportunity for growth. Initially, I
found it difficult to detach myself from personal feelings and view feedback as a means for professional improvement. However,
through the LAC session, I learned strategies for embracing feedback, reflecting on it objectively, and implementing necessary
changes in my teaching practice.

Next Course of Action

(what to do next to address challenges encountered)

Based on the LAC session, my next course of action is to actively implement and integrate teacher and learner feedback into my daily
teaching practice. I plan to create structured opportunities for students to provide feedback, such as anonymous class discussions, and
ensure that their voices are heard and valued. Additionally, I will seek regular input from my colleagues and actively engage in
professional learning communities to exchange feedback and ideas. By continuously incorporating feedback, I aim to refine and
enhance my teaching practice, ultimately improving the learning experience for my students.

Prepared by:

LANI C. BELADAS
Teacher I
LAC REFLECTION JOURNAL #2

LAC REFLECTION JOURNAL #1

Date: Jan 11, 2023

Name: LANI C. BELADAS
Designation: TEACHER III

Topic: UTILIZING LEARNER FEEDBACK TO IMPROVE INSTRUCTION

Insights or Realizations
Reading Materials
Reading helps with building a good self-image and playing well with others .Learning new concepts,
discovering exciting places and understanding others' .

A. A totally new concept

One of the key insights I gained while reflecting on the topic "Utilizing Learner Feedback to Improve
Instruction" is the importance of actively seeking and valuing learner feedback. While it may seem obvious
that feedback from learners is valuable, I realized that it goes beyond just collecting feedback; it involves a
systematic and intentional approach to incorporate that feedback into instructional design and delivery.

B. A familiar concept but learned something new

Prior to this reflection, I was already aware of the significance of learner feedback. However, I learned
something new in terms of the specific strategies and techniques that can be employed to effectively utilize
learner feedback. It is not just about collecting feedback, but about analyzing it, identifying patterns and
themes, and then using that information to make informed decisions and improvements in instructional
practices.

Lessons Learned
(personal experiences of how the strategy) or not in his/her class)

Based on the insights and lessons learned, the next course of action would involve implementing a
comprehensive feedback system that ensures effective utilization of learner feedback. This may include the
following steps:

1. Establishing clear feedback channels: Provide various avenues for learners to provide feedback, such as
online surveys, in-class discussions, or anonymous suggestion boxes. This will encourage a wide range of
learners to share their thoughts.

2. Systematic analysis of feedback: Develop a structured approach to analyze and interpret the feedback
received. Categorize the feedback into themes or topics, identify common patterns, and prioritize areas for
improvement based on the frequency and significance of the feedback.

Prepared by:

LANI C. BELADAS
Teacher III
LAC REFLECTION JOURNAL #3
LAC REFLECTION JOURNAL #1

Date: Jan 11, 2023

Name: LANI C. BELADAS
Designation: TEACHER III

Topic: TEACHERS’ FEEDBACK ON THE USE OF ICT IN THE CLASSROOM

Insights or Realizations
USING ICT in NAT review

A. A totally new concept

Teachers' feedback on the use of ICT in the classroom revealed that it is a totally new concept for many
educators. Some teachers had limited exposure to technology in their own education and professional
development, making the integration of ICT tools in their teaching a significant learning curve.

B. A familiar concept but learned something new

For other teachers, ICT in the classroom was a familiar concept, but they realized that there were still many
new possibilities and approaches they hadn't explored. They discovered innovative ways to engage students,
enhance learning experiences, and streamline administrative tasks using ICT tools.

Lessons Learned
(personal experiences of how the strategy) or not in his/her class)

A. Easy points (what was easy to learn or apply to learners and why)
One easy point teachers learned was that ICT can significantly enhance student engagement. Interactive
multimedia presentations, online quizzes, and educational apps drew students' attention and made learning
more interactive and enjoyable.

