Automated Ipcrf

Republic of the Philippines
Department of Education
Region III
Division of Aurora
BALER STAND-ALONE SENIOR HIGH SCHOO
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Name of Employee: RIZZA A. LAGAN
Position: TEACHER II
Bureau/Center/Service/Division: AURORA
Rating Period: SY 2018 - 2019
TO BE FILLED OUT DURING PLANNING
Performance Indicators
Weight
MFOs KRAs Objectives Timeline
per KRA
Very Unsatisfactory
QET Outstanding (5) Satisfactory (3)
Satisfactory (4) (2)
Basic 1. Content 1. Applied knowledge June 2018 7.50% Quality Showed Showed Showed Showed
Education Knowledge and of content within and to March knowledge of knowledge of knowledge of knowledge of
Services Pedagogy across curriculum 2019 content and its content and its content and its content and its
teaching areas. integration within integration within integration within integration within
and across and across and across and
subject areas as subject areas as subject areas as across subject
shown shown shown in MOV 1 areas as shown in
inMOV1witha inMOV1witha with a rating of 5 MOV 1 with a
rating of 7 rating of 6 rating of 4
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted any 1
4 lessons using lessons using lessons using of the given MOV
MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV
Timeliness
Weight
MFOs KRAs Objectives Timeline Very Unsatisfactory
per KRA QET Outstanding (5) Satisfactory (3)
Basic 2. Used a range of June 2018 7.50% Quality Showed Showed Showed Showed
Education teaching strategies to March knowledge of knowledge of knowledge of knowledge of
Services that enhance learner 2019 content and its content and its content and its content and its
achievement in integration within integration within integration within integration within
literacy and and across and across and across and
numeracy skills. subject areas as subject areas as subject areas as across subject
shown shown shown in MOV 1 areas as shown in
inMOV1witha inMOV1witha with a rating of 5 MOV 1 with a
Efficiency Facilitated using Facilitated using Facilitated using Facilitated using
different teaching different teaching different teaching different teaching
strategies that strategies that strategies that strategies that
promote reading, promote reading, promote reading, promote
writing and/or writing and/or writing and/or reading, writing
numeracy skills numeracy skills numeracy skills and/or numeracy
as shown in MOV as shown in MOV as shown in MOV skills as shown in
1 with a rating of 1 with a rating of 1 with a rating of MOV 1 with a
7 6 5 rating of 4
Timeliness
Weight
Basic 3. Applied a range of June 2018 7.50% Quality Used different Used different Used different Used different
Education teaching strategies to to March teaching teaching teaching teaching
Services develop critical and 2019 strategies that strategies that strategies that strategies that
creative thinking, as develop critical develop critical develop critical develop critical
well as other higher- and creative and creative and creative and creative
order thinking skills. thinking and/or thinking and/or thinking and/or thinking and/or
other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV
with a rating of 7 with a rating of 6 with a rating of 5 1 with a rating
of 4
Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1
4 lessons as lessons as lessons as lesson as
evidenced by evidenced by evidenced by evidenced by any
MOV 1 and MOV 1 and MOV 1 and 1of the given
supported by supported by supported by any MOV
any1ofthe other any1 of the other 1of the other
Timeliness
Weight
Basic 2. Learning 4. Managed June 2018 7.50% Quality Used classroom Used classroom Used classroom Used classroom
Education Environment classroom to March management management management management
Services and Diversity structure to 2019 strategies that strategies that strategies that strategies that
of Learners engage learners, engage learners engage learners engage learners engage learners
individually or in in in in in
groups, in activities/tasks activities/tasks activities/tasks activities/tasks
meaningful as shown in as shown in as shown in as shown in
exploration, MOV 1 with a MOV1witha MOV 1 with a MOV 1with a
discovery and rating of 7 rating of 6 rating of 5 rating of 4
hands-on activities
within a range of
physical learning
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1
environments.
least 4 lessons lessons lessons as lesson
supported by supported by evidenced by supported by
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV
Timeliness
Weight
Basic 5. Managed June 2018 7.50% Quality Applied teacher Used classroom Applied teacher Applied teacher
Education learner behavior to March management management management management
Services constructively by 2019 strategies of strategies that strategies of strategies of
applying positive learner behavior engage learners learner behavior learner behavior
and non-violent that promote in that promote that promote
discipline to ensure positive and activities/tasks positive and positive and
learning- focused non-violent as shown in non-violent non-violent
environments. discipline as MOV1witha discipline as discipline as
shown in MOV rating of 6 shown in MOV shown in MOV
submitted with a submitted with a submitted with a
Efficiency Submitted at Submitted at Submitted at Submitted any 1

