Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Lingayen

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

School: BINMALEY SCHOOL OF FISHERIES
District: BINMALEY I
Name of Teacher: ROLLY A. BANIQUED, JR.
Name of School Head: CARINA C. UNTALASCO, PhD
Part I
Performance RATING
KRA (Quality, Efficiency, Timeliness) Q E T Ave. Score Outstanding Very Satisfactory Unsatisfactory Poor
Satisfactory
Analysis: Analysis: Analysis: Analysis: Analysis:
Showed knowledge of content and
1. Applied knowledge of content its integration within and across
within and across curriculum 5 5 5 0.3750 subject areas as shown in MOV 1
teaching areas. with a rating of 7
1. Content Intervention: Intervention: Intervention: Intervention: Intervention:
and
Pedagogy Analysis: Analysis: Analysis: Analysis: Analysis:
2. Used a range of teaching
Facilitated using different teaching
strategies that enhance learner
strategies that promote reading
achievement in literacy and 4 5 4.5 0.3375 writing and/or numeracy skills.
numeracy skills Intervention: Intervention: Intervention: Intervention: Intervention:

3. Applied a range of teaching Analysis: Analysis: Analysis: Analysis: Analysis:

strategies to develop critical and Used different teaching strategies
creative thinking, as well as other that develop critical and creative
higher order thinking skills. 4 5 4.5 0.3375 thinking skills and/or other HOTS
Intervention: Intervention: Intervention: Intervention: Intervention:

4. Managed classroom structure to Analysis: Analysis: Analysis: Analysis: Analysis:

4.5 0.3375 Used classroom management
2. Learning engage learners, individually or in 4 5
strategies that engage learners in
Environment groups, in meanigful exploration, activities/tasks
 discovery and hands-on activities Intervention: Intervention: Intervention: Intervention: Intervention:
within a range of physical learning
environments..

5. Managed learner behavior Analysis: Analysis: Analysis: Analysis: Analysis:

Applied teacher management
constructively by applying positive
strategies of learner behavior that
and non-violent discipline to
4 5 4.5 0.3375 promote positive and non-violent
and Diversity ensure learning-focused discipline
of Learners environment Intervention: Intervention: Intervention: Intervention: Intervention:

Analysis: Analysis: Analysis: Analysis: Analysis:

6. Used differentiated, Applied differentiated teaching
developmentally appropriate strategies to address learner
learning experiences to address 4.5 0.3375 diversity
4
learners’ gender, needs, strengths, 5 Intervention: Intervention: Intervention: Intervention: Intervention:
interests and experiences.

7. Planned, managed and Analysis: Analysis: Analysis: Analysis: Analysis:

implemented developmentally Planned and implemented
sequenced teaching and learning developmentally sequenced teaching
4.75 0.3375 and learning process
processes to meet curriculum 4 5
requirements and varied teaching Intervention: Intervention: Intervention: Intervention: Intervention:
contexts.
Analysis: Analysis: Analysis: Analysis: Analysis:
Consistently participated in
8. Participated in collegial LACs/FGDs/meetings to discuss
3. Curriculum discussions that use teacher and 5 5 teacher/learner feedback to enrich
5 0.3750
and Planning learner feedback to enrich teaching instruction
practice. Intervention: Intervention: Intervention: Intervention: Intervention:

Analysis: Analysis: Analysis: Analysis: Analysis:

Developed and used varied teaching
9. Selected, developed, organized and learning resources, including ICT,
and used appropriate teaching and 5 5 5 0.3750 to address learning goals
learning resources, including ICT, to Intervention: Intervention: Intervention: Intervention: Intervention:
address learning goals.

