Rpms Tools Marias Version

RPMS TOOL for TEACHER I-III
(Proficient Teachers)
Name of Employee: MARY GRACE F. MIGUEL Position: TEACHER 1

School: GUINAYANG NHS Salary Grade: SG 11 STEP 3
District: SAN MATEO I Effectivity Date: 12-Jul-12
POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Department of Education
Position Title Teacher I-III Salary Grade SG 11 STEP 3

Parenthetical Title
Office Unit Effectivity Date 12-Jul-12
Reports to Principal/School Heads Page/s
Position Supervised
JOB SUMMARY
QUALIFICATION STANDARDS
A. CSC Prescribed Qualifications
Education Bachelor of
Elementary/Secondary/Early
Childhood Education or
Bachelor's degree plus 18
Experience None
units inRequired
Education
Eligibility RA 1080
Trainings None Required
B. Preferred Qualifications
Education BSE/BSEEd/College
Graduate with Education
Experience units (18-21), at least 18 MA
units
Eligibility PBET/LET Passer
Trainings In-service training
DUTIES AND RESPONSIBILITIES

1. Applies mastery of content knowledge and its application across learning areas.
2. Facilitates learning using appropriate and innovative teaching strategies and classroom management practices.
3. Manages an environment conducive to learning.

4. Addresses learner diversity.
5. Implements and supervises curricular programs to support learning.
6. Monitors and evaluates learner progress and undertake activities to improve learner performance.
7. Maintains and updated records of learners' progress.
8. Counselsa and guides learners.
Works with relevant stakeholders, both internal and external, to promote learning and improve school
9.
performance.
10. Undertakes activities towards personal and professional growth.
11. Does related work.
Page 1 of 1
CLASSROOM OBSERVATION TOOL (COT) - RPMS
MANAGEMENT OF BEHAVIOR CHECKLIST
OBSERVER:
TEACHER
OBSERVED: DATE:
SUBJECT & GRADE LEVEL

TAUGHT: OBSERVATION: 1 □2□ 3□ 4□
Check the strategies used by the teacher in managing the learner during the classroom
observation.
Providing motivation
Praising the learners/Giving positive feedback
Setting house rules/guidelines
Ensuring learner's active participation
Allowing learners to express their ideas/opinions
Giving equal opportunities to learners
Encouraging learners to asks questions
Others (Please specify and provide annotations)
_______________________________________________
Signature over Printed Name of the Observer
RPMS TOOL FOR TEACHER I-III (Proficient Teachers)
PERFORMANCE INDICATORS
Means of Verification
KRA's OBJECTIVES Very
(MOV) QET Outstanding
Satisfactory
Satisfactory Unsatisfactory Poor
(5) (3) (2) (1)
(4)
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool Showed knowledge Showed knowledge Showed knowledge Showed knowledge No
content within and (COT) rating sheet and/or inter- of content and its of content and its of content and its of content and its acceptable
KNOWLEDGE integration within integration within integration within integration within evidence
across curricuoum observer agreement form about
AND and across subject and across subject and across subject and across subject was shown
teaching areas. knowledge of content within and areas as shown in areas as shown in areas as shown in areas as shown in
PEDAGOGY across subject areas MOV1 with a rating MOV1 with a rating MOV1 with a rating MOV1 with a rating
of 7 of 6 of 5 of 4
Quality
2. Lesson plans/modified DLLs

developed highlighting integration
of content knowledge within and
across subject areas
3. Instructional materials highlighting Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
mastery of content and its leassons using MOV leassons using MOV leassons using MOV the given MOV acceptable
1 and supported by 1 and supported by 1 and supported by evidence
integration in other subject areas
any 1of the other any 1of the other any 1of the other was shown
given MOV given MOV given MOV
Efficiency
4. Performance tasks/test materials
highlighting integration of content
knowledge within and across
subject areas
5. Others (Please specify and

Timeliness
provide annotations)
2. Used a range of 1. Classroom observation tool Facilitated using Facilitated using Facilitated using Facilitated using No
teaching strategies (COT) rating sheet and/or inter- different teaching different teaching different teaching different teaching acceptable
strategies that strategies that strategies that strategies that evidence
that enhance learner observer agreement form about
promote reading, promote reading, promote reading, promote reading, was shown
achievement in teaching strategies that enhance writing and/or writing and/or writing and/or writing and/or
literacy and numeracy learner achievement in literacy numeracy skills as numeracy skills as numeracy skills as numeracy skills as
skills. and numeracy skills shown in MOV 1 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 with a rating of 4
Quality
2. Lesson plans/modified DLLs used

in teaching highlighting learner-
centered strategies that promote
literacy and/or numeracy skills
3. Instructional materials highlighting Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 No
learner-centered strategies that learner-centered learner-centered learner-centered learner-centered acceptable
lessons as shown in lessons as shown in lessons as shown in lesson as evidently evidence
promote literacy and/or numeracy
MOV 1 and MOV 1 and MOV 1 and shown in any 1 of was shown
skills supported by any 1 supported by any 1 supported by any 1 the given MOV
of the other MOV of the other MOV of the other MOV
given given given
Efficiency
4. Performance tasks/test
material(s) used in teaching
5. Results of assessment used in
teaching

Timeliness
3. Applied a range of 1. Classroom observation tool Used different Used different Used different Used different No
teaching strategies to (COT) rating sheet and/or inter- teaching strategies teaching strategies teaching strategies teaching strategies acceptable
that develop critical that develop critical that develop critical that develop critical evidence
develop critical and observer agreement form about
and creative thinking and creative thinking and creative thinking and creative was shown
creative thinkling, as teaching strategies to develop and/or other HOTS and/or other HOTS and/or other HOTS thinking and/or
well as other higher- critical and creative thinking, as as shown in MOV 1 as shown in MOV 1 as shown in MOV 1 other HOTS as
order thinking skills. well as other higher-order thinking with a rating of 7 with a rating of 6 with a rating of 5 shown in MOV 1
skills with a rating of 4
Quality
2. Lesson plans/modified DLLs used

in teaching highlighting learner-
centered strategies that develop
critical and creative thinking,
and/or other HOTS
3. Instructional materials highlighting Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted 1 lesson No
different teaching strategies that lessons as lessons as lessons as as evidenced by acceptable
evidenced by MOV evidenced by MOV evidenced by MOV any 1 of the given evidence
develop critical and creative
1 and supported by 1 and supported by 1 and supported by MOV was shown
thinking, and/or other HOTS any 1 of the other any 1 of the other any 1 of the other
Efficiency
4. Performance tasks/test
material(s) used in demonstration
teaching
5. Results of assessment used in
teaching
provide annotations) Timeliness
Satisfactory
(5) (3) (2) (1)
(4)
2. LEARNING 4. Managed classroom 1. Classroom observation tool Used classroom Used classroom Used classroom Used classroom No
structure to engage (COT) rating sheet and/or inter- management management management management acceptable
ENVIRONMENT strategies that strategies that strategies that strategies that evidence
learners, individually observer agreement form about
AND DIVERSITY engage learners in engage learners in engage learners in engage learners in was shown
or in groups, in managing classroom structure activities/tasks as activities/tasks as activities/tasks as activities/tasks as
OF LEARNERS meaningful that engages learners in various shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
explanation, activities with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
discovery and hands-
on activities within a
range of physical
learning Quality
environments.
highlighting various classroom
management strategies that
engage learners in activities/tasks
in different physical learning
environments
3. Others (Please specify and Submitted at least 4 Submitted 3 lessons Submitted 2 lessons Submitted 1 lesson No
provide annotations) lessons supported supported by MOV 1 supported by MOV 1 supported by any of acceptable
by MOV 1 and any 1 and any 1 of the and any 1 of the the acceptable evidence
of the other other acceptable other acceptable MOV was shown
Efficiency acceptable MOV MOV MOV
Timeliness
2. LEARNING 5. Managed learner Classroom observation tool Applied teacher Applied teacher Applied teacher Applied teacher No
behavior (COT) rating sheet and/or inter- management management management management acceptable
ENVIRONMENT strategies of learner strategies of learner strategies of learner strategies of learner evidence
constructively by observer agreement form about
AND DIVERSITY behavior that behavior that behavior that behavior that was shown
applying positive and teacher management of learner promote positive promote positive promote positive promote positive
OF LEARNERS non-violent discipline behavior using the following and non-violent and non-violent and non-violent and non-violent
to ensure learning- strategies: discipline as shown discipline as shown discipline as shown discipline as shown
focused in MOV submitted in MOV submitted in MOV submitted in MOV submitted
environments. 1. Providing motivation with a rating of 7 with a rating of 6 with a rating of 5 with a rating of 4
Quality
2. Praising the learners/Giving
positive feedback
3. Setting house rules/guidelines
4. Ensuring learner's active Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 of No
participation of the given of the given of the given the given strategies acceptable
strategies as strategies as strategies as as observed in only evidence
observed in at least observed in 3 observed in 2 1 lesson was shown
5. Allowing learners to express their 4 lessons lessons lessons
ideas/opinions
Efficiency
6. Giving equal opportunities to
learners
7. Encouraging learners to asks

