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Conso-Smea - Master-1-4q12019-2020

This document outlines the objectives and targets for 4 Master Teachers (I-IV) under the Republic of the Philippines' RPMS-AIP for 2019. It includes 4 Key Result Areas (KRA) with 3 objectives each: 1) Content Knowledge and Pedagogy, 2) Learning Environment and Diversity of Learners, 3) Curriculum and Planning, and 4) Assessment and Reporting. For each objective, the teachers have targets and are expected to provide documentation of previous accomplishments to demonstrate achievement.

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Maria Jobelle Borja Albia

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0% found this document useful (0 votes)

87 views203 pages

Conso-Smea - Master-1-4q12019-2020

Uploaded by

Maria Jobelle Borja Albia

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as XLSX, PDF, TXT or read online on Scribd

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Note:

TARGET* = Individual Target X No. of Master

Teachers I-IV
*each Teacher should have one (1) fixed target per
objective.
RPMS - AIP 2019 F

PLANNED PHYSICAL OUTPUTS/OBJECTIVES

MASTER TEACHER I -IV

KRA 1. CONTENT KNOWLEDGE &
PEDAGOGY
OBJECTIVE 1 OF KRA 1

Modeled effective applications of

content knowledge within and across
curriculum teaching areas.
OBJECTIVE 2 OF KRA 1

Collaborated with colleagues in the

conduct and application of research
to enrich knowledge of content and
pedagogy.

OBJECTIVE 3 OF KRA 1

Developed and applied effective

teaching strategies to promote
critical
and creative thinking, as well as
other
higher-order thinking skills.
Developed and applied effective
teaching strategies to promote
critical
and creative thinking, as well as
other
higher-order thinking skills.

KRA 2. LEARNING ENVIRONMENT &

DIVERSITY OF LEARNERS
OBJECTIVE 1 OF KRA 2

Worked with colleagues to model

and share effective techniques in the
management of classroom structure
to engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments.

OBJECTIVE 2 OF KRA 2
Exhibited effective and
constructive behavior management
skills by applying positive and
nonviolent
discipline to ensure learningfocused
environments.

OBJECTIVE 3 OF KRA 2

Worked with colleagues to share

differentiated, developmentally
appropriate opportunities to address
learners’ differences in gender,
needs, strengths, interests and
experiences.

KRA 3. CURRICULUM & PLANNING

OBJECTIVE 1 OF KRA 3

Developed and applied effective

strategies in the planning and
management of developmentally
sequenced teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.

OBJECTIVE 2 OF KRA 3

Reviewed with colleagues, teacher

and learner feedback to plan,
facilitate and enrich teaching
practice.
Reviewed with colleagues, teacher
and learner feedback to plan,
facilitate and enrich teaching
practice.

OBJECTIVE 3 OF KRA 3

Advised and guided colleagues in

the selection, organization,
development and use of appropriate
teaching and learning resources,
including ICT, to address specific
learning goals.

KRA 4. ASSESSMENT & REPORTING

OBJECTIVE 1 OF KRA 4

Worked collaboratively with

colleagues to review the design,
selection, organization and use of a
range of effective diagnostic,
formative and summative
assessment strategies consistent
with curriculum requirements.

OBJECTIVE 2 OF KRA 4
Interpreted collaboratively
monitoring and evaluation strategies
of attainment data to support learner
progress and achievement.

OBJECTIVE 3 OF KRA 4

Applied skills in the effective

communication of learner needs,
progress and achievement to key
stakeholders, including
parents/guardians.
stakeholders, including
parents/guardians.

PLUS FACTOR

Performed various related

works/activities that contribute
to the teaching learning process
Prepared by:
Republic of the Philip
Department of Ed
SCHOOLS DIVISION OF TA
of Master Tacloban City

xed target per

RPMS - AIP 2019 FOR HIGHLY PROFICIENT

Previous Year
Performance Indicator
Accoplishments

Classroom Observation Tool (COT) rating

sheets and/or inter observer agreement
forms on content knowledge within and
across curriculum teaching areas, with
proof of attendance of colleague/s

Lesson plans/modified DLLs used in

demonstration teaching highlighting integration
of content knowledge within and across subject
areas

Instructional materials developed highlighting

effective application of content knowledge
within and across subject areas

Performance tasks/test material(s) used in

demonstration teaching highlighting integration
of content knowledge within and across subject
areas
Results of assessment used in demonstration
teaching highlighting mastery of lessons
learned

Copy of the research proposal focused on

enriching knowledge of content and pedagogy

Proof of participation and/or contribution to a

collaborative research (e.g. e-mail, actual
output submitted, terms of reference, etc.)

