RPMS Tool for Teacher I-III

(Proficient Teachers)

POSITION AND COMPETENCY PROFILE PCP No. _____

Department of Education

Position Title Teacher I-III Salary Grade

Parenthetical title
Office unit Effectivity Date
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY

QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of Elementary/Secondary/Early Childhood Education or Bachelor's degree plus 18 units in Education
Experience None required
EligibilityTrainings RA 1080
Trainings None Required
B. Preferred Qualifications
Education BSE/BSEEd/College Graduate with Education units (18-21), at least 18 MA units
Experience
EligibilityTrainings PBET/LET Passer
In-service training

DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning area
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices
3. Manages an environment conducive to learning
4. Addresses learner diversity
5. Implements and supervises curricular and co-curricular programs to support learning
6. Monitors and evaluates learner progress and undertakes activities to improve learner performance
7. Maintains updated records of learners' progress
8. Counsels and guides learners
9. Works with relevant stakeholders, both internal and external, to promote learning and improve school performance
10. Undertakes activities towards personal and professional growth
11. Does related work
 Appendix B

Revision Code : 00

e plus 18 units in Education

units

ment practices

ance

school performance
Major Final Outputs Key Result Areas (KRAs) Objectives Means of Verification (MOV)
(MFOs)
1. Applied knowledge of content within and across 1. Classroom observation tool (COT) rating sheet and/or inter-
curriculum teaching areas. observer agreement form about know knowledge of content
within and across curriculum teaching areas

2. Lesson plans/modified DLLs developed highlighting integration

of content knowledge within and across subject areas

3. Instructional materials highlighting masterof content and its

integration in other subject areas

4. Performance tasks/test material(s) highlighting integration of

content knowledge within and across subject areas

5. Others (Please specify and provide annotations)

2. Used a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills. 1. Classroom observation tool (COT) rating sheet and/or inter-
observer agreement form about teaching strategies that enhance
learner achievement in literacy and numeracy skills

2. Lesson plans/modified DLLs used in teaching highlighting

learner-centered strategies that promote literacy and/or
Content Knowledge and numeracy skills
Pedagogy
3. Instructional materials highlighting learner-centered strategies
that promote literacy and/or numeracy skills
4. Performance tasks/test material(s) used in teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
3. Applied a range of teaching strategies to develop
critical and creatve thinking as well as other higher- 1. Classroom observation tool (COT) rating sheet and/or inter-
order thinking skills. observer agreement form about teaching strateges to develop
critical and creative thinking, as well as other higher-order
thinking skills

2. Lesson plans/modified DLLs used in teaching highlighting

different teaching strategies that develop critical and creative
thinking and/or other HOTS

3. Instructional materials highlighting different teaching strategies

that develop critical and creative thinking and/or other HOTS

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 Classroom observation tool (COT) rating sheet and/or inter-
learning-focused environments.
Learning Environment and
Diversity of Learners
6. Used differentiated, developmentally appropriate
learning experiences to address learning experiences 1. Classroom observaton tool (COT) rating sheet and/or inter-
to address learners' gender, needs, strengths, interests observer agreement form about using differentiated,
and experiences.
4. Performance tasks/test material(s) used in demonstration
teaching
5. Results of assessment used in teaching
6. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet and/or inter-
observer agreement form about managing classroom structute
that engages learners in various activities
2. Lesson plans/modified DLLs highlighting various classroom
management strategies that engage learners in activities/tasks in
different physical learning environments
3. Others (Please specify and provide annotations)
observer agreement form about teacher management of learner
behavior using the following strategies:
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
8. Others (Please specify and provide annotations)
developmentally appropriate learning experiences
2. Lesson plans/modified DLLs developed highlighting
differentiation in content, product, process, learning environment
or others according to learners' gender, needs, strengths, interests
and experiences

