Republic of the Philippines

Department of Education
Region III - CENTRAL LUZON
Tarlac City Schools Division
SAN JOSE ELEMENTARY SCHOOL

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (I

Name of Employee: JUDEA S. TOMAJIN
Position: TEACHER I
Bureau/Center/Service/Division DEPARTMENT OF EDUCATION
:Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weigh
Timeli
MFOs KRAs Objectives t per Very
ne Outstanding Satisfactory Unsatisfactor
KRA QET Satisfactory
(5) (3) y (2)
(4)
Basic 1. 1. Applied June 7.50% Quality Showed Showed Showed Showed
Educati Content knowledge 2018 to knowledge of knowledge of knowledge of knowledge of
on Knowled of content March content and its content and its content and its content and its
Service ge and within and 2019 integration integration integration integration
s Pedagog across within and within and within and within and
y curriculum across subject across subject across subject across subject
teaching areas as areas as shown areas as areas as
areas. shown inMOV1witha shown in MOV shown in MOV
inMOV1witha rating of 6 1 with a rating 1 with a
rating of 7 of 5 rating of 4

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

least 4 lessons using lessons using 1
lessons using MOV 1 and MOV 1 and of the given
MOV 1 and supported by supported by MOV
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
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 2. Used a June 7.50% Quality Showed Showed Showed Showed
Educati range of 2018 to knowledge of knowledge of knowledge of knowledge of
on teaching March content and its content and its content and its content and its
Service strategies 2019 integration integration integration integration
s that within and within and within and within and
enhance across subject across subject across subject across subject
learner areas as areas as shown areas as areas as
achievement shown inMOV1witha shown in MOV shown in MOV
in literacy inMOV1witha rating of 6 1 with a rating 1 with a
and rating of 7 of 5 rating of 4
numeracy
skills.
Efficiency Facilitated Facilitated Facilitated Facilitated
using different using different using different using different
teaching teaching teaching teaching
strategies that strategies that strategies that strategies that
promote promote promote promote
reading, reading, writing reading, reading,
writing and/or and/or writing and/or writing
numeracy numeracy skills numeracy and/or
skills as as shown in skills as shown numeracy
shown in MOV MOV 1 with a in MOV 1 with skills as shown
1 with a rating rating of 6 a rating of 5 in MOV 1 with
of 7 a rating of 4

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 3. Applied a June 7.50% Quality Used different Used different Used different Used different
Educati range of 2018 to teaching teaching teaching teaching
on teaching March strategies that strategies that strategies that strategies that
Service strategies to 2019 develop develop critical develop critical develop critical
s develop critical and and creative and creative and creative
critical and creative thinking and/or thinking and/or thinking and/or
creative thinking other HOTS as other HOTS as other HOTS as
thinking, as and/or other shown in MOV shown in MOV shown in MOV
well as other HOTS as 1 with a rating 1 with a rating 1 with a rating
higher- order shown in MOV of 6 of 5 of 4
thinking 1 with a rating
skills. of 7

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

least 4 lessons as lessons as lesson as
lessons as evidenced by evidenced by evidenced by
evidenced by MOV 1 and MOV 1 and any 1of the
MOV 1 and supported by supported by given MOV
supported by any1 of the any 1of the
any1ofthe other given other given
other given MOV MOV
MOV

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 2. 4. Managed June 7.50% Quality Used Used Used Used
Educati Learning classroom 2018 to classroom classroom classroom classroom
on Environm structure to March management management management management
Service ent and engage 2019 strategies that strategies that strategies that strategies that
s Diversity learners, engage engage engage engage
of individually learners in learners in learners in learners in
Learners or in groups, activities/tasks activities/tasks activities/tasks activities/tasks
in as shown in as shown in as shown in as shown in
meaningful MOV 1 with a MOV1witha MOV 1 with a MOV 1with a
exploration, rating of 7 rating of 6 rating of 5 rating of 4
discovery
and hands-
on activities Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1
within a least 4 lessons lessons as lesson
range of lessons supported by evidenced by supported by
physical supported by MOV 1 and any MOV 1 and any of the
learning MOV 1 and 1 of the other supported by acceptable
environment any 1 of the acceptable any 1of the MOV
s. other MOV other given
acceptable MOV
MOV

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 5. Managed June 7.50% Quality Applied Used Applied Applied
Educati learner 2018 to teacher classroom teacher teacher
on behavior March management management management management
Service constructivel 2019 strategies of strategies that strategies of strategies of
s y by learner engage learner learner
applying behavior that learners in behavior that behavior that
positive and promote activities/tasks promote promote
non-violent positive and as shown in positive and positive and
discipline to non-violent MOV1witha non-violent non-violent
ensure discipline as rating of 6 discipline as discipline as
learning- shown in MOV shown in MOV shown in MOV
focused submitted with submitted with submitted with
environment a rating of 7 a rating of 5 a
s. rating of 4

Efficiency Submitted at Submitted at Submitted at Submitted any

least 4 of the least 4 of the least 4 of the 1
given given strategies given of the given
strategies as as observed in strategies as strategies as
observed in at 3 lessons observed in 2 observed in
least 4 lessons only 1 lesson
lessons

