Teacher's Rights and Tenure

Section 1: Numbers, Operations, and Relationships (15 marks) 1. Number Concepts (5 marks) 1.1. Decompose the following numbers into tens and ones: (2 marks) a. 34 b. 67 1.2. Count the objects in the pictures below and write the total number: (3 marks) [This section would need images of objects. You can provide images of groups of objects, e.g., 3 groups of 4 apples each and ask the students to count the total number.] 2. Solve Problems (5 marks) 2.1. Solve the following word problem using drawings: (3 marks) Samantha has 5 baskets. Each basket has 8 apples. How many apples does she have in total? Samantha has 5 × 8 = 40 5×8=40 apples. 2.2. Solve the following word problem by building up and breaking down numbers: (2 marks) There are 4 boxes. Each box has 6 chocolates. How many chocolates are there in total? There are 4 × 6 = 24 4×6=24 chocolates in total. 3. Calculations (5 marks) 3.1. Multiply the following numbers using drawings: (3 marks) a. 5 × 4 = 20 b. 4 × 5 = 20 3.2. Use a number line to solve: (2 marks) a. 3 × 5 = 15 b. 2 × 4 = 8 Section 2: Patterns, Functions, and Algebra (10 marks) 4. Number Patterns (10 marks) 4.1. Complete the number sequences: (5 marks) a. 180, 170, 160, 150, 140, 130, 120, 110, 100, 90 b. 150, 152, 154, 156, 158, 160, 162, 164, 166, 168 4.2. Count in twos and fill in the missing numbers: (5 marks) a. 102, 104, 106, 108, 110, 112, 114, 116 Section 3: Space and Shape (Geometry) (10 marks) 5. Position (10 marks) 5.1. Follow the directions to move around the classroom: (5 marks) Draw a path showing how you would move from your desk to the teacher's table by following these steps: Move 3 steps forward. Turn left and move 2 steps. Turn right and move 4 steps. [Students would draw a path based on these directions.] 5.2. Use the language of position to describe the following: (5 marks) a. The pencil is on the book. b. The chair is beside the desk. c. The bag is under the table. d. The ruler is next to the notebook. e. The eraser is inside the pencil case.

Gordon Finds His Way Gordon stood alone in the hall. He hadn't heard the bell to go inside. He had to go to the music class, but he didn't know where to go. Gordon was a new kid at school. He knew the music room wasn't on the first floor. His classroom was on the first floor. So, Gordon went up the stairs. He knew he had to hurry. His teacher would be worried. At the top of the stairs. Gordon turned to the right. He went down the hall. It might be the music room, He thought. No, it was the art room. Gordon asked the teacher, "Do you know where the music room is?" "Sure," the teacher said. "Turn to the right and go past the stairs. On your left, you'll see a door like this one. That is the music room." Gordon thanked her and hurried down the hall. Gordon's teacher, Mr. Lewis, was outside the music room. There you are!" Mr. Lewis said. "Mr. Green asked me to find you." Gordon smiled." I found you first.!"