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.
Curriculum and Planning
9. Selected, developed, organized and used
appropriate teaching and learning resources, including observer agreement form about using appropriate teaching and
ICT, to address learning goals.
3. Instructional materials developed highlighting differentiation in
content, product, process, learning environment or others
according to learners' gender, needs, strengths, interests and
experiences
4. Others (Please specify and provide annotations)
1. Classroom observaton tool (COT) rating sheet and/or inter-
observer agreement form about using developmentally
sequenced teaching and learning process
2. Lesson plans/modified DLLs highlighting developmentally
sequenced instruction that meet curriculum goals and varied
teaching contexts
3. Instructional materials used to implement developmentally
sequenced teaching and learning process to meet curriculum
requirements and varied teaching contexts
4. Others (Please specify and provide annotations)
1. Personal notes of teacher on LACs/FGDs/meetings with proof
of attendance
2. Minutes of LAC/FGD sessions on use of teacher and learner
feedback to enrich teaching practice with proof of attendance
3. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet and/or inter-
learning resources, including ICT
Examples:
• Activity sheets/task sheets/work sheets
• PowerPoint presentations
• Video clips
• Module
• SIMs-Strategic Intervention Materials
• Others
2. Lesson plans/modified DLLs with appropriate instructional
materials appended

10. Designed, selected, organized and used diagnostic,
formative and summative assessment strategies
consistent with curriculum requirements.
11. Monitored and evaluated learner progress and
achievement usng learner attainment data.
Assessment and Reporting
12. Communicated promptly and clearly the learners' 1. At least 3 samples of corrected test papers of the same 3
needs, progress and achievement to key stakeholders, learners in the same learning area with parents' or guardians'
including parents/guardians.
3. Others (Please specify and provide annotations)
1. Classroom observation tool (COT) rating sheet and/or inter-
observer agreement form about using diagnostic, formative and
summative assessment strategies
2. Prepared lesson plans/modified DLLs highlighting appropriate
use of formative assessment strategies
3. Developed diagnostic tests: (a) with TOS reviewed by superior;
(b) with sample accomplished questionnaire/answer sheets
4. Developed summative tests: (a) with TOS reviewed by superior;
(b) with sample accomplished questionnaire/answer sheets
5. Developed performance tasks: (a) with rubrics reviewed by
superior; (b) with sample accomplished rubrics
6. Others (Please specify and provide annotations)
1. Compilation of learner's written work with summary of
resultsand with signature of parents
2. Formative /summative assessment tools with TOS and
frequency of errors with identified least mastered skills
3. Class records/grading sheets
4. Lesson plans/modified DLLs showing index of mastery
5. Others (Please specify and provide annotations)
signature and date of receipt
2. Minutes of PTA meetings or Parent-Teacher conferences in all
quarters with proof of parent's/guardian's attendance
3. Report cards with parent's or guardian's signature in all
quarters supported by minutes of meeting
4. Communication with parents/guardians using various
modalities
5. Anecdotal record showing entries per quarter
6. Other documents showing learner needs, progress and
achievement submitted to other stakeholders
 13. Performed various related works/activities that 1. Certificate of Recognition or Participation
contribute to the teaching/learning process.
2. Certificate of Training
3. Certificate of Speakership
4. Committee involvement
5. Advisorship of Co-Curricular activities
Plus Factor
6. Book or Journal Authorship/Co-authors/Contributorship
7. Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions
9. Mentoring pre-service/in-service teachers
10. Others (Please specify and provide annotations)

