Republic of the Philippines

Department of Education
Region VIII
Division of Borongan City
CALINGATNGAN NATIONAL HIGH SC
Calingatngan, Borongan City, Eastern Samar

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW

Name of Employee: MERCY C. PADUA
Position: TEACHER III
Bureau/Center/Service/Division: District II Calingatngan National High School
Rating Period: May 2018 to April 2019
TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weight
MFOs KRAs Objectives Timeline
per KRA
Very
QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 1. Content 1. Applied knowledge June 2018 7.50% Quality Showed Showed Showed
Education Knowledge and of content within and to March knowledge of knowledge of knowledge of
Services Pedagogy across curriculum 2019 content and its content and its content and its
teaching areas. integration within integration within integration within
and across and across and across
subject areas as subject areas as subject areas as
shown shown shown in MOV 1
inMOV1witha inMOV1witha with a rating of 5
rating of 7 rating of 6

Efficiency Submitted at least Submitted 3 Submitted 2

4 lessons using lessons using lessons using
MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed
Education teaching strategies to March knowledge of knowledge of knowledge of
Services that enhance learner 2019 content and its content and its content and its
achievement in integration within integration within integration within
literacy and and across and across and across
numeracy skills. subject areas as subject areas as subject areas as
shown shown shown in MOV 1
inMOV1witha inMOV1witha with a rating of 5
rating of 7 rating of 6

Efficiency Facilitated using Facilitated using Facilitated using

different teaching different teaching different teaching
strategies that strategies that strategies that
promote reading, promote reading, promote reading,
writing and/or writing and/or writing and/or
numeracy skills numeracy skills numeracy skills
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
7 6 5

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)

Basic 3. Applied a range of June 2018 7.50% Quality Used different Used different Used different
Education teaching strategies to to March teaching teaching teaching
Services develop critical and 2019 strategies that strategies that strategies that
creative thinking, as develop critical develop critical develop critical
well as other higher- and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 7 with a rating of 6 with a rating of 5

Efficiency Submitted at least Submitted 3 Submitted 2

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

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used classroom Used classroom Used classroom
Education Environment classroom to March management management management
Services and Diversity structure to engage 2019 strategies that strategies that strategies that
of Learners learners, engage learners engage learners engage learners
individually or in in in in
groups, in activities/tasks activities/tasks activities/tasks
meaningful as shown in as shown in as shown in
exploration, MOV 1 with a MOV1witha MOV 1 with a
discovery and rating of 7 rating of 6 rating of 5
hands-on activities
within a range of
physical learning Efficiency Submitted at Submitted 3 Submitted 2
environments. least 4 lessons lessons lessons as
supported by supported by evidenced by
MOV 1 and any MOV 1 and any MOV 1 and
1 of the other 1 of the other supported by
acceptable acceptable any 1of the
MOV MOV other given
MOV

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 5. Managed June 2018 7.50% Quality Applied teacher Used classroom Applied teacher
Education learner behavior to March management management management
Services constructively by 2019 strategies of strategies that strategies of
applying positive learner behavior engage learners learner behavior
and non-violent that promote in that promote
discipline to ensure positive and activities/tasks positive and
learning- focused non-violent as shown in non-violent
environments. discipline as MOV1witha discipline as
shown in MOV rating of 6 shown in MOV
submitted with a submitted with a
rating of 7 rating of 5

Efficiency Submitted at Submitted at Submitted at

least 4 of the least 4 of the least 4 of the
given strategies given strategies given strategies
as observed in as observed in as observed in
at least 4 3 lessons 2 lessons
lessons
Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied
Education differentiated, to March differentiated differentiated differentiated
Services developmentally 2019 teaching teaching teaching
appropriate strategies to strategies to strategies to
learning address learner address learner address learner
experiences to diversity as diversity as diversity as
address learners’ shown in MOV shown in MOV shown in MOV
gender, needs, 1 with a rating 1 with a rating 1 with a rating
strengths, interests of 7 of 6 of 5
and experiences.