Next Course of Action

(what to do next to address challenges encountered)

Based on the feedback received, the next course of action could involve:
1. Providing comprehensive training and professional development opportunities for teachers to build their
ICT skills and knowledge. This could include workshops, online courses, and collaboration with technology
experts.
2. Allocating resources and support to address technical challenges, such as improving internet connectivity
and ensuring access to compatible devices.
3. Encouraging collaboration and sharing of best practices among teachers who have successfully integrated
ICT in their classrooms. This could be facilitated through peer mentoring, online platforms, or professional
learning communities.
4. Continuously evaluating the impact of ICT integration on student learning outcomes and adjusting
instructional strategies accordingly. This could involve collecting feedback from students, analyzing
assessment data, and monitoring student engagement and motivation.

By implementing these actions, teachers can continue to leverage ICT effectively in the classroom, enhancing
the learning experiences of their students and preparing them for the digital age.

Prepared by:

LANI C. BELADAS
Teacher III
LAC REFLECTION JOURNAL #4

Date: SEPT. 15, 2023

LAC REFLECTION JOURNAL #1

Name: LANI C. BELADAS

Designation: TEACHER III

Topic: USING LOCALIZED LEARNING MATERIALS TO IMPROVE TEACHING PERFORMANCE

Insights or Realizations
Phil-Iri Orientation as abaseline data to make a localized reading materials.
A. A totally new concept
Using localized learning materials to improve teaching performance was a totally new concept for many
educators. They realized the importance of incorporating materials that are relevant to the local context
and culture, as it can enhance students' understanding and engagement with the subject matter.

B. A familiar concept but learned something new

For some teachers, using localized learning materials was a familiar concept, but they discovered new ways
to utilize and adapt these materials effectively. They learned that it goes beyond simply translating existing
resources and involves creating or sourcing materials that align with students' backgrounds, experiences,
and interests.

Lessons Learned
(personal experiences of how the strategy) or not in his/her class)

A. Easy points (what was easy to learn or apply to learners and why)
A. One easy point teachers learned was that using localized learning materials can make learning more
relatable and meaningful for students. By incorporating examples, scenarios, and references that resonate
with their local context, students can connect with the content more easily and develop a deeper
understanding.

B. Challenging points (what difficult to learn or apply to learners and why)

However, teachers also faced challenging points while using localized learning materials. It required
additional effort and time to find or create appropriate resources that align with the local context. It also
necessitated understanding the cultural nuances and sensitivities to ensure the materials are inclusive and
respectful to all students.

By implementing these actions, teachers can enhance their teaching performance by utilizing localized
learning materials that resonate with their students' backgrounds and experiences. This approach can
foster a more inclusive and culturally responsive learning environment, ultimately improving student
engagement and achievement.

Prepared by:

LANI C. BELADAS
Teacher III
 Objective 9

Selected, developed,
organized and used
appropriate teaching and
learning resources,
including ICT, to address
learning goals.
(PPST 4.5.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 9
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.

Tagged in MOV 1.
 KRA 4

ASSESSMENT
and
REPORTING

RPMS
Portfolio
S.Y. 2022-2023
 Objective 10
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
(PPST 5.1.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 10
Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face / in-person
classroom observation coupled with the
semi-detailed LP.

• If onsite / face-to-face / in-person classes

are not implemented,

• through observation of synchronous /

asynchronous teaching in other modalities; or

• through observation of a demonstration

teaching* via LAC session.
 Objective 11
Monitored and
evaluated learner
progress and
achievement using
learner attainment
data.
(PPST 5.2.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 11
Any one (1) of the following:

• Individual Learning Monitoring Plan

(ILMP).
• Peer assessment data.
• Sample of learners’ output with
reflection / self-assessment.
• Progress charts/anecdotal records.
• Class/e-class record/grading
sheets.
• Lesson plans showing index of
mastery.
• Frequency of errors with identified
least/most mastered skills.
• Any equivalent ALS form/document
that highlights the objective (e.g.,
Individual Learning Agreement
(ILA), ALS Assessment Form 2).
• Others (Please specify and provide
annotations).
 Objective 12
Communicated promptly
and clearly the learners’
needs, progress and
achievement to key
stakeholders, including
parents/guardians.
(PPST 5.4.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 12
Any one (1) of the following:

• A sample of corrected test paper of a

learner in a learning area with parent’s
or guardian’s signature and date of
receipt.
• Minutes of meetings with key
stakeholders (e.g., PTA, SGC, SPT, CPC)
with proof of attendance.
• Report card with parent’s or guardian’s
signature in all quarters supported by
minutes of meeting.
• Communication with key stakeholders
(e.g., parents/guardians, co-teachers,
LGU) using various modalities.
• Anecdotal record showing entries per
quarter.
• Any equivalent ALS form/document
that highlights the objective
• Others (Please specify and provide
annotations).
 KRA 5
PERSONAL
GROWTH and
PROFESSIONAL
DEVELOPMENT

RPMS
Portfolio
S.Y. 2022-2023
 Objective 13

Applied a personal
philosophy of
teaching that is
learner-centered.
(PPST 7.1.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 13

A reflection/journal
entry that highlights
the application of a
learner-centered
teaching philosophy in
the lesson plan or
community work.
 QUARTER I
REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Laying the Foundation for Learner-Centered Teaching

During the first quarter, I embarked on the implementation of a

learner-centered teaching philosophy in my lesson plan and community
work. This period was focused on laying the foundation for a student-
centered approach by establishing a supportive and inclusive classroom
environment. I emphasized the importance of active participation,
collaboration, and fostering a growth mindset among my students.

I introduced various strategies to encourage student engagement,

such as small-group discussions, hands-on activities, and peer-to-peer
learning. These activities aimed to shift the traditional power dynamic in
the classroom and empower students to take ownership of their learning.
It was challenging at first, as some students were accustomed to a more
passive role, but I witnessed gradual progress as they became more
comfortable with expressing their thoughts and ideas.

In community work, I strived to create an atmosphere that valued the

contributions of each participant. I actively sought their input and
incorporated their ideas into the decision-making process. This approach
fostered a sense of ownership and collaboration, leading to a more
inclusive and productive community environment.
 QUARTER II
REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Fostering Critical Thinking and Collaboration

During the second quarter, the learner-centered teaching

philosophy began to bear fruit as my students and community
participants started embracing critical thinking and collaboration. I
focused on designing activities that encouraged them to analyze and
evaluate information, think creatively, and work together to solve
problems.

In the classroom, I introduced projects and assignments that

required students to apply their knowledge in real-world contexts.
This approach not only enhanced their understanding of the subject
matter but also promoted critical thinking skills. I witnessed a
significant improvement in their ability to think independently, ask
thought-provoking questions, and support their arguments with
evidence.

In community work, I facilitated group discussions and

collaborative projects that required participants to share their
perspectives and work together towards a common goal. This
fostered a sense of collective ownership and mutual respect among
the community members. The atmosphere became increasingly
inclusive, and individuals started to appreciate the diversity of ideas
and experiences within the group.
 QUARTER III
REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Empowering Independence and Self-Reflection

During the third quarter, the learner-centered teaching

philosophy reached a pivotal stage, as students and community
members began to develop greater independence and self-
reflection skills. I provided opportunities for them to take the lead
in their learning journeys and encouraged them to evaluate their
progress and set goals for themselves.

In the classroom, I incorporated self-assessment and

reflection activities, enabling students to evaluate their strengths,
areas for improvement, and set personal learning goals. This
process encouraged self-directed learning and motivated students
to take responsibility for their academic growth.