questions

6. Used differentiated, 1. Classroom observation tool Applied Applied Applied Applied No

developmentally (COT) rating sheet and/or inter- differentiated differentiated differentiated differentiated acceptable
teaching strategies teaching strategies teaching strategies teaching strategies evidence
appropriate learning observer agreement form about
to address learner to address learner to address learner to address learner shown
experiencce to using differentiated, diversity as shown diversity as shown diversity as shown diversity as shown
address learner's developmentally appropriate Quality in MOV 1 with a in MOV 1 with a in MOV 1 with a in MOV 1 with a
gender, needs, learning experiences rating of 7 rating of 6 rating of 5 rating of 4
strengths, interests
and experiences. 2. Lesson plans/modified DLLs
developed highlighting
differentiation in content, product,
process, learning environment or Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No
others according to learners' differentiated differentiated differentiated differentiated acceptable
gender, needs, strengths, teaching strategies teaching strategies teaching strategies teaching strategy in evidence
in at least 2 in at least 2 lessons in at least 2 lessons only 1 lesson as shown
interests and experiences
leassons as as evidenced by as evidenced by evidently shown in
evidenced by MOV MOV 1 and MOV 1 and any 1 of the No
3. Instructional materials highlighting 1 and supported by supported by any 1 supported by any 1 acceptable MOV acceptable
differentiation in content, product, any 1 of the other of the other of the other evidence
acceptable MOV acceptable MOV acceptable MOV was shown
process, learning environment or
others according to learners'
gender, needs, strengths, Efficiency

Timeliness
Satisfactory
(5) (3) (2) (1)
(4)
3. CURRICULUM 7. Planned, managed 1. Classroom observation tool Planned and Planned and Planned and Planned and No
and implemented (COT) rating sheet and/or inter- implemented implemented implemented implemented acceptable
AND PLANNING developmentally developmentally developmentally developmentally evidence
developmentally observer agreement form about
sequenced teaching sequenced teaching sequenced teaching sequenced was shown
sequenced teaching using developmentally sequenced and learning and learning and learning teaching and
and learning teaching and learning process process as shown in process as shown in process as shown in learning process as
processes to meet MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating shown in MOV 1
curriculum of 7 of 6 of 5 with a rating of 4
requirements and
varied teaching
contents.
Quality
developed highlighting
developmetally sequenced
instruction that meet curriculum
goals and varied teaching
contexts
3. Instructional materials used to Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

implement developmetally developmentally developmentally developmentally developmentally acceptable
sequenced teaching sequenced teaching sequenced teaching sequenced evidence
sequenced instruction that meet
and learning and learning and learning teaching and was shown
curriculum goals and varied process as evidently process as evidently process as evidently learning process as
teaching contexts shown in MOV 1 shown in MOV 1 shown in MOV 1 evidently shown in
and supported by and supported by and supported by any 1 of the given
any 1 of the other any 1 of the other any 1 of the other MOV
Efficiency

Timeliness
8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

collegial discussions LAC/FGDs/meetings with proof of participated in participated in participated in in LACs/FGDs/ acceptable
LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ meetings to discuss evidence
that use teacher and attendance
meetings to discuss meetings to discuss meetings to discuss teacher/learner was shown
learner feedback to teacher/learner teacher/learner teacher/learner feedback to enrich
enrich teaching feedback to enrich feedback to enrich feedback to enrich instruction as
practice. instruction as shown instruction as shown instruction as shown shown in the MOV
in the MOV in the MOV in the MOV submitted
2. Minutes of LAC/FGD sessions on Quality submitted submitted submitted
use of teacher and learner
feedback to enrich teaching
practice with proof of attendance
3. Others (Please specify and Participated in at Participated in 3 Participated in 2 Participated 1 No

provide annotations) least 4 LACs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/ meeting acceptable
FGDs/meetings as meetings as meetings as as evidently shown evidence
evidently shown in evidently shown in evidently shown in in any 1 of the was shown
Efficiency
any 1 of the given any 1 of the given any 1 of the given given MOV
MOV MOV MOV
Timeliness
3. CURRICULUM 9. Selected, developed, 1. Classroom observation tool Developed and used 6Developed and 6Developed and 6Developed and No
organized, and used (COT) rating sheet and/or inter- varied teaching and used varied used varied used varied acceptable
AND PLANNING learning resources teaching and teaching and teaching and evidence
appropriate teaching observer agreement form about
including ICT, to learning resources learning resources learning resources was shown
and learning using appropriate teaching and address learning including ICT, to including ICT, to including ICT, to
resources, including learning resources, including ICT goals as shown in address learning address learning address learning
ICT, to address MOV 1 with a rating goals as shown in goals as shown in goals as shown in
learning goals. of 7 MOV 1 with a rating MOV 1 with a rating MOV 1 with a rating
of 8 of 5 of 4
Quality
Examples: Activity sheets/tasks
sheets/work sheets, powerpoint
presentations, video clips,
module, SIMs-Strategic
Intervention Matertials, Other
2. Lesson plans/modified DLLs with Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted any No
apprropriate instructional varied teaching and teaching and teaching and teaching and acceptable
learning resources learning resources learning resources learning resource evidence
materials appended
including ICT, as including ICT, as including ICT, as including ICT, as was shown
evidently shown in evidently shown in evidently shown in evidently shown in
MOV 1 and MOV 1 and MOV 1 and any of the
supported by any 1 supported by any 1 supported by any 1 acceptable MOV
3. Others (Please specify and of the acceptable of the acceptable of the acceptable
MOV MOV MOV
provide annotations) Efficiency
Satisfactory
(5) (3) (2) (1)
(4)
Timeliness
4. ASSESMENT 10. Designed, selected, 1. Classroom observation tool Designed, selected, Designed, selected, Designed, selected, Designed, selected, No
organized and used (COT) rating sheet and/or inter- organized and used organized and used organized and used organized and used acceptable
AND diagnostic, formative diagnostic, formative diagnostic, formative diagnostic, evidence
diagnostic, formative observer agreement form about
REPORTING and summative and summative and summative formative and was shown
and summative using diagnostic, formative and assessment assessment assessment summative
assessment summative assessment startegies strategies consistent strategies consistent strategies consistent assessment
strategies consistent with curriculum with curriculum with curriculum strategies
with curriculum requirements as requirements as requirements as consistent with
requirements. shown in MOV 1 shown in MOV 1 shown in MOV 1 curriculum
with a rating of 7 with a rating of 6 with a rating of 5 requirements as
shown in MOV 1
2. Prepared lesson plans/modified with a rating of 4
DLLs highlighting appropriate use
of formative assessment
Quality
strategies
3. Develop diagnostic tests: (a) with

TOS reviewed by superior; (b)
with sample accomplished
questionaire/answer sheets
4. Develop summative tests: (a) with Submitted at least 4 Submitted 3 varied Submitted 2 varied Submitted 1 No
TOS reviewed by superior; (b) varied assessment assessment tools as assessment tools as assessment tool as acceptable
tools as evidently evidently shown in evidently shown in evidently shown in evidence
with sample accomplished
shown in any 1 of any 1 of the any 1 of the any of the was shown
questionaire/answer sheets the acceptable MOV acceptable MOV acceptable MOV acceptable MOV
5. Develop performance tasks: (a)
with rubrics reviewed by superior; Efficiency
(b) with sample accomplished
rubrics

