PORTFOLIO

PAGALANGGANG
NATIONAL HIGH SCHOOL
PAG-ASA ST., PAGALANGGANG, DINALUPIHAN, BATAAN

PMES
PERFORMANCE MANAGEMENT AND EVALUATION SYSTEM FOR TEACHERS
KRA 1
Content Knowledge and
Pedagogy

KRA 2
Content Knowledge and
Pedagogy & Learning
Environment

KRA 3
Diversity of Learners &
Curriculum and Assessment

TEACHER II, RATEE KRA 4

Community Linkages and
Professional Engagement

OIC-ASHSP, RATER KRA 5

Community Linkages and
Professional Engagement
Personal Growth and
SCHOOL PRINCIPAL II, Professional Development
Approving Authority

SY 24-25
 Content
Knowledge
and Pedagogy
 Objective 1

Applied knowledge
of content within
and across
curriculum
teaching areas.
(PPST 1.1.2)
 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.



Annotations:

The teacher clearly demonstrated a strong understanding of the lesson

content and effectively applied this knowledge across various curriculum
areas.
In Section B (Establishing a Purpose for the Lesson), the objectives were
purposefully crafted to reflect interdisciplinary learning, drawing
connections between media, communication, and education. This
approach supports the holistic development of learners by helping them
see the relevance of content in real-life contexts.
In Sections C and D (Presentation of the Lesson), the teacher integrated
key concepts from multiple disciplines—specifically media studies,
communication, and basic education—which provided students with a
broader perspective and encouraged critical engagement. The lesson
delivery showed thoughtful interweaving of these concepts, promoting
deeper understanding.
In Section E (Developing Mastery through Formative Assessment), the use
of a media literacy activity effectively reinforced learning objectives while
fostering essential 21st-century skills such as critical thinking and digital
literacy. This further demonstrates the teacher’s capacity to link content
knowledge across subject areas, enhancing student comprehension and
engagement.
 Objective 2

Used research-
based knowledge
and principles of
teaching and
learning process
(PPST 1.2.2)
 Any one (1) of the following
used in the classroom
observation:
• Lesson Plan (e.g., DLP, DLL,
WHLP, WLL, Lesson
Exemplars, and the likes)
• Activity Sheet
• Assessment materials
• Others (specify)

Annotations:

The teacher demonstrated the application of research-based knowledge

and teaching principles throughout the lesson.
In Sections C and D (Lesson Presentation), instructional content was
grounded in media literacy frameworks and supported by educational
research. This shows a deliberate effort to align lesson delivery with
current, evidence-based pedagogical approaches, enhancing both the
relevance and effectiveness of instruction.
The Reflective Essay in Section H (Evaluation) served as a strategic tool to
promote critical thinking, a well-established, research-supported teaching
strategy that deepens understanding and encourages learner autonomy.
This activity enabled students to internalize and evaluate the lesson
content thoughtfully.
Moreover, the use of video in Activity 1 (Motivation) reflects the
application of multimedia learning theories, particularly the Cognitive
Theory of Multimedia Learning, which posits that students learn more
effectively when verbal and visual information are combined. This
approach supports diverse learning preferences and reinforces
engagement and comprehension. Collectively, these practices illustrate
the teacher’s effective integration of educational research and theory
into classroom practice, ultimately enriching the learning experience.
 Objective 3

Ensured the positive

use of ICT to
facilitate the
teaching and
learning process.

(PPST 1.3.2)
 Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in- person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.

Annotations:

The teacher effectively utilized ICT tools to support and enhance the
teaching and learning process.
During Activity 1 (Motivation: Video Analysis), the use of video content
successfully engaged students and provided a dynamic introduction to
the lesson, aligning with best practices for integrating multimedia to boost
learner interest and motivation.
In Section C (Presenting Examples of the New Lesson), technology was
strategically used to demonstrate key concepts, making abstract ideas
more concrete and accessible. This facilitated better comprehension and
promoted interactive learning experiences.
The Reflective Essay in Section H (Evaluation) further emphasized the
responsible and critical use of ICT. By prompting students to analyze
media content, the activity not only assessed understanding but also
cultivated digital literacy and ethical engagement with technology.
These instances reflect the teacher’s intentional and positive use of ICT to
create a more engaging, effective, and responsible learning
environment.
 Objective 4

Used a range of
teaching strategies
that enhance
learner
achievement in
literacy and
numeracy skills.
(PPST 1.4.2)
 Classroom Observation Tool (COT) rating
sheet/s or inter-observer agreement form/s
done through onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in- person classes
are not implemented,
• through observation of synchronous /
asynchronous teaching in other modalities; or
• through observation of a demonstration
teaching* via LAC session.