least 4 of the least 4 of the least 4 of the of the given
given strategies given strategies given strategies strategies as
as observed in as observed in as observed in observed in only
at least 4 3 lessons 2 lessons 1 lesson
lessons
Timeliness
Weight
Basic 6. Used June 2018 7.50% Quality Applied Applied Applied Applied
Education differentiated, to March differentiated differentiated differentiated differentiated
Services developmentally 2019 teaching teaching teaching teaching
appropriate strategies to strategies to strategies to strategies to
learning address learner address learner address learner address learner
experiences to diversity as diversity as diversity as diversity as
address learners’ shown in MOV shown in MOV shown in MOV shown in MOV
gender, needs, 1 with a rating 1 with a rating 1 with a rating 1 with a rating
strengths, interests of 7 of 6 of 5 of 4
and experiences.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1

least 4 differentiated differentiated at least 4
differentiated teaching teaching lessons as
teaching strategies in at strategies in 2 observed in 3
strategies in at least 2 lessons lessons as lessons as
least 2 lessons as evidenced by evidenced by observed in 2
as evidenced by MOV 1 and MOV 1 and lessons
MOV 1 and supported by supported by observed in only
supported by any1ofthe other any1ofthe other 1 lesson
any 1 of the acceptable acceptable differentiated
other MOV MOV teaching
acceptable strategy in only
MOV 1 lesson as
evidently shown
in any 1 of the
acceptable
MOV
Timeliness
Weight
Basic 3. Curriculum 7. Planned, June 2018 7.50% Quality Planned and Planned and Planned and Planned and
Education and Planning managed and to March implemented implemented implemented implemented
Services implemented 2019 developmentally developmentally developmentally developmentally
developmentally sequenced sequenced sequenced sequenced
sequenced teaching and teaching and teaching and teaching and
teaching and learning learning learning learning
learning processes process as process as process as process as
to meet curriculum shown in MOV shown in MOV shown in MOV shown in MOV
requirements and 1 with a rating 1 with a rating 1 with a rating 1 with a rating
varied teaching of 7 of 6 of 5 of 4
contexts.

least 4 developmentally developmentally developmentally
developmentally sequenced sequenced sequenced
sequenced teaching and teaching and teaching and
teaching and learning learning learning
learning process as process as process as
process as evidently shown evidently shown evidently shown
evidently shown in MOV 1 and in MOV 1 and in any 1 of the
in MOV 1 and supported by supported by given MOV
supported by any 1 of the any 1 of the
any 1 of the other given other given
other given MOV MOV
MOV
Timeliness
Weight
Basic 8. Participated in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely
Education collegial to March participated in participated in participated in participated in
Services discussions that 2019 LACs/FGDs/ LACs/FGDs/ LACs/FGDs/ LAC/FGD/
use teacher and meetings to meetings to meetings to meeting to
learner feedback to discuss discuss discuss discuss
enrich teaching teacher/learner teacher/learner teacher/learner teacher/learner
practice. feedback to feedback to feedback to feedback to
enrich enrich enrich enrich
instruction as instruction as instruction as instruction as
shown in the shown in the shown in the shown in the
MOV submitted MOV submitted MOV submitted MOV submitted
Efficiency Participated in Participated in 3 Participated in 2 Participated in 1

at least 4 LACs/FGDs/ LACs/FGDs/ LAC/FGD/ in
LACs/FGDs/ meetings as meetings as any 1 of the
meetings as evidently shown evidently shown given MOV
evidently shown in any 1 of the in any 1 of the
in any 1 of the given MOV given MOV
given MOV
Timeliness
Weight
Basic 9. Selected, June 2018 7.50% Quality Developed and Developed and Developed and Developed and
Education developed, to March used varied used varied used varied used varied
Services organized and 2019 teaching and teaching and teaching and teaching and
used appropriate learning learning learning learning
teaching and resources, resources, resources, resources,
learning resources, including ICT, to including ICT, to including ICT, to including ICT, to
including ICT, to address address address address
address learning learning goals learning goals learning goals learning goals
goals. as shown in as shown in as shown in as shown in
MOV1witha MOV1witha MOV 1 with a MOV 1 with a
rating of 7 rating of 6 rating of 5 rating of 4
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

least 4 varied varied teaching varied teaching teaching and
teaching and and learning and learning learning
learning resources, resources, resource,
resources, including ICT, including ICT, including ICT,
including ICT, as evidently as evidently as evidently
as evidently shown in MOV shown in MOV shown in any of
shown in MOV 1 and supported 1 and supported the acceptable
1 and supported by any 1 of the by any 1 of the MOV
by any 1 of the acceptable acceptable
acceptable MOV MOV
MOV
Timeliness
Weight
Basic 4. 10. Designed, June 2018 7.50% Quality Designed, Designed, Designed, Designed,
Education Assessment selected, to March selected, selected, selected, selected,
Services and Reporting organized and 2019 organized and organized and organized and organized and
used diagnostic, used diagnostic, used diagnostic, used diagnostic, used diagnostic,
formative and formative and formative and formative and formative and
summative summative summative summative summative
assessment assessment assessment assessment assessment
strategies strategies strategies strategies strategies
consistent with consistent with consistent with consistent with consistent with
curriculum curriculum curriculum curriculum curriculum
requirements. requirements as requirements as requirements as requirements as
shown in MOV shown in MOV shown in MOV shown in MOV
1 with a rating 1 with a rating 1 with a rating 1 with a rating
of 7 of 6 of 5 of