11. Monitored and 1. Compilation of learner's written Consistently Frequently Occasionally Rarely monitored No
evaluated learner work with summary of results and monitored and monitored and monitored and and evaluated acceptable
evaluated learner evaluated learner evaluated learner learner progress evidence
progress and with signature of parents
progress and progress and progress and and achievement was shown
achievement using achievement using achievement using achievement using using learner
learner attainment learner attainment learner attainment learner attainment attainment data as
data. data as shown in data as shown in data as shown in shown in MOV
MOV submitted MOV submitted MOV submitted submitted
Quality
2. Formative/summative
assessment tools with TOS and
frequency of errors with identified
least mastered skills
3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

combination of at combination of 3 of combination of 2 of acceptable MOV acceptable
least 4 of the the acceptable MOV the acceptable MOV evidence
acceptable MOV was shown
Efficiency
showing index of mastery
5. Others (Please specify and Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
provide annotations) were distributed were distributed were distributed was completed in acceptable
across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
Timeliness was shown
12. Communicated 1. At least 3 samples of corrected Consistently Frequently showed Occasionally Rarely showed No
promptly and clearly test papers of the same 3 showed prompt and prompt and clear showed prompt and prompt and clear acceptable
clear communication communication of clear communication communication of evidence
the learner's needs, learners in the same learning
of the learner's the learner's needs, of the learner's the learner's needs, was shown
progress and area with parents' or guardians' needs, progress and progress and needs, progress and progress and
achievement to key signature and date of receipt achievement to key achievement to key achievement to key achievement to key
stakeholders, stakeholders, stakeholders, stakeholders, stakeholders,
including parents/ including parents/ including parents/ including parents/ including parents/
guardians guardians as shown guardians as shown guardians as shown guardians as shown
in the MOV in the MOV in the MOV in the MOV
submitted submitted submitted submitted
Quality
2. Minutes of PTA meetings or
Parent-Teacher conferences in all
quarters with proof of
parents'/guardians' attendance
3. Report cards with parent's or
guardian's signature in all
quarters supported by minutes of
meeting
4. Communication with Submitted a Submitted a Submitted a Submitted any 1 of No

parents/guardians using various combination of at combination of 3 of combination of 2 of the given MOV acceptable
least 4 of the the acceptable MOV the acceptable MOV evidence
modalities
Efficiency acceptable MOV was shown
5. Anecdotal record showing entries
per quarter
guardians
Satisfactory
(5) (3) (2) (1)
(4)
6. Other documents showing learner Submitted MOV Submitted MOV Submitted MOV Submitted MOV No
needs, progress and achievement were distributed were distributed were distributed was completed in acceptable
across 4 quarters across 3 quarters across 2 quarters only 1 quarter evidence
submitted to other stakeholders
Timeliness was shown
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Consistently Frequently Occasionally Rarely performed No
related Participation performed various performed various performed various various related acceptable
related related related works/activities that evidence
works/activities that
2. Certificate of Training works/activities that works/activities that works/activities that contribute to the was shown
contribute to the contribute to the contribute to the contribute to the teaching-learning
teaching-learning teaching-learning teaching-learning teaching-learning process as shown
process 3. Certificate of Speakership process as shown in process as shown in process as shown in in the MOV
the MOV submitted the MOV submitted the MOV submitted submitted
4. Committee involvement
Quality
5. Advisorship of Co-curricular
activities
6. Book or Journal Authorship/Co-

authorship/Contributorship
7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No

different kinds of kinds of acceptable kinds of acceptable the acceptable acceptable
acceptable MOV MOV MOV MOV evidence
was shown
8. Coaching and mentoring learners
in competitions Efficiency
9. Mentoring pre-service/in-service
teachers
Name of Employee: MARY GRACE F. MIGUEL
Position: GUINAYANG NHS
District/School: SAN MATEO I
SUBMITTED MEANS OF VERIFICATION
REMARK
KRA's OBJECTIVES Acceptable MOVs Submitted MOVs
VALID
1. CONTENT 1. Applied knowledge of 1. Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
KNOWLEDGE AND content within and and/or inter-observer agreement form about the 4 observations indicated in indicator 1
PEDAGOGY across curriculum knowledge of content within and across subject
teaching areas. areas
2. Lesson plans/modified DLLs developed 4 modified DLLs developed highlighting

highlighting integration of content knowledge integration of content knowledge within and
within and across subject areas across subject areas
3. Instructional materials highlighting mastery of 4 documented instructional materials used

content and its integration in other subject areas highlighting mastery of content and its
integration in other subject areas (powerpoint,
pictures, documentation of materials)
4. Performance tasks/test materials highlighting 4 Performance Tasks (pictures with anotations

integration of content knowledge within and of the product) 4 Test materials (checked and
across subject areas verified by the observer coordinator)
highlighting integration of content knowledge
within and across subject areas
5. Others (Please specify and provide annotations)
2. Used a range of 1. Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
teaching strategies and/or inter-observer agreement form about the 4 observations indicated in indicator 2
that enhance learner teaching strategies that enhance learner
achievement in achievement in literacy and numeracy skills
literacy and
numeracy skills.
2. Lesson plans/modified DLLs used in teaching 4 modified DLLs developed highlighting

highlighting learner-centered strategies that learner-centered strategies that promote
promote literacy and/or numeracy skills literacy and/or numeracy skills
3. Instructional materials highlighting learner- 4 documented instructional materials used

centered strategies that promote literacy and/or highlighting learner-centered strategies that
numeracy skills promote literacy and/or numeracy skills
(powerpoint, pictures, documentation of
materials)
4. Performance tasks/test material(s) used in 4 Performance Tasks (pictures with anotations

teaching of the product) 4 Test materials (checked and
verified by the observer coordinator) used in
teaching
5. Results of assessment used in teaching 4 Results of assessment used in teaching

(Mastery Index) checked and verified by the
observer.
3. Applied a range of 1. Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
teaching strategies to and/or inter-observer agreement form about the 4 observations indicated in indicator 3
develop critical and teaching strategies to develop critical and
creative thinkling, as creative thinking, as well as other higher-order
well as other higher- thinking skills
order thinking skills.
2. Lesson plans/modified DLLs used in teaching 4 modified DLLs developed highlighting

highlighting learner-centered strategies that learner-centered strategies that develop
develop critical and creative thinking, and/or critical and creative thinking, and/or other
other HOTS HOTS
3. Instructional materials highlighting different 4 documented instructional materials used

teaching strategies that develop critical and highlighting different teaching strategies that
creative thinking, and/or other HOTS develop critical and creative thinking, and/or
other HOTS
4. Performance tasks/test material(s) used in 4 Performance Tasks (pictures with anotations

demonstration teaching of the product) 4 Test materials (checked and
verified by the observer coordinator) used in
teaching
5. Results of assessment used in teaching 4 Results of assessment used in teaching
(Mastery Index) checked and verified by the
observer.
Checked by: ________________________________

2. LEARNING 4. Managed classroom 1. Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
ENVIRONMENT structure to engage and/or inter-observer agreement form about the 4 observations indicated in indicator 4
AND DIVERSITY learners, individually managing classroom structure that engages
OF LEARNERS or in groups, in learners in various activities
meaningful
explanation,
2. Lesson plans/modified DLLs highlighting various 4 modified DLLs developed highlighting
discovery and hands-
classroom management strategies that engage various classroom management strategies
on activities within a
learners in activities/tasks in different physical that engage learners in activities/tasks in
range of physical
learning environments different physical learning environments
learning
environments.
5. Managed learner Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
behavior and/or inter-observer agreement form about the 4 observations indicated in indicator 5
constructively by teacher management of learner behavior using
applying positive and the following strategies:
non-violent discipline
to ensure learning-
1. Providing motivation
focused
environments.
2. Praising the learners/Giving positive feedback
3. Setting house rules/guidelines
4. Ensuring learner's active participation Submitted at least 4 of the given strategies as

observed in at least 4 lessons
5. Allowing learners to express their ideas/opinions
6. Giving equal opportunities to learners
7. Encouraging learners to asks questions
6. Used differentiated, 1. Classroom observation tool (COT) rating sheet 2 COT with average computation of grade in
developmentally and/or inter-observer agreement form about the 2 observations indicated in indicator 6
appropriate learning using differentiated, developmentally appropriate
experiencce to learning experiences
address learner's
gender, needs,
strengths, interests
and experiences. 2. Lesson plans/modified DLLs developed 2 modified DLLs witn atleast 4 differentiated
highlighting differentiation in content, product, teaching strategies
process, learning environment or others
according to learners' gender, needs, strengths,
3. Instructional materials highlighting differentiation 4 documented instructional materials used

in content, product, process, learning highlighting differentiation in content, product,
environment or others according to learners' process, learning environment or others
gender, needs, strengths, interests and according to learners' gender, needs,
experiences strengths, interests and
Checked by: ________________________________