dcxs
 Objectives
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.
Means of Verification (MOV)
QET Outstanding
(5)
1. Classroom observation tool (COT) Quality Showed knowledge
rating sheet and/or inter-observer of content and its
agreement form about knowledge of integration within
content within and across curriculum and across subject
teaching areas areas as shown in
MOV 1 with a rating
of 7
2. Lesson plans/modified DLLs
developed highlighting integration of
content of knowledge within and across
subject areas
3. Instructional materials highlighting Efficiency Submitted at least 4
mastery of content and its integration in lessons using MOV 1
other subject areas and supported by
any 1 of the other
4. Performance tasks/test material(s) given MOV
highlighting integration of content
knowledge within and across subject
areas
5. Others (Please specify and provide Timeliness Submitted MOV
annotations) were distributed
across 4 quarters
1. Classroom observation tool (COT) Quality Facilitated using
rating sheet and/or inter-observer different teaching
agreement form about teaching strategies that
strategies that enhance learner promote reading,
achievement in literacy and numeracy writing and/or
skills numeracy skills as
shown in MOV 1
with a rating of 7
2. Lesson plans/modified DLLs used in
teaching highlighting learner-centered
strategies that promote literacy and/or
numeracy skills
3. Instructional materials highlighting Efficiency Submitted at least 4
learner-centered strategies that promote learner-centered
literacy and/or numeracy skills lessons as evidently
shown in MOV 1 and
supported by any 1
4. Performance tasks/test material(s) of the other MOV
used in teaching given
5. Results of assessment used in
teaching
6. Others (Please specify and provide Timeliness
annotations)
3. Applied a range of
teaching strategies to
develop critical and creative
thinking, as well as other
higher-order thinking skills.
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.
1. Classroom observation tool (COT) Quality Used different
rating sheet and/or inter-observer teaching strategies
agreement form about teaching that develop critical
strategies to develop critical and creative and creative thinking
thinking, as well as other higher-oreder and/or other HOTS
thingking skills as shown in MOV 1
with a rating of 7
2. Lesson plans/modified DLLs used in
teaching highlighting different teaching
strategies that develop critical and
creative thinking and/or other HOTS
3. Instructional materials highlighting Efficiency Submitted at least 4
different teaching strategies that lessons as evidenced
develop critical and creative thinking by MOV 1 and
and/or other HOTS supported by any 1
of the other given
4. Performance tasks/test material(s) MOV
used in demonstration teaching
5. Results of assessment used in
teaching
6. Others (Please specify and provide Timeliness
annotations)
1. Classroom observation tool (COT) Quality Used classroom
rating sheet and/or inter-observer management
agreement form about managing strategies that
classroom structure that engages engage learners in
learners in various activities activities/tasks as
shown in MOV 1
with a rating of 7
2. Lesson plans/modified DLLs Efficiency Submitted at least 4
highlighting various classroom lessons supported by
management strategies that engage MOV 1 and any 1 of
learners in activities/tasks in different the other acceptable
physical learning environments MOV
3. Others (Please specify and provide Timeliness
annotations)
Classroom observation tool (COT) rating Quality Applied teacher
sheet and/or inter-observer agreement management
form about teacher management of strategies of learner
learner behavior using the following behavior that
strategies: promote positive
and non-violent
discipline as shown
1. Providing motivation in MOV submitted
with a rating of 7
discipline to ensure learning- behavior that
focused environments. promote positive
and non-violent
discipline as shown
in MOV submitted
2. Praising the learners/Giving positive with a rating of 7
feedback
3. setting house rules/guidelines
4. Ensuring learners' active participation

5. Allowing learners to express their Efficiency Submitted at least 4

ideas/opinions of the given
strategies as
6. Giving equalopportunities to learners observed in at least
4 lessons
7. Encouraging learners to ask questions

8. Others (Please specify and provide Timeliness

6. Used differentiated,
developmentally appropriate
learning experiences to
address learners' gender,
needs, strengths, interests
and experiences.
annotations)
1. Classroom observation tool (COT) Quality Applied diffrentiated
rating sheet and/or inter-observer teaching strategies
agreement form about using to address learner
differentiated, developmentally diversity as shown in
appropriate learning experiences MOV 1 with a rating
of 7

