KRA 1 Content Knowledge and Pedagogy

Objective 1. KRA 1 Content Knowledge and Pedagogy

Modeled effective applications of content knowledge within and across curriculum teaching OBJECTIVE 2.
areas.
Collaborated with colleagues in the conduct and application of research to enrich knowledge of
MOVs content and pedagogy.

1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about MOVs
effective applications of content knowledge within and across curriculum teaching areas
1. Copy of the research proposal focused on enriching knowledge of content and pedagogy
2. Lesson plans/modified DLLs used in demonstration teaching highlighting integration of content
knowledge within and across subject areas 2. Proof of participation and/or contribution to a collaborative research (e.g. e-mail, actual output
submitted, terms of reference, etc.)
3. Instructional materials developed highlighting effective application of content knowledge within
and across subject areas 3. Certified completed collaborative research focused on enriching knowledge of content and
pedagogy
4. Performance tasks/test material(s) used in demonstration teaching highlighting integration of
content knowledge within and across subject areas 4. Proof of dissemination of research findings with colleagues

5. Results of assessment used in demonstration teaching highlighting mastery of lessons learned 5. Proof of utilization of research findings

6. Others (Please specify and provide annotations) 6. Others (Please specify and provide annotations)

Performance Indicators Performance Indicators

QET Outstanding
Very
Satisfactory Unsatisfactory Poor QET Outstanding
Very
Satisfactory Unsatisfactory Poor
Satisfactory Satisfactory
(5) (4) (3) (2) (1) (5) (4) (3) (2) (1)
Modeled Modeled Modeled Modeled No Quality Conducted Conducted Conducted Proposed- No
effective effective effective effective acceptable
completed and action action acceptable
applications of applications of applications of applications of evidence
content content content content was and completed research research with evidence
knowledge knowledge knowledge knowledge shown disseminated action with colleagues was
withiin and withiin and withiin and withiin and action research colleagues shown
Quality across across across across
research with
curriculum curriculum curriculum curriculum
teaching areas teaching areas teaching areas teaching areas with colleagues
as shown in as shown in as shown in as shown in colleagues
MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a Efficiency Submitted at Submitted Submitted Submitted No
rating of 8 rating of 7 rating of 6 rating of 5
least 4 of the any 3 of the any 2 MOV any 1 MOV acceptable
Submitted at Submitted 3 Submitted 2 Submitted 1 No given MOV acceptable evidence
least 4 lessons lessons as lessons as lesson as acceptable
as eviidenced evidenced by evidenced by evidenced by evidence
MOV was
by MOV 1 and MOV 1 from MOV 1 from MOV 1 from was shown
Efficiency supported by coleagues and coleagues and coleagues and shown Timelines Presented Completed Conducted Proposed the No
any 1 of the supported by supported by supported by any s the research the the research acceptable
other MOV any 1 of the any 1 of the 1 of the other
given other MOV other MOV MOV given report within research research report within evidence
given given the rating report report the rating was
period within the within the period shown
Timelines          
s
rating rating
period period
 s

KRA 1 Content Knowledge and Pedagogy

KRA 2: Learning Environment and Diversity of Learners
OBJECTIVE 3.
OBJECTIVE 4.
Developed and applied effective teaching strategies to promote critical and creative thinking, as
well as other higher-order thinking skills. Worked with colleagues to model and share effective techniques in the management of
classroom structure to engage learners, individually or in groups, in meaningful exploration,
MOVs discovery and hands-on activities within a range of physical learning environments

1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about MOVs
using effective teaching strategies to promote critical and creative teaching, as well as other
higher-order thinking skills 1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about
sharing effective techniques in the management of classroom structure
2. Lesson plans/modified DLLs used in demonstration teaching highlighting different teaching
strategies that develop critical and creative thinking and/or other HOTS 2. Lesson plans/modified DLLs used in demonstration teaching highlighting effective classroom
management strategies that engage learners in activities/tasks in different physical learning
3. Instructional materials highlighting different teaching strategies that develop critical and environments
creative thinking, and/or other HOTS
3. Minutes of LAC highlighting the sharing on effective classroom management techniques
4. Performance tasks/test material(s) used in demonstration teaching
4. Instructional materials used in demonstration teaching
5. Results of assessment used in the demonstration teaching
5. Others (Please specify and provide annotations)
6. Others (Please specify and provide annotations)
Performance Indicators
Performance Indicators QET Very
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor
QET Very
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor (5) (4) (3) (2) (1)
(5) (4) (3) (2) (1) Used Used Used Used No
Modeled Modeled Modeled Modeled No classroom classroom classroom classroom acceptable
effective effective effective effective acceptable management management management management evidence
applications of applications of applications of applications of evidence
content content content content was
strategies strategies strategies strategies was
knowledge knowledge knowledge knowledge within shown that engage that engage that engage that engage shown
within and within and within and and across Quality learners in learners in learners in learners in
Quality across across across curriculum activities/ activities/ activities/ activities/
curriculum curriculum curriculum teaching areas
teaching areas teaching areas teaching areas as shown in
tasks as tasks as tasks as tasks as
as shown in as shown in as shown in MOV 1 with a shown in shown in shown in shown in
MOV 1 with a MOV 1 with a MOV 1 with a rating of 5 MOV 1 with MOV 1 with MOV 1 with MOV 1 with a
rating of 8 rating of 7 rating of 6 a rating of 7 a rating of 6 a rating of 5 rating of 4
Submitted at Submitted 3 Submitted 2 Submitted 1 No Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons lessons as lessons as lesson as acceptable least 4 lessons lessons lesson acceptable
as evidenced evidenced by evidenced by evidenced by evidence
by MOV 1 and MOV 1 from MOV 1 from MOV 1 from was lessons supported by supported by supported by evidence
supported by colleagues and colleagues colleagues and shown supported by MOV 1 and MOV 1 and any of the was
Efficiency Efficienc
any 1 of the supported by and supported supported by any MOV 1 and any 1 of the any 1 of the acceptable shown
other MOV any 1 of the by any 1 of the 1 of the other y
any 1 of the other other MOV
given other MOV other MOV MOV given
given given other acceptable acceptable
acceptable MOV MOV
Timelines           MOV
 Timeliness           Timelines          
s