Efficiency Submitted at Submitted 3 Submitted 2

least 4 differentiated differentiated
differentiated teaching teaching
teaching strategies in at strategies in 2
strategies in at least 2 lessons lessons as
least 2 lessons as evidenced by evidenced by
as evidenced by MOV 1 and MOV 1 and
MOV 1 and supported by supported by
supported by any1ofthe other any1ofthe other
any 1 of the acceptable acceptable
other MOV MOV
acceptable
MOV

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 3. Curriculum 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and
Education and Planning managed and to March implemented implemented implemented
Services implemented 2019 developmentally developmentally developmentally
developmentally sequenced sequenced sequenced
sequenced teaching and teaching and teaching and
teaching and learning learning learning
learning processes process as process as process as
to meet curriculum shown in MOV shown in MOV shown in MOV
requirements and 1 with a rating 1 with a rating 1 with a rating
varied teaching of 7 of 6 of 5
contexts.
Efficiency Submitted at Submitted 3 Submitted 2
least 4 developmentally developmentally
developmentally sequenced sequenced
sequenced teaching and teaching and
teaching and learning learning
learning process as process as
process as evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and
in MOV 1 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

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally
Education collegial to March participated in participated in participated in
Services discussions that 2019 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/
use teacher and meetings to meetings to meetings to
learner feedback to discuss discuss discuss
enrich teaching teacher/learner teacher/learner teacher/learner
practice. feedback to feedback to feedback to
enrich enrich enrich
instruction as instruction as instruction as
shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Participated in Participated in 3 Participated in 2

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

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and
Education developed, to March used varied used varied used varied
Services organized and 2019 teaching and teaching and teaching and
used appropriate learning learning learning
teaching and resources, resources, resources,
learning resources, including ICT, to including ICT, to including ICT, to
including ICT, to address address address
address learning learning goals learning goals learning goals
goals. as shown in as shown in as shown in
MOV1witha MOV1witha MOV 1 with a
rating of 7 rating of 6 rating of 5

Efficiency Submitted at Submitted 3 Submitted 2

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

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed,
Education Assessment selected, to March selected, selected, selected,
Services and Reporting organized and 2019 organized and organized and organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic,
formative and formative and formative and formative and
summative summative summative summative
assessment assessment assessment assessment
strategies strategies strategies strategies
consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum
requirements. requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5

Efficiency Submitted at Submitted 3 Submitted 2

least 4 varied varied varied
assessment assessment assessment
tools as tools as tools as
evidently shown evidently shown evidently shown
inany1ofthe inany1ofthe in any1ofthe
acceptable acceptable acceptable
MOV MOV MOV

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 11. Monitored and June 2018 7.50% Quality Consistently Frequently Occasionally
Education evaluated learner to March monitored and monitored and monitored and
Services progress and 2019 evaluated evaluated evaluated
achievement using learner progress learner progress learner progress
learner attainment and and and
data. achievement achievement achievement
using learner using learner using learner
attainment data attainment data attainment data
as shown in the as shown in the as shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a

combination of combination of combination of
at least 4 of the 3 of the 2 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
across 4 across 3 across 2
quarters quarters quarters
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 12. Communicated June 2018 7.50% Quality Consistently Frequently Occasionally
Education promptly and to March showed prompt showed prompt showed prompt
Services clearly the learners’ 2019 and clear and clear and clear
needs, progress communication communication communication
and achievement of the learners’ of the learners’ of the learners’
to key needs, progress needs, progress needs, progress
stakeholders, and and and
including achievement to achievement to achievement to
parents/guardians. key key key
stakeholders, stakeholders, stakeholders,
including including including
parents/ parents/ parents/
guardians as guardians as guardians as
shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted a Submitted a Submitted a

combination of combination of combination of
at least 4 of the 3 of the 2 of the
acceptable acceptable acceptable
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV
were distributed were distributed were distributed
across 4 across 3 across 2
quarters quarters quarters
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 5. OTHER 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally
Education TASKS various related to March performed performed performed
Services works/activities that 2019 various related various related various related
contribute to the work/activities work/activities work/activities
teaching-learning that contribute that contribute that contribute
process. to the teaching to the teaching to the teaching
learning learning learning
process as process as process as
shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted at Submitted 3 Submitted 2

least 4 different different kinds different kinds
kinds of of acceptable of acceptable
acceptable MOV MOV
MOV
Timeliness