2. Lesson plans/modified DLLs Efficiency Submitted at least 4

developed highlighting differentiation in differentiated
content, product, process, learning teaching strategies in
environment or others according to at least 2 lessons as
learners' gender, needs, strengths, evidenced by MOV 1
interests and experiences and supported by
any 1 of the other
acceptable MOV

3. Instructional materials developed

highlighting differentiation in content,
product, process, learning environment
or others according to learners' gender,
needs, stengths, interests and
4. Others (Please specify and provide
experiences Timeliness
annotations)
7. Planned, managed and 1. Classroom observation tool (COT) Quality Planned and
implemented rating sheet and/or inter-observer implemented
developmentally saquenced agreement form about using developmentally
teaching and learning developmentallysequenced teaching sequenced teaching
processes to meet curriculum and learning process and learning process
requirements and varied as shown in MOV 1
teaching contexts. with a rating of 7
2. Lesson plans/modified DLLs
highlighting developmentally sequenced
instruction that meet curriculum goals
and varied teaching contexts
 3. Instructional materials used to Efficiency Submitted at least 4
implement developmentally sequenced developmentally
teaching and learning process to meet sequenced teaching
curriculum requirements and varied and learning process
teaching contexts. as evidently shown
in MOV 1 and
supported by any 1
of the other given
4. Others (Please specify and provide MOV
annotations) Timeliness
8. Participated in collegial 1. Personal notes of teachers on Quality Consistently
discussions that use teacher LACs/FGDs/meetings with proof of participated in
and learner feedback to attendance LACs/FGDs/
enrich teaching practice. meetings to discuss
2. Minutes of LAC/FGD sessions on use teacher/learner
of teacher and learner feedback to feedback to enrich
enrich teaching practice with proof of instruction as shown
attendance in the MOV
submitted
3. Others (Please specify and provide Efficiency Participated in at
annotations) least 4 LACs/FGDs/
meetings as
evidently shown in
any 1 of the given
MOV

Timeliness
9. Selected, developed, 1. Classroom observation tool (COT) Quality Developed and used
organized and used rating sheet and/or inter-observer varied teaching and
appropriate teaching and agreement form about using learning resources,
learning resources, including appropriate teaching and learning including ICT, to
ICT, to address learning goals. resources, including ICT address learning
Examples: goals as shown in
MOV 1 with a rating
of 7
Activity sheets/task sheets/work
sheets
PowerPoint presentations
Video clips
Module Efficiency Submitted at least 4
SIMs-Strategic Intervention varied teaching and
Materials learning resources,
including ICT, as
Others evidently shown in
2. Lesson plans/modified DLLs with MOV 1 and
appropriate instructional materials supported by any 1
appended of the acceptable
MOV
3. Others (Please specify and provide Timeliness
annotations)
10. Designed, selected, 1. Classroom observation tool (COT) Quality Designed, selected,
organized and used rating sheet and/or inter-observer organized and used
diagnostic, formative and agreement form about using diagnostic, diagnostic, formative
summative assessment formative and summative assessment and summative
strategies consistent with strategies assessment
curriculum requirements. strategies consistent
with curriculum
2. Prepared lesson plans/modified DLLs requirements as
highlighting appropriate use of shown in MOV 1
formative assessment strategies with a rating of 7
3. Developed diagnostic tests: (a) with
TOS reviewed by superior; (b) with
sample accomplished
questionnaire/answer sheets

4. Developed summative tests: (a) with Efficiency Submitted at least 4

TOS reviewed by superior; (b) with varied assessment
sample accomplished tools as evidently
questionnaire/answer sheets shown in any 1 of
the acceptable MOV
5. Developed performance tasks: (a)
with rubrics reviewed by superior; (b)
with sample accomplished rubrics

6. Others (Please specify and provide Timeliness

annotations)
11. Monitored and evaluated 1. Compilation of a learner's written Quality Consistently
learner progress and work with summary of results and with monitored and
achievement using learner signature of parents evaluated learner
attainment data. progress and
2. Formative/summative assessment achievement using
tools with TOS and frequency of errors learner attainment
with identified least mastered skills data as shown in the
MOV submitted