KRA 2: Learning Environment and Diversity of Learners

KRA 2: Learning Environment and Diversity of Learners
OBJECTIVE 5.
OBJECTIVE 6.
Exhibited effective and constructive behavior management skills by applying positive and
nonviolent discipline to ensure learning focused environments. Worked with colleagues to share differentiated, developmentally appropriate opportunities to
address learners’ differences in gender, needs, strengths, interests and experiences.
MOVs
MOVs
Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about
effective teacher management of learner behavior using the following strategies: 1. Minutes of LAC session/s, highlighting one’s sharing of strategies on differentiated and
1. Providing motivation developmentally appropriate opportunities to address learners’ differences
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines 2. Lesson plans/modified DLLs highlighting strategies on differentiated and developmentally-
4. Ensuring learners’ active participation appropriate opportunities to address learners’ differences
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners 3. Corresponding instructional materials showing differentiated and developmentally-appropriate
7. Encouraging learners to ask questions opportunities to address learners’ differences
8. Others (Please specify and provide annotations)
4. Others (e.g. testimonial, write-up from colleagues of the lessons/insights gained from the
Master Teacher's sharing)
Performance Indicators
QET Very Performance Indicators
Outstanding Satisfactory Unsatisfactory Poor Very
Satisfactory QET Outstanding Satisfactory Unsatisfactory Poor
(5) (4) (3) (2) (1) Satisfactory
Exhibited Exhibited Exhibited Exhibited No (5) (4) (3) (2) (1)
effective and effective and effective and effective and acceptable Worked Worked Worked Worked with No
constructive constructive constructive constructive evidence with with with colleagues acceptable
behavior behavior behavior behavior was colleagues colleagues colleagues but no evidence
management management management management shown at least in in the in the evidence of was
skills by skills by skills by skills by Quality the district/ school level department sharing with shown
applying applying applying applying
cluster level to share or grade others
positive and positive and positive and positive and
Quality non-violent non-violent non-violent non-violent to share lesson level to
discipline to discipline to discipline to discipline to lesson share
ensure ensure ensure ensure lesson
learning- learning- learning- learning- Submitted Submitted Submitted Submitted at No
focused focused focused focused at least 1 at least 1 at least 1 least 1 acceptable
environments environments environments environments lesson as lesson as lesson as lesson, as evidence
shown in shown in shown in shown in MOV evidently evidently evidently evidenced by was
MOV 1 with a MOV 1 with a MOV 1 with a 1 with a rating shown in shown in shown in either MOV 2 shown
rating of 8 rating of 7 rating of 6 of 5 Efficiency
MOV 1 and MOV 1 and MOV 1 and or 3 but no
Applied at Applied at Applied at Applied any of No
least 7 of the least 7 of the least 7 of the the given acceptable supported supported supported evidence of
given given given strategies as evidence by any by any by any sharing with
Efficiency strategies as strategies as strategies as observed in was acceptable acceptable acceptable others
observed in observed in 3 observed in 2 only 1 lesson shown MOV MOV MOV
at leat 4 lessons lessons Timelines          
lessons s
 MOV MOV
Timelines          
s