3. CURRICULUM AND 7. Planned, managed 1. Classroom observation tool (COT) rating sheet 4 COT with average computation of grade in
PLANNING and implemented and/or inter-observer agreement form about the 4 observations indicated in indicator 7
developmentally using developmentally sequenced teaching and
sequenced teaching learning process
and learning
processes to meet
curriculumrequireme
nts and varied 2. Lesson plans/modified DLLs developed 4 modified DLLs developed highlighting
teaching contents. highlighting developmetally sequenced developmetally sequenced instruction that
instruction that meet curriculum goals and varied meet curriculum goals
teaching contexts
3. Instructional materials used to implement 4 documented instructional materials used to

developmetally sequenced instruction that meet implement developmetally sequenced
curriculum goals and varied teaching contexts instruction that meet curriculum goals and
varied teaching contexts
8. Participated in 1. Personal notes of teachers on 4 Personal notes of teachers on

collegial discussions LAC/FGDs/meetings with proof of attendance LAC/FGDs/meetings with proof of attendance
that use teacher and
learner feedback to
enrich teaching 2. Minutes of LAC/FGD sessions on use of teacher 4 Minutes of LAC/FGD sessions on use of
practice. and learner feedback to enrich teaching practice teacher and learner feedback to enrich
with proof of attendance teaching practice with proof of attendance
9. Selected, developed, 1. Classroom observation tool (COT) rating sheet 1 COT with average computation of grade in
organized, and used and/or inter-observer agreement form about the 4 observations indicated in indicator 8
appropriate teaching using appropriate teaching and learning
and learning resources, including ICT
resources, including
ICT, to address
Examples: Activity sheets/tasks sheets/work Examples: Activity sheets/tasks sheets/work
learning goals.
sheets, powerpoint presentations, video clips, sheets, powerpoint presentations, video clips,
module, SIMs-Strategic Intervention Matertials, module, SIMs-Strategic Intervention
Other Matertials, Other
2. Lesson plans/modified DLLs with apprropriate 4 modified DLLs developed highlighting

instructional materials appended developmetally sequenced instruction that
meet curriculum goals
Checked by: ________________________________

4. ASSESMENT AND 10. Designed, selected, 1. Classroom observation tool (COT) rating sheet 1 COT with average computation of grade in
REPORTING organized and used and/or inter-observer agreement form about the 4 observations indicated in indicator 9
diagnostic, formative using diagnostic, formative and summative
and summative assessment startegies
assessment
strategies consistent
2. Prepared lesson plans/modified DLLs highlighting 4 modified DLLs developed highlighting
with curriculum
appropriate use of formative assessment appropriate use of formative assessment
requirements.
strategies strategies
3. Develop diagnostic tests: (a) with TOS reviewed 4 developed diagnostic tests: (a) with TOS
by superior; (b) with sample accomplished reviewed by superior; (b) with sample
questionaire/answer sheets accomplished questionaire/answer sheets
4. Develop summative tests: (a) with TOS reviewed 4 develop summative tests: (a) with TOS
by superior; (b) with sample accomplished reviewed by superior; (b) with sample
questionaire/answer sheets accomplished questionaire/answer sheets
5. Develop performance tasks: (a) with rubrics 4 develop performance tasks: (a) with rubrics
reviewed by superior; (b) with sample reviewed by superior; (b) with sample
accomplished rubrics accomplished rubrics
4. ASSESMENT AND 11. Monitored and 1. Compilation of learner's written work with Compilation of learner's written work with
REPORTING evaluated learner summary of results and with signature of parents summary of results and with signature of
progress and parents 1 student per section
achievement using
learner attainment
data.
2. Formative/summative assessment tools with TOS 4 Formative/summative assessment tools with
and frequency of errors with identified least TOS and frequency of errors with identified
mastered skills (based on rank of skills) least mastered skills (based on rank of skills)
3. Class records/grading sheets Class records/grading sheets for 4 quarters
4. Lesson plans/modified DLLs showing index of 4 Lesson plans/modified DLLs showing index
mastery of mastery reviewed by the coordinator
12. Communicated 1. At least 3 samples of corrected test papers of the At least 3 samples per section of corrected
promptly and clearly same 3 learners in the same learning area with test papers of the same 3 learners innthe
the learner's needs, parents' or guardians' signature and date of same learning area with parents' or guardians'
progress and receipt signature and date of receipt per quarter
achievement to key
stakeholders,
including parents/
guardians 2. Minutes of PTA meetings or Parent-Teacher Minutes of PTA meetings or Parent-Teacher
conferences in all quarters with proof of conferences in all quarters with proof of
parents'/guardians' attendance parents'/guardians' attendance
3. Report cards with parent's or guardian's signature Sample report cards with parent's or
in all quarters supported by minutes of meeting guardian's signature (duplicate copy) in all
quarters supported by minutes of meeting
4. Communication with parents/guardians using Communication with parents/guardians using

various modalities various modalities
5. Anecdotal record showing entries per quarter Anecdotal record showing entries per quarter
6. Other documents showing learner needs,

progress and achievement submitted to other
stakeholders
5. PLUS FACTOR 13. Performed various 1. Certificate of Recognition or Participation Certificate of Recognition or Participation
related
works/activities that
contribute to the 2. Certificate of Training Certificate of Training
teaching-learning
process 3. Certificate of Speakership Certificate of Speakership
4. Committee involvement Committee involvement

contribute to the
teaching-learning
process
5. Advisorship of Co-curricular activities Advisorship of Co-curricular activities
6. Book or Journal Authorship/Co- Book or Journal Authorship/Co-

authorship/Contributorship authorship/Contributorship
7. Coordinatorship/Chairpersonship Coordinatorship/Chairpersonship
8. Coaching and mentoring learners in competitions Coaching and mentoring learners in
competitions
9. Mentoring pre-service/in-service teachers Mentoring pre-service/in-service teachers
Checked by: ________________________________

UBMITTED MEANS OF VERIFICATION
REMARKS
INVALID
ecked by: ________________________________
ecked by: ________________________________

ecked by: ________________________________

ecked by: ________________________________
Name: MARY GRACE F. MIGUEL Name of Rater: ANAGINE E. SINDAC
Position: TEACHER 1 Position: TEACHER-IN-CHARGE
Division: RIZAL Date of Review: APRIL 2019
Rating Period: MAY 2018-APRIL 2019
COT COMPUTATION SUMMARY

COT RATING RPMS- POINT SCALE RANGE
7 5 4.500-5.000
6 4 3.500-4.499
5 3 2.500-3.499
4 2 1.500-2.499
3 1 below 1.499
INDICATOR 1 INDICATOR 2
COT RATING SHEET COT RATING RPMS- POINT SCALE COT RATING SHEET COT RATING
COT Rating sheet 1 5 3 COT Rating sheet 1
TOTAL 5 12 TOTAL
AVERAGE 3 AVERAGE
FINAL RATING FINAL RATING
COT Rating sheet 1 -2 COT Rating sheet 1
TOTAL -8 TOTAL
AVERAGE -2 AVERAGE
TOTAL -8 TOTAL
AVERAGE -2 AVERAGE
TOTAL -8 TOTAL
AVERAGE -2 AVERAGE
INDICATOR 9
COT RATING SHEET COT RATING RPMS- POINT SCALE

COT Rating sheet 1
COT Rating sheet 2
COT Rating sheet 3
COT Rating sheet 4 -2
TOTAL -2
AVERAGE -2
FINAL RATING
Checked by: ________________________________

ANAGINE E. SINDAC
TEACHER-IN-CHARGE
RANGE
4.500-5.000
3.500-4.499
2.500-3.499
1.500-2.499
below 1.499
INDICATOR 2
RPMS- POINT SCALE