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

MERCY C.PADUA MARIA NICKITA J. EUSEBIO

Ratee Rater
 Republic of the Philippines
Department of Education
Region VIII
Division of Borongan City
AN NATIONAL HIGH SCHOOL
tngan, Borongan City, Eastern Samar

NCE COMMITMENT AND REVIEW FORM (IPCRF)

Name of Rater: MARIA NICKITA J. EUSEBIO
Position: School Head
ool Date of Review: Apr-19

LANNING TO BE FILLED OUT DURING EVALUATION

Performance Indicators Rating

Actual
Score
Results
Unsatisfactory Poor
Q E T Ave
(2) (1)
Showed No acceptable
knowledge of evidence was
4 4 0.3
content and its shown
integration within
and
across subject
areas as shown in
MOV 1 with a
rating of 4

Submitted any 1 No
of the given MOV acceptable
4
evidence was
shown
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Showed No acceptable
knowledge of evidence was
4 4 0.3
content and its shown
integration within
and
across subject
areas as shown in
MOV 1 with a
rating of 4

Facilitated using No acceptable

different teaching evidence was
4
strategies that shown
promote
reading, writing
and/or numeracy
skills as shown in
MOV 1 with a
rating of 4
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)

Used different No acceptable

teaching evidence was
5 5 0.375
strategies that shown
develop critical
and creative
thinking and/or
other HOTS as
shown in MOV
1 with a rating
of 4

Submitted 1 No acceptable
lesson as evidence was
4
evidenced by any shown
1of the given
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Used classroom No acceptable 4 4 0.3
management evidence was
strategies that shown
engage learners
in
activities/tasks
as shown in
MOV 1with a
rating of 4

Submitted 1 No acceptable 4
lesson evidence was
supported by shown
any of the
acceptable
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Applied teacher No acceptable 5 5 0.375
management evidence was
strategies of shown
learner behavior
that promote
positive and
non-violent
discipline as
shown in MOV
submitted with a
rating of 4

Submitted any 1 No acceptable 4

of the given evidence was
strategies as shown
observed in only
1 lesson
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Applied No acceptable 4 4 0.3
differentiated evidence was
teaching shown
strategies to
address learner
diversity as
shown in MOV
1 with a rating
of 4

Submitted any 1 No acceptable 4

at least 4 evidence was
lessons as shown
observed in 3
lessons as
observed in 2
lessons
observed in only
1 lesson
differentiated
teaching
strategy in only
1 lesson as
evidently shown
in any 1 of the
acceptable
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Planned and No acceptable 4 4 0.3
implemented evidence was
developmentally shown
sequenced
teaching and
learning
process as
shown in MOV
1 with a rating
of 4

Submitted 1 No acceptable 4
developmentally evidence was
sequenced shown
teaching and
learning
process as
evidently shown
in any 1 of the
given MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely No acceptable 4 4 0.3
participated in evidence was
LAC/FGD/ shown
meeting to
discuss
teacher/learner
feedback to
enrich
instruction as
shown in the
MOV submitted

Participated in 1 No acceptable 4
LAC/FGD/ in evidence was
any 1 of the shown
given MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Developed and No acceptable 4 4 0.3
used varied evidence was
teaching and shown
learning
resources,
including ICT, to
address
learning goals
as shown in
MOV 1 with a
rating of 4

Submitted any No acceptable 4

teaching and evidence was
learning shown
resource,
including ICT,
as evidently
shown in any of
the acceptable
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Designed, No acceptable 4 4 0.3
selected, evidence was
organized and shown
used diagnostic,
formative and
summative
assessment
strategies
consistent with
curriculum
requirements as
shown in MOV
1 with a rating
of

Submitted 1 No acceptable 4
assessment tool evidence was
as evidently shown
shown in any of
the acceptable
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely No acceptable 4 4 0.3
monitored and evidence was
evaluated shown
learner progress
and
achievement
using learner
attainment data
as shown in the
MOV submitted

