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RPMS Cover Pages For KRAs and ObjectivES

The document is Cristina Soldevilla's Results-Based Performance Management System (RPMS) portfolio for the 2018-2019 school year. It includes 13 objectives across 5 key result areas (KRAs): 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. The portfolio also lists Alvin Angus as the principal of Amparo High School in Caloocan City, Philippines.

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Ken Carrascal
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321 views21 pages

RPMS Cover Pages For KRAs and ObjectivES

The document is Cristina Soldevilla's Results-Based Performance Management System (RPMS) portfolio for the 2018-2019 school year. It includes 13 objectives across 5 key result areas (KRAs): 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, 4) Assessment and Reporting, and 5) Plus Factor. The portfolio also lists Alvin Angus as the principal of Amparo High School in Caloocan City, Philippines.

Uploaded by

Ken Carrascal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
National Capital Region
Schools Division of Caloocan City
AMPARO HIGH SCHOOL
Amparo Subdivision, Caloocan City

Results-Based Performance
Management System
(RPMS)
PORTFOLIO
S. Y. 2018-2019

CRISTINA G. SOLDEVILLA
Teacher I

ALVIN D. ANGUS
Principal IV
KRA 1
Content
Knowledge
and Pedagogy
1
Applied
knowledge of
content within and
across curriculum

teaching areas.
2
Used a range of teaching
strategies
that enhance
learner achievement
in literacy and numeracy
skills.
3
Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well as
other
higher-order thinking
skills.
KRA 2
Learning
Environment
and Diversity
of Learners
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.
5
Managed
learner behavior constructively
by applying positive
and non-violent discipline to
ensure learning-focused
environments.
6
Used differentiated,
developmentally appropriate
learning experiences to
address learners’ gender, needs,
strengths, interests
and experiences.
KRA 3
Curriculum
and Planning
7
Planned, managed
and implemented
developmentally sequenced
teaching and learning
processes to meet curriculum
requirements and varied
teaching contexts.
8
Participated in
collegial discussions that
use teacher and learner
feedback to enrich teaching
practice.
9
Selected, developed,
organized and used
appropriate teaching and
learning
resources, including
ICT, to address
learning goals.
KRA 4
Assessment and
Reporting
10
Designed, selected,
organized and used
diagnostic, formative and
summative assessment
strategies consistent with
curriculum requirements.
11
Monitored and evaluated
learner progress and
achievement using learner
attainment
data.
12
Communicated promptly
and clearly the
learners’ needs, progress
and achievement
to key stakeholders,
including
parents/guardians.
KRA 5
Plus Factor
13
Performed various related
works/
activities that
contribute to
the teaching-learning
process.
TabSS

OBJECTIVE
OBJECTIVE OBJECTIVE
12
10 11

OBJECTIVE
13

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