-2
-2
-2
-2
-8
-2
INDICATOR 4
RPMS- POINT SCALE

-2
-2
-2
-2
-8
-2
INDICATOR 6
RPMS- POINT SCALE

-2
-2
-4
-2
INDICATOR 8
RPMS- POINT SCALE
-2
-2
-2
Name: MARY GRACE F. MIG Name of Rater: ANAGINE E. SINDAC

MOV COMPUTATION SUMMARY

EFFICIENCY AND TIMELINESS
RANGE RPMS- POINT SCALE
4.500-5.000 5
3.500-4.499 4
2.500-3.499 3
1.500-2.499 2
below 1.499 1
NO. OF SUBMITTED NO OF SUBMITTED FINAL

OBJECTIVE LESSON PLANS MOV TOTAL RATING RATING
1 1 0.5 0 0.5
2 1 0.5 0 0.5
3 1 0.5 0 0.5
4 1 0.5 0 0.5
FINAL
OBJECTIVE NO OF TIMES OBSERVED WITH ATLEAST 4 GIVEN STRATEGIES TOTAL RATING RATING
5 1 1
NO. OF DIFFERENTIATED NO OF SUBMITTED FINAL

OBJECTIVE STRATEGIES MOV TOTAL RATING RATING
6
1 0.5 0 0.5
NO. OF SUBMITTED NO. OF SUBMITTED FINAL

OBJECTIVE LESSON PLANS MOV TOTAL RATING RATING
7 1 0.5
NO. OF SUBMITTED NOTES/MINUTES WITH PROOF OF 0 0.5 FINAL
OBJECTIVE ATTENDANCE TOTAL RATING RATING
8 1 1
Powerpoint
NO. OF SUBMITTED presentations, video FINAL
OBJECTIVE LESSON PLANS clips, module, TOTAL RATING RATING
9 1 0.5 0 0.5
FINAL
OBJECTIVE NO. OF SUBMITTED VARIED ASSESSMENT TOOL TOTAL RATING RATING
10 1 1
OBJECTIVE EFFICIENCY TOTAL RATING FINAL RATING
NO. OF SUBMITTED
COMPILATIION OF
LEARNERS WORK WITH
SUMMARY OF RESULTS
AND WITH SIGNATURE OF
PARENTS
NO. OF SUBMITTED
FORMATIVE /SUMMATIVE
ASSESSMENT TOOLS
WITH TOS AND
FREQUENCY OF ERRORS
WITH IDENTIFIED LEAST
MASTERED SKILLS (BASED
ON RANK OF SKILLS)
11 1 1
NO. OF SUBMITTED CLASS

RECORDS/GRADING
SHEETS
NO. LESSON PLANS/

MODIFIED DLL'S
SHOWING INDEX OF
MASTERY REVIEWED BY
THE COORDINATOR.
QUALITY TOTAL RATING FINAL RATING
ALL 4 MOV'S ARE SUBMITTED 1 1
TIMELINESS TOTAL RATING FINAL RATING
NO. OF QUARTERS WITH

ON TIME SUBMISSION OF 1 1
GRADES
NO.
OF
EFFICIENCY SECTI
OBJECTIVE ONS 5 TOTAL RATING FINAL RATING
At least 3 samples per
section of corrected test
papers of the same 3
learners in the same
learning area with
parents' or guardians'
signature and date of
receipt per quarter
0 1
Minutes of PTA meetings

or Parent-Teacher
conferences in all quarters
with proof of
parents'/guardians'
attendance
1
1.75
12
Sample report cards with
parent's or guardian's
signature (duplicate copy) 1
in all quarters supported
by minutes of meeting
Communication with
parents/guardians using
various modalities/
Anecdotal record showing
entries per quarter
QUALITY TOTAL RATING FINAL RATING
ALL 4 MOV'S ARE 1 1

SUBMITTED
TIMELINESS TOTAL RATING FINAL RATING

NO. OF QUARTERS MOVS 1 1
WERE FACILITATED
OBJECTIVE QUALITY
FINAL
Consistently performed various related works/activities TOTAL RATING RATING
0 0
13
FINAL
NO. OF SUBMITTED MOVS TOTAL RATING RATING
1 1
Name: MARY GRACE F. MIGUEL Name of Rater: ANAGINE E. SINDAC

PLUS FACTOR COMPUTATION
RANGE RPMS- POINT SCALE

4.500-5.000 5
3.500-4.499 4
2.500-3.499 3
1.500-2.499 2
below 1.499 1
FINAL
FOR ADVISERS SCORE WEIGHT TOTAL RATING RATING
SUBJECT AREA COOR 5 40% 2

GRADE LEVEL COOR 5 30% 1.5
LIASON 5 5% 0.25
PROPERTY 5 5% 0.25
LIS 5 5% 0.25
TEACHER-IN-CHARGE 5 15% 0.75
TOTAL 30 100% 5
FOR SUBJECT AREA FINAL

SCORE WEIGHT TOTAL RATING RATING
COORDINATOR
4 10% 0.4
LIASON
EMIS 3 20% 0.6
MEA 4 20% 0.8
TEACHER-IN-CHARGE (AS 4 30% 1.2

SUBJECT AREA COOR)
TEACHER-IN-CHARGE
(Other 3 20% 0.6
COORDINATORSHIP)
TOTAL 18 100% 3.6
FOR NON ACADEMIC FINAL

COORDINATORS/CLASS SCORE WEIGHT TOTAL RATING RATING
ADVISER
SUBJECT AREA
COORDINATOR
GRADE LEVEL 5 35% 1.75
COORDINATOR 5 30% 1.5
LIASON 5 5% 0.25
EMIS 5 10% 0.5
LIS 5 5% 0.25

TOTAL 100% 5
FOR NON ACADEMIC FINAL

COORDINATORS/NON SCORE WEIGHT TOTAL RATING RATING
ADVISER
SUBJECT AREA 5 40% 2

COORDINATOR
LIASON 5 5% 0.25
EMIS 5 5% 0.25
TOTAL 20 100% 5
FINAL
GLC'S /ADVISER SCORE WEIGHT TOTAL RATING RATING

COORDINATOR
LIASON 5 5% 0.25
EMIS 5 5% 0.25
LIS 5 10% 0.5
TEACHER-IN-CHARGE 5 40% 2
TOTAL 25 100% 5
FINAL
SUBJECT TEACHER SCORE WEIGHT TOTAL RATING RATING

COORDINATOR
LIASON 5 5% 0.25
EMIS 5 5% 0.25
TOTAL 20 100% 5
Checked by: ________________________________

DLL,ATTENDANCE,REPORTS
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF) for TEACHER I-III
Name of Employee: MARY GRACE F. MIGUEL Name of Rater: ANAGINE E. SINDAC

Position: GUINAYANG NHS Position: TEACHER-IN-CHARGE
District/School: SAN MATEO I Date of Review: APRIL 2019
Rating Period: May 2018 to April 2019
TO BE FILLED OUT DURING PLANNING TO BE FILLED OUT DURING EVALUATION

PERFORMANCE INDICATORS RATING
WEIGHT ACTUAL
KRAs OBJECTIVES TIMELINE
PER KRA RESULTS
SCORE
QET Outstanding (5) Very Satisfactory (4) Satisfactory (3) Unsatisfactory (2) Poor (1) Q E T AVE
1. CONTENT 1. Applied knowledge of Showed knowledge of Showed knowledge of content Showed knowledge of Showed knowledge of No acceptable
content within and across content and its integration and its integration within and content and its integration content and its evidence was
KNOWLEDGE within and across subject across subject areas as shown within and across subject integration within and shown
curricuoum teaching
AND PEDAGOGY areas as shown in MOV1 with in MOV1 with a rating of 6 areas as shown in MOV1 across subject areas
areas. a rating of 7 with a rating of 5 as shown in MOV1
Quality with a rating of 4 0
May 2018 to April

2019
7.5% 0 0.000
Submitted at least 4 leassons Submitted at least 3 leassons Submitted at least 2 Submitted any 1 the No acceptable
using MOV 1 and supported using MOV 1 and supported by leassons using MOV 1 and given MOV evidence was
by any 1of the other given any 1of the other given MOV supported by any 1of the shown
Efficiency
MOV other given MOV
0
Timeliness
2. Used a range of teaching Facilitated using different Facilitated using different Facilitated using different Facilitated using No acceptable
strategies that enhance teaching strategies that teaching strategies that teaching strategies that different teaching evidence was
promote reading, writing promote reading, writing and/or promote reading, writing strategies that shown
learner achievement in
and/or numeracy skills as numeracy skills as shown in and/or numeracy skills as promote reading,
literacy and numeracy shown in MOV 1 with a rating MOV 1 with a rating of 6 shown in MOV 1 with a writing and/or
skills. of 7 rating of 5 numeracy skills as
Quality
shown in MOV 1 with
0
a rating of 4
May 2018 to April

