Republic of the Philippines

Department of Education
Region VII, Central Visayas
Schools Division of Toledo City
CANTABACO ELEMENTARY SCHOOL
Cantabaco, Toledo City

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FOR

Name of Employee:
Position:
Bureau/Center/Service/Division:
Rating Period:
TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weight per
MFOs KRAs Objectives Timeline
KRA
Very Satisfactory
QET Outstanding (5) Satisfactory (3)
(4)
Basic 1. Content 1. Applied June 2018 7.50% Quality Showed Showed Showed
Education Knowledge and knowledge of to March knowledge of knowledge of knowledge of
Services Pedagogy content within and 2019 content and its content and its content and its
across curriculum integration within integration within integration within
teaching areas. 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 Submitted 3 Submitted 2

least 4 lessons lessons using lessons using
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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)

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

Efficiency Submitted at Submitted 3 Submitted 2

least 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 2019 strategies that strategies that strategies that
of Learners engage learners, engage engage engage
individually or in learners in learners in learners 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 engage learner
and non-violent behavior that learners in behavior that
discipline to promote activities/tasks promote
ensure learning- positive and as shown in positive and
focused non-violent MOV1witha non-violent
environments. discipline as rating of 6 discipline as
shown in MOV shown in MOV
submitted with submitted with
a rating of 7 a 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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, of 7 of 6 of 5
interests and
experiences.
 gender, needs,
strengths,
interests 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 evidenced by
as evidenced by MOV 1 and MOV 1 and
by 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 developmentall developmentall developmentall
developmentally y sequenced y sequenced y 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.
 to meet curriculum
requirements and
varied teaching
contexts.
Efficiency Submitted at Submitted 3 Submitted 2
least 4 developmentall developmentall
developmentall y sequenced y sequenced
y 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 discuss discuss discuss
to 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 Participated in

at least 4 3 LACs/FGDs/ 2 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 including ICT, including ICT, including ICT,
resources, to address to address to address
including ICT, to learning goals learning goals learning goals
address learning as shown in as shown in as shown in
goals. 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 1 and
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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed,
Education Assessment selected, to March selected, selected, selected,
Services and organized and 2019 organized and organized and organized and
Reporting used diagnostic, used used used
formative and diagnostic, diagnostic, diagnostic,
summative formative and formative and formative and
assessment summative summative summative
strategies assessment assessment assessment
consistent with strategies strategies strategies
curriculum consistent with consistent with consistent with
requirements. curriculum curriculum curriculum
requirements requirements requirements
as shown in as shown in as shown in
MOV 1 with a MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 learner learner
learner attainment progress and progress and progress 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 2019 and clear and clear and clear
learners’ needs, communication communication communication
progress and of the learners’ of the learners’ of the learners’
achievement to needs, needs, needs,
key stakeholders, progress and progress and progress 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally
Education various related to March performed performed performed
Services works/activities 2019 various related various related various related
that contribute to work/activities work/activities work/activities
the teaching- that contribute that contribute that contribute
learning 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

Rater Ratee
Philippines
Education
al Visayas
Toledo City
NTARY SCHOOL
edo City

MENT AND REVIEW FORM (IPCRF)

Name of Rater:
Position:
Date of Review:

TO BE FILLED OUT DURING EVALUATION

cators Rating
Actual Results Score
Poor
Unsatisfactory (2) Q E T Ave
(1)
Showed No acceptable
knowledge of evidence was
3 3 3 0.225
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
evidence was
shown

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Showed No acceptable
knowledge of evidence was
4 3 3.5 0.2625
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
strategies that shown
promote
reading, writing
and/or numeracy
skills as shown in
MOV 1 with a
rating of 4

cators Rating

Poor Actual Results Score

Unsatisfactory (2) Q E T Ave
(1)

Used different No acceptable

teaching evidence was
4 4 4 0.3
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
evidenced by any shown
1of the given
MOV
cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Used classroom No acceptable 4 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
lesson evidence was
supported by shown
any of the
acceptable
MOV
cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Applied teacher No acceptable 4 4 4 0.3
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 No acceptable
1 evidence was
of the given shown
strategies as
observed in
only 1 lesson

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Applied No acceptable 3 3 3 0.225
differentiated evidence was
teaching shown
strategies to
address learner
diversity as
shown in MOV
1 with a rating
of 4
 Submitted any No acceptable
1 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

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Planned and No acceptable 4 4 4 0.3
implemented evidence was
developmentall shown
y sequenced
teaching and
learning
process as
shown in MOV
1 with a rating
of 4
 Submitted 1 No acceptable
developmentall evidence was
y sequenced shown
teaching and
learning
process as
evidently shown
in any 1 of the
given MOV

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Rarely No acceptable 3 3 3 0.225
participated in evidence was
LAC/FGD/ shown
meeting to
discuss
teacher/learner
feedback to
enrich
instruction as
shown in the
MOV submitted

Participated in No acceptable
1 LAC/FGD/ in evidence was
any 1 of the shown
given MOV
cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Developed and No acceptable 4 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

teaching and evidence was
learning shown
resource,
including ICT,
as evidently
shown in any of
the acceptable
MOV
cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Designed, No acceptable 3 3 3 0.225
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
assessment evidence was
tool as shown
evidently shown
in any of the
acceptable
MOV