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 6. Used June 7.50% Quality Applied Applied Applied Applied
Educati differentiate 2018 to differentiated differentiated differentiated differentiated
on d, March teaching teaching teaching teaching
Service development 2019 strategies to strategies to strategies to strategies to
s ally address address learner address address
appropriate learner diversity as learner learner
learning diversity as shown in MOV diversity as diversity as
experiences shown in MOV 1 with a rating shown in MOV shown in MOV
to address 1 with a rating of 6 1 with a rating 1 with a rating
learners’ of 7 of 5 of 4
gender,
needs,
strengths, Efficiency Submitted at Submitted 3 Submitted 2 Submitted any
interests and least 4 differentiated differentiated 1 at least 4
experiences. differentiated teaching teaching lessons as
teaching strategies in at strategies in 2 observed in 3
strategies in at least 2 lessons lessons as lessons as
least 2 as evidenced evidenced by observed in 2
lessons as by MOV 1 and MOV 1 and lessons
evidenced by supported by supported by observed in
MOV 1 and any1ofthe other any1ofthe only 1 lesson
supported by acceptable other differentiated
any 1 of the MOV acceptable teaching
other MOV strategy in only
acceptable 1 lesson as
MOV evidently
shown in any 1
of the
acceptable
MOV

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 3. 7. Planned, June 7.50% Quality Planned and Planned and Planned and Planned and
Educati Curriculu managed 2018 to implemented implemented implemented implemented
on m and and March developmental developmentall developmental developmentall
Service Planning implemented 2019 ly sequenced y sequenced ly sequenced y sequenced
s development teaching and teaching and teaching and teaching and
ally learning learning learning learning
sequenced process as process as process as process as
teaching and shown in MOV shown in MOV shown in MOV shown in MOV
learning 1 with a rating 1 with a rating 1 with a rating 1 with a rating
processes to of 7 of 6 of 5 of 4
meet
curriculum
requirement Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1
s and varied least 4 developmentall developmental developmentall
teaching developmental y sequenced ly sequenced y sequenced
contexts. ly sequenced teaching and teaching and teaching and
teaching and learning learning learning
learning process as process as process as
process as evidently evidently evidently
evidently shown in MOV shown in MOV shown
shown in MOV 1 and 1 and in any 1 of the
1 and supported by supported by given MOV
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
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 8. June 7.50% Quality Consistently Frequently Occasionally Rarely
Educati Participated 2018 to participated in participated in participated in participated in
on in collegial March LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/
Service discussions 2019 meetings to meetings to meetings to meeting to
s that use discuss discuss discuss discuss
teacher and teacher/learne teacher/learner teacher/learne teacher/learner
learner r feedback to feedback to r feedback to feedback to
feedback to enrich enrich enrich enrich
enrich instruction as instruction as instruction as instruction as
teaching shown in the shown in the shown in the shown in the
practice. MOV MOV submitted MOV MOV
submitted submitted submitted

Efficiency Participated in Participated in Participated in Participated in

at least 4 3 LACs/FGDs/ 2 LACs/FGDs/ 1 LAC/FGD/ in
LACs/FGDs/ meetings as meetings as any 1 of the
meetings as evidently evidently given MOV
evidently shown in any 1 shown in any 1
shown in any of the given of the given
1 of the given MOV MOV
MOV

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 9. Selected, June 7.50% Quality Developed Developed and Developed Developed and
Educati developed, 2018 to and used used varied and used used varied
on organized March varied teaching and varied teaching and
Service and used 2019 teaching and learning teaching and learning
s appropriate learning resources, learning resources,
teaching and resources, including ICT, resources, including ICT,
learning including ICT, to address including ICT, to
resources, to address learning goals to address address
including learning goals as shown in learning goals learning goals
ICT, to as shown in MOV1witha as shown in as shown in
address MOV1witha rating of 6 MOV 1 with a MOV 1 with a
learning rating of 7 rating of 5 rating of 4
goals.

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

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

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 4. 10. June 7.50% Quality Designed, Designed, Designed, Designed,
Educati Assessm Designed, 2018 to selected, selected, selected, selected,
on ent and selected, March organized and organized and organized and organized and
Service Reportin organized 2019 used used used used
s g and used diagnostic, diagnostic, diagnostic, diagnostic,
diagnostic, formative and formative and formative and formative and
formative summative summative summative summative
and assessment assessment assessment assessment
summative strategies strategies strategies strategies
assessment consistent consistent with consistent with consistent with
strategies with curriculum curriculum curriculum
consistent curriculum requirements requirements requirements
with requirements as shown in as shown in as shown in
curriculum as shown in MOV 1 with a MOV 1 with a MOV 1 with a
requirement MOV 1 with a rating of 6 rating of 5 rating of 4
s. rating of 7

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

least 4 varied varied varied assessment
assessment assessment assessment tool as
tools as tools as tools as evidently
evidently evidently evidently shown in any
shown shown shown in of the
inany1ofthe inany1ofthe any1ofthe acceptable
acceptable acceptable acceptable MOV
MOV MOV MOV