KRA 3 Curriculum and Planning

OBJECTIVE 7. KRA 3 Curriculum and Planning

Developed and applied effective strategies in the planning and management of developmentally OBJECTIVE 8.
sequenced teaching and learning processes to meet curriculum requirements and varied
teaching contexts Reviewed with colleagues, teacher and learner feedback to plan, facilitate and enrich teaching
practice.
MOVs
MOVs
1. Classroom observation tool (COT) rating sheet and/or inter-observer agreement form about
using effective strategies in implementing developmentally sequenced teaching and learning 1. Implemented LAC/FGD Plan
process
2. Minutes of LAC/FGD sessions on use of teacher and learner feedback to enrich teaching
2. Results of learners’ assessment during the actual teaching
practice with proof of attendance
3. Lesson plans/modified DLLs used in demonstration teaching highlighting developmentally
sequenced teaching-learning process 3. Others (Please specify and provide annotations)
4. Instructional materials showing effective strategies in developmentally sequenced teaching
Performance Indicators
and learning process
QET Outstanding
Very
Satisfactory Unsatisfactory Poor
5. Performance tasks/test material(s) used in demonstration teaching Satisfactory
(5) (4) (3) (2) (1)
6. Others (Please specify and provide annotations) Consistently Frequently Occasionally Rarely led No
led led led collaborative acceptable
Performance Indicators collaborative collaborative collaborative reviews of evidence
QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor reviews of reviews of reviews of teacher and was
(5) (4) (3) (2) (1) teacher and teacher and teacher and learner shown
Quality Developed and Developed and Developed and Planned and No Quality
learner learner learner feedback as
applied applied applied implemented acceptable
feedback as feedback as feedback as evidenced by
effective effective effective developmentall evidence
strategies strategies strategies y sequenced was evidenced evidenced evidenced the MOV
showing showing showing teaching and shown by the MOV by the MOV by the MOV submitted
developmentall developmentall developmentall learning submitted submitted submitted
y - sequenced y - sequenced y - sequenced process as Submitted 4 Submitted 3 Submitted 2 Submitted 1 No
teaching and teaching and teaching and shown in MOV collaborative collaborative collaborative collaborative acceptable
learning learning learning 1 with a rating reviews of reviews of reviews of review of evidence
process as process as process as of 5 teacher and teacher and teacher and teacher and was
shown in MOV shown in MOV shown in MOV
learner learner learner learner shown
1 with a rating 1 with a rating 1 with a rating
of 8 of 7 of 6
feedback as feedback as feedback as feedback as
Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No evidently evidently evidently evidently
Efficiency
least 4 lessons lessons as lesson as lesson as acceptable shown in shown in shown in shown in any
as evidenced evidenced by evidenced by evidenced by evidence MOV 1 and MOV 1 and MOV 1 and of the
by MOV 1 and MOV 1 and 2 shown in MOV any 1 of the was supported supported supported acceptable
2 and and supported 1 and/or 2 and acceptable shown by any 1 of by any 1 of by any 1 of MOV
supported by by any 1 of the supported by MOV the the the
any 1 of the other any 1 of the acceptable acceptable acceptable
other acceptable other MOV MOV MOV
acceptable MOV acceptable
 Timelines           by at least 1 of the of the the
s of the acceptable acceptable acceptable
acceptable MOV MOV MOV
MOV
Timelines          
s

KRA 3 Curriculum and Planning

KRA 4 Assessment and Reporting
OBJECTIVE 9.
Advised and guided colleagues in the selection, organization, development and use of OBJECTIVE 10.
appropriate teaching and learning resources, including ICT, to address specific learning goals. Worked collaboratively with colleagues to review the design, selection, organization and use of a
range of effective diagnostic, formative and summative assessment strategies consistent with
MOVs curriculum requirements.

