MOV per indicator for the Proficient Teachers for RPMS SY 2020-2021

Only 2 MOVs that show evidence of each objective are required for the entire school year.

INDICATOR MEANS OF VERIFICATION

1. Applied knowledge of content within and across curriculum teaching Classroom observation tool (COT) rating sheet/inter-observer agreement form
areas

5. Planned and delivered teaching strategies that are responsive to the

special educational needs of learners in difficult circumstances, including:
geographic isolation; chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child abuse and child labor practices

7. Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goals
2. Ensured the positive use of ICT to facilitate the teaching and learning Any supplementary material (in print/digital format) made by the ratee and used in the lesson
process delivery
• Activity sheet/s
3. Applied a range of teaching strategies to develop critical and creative • One lesson from a locally crafted self-learning module (SLM)
thinking, as well as other higher-order thinking skills • Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• Video lesson
4. Established a learner-centered culture by using teaching strategies that • Audio lesson
respond to their linguistic, cultural, socioeconomic and religious • Other learning materials in print/digital format (please specify and provide annotations)
backgrounds
6. Used strategies for providing timely, accurate and constructive Evidence that highlights providing accurate and constructive feedback to improve learner
feedback to improve learner performance performance and that shows timeliness of feedback given to any of the following
• activity sheet
• performance task
• portfolio
• quiz or test
• self-learning module
8. Set achievable and appropriate learning outcomes that are aligned with One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one
learning competencies lesson from a self-learning module prepared by the ratee with achievable and appropriate
learning outcomes that are aligned with the learning competencies as shown in any of the
following:
• Lecture/discussion
• Activity/activity sheet
• Performance task
• Rubric for assessing performance using criteria that appropriately
describe the target output
9. Built relationships with parents/ guardians and the wider school 1. Proof of participation in any activity for improved access to education such as, but not limited
community to facilitate involvement in the educative process to the ff. activities
• Distribution of learning materials to learners/parents (e.g., receipt
form/monitoring form during distribution of learning materials, etc.)
• Brigada Eskwela (e.g., commitment form to stakeholders,
developed advocacy materials, certificate of participation that
involves parents’/stakeholders’ engagement signed by the school
head, etc.)
• Home visitation (e.g., home visitation form, etc.)
• Others (please specify and provide annotations)

2. Parent-teacher log or proof of other stakeholders meeting

 One on- one parent-teacher-learner conference log
 Attendance sheet with minutes of online or face-to-face meeting;
 Proof of involvement in the learners’/parents’ orientation
 Etc

3. Any form of communication to parents/stakeholders

 Notice of meeting
 Screenshot of chat/text message/communication with Parent/guardian
 Digital/ printed copy of learner enrollment survey form signed by the ict coordinator/focal
person and school head)
10. Participated in professional networks to share knowledge and to • Certificate of completion in a course/training
enhance practice • Certificate of participation in a webinar, retooling, upskilling, and other
training/ seminar/ workshop with proof of implementation
• Certificate of recognition/ speakership in a webinar, retooling,
upskilling, and other training/ seminar/ workshop
• Any proof of participation to a benchmarking activity
• Any proof of participation in school LAC sessions (online/face-to-face)
certified by the LAC Coordinator
• Others (please specify and provide annotations)
11. Developed a personal improvement plan based on reflection of one’s Main MOV
practice and ongoing professional learning • Individual Performance and Commitment Review Form-Development Plan (IPCRF-DP)

Supporting MOV
• Reflection of one’s practice during on LAC sessions with proof of
attendance
• Reflection/Personal Notes on Coaching and Mentoring and/or Midyear Review
• Personal notes journal on division/school-led INSET with proof of attendance
• Certificate of enrolment/ registration form/class card in graduate/post-graduate
school/online courses
• Any learning material highlighting the improvement done based on accomplished
“reflection” section
• Others (please specify and provide annotations)
12. Performed various related works/activities that contribute to the Proof of:
teaching-learning process • 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
• Mentoring pre-service teachers
• Participation in demonstration teaching
• Participation as research presenter in a forum/conference
• Others (please specify and provide annotations)
 MOV per indicator for the Highly Proficient Teachers for RPMS SY 2020-2021
INDICATOR MEANS OF VERIFICATION
1. Modelled effective applications of content knowledge within and across Classroom observation tool (COT) rating sheet with proof of attendance of colleague/s
curriculum teaching areas