least 4 varied varied varied assessment tool
assessment assessment assessment as evidently
tools as tools as tools as shown in any of
evidently shown evidently shown evidently shown the acceptable
inany1ofthe inany1ofthe in any1ofthe MOV
acceptable acceptable acceptable
MOV MOV MOV
Timeliness
Weight
Basic 11. Monitored and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely
Education evaluated learner to March monitored and monitored and monitored and monitored and
Services progress and 2019 evaluated evaluated evaluated evaluated
achievement using learner progress learner progress learner progress learner progress
learner attainment and and and and
data. achievement achievement achievement achievement
using learner using learner using learner using learner
attainment data attainment data attainment data attainment data
as shown in the as shown in the as shown in the as shown in the
Efficiency Submitted a Submitted a Submitted a Submitted 1

combination of combination of combination of acceptable
at least 4 of the 3 of the 2 of the MOV
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1
were distributed were distributed were distributed of the given
across 4 across 3 across 2 MOV
quarters quarters quarters
Weight
Basic 12. Communicated June 2018 7.50% Quality Consistently Frequently Occasionally Rarely showed
Education promptly and to March showed prompt showed prompt showed prompt prompt and
Services clearly the 2019 and clear and clear and clear clear
learners’ needs, communication communication communication communication
progress and of the learners’ of the learners’ of the learners’ of the learners’
achievement to needs, progress needs, progress needs, progress needs, progress
key stakeholders, and and and and
including achievement to achievement to achievement to achievement to
parents/guardians. key key key key
stakeholders, stakeholders, stakeholders, stakeholders,
including including including including
parents/ parents/ parents/ parents/
guardians as guardians as guardians as guardians as
Efficiency Submitted a Submitted a Submitted a Submitted any 1

combination of combination of combination of of the given
at least 4 of the 3 of the 2 of the MOV
MOV MOV MOV
Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1

were distributed were distributed were distributed of the given
across 4 across 3 across 2 MOV
quarters quarters quarters
Weight
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely
Education various related to March performed performed performed performed
Services works/activities 2019 various related various related various related various related
that contribute to work/activities work/activities work/activities work/activities
the teaching- that contribute that contribute that contribute that contribute
learning process. to the teaching to the teaching to the teaching to the teaching
learning learning learning learning
process as process as process as process as
Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1
least 4 different different kinds different kinds of the
kinds of of acceptable of acceptable acceptable
acceptable MOV MOV MOV
MOV
Timeliness
ADJECTIVAL RATING EQUIVALENCES

RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding

3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee
H SCHOOL
VIEW FORM (IPCRF)

Name of Rater:
Position:
Date of Review:
TO BE FILLED OUT DURING EVALUATION
Rating
Actual
Score
Results
Poor
Q E T Ave
(1)
No acceptable
evidence was
4 5 4.5 0.3375
shown
No
acceptable
evidence was
shown
5
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable
evidence was
4 4 4 0.3
shown
No acceptable
evidence was
shown
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable
evidence was
4 3 3.5 0.2625
shown
No acceptable
evidence was
shown
3
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
4
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
4
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
4
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
No acceptable
evidence was
shown
5
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable 4 3 3.5 0.2625

evidence was
shown
No acceptable
evidence was
shown
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable 4 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown
4
No acceptable
evidence was
shown 4
Rating
Actual
Poor Score
Results Q E T Ave
(1)
No acceptable 4 4 4 4 0.3
evidence was
shown
No acceptable
evidence was
shown 4
Rating
Actual
Poor Score
Results Q E T Ave
(1)
evidence was
shown
5
No acceptable
evidence was
shown 5
RATING FOR OVERALL ACCOMPLISHMENTS 4.0625

ADJECTIVAL RATING Very Satisfactory
Approving Authority
Region XII
Division of Sultan Kudarat
Your School Here

Poblacion I, Lebak, Sultan Kudarat
ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Pres
1. Classroom observation tool (COT)
rating sheet and/or inter-observer
agreement form about knowledge of
content within and across curriculum
teaching areas
2. Lesson plans/modified DLLs developed

highlighting integration of content
✘
knowledge within and across subject
areas
1. Applied knowledge of
content within and across 3. Instructional materials highlighting
curriculum teaching areas. mastery of content and its integration in
other subject areas
4. Performance tasks/test material(s)

highlighting integration of content
knowledge within and across subject
areas
5. Others (Please specify and provide

annotations)
agreement form about teaching
strategies that enhance learner
achievement in literacy and numeracy
skills
2. Lesson plans/modified DLLs used in

teaching highlighting learner-centered
2. Used a range of teaching strategies that promote literacy and/or
strategies that enhance numeracy skills
learner achievement in
literacy and numeracy skills. 3. Instructional materials highlighting
learner-centered strategies that promote
literacy and/or numeracy skills
used in teaching
5. Results of assessment used in teaching

annotations)

agreement form about teaching
strategies to develop critical and creative
thinking, as well as other higher-order
thinking skills

