RPMS TOOL -FOR-Proficient TEACHERS-.pptx

RPMS TOOL

1. Key Result Area (KRA 3) Curriculum and Planning & Assessment and Reporting

2. Objective 9 Set achievable and appropriate learning outcomes that are aligned with learning competencies. (PPST 4.2.2)

3. At least one (1) lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self learning module , developed by the ratee * and used in instruction, with achievable and appropriate learning outcomes that are aligned with the learning competencies as shown in any one (1) of the following : • lecture/discussion activity/activity sheet performance task rubric for assessing performance using criteria that appropriately describe the target output Means of Verification

4. OBJECTIVE MEANS OF VERIFICATION   PERFORMANCE INDICATOR     QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) 9. Set achievable and appropriate learning outcomes that are aligned with learning competencies. (PPST 4.2.2) At least one (1) lesson plan (e.g., DLP, DLL, WHLP, WLP, WLL, Lesson Exemplars, and the likes) or one lesson from a self learning module , developed by the ratee* and used in instruction, with achievable and appropriate learning outcomes that are aligned with the learning competencies as shown in any one (1) of the following : • lecture/discussion activity/activity sheet performance task rubric for assessing performance using criteria that appropriately describe the target output Quality Set learning outcomes were achievable and appropriate , and led to the attainment of the next related competency, as shown in the MOV submitted. Set learning outcomes were achievable and appropriate , and contributed to the understanding of the next related competency, as shown in the MOV submitted. Set learning outcomes were achievable and appropriate , and are aligned with the learning competencies, as shown in the MOV submitted. Set learning outcomes were not achievable or appropriate , and were partially aligned with the learning competencies, as shown in the MOV submitted. No acceptable evidence was shown Efficiency All of the learning outcomes set were aligned with the learning competencies as shown in the MOV submitted Majority of the learning outcomes set were aligned with the learning competencies as shown in the MOV submitted At least half of the learning outcomes set were aligned with the learning competencies as shown in the MOV submitted Less than half of the learning outcomes set were aligned with the learning competencies as shown in the MOV submitted No acceptable evidence was shown

5. ACHIEVABLE LEARNING OUTCOME is a set within the range of abilities of the learners APPROPRIATE LEARNING OUTCOME is targetting relevant skills, knowledge, and attitudes. ALIGNMENT WITH THE COMPETENCY is the congruence of the learning outcomes to the level of knowledge, skills, and attitudes described in the competency. LEARNING COMPETENCIES. These refer to the knowledge, understandings, skills and attitudes the students need to demonstrate. There are particular learning competencies set for every lesson/learning activity. (Department of Education, 2015

6. In setting learning outcomes, we should think of active verbs that would demonstrate our learners’ knowledge and understanding in terms of specific actions. With this, it is helpful to review the different cognitive skills as listed in Bloom’s/Anderson Krathwohl’s Taxonomy. Since learning outcomes are built from the content and performance content standards, we have to observe these principles: 1. They should be achievable. They should be set within the range of abilities of the learners (Academic Programmes Quality & Resources Unit, University of Malta, 2009) 2. They should be appropriate. They should be targeting relevant skills, knowledge, and attitudes. 3. They should be aligned with the learning competencies. They should be in congruence with the learning competencies set for the learning area and level.

7. Objective 10 Used strategies for providing timely, accurate and constructive feedback to improve learner performance. (PPST 5.3.2 .

8. Classroom Observation Tool (COT) rating sheet or inter-observer agreement form done through onsite/ face-to-face/ in-person classroom observation OBJECTIVE 10 Number of MOVs Needed 4 MOVs (CO1 & CO2 with LP for Efficiency)

9. OBJECTIVE MEANS OF VERIFICATION     PERFORMANCE INDICATOR     QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) 10. Used strategies for providing timely, accurate and constructive feedback to improve learner performance. (PPST 5.3.2) Classroom Observation Tool (COT) rating sheet/s or inter observer agreement form/s done through onsite / face-toface / in-person classroom observation. If onsite / face-to-face / inperson classes are not implemented, through observation of synchronous / asynchronous teaching in other modalities; or through observation of a demonstration teaching* via LAC session. Quality Demonstrated Level 7 in Objective 10 as shown in COT rating sheets / inter-observer agreement forms Demonstrated Level 6 in Objective 10 as shown in COT rating sheets / inter-observer agreement forms Demonstrated Level 5 in Objective 10 as shown in COT rating sheets / inter-observer agreement forms Demonstrated Level 4 in Objective 10 as shown in COT rating sheets / inter-observer agreement forms Demonstrated Level 3 in Objective 10 as shown in COT rating sheets / inter-observer agreement forms or No acceptable evidence was shown Efficiency Objective was met within the allotted time Objective was met but instruction exceeded the allotted time No acceptable evidence was shown

10. Notes: PPST Resource Package Module 20 offers illustrative and instructive information that can help ratees achieve this objective (PPST Indicator 5.3.2). In computing the rating for Quality: ( i ) get the corresponding RPMS 5-point scale rating of each COT rating; (ii) calculate the average of the RPMS ratings; and (iii) find the transmuted RPMS rating. See sample computation below: Means of Verification COT Rating RPMS 5-point Scale Rating Average RPMS Rating for Quality COT Rating Sheet 1 6 4 3.500 4 (Very Satisfactory) COT Rating Sheet 2 5 3 RPMS Rating Transmutation Table Outstanding (5) 4.500-5.000 Very Satisfactory (4) 3.500-4.499 Satisfactory (3) 2.500-3.499 Unsatisfactory (2) 1.500-2.499 Poor (1) 1.000-1.499