2019
7.5% 0 0.000
Submitted at least 4 learner- Submitted at least 3 learner- Submitted at least 2 learner- Submitted 1 learner- No acceptable
centered lessons as shown in centered lessons as shown in centered lessons as shown centered lesson as evidence was
MOV 1 and supported by any MOV 1 and supported by any in MOV 1 and supported by evidently shown in any shown
1 of the other MOV given 1 of the other MOV given any 1 of the other MOV 1 of the given MOV
Efficiency
given 0
Timeliness
3. Applied a range of Used different teaching Used different teaching Used different teaching Used different No acceptable
teaching strategies to strategies that develop critical strategies that develop critical strategies that develop teaching strategies evidence was
and creative thinking and/or and creative thinking and/or critical and creative thinking that develop critical shown
develop critical and
other HOTS as shown in other HOTS as shown in MOV and/or other HOTS as and creative thinking
creative thinkling, as well MOV 1 with a rating of 7 1 with a rating of 6 shown in MOV 1 with a and/or other HOTS as
as other higher-order rating of 5 shown in MOV 1 with
thinking skills.
Quality
a rating of 4
0
May 2018 to April

2019
7.5% 0 0.000
Submitted at least 4 lessons Submitted at least 3 lessons Submitted at least 2 lessons Submitted 1 lesson as No acceptable
as evidenced by MOV 1 and as evidenced by MOV 1 and as evidenced by MOV 1 and evidenced by any 1 of evidence was
supported by any 1 of the supported by any 1 of the supported by any 1 of the the given MOV shown
Efficiency other given MOV other given MOV other given MOV 0
Timeliness
2. LEARNING 4. Managed classroom Used classroom management Used classroom management Used classroom Used classroom No acceptable
structure to engage strategies that engage strategies that engage learners management strategies that management evidence was
ENVIRONMENT learners in activities/tasks as in activities/tasks as shown in engage learners in strategies that engage shown
learners, individually or in
AND DIVERSITY shown in MOV 1 with a rating MOV 1 with a rating of 6 activities/tasks as shown in learners in
groups, in meaningful of 7 MOV 1 with a rating of 5 activities/tasks as
OF LEARNERS explanation, discovery Quality shown in MOV 1 with 0
and hands-on activities a rating of 4
within a range of physical
learning environments.
May 2018 to April
2019
7.5% 0 0.000
Submitted at least 4 lessons Submitted 3 lessons supported Submitted 2 lessons Submitted 1 lesson No acceptable
supported by MOV 1 and any by MOV 1 and any 1 of the supported by MOV 1 and supported by any of evidence was
1 of the other acceptable other acceptable MOV any 1 of the other the acceptable MOV shown
Efficiency MOV acceptable MOV 0
Timeliness
2. LEARNING 5. Managed learner Applied teacher management Applied teacher management Applied teacher Applied teacher No acceptable
behavior constructively strategies of learner behavior strategies of learner behavior management strategies of management evidence was
ENVIRONMENT that promote positive and that promote positive and non- learner behavior that strategies of learner shown
AND DIVERSITY by applying positive and
non-violent discipline as violent discipline as shown in promote positive and non- behavior that promote
non-violent discipline to
OF LEARNERS ensure learning-focused
shown in MOV submitted with MOV submitted with a rating of violent discipline as shown positive and non-
a rating of 7 6 in MOV submitted with a violent discipline as
environments. Quality rating of 5 shown in MOV 0
submitted with a rating
of 4
May 2018 to April
2019
7.5% 2.5 0.188
Submitted at least 4 of the Submitted at least 3 of the Submitted at least 2 of the Submitted any 1 of the No acceptable
given strategies as observed given strategies as observed in given strategies as observed given strategies as evidence was
in at least 4 lessons 3 lessons in 2 lessons observed in only 1 shown
Efficiency
lesson
5
Timeliness
6. Used differentiated, Applied differentiated Applied differentiated teaching Applied differentiated Applied differentiated No acceptable
developmentally teaching strategies to strategies to address learner teaching strategies to teaching strategies to evidence shown
address learner diversity as diversity as shown in MOV 1 address learner diversity as address learner
appropriate learning
shown in MOV 1 with a rating with a rating of 6 shown in MOV 1 with a diversity as shown in
experiencce to address of 7 rating of 5 MOV 1 with a rating of
learner's gender, needs, Quality 4 0
strengths, interests and
experiences.
May 2018 to April Submitted at least 4 Submitted at least 3 Submitted at least 2 Submitted any 1 No acceptable
2019
7.5% differentiated teaching differentiated teaching differentiated teaching differentiated teaching evidence shown
0 0.000
strategies in at least 2 strategies in at least 2 lessons strategies in at least 2 strategy in only 1 No
leassons as evidenced by as evidenced by MOV 1 and lessons as evidenced by lesson as evidently acceptable evidence
MOV 1 and supported by any supported by any 1 of the MOV 1 and supported by shown in any 1 of the was shown
Efficiency 1 of the other acceptable other acceptable MOV any 1 of the other acceptable MOV 0
MOV acceptable MOV
Timeliness
3. CURRICULUM 7. Planned, managed and Planned and implemented Planned and implemented Planned and implemented Planned and No acceptable
implemented developmentally sequenced developmentally sequenced developmentally sequenced implemented evidence was
AND PLANNING teaching and learning process teaching and learning process teaching and learning developmentally shown
developmentally
as shown in MOV 1 with a as shown in MOV 1 with a process as shown in MOV 1 sequenced teaching
sequenced teaching and rating of 7 rating of 6 with a rating of 5 and learning process
learning processes to Quality as shown in MOV 1 0
meet curriculum with a rating of 4
requirements and varied
teaching contexts.
May 2018 to April Submitted at least 4 Submitted 3 developmentally Submitted 2 developmentally Submitted 1 No acceptable
2019
7.5% developmentally sequenced sequenced teaching and sequenced teaching and developmentally evidence was
0 0.000
teaching and learning process learning process as evidently learning process as sequenced teaching shown
as evidently shown in MOV 1 shown in MOV 1 and evidently shown in MOV 1 and learning process
and supported by any 1 of the supported by any 1 of the and supported by any 1 of as evidently shown in
Efficiency other given MOV other given MOV the other given MOV any 1 of the given 0
MOV
Timeliness
3. CURRICULUM 8. Participated in collegial Consistently participated in Frequently participated in Occasionally participated in Rarely participated in No acceptable
discussions that use LACs/FGDs/ meetings to LACs/FGDs/ meetings to LACs/FGDs/ meetings to LACs/FGDs/ meetings evidence was
AND PLANNING discuss teacher/learner discuss teacher/learner discuss teacher/learner to discuss shown
teacher and learner
feedback to enrich instruction feedback to enrich instruction feedback to enrich teacher/learner
feedback to enrich as shown in the MOV as shown in the MOV instruction as shown in the feedback to enrich
teaching practice. submitted submitted MOV submitted instruction as shown
Quality in the MOV submitted 1
May 2018 to April

2019
7.5% 1 0.075
Participated in at least 4 Participated in 3 LACs/FGDs/ Participated in 2 Participated 1 No acceptable

LACs/ FGDs/meetings as meetings as evidently shown LACs/FGDs/ meetings as LAC/FGD/ meeting as evidence was
evidently shown in any 1 of in any 1 of the given MOV evidently shown in any 1 of evidently shown in any shown
Efficiency the given MOV the given MOV 1 of the given MOV 1
Timeliness
9. Selected, developed, Developed and used varied Developed and used varied Developed and used varied Developed and used No acceptable
organized, and used teaching and learning teaching and learning teaching and learning varied teaching and evidence was
resources including ICT, to resources including ICT, to resources including ICT, to learning resources shown
appropriate teaching and
address learning goals as address learning goals as address learning goals as including ICT, to
learning resources, shown in MOV 1 with a rating shown in MOV 1 with a rating shown in MOV 1 with a address learning goals
including ICT, to address of 7 of 8 rating of 5 as shown in MOV 1
learning goals.
Quality
with a rating of 4
0
May 2018 to April