Timelines
s
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 11. June 7.50% Quality Consistently Frequently Occasionally Rarely
Educati Monitored 2018 to monitored and monitored and monitored and monitored and
on and March evaluated evaluated evaluated evaluated
Service evaluated 2019 learner learner learner learner
s learner progress and progress and progress and progress and
progress achievement achievement achievement achievement
and using learner using learner using learner using learner
achievement attainment attainment data attainment attainment
using data as shown as shown in the data as shown data
learner in the MOV MOV submitted in the MOV as shown in
attainment submitted submitted the
data. MOV
submitted

Efficiency Submitted a Submitted a Submitted a Submitted 1

combination of combination of combination of acceptable
at least 4 of 3 of the 2 of the MOV
the acceptable acceptable acceptable
MOV MOV MOV

Timelines Submitted Submitted Submitted Submitted any

s MOV were MOV were MOV were 1 of the given
distributed distributed distributed MOV
across 4 across 3 across 2
quarters quarters quarters
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 12. 4433 7.50% Quality Consistently Frequently Occasionally Rarely showed
Educati Communicat showed showed prompt showed prompt and
on ed promptly prompt and and clear prompt and clear
Service and clearly clear communication clear communication
s the learners’ communicatio of the learners’ communicatio of the learners’
needs, n of the needs, n of the needs,
progress learners’ progress and learners’ progress
and needs, achievement to needs, and
achievement progress and key progress and achievement
to key achievement stakeholders, achievement to
stakeholders to key including to key key
, including stakeholders, parents/ stakeholders, stakeholders,
parents/guar including guardians as including including
dians. parents/ shown in the parents/ parents/
guardians as MOV submitted guardians as guardians as
shown in the shown in the shown in the
MOV MOV MOV
submitted submitted submitted

Efficiency Submitted a Submitted a Submitted a Submitted any

combination of combination of combination of 1
at least 4 of 3 of the 2 of the of the given
the acceptable acceptable acceptable MOV
MOV MOV MOV

Timelines Submitted Submitted Submitted Submitted any

s MOV were MOV were MOV were 1
distributed distributed distributed of the given
across 4 across 3 across 2 MOV
quarters quarters quarters
 Performance Indicators
Weigh
Timeli Very
MFOs KRAs Objectives t per Outstanding Satisfactory Unsatisfactor
ne QET Satisfactory
KRA (5) (3) y (2)
(4)
Basic 5. Plus 13. June ### Quality Consistently Frequently Occasionally Rarely
Educati Factor Performed 2018 to performed performed performed performed
on various March various various related various related various related
Service related 2019 related work/activities work/activities work/activities
s works/activiti work/activities that contribute that contribute that contribute
es that that contribute to the teaching to the teaching to the teaching
contribute to to the learning learning learning
the teaching process as process as process as
teaching- learning shown in the shown in the shown in the
learning process as MOV submitted MOV MOV
process. shown in the submitted submitted
MOV
submitted

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

least 4 different kinds different kinds 1 of the
different kinds of acceptable of acceptable acceptable
of acceptable MOV MOV MOV
MOV

Timelines
s

ADJECTIVAL RATING
EQUIVALENCES
ADJECTIVAL
RANGE
RATING
4.500 -5.000 Outstanding
3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor

VILMA B. CAWIGAN, Ph. D. JUDEA S. TOMAJIN

Rater Ratee
of the Philippines
ent of Education
CENTRAL LUZON
y Schools Division
EMENTARY SCHOOL

MMITMENT AND REVIEW FORM (IPCRF)

Name of Rater: VILMA B. CAWIGAN, Ph. D.
Position: PRINCIPAL III
Date of Review: APRIL 22, 2019

NNING TO BE FILLED OUT DURING

EVALUATION

ance Indicators Rating

Actual
Score
Poor Results
Q E T Ave
(1)

No acceptable 4 5 5 0.338
evidence was
shown

No
acceptable
evidence was
shown
5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 4 5 5 0.338
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable 4 5 5 0.338
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 4 5 5 0.338
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 4 4 4 0.300
evidence was
shown

No acceptable
evidence was
shown
4
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 4 5 0.338
evidence was
shown

No acceptable
evidence was
shown

4
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 4 5 5 0.338
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 5 5 0.375
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 5 5 0.375
evidence was
shown

No acceptable
evidence was
shown

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 4 4 4 0.300
evidence was
shown

No acceptable
evidence was
shown

4
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 4 5 5 0.350
evidence was
shown

No acceptable
evidence was
shown
4

No acceptable
evidence was
shown
5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 4 5 5 0.350
evidence was
shown

No acceptable
evidence was
shown
4

5
ance Indicators Rating
Actual
Poor Score
Results Q E T Ave
(1)

No acceptable 5 4 5 0.450
evidence was
shown

No acceptable
evidence was
shown
4

RATING FOR OVERALL

4.53
ACCOMPLISHMENTS
ADJECTIVAL
Outstanding
RATING

TERESA D. MABABA, CESO V

Approving Authority
 INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) S
Teacher I-III (Proficient Teacher)

Name of Employee: JUDEA S. TOMAJIN Name of Rater:

Position: TEACHER I Position:
Bureau/Center/Service/Division: DEPARTMENT OF EDUCATION Date of Review:
Rating Period: SY 2018 - 2019

Weight Numerical Ratings

Weight per
KRA Objectives per
KRA Q E T
Objective
Objective 1 7.5% 4 5
KRA 1 22.5% Objective 2 7.5% 4 5
Objective 3 7.5% 4 5
Objective 4 7.5% 4 5
KRA 2 22.5% Objective 5 7.5% 4 4
Objective 6 7.5% 4 4
Objective 7 7.5% 4 5
KRA 3 22.5% Objective 8 7.5% 5 5
Objective 9 7.5% 5 5
Objective 10 7.5% 4 4
KRA 4 22.5% Objective 11 7.5% 5 4 5
Objective 12 7.5% 5 4 5
Plus Factor 10% Objective 13 10% 5 4
Fin
Adjectiv

JUDEA S. TOMAJIN VILMA B. CAWIGAN, Ph, D.