3. Class records/grading sheets Efficiency Submitted a

4. Lesson plans/modified DLLs showing combination of at
index of mastery least 4 of the
acceptable MOV
5. Others (Please specify and provide Timeliness Submitted MOV
annotations) were distributed
across 4 quarters

12. Communicated promptly 1. At least 3 samples of corrected test Quality Consistently showed
and clearly the learners' papers of the same 3 learners in the prompt and clear
needs, progress and same learning area with parents' or communication of
achievement to key guardians' signature and date of receipt the learners' needs,
stakeholders, including progress and
parents/guardians. achievement to key
stakeholders,
2. Minutes of PTA meetings or Parent- including
Teacher conferences in all quarters with parents/guardians as
proof of parents'/guardians' attendance shown in the MOV
submitted
 including
parents/guardians as
shown in the MOV
submitted

3. Report cards with parent's or

guardian's signature in all quarters
supported by minutes of meeting

4. Communication with Efficiency Submitted a

parents/guardians using various combination of at
modalities least 4 of the
acceptable MOV
5. Anecdotal record showing entries per
quarter
6. Other documents showing learners' Timeliness Submitted MOV
needs, progress and achievement were distributed
submitted to other stakeholders across 4 quarters

13. Performed various 1. Certificate of Recognition or Quality Consistently

related works/activities that Participation performed various
contribute to the teaching- related
learning process 2. Certificate of Training work/activities that
3. Certificate of Speakership contribute to the
4. Committee involvement teaching learning
process as shown in
5. Advisorship of Co-curricular activities the MOV submitted

6. Book of Journal Authorship/Co-

authorship/Contributorship
7. Coordinatorship/Chairpersonship Efficiency Submitted at least 4
8. Coaching and mentoring learners in different kinds of
competitions acceptable MOV

9. Mentoring pre-service/in-service
teachers
10. Others (Please specify and provide Timeliness
annotations)
 Performance Indicators
Very
Satisfactory
(4) Satisfactory (3) Unsatisfactory (2) Poor (1)
Showed knowledge Showed knowledge of Showed knowledge of No acceptable evidence
of content and its content and its content and its was shown
integration within integration within and integration within and
and across subject across subject areas as across subject areas as
areas as shown in shown in MOV 1 with a shown in MOV 1 with a
MOV 1 with a rating rating of 5 rating of 4
of 6

Submitted 3 lessons Submitted 2 lessons Submitted any 1 of the No acceptable evidence

using MOV 1 and using MOV 1 and given MOV was shown
supported by any 1 supported by any 1 of
of the other given the other given MOV
MOV

Submitted MOV Submitted MOV were Submitted MOV was No acceptable evidence
were distributed distributed across 2 completed in only 1 was shown
across 3 quarters quarters quarter

Facilitated using Facilitated using Facilitated using No acceptable evidence

different teaching different teaching different teaching was shown
strategies that strategies that strategies that promote
promote reading, promote reading, reading, writing and/or
writing and/or writing and/or numeracy skills as
numeracy skills as numeracy skills as shown in MOV 1 with a
shown in MOV 1 shown in MOV 1 with a rating of 4
with a rating of 6 rating of 5

Submitted 3 Submitted 2 learner- Submitted 1 learner- No acceptable evidence

learner-centered centered lessons as centered lesson as was shown
lessons as evidently evidently shown in evidently shown in any
shown in MOV 1 MOV 1 and supported of the given MOV
and supported by by any 1 of the other
any 1 of the other MOV given
MOV given
Used different Used different teaching Used different teaching No acceptable evidence
teaching strategies strategies that develop strategies that develop was shown
that develop critical critical and creative critical and creative
and creative thinking and/or other thinking and/or other
thinking and/or HOTS as shown in MOV HOTS as shown in MOV
other HOTS as 1 with a rating of 5 1 with a rating of 4
shown in MOV 1
with a rating of 6