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

annotations)

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

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

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

agreement form about using
differentiated, developmentally
appropriate learning experiences
2. Lesson plans/modified DLLs developed

6. Used differentiated, highlighting differentiation in content,
product, process, learning environment
developmentally appropriate or others according to learners’ gender,
learning experiences to needs, strengths, interests and
address learners’ gender, experiences
needs, strengths, interests
and experiences.
3. Instructional materials developed
highlighting differentiation in content,
product, process, learning environment
or others according to learners’ gender,
needs, strengths, interests and
experiences
4. Others (Please specify and provide annot

agreement form about using
developmentally sequenced teaching and
learning process
7. Planned, managed and
implemented 2. Lesson plans/modified DLLs
developmentally sequenced highlighting developmentally sequenced
teaching and learning instruction that meet curriculum goals
processes to meet and varied teaching contexts
curriculum requirements and
varied teaching contexts.
implemented
developmentally sequenced
teaching and learning
processes to meet
curriculum requirements and 3. Instructional materials used to
varied teaching contexts. implement developmentally sequenced
teaching and learning process to meet
curriculum requirements and varied
teaching contexts.
annotations)
1. Personal notes of teachers on

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

annotations)

agreement form about using appropriate
teaching and learning resources,
including ICT Examples:
 Activity sheets/task
sheets/work sheets
9. Selected, developed,  PowerPoint presentations
organized and used
 Video clips
appropriate teaching and
learning resources, including  Module
ICT, to address learning
goals.  SIMs-Strategic Intervention
Materials
 Others
2. Lesson plans/modified DLLs with
appropriate instructional materials
appended

annotations)

agreement form about using diagnostic,
formative and summative assessment
strategies
2. Prepared lesson plans/modified DLLs
highlighting appropriate use of formative
assessment strategies
10. Designed, selected,

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

annotations)
1. Compilation of a learner’s written work

with summary of results and with
signature of parents
2. Formative/summative assessment tools

11. Monitored and evaluated with TOS and frequency of errors with
learner progress and identified least mastered skills
achievement using learner
attainment data. 3. Class records/grading sheets
4. Lesson plans/modified DLLs showing
index of mastery
annotations)
1. At least 3 samples of corrected test

papers of the same 3 learners in the same
learning area with parents’ or guardians’
signature and date of receipt
2. Minutes of PTA meetings or Parent-

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

related works/activities that
contribute to the teaching- 6. Book or Journal Authorship/
learning process. Coauthorship/Contributorship
7. Coordinatorship/Chairpersons hip
8. Coaching and mentoring learners in

competitions
9. Mentoring pre-service/inservice
teachers
10. Others (Please specify and provide ann

pines Appendix M
tion
darat
Here
Kudarat
EMPLATE
n of the MOV Presented Annotations
Region IV-A
Division of QUEZON
Your School Here
Your District Here
INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

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

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

4 lessons as lessons as lessons as lessons as acceptable
evidenced by evidenced by evidenced by evidenced by evidence was
MOV 1 and MOV 1 from MOV 1 from MOV 1 from shown
supported by any colleagues and colleagues and colleagues and
1 of the other supported by any supported by any supported by any
given MOV 1 of the other 1 of the other 1 of the other
Timeliness
Weight Actual
MFOs KRAs Objectives Timeline Very Unsatisfactory Poor Score
per KRA QET Outstanding (5) Satisfactory (3) Results Q E T Ave
Basic 2. Collaborated with June 2018 7.50% Quality Conducted, Conducted and Conducted action Proposed-action No acceptable
Education colleagues in the to March completed and completed action research with research with evidence was
4 4 4 4 0.3
Services conduct and 2019 disseminated research with colleagues. colleagues shown
application of action research colleagues.
research to enrich with colleagues.
knowledge of content
and pedagogy. Efficiency Submitted at least Submitted any 3 Submitted any 2 Submitted any 1 No acceptable
4 of the given of the acceptable MOV MOV evidence was
MOV MOV shown
Timeliness Presented the Completed the Conducted the Proposed the No acceptable
research report research report research report research report evidence was
within the rating within the rating within the rating within the rating shown
period period period period
Weight Actual
Basic 3. Developed and June 2018 7.50% Quality Demonstrated Demonstrated Demonstrated Demonstrated No acceptable
Education applied effective to March effective teaching effective teaching effective teaching effective teaching evidence was
4 4 4 0.3
Services teaching strategies to 2019 strategies to strategies to strategies to strategies to shown
promote critical and promote critical promote critical promote critical promote critical
creative thinking, as and creative and creative and creative and creative
well as other higher- thinking as well as thinking as well as thinking as well as thinking as well as
order thinking skills. other HOTS as other HOTS as other HOTS as other HOTS as
shown in MOV 1 shown in MOV 1 shown in MOV 1 shown in MOV 1
with a rating of 8 with a rating of 7 with a rating of 6 with a rating of 5
Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