Submitted 1 No acceptable 4
acceptable evidence was
MOV shown

Submitted any 1 No acceptable 4

of the given evidence was
MOV shown
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely showed No acceptable 4 4 0.3
prompt and evidence was
clear shown
communication
of the learners’
needs, progress
and
achievement to
key
stakeholders,
including
parents/
guardians as
shown in the
MOV submitted

Submitted any 1 No acceptable 4

of the given evidence was
MOV shown

Submitted any 1 4
of the given
MOV
Performance Indicators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely No acceptable 4 4 0.4
performed evidence was
various related shown
work/activities
that contribute
to the teaching
learning
process as
shown in the
MOV submitted

Submitted any 1 No acceptable 4

of the evidence was
acceptable shown
MOV

RATING FOR OVERALL ACCOMPLISHMENTS 4.15

ADJECTIVAL RATING VERY SATISFACTORY

MA. VICTORIA B. ARMA

Approving Authority

OBJECTIVES
✘ knowledge within and across subject areas
1. Applied knowledge of
content within and across
curriculum teaching areas.
2. Used a range of teaching
strategies that enhance
learner achievement in
literacy and numeracy skills.
Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Salaman Central Elementary Sch
Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE
Means of Verification Description of the MOV Pres
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
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 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
strategies that promote literacy and/or
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

3. Applied a range of
teaching strategies to
develop critical and creative
thinking, as well as other
higher- order thinking skills.
4. Managed classroom
structure to engage learners,
individually or in groups, in
meaningful exploration,
discovery and hands-on
activities within a range of
physical learning
environments.
5. Managed learner behavior
constructively by applying
positive and non-violent
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
teaching highlighting different teaching
strategies that develop critical and
creative thinking and/or other HOTS
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 agreement
form about managing classroom structure
that engages learners in various activities
2. Lesson plans/modified DLLs highlighting
various classroom management strategies
that engage 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 learning-
focused environments.
6. Used differentiated,
developmentally appropriate
learning experiences to
address learners’ gender,
needs, strengths, interests
and experiences.
7. Planned, managed and
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and
varied teaching contexts.
2. Praising the learners/Giving
positive feedback
3. Setting house rules/guidelines
4. Ensuring learners’ active
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 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
experiences
4. Others (Please specify and provide annota
1. Classroom observation tool (COT) rating
sheet and/or inter-observer agreement
form about using developmentally
sequenced teaching and learning process
2. Lesson plans/modified DLLs
highlighting developmentally sequenced
instruction that meet curriculum goals and
varied teaching contexts
 implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and
varied teaching contexts.
8. Participated in collegial
discussions that use teacher
and learner feedback to
enrich teaching practice.
9. Selected, developed,
organized and used
appropriate teaching and
learning resources, including
ICT, to address learning
goals.
10. Designed, selected,
3. Instructional materials used to
implement developmentally sequenced
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
2. Minutes of LAC/FGD sessions on use of
teacher and learner feedback to enrich
teaching practice with proof of 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
 PowerPoint presentations
 Video clips
 Module
 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
 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 tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
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 guardian’s
achievement to key signature in all quarters supported by
stakeholders, including 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 anno

 ines Appendix M
tion

arat
mentary School
Kudarat

EMPLATE
n 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

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW F

Name of Employee: PERLAS M. ACHA
Position: MASTER TEACHER II
Bureau/Center/Service/Division: SALAMAN CENTRAL ELEMENTARY, WEST LEBAK DISTRICT, DIVISION OF SULTAN KU
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weight
MFOs KRAs Objectives Timeline
per KRA
Very
QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective
Education Knowledge and application of content to March application of application of application of
Services Pedagogy knowledge within and 2019 content content content
across curriculum knowledge within knowledge within knowledge within
teaching areas. and across and across and across
curriculum curriculum curriculum
teaching areas as teaching areas as teaching areas as
shown in MOV1 shown in MOV1 shown in MOV1
with a rating of 8 with a rating of 7 with a rating of 6

Efficiency Submitted at least Submitted 3 Submitted 2

4 lessons as lessons as lessons as
evidenced by evidenced by evidenced by
MOV 1 and MOV 1 from MOV 1 from
supported by any colleagues and colleagues and
1 of the other supported by any supported by any
given MOV 1 of the other 1 of the other
given MOV given MOV

Timeliness
Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action
Education colleagues in the to March completed and completed action research with
Services conduct and 2019 disseminated research with colleagues.
application of action research colleagues.
research to enrich with colleagues.
knowledge of content
and pedagogy.
Efficiency Submitted at least Submitted any 3 Submitted any 2
4 of the given of the acceptable MOV
MOV MOV
 and pedagogy.