11. TIMELY FEEDBACK. This is given within a timeframe where the results of the assessment can still enable learners to take specific steps towards the achievement of the learning objectives. ACCURATE FEEDBACK. This refers to the level and extent of attainment of learners of a given competency, skill, or standard. CONSTRUCTIVE FEEDBACK. This form of feedback is motivating and sensitive to the the feelings of the learner. It gives the learner the direction to improve better in the class. LEARNER PERFORMANCE. This describes how the learner demonstrates the knowledge, skills and attitudes they have learned. (Philippine Professional Standards for Teachers, 2017)

12. As a facilitator of learning, you need to ensure that your students really learn. It is not enough that we deliver the lesson, but more importantly we have to support them along the teaching-learning process. This can be best achieved if we provide them with feedback during and after instruction so that they are guided and monitored towards their attainment of the learning goals. By collecting information about what goes on in the classroom, and by analyzing and evaluating this information, teachers identify and explore their own practices and underlying beliefs. This may then lead to changes and improvements in their teaching.

13. 1 2 3 4 5 6 7 The teacher does not provide any feedback to help learners improve their learning. The teacher attempts to provide feedback but does not result in improving students’ learning. The teacher rarely provides feedback that results in limited opportunities for learners to improve their learning. The teacher occasionally provides feedback that results in opportunities for majority of the learners to improve their learning. The teacher frequently provides feedback that results in opportunities for most of the learners to improve their learning. The teacher consistently provides feedback that results in opportunities for all learners to improve learning and leads to assess their own progress. The teacher consistently provides feedback that results in opportunities for all learners to improve learning and to assess their own progress and that of others.

14. 1. Learners receive no feedback. They have no idea if they are on the right track in achieving the intended learning outcomes. Teacher’s feedback is of poor quality and not oriented toward future improvement of learning. It lacks specificity or is untimely and inaccurate. Feedback is dismissive, does not explain what went “wrong,” and does not suggest a specific course of action for the learner to follow. Teacher’s feedback is superficial, not informative, and not constructive. Feedback is directed to only some of the learners. Teacher’s feedback partially guides learners toward the intended learning outcomes and does not target students’ strengths and weaknesses. The teacher provides accurate feedback but sometimes absent when it is necessary. Feedback is selective to some groups of learners. The teacher falls short of addressing the learners’ common need/ weakness. 1. The teacher provides accurate, timely, and constructive feedback, i.e. suggestions/ tasks/ activities/ clarifications, that fully guides most of the learners toward the intended learning outcomes. 1. The teacher provides substantive, specific, and timely feedback, and shares strategies to learners to improve their performance toward the intended learning outcomes. The teacher establishes a routine for constructive feedbacking where learners can participate and respond productively. The teacher provides opportunities for self and peer feedbacking that is specific and is focused on advancing their learning of the lesson on hand.

15. Objective 11 Utilized assessment data to inform the modification of teaching and learning practices and programs. (PPST 5.5.2)

16. MEANS OF VERIFICATION A list of identified least / most mastered skills based on the frequency of errors / correct responses with any one (1) of the following supporting MOVs accomplishment report for remedial / enhancement activities (e.g., remedial sessions, Summer Reading Camp, Phil- IRIbased reading program) intervention material used for remediation / reinforcement / enhancement lesson plan/activity log for remediation / enhancement utilizing of assessment data to modify teaching and learning practices or programs

17. OBJECTIVE MEANS OF VERIFICATION   PERFORMANCE INDICATOR     QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) 11. Utilized assessment data to inform the modification of teaching and learning practices and programs. (PPST 5.5.2) A list of identified least / most mastered skills based on the frequency of errors / correct responses with any one (1) of the following supporting MOVs accomplishment report for remedial / enhancement activities (e.g., remedial sessions, Summer Reading Camp, Phil-IRIbased reading program) intervention material used for remediation / reinforcement / enhancement lesson plan/activity log for remediation / enhancement utilizing of assessment data to modify teaching and learning practices or programs Quality Implemented a teaching and learning strategy / program using materials based on learners’ assessment data as evidenced by a list of identified least / most mastered skills with supporting MOV No. 1 Developed materials based on learners’ assessment data as evidenced by a list of identified least / most mastered skills with supporting MOV No. 2 Planned for a teaching and learning strategy and/or program based on learners’ assessment data as evidenced by a list of identified least / most mastered skills with supporting MOV No. 3 Analyzed learners’ mastered skills based on the frequency of errors and correct responses as evidenced by a list of identified least / most mastered skills No acceptable evidence was shown Timeliness Submitted MOV/s showed utilization of assessment data across 4 quarters Submitted MOV/s showed utilization of assessment data across 3 quarters Submitted MOV/s showed utilization of assessment data across 2 quarters Submitted MOV/s showed utilization of assessment data in only 1 quarter No acceptable evidence was shown

18. ASSESSMENT DATA. This pertains to the learner data obtained from diagnostic, formative and/or summative assessment practices (PPST, 2017). MODIFICATION. This refers to adjustments implemented by teachers relative to the teaching-learning process based on the assessment data to achieve instructional goals. TEACHING AND LEARNING PRACTICES. These practices are customary, habitual, or expected procedures or ways that are involved in the teaching and learning process. TEACHING AND LEARNING PROGRAMS. This term refers to the set of related measures or activities with a long-term aim duly implemented by Department of Education ( DepEd ) to aid in the holistic development of Filipino learners.

19. As Proficient Teachers, learning about learners’ knowledge through assessment is important in the teaching-learning process. Meanwhile, it is equally significant to reflect on the effectiveness of one’s own teaching. If teachers begin by planning a lesson around what he or she wants learners to know and be able to do through development of student learning outcomes, then by reflecting on the gap between what he or she wants learners to know and how they do on assessments teachers can learn more about their teaching.

20. THANK YOU!