more lessons as lessons as lessons as more lessons as evidence was
evidenced by evidenced by evidenced by evidenced by shown
MOV 1 and MOV 1 and MOV 1 and MOV 1 and
supported by any supported by any supported by any supported by any
1 of the other 1 of the other 1 of the other 1 of the other
given MOV given MOV given MOV given MOV
Timeliness

Weight Actual
MFOs KRAs Objectives Timeline Score
per KRA Results
Weight Actual
Basic 2. Learning 4. Work with June 2018 7.50% Quality Modeled and Modeled and Modeled and Modeled and No acceptable 4 4 4 0.3
Education Environment colleagues to to March shared effective shared effective shared effective shared effective evidence was
Services and Diversity model and share 2019 classroom classroom classroom classroom shown
of Learners effective management management management management
techniques in the strategies that strategies that strategies that strategies that
management of engage learners engage learners engage learners engage learners
the classroom in in in in
structure to activities/tasks activities/tasks activities/tasks activities/tasks
engage learners, done in different done in different done in different done in different
individually or in physical physical physical physical
groups, in learning learning learning learning
meaningful environments environments environments environments
exploration, as shown in as shown in as shown in as shown in
discovery and MOV 1 with a MOV 1 with a MOV 1 with a MOV 1 with a
hands-on activities rating of 8 rating of 7 rating of 6 rating of 5
within a range of
physical learning
environments.
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
least 4 lessons lessons lessons as lesson evidence was
supported by supported by evidenced by supported by shown
MOV 1 and any MOV 1 and any MOV 1 and any of the
1 of the other 1 of the other supported by acceptable
acceptable acceptable any 1of the MOV
MOV MOV other given
MOV
Timeliness
Weight Actual
Basic 5. Exibited June 2018 7.50% Quality Exibited Exibited Exibited Exibited No acceptable 4 4 4 0.3
Education effective and to March effective and effective and effective and effective and evidence was
Services constructive 2019 constructive constructive constructive constructive shown
behavior behavior behavior behavior behavior
management skills management management management management
by applying skills by skills by skills by skills by
positive and non- applying applying applying applying
violent discipline to positive and positive and positive and positive and
ensure learning- non-violent non-violent non-violent non-violent
focused discipline to discipline to discipline to discipline to
environments. ensure learning- ensure learning- ensure learning- ensure learning-
focused focused focused focused
environments. environments. environments. environments.
as shown in as shown in as shown in as shown in
with a rating of with a rating of with a rating of with a rating of
8 7 6 5
Efficiency Applied atleast Applied atleast Applied atleast Applied atleast No acceptable
7 of the given 7 of the given 7 of the given 7 of the given evidence was
strategies as strategies as strategies as strategies as shown
observed in at observed in 3 observed in 2 observed in 1
least 4 lessons lessons lessons lesson
Timeliness
Weight Actual
Basic 6. Worked with June 2018 7.50% Quality Worked with Worked with Worked with Worked with No acceptable 3 3 3 0.225
Education colleagues to to March colleagues colleagues colleagues colleagues but evidence was
Services share 2019 atleast in the atleast in the atleast in the no evidence of shown
differentiated, district/cluster school level to department/gra sharing with
developmentally level to share share lesson de level to others
appropriate lesson share lesson
learning Efficiency Submitted at Submitted at Submitted at Submitted at No acceptable
experiences to least 1 lesson least 1 lesson least 1 lesson least 1 lesson evidence was
address learners’ as evidently as evidently as evidently as evidenced by shown
gender, needs, shown in MOV shown in MOV shown in MOV either MOV 2 or
strengths, interests 1 and supported 1 and supported 1 and supported 3 but no
and experiences. by any 1 of the by any 1 of the by any 1 of the evidence of
other other other sharing with
acceptable acceptable acceptable others
MOV MOV MOV
Timeliness
Weight Actual
Basic 3. Curriculum 7. Develop and June 2018 7.50% Quality Develop and Develop and Develop and Develop and No acceptable 4 4 4 0.3
Education and Planning applied effective to March applied effective applied effective applied effective applied effective evidence was
Services strategies in the 2019 strategies in the strategies in the strategies in the strategies in the shown
planning and planning and planning and planning and planning and
management of management management management management
developmentally developmentally developmentally developmentally developmentally
sequenced sequenced sequenced sequenced sequenced
teaching and teaching and teaching and teaching and teaching and
learning processes learning learning learning learning
to meet curriculum process as process as process as process as
requirements and shown in MOV shown in MOV shown in MOV shown in MOV
varied teaching 1 with a rating 1 with a rating 1 with a rating 1 with a rating
contexts. of 8 of 7 of 6 of 5
Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