Timeliness Presented the Completed the Conducted the

research report research report research report
within the rating within the rating within the rating
period period period

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)

Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated
Education applied effective to March effective teaching effective teaching effective teaching
Services teaching strategies to 2019 strategies to strategies to strategies to
promote critical and promote critical promote critical promote critical
creative thinking, as and creative and creative and creative
well as other higher- thinking as well as thinking as well as thinking as well as
order thinking skills. other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7 with a rating of 6

Efficiency Submitted 4 or Submitted 3 Submitted 2

more lessons as lessons as lessons as
evidenced by evidenced by evidenced by
MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV

Timeliness

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and
Education Environment colleagues to to March shared effective shared effective shared effective
Services and Diversity model and share 2019 classroom classroom classroom
of Learners effective management management management
techniques in the strategies that strategies that strategies that
management of the engage learners engage learners engage learners
classroom in in in
structure to engage activities/tasks activities/tasks activities/tasks
learners, done in different done in different done in different
individually or in physical physical physical
groups, in learning learning learning
meaningful environments environments environments
exploration, as shown in as shown in as shown in
discovery and MOV 1 with a MOV 1 with a MOV 1 with a
hands-on activities rating of 8 rating of 7 rating of 6
within a range of
physical learning
environments.
 discovery and
hands-on activities
within a range of
physical learning
environments.
Efficiency Submitted at Submitted 3 Submitted 2
least 4 lessons lessons lessons as
supported by supported by evidenced by
MOV 1 and any MOV 1 and any MOV 1 and
1 of the other 1 of the other supported by
acceptable acceptable any 1of the
MOV MOV other given
MOV

Timeliness

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 5. Exibited effective June 2018 7.50% Quality Exibited Exibited Exibited
Education and constructive to March effective and effective and effective and
Services behavior 2019 constructive constructive constructive
management skills behavior behavior behavior
by applying management management management
positive and non- skills by skills by skills by
violent discipline to applying applying applying
ensure learning- positive and positive and positive and
focused non-violent non-violent non-violent
environments. discipline to discipline to discipline to
ensure learning- ensure learning- ensure learning-
focused focused focused
environments. environments. environments.
as shown in as shown in as shown in
MOV submitted MOV submitted MOV submitted
with a rating of with a rating of with a rating of
8 7 6
Efficiency Applied atleast Applied atleast Applied atleast
7 of the given 7 of the given 7 of the given
strategies as strategies as strategies as
observed in at observed in 3 observed in 2
least 4 lessons lessons lessons
Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with
Education colleagues to to March colleagues colleagues colleagues
Services share 2019 atleast in the atleast in the atleast in the
differentiated, district/cluster school level to department/gra
developmentally level to share share lesson de level to
appropriate lesson share lesson
learning
experiences to Efficiency Submitted at Submitted at Submitted at
address learners’ least 1 lesson least 1 lesson least 1 lesson
gender, needs, as evidently as evidently as evidently
strengths, interests shown in MOV shown in MOV shown in MOV
and experiences. 1 and supported 1 and supported 1 and supported
by any 1 of the by any 1 of the by any 1 of the
other other other
acceptable acceptable acceptable
MOV MOV MOV

Timeliness

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and
Education and Planning applied effective to March applied effective applied effective applied effective
Services strategies in the 2019 strategies in the strategies in the strategies in the
planning and planning and planning and planning and
management of management management management
developmentally developmentally developmentally developmentally
sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and
learning processes learning learning learning
to meet curriculum process as process as process as
requirements and shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating
contexts. of 8 of 7 of 6

