PMES

PERFORMANCE MANAGEMENT AND

E V A L U AT I O N S Y S T E M

R E P O S I T O RY F O L D E R
S.Y 2024 - 2025

KEY RESULT
OBJECTIV
AREAS
ES
INDICATO
RS
MARIAN A.
Teacher III,
DULOG
Ratee

EMELIE A.
Master Teacher I
MORANO
Rater
 PMES
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

REPOSITORY
S.Y 2024-
FOLDER 2025
"THIS REPOSITORY FOLDER
WILL SERVE AS THE MAIN
COLLECTION OF TEACHING
AND LEARNING MATERIALS,
ALONG WITH ESSENTIAL
DOCUMENTS FOR
SY 2024-2025. IT ENSURES
ORGANIZED AND
ACCESSIBLE
DOCUMENTATION FOR
EVALUATION AND SHARING,
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

TABLE OF
CONTENTSKRA 1
CONTENT KNOWLEDGE AND
PEDAGOGY KRA 2
CONTENT KNOWLEDGE AND
PEDAGOGY
KRA 3
And LEARNING ENVIRONMEN
DIVERSITY OF LEARNER &
CURRICULUM AND
PLANNING KRA 4
COMMUNITY LINKAGES &
PROFESSIONAL
ENGAGEMENT KRA 5
PERSONAL GROWTH AND
PROFESSIONAL
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

1
KRA
CONTENT
KNOWLEDGE
AND
PEDAGOGY
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 1
OBJECTIVE 1
APPLIED
KNOWLEDGE OF
CONTENT
WITHIN AND
ACROSS
CURRICULUM
TEACHING
AREAS
(PPST 1.1.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

I N T H I S AC T I V I T Y , I I NTE G RATE M A PE H , SC I E NC E , A ND S O C I A L ST U DI E S BY PR OV I DI NG
R E A L-W O R LD PR O B LE M S R E L AT E D T O Q U A RT I LE S O F U NG R O U PE D DATA. E AC H G R O U P
W I LL A NA LYZ E A ND SO LV E A G I V E N DATA SE T R E L AT E D T O PH Y SI C A L AC TI V I TY (M A PE H ),
PL A NT G R O W T H (S C I E NC E ), A ND H I ST O R I C A L/SO C I A L T R E NDS (SO C I A L S T U DI E S).
I als o in co rp ora te E n g lis h b y requ iring s tud ents to in terp ret an d explain their res u lts
clea rly. T h is develo ps th eir critical th inking and co m m unicatio n s kills ,
I N DI SC U SSI NG Q U A RTI LE S O F U NG R O U PE D DATA , I I NT E G RAT E D H I S TO RY BY E X PLO R I NG
T H E B AC K G R O U ND O F T H E M AT H E M ATI C I A NS W H O C O NT R I B U T E D T O TH E DE V E LO PM E NT
O F S TAT I ST I C A L M E T H O DS.

KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 1
OBJECTIVE 2
USED
RESEARCH-
BASED
KNOWLEDGE
AND
PRINCIPLES IN
THE TEACHING
AND LEARNING
PROCESS.
(PPST 1.2.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

EFFECTIVE USE OF INFORMATION TECHNOLOGY SUCH AS

USING INTERACTIVE GAMES AND USING OF VIDEO
LESSONS IN TEACHING CAN BOOST THE INTEREST OF
LEARNERS. WE ARE TWENTY FIRST CENTURY TEACHERS
AND WE NEED TO BE EQUIPPED WITH THE L ATEST
KNOWLEDGE AND TEACHING. ADOPTING TECHNOLOGY IN
OUR TEACHING CAN HELP BOTH TEACHER AND THE
STUDENTS BETTER UNDERSTAND THE LESSON. IN THE
MOTIVATION PART OF MY LESSON, I INTEGRATED ICT
THROUGH AN INTERACTIVE “4 PICS 1 WORD” GAME.
STUDENTS WILL ANALYZE THE PICTURES AND DETERMINE
THE COMMON WORD THAT CONNECTS THEM, LEADING TO
THE LESSON TOPIC.

KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 1
OBJECTIVE 3
ENSURED THE
POSITIVE USE
OF ICT TO
FACILITATE THE
TEACHING AND
LEARNING
PROCESS.
(PPST 1.3.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

EFFECTIVE USE OF INFORMATION TECHNOLOGY SUCH AS

USING INTERACTIVE GAMES AND USING OF VIDEO
LESSONS IN TEACHING CAN BOOST THE INTEREST OF
LEARNERS. WE ARE TWENTY FIRST CENTURY TEACHERS
AND WE NEED TO BE EQUIPPED WITH THE L ATEST
KNOWLEDGE AND TEACHING. ADOPTING TECHNOLOGY IN
OUR TEACHING CAN HELP BOTH TEACHER AND THE
STUDENTS BETTER UNDERSTAND THE LESSON. IN THE
MOTIVATION PART OF MY LESSON, I INTEGRATED ICT
THROUGH AN INTERACTIVE “4 PICS 1 WORD” GAME.
STUDENTS WILL ANALYZE THE PICTURES AND DETERMINE
THE COMMON WORD THAT CONNECTS THEM, LEADING TO
THE LESSON TOPIC.

KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 1
OBJECTIVE 4
USED A RANGE
OF TEACHING
STRATEGIES
THAT ENHANCE
LEARNER
ACHIEVEMENTS
IN LITERACY
AND NUMERACY
(PPST 1.4.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 1
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

TO SUPPORT STUDENTS’ L ITERACY SK IL L S, I INCORPORATE D A

W ORD- GUESSING ACTIVITY DURING THE DISCUSSION. USING A
POW E RPOINT PRESENTATION, I DISPL AYED DEFINITIONS OF KE Y
MATHEMATICAL TERMS REL ATED TO QUARTIL E S OF
UNGROUPE D DATA. STUD ENTS W IL L ANALYZE THE DEFINITION
AND GUESS THE CORRECT TERM. THIS STRATEGY ENHANCES
L ITERACY SK IL L S BY IMPROVING STUDENTS’ VOCABUL ARY AND
COMPREHENSION OF MATHEMATICAL CONCEPTS.

IN THE DE VELOPING MASTE RY OF THE L ESSON, I USED A REAL-

W ORLD DATA SET TO ENGAGE STUDENTS IN APPLYING TUKEY’S
METHOD FOR QUARTIL E COMPUTATION. THIS STRATEGY
KRA 1
ENHANCES NUMERACY SK IL L S BY HE L PING L EARNE RS
ORGANIZE, ANALYZE, AND INTERPRET DATA
R E S U LT- B A S E D P E R F O R M A N C E
MANAGEMENT SYSTEM

KRA

2
CONTENT
KNOWLEDG
E &
PEDAGOGY
&
LEARNING
ENVIRONME
NT
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 2
OBJECTIVE
USED EFFECTIVE 5
VERBAL AND NON-
VERBAL CLASSROOM
COMMUNICATION
STRATEGIES TO
SUPPORT LEARNER
UNDERSTANDING,
PARTICIPATION,
ENGAGEMENT AND
ACHIEVEMENT
(PPST 1.7.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 2
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

USING VARIETY OF CL ASSROOM ACTIVITIES THAT WILL CATER THE NEEDS OF

LEARNERS IN THEIR LESSON WILL HELP BOTH TEACHER AND LEARNER
ACHIEVE LEARNING MORE EFFECTIVELY. USING VERBAL AND NON-VERBAL
CL ASSROOM STRATEGIES TO SUPPORT LEARNER UNDERSTANDING AND
PARTICIPATION WILL MAKE LEARNING POSITIVELY. APPLYING THESE IN
CREATING ASSESSMENT AND IN TEACHING OUR LEARNERS AND LETTING
THEM EXPRESS THEIR IDEAS ALLOW THEM TO MASTER THEIR
COMMUNICATION SKILLS.

KRA 2
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 2
OBJECTIVE 6
MAINTAIN
SUPPORTIVE
LEARNING
ENVIRONMENT THAT
NURTURE AND
INSPIRE LEARNERS
TO PARTICIPATE,
COOPERATE, AND
COLLABORATE IN
CONTINUED
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 2
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

TO FOSTE R A MOTIVATING A ND PRODUCTIV E LE A RNING E NVIRO NME NT, I

IMPLE ME NTE D A COLL A BO RATIVE G RO UP ACTIV ITY W HE RE STUDE NTS TA KE
R E S P ONSIBILITY FOR THE IR R OLE S. E ACH GR OUP W ILL A SSIG N SPE CIFIC TA SK S
S UCH A S RE PORTE R , SE CR E TA RY, PRE SE NTE R, A ND TIME KE E PE R, E NSUR ING THAT
E V E RY ME MBE R ACTIVE LY CONTRIBUTE S TO THE TA SK .