Ratee Rater
TMENT REVIEW FORM (IPCRF) SUMMARY SHEET
-III (Proficient Teacher)

VILMA B. CAWIGAN, Ph. D.

PRINCIPAL III
April 22, 2019

Numerical Ratings
Score
Ave

5 0.338
5 0.338
5 0.338
5 0.338
4 0.300
5 0.338
5 0.338
5 0.375
5 0.375
4 0.300
5 0.350
5 0.350
5 0.450
Final Rating 4.53
Adjectival Rating Outstanding

TERESA D, MABABA, CESO V

Approving Authority
 Republic of the Philippines
Department of Education
Region III - CENTRAL LUZON
Tarlac City Schools Division
SAN MIGUEL CENTRAL ELEMENTARY SCHOOL
San Miguel, Tarlac City

ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presente
1. Classroom observation tool (COT)
rating sheet and/or inter-observer
agreement form about knowledge of
content within and across curriculum
teaching areas

2. Lesson plans/modified DLLs developed

highlighting integration of content
knowledge within and across subject
✘ areas
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. 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 and provide

annotations)
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
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy skills. 3. Instructional materials highlighting
learner-centered strategies that promote
literacy and/or numeracy skills
4. Performance tasks/test material(s)
used in teaching
 5. Results of assessment used in teaching

6. Others (Please specify and provide

annotations)

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

2. Lesson plans/modified DLLs used in

3. Applied a range of teaching highlighting different teaching
teaching strategies to strategies that develop critical and
develop critical and creative creative thinking and/or other HOTS
thinking, as well as other
higher- order thinking skills. 3. Instructional materials highlighting
different teaching strategies that develop
critical and creative thinking and/or
other HOTS
4. Performance tasks/test material(s)
used in demonstration teaching
5. Results of assessment used in teaching

6. Others (Please specify and provide

annotations)

1. Classroom observation tool (COT)

rating sheet and/or inter-observer
4. Managed classroom agreement form about managing
structure to engage classroom structure that engages
learners, individually or in learners in various activities
groups, in meaningful
exploration, discovery and 2. Lesson plans/modified DLLs
hands-on activities within a highlighting various classroom
range of physical learning management strategies that engage
environments. learners in activities/tasks in different
physical learning environments
3. Others (Please specify and provide
annotations)

Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
form about teacher management of
learner behavior using the following
strategies:
1. Providing motivation d
provide annotations)

5. Managed learner
behavior constructively by
applying positive and non-
violent discipline to ensure
 2. Praising the learners/Giving
5. Managed learner positive feedback
behavior constructively by
applying positive and non- 3. Setting house rules/guidelines
violent discipline to ensure
learning- focused 4. Ensuring learners’ active
environments. participation
5. Allowing learners to express
their ideas/opinions
6. Giving equal opportunities to
learners
7. Encouraging learners to ask
questions
8. Others (Please specify and
provide annotations)

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

6. Used differentiated, developed highlighting differentiation in
content, product, process, learning
developmentally appropriate environment or others according to
learning experiences to learners’ gender, needs, strengths,
address learners’ gender, interests and experiences
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
experiences

4. Others (Please specify and provide anno

1. Classroom observation tool (COT)

rating sheet and/or inter-observer
agreement form about using
developmentally sequenced teaching
7. Planned, managed and and learning process
implemented
developmentally sequenced 2. Lesson plans/modified DLLs
teaching and learning highlighting developmentally sequenced
processes to meet instruction that meet curriculum goals
and varied teaching contexts
curriculum requirements
and varied teaching
contexts.
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements
and varied teaching 3. Instructional materials used to
implement developmentally sequenced
contexts. teaching and learning process to meet
curriculum requirements and varied
teaching contexts.
4. Others (Please specify and provide
annotations)

1. Personal notes of teachers on

LACs/FGDs/meetings with proof of
attendance
8. Participated in collegial
discussions that use 2. Minutes of LAC/FGD sessions on use
teacher and learner of teacher and learner feedback to enrich
feedback to enrich teaching teaching practice with proof of
practice. attendance

3. Others (Please specify and provide

annotations)

1. Classroom observation tool (COT)

rating sheet and/or inter-observer
agreement form about using appropriate
teaching and learning resources,
including ICT Examples:
 Activity sheets/task
sheets/work sheets
9. Selected, developed,  PowerPoint presentations
organized and used
 Video clips
appropriate teaching and
learning resources,  Module
including ICT, to address
learning goals.  SIMs-Strategic Intervention
Materials