1. Teaching and learning resources developed by colleagues and critiqued on their alignment to MOVs
learning goals
1. Any proof of collaborative review if the test is designed based on its purpose (e.g. diagnostic,
2. Lesson plans by colleagues critiqued in terms of the alignment of the teaching and learning formative and summative)
resources to the indicated learning goals and appropriateness to the target learners
2. Any proof of collaborative review of the alignment of the test with the curriculum
3. Others (Please specify and provide annotations) 2.1. formative test attached to a lesson plan
2.2. summative assessment with TOS
2.3. diagnostic test with its TOS
Performance Indicators
QET Outstanding
Very
Satisfactory Unsatisfactory Poor 3. Others (Please specify and provide annotations
Satisfactory
(5) (4) (3) (2) (1)
Performance Indicators
Consistently Frequently Occasionally Rarely No Outstanding Satisfactory Unsatisfactory Poor
QET Very Satisfactory
advised advised advised advised acceptable (5) (4) (3) (2) (1)
colleagues colleagues colleagues colleagues in evidence Consistently Frequently Occasionally Rarely No
in the in the in the the selection, was reviewed reviewed reviewed reviewed acceptable
selection, selection, selection, organization, shown collaborativel collaboratively collaborativel collaborativel evidence
organization, organization, organization, development y assessment assessment y assessment y assessment was
development development development and tools with tools with tools with tools with shown
and and and appropriate Quality
Quality colleagues as colleagues as colleagues as colleagues as
appropriate appropriate appropriate use of shown in the shown in the shown in the shown in the
use of use of use of teaching and MOV MOV MOV MOV
teaching and teaching and teaching and learning submitted submitted submitted submitted
learning learning learning resources as
resources as resources as resources as shown in the Submitted at Submitted 3 Submitted 2 Submitted 1 No
shown in the shown in the shown in the MOV least 4 assessment assessment assessment acceptable
MOV MOV MOV submitted assessment tools as tools as tool as evidence
submitted submitted submitted tools as evidently evidently evidently was
Submitted at Submitted 3 Submitted 2 Submitted 1 No Efficienc
evidently shown in any shown in any shown in any shown
least 4 teaching and teaching and teaching and acceptable y
shown in any of the of the of the
teaching and learning learning learning evidence of the acceptable acceptable acceptable
Efficiency learning resources as resources as resources as was acceptable MOV MOV MOV
resources as evidenced evidenced evidenced by shown MOV
evidenced by at least 1 by at least 1 at least 1 of Timeliness          
KRA 4 Assessment and Reporting
KRA 4 Assessment and Reporting
OBJECTIVE 11. Interpreted collaboratively monitoring and evaluation strategies of attainment
data to support learner progress and achievement. OBJECTIVE 12. Applied skills in the effective communication of learner needs, progress and
achievement to key stakeholders, including parents/guardians.
MOVs
MOV
1. Collaborative interpretation of the index of mastery obtained from 1 class
1. Sample agreement for learners at risk signed by parents and corresponding evidence of
2. Collaborative interpretation of item analysis of quarterly examinations improvement
2. Record of dialogue and/or parent-teacher conferences and corresponding evidence of
3. Collaborative interpretation of results of performance assessment improvement
3. Anecdotal record communicated to and signed by the learners and/or parents with
4. Others (Please specify and provide annotations) corresponding evidence of improvement
4. Sample of learners' test results signed by parents and corresponding evidence of improvement
Performance Indicators 5. Sample of accomplished rubrics given for performance task and corresponding evidence of
QET Outstanding
Very
Satisfactory Unsatisfactory Poor improvement
Satisfactory 6. Attendance sheet/minutes of parent-teacher conference
(5) (4) (3) (2) (1) 7. Signed report cards of students at risk with corresponding evidence of improvement
Consistently Frequently Occasionally Rarely No 8. Correspondence notebook/letters/proof of communication using other modalities (e.g. email,
collaborated collaborated collaborated collaborated acceptable SMS, etc.) and corresponding evidence of improvement
with with with with evidence 9. Learners’ performance record
colleagues in colleagues in colleagues in colleagues in was 10. Others (Please specify and provide annotations)
the the the the shown
interpretation interpretation interpretation interpretation
Quality
of of of of Performance Indicators
assessment assessment assessment assessment QET Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
data as data as data as data as (5) (4) (3) (2) (1)
shown in the shown in the shown in the shown in the Consistently Frequently Occasionally Rarely applied No
MOV MOV MOV MOV applied skills applied skills applied skills skills in the acceptabl
submitted submitted submitted submitted in the effective in the effective in the effective effective e
Submitted at Submitted at Submitted at Submitted No communicatio communicatio communicatio communicatio evidence
least 2 least 3 of the least 2 of the any 1 of the acceptable n of learner n of learner n of learner n of learner was
different same kind of same kind of MOV evidence needs and needs and needs and needs and shown
types of MOV MOV was Quality
Efficiency progress to progress to progress to progress to
MOV shown parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
shown in the shown in the shown in the shown in the
MOV MOV MOV MOV
Timelines           submitted submitted submitted submitted
s
 Submitted at Submitted any Submitted any Submitted any No
least 3 of the 3 MOV 2 MOV 1 MOV acceptabl
acceptable e
Efficienc MOV evidence
y was
shown

Timeliness          

Plus Factor
KRA 3: Curriculum and Planning
OBJECTIVE 13.
Performed various related works/activities that contribute to the teaching-learning process. OBJECTIVE 7:
Planned, managed and implemented developmentally sequenced teaching and learning
MOVs
processes to meet curriculum requirements and varied teaching contexts.
1. Served as reliever of classes in the absence of teachers
2. Served as OIC in the absence of the principal MOVs
3. Represented the principal in meetings and conferences 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
4. Observed classes of Teachers I-III about using developmentally sequenced teaching and learning process
5. Assisted the school selection committee in the evaluation of credentials when hiring or
promoting teachers 2: Lesson plans/modified DLLs highlighting developmentally sequenced instruction that
6. Certificate of Recognition or Participation meet curriculum goals and varied teaching contexts
7. Certificate of Training
8. Certificate of Speakership 3: Instructional materials used to implement developmentally sequenced teaching and
9. Committee involvement
10. Advisorship of Co-curricular activities
learning process to meet curriculum requirements and varied teaching contexts
11. Book or Journal Authorship/Coauthorship/Contributorship 4. Others (Please specify and provide annotations)
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in competitions Performance Indicators
14. Mentoring pre-service/in-service teachers Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
15. Others (Please specify and provide annotations) (5) (4) (3) (2) (1)
Quality Planned and Planned and Planned and Planned and No
implemented implemented implemented implemented acceptable
developmenta developmentall development developmentall evidence was
lly sequenced y sequenced ally y sequenced shown
teaching and teaching and sequenced teaching and
learning learning teaching and learning
process as process as learning process as
shown in shown in MOV process as shown in MOV
MOV 1 with a 1 with a rating shown in 1 with a rating
rating of 7 of 6 MOV 1 with a of 4
rating of 5