KRA 2
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 2
OBJECTIVE 7
APPLIED A RANGE OF
SUCCESSFUL
STRATEGIES THAT
MAINTAIN LEARNING
ENVIRONMENTS THAT
MOTIVATES LEARNERS
TO WORK
PRODUCTIVELYBY
ASSUMMING
RESPONSIBILITY FOR
THEIR OWN LEARNING.
(PPST 2.5.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 2
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

APPLIED A RANGE OF SUCCESSFUL TEACHING STRATEGIES TO MAINTAIN

LEARNING ENVIRONMENTS THAT MOTIVATE LEARNERS TO WORK
PRODUCTIVELY IS ESSENTIAL. THE LEARNING ENVIRONMENT SHOULD BE
CONDUCIVE TO LEARNING. WHEN STUDENTS FEEL S AFE, SECURE, AND
INSPIRED IN THEIR SURROUNDINGS, THEY BECOME MORE MOTIVATED TO
WORK PRODUCTIVELY, COLL ABORATE IN GROUP ACTIVITIES, AND ACTIVELY
PARTICIPATE IN DISCUSSIONS, DRILLS, AND EXERCISES. AS TEACHERS, IT IS
OUR DUTY TO CREATE A CL ASSROOM THAT FOSTERS BOTH LEARNING AND A
S AFE SPACE FOR OUR STUDENTS.

KRA 2
R E S U LT- B A S E D P E R F O R M A N C E
MANAGEMENT SYSTEM

3
KRA
DIVERSITY
OF
LEARNERS
AND
CURRICULU
M
PLANNING
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 3
OBJECTIVE 8
DESIGN, ADAPT AND
IMPLEMENT TEACHING
STRATEGIES THAT ARE
RESPONSIVE TO
LEARNERS WITH
DISABILITIES,
GIFTEDNESS AND
TALENTS
(PPST 3.3.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 3
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

ESTABLISHED A LEARNER- CENTERED CULTURE BY USING TEACHING

STRATEGIES THATRESPOND TO THEIR LINGUISTIC, CULTURAL, SOCIO -
ECONOMIC AND RELIGIOUS BACKGROUNDS.
PROMOTING LEARNER-CENTERED TEACHING IS A TOP PRIORITY IN
EDUCATION TODAY, ENABLING STUDENTS TO EXPLORE, DISCOVER, AND
GROW HOLISTICALLY. IT IS ALSO ESSENTIAL FOR TEACHERS TO DESIGN
LESSONS THAT ALIGN WITH AND RESPECT STUDENTS' CULTURAL BELIEFS,
TRADITIONS, SOCIO -ECONOMIC BACKGROUNDS, AND RELIGIOUS VALUES.
ADDITIONALLY, LESSONS AND ASSESSMENTS SHOULD BE INCLUSIVE AND
APPLICABLE TO DIVERSE LEARNERS.

KRA 3 4O
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 3
OBJECTIVE 9
PLANNED AND DELIVERED
TEACHING STRATEGIES THAT
ARE RESPONSIVE TO THE
SPECIAL EDUCATIONAL NEEDS
OF LEARNERS IN DIFFICULT
CIRCUMSTANCES, INCLUDING
GEOGRAPHIC ISOLATION,
CHRONIC ILLNESS,
DISPLACEMENT DUE TO ARMED
CONFLICT, URBAN
RESETTLEMENT OR DISASTERS,
CHILD ABUSE AND CHILD
LABOR PRACTICES
(PPST 3.4.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
CLASSROOM OBSERVATION
TOOT (COT) RATING SHEET
OR INTER-OBSERVER
AGREEMENT FORM; DONE
THROUGH ONSITE/ FACE TO
FACE/ IN PERSON CLASSROOM
OBSERVATION.
If onsite/ face-to-face/ in-
person are not implemented.
•Through observation of
synchronous/ asynchronous
teaching in other modalities;
or
•Through observation of
KRA 3
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