Submitted 3 lessons Submitted 2 lessons as Submitted 1 lesson as No acceptable evidence

as evidenced by evidenced by MOV 1 evidenced by any 1 of was shown
MOV 1 and and supported by any the given MOV
supported by any 1 1 of the other given
of the other given MOV
MOV

Used classroom Used classroom Used classroom No acceptable evidence

management management management strategies was shown
strategies that strategies that engage that engage learners in
engage learners in learners in activities/tasks as
activities/tasks as activities/tasks as shown in MOV 1 with a
shown in MOV 1 shown in MOV 1 with a rating of 4
with a rating of 6 rating of 5

Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No acceptable evidence

supported by MOV supported by MOV 1 supported by any 1 of was shown
1 and any 1 of the and any 1 of the other the acceptable MOV
other acceptable acceptable MOV
MOV

Applied teacher Applied teacher Applied teacher No acceptable evidence

management management management strategies was shown
strategies of learner strategies of learner of learner behavior
behavior that behavior that promote that promote positive
promote positive positive and non- and non-violent
and non-violent violent discipline as discipline as shown in
discipline as shown shown in MOV MOV submitted with a
in MOV submitted submitted with a rating rating of 4
with a rating of 6 of 5
behavior that behavior that promote that promote positive
promote positive positive and non- and non-violent
and non-violent violent discipline as discipline as shown in
discipline as shown shown in MOV MOV submitted with a
in MOV submitted submitted with a rating rating of 4
with a rating of 6 of 5

Submitted at least 4 Submitted at least 4 of Submitted any 1 of the No acceptable evidence

of the given the given strategies as given strategies as was shown
strategies as observed in 2 lessons observed in only 1
observed in 3 lesson
lessons

Applied Applied diffrentiated Applied diffrentiated No acceptable evidence

diffrentiated teaching strategies to teaching strategies to was shown
teaching strategies address learner address learner
to address learner diversity as shown in diversity as shown in
diversity as shown MOV 1 with a rating of MOV 1 with a rating of
in MOV 1 with a 5 4
rating of 6

Submitted 3 Submitted 2 Submitted any 1 No acceptable evidence

differentiated differentiated teaching differentiated teaching was shown
teaching strategies strategies in at least 2 strategy in only 1
in at least 2 lessons lessons as evidenced lesson as evidently
as evidenced by by MOV 1 and shown in any 1 of the
MOV 1 and supported by any 1 of acceptable MOV
supported by any 1 the other acceptable
of the other MOV
acceptable MOV

Planned and Planned and Planned and No acceptable evidence

implemented implemented implemented was shown
developmentally developmentally developmentally
sequenced teaching sequenced teaching sequenced teaching
and learning and learning process as and learning process as
process as shown in shown in MOV 1 with a shown in MOV 1 with a
MOV 1 with a rating rating of 5 rating of 4
of 6
Submitted 3 Submitted 2 Submitted 1 No acceptable evidence
developmentally developmentally developmentally was shown
sequenced teaching sequenced teaching sequenced teaching
and learning and learning process as and learning process as
process as evidently evidently shown in evidently shown in any
shown in MOV 1 MOV 1 and supported 1 of the given MOV
and supported by by any 1 of the other
any 1 of the other given MOV
given MOV

Frequenttly Occasionally Raretly participated in No acceptable evidence

participated in participated in LACs/FGDs/ meetings was shown
LACs/FGDs/ LACs/FGDs/ meetings to discuss
meetings to discuss to discuss teacher/learner
teacher/learner teacher/learner feedback to enrich
feedback to enrich feedback to enrich instruction as shown in
instruction as instruction as shown in the MOV submitted
shown in the MOV the MOV submitted
submitted
Participated in 3 Participated in 2 Participated in 1 No acceptable evidence
LACs/FGDs/ LACs/FGDs/ meetings LAC/FGD/ meeting as was shown
meetings as as evidently shown in evidently shown in any
evidently shown in any 1 of the given 1 of the given MOV
any 1 of the given MOV
MOV

