Document Preparation and Organization of Teachers Portfolio

1. PREPARATION OF
DOCUMENTS & ORGANIZATION OF
RPMS PORTFOLIO
JED A.
CAMPOSANO

2. 2
KEY
RESULT

4. KRA 1 - Objective 1
MOV
4 COT/DLL – 7 rating
Strategies that shows
integration to other
subject areas
KRA 1- Objective 2
MOV
4 COT/DLL – 7 rating
Learner centered
strategies
that promotes literacy
and numeracy
KRA 1- Objective No.
3
(MOV)
4 COT/DLL – 7 rating
Strategies that
promotes critical,
creative & HOT’s
KRA 1
___________
Objective No. 3
Applied a range of
teaching strategies
to develop critical
and creative
thinking, as well
as higher order
thinking skills
KRA 1
______________
Objective No. 1
Applied knowledge
of content across
curriculum
teaching areas
KRA 1
___________
Objective 2
Used a range of
teaching strategies
that enhance
learner achievement
in literacy and
numeracy skills
KRA 1
__________________
Content Knowledge
and
Pedagogy
Department of Education
National Capital Region
Division of City Schools – Valenzuela
BIGNAY NATIONAL HIGH SCHOOL
Gitna Street, Bignay Valenzuela City
Results-Based Performance
Management System
(RPMS)
Portfolio
S.Y. 2018-2019
TEACHER B. POGANDA
Teacher I-III
MA. CHRISTINA C. SALONGA
Principal III
4
5 KRA
1-3
10-12
4-6
7-9
13

5. KRA 2 – Objective 6
4 COT & DLL – 7
Rating
Strategies using
differentiated
developmentally
appropriate learning
experiences
highlighting in
content, product,
process, learning
environment
according to gender,
needs, strength,
experiences and
interest.
KRA 2-Objective 5
(MOV)
4 COT & DLL – 7
Rating
Strategies for:
1. Providing motivation
2. Praising/Giving
feedback
3. Setting House Rules
4. Ensuring Active
participation
5. Allowing learners
opinions
6. Giving equal
opportunities to
learners
7. Encouraging learners
to ask questions
8. Others;
KRA 2- Objective 4
(MOV)
4 COT & DLL – 7
Rating
Strategies that
engage learners
activities/tasks in
different physical
learning
environment
5
KRA 2
___________
Objective No. 6
Used differentiated,
Developmentally
appropriate learning
experiences to
address learners’
gender, needs,
strengths,
interests and
experiences
KRA 2
___________
Objective 5
Managed learner
behavior constructively
by applying positive
and non-violent
discipline to ensure
learning-focused
Environments.
KRA 2
______________
Objective No. 4
Manage classroom
structure to engage
individually or in
groups in
meaningful
exploration and
discovery and
hands-on activities
within a range of
physical
environment
KRA 2
__________________
Learning
Environment
and Diversity
of Learners

6. KRA 3- Objective 9
4 COT, DLL &
Instructional
Materials with a rating
of 7
Strategies that shows
ICT integration
KRA 3- Objective 8
(At least 10)
Attendance, Minutes
&
Documentation of:
Learning Action
Cell
Focus Group
Discussion
Faculty Meetings
KRA 3 – Objective 7
4 COT & DLL – 7
Rating
Strategies using
developmentally
Sequenced teaching
and learning process.
6
KRA 3
___________
Objective No. 9
Selected, developed
Organized and used
appropriate
teaching and
learning resources,
Including ICT, to
address learning
goals
KRA 3
___________
Objective 8
Participated in
collegial
discussions that
use teacher and
learner
feedback to enrich
teaching practice.
KRA 3
___________
Objective No. 7
Planned, managed
and implemented
developmentally
sequenced teaching
and learning
processes to meet
curriculum
requirements and
varied teaching
contexts
KRA 3
__________________
Curriculum
and
Planning
Computers are incredibly fast,
accurate & stupid; human are
incredibly slow, inaccurate &
brilliant, together they are
powerful beyond imagination.
A. Einstein

7. KRA 1-Objective 12
MOV (To be submitted every
quarter)
3 corrected test papers signed
and with date of receipt
1 Minutes of PTA
Conference with proof
of attendance.
3 Report cards with
signature of parents
1 Communication with
parents
1 Anecdotal records of
records of students
KRA 4- Objective 11
MOV to be submitted
every quarter
DLL Showing Index of
Mastery
Assessment Tools with
TOS
E-Class Records
MPS/ML Reports/Item
Analysis
Grade Sheets
Failed List
KRA 4 – Objective 10
4 COT & DLL – 7 Rating
highlighting the use
of formative &
assessment
strategies
4 Assessment Tools
with TOS or Rubrics
7
KRA 4
___________
Objective No. 12
Communicated
promptly and clearly
the learners’ needs,
Progress and
achievement to key
stakeholders,
including parents
And guardians
KRA 4
___________
Objective 11
Monitored and
evaluated learner
progress and
achievement
using learner
attainment
data
KRA 4
______________
Objective No. 10
Designed, selected,
organized and used
Diagnostic, formative
& summative
assessment strategies
consistent with
curriculum
requirements.
KRA 4
_______________
Assessment
and
Reporting

8. KRA 5
___________
Objective No. 13
Performed
various related
works/activities
that contribute
to the teaching-
learning process
KRA 4 – Objective 13
MOV at least 4 of any of
the ff:
1. Certificate of Recognition
or Participation
2. Certificate of Training
3. Certificate of Speakership
4. Committee Involvement
5. Advisorship of Co-
Curricular Activities
6. Authorship
7. Coordinatorship/Chairper
sonship
8. Coaching/Mentoring
Students
9. Mentoring/Coaching Co-
Teachers
10. Community Service
KRA 5
__________________
Plus Factor
8

10. 10

11. Differentiated Supervision
3. Self Directed Development - This supervision enables
the individual teacher to work independently on
professional growth concerns. The teacher develops and
carries out an individualized plan for professional
growth; with the administrator or supervisor serving as
a resource.
4. Administrative Monitoring - As the term implies, is a
process by which an administrator monitors the work
of the staff making brief and unannounced visits simply
to ensure that the staff are carrying out assignments
and responsibilities in a professional manner.

12. Differentiated Observation
1. Clinical Observation - Clinical supervision is an
intensive process designed to improve instruction
by conferring with a teacher on lesson planning,
observing the lesson, analyzing the observational
data, and giving the teacher feedback about the
observation.
2. Cooperative Professional Development - This is a
collegial process in which a small group of
teachers agree to work together for their own
professional growth. They observe each other’s
classes; give each other’s feedback about those
observations, and discuss common professional