 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

3. Others (Please specify and provide

annotations)

1. Classroom observation tool (COT)

rating sheet and/or inter-observer
agreement form about using diagnostic,
formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies

10. Designed, selected,

 3. Developed diagnostic tests:
(a) with TOS reviewed by
10. Designed, selected, superior;
organized and used (b) with sample accomplished
diagnostic, formative and questionnaire/answer sheets
summative assessment
strategies consistent with 4. Developed summative tests:
curriculum requirements. (a) with TOS reviewed by
superior;
(b) with sample accomplished
questionnaire/answer sheets
5. Developed performance tasks:
(a) with rubrics reviewed by
superior;
(b) with sample accomplished
rubrics

6. Others (Please specify and provide

annotations)

1. Compilation of a learner’s written

work with summary of results and with
signature of parents

2. Formative/summative assessment
11. Monitored and tools with TOS and frequency of errors
evaluated learner progress with identified least mastered skills
and achievement using
learner attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
5. Others (Please specify and provide
annotations)

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
2. Minutes of PTA meetings or Parent-
Teacher conferences in all quarters with
12. Communicated promptly proof of parents’/guardians’ attendance
and clearly the learners’
needs, progress and 3. Report cards with parent’s or
achievement to key guardian’s signature in all quarters
stakeholders, including supported by minutes of meeting
parents/guardians. 4. Communication with parents/
guardians using various modalities
5. Anecdotal record showing entries per
quarter
 6. Other documents showing learners’
needs, progress and achievement
submitted to other stakeholders
1. Certificate of Recognition or
Participation

2. Certificate of Training

3. Certificate of Speakership

4. Committee involvement

13. Performed various 5. Advisorship of Co-curricular activities

related works/activities that
contribute to the teaching- 6. Book or Journal Authorship/
learning process. Coauthorship/Contributorship

7. Coordinatorship/Chairpersons hip

8. Coaching and mentoring learners in

competitions

9. Mentoring pre-service/inservice
teachers

10. Others (Please specify and provide an

pines Appendix M
tion
UZON
vision
ENTARY SCHOOL
City

EMPLATE
n of the MOV Presented Annotations
 Republic of the Philippines
Department of Education
Region IV-A
Division of QUEZON
Your School Here
Your District Here

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Employee: Name of Rater:
Position: Position:
Bureau/Center/Service/Division: Date of Review:
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Actual Results Score
KRA
Very Satisfactory Poor
QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective Modeled effective No acceptable
Education Knowledge and application of to March application of application of application of application of evidence was
4 4 4 0.3
Services Pedagogy content knowledge 2019 content content content content shown
within and across knowledge within knowledge within knowledge within knowledge within
curriculum teaching and across and across and across and across
areas. curriculum curriculum curriculum curriculum
teaching areas as teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
 Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No
least 4 lessons as lessons as lessons as lessons as acceptable
evidenced by evidenced by evidenced by evidenced by evidence was
MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
supported by any colleagues and colleagues and colleagues and
1 of the other supported by any supported by any supported by any
given MOV 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness
Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action Proposed-action No acceptable
Education colleagues in the to March completed and completed action research with research with evidence was
4 4 4 4 0.3
Services conduct and 2019 disseminated research with colleagues. colleagues shown
application of action research colleagues.
research to enrich with colleagues.
knowledge of
content and Efficiency Submitted at Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
pedagogy. least 4 of the of the acceptable MOV MOV evidence was
given MOV MOV shown

Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research report research report research report research report evidence was
within the rating within the rating within the rating within the rating shown
period period period period

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)

Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
Education applied effective to March effective teaching effective teaching effective teaching effective teaching evidence was
4 4 4 0.3
Services teaching strategies 2019 strategies to strategies to strategies to strategies to shown
to promote critical promote critical promote critical promote critical promote critical
and creative and creative and creative and creative and creative
thinking, as well as thinking as well thinking as well thinking as well thinking as well
other higher- order as other HOTS as other HOTS as other HOTS as other HOTS
thinking skills. as shown in MOV as shown in MOV as shown in MOV as shown in MOV
1 with a rating of 1 with a rating of 1 with a rating of 1 with a rating of
8 7 6 5
 Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable
more lessons as lessons as lessons as more lessons as evidence was
evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV given MOV

Timeliness

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable 4 4 4 0.3
Education Environment colleagues to to March shared effective shared effective shared effective shared effective evidence was
Services and Diversity model and share 2019 classroom classroom classroom classroom shown
of Learners effective management management management management
techniques in the strategies that strategies that strategies that strategies that
management of engage engage engage engage
the classroom learners in learners in learners in learners in
structure to activities/tasks activities/tasks activities/tasks activities/tasks
engage learners, done in done in done in done in
individually or in different different different different
groups, in physical physical physical physical
meaningful learning learning learning learning
exploration, environments environments environments environments
discovery and as shown in as shown in as shown in as shown in
hands-on activities MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
within a range of rating of 8 rating of 7 rating of 6 rating of 5
physical learning
environments.