Efficienc Submitted at Submitted 3 Submitted 2 Submitted 1 No

y least 4 developmentall development developmentall acceptable
developmenta y sequenced ally y sequenced evidence was
lly sequenced teaching and sequenced teaching and shown
teaching and learning teaching and learning
learning process as learning process as
 process as evidently process as evidently Efficiency Participated in Participated in 3 Participated Participated No
evidently shown in MOV evidently shown in any 1 at least 4 LACs/FGDs/ in 2 in1 acceptable
shown in 1 and shown in of the given LACs/FGDs/ meetings as LACs/FGDs/ LACs/FGDs/ evidence
MOV 1 and supported by MOV 1 and MOV meetings as evidently shown meetings as meetings as was shown
supported by any 1 of the supported by evidently in any 1 of the evidently evidently
any 1 of the other given any 1 of the shown in any 1 given MOV shown in any shown in any
other given MOV other given of the given 1 of the given 1 of the given
MOV MOV MOV MOV MOV
Timelines          
s Timeliness          

KRA 3: Curriculum and Planning

OBJECTIVE 8:

Participated in collegial discussions that use teacher and learner feedback to enrich
teaching practice. Plus Factor

MOVs OBJECTIVE 13:

1: Personal notes of teachers on LACs/FGDs/meetings with proof of attendance Performed various related works/activities that contribute to the teaching-learning
process.
2: Minutes of LAC/FGD sessions on use of teacher and learner feedback to enrich
teaching practice with proof of attendance MOVs

3. Others (Please specify and provide annotations) Certificate of Recognition or Participation

Certificate of Training
Performance Indicators Certificate of Speakership
QET
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Committee involvement
(5) (4) (3) (2) (1) Advisorship of Co-curricular activities
Quality Consistently Frequently Occasionally Rarely No Book or Journal Authorship/
participated in participated in participated in participated in acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ evidence
Coauthorship/Contributorship
meetings to meetings to meetings to meetings to was shown Coordinatorship/Chairpersonship
discuss discuss discuss discuss Coaching and mentoring learners in competitions
teacher/learner teacher/learner teacher/learn teacher/learn Mentoring pre-service/in-service teachers
feedback to feedback to er feedback er feedback
enrich enrich to enrich to enrich
instruction as instruction as instruction as instruction as Performance Indicators
shown in MOV shown in MOV shown in shown in Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
submitted submitted MOV MOV (5) (4) (3) (2) (1)
submitted submitted Quality Consistently Frequently Occasionall Rarely No
performed performed y performed performed acceptable
various various various various evidence
related work/ related work/ related related was shown
activities activities that work/ work/
that contribute to activities activities
contribute to the teaching that that
the teaching learning contribute to contribute to
 learning process as the teaching the teaching Quality Facilitated Facilitated Facilitated Facilitated No acceptable
process as shown in the learning learning using different using different using different using different evidence was
shown in the MOV process as process as teaching teaching teaching teaching shown
MOV submitted shown in shown in the strategies that strategies that strategies that strategies that
promote promote promote promote
submitted the MOV MOV reading, reading, reading, reading, writing
submitted submitted writing and/or writing and/or writing and/or and/or
Efficiency Submitted at Submitted Submitted Submitted No numeracy numeracy numeracy numeracy skills
least 4 only 3 only 2 any 1 of the acceptable skills as skills as skills as as shown in
different different kinds different acceptable evidence shown in MOV shown in MOV shown in MOV MOV 1 with a
kinds of of acceptable kinds of MOV was shown 1 with a rating 1 with a rating 1 with a rating rating of 4
acceptable MOV acceptable of 7 of 6 of 5
MOV MOV
Timeliness           Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 learner- learner- learner- evidence was
learner- centered centered centered shown
centered lessons as lessons as lesson as
lessons as evidently evidently evidently
evidently shown in MOV shown in MOV shown in any
shown in MOV 1 and 1 and of the given
KRA 1: Content Knowledge and Pedagogy 1 and supported by supported by MOV
supported by any 1 of the any 1 of the
OBJECTIVE 2: any 1 of the other MOV other MOV
Used a range of teaching strategies that enhance learner achievement in literacy and other MOV given given
numeracy skills. given
Timelines          
MOVs s
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 TEACHER I-III
that promote literacy and/or numeracy skills
KRA 1: Content Knowledge and Pedagogy
3: Instructional materials highlighting learner-centered strategies that promote literacy
and/or numeracy skills
OBJECTIVE 1:
4: Performance tasks/test material(s) used in teaching Applied knowledge of content within and across curriculum teaching areas.
5: Results of assessment used in teaching 6. Others (Please specify/annotations)
MOVs
Performance Indicators 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
about knowledge of content within and across curriculum teaching areas
QET
(5) (4) (3) (2) (1)
2: Lesson plans/modified DLLs developed highlighting integration of content knowledge
within and across subject areas

3: Instructional materials highlighting mastery of 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/annotations)

Performance Indicators
Very
Outstanding Satisfactory
Satisfactory Unsatisfactory Poor
QET
(5) (4) (3) (2) (1)
Quality Showed Showed Showed Showed No
knowledge of knowledge of knowledge of knowledge of acceptable
content and content and content and content and evidence
its integration its integration its integration its integration was shown
within and within and within and within and
across across across across
subject areas subject areas subject areas subject areas
as shown in as shown in as shown in as shown in
MOV 1 with MOV 1 with MOV 1 with MOV 1 with a
a rating of 7 a rating of 6 a rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted No
least 4 lessons lessons any 1 of the acceptable
lessons using MOV 1 using MOV 1 given MOV evidence
using MOV 1 and and was shown
and supported by supported by
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timelines          
s
 PILIPINAS C.
GADO-RAMOS Principal II