least 4 lessons lessons as lesson as lesson as evidence was
as evidence by evidence by evidence by evidence by shown
MOV 1 and 2 MOV 1 and 2 MOV 1 and 2 any 1 of the
and supported and supported and supported acceptable
by any 1 of the by any 1 of the by any 1 of the MOV
acceptable other other
MOV acceptable acceptable
MOV MOV
Timeliness
Weight Actual
Basic 8. Review with June 2018 7.50% Quality Consistently led Frequently led Occasionally led Rarely led No acceptable 3 3 3 0.225
Education colleagues, to March collaborative collaborative collaborative collaborative evidence was
Services teacher and 2019 reviews of reviews of reviews of reviews of shown
learner feedback to teacher/learner teacher/learner teacher/learner teacher/learner
plan, facilitate and feedback as feedback as feedback as feedback as
enrich teaching evidenced by evidenced by evidenced by evidenced by
practice. the MOV the MOV the MOV the MOV
submitted submitted submitted submitted
Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

collaborative collaborative collaborative collaborative evidence was
reviews of reviews of reviews of review of shown
teacher and teacher and teacher and teacher and
learner learner learner learner
feedback as feedback as feedback as feedback as
evidently shown evidently shown evidently shown evidently shown
in MOV 1 and in MOV 1 and in MOV 1 and in any of the
supported by supported by supported by acceptable
any 1 of the any 1 of the any 1 of the MOV
MOV MOV MOV
Timeliness
Weight Actual
Basic 9. Advised and June 2018 7.50% Quality Consistently Frequently Occasionally Rarely advised No acceptable 4 4 4 0.3
Education guided colleagues to March advised advised advised colleagues in evidence was
Services in the selection, 2019 colleagues in colleagues in colleagues in the selection, shown
organization, the selection, the selection, the selection, organization,
development and organization, organization, organization, development
use of appropriate development development development and appropriate
teaching and and appropriate and appropriate and appropriate use of teaching
learning resources, use of teaching use of teaching use of teaching and learning
including ICT, to and learning and learning and learning resources as
address specific resources as resources as resources as shown in the
learning goals. shown in the shown in the shown in the MOV submitted
MOV submitted MOV submitted MOV submitted
Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

least 4 teaching teaching and teaching and teaching and evidence was
and learning learning learning learning shown
resources as resources as resources as resource as
evidenced by at evidenced by at evidenced by at evidenced by
least 1 of the least 1 of the least 1 of the any of the
acceptable acceptable acceptable acceptable
MOV MOV MOV MOV
Timeliness
Weight Actual
Basic 4. 10. Worked June 2018 7.50% Quality Consistently Frequently Occasionally Rarely reviewed No acceptable 3 3 3 0.225
Education Assessment collaboratively with to March reviewed reviewed reviewed collaboratively evidence was
Services and Reporting colleagues to 2019 collaboratively collaboratively collaborativel y assessment shown
review the design, assessment assessment assessment tools with
selection, tools with tools with tools with colleagues as
organization and colleagues as colleagues as colleagues as shown in the
use of a range of shown in the shown in the shown in the MOV submitted
effective MOV submitted MOV submitted MOV submitted
diagnostic,
formative and Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable
summative least 4 assessment assessment assessment tool evidence was
assessment assessment tools as tools as as evidently shown
strategies tools as evidently shown evidently shown shown in any of
consistent with evidently shown in any of the in any of the the acceptable
curriculum in any of the acceptable acceptable MOV
requirements. acceptable MOV MOV
MOV
Timeliness
Weight Actual
Basic 11. Interpreted June 2018 7.50% Quality Consistently Frequently Occasionally Rarely No acceptable 4 4 4 0.3
Education collaboratively to March collaborated collaborated collaborated collaborated evidence was
Services monitoring and 2019 with colleagues with colleagues with colleagues with colleagues shown
evaluation in the in the in the in the
strategies of interpretation of interpretation of interpretation of interpretation of
attainment data to assessment assessment assessment assessment
support learner data as shown data as shown data as shown data as shown
progress and in the MOV in the MOV in the MOV in the MOV
achievement. submitted submitted submitted submitted
Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