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 lessons lessons lessons as lesson evidence was
supported by supported by evidenced by supported by shown
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV

Timeliness
 Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 5. Exibited June 2018 7.50% Quality Exibited Exibited Exibited Exibited No acceptable 4 4 4 0.3
Education effective and to March effective and effective and effective and effective and evidence was
Services constructive 2019 constructive constructive constructive constructive shown
behavior behavior behavior behavior behavior
management skills management management management management
by applying skills by skills by skills by skills by
positive and non- applying applying applying applying
violent discipline to positive and positive and positive and positive and
ensure learning- non-violent non-violent non-violent non-violent
focused discipline to discipline to discipline to discipline to
environments. ensure ensure ensure ensure
learning- learning- learning- learning-
focused focused focused focused
environments. environments. environments. environments.
as shown in as shown in as shown in as shown in
MOV submitted MOV submitted MOV submitted MOV submitted
with a rating of with a rating of with a rating of with a rating of
8 7 6 5
Efficiency Applied atleast Applied atleast Applied atleast Applied atleast No acceptable
7 of the given 7 of the given 7 of the given 7 of the given evidence was
strategies as strategies as strategies as strategies as shown
observed in at observed in 3 observed in 2 observed in 1
least 4 lessons lessons lessons lesson
 Timeliness

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with Worked with No acceptable 3 3 3 0.225
Education colleagues to to March colleagues colleagues colleagues colleagues but evidence was
Services share 2019 atleast in the atleast in the atleast in the no evidence of shown
differentiated, district/cluster school level to department/gra sharing with
developmentally level to share share lesson de level to others
appropriate lesson share lesson
learning
experiences to Efficiency Submitted at Submitted at Submitted at Submitted at No acceptable
address learners’ least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
gender, needs, as evidently as evidently as evidently as evidenced shown
strengths, shown in MOV shown in MOV shown in MOV by either MOV
interests and 1 and 1 and 1 and 2 or 3 but no
experiences. supported by supported by supported by evidence of
any 1 of the any 1 of the any 1 of the sharing with
other other other others
acceptable acceptable acceptable
MOV MOV MOV

Timeliness
 Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and Develop and No acceptable 4 4 4 0.3
Education and Planning applied effective to March applied applied applied applied evidence was
Services strategies in the 2019 effective effective effective effective shown
planning and strategies in the strategies in the strategies in the strategies in the
management of planning and planning and planning and planning and
developmentally management management management management
sequenced developmentall developmentall developmentall developmentall
teaching and y sequenced y sequenced y sequenced y sequenced
learning processes teaching and teaching and teaching and teaching and
to meet curriculum learning learning learning learning
requirements and process as process as process as process as
varied teaching shown in MOV shown in MOV shown in MOV shown in MOV
contexts. 1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 8 of 7 of 6 of 5
 Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable
least 4 lessons lessons as lesson as lesson as evidence was
as evidence by evidence by evidence by evidence by shown
MOV 1 and 2 MOV 1 and 2 MOV 1 and 2 any 1 of the
and supported and supported and supported acceptable
by any 1 of the by any 1 of the by any 1 of the MOV
acceptable other other
MOV acceptable acceptable
MOV MOV

Timeliness

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally Rarely led No acceptable 3 3 3 0.225
Education colleagues, to March collaborative collaborative led collaborative evidence was
Services teacher and 2019 reviews of reviews of collaborative reviews of shown
learner feedback teacher/learner teacher/learner reviews of teacher/learner
to plan, facilitate feedback as feedback as teacher/learner feedback as
and enrich evidenced by evidenced by feedback as evidenced by
teaching practice. the MOV the MOV evidenced by the MOV
submitted submitted the MOV submitted
submitted
 teaching practice.

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

collaborative collaborative collaborative collaborative evidence was
reviews of reviews of reviews of review of shown
teacher and teacher and teacher and teacher and
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
acceptable acceptable acceptable
MOV MOV MOV

Timeliness

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable 4 4 4 0.3
Education guided colleagues to March advised advised advised colleagues in evidence was
Services in the selection, 2019 colleagues in colleagues in colleagues in the selection, shown
organization, the selection, the selection, the selection, organization,
development and organization, organization, organization, development
use of appropriate development development development and appropriate
teaching and and appropriate and appropriate and appropriate use of teaching
learning use of teaching use of teaching use of teaching and learning
resources, and learning and learning and learning resources as
including ICT, to resources as resources as resources as shown in the
address specific shown in the shown in the shown in the MOV submitted
learning goals. MOV submitted MOV submitted MOV submitted

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 teaching teaching and teaching and teaching and evidence was
and learning learning learning learning shown
resources as resources as resources as resource as
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV

Timeliness
 Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally Rarely reviewed No acceptable 3 3 3 0.225
Education Assessment collaboratively with to March reviewed reviewed reviewed collaboratively evidence was
Services and colleagues to 2019 collaboratively collaboratively collaborativel y assessment shown
Reporting review the design, assessment assessment assessment tools with
selection, tools with tools with tools with colleagues as
organization and colleagues as colleagues as colleagues as shown in the
use of a range of shown in the shown in the shown in the MOV submitted
effective MOV submitted MOV submitted MOV submitted
diagnostic,
formative and
summative
assessment Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
strategies least 4 assessment assessment assessment evidence was
consistent with assessment tools as tools as tool as shown
curriculum tools as evidently shown evidently shown evidently shown
requirements. evidently shown in any of the in any of the in any of the
in any of the acceptable acceptable acceptable
acceptable MOV MOV MOV
MOV

Timeliness
Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 11. Interpreted June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.3
Education collaboratively to March collaborated collaborated collaborated collaborated evidence was
Services monitoring and 2019 with colleagues with colleagues with colleagues with colleagues shown
evaluation in the in the in the in the
strategies of interpretation of interpretation of interpretation of interpretation of
attainment data to assessment assessment assessment assessment
support learner data as shown data as shown data as shown data as shown
progress and in the MOV in the MOV in the MOV in the MOV
achievement. submitted submitted submitted submitted
 achievement.