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
 Rarely No acceptable 4 4 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
acceptable evidence was
MOV shown

Submitted any No acceptable

1 of the given evidence was
MOV shown

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
 Rarely showed No acceptable 3 3 4 3.3333 0.25
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 No acceptable

1 evidence was
of the given shown
MOV

Submitted any
1
of the given
MOV

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Rarely No acceptable 3 3 3 0.3
performed evidence was
various related shown
work/activities
that contribute
to the teaching
learning
process as
shown in the
MOV submitted
Submitted any No acceptable
1 of the evidence was
acceptable shown
MOV

RATING FOR OVERALL ACCOMPLISHMENTS 3.5125

ADJECTIVAL RATING VERY SATISFACTORY

Approving Authority
 Republic of the Philippines
Department of Education

Cantabaco Elementary School

ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Prese
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 developed

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

pines Appendix M
tion

tary School

EMPLATE
of the MOV Presented Annotations
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
Division of Toledo City
Cantabaco Elementary School
Cantabaco, Toledo City

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FO

Name of Employee: MA.JUDELYN G. VEREZ
Position: MASTER TEACHER I
Bureau/Center/Service/Division: CANTABACO ES/ TOLEDO CITY
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING

Performance Indicators
Weight per
MFOs KRAs Objectives Timeline
KRA
Very Satisfactory
QET Outstanding (5) Satisfactory (3)
(4)
Basic 1. Content 1. Modeled effective June 2018 7.50% Quality Modeled effective Modeled effective Modeled effective
Education Knowledge and application of to March application of application of application of
Services Pedagogy content knowledge 2019 content content content
within and across knowledge within knowledge within knowledge within
curriculum teaching and across and across and across
areas. 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 Submitted 3 Submitted 2

least 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 Submitted any 3 Submitted any 2
least 4 of the of the acceptable MOV
given MOV MOV
 content 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 2019 strategies to strategies to strategies to
to promote critical promote critical promote critical promote critical
and creative and creative and creative and creative
thinking, as well as thinking as well thinking as well thinking as well
other higher- order as other HOTS as other HOTS as other HOTS
thinking 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
8 7 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 engage engage engage
the classroom learners in learners in learners in
structure to activities/tasks activities/tasks activities/tasks
engage learners, done in done in done in
individually or in different different different
groups, in physical physical physical
meaningful learning learning learning
exploration, environments environments environments
discovery and as shown in as shown in as shown in
hands-on activities 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
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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 5. Exibited June 2018 7.50% Quality Exibited Exibited Exibited
Education effective and to March effective and effective and effective and
Services constructive 2019 constructive constructive constructive
behavior behavior behavior behavior
management skills management management management
by applying skills by skills by skills by
positive and non- applying applying applying
violent discipline to positive and positive and positive and
ensure learning- non-violent non-violent non-violent
focused discipline to discipline to discipline to
environments. ensure ensure ensure
learning- learning- 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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, shown in MOV shown in MOV shown in MOV
interests and 1 and 1 and 1 and
experiences. supported by supported by supported by
any 1 of the any 1 of the any 1 of the
other other other
acceptable acceptable acceptable
MOV MOV MOV

Timeliness

Performance Indicators
Weight per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 applied applied
Services strategies in the 2019 effective effective effective
planning and strategies in the strategies in the strategies in the
management of planning and planning and planning and
developmentally management management management
sequenced developmentall developmentall developmentall
teaching and y sequenced y sequenced y sequenced
learning processes teaching and teaching and teaching and
to meet curriculum learning learning learning
requirements and process as process as process as
varied teaching shown in MOV shown in MOV shown in MOV
contexts. 1 with a rating 1 with a rating 1 with a rating
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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally
Education colleagues, to March collaborative collaborative led
Services teacher and 2019 reviews of reviews of collaborative
learner feedback teacher/learner teacher/learner reviews of
to plan, facilitate feedback as feedback as teacher/learner
and enrich evidenced by evidenced by feedback as
teaching practice. the MOV the MOV evidenced by
submitted submitted the MOV
submitted
 and 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 use of teaching use of teaching use of teaching
resources, and learning and learning and learning
including ICT, to resources as resources as resources as
address specific shown in the shown in the shown in the
learning goals. 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally
Education Assessment collaboratively with to March reviewed reviewed reviewed
Services and colleagues to 2019 collaboratively collaboratively collaborativel y
Reporting 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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(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 per
MFOs KRAs Objectives Timeline Very Satisfactory
KRA QET Outstanding (5) Satisfactory (3)
(4)
Basic 12. Applied skills June 2018 7.50% Quality Consistently Frequently Occasionally
Education in 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 of learner of learner
achievement to needs and needs and needs and
key stakeholders, progress to progress to progress to
including parents/ parents/ parents/
parents/guardians. guardians as guardians as guardians as
shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted

Efficiency Submitted 4 of Submitted any Submitted any

the acceptable 3 MOV 2 MOV
MOV
Timeliness

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

DONABEL L. LARIOSA MA.JUDELYN G. VEREZ

Rater Ratee
Philippines
Education
ral Visayas
ledo City
entary School
edo City

MENT AND REVIEW FORM (IPCRF)

Name of Rater: DONABEL L. LARIOSA
Position: PRINCIPAL
Date of Review: Apr-19

TO BE FILLED OUT DURING EVALUATION

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

Poor Actual Results Score

Unsatisfactory (2) Q E T Ave
(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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
Worked with No acceptable 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 shown
by either MOV
2 or 3 but no
evidence of
sharing with
others

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(1)
 Develop and No acceptable 4 4 4 0.3
applied evidence was
effective shown
strategies in the
planning and
management
developmentall
y 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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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 evidence was
tool as shown
evidently shown
in any of the
acceptable
MOV

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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 No acceptable

1 of the MOV evidence was
shown
cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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 No acceptable

1 MOV evidence was
shown

cators Rating
Poor Actual Results Score
Unsatisfactory (2) Q E T Ave
(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 No acceptable

1 of the evidence was
acceptable shown
MOV

RATING FOR OVERALL ACCOMPLISHMENTS 3.8

ADJECTIVAL RATING VERY SATISFACTORY

JOSEPH IRWIN A. LAGURA, Ph.D.

Approving Authority
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
Division of Toledo City
Cantabaco Elementary School
Cantabaco, Toledo 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
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 highlighting

1. Modeled effective effective application of content knowledge within
and across subject areas
application of content
knowledge within and
across curriculum 4. Performance tasks/test material(s) used in
teaching areas. 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
knowledge of content and
 3. Certified completed collaborative research
2. Collaborated with focused on enriching knowledge of content and
pedagogy
colleagues in the conduct
and application of
research to enrich
knowledge of content and
4. Proof of dissemination of research findings with
pedagogy. 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. Developed and applied

effective teaching 3. Instructional materials highlighting different
teaching strategies that develop critical and creative
strategies to promote thinking, and/or other HOTS
critical and creative
thinking, as well as other
higher- order thinking
skills. 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 2. Lesson plans/modified DLLs used in
the management of the demonstration teaching highlighting effective
classroom management strategies that engage
classroom structure to learners in activities/tasks in different physical
engage learners, learning environments
individually or in groups,
in meaningful exploration,
discovery and hands-on
3. Minutes of LAC highlighting the sharing on
activities within a range effective classroom management techniques
of physical 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

5. Exibited effective and

constructive behavior 2. Praising the learners/Giving positive
management skills by feedback
applying positive and
non-violent discipline to
ensure learning- focused 3. Setting house rules/guidelines
environments.
 applying positive and
non-violent discipline to
ensure learning- focused
environments.

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. 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 to address learners’
developmentally differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and ✘ 3. Corresponding instructional materials showing
experiences. 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

7. Develop and applied teaching
effective strategies in the
planning and
management of
developmentally
sequenced teaching and
learning processes to
 7. Develop and applied
effective strategies in the
planning and 3. Lesson plans/modified DLLs used in
management of demonstration teaching highlighting
developmentally sequenced teaching-learning
developmentally process
sequenced teaching and
learning processes to
meet curriculum
4. Instructional materials showing effective
requirements and varied strategies in developmentally sequenced teaching
teaching contexts. 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 teacher
learner feedback to plan, and learner feedback to enrich teaching practice
with proof of attendance
facilitate and enrich
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 terms of
development and use of ✘
the alignment of the teaching and learning
appropriate teaching and resources to the indicated learning goals and
learning resources, appropriateness to the target 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
range of effective
diagnostic, formative and
10. Worked
collaboratively with
colleagues to review the
design, selection,
organization and use of a 2.1. formative test attached to a lesson
range of effective plan
diagnostic, formative and
summative assessment
strategies consistent with
2.2. summative assessment with TOS
curriculum requirements.

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 2. Collaborative interpretation of item analysis of

collaboratively monitoring quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
performance assessment
support learner progress
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
 achievement to key
stakeholders, including
parents/guardians.

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)

 Appendix M

Presented Annotations
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
Division of Toledo City
Cantabaco Elementary School
Cantabaco, Toledo City

PART IV: DEVELOPMENT PLANS OF THE IPCRF (IPC

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

B. Core Behavioral Competencies (DepEd)

Feedback:
MA.JUDELYN G. VEREZ
RATEE
c of the Philippines
ment of Education
VII-Central Visayas
on of Toledo City
Elementary School
abaco, Toledo City

PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)

DONABEL L. LARIOSA JOSEPH IRWIN A. LAGURA

RATER APPROVING AUTHORITY
Appendix M
 Republic of the Philippines
Department of Education
Region VII-Central Visayas
Division of Toledo City
Cantabaco Elementary School
Cantabaco, Toledo City

PERFORMANCE MONITORING AND COACHING FORM

IMPACT ON JOB/ACTION SIGNATURE
DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
PLAN (RATER/RATEE)

RATEE RATER APPROVING AUTHORITY