IN RESPONSE TO THE SPECIAL EDUCATIONAL NEEDS OF LEARNERS FACING

DIFFICULT CIRCUMSTANCES, I PROVIDED A SPECIAL WORK ASSIGNMENT
ON THE QUARTILES OF UNGROUPED DATA FOR STUDENTS WHO WERE
ABSENT. THIS ASSIGNMENT WAS DESIGNED TO ENSURE THAT LEARNERS,
REGARDLESS OF THEIR SITUATION (E.G., GEOGRAPHIC ISOL ATION,
CHRONIC ILLNESS, OR DISPL ACEMENT), HAD THE OPPORTUNITY TO CATCH
UP WITH THE LESSON IN A WAY THAT ACCOMMODATES THEIR NEEDS.

KRA 3
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 3
OBJECTIVE 10
ADAPTED AND
IMPLEMENTED
LEARNING PROGRAMS
THAT ENSURE
RELEVANCE AND
RESPONSIVENESS TO
THE NEEDS OF ALL
LEARNERS
(PPST 4.3.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
1.PROOF (MOV) OF
IF IMPLEMENTATION
LEARNING PROGRAMS, (E.G.
PROGRESS REPORT CARD,
ACCOMPLISHMENT REPORT)
2.Proof of contexrualization,
localization and indigenization of
learning programs )e.g. progress
report, technical report)
3.Proof of adaptation of learning
programs (e.g. progress report
card, accomplishment report)
4.Action plan, activity proposal/
activity matrix for adaptation and
implementation of learning
programs.
*With annotation describing the
relevance and responsiveness of
KRA 3
the learning programs to the
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

SECURING A COPY OF ASSESS MENT TEST AND REPORTS OF EVALUATION IS VERY IM PORTANT AS
BASIS OF INTERPRETATION OF UNDERSTANDING AND LEVEL OF EVERY LEARNERS. GRADING SHEETS
AND CL AS S RECORDS, INCLUDING BOTH FORMATIVE AND SUMM ATIVE AS SESSMENTS, S HOULD BE
USED TO PROVIDE INTERVENTIONS FOR STUDENTS WHO ARE STRUGGLING AND TO OFFER FOLLOW-
UPS AND ENRICHMENT FOR THOS E WHO HAVE M AS TERED THE LESSON, ENSURING THAT NO STUDENT
IS LEFT BEHIND.
I HAVE IM PLEMENTED VARIOUS PROGRAMS AIMED AT ENHANCING AND DEVELOPING S TUDENTS
HOLISTICALLY. ADOPTING APPROPRIATE PROGRAMS AND CAREFULLY PL ANNING HOW TO ADDRESS
LEARNERS' NEEDS ARE CRUCIAL FACTORS THAT MUST BE CONSIDERED.
THESE PROGRAMS AND PROJECTS ARE DESIGNED TO ASS ESS, ENHANCE, AND DEVELOP STUDENTS'
ABILITIES AND SKILLS. THEY PL AY A VITAL ROLE IN S UPPORTING ALL LEARNERS, ENSURING THAT
EDUCATIONAL APPROACHES ARE RELEVANT AND RESPONSIVE TO DIFFERENT LEARNING STYLES .

KRA 3
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

IN GROUP ACTIVITIES AND ASS ES SM ENT CHECKING, FEEDBACK PL AYS A

CRUCIAL ROLE. IT S ERVES AS A GUIDE TO DETERMINE WHETHER THE
DIS CUS SION OR PRESENTATION EFFECTIVELY COVERS THE NECES S ARY
COMPETENCIES AND LESS ON OB JECTIVES.
Providing cons tructive feedb ack helps improve s tud ents ' p erformance and
outputs . It als o off ers s ugg es tions on how they can further enhance their
skills and progres s . Add itionally, us ing rub rics for s coring provid es learners
with clear g uid elines to ens ure their work is accurate and eff ective.