Efficiency Submitted at Submitted at Submitted at Submitted any No acceptable

least 2 different least 3 of the least 2 of the 1 of the MOV evidence was
types of MOV same kind of same kind of shown
MOV MO

Timeliness

Performance Indicators Rating

Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 12. Applied skills June 2018 7.50% Quality Consistently Frequently Occasionally Rarely applied No acceptable 3 3 3 0.225
Education in the effective to March applied skills in applied skills in applied skills in skills in the evidence was
Services communication of 2019 the effective the effective the effective effective shown
learner needs, communication communicatio n communicatio n communicatio n
progress and of learner of learner of learner of learner
achievement to needs and needs and needs and needs and
key stakeholders, progress to progress to progress to progress to
including parents/ parents/ parents/ parents/
parents/guardians. guardians as guardians as guardians as guardians as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted

Efficiency Submitted 4 of Submitted any Submitted any Submitted any No acceptable

the acceptable 3 MOV 2 MOV 1 MOV evidence was
MOV shown
Timeliness
 Performance Indicators Rating
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory Poor Actual Results Score
KRA QET Outstanding (5) Satisfactory (3) Unsatisfactory (2) Q E T Ave
(4) (1)
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted

Efficiency Submitted at Submitted only Submitted only Submitted any No acceptable

least 4 3 different kinds 2 different kinds 1 of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV
MOV

Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8
ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING

4.500 -5.000 Outstanding

3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor

Rater Ratee Approving Authority

 Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Your School Here
Poblacion I, Lebak, Sultan Kudarat

ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Presente

1. Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
✘ form about effective applications of
content knowledge within and across
curriculum teaching areas

2. Lesson plans/modified DLLs used in

demonstration teaching highlighting
integration of content knowledge within
and across subject areas

3. Instructional materials developed

1. Modeled effective highlighting effective application of content
application of content knowledge within and across subject areas
knowledge within and
across curriculum 4. Performance tasks/test material(s) used
teaching areas. in demonstration teaching highlighting
integration of content knowledge within
and across subject areas

5. Results of assessment used in

demonstration teaching highlighting
mastery of lessons learned

6. Others (Please specify and provide

annotations)

1. Copy of the research proposal focused

on enriching knowledge of content and
pedagogy

2. Proof of participation and/or

contribution to a collaborative research
(e.g. e-mail, actual output submitted, terms
of reference, etc.)
2. Collaborated with
colleagues in the conduct
and application of
research to enrich
 2. Collaborated with
colleagues in the conduct 3. Certified completed collaborative
and application of research focused on enriching knowledge
of content and pedagogy
research to enrich
knowledge of content
and pedagogy. 4. Proof of dissemination of research
findings with colleagues

5. Proof of utilization of research findings

6. Others (Please specify and provide

annotations)

1. Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
form about using effective teaching
strategies to promote critical and creative
teaching, as well as other higher-order
thinking skills

2. Lesson plans/modified DLLs used in

demonstration teaching highlighting
different teaching strategies that develop
3. Developed and applied critical and creative thinking and/or other
HOTS
effective teaching
strategies to promote
critical and creative 3. Instructional materials highlighting
thinking, as well as other different teaching strategies that develop
higher- order thinking critical and creative thinking, and/or other
skills. HOTS

4. Performance tasks/test material(s) used

in demonstration teaching

5. Results of assessment used in the

demonstration teaching

6. Others (Please specify and provide

annotations)

1. Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
form about sharing effective techniques in
the management of classroom structure
4. Work with colleagues
to model and share
effective techniques in
the management of the
classroom structure to
4. Work with colleagues
to model and share
effective techniques in 2. Lesson plans/modified DLLs used in
the management of the demonstration teaching highlighting
effective classroom management strategies
classroom structure to that engage learners in activities/tasks in
engage learners, different physical learning environments
individually or in groups,
in meaningful
exploration, discovery 3. Minutes of LAC highlighting the sharing
and hands-on activities on effective classroom management
within a range of physical techniques
learning environments.
4. Instructional materials used in
demonstration teaching

5. Others (Please specify and provide

annotations)

Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
form about effective teacher management
of learner behavior using the following
strategies:

1. Providing motivation

2. Praising the learners/Giving

positive feedback
5. Exibited effective and
constructive behavior
management skills by 3. Setting house rules/guidelines
applying positive and
non-violent discipline to
ensure learning- focused 4. Ensuring learners’ active
participation
environments.
5. Allowing learners to express
their ideas/opinions