Annotations:

The teacher employed a variety of teaching strategies that effectively

supported the development of literacy skills and promoted higher-order
thinking.
In Activity 1 (Motivation: Video Analysis), students practiced listening and
comprehension skills, laying a strong foundation for deeper engagement
with the lesson content.
During the Presentation of the Lesson (Sections C & D), the teacher
combined multimedia tools, guided discussions, and interactive
questioning. These approaches catered to different learning styles and
reinforced understanding through active participation, enhancing both
literacy and cognitive skills.
In Formative Assessment (Section E: Activity 2 – PAM or PIN), learners
engaged in classification and analytical thinking, promoting mental
organization and decision-making—strategies that indirectly support
numeracy through logical reasoning and structured thought.
Finally, the Reflective Essay in Section H (Evaluation) provided an
opportunity to strengthen literacy skills through written expression. This
activity encouraged critical reflection, organization of ideas, and
synthesis of learning—all essential components of literacy development.
Together, these strategies demonstrate the teacher’s intentional design of
activities that build essential academic skills and contribute to learner
achievement.
 Content
Knowledge
and Pedagogy
& Learning
Environment
 Objective 5

Used effective verbal

and non- verbal
classroom
communication
strategies to support
learner understanding,
participation,
engagement and
achievement.
(PPST 1.7.2)
 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.

Annotations:

The teacher demonstrated the effective use of both verbal and non-
verbal communication strategies to create an engaging and supportive
learning environment.
In the Teacher’s Activity Section, the use of guided questioning and open
discussion promoted verbal interaction, clarified concepts, and
encouraged learner participation.
During Activity 1 (Motivation: Video Analysis), non-verbal strategies were
employed through the use of visual media. The integration of video
content served as a powerful tool to capture student interest, convey
information visually, and support diverse learning preferences, particularly
for visual learners.
In the Review of the Past Lesson, classroom interaction was further
enhanced through thoughtful questioning. This strategy not only assessed
prior knowledge but also promoted learner engagement by making them
active contributors to the discussion.
These communication strategies—both verbal and non-verbal—played a
significant role in supporting student understanding, maintaining
attention, and fostering a participative classroom culture.
 Objective 6

Maintain supportive
learning environments
that nurture and
inspire learners to
participate, cooperate
and collaborate in
continued learning.
(PPST 2.4.2)
 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.

Annotations:

The teacher successfully established a positive and inclusive classroom

environment that encouraged learner engagement, collaboration, and
self-expression.
In Section E (Developing Mastery: Activity – PAM or PIN), students were
provided with opportunities to work in groups, fostering peer-to-peer
interaction, teamwork, and collaborative learning—key elements in
building a supportive and cooperative atmosphere.
In Section H (Evaluating Learning: Reflective Essay), learners were
encouraged to express their personal thoughts and reflections, promoting
self-awareness and critical thinking. This activity empowered students to
take ownership of their learning, which is essential in nurturing lifelong
learning habits.
During Section B (Reviewing Previous Lesson), the teacher used positive
reinforcement and engaging questioning techniques to affirm student
contributions. This approach helped boost learner confidence and
created a safe space for participation.
Overall, the teacher’s strategies reflected a commitment to cultivating a
learning environment that is respectful, supportive, and inspiring—essential
for meaningful and sustained learner engagement.
 Objective 7

Applied a range of
successful strategies
that maintain learning
environments that
motivate learners to
work productively by
assuming responsibility
for their own learning.
(PPST 2.5.2)
 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.

Annotations:

The teacher effectively applied diverse strategies that promoted student

responsibility and independent learning.
In Section H (Evaluating Learning: Reflective Essay), learners were guided
to think independently and critically reflect on the lesson content. This
activity encouraged self-assessment and ownership of learning, essential
traits for developing autonomous learners.
The Video Analysis activity in the Motivation phase was designed to
prompt critical thinking and self-reflection. By analyzing media content,
students were engaged in higher-order thinking, allowing them to draw
conclusions and formulate insights, thereby deepening their
understanding through active engagement.
In Section E (Developing Mastery: Classification Activity – PAM or PIN),
students were challenged to analyze information and make informed
decisions. This task required learners to apply reasoning and take initiative
in their learning process, further reinforcing responsibility and productivity.
Overall, the combination of reflective, analytical, and decision-making
tasks created a motivating environment where learners were empowered
to engage meaningfully and take charge of their educational journey.
Diversity of
Learners &
Curriculum
and
Assessment
 Objective 8

Design, adapt and

implement teaching
strategies that are
responsive to learners
with disabilities,
giftedness and talents
(PPST 3.3.2)
 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.