Efficiency Submitted at Submitted 2-3 Submitted 1

least 4 lessons lessons as lesson as
as evidence by evidence by evidence by
MOV 1 and 2 MOV 1 and 2 MOV 1 and 2
and supported and supported and supported
by any 1 of the by any 1 of the by any 1 of the
acceptable other other
MOV acceptable acceptable
MOV MOV

Timeliness

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally led
Education colleagues, to March collaborative collaborative collaborative
Services teacher and 2019 reviews of reviews of reviews of
learner feedback to teacher/learner teacher/learner teacher/learner
plan, facilitate and feedback as feedback as feedback as
enrich teaching evidenced by evidenced by evidenced by
practice. the MOV the MOV the MOV
submitted submitted submitted
 enrich teaching
practice.

Efficiency Submitted 4 Submitted 3 Submitted 2

collaborative collaborative collaborative
reviews of reviews of reviews of
teacher and teacher and teacher and
learner learner learner
feedback as feedback as feedback as
evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and
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

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally
Education guided colleagues to March advised advised advised
Services in the selection, 2019 colleagues in colleagues in colleagues in
organization, the selection, the selection, the selection,
development and organization, organization, organization,
use of appropriate development development development
teaching and and appropriate and appropriate and appropriate
learning resources, use of teaching use of teaching use of teaching
including ICT, to and learning and learning and learning
address specific resources as resources as resources as
learning goals. shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted at Submitted 3 Submitted 2

least 4 teaching teaching and teaching and
and learning learning learning
resources as resources as resources as
evidenced by at evidenced by at evidenced by at
least 1 of the least 1 of the least 1 of the
acceptable acceptable acceptable
MOV MOV MOV

Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally
Education Assessment collaboratively with to March reviewed reviewed reviewed
Services and Reporting colleagues to 2019 collaboratively collaboratively collaborativel y
review the design, assessment assessment assessment
selection, tools with tools with tools with
organization and colleagues as colleagues as colleagues as
use of a range of shown in the shown in the shown in the
effective MOV submitted MOV submitted MOV submitted
diagnostic,
formative and Efficiency Submitted at Submitted 3 Submitted 2
summative least 4 assessment assessment
assessment assessment tools as tools as
strategies tools as evidently shown evidently shown
consistent with evidently shown in any of the in any of the
curriculum in any of the acceptable acceptable
requirements. acceptable MOV MOV
MOV

Timeliness
Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 11. Interpreted June 2018 7.50% Quality Consistently Frequently Occasionally
Education collaboratively to March collaborated collaborated collaborated
Services monitoring and 2019 with colleagues with colleagues with colleagues
evaluation in the in the in the
strategies of interpretation of interpretation of interpretation of
attainment data to assessment assessment assessment
support learner data as shown data as shown data as shown
progress and in the MOV in the MOV in the MOV
achievement. submitted submitted submitted

Efficiency Submitted at Submitted at Submitted at

least 2 different least 3 of the least 2 of the
types of MOV same kind of same kind of
MOV MO
Timeliness
 Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 12. Applied skills in June 2018 7.50% Quality Consistently Frequently Occasionally
Education the effective to March applied skills in applied skills in applied skills in
Services communication of 2019 the effective the effective the effective
learner needs, communication communicatio n communicatio n
progress and of learner needs of learner needs of learner needs
achievement to key and progress to and progress to and progress to
stakeholders, parents/ parents/ parents/
including guardians as guardians as guardians as
parents/guardians. shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted 4 of Submitted any 3 Submitted any 2

the acceptable MOV MOV
MOV
Timeliness

Performance Indicators
Weight
MFOs KRAs Objectives Timeline Very
per KRA QET Outstanding (5) Satisfactory (3)
Satisfactory (4)
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally
Education various to March performed performed performed
Services related 2019 special tasks special tasks special tasks
works/activities and/or and/or and/or
that contribute to assignments assignments assignments
the as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV
process. submitted submitted submitted

Efficiency Submitted at Submitted only Submitted only

least 4 3 different kinds 2 different kinds
different kinds of acceptable of acceptable
of acceptable MOV MOV
MOV
Timeliness