RPMS Quiz: Quality vs. Efficiency 1. A teacher spends five hours creating a highly interactive digital game for a single 40-minute lesson. This is an example of prioritizing: • A) Quality over Efficiency • B) Efficiency over Quality • C) Administrative Competence • D) Resource Management • Hint: The focus is on high-level engagement, but the time investment is very high. 2. Which of the following best describes "Efficiency" in the context of the RPMS? • A) Submitting all MOVs and reports on or before the deadline with minimal errors. • B) Ensuring 100% of students pass the quarterly examination. • C) Creating the most aesthetically pleasing portfolio in the department. • D) Conducting home visits for every single student in a class of 50. • Hint: Look for the option that emphasizes timeliness and resource use. 3. Using a "template" or a "reusable slide deck" for lesson planning is a strategy to improve: • A) Efficiency • B) Instructional Diversity • C) Subject Matter Mastery • D) Classroom Discipline • Hint: Templates reduce the time spent on repetitive formatting. 4. If a teacher provides detailed, personalized feedback to every student but submits the grades two weeks late, they have achieved: • A) High Quality, Low Efficiency • B) Low Quality, High Efficiency • C) High Quality, High Efficiency • D) Low Quality, Low Efficiency • Hint: The work itself is excellent, but the timing is poor. 5. Which tool improves Efficiency without sacrificing the Quality of assessment data? • A) Automated Google Forms for multiple-choice quizzes. • B) Giving everyone a passing grade to save time on checking. • C) Writing long paragraphs of feedback on 200 paper-based essays. • D) Skipping assessments entirely to finish the syllabus faster. • Hint: Look for a balance where technology handles the "busy work." 6. When discussing Quality in your RPMS portfolio, which "Means of Verification" (MOV) is most appropriate? • A) Sample of student work with constructive teacher comments. • B) A logbook showing you arrived at school at 7:00 AM daily. • C) A certificate for attending a 1-hour webinar. • D) A photo of your organized teacher's cabinet. • Hint: Quality is evidenced by the impact on student learning. 7. The concept of "Doing the right things" (Effectiveness) represents: • A) Quality • B) Efficiency • C) Speed • D) Compliance • Hint: "Doing the right things" is about results; "Doing things right" is about process. 8. How does "Efficiency" help a teacher maintain "Quality" in the long run? • A) It prevents burnout by optimizing workload, leaving energy for creative teaching. • B) It allows the teacher to take more side jobs. • C) It ensures the teacher never has to talk to parents. • D) It proves that the teacher is smarter than their peers. • Hint: Consider the relationship between teacher well-being and performance. 9. If a teacher's RPMS rating for Quality is 5 (Outstanding) but Efficiency is 2 (Fair), what is the most likely reason? • A) The teacher produces excellent work but often misses deadlines. • B) The teacher is very fast but makes many mistakes in their reports. • C) The teacher is both slow and produces poor results. • D) The students are failing despite the teacher being very organized. • Hint: Check the gap between the high-standard output and the slow delivery. 10. What is the ultimate goal of balancing Quality and Efficiency in the PPST-RPMS? • A) To achieve sustainable professional excellence that benefits the learners. • B) To get a higher salary increase only. • C) To impress the School Head during the observation. • D) To finish the school year with the least amount of work possible. • Hint: It's about long-term growth for both teacher and student. ________________________________________ Answer Key: 1. A | 2. A | 3. A | 4. A | 5. A | 6. A | 7. A | 8. A | 9. A | 10. A ________________________________________

Gever Tulley is a computer scientist from California. In 2005, he started a summer programme for children called Tinkering School. The idea was that children can learn important skills for life by building things together. Gever Tulley and his team help the children to think big and create plans for innovative things they want to build. Children have made fantastic things since the school started. They have built a rollercoaster. They have made a rope bridge from plastic shopping bags. They have made tree houses, wooden motorbikes and boats. At Tinkering School, children get all kinds of materials like wood, metal, plastic, nails and ropes. They get lots of real tools too, such as knives, hammers, screwdrivers and power drills. Some children have cut themselves when using a knife, or hurt their fingers when using a hammer. Tinkering School has been around for many years now, but nobody has ever suffered a serious injury in all those years. This is because there are strict health and safety regulations they must follow. The children always learn how to use the tools safely and they must wear the right clothing and protection at all times. Gever Tulley's ideas have worked very well. A lot of children have gone to his summer schools over the years. In 2011, Gever Tulley and a colleague decided to create a 'real' ! school, called Brightworks, in San Francisco. The school is very small-it only has 20 students aged 6 to 13. Brightworks is based on the same principles as Tinkering School. Since it started, Brightworks has been written about a lot. Most of those articles have been very positive. They have praised the quality of the school. They have found the children are more motivated than at many other schools. But since the beginning of the school there have also been critical voices. Some people have said that children are not learning enough at Brightworks. They feel that students and teachers are just 'playing around' all the time. The students at Brightworks seem to love their school. We spoke to 12-year-old Tina Cooper. She has been a student at the school since last October. 'Since I started here, I've never sat in a 'normal' class with a teacher,' she told us. 'But it's been a very exciting experience. I've worked hard at my new school for eight months now, and there hasn't been one single moment when I found it boring. Before, I was bored quite often.'

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