KRA 3
R E S U LT- B A S E D P E R F O R M A N C E
MANAGEMENT SYSTEM

KRA
COMMUNITY
LINKAGES
AND
PROFESSIO
NAL
ENGAGEME
NT
4
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 4
OBJECTIVE 11
MAINTAINED
LEARNING
ENVIRONMENT
THAT ARE
RESPONSIVE TO
COMMUNITY
CONTEXT.
(PPST 6.1.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
1.COMMUNICATION LETTER ABOUT A
PROGRAM/ PROJECT/ ACTIVITY THAT
HIGHLIGHTS MAINTAINING LEARNING
ENVIRONMENTS THAT ARE RESPONSIVE TO
COMMUNITY CONTEXTS
ACCOMPLISHMENTS REPORT OF A
PROGRAM/ PROJECT/ ACTIVITY THAT
HIGHLIGHTS MAINTAINING LEARNING
ENVIRONMENTS THAT ARE RESPONSIVE TO
COMMUNITY CONTEXTS
2.Minutes of a consultative meeting /
community stakeholders meeting about a
a program/ project/ activity that
highlights maintaining learning
environments that are responsive to
community contexts with proof of
attendance
3.Program/ project/ activity that
highlights maintaining learning
environments that are responsive to
KRA 4
community contexts
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

MAINTAINING STRONG REL ATIONSHIPS WITH STAKEHOLDERS AND KEEPING THEM

INFORMED ABOUT SCHOOL PROGRAMS AND PROJECTS IS ESSENTIAL FOR GAINING
THEIR SUPPORT. COMMUNITY STAKEHOLDERS PL AY A VITAL ROLE IN THE SCHOOL'S
GROWTH, AS THEIR PARTICIPATION, SUPPORT, AND COOPERATION HELP ENSURE
SMOOTH COMMUNICATION BETWEEN THE SCHOOL AND THE COMMUNITY.
To strengthen this partnership, we conduct parent orientations and provide
updates on the current system. Community support is especially important in
maintaining a safe and healthy learning environment for students.

KRA 4
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 4
OBJECTIVE 12
REVIEWED REGULARLY
PERSONAL TEACHING
PRACTICE USING
EXISTING LAWS AND
REGULATIONS THAT
APPLY THE TEACHING
PROFESSION AND THE
RESPONSIBILITIES
SPECIFIED IN THE
CODE OF ETHICS OF
PROFESSIONAL
TEACHERS
(PPST 6.3.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
1.MINUTES/ NOTES OF COACHING
AND MENTORING
SESSIONS/MEETING/FGDS OTHER
COLLEGIAL AND DISCUSSIONS
THAT HIGHLIGHTS THE
OBJECTIVES
2.Teaching materials, with
annotations highlighting the
objectives, e.g.:
•Lesson plan
•Activity sheet
•Assessment materials
•Others (please specify)
3. Refl ection notes of teacher on
the coaching and mentoring
KRA 4
sessions/meeting/FGDs other
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

ENGAGING IN DISCUSSIONS W ITH COLLEAGU ES THROU GH

L AC (LEARNING ACTION CELL) SESSION S ON HIGHER-
ORDER THINKING SKILLS (HOTS) A ND PLPS IN
MATHEMATICS HELPS REFRESH TEACHERS’ KNOW LED GE OF
THEIR ROLES IN BOTH THE SCHOOL A ND THE COMMU N ITY.
A S FACILITATORS OF LEA RNING, TEACHERS PL AY A V ITA L
ROLE IN SHAPING STU D ENTS’ ED U CATION A ND DA ILY
LIV ES.

KRA 4
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 4
OBJECTIVE 13
COMPLIED WITH AND
IMPLEMENTED SCHOOL
POLICIES AND
PROCEDURES
CONSISTENTLY TO
FOSTER HARMONIOUS
REALATIONSHIP WITH
LEARNERS , PARENTS
AND OTHER
STAKEHOLDERS
(PPST 6.4.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
1.PROOF OF COMMUNICATION
ABOUT AN IMPLEMENTED
SCHOOL POLICY/ PROCEDURE
SENT TO PARENTS/
GUARDIANS
2.Minutes of parent-teacher
conference/ stakeholders
meeting about an
implemented school policy.
procedure with proof of
attendance.
3.Proof of participation/
involvement in a school-
community partnership for
KRA 4
the implementation of school
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

IN EDUCATION, TEACHERS, PARENTS, AND GUARDIANS SHARE A STRONG PARTNERSHIP IN

NURTURING STUDENTS’ INTELLECTUAL GROWTH. MAINTAINING A HARMONIOUS REL ATIONSHIP
AND KEEPING PARENTS INFORMED ABOUT THEIR CHILDREN’S PROGRESS AND ACTIVITIES IS
ESSENTIAL.
As facilitators of learning, it is important to conduct appropriate assessments to measure
students' knowledge and understanding throughout the grading period. These evaluations
help determine the extent of their learning and identify the need for follow-ups or
remediation. Implementing a variety of assessments enhances and develops students’ skills,
serving as a basis for measuring their progress.
Encouraging open communication with parents fosters a stronger partnership, allowing for
shared time and eff ort in guiding and supporting students eff ectively.