4. Assessment 10. Designed, selected, organized 4.25 5 4.625 0.3468 Analysis: Analysis: Analysis: Analysis: Analysis:
and Reporting and used diagnostic, formative and Designed, selected, organized and
summative assessment strategies used diagnostic, formative and
summative assessment strategies
consistent with curriculum
consistent with curriculum
requirements. requirements
Intervention: Intervention: Intervention: Intervention: Intervention:
 Analysis: Analysis: Analysis: Analysis: Analysis:
Consistently monitored and
11. Monitored and evaluated evaluated learner progress and
learner progress and achievement 5 5 5 5 0.375 achievement using learner
using learner attainment data. attainment data
Intervention: Intervention: Intervention: Intervention: Intervention:

Analysis: Analysis: Analysis: Analysis: Analysis:

Consistently showed prompt and
12. Communicated promptly and clear communication of the learners’
clearly the learners’ needs, needs, progress and achievement to
progress and achievement to key 5 5 5 5 0.3750 key stakeholders, including parents/
stakeholders, including parents/ guardians
guardians.
Intervention: Intervention: Intervention: Intervention: Intervention:

Analysis: Analysis: Analysis: Analysis: Analysis:

Consistently performed various
13. Performed various related related work/activities that
5. Plus Factor works/activities that contribute to 5 5 5 0.5000 contribute to the teaching learning
the teaching-learning process. process
Intervention: Intervention: Intervention: Intervention: Intervention:

ROLLY A. BANIQUED, JR. ARVI A. TAROG,PhD CARINA C. UNTALASCO, PhD

Ratee Rater Principal IV
 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
Lingayen

INDIVIDUAL PERFORMANCE COMMITMENT AND REVIEW FORM

School: BINMALEY SCHOOL OF FISHERIES
District: BINMALEY I
Name of Teacher: ROLLY A. BANIQUED, JR.
Name of School Head: CARINA C. UNTALASCO, PhD
PART II – COMPETENCIES

A. Core Behavior Role Model Consistently Most of the Time Sometimes Rarely Demonstrates
Demonstrates Demonstrates Demonstrates
1.Self-Management Analysis: Analysis: Analysis: Analysis: Analysis:
Undertakes personal actions and
behaviors that are clear and
purposive and takes into account
personal goals and values
congruent to that of the
organization.
Intervention: Intervention Intervention: Intervention: Intervention:

2. Professionalism and Analysis: Analysis: Analysis: Analysis: Analysis:

Ethnics Maintains professional image: being .
trustworthy, regularity of
attendance and punctuality, good
grooming and communication
Intervention: Intervention Intervention: Intervention: Intervention:

3. Results Focus Analysis: Analysis: Analysis: Analysis: Analysis:

Achieves better results in
teaching and achieves
 goals
Intervention: Intervention: Intervention: Intervention: Intervention:
Continue expressing the
desire to do better and
may express and focus on
new or more precise ways
of meeting goals set.
4. Teamwork Analysis: Analysis: Analysis: Analysis: Analysis:
Promotes collaboration
and removes barriers to
teamwork and goal
accomplishment across
the organization
Intervention: Intervention: Intervention: Intervention: Intervention:
Continue promoting
collaboration and
enhancing camaraderie
amongst all members of
the school community for
the achievement of
common goal.
5. Service Orientation Analysis: Analysis: Analysis: Analysis: Analysis:
Develops and adopts
service improvement
programs through
simplified procedures that
will further enhance
service delivery.
Intervention: Intervention: Intervention: Intervention: Intervention:
Continue displaying
positive attitudes and
behaviors, which
demonstrate an
awareness and willingness
to respond to the needs,
requirements and
expectations.
6. Innovation Analysis: Analysis: Analysis: Analysis: Analysis:
Show creativity and foster
ideas to co-workers.
Intervention: Intervention: Intervention: Intervention: Intervention:
Continue showing
creativity, versatility and
translating ideas into
services to every member
of the school community.
III. SUMMARY OF RATINGS FOR DISCUSSION

Final Performance Results Rating Adjective Rating Analysis Intervention

Accomplishment of KRAs and 4.721 Outstanding Accomplished all the required
Objectives documents/eviences.
Core Behavioral 4.73 Role Model Displayed proper behavior and
Competencies traits as public servant.
Core Skills Role Model Expressed self clearly and
articulately and utilized
technologies to access
information to enhance
professional productively.

ROLLY A. BANIQUED, JR. ARVI A. TAROG,PhD CARINA C. UNTALASCO, PhD

Ratee Rater Principal IV