Table 1.

MOV per indicator for the Proficient Teachers for RPMS SY 2021-
2022

RPMS objective based on the PPST

Means of verification
priority indicator

Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

1. Applied knowledge of content within face teaching, online teaching, or two-way radio instruction)
and across curriculum teaching areas 2. if option 1 is not possible, an observation of a recorded
video lesson or audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an observation of a
demonstration teaching via LAC

2. Used research-based knowledge and One (1) lesson plan with annotations identifying the research-
principles of teaching and learning to based knowledge and/or principles of teaching and learning
enhance professional practice used as basis for planning / designing the lesson

Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

3. Displayed proficient use of Mother
face teaching, online teaching, or two-way radio instruction)
Tongue, Filipino and English to
2. if option J is not possible, an observation of a recorded
facilitate teaching and learning
video lesson or audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an observation of a
demonstration teaching via LAC

4. Used effective verbal and nonverbal

classroom communication strategies to
support learner understanding,
participation, engagement and
achievement

5. Established safe and secure learning

environments to enhance learning
through the consistent implementation
of policies, guidelines and procedures

6. Maintained learning environments

that promote fairness, respect and care
to encourage learning
 SETA
Any supplementary material (in print/digital format) made by
the ratee and used in the lesson delivery that highlights
maintaining learning environments 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)
7. Maintained learning environments
with client/learner feedback on how the material encouraged
that nurture and inspire learners to
the learners to participate, cooperate, and collaborate (Please
participate, cooperate and collaborate in
specify’ and provide annotations of one’s contribution to a
continued learning
material if it is a group work.)

OR

SET B

Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

face teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded
video lesson or audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an observation of a
demonstration teaching via LAC

8. Applied a range of successful SETA

strategies that maintain learning
environments that motivate learners to Any supplementary material (in print/digital format) made by
work productively by assuming the ratee and used in the lesson delivery that highlights a
responsibility for their own learning range of strategies that maintain learning environments that
motivate learners to work productively by assuming
responsibility for their own 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 specify’ and provide annotations of one’s

contribution)
 OR

SETB

Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

face teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded
video lesson or audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an observation of a
demonstration teaching via LAC

SET A

Classroom Observation Tool (COT) rating sheet or inter-

observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

face teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded
video lesson or audio lesson that is SLM-based or MELC-
aligned
9. Designed, adapted and implemented
3. if options 1 and 2 are not possible, an observation of a
teaching strategies that are responsive to
demonstration teaching via LAC
learners with disabilities, giftedness and
talents
OR

SET B

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 Tatee’s classes have
no identified learner/s with disabilities, giftedness and/or
talents

10. Adapted and used culturally SET A

appropriate teaching strategies to
address the needs of learners from Classroom Observation Tool (COT) rating sheet or inter-
indigenous groups observer agreement form from:

1. an observation of synchronous teaching (limited face-to-

face teaching, online teaching, or two-way radio instruction)
2. if option 1 is not possible, an observation of a recorded
video lesson or audio lesson that is SLM-based or MELC-
aligned
3. if options 1 and 2 are not possible, an observation of a
demonstration teaching via LAC
 OR

SET B

Teacher Reflection Form (TRF) on adapting and using

culturally appropriate teaching strategies to address the needs
of learners from indigenous groups and a certification from
the school head that the ratee’s classes have no identified
learner/s from indigenous groups

1. Proof of evaluation* on the implementation of the adapted /

contextualized learning program
2. Progress report on the implementation of the adapted /
11. Adapted and implemented learning
contextualized learning program
programs that ensure relevance and
3. Accomplishment/ completion / technical report on the
responsiveness to the needs of all
implementation of an adapted / contextualized learning
learners
program
4. Action plan / activity’ proposal / activity matrix that shows
an adapted / contextualized learning program

A list of identified least/ most mastered skills based on the

frequency of errors / correct responses with any of the
following supporting MOV

1. accomplishment report for remedial / enhancement

12. Utilized assessment data to inform
activities (e.g., remedial sessions, Summer Reading Camp,
the modification of teaching and
Phil-IRI-based reading program)
learning practices and programs
2. intervention material used for remediation / reinforcement /
enhancement
lesson plan/activity log for remediation / 3. enhancement
utilizing of assessment data to modify teaching and learning
practices or programs

1. Accomplishment report of a program / project / activity that

maintains a learning environment
2. Program / Project / Activity plan on maintaining a learning
13. Maintained learning environments environment
that are responsive to community 3. Minutes of a consultative meeting / community
contexts stakeholders meeting about a program / project / activity that
maintains a learning environment with proof of attendance
4. Communication letter about a program / project / activity
that maintains a learning environment

14. Reviewed regularly personal 1. Annotated video/audio recording of one’s teaching that
teaching practice using existing laws shows impact of regularly reviewing one’s teaching practice/s
and regulations that apply to the 2. Annotated teaching material that shows impact of regularly
teaching profession and the reviewing one’s teaching practice/s
responsibilities specified in the Code of • lesson plan
Ethics for Professional Teachers • activity sheet
• assessment materials
• others (please specify)
 3. Personal reflection notes as outputs from participation in
review of personal teaching practices in four (4) quarters
4. Proof of attendance (with date) in LAC or coaching and
mentoring sessions for review of personal teaching practices

1. Proof of participation / involvement in a school-community

partnership for the implementation of a school policy /
15. Complied with and implemented procedure (e.g., certificate as committee member, narrative
school policies and procedures report)
consistently to foster harmonious 2. Minutes of parent-teacher conference / stakeholders’
relationships with learners, parents, and meeting about an implemented school policy / procedure with
other stakeholders proof of attendance
3. Communication letter about an implemented school policy /
procedure sent to parent / guardian

One (1) lesson plan with annotations explaining the

16. Applied a personal philosophy of application of a learner-centered teaching philosophy (e g.,
teaching that is learner-centered constructivism, existentialism) used as basis for planning /
designing the lesson

1. Documented feedback from superiors, colleagues, learners,

parents/guardian, or other stakeholders directly reflecting the
ratee’s good practices that uphold the dignity of teaching as a
profession
2. Annotated evidence of practice indirectly linking to the
upholding of the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and
17. Adopted practices that uphold the
integrity
dignity of teaching as a profession by
• Screenshot of text message/chat/email/ any form of
exhibiting qualities such as caring
communication with parents/ guardian or learners (name or
attitude, respect and integrity
any identifier removed)
• Remarks from mentor/master teacher/school head about
one’s qualities (e g., entries in Performance Monitoring and
Coaching Form [PMCF] or in Mid-Year Review Form)
• Recognition from the school/ school community about one’s
qualities
• Others (please specify)

1. Updated IPCRF-DP from Phase 11

18. Set professional development goals 2. Mid-year Review Form (MRF)
based on the Philippine Professional 3. IPCRF-DP
Standards for Teachers 4. Certification from the ICT 5. Coordinator/School
Head/Focal Person in charge of e-SAT

19. Performed various related Any proof of:

works/activities that contribute to the » committee involvement
teaching-learning process • advisorship of co-curricular activities
• book or journal authorship/contributorship
• coordinatorsh ip / chairpersonship
• coaching and mentoring learners in competitions
• serving as reliever of classes in the absence of teachers
• mentoring pre-service teachers
• participation in demonstration teaching
• participation as technical working group member
• others (please specify and provide annotations)