6. Giving equal opportunities to

learners

7. Encouraging learners to ask

questions

8. Others (Please specify and

provide annotations)
 1. Minutes of LAC session/s, highlighting
one’s sharing of strategies on
differentiated and developmentally
appropriate opportunities to address
learners’ differences

6. Worked with
colleagues to share 2. Lesson plans/modified DLLs highlighting
differentiated, strategies on differentiated and
developmentally-appropriate opportunities
developmentally to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and 3. Corresponding instructional materials
experiences. ✘ showing differentiated and
developmentally-appropriate opportunities
to address learners’ differences

4. Others (e.g. testimonial, write-up from

colleagues of the lessons/insights gained
from the Master Teacher's sharing)

1. Classroom observation tool (COT) rating

sheet and/or inter-observer agreement
form about using effective strategies in
implementing developmentally sequenced
teaching and learning process

2. Results of learners’ assessment during

7. Develop and applied the actual teaching
effective strategies in the
planning and 3. Lesson plans/modified DLLs used in
management of demonstration teaching highlighting
developmentally developmentally sequenced teaching-
learning process
sequenced teaching and
learning processes to
meet curriculum
4. Instructional materials showing effective
requirements and varied strategies in developmentally sequenced
teaching contexts. teaching and learning process

5. Performance tasks/test material(s) used

in demonstration teaching

6. Others (Please specify and provide

annotations)
 1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of
learner feedback to plan, teacher and learner feedback to enrich
facilitate and enrich teaching practice with proof of attendance
teaching practice.
3. Others (Please specify and provide
annotations)

1. Teaching and learning resources

developed by colleagues and critiqued on
their alignment to learning goals
9. Advised and guided
colleagues in the
selection, organization, 2. Lesson plans by colleagues critiqued in
development and use of ✘
terms of the alignment of the teaching and
appropriate teaching and learning resources to the indicated learning
goals and appropriateness to the target
learning resources, learners
including ICT, to address
specific learning goals.
3. Others (Please specify and provide
annotations)

1. Any proof of collaborative review if the

test is designed based on its purpose (e.g.
diagnostic, formative and summative)

2. Any proof of collaborative review of the

10. Worked alignment of the test with the curriculum
collaboratively with
colleagues to review the
design, selection,
organization and use of a 2.1. formative test attached to a
range of effective lesson plan
diagnostic, formative and
summative assessment
strategies consistent with 2.2. summative assessment with
curriculum requirements. TOS

2.3. diagnostic test with its TOS

3. Others (Please specify and provide

annotations)
1. Collaborative interpretation of the index
of mastery obtained from 1 class
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
11. Interpreted 2. Collaborative interpretation of item
collaboratively monitoring analysis of quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
support learner progress performance assessment
and achievement.
4. Others (Please specify and provide
annotations)

1. Sample agreement for learners at risk

signed by parents and corresponding
evidence of improvement

2. Record of dialogue and/or parent-

teacher conferences and corresponding
evidence of improvement

3. Anecdotal record communicated to and

signed by the learners and/or parents with
corresponding evidence of improvement

4. Sample of learners' test results signed by

parents and corresponding evidence of
improvement
12. Applied skills in the
effective communication
of learner needs, 5. Sample of accomplished rubrics given for
progress and performance task and corresponding
evidence of improvement
achievement to key
stakeholders, including
parents/guardians. 6. Attendance sheet/minutes of parent-
teacher conference

7. Signed report cards of students at risk

with corresponding evidence of
improvement

8. Correspondence notebook/letters/proof
of communication using other modalities
(e.g. email, SMS, etc.) and corresponding
evidence of improvement

9. Learners’ performance record

10. Others (Please specify and provide

annotations)

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

5. Assisted the school selection committee

in the evaluation of credentials when hiring
or promoting teachers

6. Certificate of Recognition or
Participation

7. Certificate of Training
13. Performed various
related works/activities
that contribute to the 8. Certificate of Speakership
teaching-learning
process.
9. Committee involvement

10. Advisorship of Co-curricular activities

11. Book or Journal

Authorship/Coauthorship/Contributorship

12. Coordinatorship/Chairpersonship

13. Coaching and mentoring learners in

competitions

14. Mentoring pre-service/in-service

teachers

15. Others (Please specify and provide

annotations)
ppines Appendix M
cation

udarat
Here
an Kudarat

EMPLATE
on of the MOV Presented Annotations
 Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Salaman Central Elementary School
Poblacion I, Lebak, Sultan Kudarat

PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPC

Action Plan (Recommended Developme
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)

B. Core Behavioral Competencies (DepEd)

Feedback:

RATEE
ublic of the Philippines
partment of Education
Region XII
sion of Sultan Kudarat
ntral Elementary School
on I, Lebak, Sultan Kudarat

NT PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)

RATER APPROVING AUTHORITY

 Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Salaman Central Elementary School
Poblacion I, Lebak, Sultan Kudarat

PERFORMANCE MONITORING AND COACHING F

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT

RATEE RATER
lippines
ucation

Kudarat
mentary School
tan Kudarat

AND COACHING FORM

SIGNATURE
T IMPACT ON JOB/ACTION PLAN
(RATER/RATEE)

RATER APPROVING AUTHORITY