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

PERLAS M. ACHA, MT-II

Rater Ratee
Philippines
Education
XII
n Kudarat
ementary School
Sultan Kudarat

MENT AND REVIEW FORM (IPCRF)

Name of Rater: ERLINDA R. GAURANA
Position: PRINCIPAL
CT, DIVISION OF SULTAN KUDARAT Date of Review: Oct-18

TO BE FILLED OUT DURING EVALUATION

cators Rating
Actual
Score
Results
Unsatisfactory Poor
Q E T Ave
(2) (1)
Modeled effective No acceptable
application of evidence was
4 4 4 0.3
content shown
knowledge within
and across
curriculum
teaching areas as
shown in MOV1
with a rating of 5

Submitted 1 No
lessons as acceptable
evidenced by evidence was
MOV 1 from shown
colleagues and
supported by any
1 of the other
given MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Proposed-action No acceptable
research with evidence was
4 4 4 4 0.3
colleagues shown

Submitted any 1 No acceptable

MOV evidence was
shown
 Proposed the No acceptable
research report evidence was
within the rating shown
period

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)

Demonstrated No acceptable
effective teaching evidence was
4 4 4 0.3
strategies to shown
promote critical
and creative
thinking as well as
other HOTS as
shown in MOV 1
with a rating of 5

Submitted 1 or No acceptable
more lessons as evidence was
evidenced by shown
MOV 1 and
supported by any
1 of the other
given MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Modeled and No acceptable 4 4 4 0.3
shared effective evidence was
classroom shown
management
strategies that
engage learners
in
activities/tasks
done in different
physical
learning
environments
as shown in
MOV 1 with a
rating of 5
 Submitted 1 No acceptable
lesson evidence was
supported by shown
any of the
acceptable
MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Exibited No acceptable 4 4 4 0.3
effective and evidence was
constructive shown
behavior
management
skills by
applying
positive and
non-violent
discipline to
ensure learning-
focused
environments.
as shown in
MOV submitted
with a rating of
5
Applied atleast No acceptable
7 of the given evidence was
strategies as shown
observed in 1
lesson
cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Worked with No acceptable 3 3 3 0.225
colleagues but evidence was
no evidence of shown
sharing with
others

Submitted at No acceptable
least 1 lesson evidence was
as evidenced by shown
either MOV 2 or
3 but no
evidence of
sharing with
others

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
 Develop and No acceptable 4 4 4 0.3
applied effective evidence was
strategies in the shown
planning and
management
developmentally
sequenced
teaching and
learning
process as
shown in MOV
1 with a rating
of 5

Submitted 1 No acceptable
lesson as evidence was
evidence by shown
any 1 of the
acceptable
MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely led No acceptable 3 3 3 0.225
collaborative evidence was
reviews of shown
teacher/learner
feedback as
evidenced by
the MOV
submitted
 Submitted 1 No acceptable
collaborative evidence was
review of shown
teacher and
learner
feedback as
evidently shown
in any of the
acceptable
MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely advised No acceptable 4 4 4 0.3
colleagues in evidence was
the selection, shown
organization,
development
and appropriate
use of teaching
and learning
resources as
shown in the
MOV submitted

Submitted 1 No acceptable
teaching and evidence was
learning shown
resource as
evidenced by
any of the
acceptable
MOV
cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely reviewed No acceptable 3 3 3 0.225
collaboratively evidence was
assessment shown
tools with
colleagues as
shown in the
MOV submitted

Submitted 1 No acceptable
assessment tool evidence was
as evidently shown
shown in any of
the acceptable
MOV

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely No acceptable 4 4 4 0.3
collaborated evidence was
with colleagues shown
in the
interpretation of
assessment
data as shown
in the MOV
submitted

Submitted any 1 No acceptable

of the MOV evidence was
shown
cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely applied No acceptable 3 3 3 0.225
skills in the evidence was
effective shown
communicatio n
of learner needs
and progress to
parents/
guardians as
shown in the
MOV submitted

Submitted any 1 No acceptable

MOV evidence was
shown

cators Rating
Actual
Unsatisfactory Poor Score
Results Q E T Ave
(2) (1)
Rarely No acceptable 5 5 5 0.5
performed evidence was
special tasks shown
and/or
assignments
as shown in
the MOV
submitted