2019
7.5% Submitted at least 4 varied Submitted 3 varied teaching Submitted 2 varied teaching Submitted any No acceptable 0 0.000
teaching and learning and learning resources and learning resources teaching and learning evidence was
resources including ICT, as including ICT, as evidently including ICT, as evidently resource including shown
evidently shown in MOV 1 shown in MOV 1 and shown in MOV 1 and ICT, as evidently
and supported by any 1 of the supported by any 1 of the supported by any 1 of the shown in any of the
Efficiency acceptable MOV acceptable MOV acceptable MOV acceptable MOV 0
Timeliness
4. ASSESSMENT 10. Designed, selected, Designed, selected, Designed, selected, organized Designed, selected, Designed, selected, No acceptable
organized and used organized and used and used diagnostic, formative organized and used organized and used evidence was
AND REPORTING diagnostic, formative and and summative assessment diagnostic, formative and diagnostic, formative shown
diagnostic, formative and
summative assessment strategies consistent with summative assessment and summative
summative assessment strategies consistent with curriculum requirements as strategies consistent with assessment strategies
strategies consistent with curriculum requirements as shown in MOV 1 with a rating curriculum requirements as consistent with
curriculum requirements. shown in MOV 1 with a rating of 6 shown in MOV 1 with a curriculum
of 7 rating of 5 requirements as
Quality shown in MOV 1 with 0
a rating of 4
May 2018 to April

2019
7.5% 0.5 0.038
Submitted at least 4 varied Submitted 3 varied Submitted 2 varied Submitted 1 No acceptable

assessment tools as assessment tools as evidently assessment tools as assessment tool as evidence was
evidently shown in any 1 of shown in any 1 of the evidently shown in any 1 of evidently shown in any shown
Efficiency the acceptable MOV acceptable MOV the acceptable MOV of the acceptable 1
MOV
Timeliness
4. ASSESSMENT 11. Monitored and evaluated Consistently monitored and Frequently monitored and Occasionally monitored and Rarely monitored and No acceptable
learner progress and evaluated learner progress evaluated learner progress and evaluated learner progress evaluated learner evidence was
AND REPORTING and achievement using achievement using learner and achievement using progress and shown
achievement using
learner attainment data as attainment data as shown in learner attainment data as achievement using
learner attainment data. shown in MOV submitted MOV submitted shown in MOV submitted learner attainment
Quality data as shown in MOV 1
submitted
May 2018 to April

2019
7.5% 1 0.075
Submitted a combination of at Submitted a combination of 3 Submitted a combination of Submitted 1 No acceptable
least 4 of the acceptable of the acceptable MOV 2 of the acceptable MOV acceptable MOV evidence was
Efficiency MOV shown 1
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 evidence was 1
quarter shown
12. Communicated promptly Consistently showed prompt Frequently showed prompt and Occasionally showed prompt Rarely showed prompt No acceptable
and clearly the learner's and clear communication of clear communication of the and clear communication of and clear evidence was
the learner's needs, progress learner's needs, progress and the learner's needs, communication of the shown
needs, progress and
and achievement to key achievement to key progress and achievement learner's needs,
achievement to key stakeholders, including stakeholders, including to key stakeholders, progress and
stakeholders, including parents/ guardians as shown parents/ guardians as shown including parents/ guardians achievement to key
parents/ guardians in the MOV submitted in the MOV submitted as shown in the MOV stakeholders,
submitted including parents/
Quality guardians as shown in 1
the MOV submitted
May 2018 to April

2019
7.5% 0.66667 0.050
Submitted a combination of at Submitted a combination of 3 Submitted a combination of Submitted any 1 of the No acceptable
least 4 of the acceptable of the acceptable MOV 2 of the acceptable MOV given MOV evidence was
Efficiency MOV shown 0
Submitted MOV were Submitted MOV were Submitted MOV were Submitted MOV was No acceptable
Timeliness distributed across 4 quarters distributed across 3 quarters distributed across 2 quarters completed in only 1 evidence was 1
quarter shown
5. PLUS FACTOR 13. Performed various related Consistently performed Frequently performed various Occasionally performed Rarely performed No acceptable
works/activities that various related related works/activities that various related various related evidence was
works/activities that contribute to the teaching- works/activities that works/activities that shown
contribute to the
contribute to the teaching- learning process as shown in contribute to the teaching- contribute to the
teaching-learning process learning process as shown in the MOV submitted learning process as shown teaching-learning
Quality the MOV submitted in the MOV submitted process as shown in 0
the MOV submitted
May 2018 to April
2019
10% 0.5 0.050
Submitted at least 4 different Submitted 3 different kinds of Submitted 2 different kinds Submitted any 1 of the No acceptable
kinds of acceptable MOV acceptable MOV of acceptable MOV acceptable MOV evidence was
Efficiency shown 1
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 0.48

100%
DESCRIPTION US
LEGEND:
4.5 - 5.00 O
3.5 - 4.499 VS
2.5 - 3.499 S
1.5 - 2.499 US
MARY GRACE F. MIGUEL ANAGINE E. SINDAC ABSALON C. FERNANDEZ

TEACHER I TECHEAR-IN-CHARGE PRINCIPAL IV
Ratee Rater Approving Authority
INDIVIDUAL PERFORMANCE COMMITMENT REVIEW FORM (IPCRF) SUM
Teacher I-III (Proficient Teacher)
Name of Employee: 0 Name of Rater:

Position: TEACHER 1 Position:
Bureau/Center/Service/Division: RIZAL Date of Review:
Weight
per Numerical Ratings
KRA Weight per KRA Objectives
Objecti Q E T
Objective 1 ve
7.5% 0 0
KRA 1 22.5% Objective 2 7.5% 0 0
Objective 3 7.5% 0 0
KRA 2 22.5% Objective 5 7.5% 0 5
KRA 3 22.5% Objective 8 7.5% 1 1
KRA 4 22.5% Objective 11 7.5% 1 1 1
Objective 12 7.5% 1 0 1
Plus Fac 10% Objective 13 10% 0 1
Final Ratin
Adjectival Ratin
NAME OF THE RATEE NAME OF RATER

Ratee Rater
ORM (IPCRF) SUMMARY SHEET
er)
ANAGINE E. SINDAC
TEACHER-IN-CHARGE
APRIL 2019
rical Ratings
Score
Ave
0.000 0.000
0.000 0.000
0.000 0.000
0.000 0.000
2.500 0.188
0.000 0.000
0.000 0.000
1.000 0.075
0.000 0.000
0.500 0.038
1.000 0.075
0.667 0.050
0.500 0.050
Final Rating 0.475
Adjectival Rating US
NAME OF APPROVING AUTHORITY

Approving Authority
COMPETENCIES
CORE BEHAVIORAL COMPETENCIES

Self-Management Teamwork
1 Sets personal goals and direction, needs and development. 1 Willingly does his/her share of responsibility.
2 Undertakes personal actions and behaviors that are clear and purposive and takes into account 2 Promotes collaboration and removes barriers to teamwork and goal accomplishment across the
personal goals and values congruent to that of the organization. organization.
3 Displays emotional maturity and enthusiasm for and is challenged by higher goals.
4 Prioritize work tasks and schedules (through Gantt charts, checklists, etc.) to achieve goals.
4 3 Applies negotiation principles in arriving at win-win agreements.
4 Drives consensus and team ownership of decisions.
5 Sets high quality, challenging, realistic goals for self and others. 5 Works constructively and collaboratively with others and across organizations to accomplish
organizational goals and objectives.
Professionalism and Ethics

1 Demonstrates the values and behavior enshrined in the Norms of Conduct and Ethical Standards for Service Orientation
public officials and employee (RA 6713). 1 Can explain and articulate organizational directions, issues and problems.
2 Practices ethical and professional behavior and conduct taking into account the impact of his/her 2 Takes personal responsibilty for dealing with and/or correcting costumer service issues and concerns.
actions and decisions.
3 Maintains professional image: being trustworthy, regularity of attendance and punctuality, good
grooming and communication. 4 3 Initiates activities that promotes advocacy for men and women empowerment.
4 Participates in updating of office vision, mission, mandates & strategies based on DepEd strategies
and directions.
4 Makes personal sacrifices to meet the organization's needs.
5 Acts with a sense of urgency and responsibility to meet the organization's needs, improves systems 5 Develops and adopts service improvement programs through simplified procedures that will further
and help others improve their effectiveness. enhance service delivery.
Result Focus Innovation