KRA 4
R E S U LT- B A S E D P E R F O R M A N C E
MANAGEMENT SYSTEM

KRA

5
PERSONAL
GROWTH
AND
PROFESSIO
NAL
DEVELOPME
NT
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 5
OBJECTIVE 14
ADOPTED PRACTICES
THAT UPHOLD THE
DIGNITY OF TEACHING
AS A PROFESSION BY
EXHIBITING QUALITIES
SUCH AS CARING,
ATTITUDE, RESPECT
AND INTEGRITY.
(PPST 7.2.2)
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
1.A REFLECTION/ JOURNAL ENTRY
THAT HIGHLIGHTS PRACTICES THAT
UPLHOLD THE DIGNITY OF TEACHING
AS A PROFESSION
2.Annotated evidences of practice,
including but not limited to the
following.
•Documented feedback from
superiors, colleagues or other
stakeholders directly refl ecting the
ratee’s good practices that uphold
the dignity of teaching as a
profession
•Remarks from superiors, colleagues
or master teacher/ school head about
one’s qualities (e.g. entries in
Performance Monitoring and
KRA 5
Coaching Form (PMFC) or Mid-Year
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

THE REFLECTION AND JOURNAL ENTRIES HIGHLIGHT THE ADAPTATION OF PRACTICES THAT
UPHOLD THE DIGNITY OF A TEACHER, DEMONSTRATING STRONG VALUES THAT ARE EVIDENT IN
BOTH THE SCHOOL AND THE COMMUNITY. THESE DOCUMENTS SERVE AS PROOF OF
DEDICATION, EAGERNESS TO SHARE KNOWLEDGE WITH LEARNERS, AND COMMITMENT TO
BEING A POSITIVE ROLE MODEL FOR COLLEAGUES, STUDENTS, AND MEMBERS OF THE
COMMUNITY.
By documenting these practices, teachers can identify key accomplishments throughout the
school year and address their professional needs. These records serve as a basis for
evaluating experiences, achievements, and overall performance, ensuring continuous growth
and improvement in the teaching profession.

KRA 5
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

KRA 5
OBJECTIVE 15
PERFORMED
VARIOUS RELATED
WORKS/ACTIVITIES
THAT CONTRIBUTE
TO THE TEACHING-
LEARNING
PROCESS.
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

MEANS OF
VERIFICATION
(MOV)
1.COMMITTEE INVOLVEMENT AS
2.involvement as module/learning
material writer/validator.
3.Involvement as resource
person/speaker/ learning facilitator in
the RO/SDO/school-initiated TV/radio-
based instruction.
4.Book or journal authorship/ co-
authorship/ contributor
5.Advisorship/ coordinatorship/
chairpersonship
6.Participation in demonstration teaching
7.Participation as research presenter in a
forum/conference
8.Mentoring of pre-service/on-service
teachers
9.Conducted research within the rating
period
10.Other (please specify)
KRA 5
With annotation on how it is contributed
PERFORMANCE MANAGEMENT
A N D E VA L U AT I O N S Y S T E M

PHOTO
DOCUMENTATION

THE REFLECTION AND JOURNAL ENTRIES DOCUMENT THE ADAPTATION OF TEACHING

PRACTICES THAT UPHOLD A TEACHER'S DIGNITY AND DEMONSTRATE STRONG VALUES WITHIN
THE SCHOOL AND COMMUNITY. THESE RECORDS SERVE AS EVIDENCE OF DEDICATION, A
WILLINGNESS TO SHARE KNOWLEDGE WITH LEARNERS, AND A COMMITMENT TO BEING A ROLE
MODEL FOR COLLEAGUES, STUDENTS, AND THE BROADER COMMUNITY.
By maintaining these documents, educators can highlight key aspects of their teaching
journey throughout the academic year, ensuring that their professional needs are met.
These records serve as a reference for experiences, achievements, and performance,
guiding continuous improvement in the teaching profession.

KRA 5