Submitted any 1 No acceptable

of the evidence was
acceptable shown
MOV

RATING FOR OVERALL ACCOMPLISHMENTS 3.8

ADJECTIVAL RATING VERY SATISFACTORY

ERLINDA R. GAURANA
Approving Authority
 Republic of the Philippines
Department of Education
Region XII
Division of Sultan Kudarat
Salaman Central Elementary Sch
Poblacion I, Lebak, Sultan Kudarat

ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres

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
application of content
knowledge within and
across curriculum
teaching areas.
highlighting effective application of content
knowledge within and across subject areas
4. Performance tasks/test material(s) used
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
 2. Collaborated with
colleagues in the conduct
and application of
research to enrich
knowledge of content and
pedagogy.
3. Developed and applied
effective teaching
strategies to promote
critical and creative
thinking, as well as other
higher- order thinking
skills.
4. Work with colleagues
to model and share
effective techniques in the
management of the
classroom structure to
3. Certified completed collaborative research
focused on enriching 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
critical and creative thinking and/or other
HOTS
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 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
engage learners,
individually or in groups,
in meaningful exploration,
discovery and hands-on
activities within a range of
physical learning
environments.
5. Exibited effective and
constructive behavior
management skills by
applying positive and
non-violent discipline to
ensure learning- focused
environments.
2. Lesson plans/modified DLLs used in
demonstration teaching highlighting
effective classroom management strategies
that engage learners in activities/tasks in
different physical learning environments
3. Minutes of LAC highlighting the sharing
on effective classroom management
techniques
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
3. Setting house rules/guidelines
4. Ensuring learners’ active
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)

6. Worked with
colleagues to share
differentiated,
developmentally
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and
experiences.
7. Develop and applied
effective strategies in the
planning and
management of
developmentally
sequenced teaching and
learning processes to
meet curriculum
requirements and varied
teaching contexts.
1. Minutes of LAC session/s, highlighting
one’s sharing of strategies on differentiated
and developmentally appropriate
opportunities to address learners’
differences
2. Lesson plans/modified DLLs highlighting
strategies on differentiated and
developmentally-appropriate opportunities
to address learners’ differences
✘
3. Corresponding instructional materials
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
the actual teaching
3. Lesson plans/modified DLLs used in
demonstration teaching highlighting
developmentally sequenced teaching-
learning process
4. Instructional materials showing effective
strategies in developmentally sequenced
teaching and learning process
5. Performance tasks/test material(s) used in
demonstration teaching
6. Others (Please specify and provide
annotations)

8. Review with
colleagues, teacher and
learner feedback to plan,
facilitate and enrich
teaching practice.
9. Advised and guided
colleagues in the
selection, organization,
development and use of ✘ terms of the alignment of the teaching and
appropriate teaching and
learning resources,
including ICT, to address
specific learning goals.
10. 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
curriculum requirements.
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
1. Implemented LAC/FGD Plan
2. Minutes of LAC/FGD sessions on use of
teacher and learner feedback to enrich
teaching practice with proof of attendance
3. Others (Please specify and provide
annotations)
1. Teaching and learning resources
developed by colleagues and critiqued on
their alignment to learning goals
2. Lesson plans by colleagues critiqued in
learning resources to the indicated learning
goals and appropriateness to the target
learners
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
alignment of the test with the curriculum
2.1. formative test attached to a
lesson plan
2.2. summative assessment with
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
and achievement.
2. Collaborative interpretation of item
analysis of quarterly examinations
3. Collaborative interpretation of results of
performance assessment
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
mentary School
an Kudarat

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

PART IV: DEVELOPMENT PLANS OF THE IPCRF (IP

Action Plan (Recommended Devel
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
tral Elementary School
n I, Lebak, Sultan Kudarat

T 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 Sc
Poblacion I, Lebak, Sultan Kudarat

PERFORMANCE MONITORING AND COACHING

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT

RATEE RATER
 ippines
ucation

Kudarat
mentary School
tan Kudarat

AND COACHING FORM

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

RATER APPROVING AUTHORITY