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

Weight Actual
Basic 12. Applied skills in June 2018 7.50% Quality Consistently Frequently Occasionally Rarely applied No acceptable 3 3 3 0.225
Education the effective to March applied skills in applied skills in applied skills in skills in the evidence was
Services communication of 2019 the effective the effective the effective effective shown
learner needs, communication communicatio n communicatio n communicatio n
progress and of learner needs of learner needs of learner needs of learner needs
achievement to and progress to and progress to and progress to and progress to
key stakeholders, parents/ parents/ parents/ parents/
including guardians as guardians as guardians as guardians as
parents/guardians. shown in the shown in the shown in the shown in the
Efficiency Submitted 4 of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable

the acceptable MOV MOV MOV evidence was
MOV shown
Timeliness
Weight Actual
Basic 5. Plus Factor 13. Performed June 2018 10.00% Quality Consistently Frequently Occasionally Rarely No acceptable 5 5 5 0.5
Education various to March performed performed performed performed evidence was
Services related 2019 special tasks special tasks special tasks special tasks shown
works/activities and/or and/or and/or and/or
that contribute to assignments assignments assignments assignments
the as shown in as shown in as shown in as shown in
teaching-learning the MOV the MOV the MOV the MOV
process. submitted submitted submitted submitted
Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

least 4 3 different kinds 2 different kinds of the evidence was
different kinds of acceptable of acceptable acceptable shown
of acceptable MOV MOV MOV
MOV
Timeliness
RATING FOR OVERALL ACCOMPLISHMENTS 3.8
ADJECTIVAL RATING VERY SATISFACTORY
ADJECTIVAL RATING EQUIVALENCES
RANGE ADJECTIVAL RATING
4.500 -5.000 Outstanding

3.500- 4.499 Very Satisfactory
2.500 - 3.499 Satisfactory
1.500 - 2.499 Unsatisfactory
Below 1.499 Poor
Rater Ratee Approving Authority

Region XII
Your School Here

ANNOTATION TEMPLATE
OBJECTIVES Means of Verification Description of the MOV Prese
1. Classroom observation tool (COT) rating

✘
form about effective applications of content
knowledge within and across curriculum
teaching areas

demonstration teaching highlighting
integration of content knowledge within and
across subject areas
3. Instructional materials developed

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

mastery of lessons learned

annotations)
1. Copy of the research proposal focused on

enriching knowledge of content and
pedagogy
2. Proof of participation and/or contribution

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

annotations)

form about using effective teaching
strategies to promote critical and creative
teaching, as well as other higher-order
thinking skills

different teaching strategies that develop
3. Developed and applied critical and creative thinking and/or other
HOTS
effective teaching
strategies to promote
critical and creative 3. Instructional materials highlighting
thinking, as well as other different teaching strategies that develop
higher- order thinking critical and creative thinking, and/or other
skills. HOTS
4. Performance tasks/test material(s) used

in demonstration teaching
5. Results of assessment used in the

demonstration teaching

annotations)

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

annotations)
Classroom observation tool (COT) rating

form about effective teacher management
of learner behavior using the following
strategies:
1. Providing motivation
2. Praising the learners/Giving

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

learners
7. Encouraging learners to ask

questions
8. Others (Please specify and

1. Minutes of LAC session/s, highlighting
one’s sharing of strategies on differentiated
and developmentally appropriate
opportunities to address learners’
differences
6. Worked with
colleagues to share 2. Lesson plans/modified DLLs highlighting
differentiated, strategies on differentiated and
developmentally-appropriate opportunities
developmentally to address learners’ differences
appropriate learning
experiences to address
learners’ gender, needs,
strengths, interests and ✘ 3. Corresponding instructional materials
experiences. showing differentiated and
developmentally-appropriate opportunities
to address learners’ differences
4. Others (e.g. testimonial, write-up from

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

form about using effective strategies in
implementing developmentally sequenced
teaching and learning process
2. Results of learners’ assessment during

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

in demonstration teaching

annotations)
1. Implemented LAC/FGD Plan
8. Review with
colleagues, teacher and 2. Minutes of LAC/FGD sessions on use of
learner feedback to plan, teacher and learner feedback to enrich
facilitate and enrich teaching practice with proof of attendance
teaching practice.
annotations)
1. Teaching and learning resources

developed by colleagues and critiqued on
their alignment to learning goals
9. Advised and guided
colleagues in the
selection, organization, ✘
2. Lesson plans by colleagues critiqued in
development and use of terms of the alignment of the teaching and
appropriate teaching and learning resources to the indicated learning
goals and appropriateness to the target
learning resources, learners
including ICT, to address
specific learning goals.
annotations)
1. Any proof of collaborative review if the

test is designed based on its purpose (e.g.
diagnostic, formative and summative)
2. Any proof of collaborative review of the