Result- KRA 1: Content Knowledge and Pedagogy

Based OBJECTIVE 3:
Applied a range of teaching strategies to develop critical and creative thinking, as well
as other higher-order thinking skills.
Performanc MOVs

e 1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
about teaching strategies to develop critical and creative thinking, as well as other
higher order thinking skills
Manageme 2: Lesson plans/modified DLLs used in teaching highlighting different teaching strategies
that develop critical and creative thinking and/or other HOTS
nt System 3: Instructional materials highlighting different teaching strategies that develop critical
and creative thinking and/or other HOTS
(RPMS) 4: Performance tasks/test material(s) used in demonstration teaching

Booklet 5: Results of assessment used in teaching

6. Others (Please specify/ provide annotations) QET (5) (4) (3) (2) (1)
Quality Consistently Frequently Occasionally Rarely showed No
Performance Indicators showed showed prompt showed prompt and acceptable
prompt and and clear prompt and clear evidence
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET clear communication clear communication was shown
(5) (4) (3) (2) (1) communicatio of the learners' communicatio of the learners'
Quality Used different Used different Used different Used different No acceptable n of the needs, n of the needs,
teaching teaching teaching teaching evidence was learners' progress and learners' progress and
strategies that strategies that strategies that strategies that shown needs, achievement to needs, achievement to
develop critical develop develop critical develop progress and key progress and key
and creative critical and and creative critical and achievement stakeholders, achievement stakeholders,
thinking and/or creative thinking and/or creative to key including to key including
other HOTS as thinking other HOTS as thinking stakeholders, parents/ stakeholders, parents/
shown in MOV and/or other shown in MOV and/or other including guardians as including guardians as
1 with a rating HOTS as 1 with a rating HOTS as parents/ shown in the parents/ shown in the
of 7 shown in of 5 shown in guardians as MOV guardians as MOV submitted
MOV 1 with a MOV 1 with a shown in the submitted shown in the
rating of 6 rating of 4 MOV MOV
submitted submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable Efficiency Submitted a Submitted a Submitted a Submitted any No
least 4 lessons lessons as lessons as lesson as evidence was combination combination of combination 1 of the given acceptable
as evidenced evidenced by evidenced by evidenced by shown of at least 4 of 3 of the of 2 of the MOV evidence
by MOV 1 and MOV 1 and MOV 1 and any 1 of the the acceptable acceptable was shown
supported by supported by supported by given MOV acceptable MOV MOV
any 1 of the any 1 of the any 1 of the MOV
other given other given other given Timeliness Submitted Submitted Submitted Submitted No
MOV MOV MOV MOV were MOV were MOV were MOV was acceptable
Timeliness           distributed distributed distributed completed in evidence
across 4 across 3 across 2 only 1 quarter was shown
quarters quarters quarters

KRA 4: Assessment and Reporting

KRA 2: Learning Environment and Diversity of Learners
OBJECTIVE 12:
Communicated promptly and clearly the learners’ needs, progress and achievement to
key stakeholders, including parents/guardians. OBJECTIVE 5:
Managed learner behaviour constructively by applying positive and non-violent discipline
MOVs
to ensure learning-focused environments.
1: At least 3 samples of corrected test papers of the same 3 learners in the same
learning area with parents’ or guardians’ signature and date of receipt
MOVs
2: Minutes of PTA meetings or Parent-Teacher conferences in all quarters with proof of
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
parent’s/guardian’s attendance
about teacher management of learner behaviour using the following strategies:
3: Report cards with parent’s or guardian’s signature in all quarters supported by
1. Providing motivation
minutes of meeting
2. Praising the learners/Giving positive feedback
4: Communication with parents/guardians using various modalities
3. Setting house rules/guidelines
5: Anecdotal record showing entries per quarter
4. Ensuring learners’ active participation
6. Other documents showing learner needs, progress and achievement submitted to
5. Allowing learners to express their ideas/opinions 6. Giving equal opportunities to
other stakeholders
learners
7. Others (Please specify and provide annotations)
7. Encouraging learners to ask questions
Performance Indicators
8. Others (Please specify and provide annotations)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
 Performance Indicators 6. Others (Please specify/annotations)
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Performance Indicators
QET
(5) (4) (3) (2) (1) Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
Quality Applied Applied Applied Applied No (5) (4) (3) (2) (1)
teacher teacher teacher teacher acceptable Quality Designed, Designed, Designed, Designed, No
managemen management management management evidence selected, selected, selected, selected, acceptable
t strategies strategies of strategies of strategies of was shown organized and organized organized and organized and evidence was
of learner learner learner learner used and used used used shown
behaviour behaviour behaviour behaviour diagnostic, diagnostic, diagnostic, diagnostic,
formative and formative and formative and formative and
that promote that promote that promote that promote summative summative summative summative
positive and positive and positive and positive and assessment assessment assessment assessment
non-violent non-violent non-violent non-violent strategies strategies strategies strategies
discipline as discipline as discipline as discipline as consistent consistent consistent with consistent with
shown in shown in shown in shown in with with curriculum curriculum
MOV MOV MOV MOV curriculum curriculum requirements requirements
submitted submitted submitted submitted requirements requirements as shown in as shown in
with a rating with a rating with a rating with a rating as shown in as shown in MOV 1 with a MOV 1 with a
of 7 of 6 of 5 of 4 MOV 1 with a MOV 1 with a rating of 5 rating of 4
rating of 7 rating of 6
Efficiency Submitted at Submitted at Submitted at Submitted No
least 4 of least 4 of the least 4 of the any 1 of the acceptable Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
the given given given given evidence least 4 varied varied varied assessment acceptable
strategies strategies as strategies as strategies as was shown assessment assessment assessment tool as evidence was
tools as tools as tools as evidently shown
as observed observed in 3 observed in 2 observed in
evidently evidently evidently shown in any
in at least 4 lessons lessons only 1 lesson shown in any shown in any shown in any 1 of the
lessons 1 of the 1 of the 1 of the acceptable
Timelines           acceptable acceptable acceptable MOV
s MOV MOV MOV
Timeliness          