Developed and Developed and used Developed and used No acceptable evidence
used varied varied teaching and varied teaching and was shown
teaching and learning resources, learning resources,
learning resources, including ICT, to including ICT, to
including ICT, to address learning goals address learning goals
address learning as shown in MOV 1 as shown in MOV 1
goals as shown in with a rating of 5 with a rating of 4
MOV 1 with a rating
of 6

Submitted 3 varied Submitted 2 varied Submitted any teaching No acceptable evidence

teaching and teaching and learning and learning resources, was shown
learning resources, resources, including including ICT, as
including ICT, as ICT, as evidently shown evidently shown in any
evidently shown in in MOV 1 and of the acceptable MOV
MOV 1 and supported by any 1 of
supported by any 1 the acceptable MOV
of the acceptable
MOV
Designed, selected, Designed, selected, Designed, selected, No acceptable evidence
organized and used organized and used organized and used was shown
diagnostic, diagnostic, formative diagnostic, formative
formative and and summative and summative
summative assessment strategies assessment strategies
assessment consistent with consistent with
strategies curriculum curriculum
consistent with requirements as shown requirements as shown
curriculum in MOV 1 with a rating in MOV 1 with a rating
requirements as of 5 of 4
shown in MOV 1
with a rating of 6

Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable evidence

assessment tools as assessment tools as assessment tool as was shown
evidently shown in evidently shown in any evidently shown in any
any 1 of the 1 of the acceptable of the acceptable MOV
acceptable MOV MOV

Frequently Occasionally Rarely monitored and No acceptable evidence

monitored and monitored and evaluated learner was shown
evaluated learner evaluated learner progress and
progress and progress and achievement using
achievement using achievement using learner attainment
learner attainment learner attainment data as shown in the
data as shown in data as shown in the MOV submitted
the MOV submitted MOV submitted

Submitted a Submitted a Submitted 1 acceptable No acceptable evidence

combination of 3 of combination of 2 of MOV was shown
the acceptable the acceptable MOV
MOV
Submitted MOV Submitted MOV were Submitted MOV was No acceptable evidence
were distributed distributed across 2 completed in only 1 was shown
across 3 quarters quarters quarter

Frequently showed Occasionally showed Rarely showed prompt No acceptable evidence

prompt and clear prompt and clear and clear was shown
communication of communication of the communication of the
the learners' needs, learners' needs, learners' needs,
progress and progress and progress and
achievement to key achievement to key achievement to key
stakeholders, stakeholders, including stakeholders, including
including parents/guardians as parents/guardians as
parents/guardians shown in the MOV shown in the MOV
as shown in the submitted submitted
MOV submitted
including parents/guardians as parents/guardians as
parents/guardians shown in the MOV shown in the MOV
as shown in the submitted submitted
MOV submitted

Submitted a Submitted a Submitted any 1 of the No acceptable evidence

combination of 3 of combination of 2 of given MOV was shown
the acceptable the acceptable MOV
MOV

Submitted MOV Submitted MOV were Submitted MOV was No acceptable evidence
were distributed distributed across 2 completed in only 1 was shown
across 3 quarters quarters quarter

Frequently Occasionally Rarely performed No acceptable evidence

performed various performed various various related was shown
related related work/activities work/activities that
work/activities that that contribute to the contribute to the
contribute to the teaching learning teaching learning
teaching learning process as shown in process as shown in
process as shown in the MOV submitted the MOV submitted
the MOV submitted

Submitted 3 Submitted 2 different Submitted any 1 of the No acceptable evidence

different kinds of kinds of acceptable acceptable MOV was shown
acceptable MOV MOV