Annotations:

The teacher demonstrated sensitivity and responsiveness to diverse

learner needs by incorporating a range of flexible and inclusive teaching
strategies.
In Section E (Developing Mastery: PAM or PIN Activity), the structure of the
task allowed students to work at their own pace and level of readiness,
supporting differentiated instruction and accommodating both struggling
learners and those with advanced skills.
During the Motivation phase (Video Analysis), the use of multimedia
catered to various learning styles—auditory, visual, and kinesthetic—
ensuring greater accessibility and engagement for all students, including
those with special needs or giftedness.
The provision of alternative learning resources, such as video transcripts,
text-to-speech tools, and video lesson formats, reflects an intentional
effort to support learners with disabilities. These materials help bridge
accessibility gaps and ensure equitable participation.
Moreover, the assessment design allowed students to choose between
oral and written reflections, giving them autonomy and enabling them to
demonstrate learning in ways that best match their abilities and
preferences.
Overall, the lesson was carefully designed to respect and address learner
diversity, promoting inclusion, accessibility, and talent development in a
supportive environment.
 Objective 9

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.

(PPST 3.4.2)(PPST 2.5.2)

 Classroom Observation Tool (COT)
rating sheet/s or inter-observer
agreement form/s done through
onsite / face-to-face
/ in-person classroom observation.
If onsite / face-to-face / in-
person classes are not
implemented,
• through observation of
synchronous / asynchronous
teaching in other modalities; or
• through observation of a
demonstration
teaching* via LAC session.

Annotations:

The teacher exhibited a strong commitment to inclusive and equitable

teaching by planning lessons that can be flexibly adapted to support
learners in difficult circumstances.
During the Motivation phase (Video Analysis), the use of ICT was carefully
considered for adaptability. The video content, while designed for digital
presentation, could also be accessed offline, ensuring that students in
geographically isolated or technology-limited areas could still engage
with the material.
In Section E (Developing Mastery: Formative Assessment), the learning
activity was designed to allow modification, such as using printed images
in place of digital ones. This supports accessibility for learners without
consistent internet access or those experiencing chronic illness or
displacement.
The teacher also prepared alternative learner materials to ensure that
students with limited or no access to technology could still meaningfully
participate. These modifications show foresight and sensitivity to the
realities of students affected by challenging life situations such as urban
resettlement, child labor, or abuse.
Overall, the lesson plan reflects thoughtful design and a proactive
approach to meeting the diverse needs of all learners, especially those in
vulnerable or underserved contexts.
 Objective 10

Adapted and implemented learning

programs that ensure relevance
and responsiveness to the needs of
all learners.
(PPST 4.3.2)
 Any one (1) of the following:
1. Proof of implementation of
learning programs (e.g., progress
report, accomplishment report)
2. Proof of contextualization,
localization and indigenization of
learning programs (e.g., progress
report, technical report)
3. Proof of adaptation of learning
programs (e.g., progress report,
accomplishment report)
4. Action plan / activity proposal /
activity matrix for adaptation and
implementation of learning
programs
with annotation describing the
relevance and responsiveness of the
learning programs to the
needs of all learners
Action plan / activity proposal / activity matrix for adaptation and implementation of learning programs
with annotation describing the relevance and responsiveness of the learning programs to the
needs of all learners
Annotations:

The "Blogging for Literacy" project demonstrates a highly

relevant and responsive approach to addressing the diverse learning
needs of students in the 21st century. By combining literacy development
with ICT integration, the program not only supports the enhancement of
reading comprehension but also cultivates essential digital skills that are
critical for academic and lifelong success.
The project is particularly responsive to various learner needs by
offering differentiated and student-centered activities. Guided blogging
allows for personalized expression and varying levels of complexity,
accommodating both struggling readers and advanced learners.
Moreover, the use of online platforms aligns with the digital preferences of
today’s learners, increasing engagement and motivation.
By focusing on reading comprehension and book reviews, the
project also strengthens critical thinking and reflective writing, essential
components of literacy. At the same time, the technical aspect of
creating and publishing blog posts fosters digital creativity and
confidence, equipping students with practical ICT skills relevant to real-
world applications.
Overall, the program effectively supports inclusive education
goals by offering flexible, meaningful, and technology-enhanced learning
opportunities tailored to diverse learners' interests, abilities, and contexts.
 Community
Linkages and
Professional
Engagement
 Objective 11