5. Evaluated with colleagues teaching strategies that are responsive to the

special educational needs of learners in difficult circumstances, including:
geographic isolation; chronic illness; displacement due to armed conflict,
urban resettlement or disasters; child

7. Advised and guided colleagues in the selection, organization,

development and use of appropriate teaching and learning resources,
including ICT, to address specific learning goals

2. Promoted effective strategies in the positive use of ICT to facilitate the Any supplementary material (in print/digital format) made by the ratee and used in the lesson
teaching and learning process delivery with Performance Monitoring and Coaching Form to show proof of coaching and
mentoring colleague/s
3. Developed and applied effective teaching strategies to promote critical • Activity sheet/s
and creative thinking, as • One lesson from a locally crafted self-learning module (SLM)
well as other higher-order thinking skills • Lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes)
• Video lesson
• Audio lesson
4. Exhibited a learner-centered culture that promotes success by using • Other learning materials in print/digital format (please specify and provide annotations
effective teaching strategies
that respond to their linguistic, cultural, socioeconomic and religious
backgrounds

6. Used strategies for providing timely, accurate and constructive feedback Evidence that highlights providing accurate and constructive feedback to improve learner
to improve learner performance performance and that shows timeliness of feedback given to any of the following
• activity sheet
• performance task
• portfolio
• quiz or test
• self-learning module

8. Modelled to colleagues the setting of achievable and challenging One lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or
learning outcomes that one lesson from a self-learning module prepared by the ratee with achievable and
are aligned with learning competencies to cultivate a culture of excellence appropriate learning outcomes that are aligned with the learning competencies as shown in any
for all learners of the following:
• Lecture/discussion
• Activity/activity sheet
• Performance task
• Rubric for assessing performance using criteria that appropriately describe the target
output

and demonstrated in a LAC session as attested by the LAC Coordinator/ Approving Authority
with proof of attendance of colleague/s

9. Guided colleagues to strengthen relationships with parents/ guardians 1. School letter approved by the school/department/grade level head
and the wider (e.g., communication with the barangay to use a government vehicle to transport
school community to maximize their involvement in the educative process modules)
2. Approved action plan/project proposal/activity proposal involving the stakeholders
3. Accomplishment/ narrative report of an approved activity

10. Contributed actively to professional networks within and between • Approved activity/project proposal for a webinar, retooling, upskilling, and other
schools to improve training/ seminar/ workshop with accomplishment report
knowledge and to enhance practice • Approved activity/project proposal for benchmarking or innovation with accomplishment
report
• Certificate as contributor to LRMDS
• Certificate of completion in a course/training
• Certificate of recognition/ speakership in a webinar, retooling,upskilling, and other
training/ seminar/ workshop
• Any proof of participation in school LAC sessions (online/face-toface) certified by the
LAC Coordinator
• Others (Please specify and provide annotations)

11. Initiated professional reflections and promote learning opportunities Main MOV
with colleagues to • Synthesis of Individual Performance and Commitment Review Form-Development Plan
improve practice (IPCRF-DP) of colleague/s

Supporting MOV
• Certificate of recognition as resource speaker/ training committee
chairperson
• Training matrix of LAC sessions highlighting teacher’s role
• Minutes of LAC session highlighting teacher’s role
• Sample personal notes/ reflection of colleagues on regional/division/ school-led
INSETs and/or other trainings supervised/ conducted by teacher
• Summary of evaluation/ quality assurance report on the conducted
regional/division/school-led INSETs and/or other trainings
• Others (please specify and provide annotations)

12. Performed various related works/activities that contribute to the Proof that the teacher:
teaching-learning process • served as OIC in the absence of the principal
(Plus Factor) • represented the principal in meetings and conference
• observed teaching performance of Teachers I-III
• assisted the school selection committee in the evaluation of
credentials when hiring or promoting teachers
• served in a committee
• served as adviser to co-curricular activities
• served as coordinator/chairperson
• authored/contributed to a book or journal
• participated in the RO/SDO/school-initiated TV-/radio-based instruction
• served as module/learning material writer
• served as module/learning material validator
• coached and mentored learners in competitions
• mentored pre-service/ in-service teachers
• others (please specify and provide annotations)