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

annotations)
1. Collaborative interpretation of the index
of mastery obtained from 1 class
11. Interpreted
collaboratively monitoring
and evaluation strategies
of attainment data to
support learner progress
11. Interpreted 2. Collaborative interpretation of item
collaboratively monitoring analysis of quarterly examinations
and evaluation strategies
of attainment data to 3. Collaborative interpretation of results of
support learner progress performance assessment
and achievement.
annotations)
1. Sample agreement for learners at risk

signed by parents and corresponding
evidence of improvement
2. Record of dialogue and/or parent-

teacher conferences and corresponding
3. Anecdotal record communicated to and

signed by the learners and/or parents with
corresponding evidence of improvement
4. Sample of learners' test results signed by

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

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

annotations)
1. Served as reliever of classes in the

absence of teachers
2. Served as OIC in the absence of the
principal
3. Represented the principal in meetings

and conferences
4. Observed classes of Teachers I-III
5. Assisted the school selection committee

in the evaluation of credentials when hiring
or promoting teachers
6. Certificate of Recognition or Participation
7. Certificate of Training
13. Performed various
related works/activities
that contribute to the 8. Certificate of Speakership
teaching-learning
process.
9. Committee involvement
10. Advisorship of Co-curricular activities
11. Book or Journal

Authorship/Coauthorship/Contributorship
12. Coordinatorship/Chairpersonship
13. Coaching and mentoring learners in

competitions
14. Mentoring pre-service/in-service

teachers

annotations)
ppines Appendix M
cation
udarat
Here
an Kudarat
EMPLATE
n of the MOV Presented Annotations
Region XII
Salaman Central Elementary Scho
PART IV: DEVELOPMENT PLANS OF THE IPCRF (IP

Action Plan (Recommended Develo
Strengths Development Needs
Intervention)
A. Teaching Competencies (PPST)
B. Core Behavioral Competencies (DepEd)
Feedback:
RATEE
ublic of the Philippines
partment of Education
Region XII
sion of Sultan Kudarat
tral Elementary School
n I, Lebak, Sultan Kudarat
T PLANS OF THE IPCRF (IPCRF-DP)

Action Plan (Recommended Developmental
Timeline Resources Needed
Intervention)
RATER APPROVING AUTHORITY

Region XII
Salaman Central Elementary Sc
PERFORMANCE MONITORING AND COACHING

DATE CRITICAL INCIDENCE DESCRIPTION OUTPUT
RATEE RATER
ippines
ucation
Kudarat
mentary School
an Kudarat
AND COACHING FORM

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

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Republic of the Philippines

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

Efficiency Submitted at Submitted at Submitted at Submitted any 1

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any 1

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

Efficiency Participated in Participated in 3 Participated in 2 Participated in 1

Efficiency Submitted at Submitted 3 Submitted 2 Submitted any

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1

Efficiency Submitted a Submitted a Submitted a Submitted 1

Efficiency Submitted a Submitted a Submitted a Submitted any 1

Timeliness Submitted MOV Submitted MOV Submitted MOV Submitted any 1

ADJECTIVAL RATING EQUIVALENCES

4.500 -5.000 Outstanding

VIEW FORM (IPCRF)

TO BE FILLED OUT DURING EVALUATION

No acceptable 4 3 3.5 0.2625

RATING FOR OVERALL ACCOMPLISHMENTS 4.0625

Your School Here

2. Lesson plans/modified DLLs developed

4. Performance tasks/test material(s)

5. Others (Please specify and provide

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs used in

6. Others (Please specify and provide

1. Classroom observation tool (COT)

Classroom observation tool (COT) rating

5. Managed learner behavior

1. Classroom observation tool (COT)

2. Lesson plans/modified DLLs developed

4. Others (Please specify and provide annot

1. Classroom observation tool (COT)

1. Personal notes of teachers on

3. Others (Please specify and provide

1. Classroom observation tool (COT)

3. Others (Please specify and provide

1. Classroom observation tool (COT)

10. Designed, selected,

6. Others (Please specify and provide

1. Compilation of a learner’s written work

2. Formative/summative assessment tools

1. At least 3 samples of corrected test

2. Minutes of PTA meetings or Parent-

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

8. Coaching and mentoring learners in

10. Others (Please specify and provide ann

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM (IPCRF)

Performance Indicators Rating

Efficiency Submitted at least Submitted 3 Submitted 2 Submitted 1 No

Efficiency Submitted 4 or Submitted 3 Submitted 2 Submitted 1 or No acceptable

Performance Indicators Rating

Efficiency Submitted at Submitted 2-3 Submitted 1 Submitted 1 No acceptable

Efficiency Submitted 4 Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted 3 Submitted 2 Submitted 1 No acceptable

Efficiency Submitted at Submitted at Submitted at Submitted any 1 No acceptable

Performance Indicators Rating

Efficiency Submitted 4 of Submitted any 3 Submitted any 2 Submitted any 1 No acceptable

Efficiency Submitted at Submitted only Submitted only Submitted any 1 No acceptable

4.500 -5.000 Outstanding

Rater Ratee Approving Authority

Your School Here

1. Classroom observation tool (COT) rating