Certified completed collaborative research

focused on enriching knowledge of content and
pedagogy

Proof of dissemination of research findings with

colleagues

Proof of utilization of research findings

Classroom Observation Tool (COT) rating sheets

and/or inter observer agreement forms on
teaching strategies to promote critical and/or
creative thinking, as well as other higher-order
thinking skills, with proof of attendance of
colleague/s

Lesson plans/modified DLLs used in

demonstration teaching highlighting different
teaching strategies that develop critical and
creative thinking and/or other HOTS
Instructional materials highlighting different
teaching strategies that develop critical and
creative thinking, and/or other HOTS

Performance tasks/test material(s) used in

demonstration teaching

Results of assessment used in the

demonstration teaching

Classroom Observation Tool (COT) rating sheets

and/or inter observer agreement forms on
management of classroom structure to
engage learners within a range of physical
learning environments, with proof of attendance
of colleague/s

Lesson plans/modified DLLs used in

demonstration teaching highlighting effective
classroom management strategies that engage
learners in activities/tasks in different physical
learning environments

Minutes of LAC highlighting the sharing on

effective classroom management techniques

Instructional materials used in demonstration

teaching
Classroom observation tool (COT) rating sheet
and/or inter-observer agreement form (with
proof of attendance of colleague/s) from
classroom demonstration teaching
on effective teacher management of learner
behavior using strategies including but
not limited to:
1. Providing motivation
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active participation
5. Allowing learners to express their
ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to ask questions

Minutes of LAC session/s, highlighting one’s

sharing of strategies on differentiated and
developmentally appropriate opportunities to
address learners’ differences

Lesson plans/modified DLLs highlighting

strategies on differentiated and
developmentally-appropriate opportunities to
address learners’ differences

Corresponding instructional materials showing

differentiated and developmentally-appropriate
opportunities to address learners’ differences
Classroom Observation Tool (COT) rating sheets
and/or inter observer agreement forms on
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching contexts, with
proof of attendance of colleague/s

Results of learners’ assessment during the

actual teaching

Lesson plans/modified DLLs used in

demonstration teaching highlighting
developmentally sequenced teaching-learning
process

Instructional materials showing effective

strategies in developmentally sequenced
teaching and learning process

Performance tasks/test material(s) used in

demonstration teaching

Implemented LAC/FGD Plan on the collaborative

review of teacher and learner feedback
Minutes of LAC/FGD sessions on use of
teacher and learner feedback to enrich teaching
practice with proof of attendance

Teaching and learning resources developed by

colleagues and critiqued on their alignment to
learning goals

Lesson plans by colleagues critiqued in terms

of the alignment of the teaching and learning
resources to the indicated learning goals and
appropriateness to the target learners

Any proof of collaborative review if the test is

designed based on its purpose (e.g. diagnostic,
formative and summative)

Any proof of collaborative review of the

alignment of the test with the curriculum
2.1.formative test attached to a lesson plan
2.2.summative assessment with TOS
2.3. diagnostic test with its TOS
Collaborative interpretation of the index of
mastery obtained from 1 class

Collaborative interpretation of item analysis of

quarterly examinations

Collaborative interpretation of results of

performance assessment

Sample agreement for learners at risk signed

by parents and corresponding evidence of
improvement

Record of dialogue and/or parent-teacher

conferences and corresponding evidence of
improvement

Anecdotal record communicated to and signed

by the learners and/or parents with
corresponding evidence of improvement

Sample of learners' test results signed by

parents and corresponding evidence of
improvement

Sample of accomplished rubrics given for

performance task and corresponding evidence
of improvement

Attendance sheet/minutes of parent-teacher

conference
Signed report cards of students at risk with
corresponding evidence of improvement

Correspondence notebook/letters/proof of
communication using other modalities (e.g.
email,
SMS, etc.) and corresponding evidence of
improvement

Learners’ performance record

Served as reliever of classes in the absence of

teachers
Served as OIC in the absence of the principal

Represented the principal in meetings and

conferences

Observed classes of Teachers I-III

Assisted the school selection committee in the

evaluation of credentials when hiring or
promoting teachers

Certificate of Recognition or Participation

Certificate of Training

Certificate of Speakership

Committee involvement

Advisorship of Co-curricular activities

Book or Journal
Authorship/Coauthorship/Contributorship

Coordinatorship/Chairpersonship

Coaching and mentoring learners in

competitions
Mentoring pre-service/in-service teachers

Others (Please specify and provide

annotations)

Master Teacher I

Master Teacher III

Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF TACLOBAN CITY
Tacloban City