In community work, I encouraged individuals to identify their

unique talents and interests and empowered them to initiate
projects aligned with their passions. This fostered a sense of
agency and pride among participants, as they realized the positive
impact they could make by utilizing their skills and knowledge.
 QUARTER IV
REFLECTION ON A LEARNER-CENTERED PHILOSOPHY

Title: Transformation and Lifelong Learning

As I approach the final quarter of my journey, I am witnessing the transformative

power of a learner-centered teaching philosophy in both my students and community
participants. The shift from a teacher-centered approach to one that prioritizes
individual empowerment and lifelong learning has had a profound impact.
In the classroom, students have become active seekers of knowledge, displaying
a genuine curiosity and enthusiasm for learning. They no longer rely solely on me for
information, but rather engage in independent research, collaborate with peers, and
critically evaluate various perspectives. This transformation has not only improved their
academic performance but also instilled a sense of confidence and a passion for
continuous learning.
In community work, participants have become change agents, initiating projects,
and advocating for causes they deeply care about. The collaborative and inclusive
environment nurtured throughout the journey has fostered a sense of belonging and a
shared responsibility for the community's well-being. Individuals have discovered the
power of their voices and their ability to effect positive change, leading to a more
vibrant and empowered community.
Overall, the application of a learner-centered teaching philosophy has been a
remarkable journey. It has required patience, adaptability, and a commitment to
creating an environment that values and respects the diverse needs and perspectives
of learners. Through this process, I have witnessed the transformation of individuals
from passive recipients of information to active, independent thinkers and contributors.

As I conclude this reflection, I am reminded of the profound impact that learner-

centered teaching can have on individuals and communities. It is a philosophy that not
only equips learners with the necessary skills and knowledge but also instills a lifelong
love for learning, critical thinking, and collaboration. I am grateful for the opportunity
to have embraced this approach and look forward to continuing to refine and expand
upon its principles in my future endeavors.
 Objective 14
Set professional
development goals
based on the
Philippine Professional
Standards for
Teachers.
(PPST 7.5.2)

RPMS
Portfolio
S.Y. 2022-2023
 MOV 14
1. Certification from the ICT
Coordinator / School Head /
Focal Person in charge of e-
SAT.

2. IPCRF-DP

3. Mid-year Review Form

(MRF)

4. Updated IPCRF-DP from

Phase II
 MOV 14
1. Certification from the ICT Coordinator /
School Head / Focal Person in charge of e-
SAT.

R epublic of the P hilippines

D epartment of Education
REGION X
SCHOOLS DIVISION OF BUKIDNON
KALILANGAN EAST DISTRICT
KALILANGAN CENTRAL SCHOOL
a

C E R T I F I C A T I O N

THIS IS TO CERTIFY THAT

LANI C. BELADAS
has or has accomplished the following documents listed below;
1. Updated IPCRF-DP from Phase II
2. Mid-year Review Form (MRF)
3. IPCRF – Developmental Plan
4. Performance Monitoring and Coaching Form

KLIENT ALJUN C. OMBINA

Grade Level ICT Coordinator
 MOV 14
2. IPCRF-DP
 MOV 14

3. Mid-year Review Form

(MRF)
 MID-YEAR REVIEW FORM (MRF)

Name of Employee: LANI C. BELADAS Name of Rater: LEECHIAL A. SOLIVEN

Position: TEACHER III Position: MASTER TEACHER I
School: KALILANGAN CENTRAL SCHOOL Rating Period: MID-YEAR
Date of Review:

TO BE FILLED OUT DURING PLANNING TO B E FILLED O UT DURING EVALUATIO N

Mid-Year Review/ Rating

Weight per Means of Verification Performance
MFO KRAS OBJECTIVES Timeline Ratee Rater Mid-Year Review Results
Objective (Presented) Target
Rating Ramarks Rating Ramarks
B KRA 1 Content 1. Applied knowledge of content
A Knowledge within and across curriculum Quality 3 3
S and Pedagogy teaching areas. (PPST 1.1.2) 7% .
I Efficiency 4 4 0.28
C
2. Used a range of teaching Quality 3 3
strategies that enhance learner
E
achievement in literacy and 7%
D Efficiency
numeracy skills. (PPST 1.4.2)
U 4 3
C
3. Applied a range of teaching Quality 4 4
A
strategies to develop critical and
T
I creative thinking, as well as other 7%
higher-order thinking skills. (PPST Efficiency
O
1.5.2) 4 4 0.28
N
KRA 2: 4. Managed classroom structure Quality 3 3
S Learning to engage learners, individually or
E Environment & in groups, in meaningful
R Diversity of exploration, discovery and hands- 7%
Learners on activities within a range of Efficiency
V
I physical learning environments.
(PPST 2.3.2) 4 4 0.28
C
E 5. Managed learner behavior Quality 3 3
S constructively by applying positive
and non-violent discipline to 7%
ensure learning-focused Efficiency
3 3 0.21
environments. (PPST 2.6.2)
6. Used differentiated, Quality 3 3
developmentally appropriate
learning experiences to address
learners’ gender, needs,
7%
strengths, interests and Efficiency
experiences. (PPST 3.1.2)

3 3 0.21
KRA 3: 7. Planned, managed and Quality 3 3
Curriculum implemented developmentally
and Planning sequenced teaching and learning
processes to meet curriculum
7%
Efficiency
requirements and varied teaching MID Year
contexts. (PPST 4.1.2) 3 3 0.21
8. Participated in collegial Quality 3 3
discussions that use teacher and
learner feedback to enrich 7%
Timeliness
teaching practice. (PPST 4.4.2) 3 3 0.21
9. Selected, developed, organized Quality 3 3
and used appropriate teaching and
learning resources, including ICT, 7%
to address learning goals. (PPST Efficiency
4.5.2) 4 3 0.28
KRA 4: 10. Designed, selected, organized Quality 3 3
Assessment and used diagnostic, formative
and Reporting and summative assessment 7%
strategies consistent with Efficiency
curriculum requirements. (PPST 3 3 0.21
5.1.2)
11. Monitored and evaluated Quality 4 3
learner progress and achievement
using learner attainment data. 7%
Timelines
(PPST 5.2.2) 3 3 0.21
12. Communicated promptly and Quality 3 3
clearly the learners’ needs,
progress and achievement to key 7%
stakeholders, including Timelines
parents/guardians. (PPST 5.4.2) 3 3 0.21
KRA 5: 13. Applied a personal philosophy Quality 3 3
Personal of teaching that is learner- 7%
Growth and centered. (PPST 7.1.2) Timelines 3 3 0.21
Professional 14. Set professional development Quality 3 3
Development goals based on the Philippine
Professional Standards for 7% Efficiency 3 3
Teachers. (PPST 7.5.2) Timelines 3 3 0.21
PLUS Factor 15. Performed various related Quality 3 3
works / activities that contribute
to the teaching-learning process. 2% Efficiency 3 3
Timelines 3 3 0.21

LANI C. BELADAS LEECHIAL A. SOLIVEN JIMELYN T. LANSADERAS

Ratee Rater Approving Authority
 MOV 14

4. Updated IPCRF-DP from

Phase II
 PLUS
FACTOR

RPMS
Portfolio
S.Y. 2022-2023
 Objective 15

Performed
various related
works/activities that
contribute to the
teaching-learning
process.

RPMS
Portfolio
S.Y. 2022-2023
 MOV 15
Any one (1) proof of:
● committee involvement;
● involvement as module/learning material
writer/validator;
● involvement as a resource
person/speaker/learning facilitator in in the
RO/SDO/school-initiated TV/radio-based
instruction;
● book or journal authorship/
co-authorship/contributorship;
● advisorship/coordinatorship/ chairpersonship;
● participation in demonstration teaching;
● participation as research presenter in a
forum/conference;
● mentoring of pre-service/in-service teachers;
● conducted research within the rating period;
● others (please specify)
with annotation on how it contributed to the
teaching-learning process.