Maintained
learning environments
that are responsive to
community contexts.
(PPST 6.1.2)
 Any one (1) of the following:
1. Communication letter about a
program / project / activity that
highlights maintaining learning
environments that are responsive to
community contexts
2. Minutes of a consultative meeting /
community stakeholders meeting
about a program / project / activity
that highlights maintaining learning
environments that are responsive to
community contexts with proof of
attendance
3. Program / Project / Activity Plan
that highlights maintaining learning
environments that are responsive to
community contexts
4. Report on the implementation/
completion of a program, project,
and/or activity that maintains
learning environments responsive to
community contexts
 Communication letter about a program / project / activity that
highlights maintaining learning environments that are responsive to
community contexts
 Objective 12

Reviewed regularly
personal teaching
practice using existing
laws and regulations
that apply to the
teaching profession
and the responsibilities
specified in the Code of
Ethics for Professional
Teachers.
(PPST 6.3.2)
Any one (1) of the following:
1. Minutes/Notes of coaching and
mentoring sessions/meetings /
FGDs / other collegial discussions
that highlights the objective
2. Teaching materials, with
annotation highlighting the
objective, e.g.,
• lesson plan
• activity sheet
• assessment materials
• others (please specify)
3. Reflection notes of teachers on
the coaching and mentoring
sessions/meetings/LAC sessions
/ FGDs/other collegial
discussions that highlights the
objective with proof/ of
attendance
DEPARTMENT MEETING
LAC SESSION
 Objective 13

Complied with and

implemented school
policies and procedures
consistently to foster
harmonious
relationships with
learners, parents, and
other stakeholders.
(PPST 6.4.2)
Any one (1) of the following:
1. Proof of communication about
an implemented school policy /
procedure sent to parents /
guardians
2. Minutes of parent-teacher
conference / stakeholders’
meeting about an implemented
school policy
/ procedure with proof of
attendance
3. Proof of participation /
involvement in a school-
community partnership for the
implementation of a school policy
/ procedure (e.g., certificate as
committee member, narrative
report)
4. Accomplishment report
Accomplishment report
Certificate as committee member
Professional
Development
 Objective 14

Adopted practices that

uphold the dignity of
teaching as a
profession by
exhibiting qualities
such as caring
attitude, respect and
integrity.
(PPST 7.2.2)
Any one (1) of the following:
1. A reflection/journal entry that
highlights practices that uphold the
dignity of teaching as a profession
2. Annotated evidence of practice,
including but not limited to the
following:
• Documented feedback from superiors,
colleagues, or other stakeholders
directly reflecting the ratee’s good
practices that uphold the dignity of
teaching as a profession
• Remarks from superiors, colleagues,
or 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
3. Others (please specify)
Reflection:

As I reflect on my journey as an educator, I am continually reminded of

the profound responsibility that comes with the title "teacher." Teaching is not merely
a job—it is a vocation that calls for deep commitment, compassion, and integrity. It is
a profession that shapes not only minds but also the future of our society.
One of the key practices that I believe upholds the dignity of teaching is
continuous professional development. By actively participating in seminars, training
programs, and collaborative learning communities, I demonstrate my commitment to
lifelong learning. This ensures that I remain updated with current methodologies and
educational innovations that enrich my students' learning experiences.
Another practice that preserves the nobility of this profession is respecting
and valuing each learner. I make it a point to foster an inclusive, safe, and nurturing
classroom where every student is heard, supported, and challenged to grow. By
promoting equity and empathy, I affirm the intrinsic worth of each individual,
modeling the values that our society needs.
Maintaining ethical behavior and professionalism also plays a significant
role. I adhere to the Code of Ethics for Professional Teachers, ensuring that my
conduct in and out of the classroom reflects honesty, fairness, and accountability. I
handle conflicts with objectivity and maintain confidentiality, which builds trust and
sets a positive example for my students.
Lastly, I see collaboration with fellow educators and stakeholders as vital.
Through teamwork, open communication, and mutual support, we strengthen the
educational system and create a culture of respect for our shared mission.
Teaching is not without its challenges, but through these practices, I am reminded of
the dignity and honor that come with it. Every lesson I teach, every student I guide,
and every value I uphold reaffirms my role not just as an educator, but as a nation-
builder.
"To teach is to touch lives forever"—and I am grateful for the privilege to
do so with dignity and pride.
PAGALANGGANG
NATIONAL HIGH SCHOOL
PAG-ASA ST., PAGALANGGANG, DINALUPIHAN, BATAAN