KRA 4: Assessment and Reporting KRA 4: Assessment and Reporting

OBJECTIVE 10:
Designed, selected, organized and used diagnostic, formative and summative OBJECTIVE 11:
assessment strategies consistent with curriculum requirements. Monitored and evaluated learner progress and achievement using learner attainment
data.
MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form MOVs
about using diagnostic, formative and summative assessment strategies
2: Prepared lesson plans/modified DLLs highlighting appropriate use of formative 1: Compilation of a learner’s written work with summary of results and with signature of
assessment strategies parents
3: Developed diagnostic tests:
(a) with TOS reviewed by superior; 2: Formative/summative assessment tools with TOS and frequency of errors with
(b) with sample accomplished questionnaire/answer sheets identified least mastered skills
4: Developed summative tests:
(a) with TOS reviewed by superior; 3: Class records/grading sheets
(b) with sample accomplished questionnaire/answer sheets
5: Developed performance tasks: 4: Lesson plans/modified DLLs showing index of mastery
(a) with rubrics reviewed by superior;
(b) with sample accomplished rubrics 5. Others (Please specify and provide annotations)
 QET (5) (4) (3) (2) (1)
Performance Indicators Quality Used Used Used Used No
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor classroom classroom classroom classroom acceptabl
QET management management management management e
(5) (4) (3) (2) (1)
Quality Consistently Frequently Occasionally Rarely No strategies strategies strategies that strategies evidence
monitored and monitored monitored and monitored and acceptable that engage that engage engage that engage was
evaluated and evaluated evaluated evidence was learners in learners in learners in learners in shown
learner evaluated learner learner shown activities/ activities/ activities/ activities/
progress and learner progress and progress and tasks as tasks as tasks as tasks as
achievement progress and achievement achievement shown in shown in shown in shown in
using learner achievement using learner using learner MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with
attainment using learner attainment attainment
rating of 7 rating of 6 rating of 5 a rating of 4
data as attainment data as shown data as shown
shown in the data as in the MOV in the MOV Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
MOV shown in the submitted submitted least 4 lessons lessons lesson acceptabl
submitted MOV lessons supported by supported by supported by e
submitted supported by MOV 1 and MOV 1 and any of the evidence
Efficiency Submitted a Submitted a Submitted a Submitted 1 No MOV 1 and any 1 of the any 1 of the acceptable was
combination combination combination of acceptable acceptable any 1 of the other other MOV shown
of at least 4 of of 3 of the 3 of the MOV evidence was other acceptable acceptable
the acceptable acceptable shown acceptable MOV MOV
acceptable MOV MOV
MOV
MOV
Timeliness Submitted Submitted Submitted Submitted No Timelines          
MOV were MOV were MOV were MOV was acceptable s
distributed distributed distributed completed in evidence was
across 4 across 3 across 2 only 1 quarter shown
quarters quarters quarters

KRA 3: Curriculum and Planning

KRA 2: Learning Environment and Diversity of Learners
OBJECTIVE 9:
OBJECTIVE 4: Selected, developed, organized and used appropriate teaching and learning resources,
Managed classroom structure to engage learners, individually or in groups, in including ICT, to address learning goals.
meaningful exploration, discovery and hands-on activities within a range of physical
learning environments. MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
MOVs about using appropriate teaching and learning resources, including ICT Examples:
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form • Activity sheets/task sheets/work sheets
about managing classroom structure that engages learners in various activities • PowerPoint presentations
• Video clips
2: Lesson plans/modified DLLs highlighting various classroom management strategies • Module
that engage learners in activities/tasks in different physical learning environments • SIMs-Strategic Intervention Materials
• Others
3. Others (Please specify provide annotations)
2: Lesson plans/modified DLLs with appropriate instructional materials appended
3. Others (Please specify and provide annotations)
Performance Indicators
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor Performance Indicators
 Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
QET
(5) (4) (3) (2) (1)
Quality Developed Developed Developed Developed and No acceptable
and used and used and used used varied evidence was
varied varied varied teaching and shown
teaching and teaching and teaching and learning
learning learning learning resources,
resources, resources, resources, including ICT,
including ICT, including ICT, including ICT, to address
to address to address to address learning goals
learning goals learning goals learning goals as shown in
as shown in as shown in as shown in MOV 1 with a
MOV 1 with a MOV 1 with a MOV 1 with a rating of 4
rating of 7 rating of 6 rating of 5