1 Achieves results with optimal use of time and resources most of the time. 1 Examines the root cause of problems and suggests effective solutions. Fosters new ideas, processes,
and suggests bettter ways to do things (cost and/or operational efficiency).
2 Avoids rework, mistakes and wastage through effective work methods by placing organizational needs
before personal needs. 2 Demonstrates an ability to think "beyond the box". Continuously focuses on improving personal
3 Delivers error-free outputs most of the time by conforming to standard operating procedures productivity to create higher value and results.
correctly and consistently. Able to produce very satisfactoy quality of work in terms of 3 Promotes a creative climate and inspires co-workers to develop original ideas or solutions.
usefulness/acceptability and completeness with no supervision required.
4 Expresses a desire to do better and may express frustration at waste or inefficiency. May focus on new
5 4 Translates creative thinking into tangible changes and solutions that improve the work unit and
organization.
or more precise ways of meeting goals set. 5 Uses ingenious methods to accomplish responsibilties. Demonstrates resourcefulness and the ability
to succeed with minimal resources.
5 Makes specific changes in the system or in own work methods to improve performance. Examples
may include doing something better, faster, at alower cost, more efficiently; or improving quality,
costumer satisfaction, morale, without setting any specific goal.
5 - Role Model; 4 - Consistently demonstrates; 3 - Most of the time demonstrates; 2 - Sometimes demonstrates; 1 - Rarely demonstrate
OVERALL
COMPETENCY
RATINGS
rfcuevas2019
PETENCIES
3.83
3.83
PART IV: DEVELOPMENT PLANS
STRENGTHS DEVELOPMENT NEEDS ACTION PLAN TIMELINE RESOURCES NEED

(Recommended Developmetal Intervention)
A. Functional Competencies
B. Core Behavioral Competencies

Feedback:
#REF! #REF!
Ratee Rater Approving Authority
EVELOPMENT PLANS
RESOURCES NEEDED
TEACHER I-III
RATING SHEET
OBSERVER: DATE:
TEACHER OBSERVED:
SUBJECT & GRADE LEVEL TAUGHT:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
DIRECTIONS FOR THE OBSERVER:
1. Rate each item on the checklist according to how well the teacher performed during the classroom
observation. Mark the appropriate column with a (/) mark.
2. Each indicator is assessed on an individual basis.
3. Attach your Observation Notes Form to the completed rating sheet.
THE TEACHER 3 4 5 6 7 NO
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups,
4. in meaningful exploration, discovery and hands-on activities within a
range of physical learning environments
5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Note: For schools with only one observer (i.e., Principal), this form serve as the final rating sheet.
Signature over Printed Name of the Observer Signature over Printed Name of the Teacher
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2: MARY GRACE F. MIGUEL

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
1. Applies knowledge of content within and across curriculum teaching areas
2. Uses a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills
3. Applies a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills
Manages classroom structure to engage learners, individually or in groups, in
4. meaningful exploration, discovery and hands-on activities within a range of
physical learning environments
5. Manages learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environment
6. Uses differentiated, developmentally appropriate learning experiences to

addresslearners' gender, needs, strengths, interests and experiences
Plans, manages and implements developmentally sequenced teaching and

7. learning processes to meet curriculum requirements and varied teaching
contexts
8. Selects, develops, organizes and uses appropriate teaching and learning

resources, including ICT, to address learning goals
9. Designs, selects, organizes, and uses diagnostic, formative and summative

assessment strategies consistent with curriculum requirements
OTHER COMMENTS:
Signature over Printed Name of Signature over Printed Name of Signature over Printed Name of
Observer 1 Observer 2 Observer 3
#REF!
TEACHER I-III
INTER-OBSERVER AGREEMENT FORM
OBSERVER 1: NAME OF THE TEACHER OBSERVED:
OBSERVER 2: MARY GRACE F. MIGUEL

OBSERVER 3: SUBJECT & GRADE LEVEL TAUGHT:
DATE:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
1. Indicate your individual rating for each indicator.

2. Discuss within the group your reason(s) for such raating. In case of different ratings, the observers must resolve the
differences and come up with an agreed rating. The final rating is nit an average; it is a finak rating based on reasoned
and consenual judgment.
3. Attach all Individual Rating Sheets to this Inter-Observer Agreement Form.
Observer Observer Observer AGREED

THE TEACHER 1 2 3 RATING
Signature over Printed Name of the Teacher
OBSERVATION NOTES FORM
OBSERVER: DATE:
TEACHER OBSERVED: MARY GRACE F. MIGUEL TIME STARTED:
SUBJECT & GRADE LEVEL TAUGHT: TIME ENDED:
OBSERVATION: 1 □ 2 □ 3 □ 4 □
GENERAL OBSERVATIONS:
Signature over Printed Name of the Observer

ANNOTATION
DESCRIPTION OF THE MOV

OBJECTIVES MEANS OF VERIFICATION PRESENTED
ANNOTATION
ANNOTATIONS

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RPMS TOOL for TEACHER I-III

Name of Employee: MARY GRACE F. MIGUEL Position: TEACHER 1

POSITION AND COMPETENCY PROFILE PCP No. Revision Code:

Position Title Teacher I-III Salary Grade SG 11 STEP 3

DUTIES AND RESPONSIBILITIES

3. Manages an environment conducive to learning.

MANAGEMENT OF BEHAVIOR CHECKLIST

SUBJECT & GRADE LEVEL

Praising the learners/Giving positive feedback

Setting house rules/guidelines

Ensuring learner's active participation

Allowing learners to express their ideas/opinions

Giving equal opportunities to learners

Encouraging learners to asks questions

Others (Please specify and provide annotations)

2. Lesson plans/modified DLLs

5. Others (Please specify and

2. Lesson plans/modified DLLs used

6. Others (Please specify and

2. Lesson plans/modified DLLs used

3. Setting house rules/guidelines

7. Encouraging learners to asks

8. Others (Please specify and

6. Used differentiated, 1. Classroom observation tool Applied Applied Applied Applied No

4. Others (Please specify and

3. Instructional materials used to Submitted at least 4 Submitted 3 Submitted 2 Submitted 1 No

4. Others (Please specify and

8. Participated in 1. Personal notes of teachers on Consistently Frequently Occasionally Rarely participated No

3. Others (Please specify and Participated in at Participated in 3 Participated in 2 Participated 1 No

3. Develop diagnostic tests: (a) with

6. Others (Please specify and

3. Class records/grading sheets Submitted a Submitted a Submitted a Submitted 1 No

4. Communication with Submitted a Submitted a Submitted a Submitted any 1 of No

RPMS TOOL FOR TEACHER I-III (Proficient Teachers)

6. Book or Journal Authorship/Co-

7. Coordinatorship/Chairpersonship Submitted at least 4 Submitted 3 different Submitted 2 different Submitted any 1 of No

Position: GUINAYANG NHS

District/School: SAN MATEO I

SUBMITTED MEANS OF VERIFICATION

2. Lesson plans/modified DLLs developed 4 modified DLLs developed highlighting

3. Instructional materials highlighting mastery of 4 documented instructional materials used

4. Performance tasks/test materials highlighting 4 Performance Tasks (pictures with anotations

5. Others (Please specify and provide annotations)

2. Lesson plans/modified DLLs used in teaching 4 modified DLLs developed highlighting

3. Instructional materials highlighting learner- 4 documented instructional materials used

4. Performance tasks/test material(s) used in 4 Performance Tasks (pictures with anotations

5. Results of assessment used in teaching 4 Results of assessment used in teaching

6. Others (Please specify and provide annotations)

2. Lesson plans/modified DLLs used in teaching 4 modified DLLs developed highlighting

3. Instructional materials highlighting different 4 documented instructional materials used

4. Performance tasks/test material(s) used in 4 Performance Tasks (pictures with anotations

6. Others (Please specify and provide annotations)

Checked by: ________________________________

Position: GUINAYANG NHS

District/School: SAN MATEO I

SUBMITTED MEANS OF VERIFICATION

3. Others (Please specify and provide annotations)

3. Setting house rules/guidelines

4. Ensuring learner's active participation Submitted at least 4 of the given strategies as

6. Giving equal opportunities to learners

7. Encouraging learners to asks questions

8. Others (Please specify and provide annotations)

3. Instructional materials highlighting differentiation 4 documented instructional materials used