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any No acceptable

least 4 varied varied varied teaching and evidence was
teaching and teaching and teaching and learning shown
learning learning learning resource,
resources, resources, resources, including ICT,
including ICT, including ICT, including ICT, as evidently
as evidently as evidently as evidently shown in any of
shown in shown in shown in the acceptable
MOV 1 and MOV 1 and MOV 1 and MOV
supported by supported by supported by
any 1 of the any 1 of the any 1 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness          

KRA 2: Learning Environment and Diversity of Learners

OBJECTIVE 6:
Used differentiated, developmentally appropriate learning experiences to address
learners’ gender, needs, strengths, interests and experiences.

MOVs
1: Classroom observation tool (COT) rating sheet and/or inter-observer agreement form
about using differentiated, 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
3. Instructional materials developed highlighting differentiation in content, product,
process, learning environment or others according to learners’ gender, needs, strengths,
interests and experience
4. Others (Please specify and provide annotations)
 Performance Indicators 5. Assisted the school selection committee in the evaluation of credentials when hiring or
Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor promoting teachers
QET 6. Certificate of Recognition or Participation
(5) (4) (3) (2) (1)
Quality Applied Applied Applied Applied No acceptable 7. Certificate of Training
differentiated differentiated differentiated differentiated evidence was 8. Certificate of Speakership
teaching teaching teaching teaching shown 9. Committee involvement
strategies to strategies to strategies to strategies to 10. Advisorship of Co-curricular activities
address address address address 11. Book or Journal Authorship/Coauthorship/Contributorship
learner learner learner learner 12. Coordinatorship/Chairpersonship
diversity as diversity as diversity as diversity as 13. Coaching and mentoring learners in competitions
shown in MOV shown in MOV shown in MOV shown in MOV
14. Mentoring pre-service/in-service teachers
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of 4 15. Others (Please specify and provide annotations)
Efficienc Submitted at Submitted 3 Submitted 2 Submitted any No acceptable
y least 4 differentiated differentiated 1 evidence was
differentiated teaching teaching differentiated shown
teaching strategies in at strategies in at teaching
strategies in at least 2 least 2 strategy in
least 2 lessons as lessons as only 1 lesson
lessons as eviidenced by eviidenced by as evidently
eviidenced by MOV 1 and MOV 1 and shown in any
MOV 1 and supported by supported by 1 of the
supported by any 1 of the any 1 of the acceptable
any 1 of the other other MOV
other acceptable acceptable
acceptable MOV MOV
MOV
Timeliness          

Plus Factor

OBJECTIVE 13.
Performed various related works/activities that contribute to the teaching-learning process.

MOVs

1. Served as reliever of classes in the absence of teachers

2. Served as OIC in the absence of the principal
3. Represented the principal in meetings and conferences
4. Observed classes of Teachers I-III
Performance Indicators
QET Very
Outstanding Satisfactory
Satisfactory
Unsatisfactory Poor
(5) (4) (3) (2) (1)
 Consistently Frequently Occasionally Rarely No Certificate of Training
performed performed performed performed acceptable Certificate of Speakership
special tasks special tasks special tasks special tasks evidence Committee involvement
and/or and/or and/or and/or was Advisorship of Co-curricular activities
Quality assignments assignments assignments assignments shown Book or Journal Authorship/
as shown in as shown in as shown in as shown in
the MOV the MOV the MOV the MOV
Coauthorship/Contributorship
submitted submitted submitted submitted Coordinatorship/Chairpersonship
Coaching and mentoring learners in competitions
Mentoring pre-service/in-service teachers
Submitted at Submitted 3 Submitted 2 Submitted No
least 4 different different any 1 of the acceptable
different kinds of kinds of acceptable evidence Performance Indicators
kinds of acceptable acceptable MOV was Outstanding Very Satisfactory Satisfactory Unsatisfactory Poor
Efficiency QET
acceptable MOV MOV shown (5) (4) (3) (2) (1)
MOV Quality Consistently Frequently Occasionall Rarely No
performed performed y performed performed acceptable
various various various various evidence
Timeliness           related work/ related work/ related related was shown
activities activities that work/ work/
that contribute to activities activities
contribute to the teaching that that
the teaching learning contribute to contribute to
learning process as the teaching the teaching
process as shown in the learning learning
shown in the MOV process as process as
MOV submitted shown in shown in the
submitted the MOV MOV
submitted submitted
Efficiency Submitted at Submitted Submitted Submitted No
least 4 only 3 only 2 any 1 of the acceptable
different different kinds different acceptable evidence
kinds of of acceptable kinds of MOV was shown
acceptable MOV acceptable
MOV MOV
Timeliness          

Plus Factor

OBJECTIVE 13:
Performed various related works/activities that contribute to the teaching-learning process.

MOVs

Certificate of Recognition or Participation